“I’m still insecure” : Korean English Language Teachers’ Perceptions on English Education Policy Favoring Native English Teachers

2016 ◽  
Vol 23 (4) ◽  
pp. 331-355
Author(s):  
Soon Bok Park ◽  
◽  
Jyun Bang
Keyword(s):  
Education Policy ◽  
English Language ◽  
English Education ◽  
English Teachers ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
English Education Policy ◽  
English Language Teachers

scholarly journals Criteria of Ideal English Language Teachers as Perceived by Secondary and Tertiary Indonesian Students

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nur Salam ◽  
◽  
Aulia Nourma Putri ◽  
Tundung Subali Patima ◽  
Azmi Abdul Latiff ◽  
...  
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Education ◽  
Classroom Interaction ◽  
English Teachers ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Research Technology ◽  
English Language Teachers ◽  
The Republic

This study presents English teachers' professional, personality, social, leadership, and classroom interaction attributes which senior high school and university students expect from their English teachers. By knowing those attributes, English teachers are expected to be able to help their students attain better English language proficiency. For the investigation, five sets of questions were distributed in order to find out the respondents’ favourite English teachers attributes. The respondents consisted of senior students of three high schools and undergraduates of three universities who had high, mediocre and low English language proficiency. The results show that the students' levels of education and English language proficiency influence the students' perceptions on their English teachers' attributes. This study suggests that English teachers recognize the attributes that their students highly expect from them. It is suggested that English teacher training institutions should conduct more professional English language and language teaching trainings that help teachers to develop the attributes. It is also suggested that the Ministry of Research, Technology and Higher Education of the Republic of Indonesia to monitor and evaluate universities and institutions which establish English Education Departments.

scholarly journals Grammar Rules Matter: Should We Teach Inductively or Deductively?

2016 ◽  
Vol 21 (1-2) ◽  
pp. 31-39
Author(s):  
Ganesh Bastola
Keyword(s):  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Teachers Perceptions ◽  
Grammar Rules ◽  
Approach Method ◽  
English Language Teachers ◽  
Teaching Grammar

The main purpose of this paper is to analyze of Nepalese English language teachers perception of teaching grammar rules. This paper explores whether English teachers teach grammar inductively, deductively or using any other methods. It explores the arguments of teaching grammar rules based on teachers’ perception and my experiences of teaching grammar. Teachers’ perceptions were collected through a mini survey questionnaire. The study found that most of the respondents are in favor of deductive approach/method. A substantial majority of the respondents rated the relevance of GT method because it made learners learn theoretical and pedagogical components in easier manner. Most importantly, the majority valued its relevance abruptly considering a wide repertoire of methods, techniques, activities and resources. A small number of respondents perceived it to be somehow irrelevant and rated it low. In addition, this study reveals that teachers believe in deductive approach as the best way to teach grammar. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 31-39

scholarly journals Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

2020 ◽  
Author(s):  
Lubna Khalil ◽  
Brunhielda Kholofelo Semono-Eke
Keyword(s):  
Saudi Arabia ◽  
Teaching Methods ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
English Language Teachers

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

scholarly journals Pre-service English language teachers’ perceptions towards teaching grammar

2018 ◽  
Vol 23 (1-2) ◽  
pp. 90-104
Author(s):  
Mohan Singh Soud
Keyword(s):  
English Language ◽  
Relevant Information ◽  
English Teachers ◽  
Structured Interview ◽  
Language Teachers ◽  
Inductive Method ◽  
Teachers Perceptions ◽  
Grammar Teaching ◽  
English Language Teachers ◽  
Teaching Grammar

This article explores the perceptions of pre-service English language teachers studying at Master’s level under Education faculty at Tribhuvan University Nepal towards grammar and grammar teaching employing a qualitative research design. Three pre service English teachers were involved in this study, out of which two were females and one was male. The research participants were interviewed using a semi-structured interview technique to collect relevant information to fulfill its purpose. The finding several that pre-service English teachers are in favour of teaching grammar. However, they believe that grammar should not be taught giving rules directly. All of the participants favour the use of inductive method of teaching grammar though they were taught through the use of deductive method at school.

scholarly journals Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

2020 ◽  
Vol 15 (06) ◽  
pp. 108
Author(s):  
Saleh Al-Shehri
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Vision 2030 ◽  
English Language Teachers ◽  
Almost All

Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers’ perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behavior and teaching practices. The study was conducted with 15 female in-service English language teachers. Data was collected in two phases to reveal any change in teachers perceptions over time. The study concluded that almost all participants held positive attitudes toward Vision 2030. However, there was not a correlation between teachers' perceptions and actual teaching experience in terms of pedagogical and technological perceptions and the Vision's implications.

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

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