Chandler, Jean. 2003. The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12(3). 267-296.
Colpitts, Bradley D. F. 2016. Japanese Students’ Perceptions of Peer Corrective Feedback in an EFL Classroom. Acta Humanistica Et Scientifica Universitatis Sangio Kyotiensis 49. 345-358.
Diab, Nuwar M. 2016. A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System 57. 55-65.
., & Daana, H. (2013). Jordanian undergraduates’ motivations and attitudes towards learning English in EFL context. International Review of Social Sciences and Humanities, 4 (2), 159-180.
Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5 (1), 54-61.
Zusho, A., Anthony, J. S., Hashimoto, N., & Robertson, G. (2014). Do video games provide motivation to learn? In F. C. Blumberg (Ed.), Learning by playing: Video gaming in education (pp. 69-86). NY: Oxford University Press.
This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.
For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.
It seems that there are very few research themes in sociolinguistics that have been as thoroughly explored as gender representation in educational materials (notably in E FL textbooks). However, relatively little attention has been paid to how learners themselves perceive the images of men and women in teaching resources. T he present contribution has been written in an attempt to fill this gap. Drawing on the findings of two small-scale survey studies conducted among Polish university students, it addresses two major issues. T he first one concerns the extent to which the choice of male or female-gendered sentence subjects in E FL grammar course books matches the learners’ associations and expectations. The other one, focusing specifically on attitudes to gender representation, seeks to demonstrate how the students view the ways male and female characters are portrayed in constructed examples of usage and practice sentences from English grammar textbooks. Both studies provide some indications of how E FL learners’ needs and expectations can be better addressed in teaching materials
Akkakoson, S. (2011). Learning and teaching style preferences in EFL. Journal of the Worldwide Forum on Education and Culture, ) 3 1(, 66-78.
Alkhasaweh, I. M., Mrayyan, M. T., Docherty, C, Alashram, S., & Yosef, H. (2008). Problem-based learning (PBL): Assessing students’ learning preferences using VARK. Nurse Education Today , 28, 572-579.
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Bastable, S. B. (2008). Nurse as educator: Principles of teaching
Antonio R. Raigón Rodríguez and Ángela Mª Larrea Espinar
, teaching, assessment. Cambridge: Cambridge University Press.
Cerezal, Fernando. 1999. La transmisión de valores genéricos discriminatorios en libros de texto de inglés (Instrumentos didácticos 11). Alcalá de Henares: Servicio de Publicaciones, Universidad de Alcalá.
Cheng, Ching-Mei. 2012. The influence of college EFL teachers’ understandings of intercultural competence on their self-reported pedagogical practices in Taiwan. English Teaching: Practice and Critique 11 (1). 164-182.
Göbel, Kerstin & Andreas Helmke. 2010
Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.
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AYERS, W. (1995). To Become a Teacher: Making a Difference in Children’s Lives. New York: Teachers’ College Press.
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CASTRO, A. J. (2010). Themes in the Research on Preservice Teachers’ Views of Cultural Diversity: Implications
Craig Gamble, Michael Wilkins, Jonathan Aliponga, Yakuko Koshiyama, Keiko Yoshida and Shirley Ando
Adamson, John. 2004. Investigating college student attitudes towards learning English and their learning strategies: Insights from Interviews in Thailand. Journal of Asia TEFL 1(2). 47-70.
Aliponga, Jonathan & Koshiyama, Yasuko & Gamble, Craig & Yoshida, Keiko & Wilkins, Michael & Ando, Shirley. 2015. Learner autonomy in Japanese high schools: An exploratory study. International Journal of Self-Directed Learning 12(1). 29-40.
Atsuta, Hiromi. 2003. Improving the motivation of unsuccessful learners in the Japanese high school EFL