scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals English Language Teachers' Resource Centre: A Model for Developing Contexts

1970 ◽  
Vol 15 (1-2) ◽  
pp. 64-76
Author(s):  
Ram Ashish Giri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Resources ◽  
Teaching Programme ◽  
Curricular Practices ◽  
English Language Teachers ◽  
Poor Teaching

It is an irony that when the importance and demand of the English language in the developed as well as developing countries have increased several folds in the last five decades, the standards of its teaching and learning have decreased considerably. The deterioration of standards has been attributed to inadequate English language teaching (ELT) policy, poor teaching environment, inadequate infrastructure, or to ELT practitioners who in most countries are largely untrained. In order to address the problem, the respective countries have been engaged in modernising and improving their curricular practices and teacher preparation programmes for some time now. What is rarely considered is the fact that a good teaching programme requires adequate teaching resources. Central to the amelioration of English language teaching process is unarguably the resource that is available to support the teaching and learning processes. While it is necessary that the teachers are adequately trained, establishment of an English language teachers” resource centre to cater to the developing needs of the teachers (and learners)is essential. This article provides a rationale for the establishment of a teachers' resource centre, and, based on the experience in Nepal, suggests a model for its development and operation in other developing contexts. It discusses features as well as constraints of such a centre, and outlines ways in which it can, despite the constraints, be sustainable.Key words: English language teaching; ELT resource centre; Resource centre facility; Resource centre management; English language teachersJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 64-76Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4611

scholarly journals Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

The Importance of Raising Teacher Awareness of Culture-sensitive English Language Teaching

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Nino TVALCHRELIDZE
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Professional Training ◽  
English Language ◽  
Language Teaching ◽  
Professional Associations ◽  
Language Teachers ◽  
English Language Teaching ◽  
Daunting Task ◽  
English Language Teachers

It is straightforward that English language teachers in the 21st century face the daunting task educating students from diverse ethnic, racial, linguistic and religious background. It has become pivotal for teachers to raise their own cultural understanding first to be successful educators.  This study demonstrates to what extent English language teachers in Georgia value and practice culture-sensitive English language teaching and learning. The study concluded that at first teachers have to grasp the inseparability of language and culture to achieve students’ success in gaining communicative competence in English language. Based on the results of the study, English language teachers, in order to raise their cultural awareness are recommended: to participate in periodic in-service trainings, workshops and regional or national conferences that focus on target and international culture;  to receive in-service professional training through participation in  professional associations such as English Teachers’ Association of Georgia (ETAG), Teachers of English to Speakers of Other Languages (TESOL), Foreign Language Teachers Association; the Society for Intercultural Education, Training and Research (SIERAR); to subscribe to the journals and other publications of these professional associations.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals An Anthropocentric Approach to Evaluate English Language Teaching Course Books

2020 ◽  
Vol 8 (3) ◽  
pp. 24-29
Author(s):  
Ahmet Erdost Yastibas
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Thick Description ◽  
The World ◽  
Teachers And Students ◽  
English Language Teachers ◽  
The Relationship

The new geological epoch Anthropocene poses a significant problem to people because it shows how human activities have started to change and shape the world negatively to a big extent. One way to deal with this problem is education, including English language teaching. In English language teaching, course books can be used to deal with the Anthropocene. When the literature was reviewed, it was seen that English language course books were evaluated according to English language teachers’ and students’ perspectives, but not with an Anthropocentric perspective. Therefore, the present study aimed to evaluate an English language course book used in Turkey with an Anthropocentric approach. It was designed as a qualitative study. The data collected were documented analyzed. Qualifications of the researcher and thick description were used for the trustworthiness of the research. The findings have indicated that the course book has units and parts of units related to nature. They have also shown that students can understand the relationship between people and nature by studying this course book. The results were discussed, and suggestions for further research were made.

scholarly journals Liberating the Minds and Actions of English Language Teachers (Editorial Note)

2021 ◽  
Vol 50 (2) ◽  
pp. 46-49
Author(s):  
Raja Nor Safinas Raja Harun ◽  
◽  
Stefanie Pillai ◽  
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Editorial Note ◽  
English Teacher ◽  
Learning Practices ◽  
English Language Teachers ◽  
Language Teaching And Learning

In 2021, The English Teacher, one of the two journals published by the Malaysian English Language Teaching Association (MELTA), commemorates its 50th year of publication, making it the oldest continuously published journal in the field of English Language Teaching (ELT) in Malaysia. The English Teacher promotes research and reflections on English language teaching and learning practices, and policies at all levels of education.

scholarly journals Incorporating Visual Arts into English Language Teaching

2020 ◽  
Vol 8 (4) ◽  
pp. 52-56
Author(s):  
U Thulasivanthana
Keyword(s):  
Experimental Study ◽  
English Language Learners ◽  
Language Learning ◽  
Visual Arts ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
Learning English

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.

scholarly journals Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

2021 ◽  
pp. 27-38
Author(s):  
A. N. A. Kamal ◽  
M. A. K. Azlan ◽  
S. F. Ng ◽  
A. Manion
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Tools ◽  
English Language Teachers ◽  
Web Learning

Aims: This study evaluates teachers' perspectives on the integration of guided mobile learning through the Mobile Intervention Module (MIM) in English language teaching. As previous studies suggested that there are conflicting views among scholars with regards to mobile usage in classroom learning, this paper attempts to address scholars' concerns by suggesting English language teachers' opinions on the possibility of having practical guided mobile learning activities to complement the course contents. Study Design: This study adopts a qualitative approach. Place and Duration of Study: Universiti Malaysia Kelantan, Malaysia, between February 2019 to July 2019. Methodology: Interview sessions are conducted among four language instructors to see how they perceive the effectiveness of guided mobile learning intervention towards teaching and learning. Content Analysis is later adopted to analyse the interview data where specific themes are derived. The concept of MIM that incorporates appropriate web learning tools is developed and explained. MIM functions as a comprehensive guide that matches the course contents to the most appropriate web learning tools. Results: The results show that all instructors perceive guided mobile learning through the MIM positively. This study implicates that guided mobile learning could be useful in facilitating the teaching approach shift from conventional to technology-assisted, enabling the integration of interactive activities in learning, developing specific language skills and enhancing engagement. It should also be noted that there may be some adaptation barriers of mobile learning that can hinder learning process. Conclusion: While it is recommended that mobile learning is integrated with lessons, to achieve effective results, however, as suggested in the findings of this study, it has to be guided, thus a proper module that links the syllabus to the mobile apps needs to be created.

scholarly journals The use of reflective practice towards achieving effective English language teaching at primary schools

2021 ◽  
Vol 10 (1) ◽  
pp. 364
Author(s):  
Siti Noor Aneeis Hashim ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Reflective Practice ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English Language Teachers

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

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