scholarly journals The Proliferation of Lesson Study for English Language Teachers: A Meta-Synthesis Study

2021 ◽  
Vol 11 (2) ◽  
pp. 261-286
Author(s):  
Hülya Baysal ◽  
Nilay T. Bümen
Keyword(s):  
Lesson Study ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Pedagogical Design ◽  
Institutional Dimension ◽  
English Language Teachers ◽  
The Common ◽  
The Individual ◽  
Doctoral Dissertations

Despite studies on the lesson study experiences of English teachers have increased in Turkey in recent years, there is a need for further studies on how to integrate the model into the context. In this study, the qualitative research on the lesson study conducted with English teachers in Turkey was examined, and it was aimed to reach a synthesis to ensure the proliferation of the model. The common databases were searched with keywords, and specific inclusion criteria were used. Selected studies were scored with a checklist to be evaluated in terms of quality, and eight studies (six articles and two doctoral dissertations) that received the required score were included in the research. In the analysis, the steps of developing the first and second-order themes, interpreting, and synthesizing were followed. The common findings in the studies show that the lesson study provides significant contributions to English teachers despite the difficulties in the process. The synthesis includes the initiatives at the individual and institutional dimensions. It is concluded that the pedagogical design capacity and collaboration skills of English teachers should be strengthened at the individual dimension while administrator, mentor / facilitator support should be provided, and policy changes should be made in teacher education at the institutional dimension. We also recommended examining how the model can be adapted to Turkey's cultural-educational context, teacher autonomy, and identity.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

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.

A Comparative Study on the Current TESL Curriculum: Identifying a Match for Industry Revolution (IR) 4.0

2018 ◽  
Vol 7 (6) ◽  
pp. 214 ◽  
Author(s):  
Faizah Abd Majid
Keyword(s):  
Comparative Study ◽  
English Language ◽  
Language Teachers ◽  
Curriculum Developer ◽  
Policy Makers ◽  
Common Trend ◽  
Core Courses ◽  
English Language Teachers ◽  
The Common ◽  
Programme Outcomes

This paper examines TESL curriculum and how the curriculum relates to the training of the super skills needed in Industry Revolution 4.0 (IR 4.0). Specifically, a comparative study on several TESL programmes offered in several public universities in Malaysia will provide the common trend among the universities and specific strengths of each university. Focus of comparison includes the programme outcomes (PO), discipline core courses offered, methods of delivery and assessment. The comparisons are made to shed some lights on how universities are providing relevant training for the pre-service English language teachers in meeting the demand of Industry Revolution 4.0. In addressing the relevance of the curriculum, a discussion on the super skills needed for IR 4.0, IR characteristics and components will be briefly provided. Findings that address the strengths and rooms for improvement in the current TESL programme curriculum in meeting the need of IR 4.0 could benefit policy makers, curriculum developer and TESL trainers.

scholarly journals A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers

2020 ◽  
Vol 02 (12) ◽  
pp. 298-302
Author(s):  
Sarimsakova Dilafruz Muhamadjonovna ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Language Teachers ◽  
Sociolinguistic Competence ◽  
English Language Teachers

The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.

scholarly journals Discovering Students’ Preference for Classroom Activities and Teachers’ Frequency of Activity Use

2017 ◽  
Vol 19 (1) ◽  
pp. 51 ◽  
Author(s):  
Nahum Samperio Sanchez
Keyword(s):  
Research Methodology ◽  
Quantitative Research ◽  
English Language ◽  
Teaching Styles ◽  
Numerical Data ◽  
Language Teachers ◽  
Classroom Activities ◽  
English Language Teachers ◽  
The Common ◽  
Spss Software

Choosing what activities to include in a class is not an easy task. Teachers often tend to include activities based on their teaching styles and sometimes students are not included in these decisions. This paper explores the preference students have for classroom activities and the frequency in which teachers include certain classroom activities in their practicum. The study followed a quantitative research methodology by collecting numerical data through a 62-items questionnaire developed from a pool of items gathered from different questionnaires. Analysis indicate a coefficient of reliability of α=.907; data were analyzed with the SPSS software. 20 English language teachers and their 263 students of a language school were included in the study. Students’ levels ranged from 1 to 6, being the 6th the equivalent to B1 of the Common European Framework (CFE). Results indicated a mismatch between teachers’ frequently used activities and students’ preference of activities, however, there is a match in speaking activities.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

2020 ◽  
Vol 11 (01) ◽  
pp. 20674-20691
Author(s):  
Sofian Herouach
Keyword(s):  
High School Students ◽  
English Language ◽  
Field Work ◽  
English Teachers ◽  
Language Teachers ◽  
School Students ◽  
Approach To Learning ◽  
English Language Teachers ◽  
Communicative Approach

The present study is an attempt to investigate the impediments that stand against implementing the communicative approach among high school students. The study focuses on 2ndyear baccalaureate students: their prospective year of graduation, taking two regions as case studies Taza and Taounante cities. This paper tends to tackle the approaches that English language teachers tend to apply, the reasons that prevent English language teachers from implementing the Communicative Language Approach (CLA) and the measures that can be applied to enable teachers so as to execute the CLA. The review of literature is inclusive and refers to English theories that first introduced the communicative approach to learning. The field work is conducted through distributing a representative number of questionnaires and interviews. Questionnaires were distributed for both second baccalaureate students and English teachers and conducted interviews with them. This research paper argues that overcrowded classes, time constraints, lack of appropriate materials and the students’ low level of English are the main reasons that make English teachers abstain from implementing the CLA.  Additionally, based on the findings, the study argues that having limited number of students, maintaining in-service trainings for the teachers and the availability of appropriate materials are the measures that should be met to implement the communicative approach in teaching.

scholarly journals Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 79-96
Author(s):  
Karen Andrea Cuervo-Rodríguez ◽  
Jairo Enrique Castañeda-Trujillo
Keyword(s):  
Identity Construction ◽  
Language Learners ◽  
Narrative Analysis ◽  
English Language ◽  
Teacher Educators ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teachers ◽  
Negative Feelings

This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.

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.

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