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Thematische Bibliographien / English teachers – Training of – Ethiopia / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „English teachers – Training of – Ethiopia“

Autor: Grafiati

Veröffentlicht am 27. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Inter

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Desalegn Youpo Ukute, Tesfaye Buche Bosha. "Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia." International Journal of Current Research and Academic Review 7, no. 4 (2019): 52–59. http://dx.doi.org/10.20546/ijcrar.2019.704.007.

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This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, stud

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Abraham, Mihireteab, Zeleke Arficho, and Tesfaye Habtemariam. "Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English." Education Research International 2022 (May 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/6233407.

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This quasiexperimental study was conducted in order to see the impact of training in Information Communication Technology- (ICT-) assisted English language teaching on secondary school English language teachers’ knowledge, skills, and practice of using ICT tools for teaching English. To this end, a one group within-subject quasi-experimental design was applied. The study included 20 teachers from Hawassa City Administration in Sidama Regional State of Ethiopia using availability sampling. Repeated measures data were obtained using tests and questionnaires and analyzed quantitatively by using S

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Tamene, Eyasu Hailu, and Arega Temesgen Desalegn. "TEACHERS’ ATTITUDES TOWARDS CODE-SWITCHING IN ETHIOPIAN EFL CLASSROOMS." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (2022): 555–71. http://dx.doi.org/10.24071/llt.v25i2.4954.

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Code-switching or the use of L1 in teaching English is a pervasive and inevitable phenomenon in Ethiopia where teachers and students who own the same first language. Nevertheless, researches carried out on the teachers’ attitudes to pedagogical code-switching in Ethiopian context are scarce. This study, therefore, was designed to explore the attitudes of EFL teachers towards code-switching and seek their views on why code-switching should be used in English classrooms. This study employed a qualitative case study design where data were gathered through semi-structured interviews with five Engl

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Haile, Samson Bekele, Abiy Yigzaw Filate, and Anegagregn Gashaw Ferede. "An Exploration of Secondary School English Language Teachers Reflective Teaching Practices, Techniques and Challenges." International Journal of Multicultural and Multireligious Understanding 11, no. 11 (2024): 479. http://dx.doi.org/10.18415/ijmmu.v11i11.6306.

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The purpose of this study was to explore secondary school English language teachers’ reflective teaching practices, techniques, and challenges in Bishoftu Town, Oromia Regional State, Ethiopia. A descriptive cross-sectional case study using mixed research methods (quantitative and qualitative) is the design of this study. Primary data were collected from 43 English teachers and 6 English department heads, selected through comprehensive and purposive sampling, respectively. Data collection methods included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS

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Melka, Yirmalem Gilma, and Italo Beriso. "EFL TEACHERS SELF-REPORTED DIFFERENTIATED INSTRUCTIONAL PRACTICES AT KEFTEGNA 23 SECONDARY SCHOOL, ETHIOPIA." TELL-US JOURNAL 8, no. 3 (2022): 58–77. http://dx.doi.org/10.22202/tus.2022.v8i3.6337.

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The purpose of this study was to explore selected high school English teachers self-reported differentiated instructional practices that haven’t been addressed in the Ethiopian EFL context. To achieve this purpose, data was collected using questionnaire for EFL teachers and semi-structured interview students. The selected EFL teachers filled the questionnaire based on their willingness and the students were randomly selected from two sections and interviewed to cross-check the data obtained from their EFL teachers. The students were interviewed in Amharic and transcribed in to English and the

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Gedamu, Abate Demissie. "English Language Teachers’ Level of Instructional Behavior at Selected Secondary Schools." Ethiopian Journal of Business and Social Science 6, no. 1 (2024): 1–14. http://dx.doi.org/10.59122/144f59mt.

