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Journal articles on the topic 'Curriculum change English language English teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Puspitasari, Ema, Bambang Widi Pratolo, and Aulia Mufida Izzatul Mahfiana. "Teacher’s Belief about the Implementation of Curriculum 2013 in English Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (2020): 101–11. http://dx.doi.org/10.30605/25409190.171.

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This research was conducted to investigate teacher`s belief about the implementation of curriculum 2013 in English language teaching. The research method used in this research is descriptive qualitative involving four teachers of junior high schools as the subjects. The data were collected using open-ended interview as the instrument. The result of this research showed that there were many kinds of activities which were mostly done by all participants; (1) teachers’ beliefs about curriculum 2013 understanding, (2) teachers’ beliefs about reaction of the learners, and (3) teachers’ beliefs abou

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Grassick, Laura. "Supporting the development of primary in-service teacher educators." ELT Journal 73, no. 4 (2019): 428–37. http://dx.doi.org/10.1093/elt/ccz036.

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Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of pr

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Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.

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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the e

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Abrahams, Mary Jane, and Miguel Farias. "Struggling for Change in Chilean EFL Teacher Education." Colombian Applied Linguistics Journal 12, no. 2 (2011): 110. http://dx.doi.org/10.14483/22487085.87.

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We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educatio

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McInerney, Dennis M. "Teacher Attitudes to Multicultural Curriculum Development." Australian Journal of Education 31, no. 2 (1987): 129–44. http://dx.doi.org/10.1177/000494418703100202.

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This study reports teacher attitudes towards multicultural curricula developments in a sample of New South Wales state primary schools and the assimilation orientation of the respondents prior to the publication and dissemination of the state Multicultural Education Policy document. In general, teachers were favourably disposed to non-English-speaking minority children maintaining their ethnic identity, particularly through the use of their ethnic language. However they were negatively disposed to schools being actively involved in teaching ethnic languages, and to schools extending multicultu

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Weinmann, Michiko, Ryo Kanaizumi, and Ruth Arber. "English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change." International Journal of the Sociology of Language 2021, no. 271 (2021): 107–31. http://dx.doi.org/10.1515/ijsl-2020-0035.

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Abstract This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers’ pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English

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Kurniawan, Ildi. "An Analysis of English Teachers’ Speaking Skill at the Coastal Schools in Bengkulu City." Al-Lughah: Jurnal Bahasa 7, no. 2 (2019): 27. http://dx.doi.org/10.29300/lughah.v7i2.1672.

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This study aims to illustrate the speaking skills of English teachers on the coastal school of Bengkulu City as well as the factors that influence the speaking skills. This research was a descriptive-qualitative research which was also a continuation of previous research on students' speaking skills in the coastal area. The subjects of this study were English teachers who attended school, namely English teachers at SMAN 6 Kota Bengkulu, SMAN I Kota Bengkulu and SMAN 7 Plus Kota Bengkulu, SMPN 7 Kota Bengkulu, SMPN 1 Kota Bengkulu, SMPIT Iqra 'Kota Bengkulu, SMPN 15 Kota Bengkulu. Data that has

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Galloway, Nicola. "“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan." Englishes in Practice 1, no. 1 (2014): 1–30. http://dx.doi.org/10.2478/eip-2014-0001.

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Abstract The flourishing research being published in the Global Englishes paradigm is increasing awareness of how English is used as a global lingua franca in international contexts. Such research has a number of implications for the English Language Teaching (ELT) industry, particularly in Expanding Circle countries, such as Japan where English is no longer being learnt as a mere ‘foreign’ language. However, the Native English Speaker (NES) episteme continues to dominate and, despite increasing calls for curriculum change, including the employment of more Non-native English Speaking Teachers

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Ocak, Gürbüz, Serkan Boyraz, and Hasan Kizilkaya. "COMPARING 1997 AND 2005 ENGLISH CURRICULA APPLIED IN 4th AND 5th GRADES IN TURKEY." Problems of Education in the 21st Century 56, no. 1 (2013): 93–104. http://dx.doi.org/10.33225/pec/13.56.93.

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This study aims to collect teacher opinions about two curriculums applied in 4th and 5th grades in 1997 and 2005 both of which aimed to employ constructivist approach but with big differences. The study employed qualitative research method parallel to its aim, and ten teachers of English that were selected by purposive sampling method in order to be sure that they taught in both curriculums participated to it. The data from those participants was collected via a structured interview form that included six questions created by the researchers. Descriptive data analysis was used to examine the g

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Sabbir, Fatima. "Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study." Asian Journal of University Education 15, no. 3 (2019): 34. http://dx.doi.org/10.24191/ajue.v15i3.7819.

