scholarly journals ‘Professionalism’ in English as a Foreign Language Teachers’ Perspectives: A Qualitative Study in a Thai Context

2020 ◽  
Vol 13 (3) ◽  
pp. 1
Author(s):  
Anchalee Jansem
Keyword(s):  
Effective Teachers ◽  
Oral Communication ◽  
Structured Interview ◽  
Language Teachers ◽  
Successful Student ◽  
Field Note ◽  
Lesson Delivery ◽  
Big Picture ◽  
On Line ◽  
Teachers Perspectives

This study presents the meanings, attributes, and roles of ‘professionalism’ synthesized from 20 Thai EFL teachers’ perspectives.  Qualitative research methods were utilized to collect four sources of data including classroom observation transcripts, semi-structured interview transcripts, on-line discussion entries, and field-note recordings.  The findings indicated that professionalism refers to the big picture of exemplar, effective teachers.  Proficient English skills with an emphasis on oral communication, lesson planning abilities, lesson delivery skills, and commitment to successful student learning were believed to form professionalism which, also, plays multi-roles in teaching.

scholarly journals PROMOTING LEARNER AUTONOMY IN AN ESL CONTEXT IN PAKISTANI UNIVERSITIES: A TEACHERS’ PERSPECTIVE

2021 ◽  
Vol 9 (3) ◽  
pp. 1048-1055
Author(s):  
Asma Kashif Shahzad ◽  
Akifa Imtiaz ◽  
Tahira Asgher
Keyword(s):  
English Language ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Teachers ◽  
Classroom Teaching ◽  
Esl Teachers ◽  
Language Classrooms ◽  
University Level ◽  
Teachers Perspectives ◽  
The University

Purpose of the study: The present research aims to study the effectiveness of using learner autonomy in English language classrooms at the university level from teachers' perspectives. The study seeks to determine what roles can be performed by the language teachers while fostering learner autonomy at the university level. Methodology: The study is descriptive and qualitative. The data has been collected with the help of a structured interview. The researchers prepared a list of questions to collect data from the interviews with 19 ESL teachers. The respondents are from the five universities of South Punjab. The interviews are recorded and transcribed and further analysed in terms of thematic categories discussed with the teachers. Main findings: The research explores a great deal of awareness of the concept of learner autonomy among university teachers, which they use indirectly or directly in their classroom teaching. The teachers discuss many roles they can perform to develop and use autonomy in the English language classroom. They express that practising autonomous learning in an ESL context could result in learning the English language more naturally and effectively. Application of this study: The present study contributes to using and developing learner autonomy in an ESL context. It would be an inspiration to research and explore more avenues of systematic inquiry in the field it deals with. The pedagogical implication of the study is that it would help ESL teachers practice the concept in their classroom teaching effectively. Novelty/Originality of this study: Most of the studies found in the field of learner autonomy are learner-centered. our research explores the phenomenon from the viewpoint of language teachers. The study focuses on the effectiveness of learner autonomy perceived by the teachers. It further records the teachers' opinions about what role(s) they can perform to practice it in the classroom.

scholarly journals The Perceptions of English Teachers to the SIOP® Model and Its Impact on Limited English Proficiency

2015 ◽  
Vol 2 (1) ◽  
pp. 15 ◽  
Author(s):  
Ozge Inceli
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Structured Interview ◽  
Language Teachers ◽  
Research Approach ◽  
Language Performance ◽  
Lesson Delivery ◽  
Basic Purpose ◽  
Observation Protocol ◽  
Limited English Proficient Students

Limited English proficiency is the difficulty in comprehension and production in English.  In this study, the efficiency of the Sheltered Instruction Observation Protocol (SIOP) Model was examined to indicate the components that are lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, review and assessment. The basic purpose of the research was to investigate how teachers improve the student’s language performance for limited English proficiency through using the SIOP® Model. In this paper, a qualitative research approach and semi-structured interview were used to discover the teacher’s perceptions about the SIOP® Model, and the research is to find out the problems in limited English proficiency. 10 participants (3 males and 7 females) aged from 26 to 34 (M = 30.9). The results indicate that the factors of SIOP® model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension.

scholarly journals The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

2021 ◽  
Vol 14 (9) ◽  
pp. 67
Author(s):  
Ahlam Aldakhil ◽  
Hind Alfadda
Keyword(s):  
Private School ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Successful Implementation ◽  
Riyadh City ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Observation Protocol ◽  
Teachers Perspectives

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students’ achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers’ perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females & 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers’ proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers. 

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Gunasegaran Karuppannan ◽  
Muhantha Paramalingam ◽  
Fazal Mohamed Mohamed Sultan ◽  
Hatnin Duari
Keyword(s):  
Special Education ◽  
Effective Teaching ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Effective Teaching Strategies ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Document Review

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Factors in Teachers’ Awareness of Pedagogical Gestures as Enhancement Technique Among English Teachers in Secondary Schools in Enugu State, Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 222-241
Author(s):  
Nkechinyere Iwe
Keyword(s):  
Language Teachers ◽  
Test Method ◽  
Sampling Techniques ◽  
Rural Teachers ◽  
Enhancement Technique ◽  
Teacher Qualification ◽  
Lesson Delivery ◽  
Urban Rural ◽  
The Mean ◽  
Enugu State

The study seeks to ascertain Nigerian language teachers’ awareness of pedagogical gestures as an enhancement to teaching and whether this awareness is influenced by teaching location and teacher qualification. The study adopts the survey research design with a sample size of 262 drawn using multi-staged sampling techniques. The Z-test method was used in testing the hypothesis of the study.  It was discovered that there was high mean response of teachers on the awareness of pedagogical gestures. There were significant differences in the mean response of urban/rural teachers and no significant differences in the mean response of graduate/non-graduate teacher’s awareness of pedagogical gestures as enhancement technique. Our conclusion is that pedagogical gestures are indispensable in lesson delivery and that their pedagogic values are gained through awareness of them as enhancement technique.  

scholarly journals African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study

2021 ◽  
Vol 9 (1) ◽  
pp. 59-76
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Racial Discrimination ◽  
Language Learners ◽  
Structured Interview ◽  
Language Teachers ◽  
Mixed Method Research ◽  
African Immigrant ◽  
Immigrant Teachers ◽  
Second Language Teachers

Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.

scholarly journals Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

2020 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes Kibui
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
English Language ◽  
Language Teachers ◽  
Primary Data ◽  
Control Group ◽  
Group Design ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Experimental Group

Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.

scholarly journals EFL Teachers’ Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach

2016 ◽  
Vol 9 (2) ◽  
pp. 20 ◽  
Author(s):  
Melor Md Yunus ◽  
Hadi Salehi ◽  
Mahdi Amini
Keyword(s):  
Language Learners ◽  
Classroom Practices ◽  
Oral Communication ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Language Courses ◽  
Quantitative Results ◽  
Method Approach

<p>In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.</p>

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