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This study aimed to examine the level of instructional control among English language teachers in selected secondary schools in Gamo Zone, Ethiopia. The study adopted an analytical survey research design to address the study objective. A census was used to select 62 English language teachers as participants. A validated five-point Likert scale questionnaire was employed to collect quantitative data. Statistical analyses, including one-way analysis of variance (ANOVA) and Games-Howell post hoc analysis, were conducted to determine the level of instructional control among teachers. Additionally,

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Legesse, Ayele, and Tamene Kitila. "The effect of CAR on English language teachers’ beliefs about action research." Journal of Research on English and Language Learning (J-REaLL) 5, no. 1 (2024): 55–74. http://dx.doi.org/10.33474/j-reall.v5i1.21431.

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This study examined the effect of collaborative action research (CAR) on secondary school English language teachers' beliefs about and perceived competency in conducting action research. A quasi-experimental design with pre- and post-test measures within a single group was employed. The intervention involved a one-day training workshop followed by 15 months of active CAR engagement. Data were collected via questionnaires from 37 English language teachers (21 in the experimental group and 16 in the control group) at two secondary schools in Mettu town, Ethiopia. The results revealed a positive

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Tedeneke, Abebaw. "Exploring the practices and contextual factors in teaching writing skills in EFL classrooms: a case study." Ethiopian Renaissance Journal of Social Sciences and Humanities 9, no. 2 (2023): 83–101. http://dx.doi.org/10.4314/erjssh.v9i2.6.

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This study explored four experienced teachers’ practices and challenges in teaching writing in English as a foreign language (EFL) in a secondary school in Ethiopia. While a single secondary school was selected based on a convenient sampling technique, four EFL teachers were selected using a purposive sampling technique. The data were collected using classroom observations, stimulated recall interviews, and course document analysis and were analyzed thematically. The findings of the study revealed that the teachers employed a product-oriented approach with a focus on rhetorical features and pa

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Yisihak, Endrias, and Abebe Damtew. "Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills." Education Research International 2024 (May 8, 2024): 1–14. http://dx.doi.org/10.1155/2024/5596229.

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Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill i

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Welesilassie, Merih Welay, and Berhane Gerencheal. "Digital language instruction in Ethiopian high schools: Digital literacy, utilization, and challenges." European Journal of Interactive Multimedia and Education 6, no. 1 (2025): e02501. https://doi.org/10.30935/ejimed/15722.

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The integration of technology in all aspects of learning is crucial for the efficient execution of the teaching and learning process. Technological pedagogical content knowledge (TPACK) signifies the optimal technology integration in the educational domain. In this vein, the present study investigated the level of TPACK among English teachers. The study employed an explanatory sequential mixed methods design, gathering quantitative data from 58 English teachers and qualitative data from 15 English teachers through purposive sampling. Our findings revealed that the teachers exhibited strong con

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Anteneh, Baye Ashebir, and Alemu Hailu Anshu. "Curriculum Fidelity of English Language Teaching Teachers and Factors Affecting Teachers’ Implementation at Ethiopian Public Universities’ Context." Educational Challenges 29, no. 1 (2024): 28–45. http://dx.doi.org/10.34142/2709-7986.2024.29.1.02.

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This study aimed to explore English Language Teaching (ELT) teachers’ fidelity to the designed freshman English curriculum. A mixed method research design, where the quantitative data served to support the qualitative one, was used in the study. A . One-to-one interviews, observations, and post-observation interviews were used as data collection instruments. Verbatim transcription was made for the qualitative data. Then, the relevant data was categorized and the data not relevant to the present purpose was bracketed. Categories seemed to be mutually exclusive, however, and analysis was made by

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Yonas, Amanuel, and Senapathy M. "The Factors Impede Teachers’ Effective Use of Audio Visual Materials to Teach English Speaking Skills: ABBA PASCAL Girls’ School in Focus, Wolaita Zone, Southern Ethiopia." Randwick International of Education and Linguistics Science Journal 1, no. 3 (2020): 439–48. http://dx.doi.org/10.47175/rielsj.v1i3.157.