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The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is

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Wei, Liping, Hsin-Hui Lin, and Freddie Litton. "Communicative Language Teaching (CLT) in EFL Context in Asia." Asian Culture and History 10, no. 2 (2018): 1. http://dx.doi.org/10.5539/ach.v10n2p1.

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This paper provides an in-depth investigation into the application of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context in Asia, and China in particular. It reveals that CLT has not been fully acknowledged and espoused by Asia’s English language educators at the classroom level. Additionally, it unpacks the various factors that have impeded educators in Asia from enacting CLT. Through introducing the concepts of “teacher as curriculum implementer” and “teacher as curriculum maker,” it brings to surface why a mandated curriculum change as CLT cannot be realize

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Gao, Lianli. "COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES." Problems of Education in the 21st Century 51, no. 1 (2013): 47–62. http://dx.doi.org/10.33225/pec/13.51.47.

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The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactio

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Paudel, Pitamber. "University teachers’ attitudes towards English language curriculum of M.Ed. semester system." Journal of NELTA 24, no. 1-2 (2019): 107–25. http://dx.doi.org/10.3126/nelta.v24i1-2.27683.

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A curriculum changes as per the concurrent philosophical and methodological changes of a country. This study investigates the Tribhuvan University (TU)teachers’ attitudes towards the current Masters level English language (semester system) curriculum. In order to achieve this goal, explanatory sequential mixed research design was employed. Forty-five English language teachers from both constituent and affiliated campuses of Tribhuvan University, Nepal, were purposively selected. The research shows that the university English teachers had positive attitude towards the current curriculum for its

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Liu, Wei, and Qiang Wang. "Walking with bound feet: teachers’ lived experiences in China’s English curriculum change." Language, Culture and Curriculum 33, no. 3 (2019): 242–57. http://dx.doi.org/10.1080/07908318.2019.1615077.

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Et.al, Jayathilakan P. K. "Online Teaching and Practical Implications of Teacher Professional Development." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 3909–12. http://dx.doi.org/10.17762/turcomat.v12i3.1679.

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The teaching English website of the British Council identified six different levels of Teacher from “starters” to “experts” suggested that each requires a different kind of professional development. And “professional development” the key to meet today’s educational demands. As we know language is a social and cultural activity, Teachers must remain abreast of the exciting and promising development in the teaching strategies. To live to the challenge of globalization which is in the line with the era of information economy. A quality human capital comes from a quality education process. W

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Amin, Muhammad, and Ali Saukah. "Factors Contributing to EFL Teachers' Professional Development in Indonesia." Excellence in Higher Education 6, no. 1&2 (2016): 12–20. http://dx.doi.org/10.5195/ehe.2015.138.

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This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the

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Alzankawi, Maisoun. "English Teachers’ Attitude towards Professional Development in Kuwait." International Journal of Applied Linguistics and English Literature 10, no. 2 (2020): 18. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.18.

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Teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices since advancement in their teaching career is finally for their students and education reform. Besides, teachers and their professional development must be seen as an investment. This study is designed to investigate the English teachers’ attitude towards professional development in Kuwait and the problems encountered by those teachers, and their need for professional development programs. It intends to devise innovative

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Zeid, H. Abu, and C. Cretu. "Implementing Recent Curricular Changes to English Language Instruction in Israel: Opinions and Concerns of Teachers in Israeli Arab Schools." Journal of Language Teaching and Research 11, no. 1 (2020): 17. http://dx.doi.org/10.17507/jltr.1101.03.

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In 2013, the English curriculum of the Israeli educational system underwent a significant reform, aimed to improve students' achievements in English and close the gaps between students’ achievements in Israel, and students’ achievements in other OCED countries in the subject matter. However, all indicators show that after the implementation of the new program, achievements of most Israeli students' in English, especially those of Israeli Arab students, do not meet expectations. Therefore, we interviewed 10 English teachers working in the Israeli Arabic school system, with at least 13 years sen

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Omar, Yahya. "The Inclusion of Literature Components in Malaysian English Papers: the Challenges and Pros in Teaching and Learning." Al-Ta lim Journal 24, no. 3 (2017): 174–86. http://dx.doi.org/10.15548/jt.v24i3.335.

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The low proficiency attainment in English language among Malaysian learners has been given main attention in Malaysia Ministry of Education’s plan to further improve education. Part of the plan is by introducing literature components in the teaching and learning of English language curriculum. This has immediately changed the scenario of teaching and learning in English language classroom. This paper will review past studies related to the implementation of Literature component in English language by looking specifically at the teacher’s roles since teachers are the direct factor contributor i

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Takegami, Fumi. "Identifying Existing Positive Disharmonies for Reconstructing Teaching Practice: A Case Study in Japan." International Journal of Education 12, no. 2 (2020): 46. http://dx.doi.org/10.5296/ije.v12i2.16885.

