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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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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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Taking a literature circles approach to teach Academic English

References BROWN, H. & IYOBE, B. (2014). The growth of English medium instruction in Japan. In Sonda, N. & Krause, A. (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT. COUNCIL OF EUROPE. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Available online at: http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp FURR, M. (2004), Literature circles for the EFL classroom. In Proceedings of the 2003 TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia

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Reflections from teachers and students on speaking anxiety in an EFL classroom

://www.livestrong.com/article/138172-the-importance-self-confidence/ Heng, C. S., Abdullah, A. N., & Yusof, N. B.. (2012). Investigating the construct of anxiety in relation to speaking skills among ESL tertiary learners. 3L: The Southeast Asian Journal of English Language Studies, 18 (3), 155-166. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132. Inthakanok, I. (2009-2011). Speaking anxiety of a group of Thai EFL university students: Its sources and coping strategies. Journal of Education

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Politeness strategies in written communications: the issue of Iranian EFL learners

. (2004). Assessing speech acts in a second language. Studying speaking to inform second language learning (pp. 302-327). Clevedon, England: Multilingual Matters. Cohen, A. D., & Olshtain, E. (1993). The production of speech acts by EFL learners. Tesol Quarterly, 27 (1), 33-56. DOI: 10.2307/3586950 Ellis, R. (1992). Learning to communicate in the classroom. Studies in second language acquisition, 14 (01), 1-23. https://doi.org/10.1017/S0272263100010445 Ervin-Tripp, S. (1976). Is Sybil there? The structure of some American English directives

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On the comparability of strong and weak versions of task-based approaches to improving Iranian elementary-level EFL learners’ reading comprehension

implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-37. Byrne, D. (1976). Teaching oral English. Harlow: Longman Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500. Chalak, A. (2015). The effect of task-based instruction on reading comprehension of Iranian EFL learners. Applied Research on English Language, 4(1), 19-29. Ellis, R. (2003). Task-based language

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EFL Teachers’ Moral Dilemma and Epistemic Beliefs

Abstract

This study investigated the relationship between English teachers’ epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.

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