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The purpose of this study was to explore factors impede teachers’ effective use of AVMs to teach ESS at Abba Pascal Girls’ School. The subjects used were 2 English teachers of grades 5, 6, 7 & 8 and sampled students. The grades had 2 sections that encompassed 50 students each. Convenience & systematic sampling techniques were employed to select the school & 32 informants among the population of 400. To get the exact number of the participants which are 4 of each section, the researchers divided the population’s number of the sections into the numbers of each student’s representatio

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Woldetensay, Solomon, and Berhanu Bogale. "EFL Teachers’ Beliefs and Instructional Roles in the Application of Pre-reading Strategies: A Qualitative Study." Language Teaching and Educational Research 8, no. 1 (2025): 71–93. https://doi.org/10.35207/later.1584200.

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In reading comprehension classes, EFL teachers should implement pre-reading strategies to activate the students’ prior knowledge, avoid comprehension barriers, and motivate them to read and predict the passage’s content. This exploratory case study examines English as a Foreign Language teacher’ beliefs and instructional roles in the application of pre-reading strategies in secondary school reading comprehension. Edget Chora Secondary School in Addis Ababa, Ethiopia was purposively selected to do this qualitative study. Six experienced EFL teachers who teach ninth graders were selected using c

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Gelagay, Almaz Wasse. "Lexical Translanguaging in Textbook Preparation for Education in the Gamo Language of Ethiopia." Languages 8, no. 3 (2023): 154. http://dx.doi.org/10.3390/languages8030154.

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As a country where more than 85 languages are spoken, Ethiopia framed, in its Education and Training Policy of 1994, which was revised in 2021, the right to use mother tongue in primary education. Following this, around 33 languages are implemented in schools as a Medium of Instruction (MoI). Gamo is one of the languages used as a MoI in primary education and taught as a subject up to high school. This functional expansion of Gamo into Education required textbook preparation, and accordingly, textbooks for different subjects, including Gamo as a language subject, were published. One major feat

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Tesfaye Habtemariam. "MOBILE TECHNOLOGY FOR ENGLISH LANGUAGE CLASSROOMS: STUDENTS’ AND TRAINEE TEACHERS’ REFLECTIVE VIEWS OF CELL PHONES FOR ENGLISH LANGUAGE LEARNING AND TEACHING." Ethiopian Journal of Business and Social Science 2, no. 1 (2019): 53–70. http://dx.doi.org/10.59122/133fe49.

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Even if scholars realize the emergence of cell phones opening up a range of opportunities for ‘learning on the move’, there are not many studies on how they can be used and how students and trainee teachers view them as tools for English Language Teaching and Learning in EFL context. This case study, therefore, aims to explore students’ post-intervention views to mobile assisted lessons, examine trainee teachers’ reaction to the experience of teaching with cell phones and identify issues with learning and teaching reading and listening with Cell phones. To achieve these objectives, twelve trai

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Wodebo, Amanuel Yonas. "Students’ Challenges to Speak EFL Skills: A Comparative Study Focused on Selected Private & State Elementary Schools of Wolaita Zone, Ethiopia." Shanlax International Journal of English 8, no. 1 (2019): 19–26. http://dx.doi.org/10.34293/english.v8i1.1332.

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Background: Mastering English speaking skills can not only bring people to be able to communicate with others, but also bring positive impact on students’ academic performance. Objective:, The main purpose of this comparative study was to investigate into grade 8 students’ challenges of academic performance in EFL speaking skills. Methods: Each school of the targeted grades had 3 sections which encompassed 50 students. The informants therefore were sampled students and all EFL teachers. Thus, systematic sampling technique was employed to select 24 informants among the whole populat

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Delelu, Afework, Solomon Areaya, and Yilfashewa Seyoum. "School administrators’ perceptions and challenges in the implementation of general secondary school geography curriculum." Multidisciplinary Science Journal 7, no. 6 (2024): 2025253. https://doi.org/10.31893/multiscience.2025253.