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The purpose of this paper is to report outcomes of the study regarding the professional development of a Japanese teacher of English (JTE) helping her to meet the recent national English foreign language curriculum policy in Japan. The policy requires teachers to basically conduct classes in English. An action research framework was used. The participant, in collaboration with the author, went through praxis-oriented cycles built on planning, doing reflecting and revising. Data were collected and analyzed using grounded theory methods. A three-stage coding process led to the emergence of two c

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Suij-Ojeda, Evelin. "Language awareness and the education of non-native English teachers in South America: TLA concept review and implications." Westcliff International Journal of Applied Research 1, no. 2 (2017): 39–48. http://dx.doi.org/10.47670/wuwijar201712eso.

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Reflecting upon language allows teachers, not only to have a greater insight on how English, the language they teach works in the “real world”, but also helps them design activities for their learners to discover language by themselves while, as stated by Bolitho (2003), promoting independent and critical thinking in their classrooms. This paper explores the implications and theoretical foundations of introducing Language Awareness activities as part of the curriculum in teacher education programs in South America. Because of its length, this paper does not intend to recommend a solution to th

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Eapen, Rachel Lalitha. "English Language Teaching At The Primary Level: Foundations For Bilingualism Or Not?" Journal of International Education Research (JIER) 7, no. 4 (2011): 33–38. http://dx.doi.org/10.19030/jier.v7i4.6043.

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In countries where English is a second language, there has been a movement over the last 60 years from supporting indigenous languages over foreign language English - to the present one where, with globalization and market demands, English is beginning to be seen as an indigenous language in itself. The teaching of English from Grade 1 about five years ago points to this change in India. The consequences of such a shift for language acquisition at the primary level is a matter of concern, however, when English is not the first or second language of the people, but is the medium of education, a

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Chau, Hoa Thi Hoang. "TOWARDS THE INTEGRATION OF CULTURE INTO TEACHING ENGLISH IN UPPER SECONDARY SCHOOLS: TEACHERS’ CONCERNS AND EXPECTATIONS." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (2018): 121. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4879.

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<p>As a part of educational reform in upper secondary education, intercultural competence has been identified as a goal of foreign language teaching to enable the Vietnamese young people to work and study in globalized environment. In fact, culture has been incorporated in the expected English teaching curriculum for general education. Prior the change of curriculum at national scale, this study aimed to explore teachers’ perceptions of integrating intercultural competence into teaching English at upper secondary level. The quantitative and qualitative data collected from 101 teachers of

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Liu, Wei. "The changing pedagogical discourses in China." English Teaching: Practice & Critique 15, no. 1 (2016): 74–90. http://dx.doi.org/10.1108/etpc-05-2015-0042.

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Purpose This paper aims to explore the changing pedagogic discourses in China today, using the current wave of English curriculum innovation as a focused case. Given the cross-cultural nature of foreign language education, the change in the English as a foreign language curriculum in China has served as a fertile ground for different pedagogical ideas to emerge and to cross. The new English curriculum in China has endorsed a more communicative and humanistic view of language teaching, encouraging teachers to adopt a task-based approach to organize their classroom teaching. The new English curr

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Ou, Chen. "Innovation and Change in English Language Teaching: Theory and Practice." English Today 31, no. 3 (2015): 59–60. http://dx.doi.org/10.1017/s0266078415000267.

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The book is an edited collection of 18 chapters written by a total of 21 authors from around the world. Chapter 1, which serves as an introduction, outlines the book's structure and scope. The editors, Ken Hyland and Lillian L. C. Wong, define the book's purpose as ‘to offer readers a range of different ways of thinking about innovation in English language education, and different methods of investigating the impact of innovation’ (p. 2). The remaining 17 chapters, which are divided into four sections, discuss a range of topics including theoretical frameworks for education, teacher training,

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Saleh, Saleh Jebrael, and Shahen Jamal Majeed. "Motivation toward English Language Learning among Iraqi University Students." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (2021): 46–56. http://dx.doi.org/10.47631/mejress.v2i3.294.

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Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also c

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Kumaravadivelu, B. "ENGLISH LANGUAGE TEACHING IN INDIA: ISSUES AND INNOVATIONS.R. K. Agnihotri and A. L. Khanna (Eds.). New Delhi, India: Sage, 1995. Pp. 338. $42.00 cloth." Studies in Second Language Acquisition 19, no. 3 (1997): 409–10. http://dx.doi.org/10.1017/s0272263197223065.

