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 Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽  
2018 ◽  
Vol 13 ◽  
pp. 93-102
Author(s):  
Md Morshedul Alam
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Policy Makers ◽  
Large Class Size ◽  
Rural Bangladesh ◽  
English Language Teachers ◽  
Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

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 Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Zohur Ahmed ◽  
Faheem Shahed ◽  
Mohammad Rahman ◽  
Abdul Mohamed
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Structured Interview ◽  
Language Teachers ◽  
Small States ◽  
Policy Makers ◽  
School Based ◽  
Service Training ◽  
Funded Project ◽  
English Language Teachers

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.

Revisiting native speaking teachers of English in Hong Kong

2016 ◽  
Vol 18 (1) ◽  
pp. 53-68
Author(s):  
Darren A. Bryant
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Post Colonial ◽  
English Language Teachers ◽  
The Impact ◽  
Native Speaking Teachers

Purpose – In 1997, Joseph Boyle critiqued the Hong Kong Government’s policy of recruiting native-speaking teachers (NSTs) of English into secondary schools. Boyle examined NSTs from a post-colonial and socio-linguistic stance. He concluded that the scheme was “largely ineffective” and that efforts to expand the scheme would likely fail due to the government’s implicit lack of trust in the capacities of non-native-speaking teachers’ (NNSTs) of English. However, almost two decades later the scheme has expanded across the primary and secondary sectors. The purpose of this paper is to explore how changing educational contexts and reform efforts have influenced conceptions of NSTs as articulated in Hong Kong policy. Design/methodology/approach – The research is approached retrospectively through an interpretivist paradigm, analysing policy documents, implementation materials, evaluation reports, and interview transcripts. Over 41 scheme stakeholders participated in the interviews, inclusive of policy makers, government officials, academics, teacher educators, principals and teachers, who were active over different phases of the scheme. Findings – The intended role and perceived competencies of the NSTs have been impacted by imported education reforms leading to new rationales for maintaining and expanding NST deployment. These shifts, however, lead to new tensions among idealised images of NSTs, their capacities, and the aims of policy makers and scheme implementers. Originality/value – The value of this paper lies in its reconsideration of the role of NSTs in light of educational reform efforts influenced by global change. This perspective varies from conventional critiques that focus on NSTs’ and NNSTs’ differing capacities as English language teachers by considering the impact of historic developments on later policies, and the tendency of policy makers to legitimise reform by importing international innovations. Second, it demonstrates how idealised images of NSTs simultaneously justify policies and pose challenges to effective implementation.

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 Teaching English in Multilingual Contexts: Teachers' Perspectives

2020 ◽  
Vol 3 ◽  
pp. 33-46
Author(s):  
Pitambar Paudel
Keyword(s):  
English Language ◽  
Classroom Behavior ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Reading Materials ◽  
English Language Teachers ◽  
Teachers Perspectives ◽  
Basic Level

 The national and international migration has made multilingualism a common phenomenon; Nepal is no exception. Nepal is regarded as a multilingual country where more than 129 languages are spoken. Despite multilingualism, English language has been taught from basic to advance levels of education as a core or optional subject. In this context, this article has investigated challenges faced by English teachers in teaching English in multilingual classes of Nepal. The article has also attempted to explore the strategies employed by teachers to deal with the challenges that they faced. To achieve these objectives, explanatory sequential mixed research design was used. Eighty basic level English language teachers from forty different (2 from each) schools of Kaski district were selected purposively. The data was collected through survey questionnaires, interview and classroom observation. The research showed that linguistic diversity, students classroom behavior and demotivation towards English, uncontextual and lengthy syllabus, lack of teachers' involvement in curriculum designing process and refresher courses programmes were the major challenges that the teachers have faced while teaching English. The research also indicated that the use of translation, use of increasing reading materials, managing rewards to the students, and repetition of the text were the major strategies that teachers employed to cope with the challenges in multilingual contexts. This implies that the policy makers, curriculum designers, and administrators should train the teachers to address these issues that are related to teaching English in a multilingual context like in Nepal.

scholarly journals Teach Effectively or Guide Wisely? Discussing the Application of Wisdom Approach to Language Teaching in Thai Higher Education

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Ji Hye Jaime Chung ◽  
Xiaoxia Wei
Keyword(s):  
Common Good ◽  
English Language ◽  
Social Role ◽  
Language Teaching ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
The Common Good ◽  
English Language Teachers ◽  
The Common