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This study aimed to examine the implementation of the geography curriculum, particularly from the perspective of school administrators. The research explores the perceptions and challenges these administrators face in implementing the general secondary school Geography curriculum in Ethiopia, focusing specifically on the Sidama Regional State. The study employed qualitative research methods, gathering data from 11 purposefully selected respondents, including principals, department heads, and supervisors from six general secondary schools. In addition to interviews and observations, supplementa

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Wendaferew, Desta, and Abebe Damtew. "Impacts of Combined Reading Strategy Instruction on Ethiopian Students’ Strategy Use and Perception." Interdisciplinary Journal of Education 6, no. 2 (2023): 151–65. http://dx.doi.org/10.53449/ije.v6i2.256.

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The aim of this study was to explore the effectiveness of combined reading strategy instruction on reading strategy use and perception of Ethiopian secondary school English as a Foreign Language (EFL) learners. Using a quasi-experimental pre-test-post control group design, eighty-seven students were selected from two intact classes that were assigned to the control and experimental groups. Questionnaires and interviews were used to collect the data. After identifying students' level of reading strategies, students in the experimental group were explicitly taught a combination of reading strate

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Yesuf, Mohammed Yibre, and Alemu Hailu Anshu. "The Impact of the Use of Collaborative Writing on Attitude of EFL Students towards Learning Writing Skills." International Journal of Education and Literacy Studies 10, no. 3 (2022): 113–20. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.113.

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The main goal of the study was to examine the impact of employing collaborative writing on students’ attitude towards learning EFL writing skills. To this end, based on the mean results of the paragraph a writing skills test was administered before the experiment, two sections of Grade 11 students from Felegebirahn Secondary School in Amhara Region, Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=44) and control (n=44) groups using simple random sampling technique. The experimental group exercised paragraph level writing tas

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Yisihak, Endrias, and Abebe Damtew. "English Teachers’ Perceptions of the Importance of Essential Components and Early Grade Reading Instruction." Interdisciplinary Journal of Education 7, no. 1 (2024): 32–55. http://dx.doi.org/10.53449/ije.v7i1.370.

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This study examines English teachers’ perceptions of the importance of essential components and early grade reading instruction: Ethiopian context. To this end, the researchers chose a descriptive research design of quantitative-qualitative approaches. Twenty (20) randomly selected primary schools were the sources of data; 125 primary school English teachers of Hawassa City Administration filled in a questionnaire. Among the twenty schools, two were selected randomly and interviews were conducted with six English teachers of grades one to three (1-3). The quantitative data analysis was done by

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Turvey, Anne. "English Teachers in Training." Changing English 4, no. 2 (1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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Abrar, M. K. "English Language Teachers’ Professional Development Needs in Ethiopia." Psychological-Educational Studies 15, no. 1 (2023): 73–84. http://dx.doi.org/10.17759/psyedu.2023150105.

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<p>The purpose of this study was to investigate the ongoing professional development needs of English language teachers in primary school. A mixed methods design was employed in the study. The participants were sixty-four primary school English language teachers. They were selected randomly from six elementary schools. A survey and an interview were used to collect data. All the teachers took part in the survey. Additionally, eight of them were observed while teaching in the classroom. Furthermore, six trainers participated in key informant interviews and focus group discussions. The res

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Yücel, Nilgün, and Aysun Yavuz. "Rethinking Intercultural Training In Teacher Training." Journal of Intercultural Communication 19, no. 3 (2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.

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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of rai

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付, 晶晶. "The Working Status of English Training Teachers in Small-Scale English Training Institutions: A Case Study of Two English Training Teachers." Vocational Education 08, no. 01 (2019): 63–68. http://dx.doi.org/10.12677/ve.2019.81011.

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Thi Hong Nhung, Pham. "General English Proficiency or English for Teaching? The Preferences of In-service Teachers." RELC Journal 49, no. 3 (2017): 339–52. http://dx.doi.org/10.1177/0033688217691446.

