Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms
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This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude toward inclusion (ATI) either from course 1 to course 2 or from pre- to post-test within the same course.Keywords:
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The role of motivation in engaging students in reading activities and thus improving their reading achievement has been widely reported for the past decades. However, despite the increasing numbers of English learners (ELs) in the United States, little is known about how teachers perceive their motivation to read. Focus group methodology was used in this study to explore English as a second language teachers’ perceptions of ELs’ reading motivation. Three major themes that emerged from our qualitative analysis were (a) accessible texts, (b) self-concept, and (c) fitting in. The implications for both future research and classroom instruction are provided.
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The purpose of this research study was to explore the sense of teaching efficacy in teaching English, perceived English language proficiency, and academic achievement among pre-service teachers of UiTM students. Descriptive correlational research design was employed in this study to examine and describe teaching efficacy in teaching English by investigating their perceptions on their level of confidence in carrying out specific teaching tasks in the English language classroom. The data was collected through the survey method using questionnaires as the main type of instrument. 30 pre-service English teachers (7 males and 23 females) participated in the study. Results showed that pre-service teachers’ level of teaching efficacy in teaching English is at the moderate level. In addition, it was found that they are more efficacious in classroom management compared to instructional strategies, student, engagement, and oral English language use. The pre-service teachers perceive their English language proficiency to be moderately high. It was also discovered that sense of efficacy in teaching English is positively correlated with perceived English language proficiency. However, no significant correlation was found between sense of efficacy in teaching English and their academic achievement. Some important implications have been brought forward from this study for teacher training development.
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Blog is one of the recent innovations that help students in finding opportunities to practice English writing outside the classroom. More educators have applied this easy-to-use technology to classroom instruction and language learning (Campbell, 2003; Johnson, 2004). The objectives of the study are (1) to investigate students’ attitudes toward the use of blog in learning writing, and (2) to demonstrate the advantages and disadvantages of using blog in language learning. A total of 35 Saudi students majoring in English participated in this study. Data are collected from learners through questionnaires conducted at the end of the writing course (ENG143) during spring semester 2009. Responses indicate that students have a favorable perception towards weblog use in their writing classroom. Findings suggest that learner-perceived benefits of using blogs included increased interest and motivation to use English because of interaction with, and feedback from classmates and teachers.
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The main aim of this study is to investigate the impact of teachers’ behavior on English proficiency of ESL learners at secondary level. Teacher’s behavior directly or indirectly influences students’ performance positively or the otherwise. This study was descriptive in nature and survey based design was adopted to pursue operational phase. Respondents were selected from accessible population by using random and convenient sampling techniques. The data was collected quantitatively from 200 students and 40 teachers. Questionnaire was used to collect data from teachers and students to know their perceptive about the impact of instructor’s behavioral patterns on learners’ achievements. The raw data was analyzed followed by tabular, graphical and narrative interpretations. The findings of the study show that teacher’s behavior affects the whole language learning process according to the needs of the students. It further determines that there is a positive correlation between teacher’s positive behavior and student’s linguistic and academic growth. The results also show that positive behavior of female teacher was more learning friendly as compared to the behavior of male teachers. The study concludes with strong recommendation that positive behavior training skills should be implemented in continuous professional development programs for English language teachers. At times, positive behavior of teachers proved more beneficial than their competency for ESL learners.
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Social media is one of the most important sources of communication in this technological age which enables the people to share their views and thoughts with other friends, relatives, colleagues, class fellows, and teachers without any problem of distance. Therefore, the main purpose of this study was to highlight the role of social media, and to compare the views of teachers and learners regarding the use of various social media sources in English language learning proficiency at university level. The data for this descriptive study was collected through self-made questionnaire. The participants of this study were two hundred (200) university level English learners and teachers (100 learners and 100 teachers). The outcome of the study showed that the frequent usage of Social media by EFL students as well as teachers constitutes a significant impact on both users. It has also reflected the teachers’ readiness to integrate Social media in EFL context by means of a convenient pedagogy. The result of this study showed that both teachers and learners had positive attitude toward using social media in oral proficiency at university level.
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In the second language classroom, the teacher's speech constitutes a critical source of second language (L2) input for learners. Previous research has supported the judicious use of the learners' first language (L1) in teachers' speech to increase the comprehensibility of the input; however, L2 teacher training programs and educational policies often discourage their use of the learners' L1. The present study was conducted in Quebec. It investigated the relationship between secondary school English second language (ESL) teachers' reported amount of in-class use of the learners' L1 (French) and the variables of teachers' proficiency in English, confidence with English, beliefs about language use, learners' age, learners' ability level, school setting, and compliance with the 'English only' recommendation from Quebec's ministry of education. Sixty-six teachers completed a questionnaire, and 6 also participated in interviews. The results indicate that there is a significant relationship between the reported amount of French used in class (0-80%) and the language use beliefs of the teachers. There was some evidence of learners' age and learners' ability level influencing teachers' use of French. Neither teachers' English language proficiency nor confidence with English was strongly related to the reported amount of French used. The findings from this research have implications for language teaching and language teacher training in Quebec and elsewhere.
