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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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A Quest into Recasts as a Type of Corrective Feedback in Foreign Language Classrooms

Abstract

The present study was undertaken to investigate how EFL teachers utilise corrective feedback in their classrooms. To this end, an analytic model consisting of various corrective feedback moves was applied to a small amount of data consisting of 12 lesson-hour classroom interaction with a purpose of documenting the frequencies and distribution of corrective feedback, in particular, of recasts in relation to other corrective feedback types and of specific types of recasts. Data were gathered from first-year speaking classes at an ELT department in a large state university in Turkey. The findings indicated that recasts were the most frequently employed corrective feedback strategy by the teachers. A closer examination of those recasts further revealed incorporative declarative recasts as the most preferred type of recasting. Overall, what these findings suggest is that recasts might serve important communicative functions by helping EFL teachers provide input in an authentic and supportive manner and by building on learner output.

Open access
Investigating Student’s Needs for English Language as Foundations for Syllabus Design

. Cambridge: Cambridge University Press. International Teacher Training Organization. EFL Teaching terminology and glossary. (2005). Available at: http://www.teflcertificatecourses.com/tefl-articles/eflteaching-terminology.html.

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English Language and its Importance of Learning it in Albanian Schools

) “Teaching English as a a foreign language” Routledge & Kegan Paul Ltd Fq 109 Brown J.D. (2001) “EIL curriculum development” on Alasgoff L. et.al. (2012) “Principles and practices for teaching English as an international language” Rouledge, fq 150 Celce Murcia M. “Teaching English as a second or foreign language” Thomson learning, fq 10 Cortazzi, M., & Jin, L. (1999). “Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching” . Cambridge: Cambridge University Press

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