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At the implementation level of the national project ‘ Teaching and Learning Foreign Language in the Public-Sector Educational System for the 2008–2020 Period’, the Vietnamese Ministry of Education and Training (MOET) provided large-scale general English proficiency training for key English teachers and classroom English training for a pilot group of teachers. This research explores in-service teachers’ perceptions of the usefulness of the training and of the changes which occurred in their classrooms as a result of the training. The findings have shown that although in-service teachers across

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Місайлова, Ксенія. "INTRODUCTORY TRAINING FOR AVIATION ENGLISH TEACHERS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 19 (2021): 102–13. http://dx.doi.org/10.35387/od.1(19).2021.102-113.

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The article raises the issue of creating a system of introductory training for Aviation English teachers for successful realization of teaching in military and civilian institutions of higher education in the aviation industry. A new scientific and pedagogical concept is introduced and argued, as «introductory training for teachers». Such training is necessary for teachers of higher educational establishments when transferring to higher positions into the institutions with another specialization, like transition from a civilian to a military institution to continue teaching career while teachi

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Noche-Enriquez, Elizabeth. "English Proficiency Level of Secondary School Teachers: Basis for Teachers’ Training." International Multidisciplinary Research Journal 2, no. 2 (2020): 28–34. http://dx.doi.org/10.54476/iimrj363.

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Most of the world’s non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in Engli

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Agoestyowati, Redjeki. "Online Teachers Training: Increasing Elementary School Teachers’ Ability in Daily Speaking English for Bilingual." JIRA: Jurnal Inovasi dan Riset Akademik 2, no. 8 (2021): 1315–21. http://dx.doi.org/10.47387/jira.v2i8.217.

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Bilingual class (Indonesian and English) for some lessons must be done in Islamic Elementary School of Al Azhar 17 Bintaro. Therefore, English Training for teacher was conducted. This program was a challenge for all teachers of SD Al Azhar 17 Bintaro to improve their competence in teaching by using two languages and to improve the ability of using English for daily communication with students. The aims of the training was to prepare the implementation of bilingual classes that was done 10 meetings and each meeting was done 4 hours. English Teacher Training Program include: games and icebreakin

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Suhadi, Agung, Ivan Achmad Nurcholis, and Kiagus Baluqiah. "Program English Training Teachers (ETT) Bagi Guru-Guru SMPIT IQRA Kota Bengkulu." PRAWARA Jurnal ABDIMAS 2, no. 03 (2023): 73–79. https://doi.org/10.63297/abdimas.v2i03.67.

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- English plays a very crucial role, especially for education aspect. Teachers are further required for having good skills in English communication both in learning with their students and also other people. It is hoped that the ability to communicate in English will open up opportunities for teachers, students and schools to have careers, national landscapes, as well as dig up information both at the global and international levels. Seeing the importance of using the ability to communicate in English, the community service team from the English Language Education Study Program at the Universi

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Hahn, Aaron. "Training Teachers." Language Teacher 37, no. 3 (2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.

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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or no

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Uddin, Muhammed Rukan. "In-Service Training for Secondary English Teachers of Bangladeshi Madrasahs: Investigating Adequacy and Effectiveness." PAROLE: Journal of Linguistics and Education 10, no. 1 (2020): 36–45. http://dx.doi.org/10.14710/parole.v10i1.36-45.

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In-service training (INSET) is crucial for language teachers who play instrumental role for effective curriculum implementation of any educational programme. Bangladesh Madrasah Teachers Training Institute (BMTTI) is the only government training institute which provides both pedagogical and administrative trainings to 1, 38, 775 madrasah teachers (BANBEIS, 2018). The question which motivated the study was whether the secondary English teachers—6553 as of 2018 (BANBEIS, 2018)—got adequate and effective pedagogical training from the institute. Having adopted the mixed-method-approach, the author

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Anggraini, Hesti Wahyuni, Zuraida Zuraida, Rita Hayati, Dwi Maharrani, and Nova Lingga Pitaloka. "Pembelajaran TOEFL sebagai upaya peningkatan kompetensi guru di MGMP Kabupaten Muara Enim." ABSYARA: Jurnal Pengabdian Pada Masyarakat 4, no. 1 (2023): 38–46. http://dx.doi.org/10.29408/ab.v4i1.18275.

