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An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

same teacher, different practices: A comparative analysis of EFL teachers’ practices in public and private language schools (Unpublished Master’s thesis). Urmia University, Urmia. Iran. Bagheri, H. (1994). A profile for teaching and teaching English in pre-university schools of Sistan and Baluchestan: Problems and solutions (Unpublished Master’s Thesis). Shiraz University, Shiraz. Besong, F., & Holland, C. (2015). The dispositions, abilities and behaviors (DAB) framework for profiling learners’ sustainability competencies in higher

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Professional Development of EFL Teachers through Rotatory Peer Supervision

supervisors and their effect on EFL student-teachers’ teaching skills. Asian EFL Journal , 6 (3), Article 8. Retrieved from http://www.asian-efl-journal.com/september_04_aab.php Blumberg, A. (1980). Supervisors and teachers: A private cold war (2 nd ed.). Berkeley: McCutchan Publishing. Bowman, R. F. (2001). Practical tools for pre-service teaching observations. Kappa Delta Pi Record , 37 (3), 126–128. Bradley, L. J., & Kottler, J. A. (2001). Overview of counselor supervision. In L. J. Bradley & N. Ladany (Eds.), Counselor supervision: Principles

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Error Analysis in EFL Classroom of Lower Secondary Students

References Abushihab, I. (2014). An analysis of grammatical errors in writing made by Turkish learners of English as a foreign language. International Journal of Linguistics , 6 (4), 213 – 223. Al-Buainain, H. (2011). Students' Writing Errors in EFL: A Case Study. QNRS Repository , (1), 1 – 37. Ananda, R., Gani, S. A., & Sahardin, R. (2014). A study of error analysis from students’ sentences in writing. Studies in English Language and Education , 1 (2), 82-97. Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C. (2011). Inter

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The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

., & 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.

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EFL teacher professional change in India

Abstract

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.

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EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

postsecondary EFL classrooms. TESOL Quarterly , 31 (3), 451–486. Fichtner, F., & Chapman, K. (2011). The cultural identities of foreign language teachers. L2 Journal , 3 (1), 116–140. Grandey, A. A., & Gabriel, A. S. (2015). Emotional labor at a crossroads: Where do we go from here? Annual Review of Organizational Psychology and Organizational Behavior , 2 (1), 323–349. Heller, M. (1987). The role of language in the formation of ethnic identity. In J. Phinney and M. Rotheram (Eds). Children’s ethnic socialization (pp. 180–200). Newbury Park, CA: Sage

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Identifying Motivational Factors of Pre-service EFL Teachers

Abstract

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.

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Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors

References 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. Barbe, W. B. & Milone, M. N. (1981). What We Know About Modality Strengths. Educational Leadership, 70 (1), 378-380. Bastable, S. B. (2008). Nurse as educator: Principles of teaching

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Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

Abstract

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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Cultural responsiveness in EFL teaching: reflections from native instructors

References ALPTEKIN, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143. http://doi.org/10.1093/elt/47.2.136 AYERS, W. (1995). To Become a Teacher: Making a Difference in Children’s Lives. New York: Teachers’ College Press. CANAGARAJAH, S. (2010). Linguistic imperialism. The Routledge Handbook of Applied Linguistics. http://doi.org/10.4324/9780203835654.ch27 CASTRO, A. J. (2010). Themes in the Research on Preservice Teachers’ Views of Cultural Diversity: Implications

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