This study aimed to explore English language teachers’ perceptions and their classroom practices toward the application of teaching the ‘common good’ by incorporating a moral and ethical side of education to English Language Teaching (ELT). The data were collected by using a mixed-method approach consisting survey questionnaire, semi-structured interview, and class observations. Thirty teachers who taught English language at an international university located in Thailand participated in this study. The results revealed that the English language teachers do have a positive perception of the significance and value of cultivating students to achieve the common good in order to help them grow as virtuous citizens. However, their practices in classroom did not match the general perceptions as their behaviors were more focused towards linguistic effectiveness rather than wise guidance. It is recommended that language teachers raise awareness of the holistic aspect of education by valuing the social role of language in ELT.

scholarly journals Malaysian School English Language Teachers’ Perceptions on Teaching and Learning

2019 ◽  
Vol 8 (4) ◽  
pp. 11
Author(s):  
Foo Lung Choe ◽  
Nasreen Bhatti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Supportive Role ◽  
System Resource ◽  
English Language Teachers ◽  
English Classroom

Studies on school teachers’ perceptions toward teaching and learning have shown inconsistent results which call for further research in the area. This study was an attempt to investigate the perceptions of teachers towards Teaching and Learning of the English Language. A Likert scale questionnaire with 33 items was developed by the researchers. A randomly selected group of Malaysian School English language teachers (n = 165) responded to the questionnaire. The descriptive statistics results indicated that the Malaysian School English Language Teachers’ perceptions of teaching are mainly positive; such as having higher intrinsic interest in adopting teaching as profession, decreased tendency in perceiving Teaching as a stressful profession, understanding the significance of listening and speaking skills (commonly neglected skills), awareness of the advantages of having literature in the English classroom, showing interest in the knowledge about high frequency words and lexiles, and showing interest in knowing and understanding students’ interests and problems. However, teachers’ perceptions regarding the education system, resource adequacy, class size and in the teaching of the writing skill are negative in the analysis. The findings further indicate the teachers’ technology illiteracy and although they acknowledge the supportive role of books in teaching language skills they seem not to be positive on the use of textbooks in the English classroom. The results have interesting implications for policy makers and researchers.

scholarly journals ENGLISH LEARNING NEEDS OF ESP LEARNERS: EXPLORING STAKEHOLDER PERCEPTIONS AT AN INDONESIAN UNIVERSITY

2017 ◽  
Vol 28 (1) ◽  
pp. 1
Author(s):  
Dwi Poedjiastutie ◽  
Rhonda Oliver
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Learning Needs ◽  
Systematic Analysis ◽  
Policy Makers ◽  
Rigorous Evaluation ◽  
Multiple Realities ◽  
Teachers And Students ◽  
English Language Teachers ◽  
The University

The current study explores the challenges facing an English for Specific Purposes (ESP) program at an Indonesian university in Indonesia. As a part of their commitment to improvement, this university is working to better prepare students for employment so that they may function well in workplace. However, currently students’ English proficiency is deemed to be less than adequate for such purposes and to date there has been no systematic analysis of students’ needs to inform curriculum development and classroom instruction for the ESP courses. Clearly a rigorous evaluation is required to improve the teaching of English at this university. It was the aim of this study to achieve this and to do so by means of a Needs Analysis. To do this an ethnographic approach was undertaken focusing on the multiple realities of the three groups of stakeholders at this institution – employers, teachers and students. The findings show that each group acknowledged the importance of English as a global and international language. The results also suggest that within the university as a whole, at the faculty level, and in classrooms, some problems exist and potentially may inhibit the effectiveness of the ESP programs. The findings provide useful direction for policy makers, curriculum writers and English language teachers. 

A Comparative Study of EFL Classroom Management Strategies employed by Public and Private School English Teachers

2020 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Nauman A Abdullah
Keyword(s):  
Public Sector ◽  
Classroom Management ◽  
Private Sector ◽  
Comparative Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Public And Private ◽  
Classroom Management Strategies ◽  
English Language Teachers

<div><p>This research project was a comparative study of classroom management practices of English language teachers in secondary level public and private sector schools of Lahore. The purpose of the research was to establish the practices and the strategies used by the English language teachers. A total of 200 including 100 public sector and 100 private sector school teachers, teaching English language, were randomly selected for the present research using random sampling techniques. A close-ended questionnaire was developed by the researchers to collect data from the respondents. The researchers personally collected the data. After receiving the data they were entered into the spreadsheet of SPSS version 21.0. Different statistical techniques were used to analyze the data. Mean scores along with standard deviations were calculated in descriptive statistics. In inferential statistics, independent sample t-tests and one-way ANOVA were calculated. There were significant differences in the classroom management strategies used by public sector and private sector English language teachers. Policy recommendations were given for the administration of the schools to encourage EFL teachers to effectively use classroom management strategies.</p></div>

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