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In Indonesia, TOEFL (Test of English as a Foreign Language) learning has become crucial in enhancing English proficiency, particularly for English language teachers across various regions. Proficiency in the English language serves as a key factor in meeting educational quality standards. Therefore, TOEFL training has become a necessary endeavor to support teachers' English language mastery and elevate the quality of instruction in the pursuit of standardized schools. This community engagement aims to provide TOEFL training as an effort to enhance English language proficiency among English tea

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Tianchai, Ratima, Songsri Soranastaporn, and Aphiwit Liang-Itsara. "Improving English Teaching Skills: An Online Course for Non-English Major Teachers in Southern Thailand’s Rural Primary Schools." World Journal of English Language 15, no. 1 (2024): 191. http://dx.doi.org/10.5430/wjel.v15n1p191.

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The mixed-methods study addressed the needs and challenges faced by first-grade English teachers in rural primary schools in Southern Thailand (for example, lack of pedagogical training). The study’s primary objectives were to investigate these teachers’ needs and difficulties, develop a 15-hour online pedadgocial training course, and evaluate its effectiveness after the training was completed. The research involved 33 teachers and 153 students and employed various tools, including questionnaires, an online pedagogical training and language course, pre-and post-tests, and semi-structured inter

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Tianfu, Yang, and Wang Hongyuan. "The Professional Development of English Teachers in Training Institutions from the Perspective of “Double Reduction Policy”—A Case Study on S Institution." Journal of Curriculum and Teaching 11, no. 4 (2022): 62. http://dx.doi.org/10.5430/jct.v11n4p62.

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Recently, “double reduction policy” has been issued throughout China, which encourages English teachers in training institutions to accommodate their professional development. More researches are demanded to be done so as to cope with the challenge. This research mainly focuses on the professional development of English teachers in training institutions from the perspective of the “double reduction policy” taking S institution in Chengdu City as an example and 30 teachers in S institution as research participants in order to bolster the professional development of English teachers in training

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Nazar, Samarah, and Nur Rasyidah Mohd Nordin. "Impact of Teacher Training Programs on Teachers' Performance: A Case of In-Service English Language Secondary School Teachers in Pakistan." Linguistic Forum - A Journal of Linguistics 2, no. 1 (2025): 19–22. https://doi.org/10.5281/zenodo.14863057.

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In-service teacher training is key for teachers to meet the challenges in education.  The present research aims to explore the impacts of in-service teachers training programs on English language teaching. Moreover, the current study was to focus on the need of teachers through in-service training programs for effective teaching of English and to implement these training programs. The research was quantitative and population was secondary school English teachers in Punjab, Pakistan. 237 teachers were selected as sample of this study. Unsystematic sampling technique was used to collect the

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Tewachew, Abebe. "A Critical Evaluation of Grade Twelve Textbook, English for Ethiopia (2023)." Middle East Research Journal of Linguistics and Literature 3, no. 02 (2023): 33–38. http://dx.doi.org/10.36348/merjll.2023.v03i02.004.

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In educational arena, teachers shouldn’t be considered as the end uses of the curriculum; they have to take part in setting of educational policies, programs, and in the syllabus developments. In Ethiopia, the involvement of experts, teachers were ignored in such activates. Teaching materials, textbooks were prepared by top managers; those materials should be critically reviewed. Therefore, the researcher tried to evaluate the textbook of grade twelve, unite nine: English for Ethiopia. The evaluation criteria revealed that aims and objectives of the unit, design and organization of the unit, l

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Korolova, Larisa. "THE CHALLENGES OF TRAINING FUTURE ENGLISH TACHERS." English and American Studies, no. 20 (June 23, 2023): 94–100. http://dx.doi.org/10.15421/382312.

