scholarly journals Reconstructing a Personal Story about Being a Teacher Educator and a Researcher

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 173-185
Author(s):  
Jairo Enrique Castañeda-Trujillo
Keyword(s):  
English Language ◽  
Life Experiences ◽  
Teacher Educator ◽  
Research Work ◽  
Language Teachers ◽  
Personal Story ◽  
English Language Teachers

This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.

scholarly journals Developing a Framework of Media-Aided Descending-Ascending Repetition of Vocabulary Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Suwarsih Madya
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Action Observation ◽  
Teacher Educator ◽  
Language Teachers ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
English Language Teachers ◽  
Basic Vocabulary ◽  
Implementation Data

Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement.  This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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