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The purpose of this study is to investigate the attitudes and reflections of young learners as well as their teachers toward learning and teaching English in the 2nd grade classrooms. The study also attempts to find out whether the existing course meets the students’ language and learning needs. A sample of 70 Turkish EFL students and 3 teachers enrolled participated in this research. The data were gathered through a scale and reflection drawing tasks administered to the students as well as collaborative diary written by the teachers. The findings revealed that the 2nd grade students had positive attitudes toward learning English through playing games, watching videos and singing songs whereas they were less interested in writing, doing homework and studying course book. Besides, the teachers expressed their positive reflections focusing on student engagement and motivation as the key points while teaching English in their classes. Based on the gathered data, suggestions and implications are provided for the improvement of the existing 2nd grade English course in the following academic year.
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This current study aimed to explore English as a foreign language (EFL) students’ opinions on the methodology of teaching used by their teachers. More specifically, the study aimed to investigate their perspectives of performance techniques the teachers used in the classroom. The sample consisted of 190 male and female students chosen randomly from the population of the study (N= 650). The research instrument used in this study was a questionnaire including items derived from the literature related to teaching and learning and to students’ attitudes toward method of teaching. Results indicated students’ positive attitudes toward the methods of teaching used by their teachers. They also revealed that the teachers were very active with regard to preparation for lectures, presenting the aim clearly from the very beginning, listening to students’ opinions and addressing their concerns, encouraging students to remember rules and sentence patterns to apply them in communication, creating a friendly and purposeful environment in the classrooms and displaying enthusiasm in the teaching-learning context. Moreover, results showed no significant differences between the attitudes of males and females. However, there were significant differences between their attitudes according to study level and grade point average. In light of these results, recommendations were suggested. Keywords : EFL undergraduates, perspectives, teachers, methodology of teaching DOI : 10.7176/JEP/10-33-18 Publication date: November 30 th 2019
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<p>This study investigated English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. The purpose of the study was three-fold: (1) to describe the functions for which L1 was employed by the teachers, (2) to explore the affective, sociolinguistic, and psycholinguistic factors that may have led teachers to use L1 in L2 teaching, and (3) to measure the teachers’ attitudes toward using L1 in teaching English as a foreign language (EFL). 60 EFL teachers at the Language Center in a college in Kuwait agreed to participate in the study. Data collection methods included recorded interviews and a grounded survey that was derived from the data of the interviews. Data analysis methods utilized Ethnograph 6.0, a software program, in order to search for common patterns of L1 use in the teachers’ interviews. Analysis of the survey utilized the Microsoft Excel Software Program to generate the means, percentages, and standard deviations for each of the survey items. The survey results indicated that the teachers used L1 in L2 classrooms as a teaching tool and for classroom management. The participating teachers also indicated that affective, sociolinguistic, and psycholinguistic factors have contributed to their L1 use in L2 teaching. However, the results also showed that the participating teachers exhibited mostly negative attitudes toward L1 use in L2 teaching. This contradiction between classroom practice and attitudes entailed implications for language teacher education programs to better equip EFL bound graduates with appropriate teaching strategies and classroom techniques to use L1 in appropriate ways in the EFL classroom.</p>
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Reading is currently a matter of great concern in South Africa where most learners including Grade 4 learners are reading below their grade level. The research project discussed in this article investigated Grade 4 teachers’ perceptions of teaching learners to read. Teachers’ perceptions could influence their attitude to reading and the ways in which they would teach reading. Bronfenbrenner’s ecological system theory and qualitative research design were used in the study. Seven Grade 4 teachers, among whom was the teacher used in the pilot study, were interviewed and observed while teaching reading in the classroom to gain first-hand understanding of how reading is taught in English as the home language in Grade 4. For some of the learners English was, however, the first additional language. The findings of the study revealed that the teachers understood what reading is; and also the importance of teaching reading. It was, however, noted that not all the Grade 4 teachers were trained in how to teach reading. Although the teachers who took part in the study used different approaches to teach reading, not all of them were in a position to use a combined approach. The grade 4 teachers aired their concerns about the increase in the number of learning areas the learners had to study on entering Grade 4. They also raised their concerns about the lack of support they get from district officials. In the opinion of the teachers the parents were also insufficiently involved in the lives of their children.Keywords: reading in home language, reading problems, Grade 4 learners, training of Grade 4 teachers
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