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The article deals with topical challenging issues that are related to the training of future teachers of the English language. The first of which is the absence of any Standards of English itself. The definitions of the term ‘Standard’ from the Cambridge and Oxford dictionaries are given. The paper also insists that neither the European Framework nor the English language proficiency exams (IELTS та TOEFL) are English language standards for their native speakers and that this type of standardization exists only for those for who English is a second language. The next problem that university tea

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Xiong, Ziwei. "The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self." Journal of Language Teaching and Research 7, no. 3 (2016): 519. http://dx.doi.org/10.17507/jltr.0703.12.

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This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher

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Wolde, Million, Menna Agago, and Samuel Zinabu. "Predictors of teachers’ perceived assessment skills and assessment practices in public universities of Ethiopia." Routledge Open Research 3 (June 4, 2024): 25. http://dx.doi.org/10.12688/routledgeopenres.18396.1.

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Background Assessment is an integral component of learning at higher education institutions of Ethiopia. It plays a critical role of ensuring quality education and student learning and development. In this respect, teachers’ capabilities to conduct effective assessment and use assessment evidence are central to quality assessment practices. These capabilities are related to different attributes such as their academic levels, teaching experience, assessment training received and specializations. Therefore, this study aimed to examine predictors of teachers’ perceived assessment skills and asses

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Arega, Endale E., Mebratu M. Bachore, and Zeleke A. Ayele. "Navigating English Medium Instruction: Insights Into Classroom Practices and Challenges in Middle-Level Schools of Wolaita Zone, South Ethiopia." Theory and Practice in Language Studies 14, no. 8 (2024): 2296–305. http://dx.doi.org/10.17507/tpls.1408.02.

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This study aims to explore teachers' pedagogical practices in using English as a Medium of Instruction, to distinguish challenges confronted by teachers while using the English medium, and to discover the coping strategies employed in dealing with these challenges at the middle-school level within Wolaita Zone, South Ethiopia Regional State. The study employed a convergent mixed methods design. The study included 240 teachers from 30 middle-level schools. The researchers collected the data through a questionnaire, focused group discussions, and classroom observations. They applied quantitative

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Telore, Tesfanesh, and Abebe Damtew. "ROLE OF THE TEACHER IN ACTIVE LEARNING: EFL TEACHERS’ PERCEPTIONS, PRACTICES AND CHALLENGES OF IMPLEMENTATION." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 10, no. 2 (2023): 172–93. http://dx.doi.org/10.22219/celtic.v10i2.28096.

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The current study was mainly aimed at exploring teachers’ perceptions, practices, and challenges of implementing their role in active learning. The total population of the study were 37 English language teachers in Kambata Tembaro Zone, Ethiopia. Data for the study were collected via a questionnaire and focus group discussion. The data collected via a questionnaire were analyzed quantitatively by using statistical package for social science and qualitative method of analysis was applied for the data gathered via focus group discussion. The findings of the study revealed that teachers lack clea

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Solihat, Dadang, Fahrus Zaman Fadhly, and Lilis Lismaya. "Pelatihan Pengajaran Bahasa Inggris untuk Guru SMP Gugus Kadugede di SMPN 2 Subang dengan Pendekatan English as Medium of Interaction (EMI)." Empowerment : Jurnal Pengabdian Masyarakat 6, no. 01 (2023): 120–25. http://dx.doi.org/10.25134/empowerment.v6i01.6950.

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The ability of teaching English among English teachers still needs to be improved. The atmosphere of English class will feel maximal when the teacher as a key factor plays its function and ability as an attractive, energetic, creative teacher and always uses English as a medium of communication in teaching. English as Medium of Interaction (EMI) is an approach in training to improve teacher skills in teaching English to junior high school teachers in the Kadugede Group. Instructor provides training with full of English so that the trainees are moved to respond in English as well. The use of En

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Ardiyansah, Tri Yuli, Prativi Khilyatul Auliya, and Riska Widiyanita Batubara. "Peningkatan Keahlian Bahasa Inggris Guru di Kelas Secara Kontekstual di SMP Islam Manbaul Ulum, Gresik." Bakti Sekawan : Jurnal Pengabdian Masyarakat 2, no. 2 (2022): 86–89. http://dx.doi.org/10.35746/bakwan.v2i2.281.

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In this modern era, teachers are required to be able to master various things to support the teaching-learning process, one of which is the ability to use foreign languages such as English. However, not all teachers are trained in using English during the teaching-learning process. This phenomenon happened at the SMP Islam Manbaul Ulum, Gresik, where there were many teachers who had not mastered the use of English in classroom activities. Therefore, it was necessary to have training to improve English skills for teachers in the classroom contextually. This training was intended so that teacher

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Syafryadin, Syafryadin, Dian Eka Chandra Wardhana, and R. Bunga Febriani. "Digital training for increasing English teachers’ professionalism at junior high school." Journal of Education and Learning (EduLearn) 15, no. 1 (2020): 27–35. http://dx.doi.org/10.11591/edulearn.v15i1.16937.

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This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training

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Syafryadin, Eka Chandra Wardhana Dian, and Bunga Febriani R. "Digital training for increasing English teachers' professionalism at junior high school." Journal of Education and Learning (EduLearn) 15, no. 1 (2021): 27–35. https://doi.org/10.11591/edulearn.v15i1.16937.

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This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital tr

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Hasib, Mujib, and Suciaty Pratiwi. "Improving Elementary School Teachers' English Competence: Challenges, Strategies, and Implementation of Communication-Based Learning." Journal of Universal Community Empowerment Provision 5, no. 1 (2025): 50–59. https://doi.org/10.55885/jucep.v5i1.551.

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The main goal of this community service program targets the enhancement of English language abilities among Pinrang Regency's elementary school teaching staff through training methods based on communication. Intensive one-week training under this program implements practice-focused training methods through storytelling sessions, role-play activities and digital media applications. The program conducts a competence evaluation for teachers before implementing training programs meant to enhance their speech proficiency and interactive English teaching techniques. The training data reveals higher

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Hasib, Mujib. "Improving Elementary School Teachers' English Competence: Challenges, Strategies, and Implementation of Communication-Based Learning." Journal of Universal Community Empowerment Provision 4, no. 3 (2024): 142–50. https://doi.org/10.55885/jucep.v4i3.551.

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The main goal of this community service program targets the enhancement of English language abilities among Pinrang Regency's elementary school teaching staff through training methods based on communication. Intensive one-week training under this program implements practice-focused training methods through storytelling sessions, role-play activities and digital media applications. The program conducts a competence evaluation for teachers before implementing training programs meant to enhance their speech proficiency and interactive English teaching techniques. The training data reveals higher

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Alawiyah, Utin Novianti, and Ni'matul Farikhah. "IN SERVICE ENGLISH TEACHERSâ€™ PERCEPTION OF JOINING ICT BASED TEACHER TRAINING." Jurnal Penelitian Humaniora 24, no. 2 (2024): 82–87. https://doi.org/10.23917/humaniora.v24i2.22942.

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This study aims to investigate in-service English teachersâ€™ perception toward experience in joining ICT-based teacher training and describe the impact of joining ICT-based teaching training on in-service English teachersâ€™ teaching. This research study uses a narrative inquiry design to analyze the data from observation and semi-structured interviews. Observations were used to know the significant impact of joining ICT-based teaching training on in-service English teachersâ€™ teaching, while interviews were to investigate in-service English teachersâ€™ perceptions toward experience in joini

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Ozaki, Shigeru. "Filipino Teachers of English and Native English Teachers: Learners’ Perceptions." International Journal of Second and Foreign Language Education 1, no. 1 (2021): 10–16. http://dx.doi.org/10.33422/ijsfle.v1i1.59.

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Since learning English from Filipino Teachers of English (FTEs) has gained popularity, this research investigated learners’ perceptions of the difference between FTEs and native English teachers (NETs) by conducting semi-structured interviews at two English language schools that have both FTEs and NETs. Many learners felt that FTEs were better at explaining grammar explicitly and comprehensibly, while others said that they could better improve their listening and pronunciation skills with NETs since they spoke faster and with more phonological changes and colloquial expressions. However, some

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