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This collected volume on English language teaching (ELT) in India contains 22 articles written by Indian teachers and researchers. The book has been divided into six sections. The first section—“Problematizing ELT in India”—offers a critical, historical perspective along with innovative ideas for making English language learning and teaching meaningful and purposive in modern India. The second section—“Nature of ELT Materials”—demonstrates how the ELT materials used in Indian classrooms are not embedded in local needs and indigenous contexts. The section emphasizes the importance of developing

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Retnowati, Nanik. "INTEGRATING CHARACTER BUILDING INTO ENGLISH TEACHING AND LEARNING PRACTICE IN INDONESIAN CLASSROOM." ENGLISH JOURNAL 14, no. 1 (2020): 24. http://dx.doi.org/10.32832/english.v14i1.3786.

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Indonesian government has just made great changes in its national curriculum. One of its changes is the emphasis on character building. For Indonesian teachers, this new policy is quite a challenge. In previous curriculum, character building was treated as a hidden curriculum and not explicitly part of scoring system. The new curriculum explicitly states the characters which must be developed by teachers. Finding the basis to perform teaching process to achieve the improvement of language knowledge, skills and characters is indeed needed. An action research was then conducted. In one cycle, th

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Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.

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Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for th

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Podobnik, Sašo. "Calling the Bluff: A Critique of English-language Literary Curriculum in the Slovene Secondary Education." Journal for Foreign Languages 1, no. 1-2 (2009): 53–85. http://dx.doi.org/10.4312/vestnik.1.53-85.

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Literature has enjoyed a long and colourful tradition as a part of the English curriculum in Slovene secondary education. After almost half a century of excerpt-based literary curriculum, the reform of 1994 established a holistic study of English-language literary works with advanced-level Matura testing as an integral part of the new paradigm. The reform proved ill-conceived: the students' proficiency level was overestimated, the teachers did not receive additional training, and there proved to be incompatibilities with the Slovene literary curriculum. Over the years, these shortcomings have

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Rashid, Radzuwan AB, Shireena Basree Abdul Rahman, and Kamariah Yunus. "Reforms in the policy of English language teaching in Malaysia." Policy Futures in Education 15, no. 1 (2016): 100–112. http://dx.doi.org/10.1177/1478210316679069.

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This paper reviews reforms related to English language teaching in the Malaysian education system. It begins by tracing the history of Malaysia as a former British colony which has had significant influences on the status of English in the country. Then, it reviews the key educational reforms which have mainly centred on language policy, thus putting pressure on teachers who are at the front-line for the implementation of the new reforms. This is followed by the discussion on the changing approaches in the curriculum and methodology of English language teaching. This paper also reviews the for

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Ferrer Ariza, Erica, and Paige M. Poole. "Creating a Teacher Development Program Linked to Curriculum Renewal." Profile: Issues in Teachers´ Professional Development 20, no. 2 (2018): 249–66. http://dx.doi.org/10.15446/profile.v20n2.67937.

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This paper presents one Colombian university English as a foreign language program’s in-house teacher development program for curriculum renewal. This program is an innovative attempt to prepare teachers for implementing a new curriculum and, simultaneously, engages them in professional development activities. The program is a response to the lack of existing teacher and professional development models that fit certain specific contextual needs, including preparation for implementing new curriculum as well as emphases in the updating of particular teaching practices. In addition to presenting

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Le, Tuyen Van. "The Need for a Change in Assessing Non-English Major Students at the Tertiary Level from Teachers’ Perspectives." Studies in English Language Teaching 2, no. 2 (2014): 216. http://dx.doi.org/10.22158/selt.v2n2p216.

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<p>Assessment is one of the six main components of an English as a foreign language (EFL) curriculum. It plays an important role in language education. Having the right techniques to assess students certainly supports learning. However, whether an institution or a department has an appropriate policy of assessing students, and a teacher has effective assessment techniques or not needs to be investigated through teachers’ opinions as well as real classroom observation. This paper aimed to explore how non-English major students were assessed regarding classroom assessment and achievement t

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Willis, Jill, Kelli McGraw, and Linda Graham. "Conditions that mediate teacher agency during assessment reform." English Teaching: Practice & Critique 18, no. 2 (2019): 233–48. http://dx.doi.org/10.1108/etpc-11-2018-0108.

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Purpose A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. Design/methodology/approach An action inquiry project was conducted with English teachers a

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Triastuti, Anita, and Mehdi Riazi. "Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 526–35. http://dx.doi.org/10.17509/ijal.v9i3.23202.

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Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL

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Adamson, John L., Howard G. Brown, and Naoki Fujimoto-Adamson. "Revealing Shifts and Diversity in Understandings of Self Access Language Learning." Journal of University Teaching and Learning Practice 9, no. 1 (2012): 56–72. http://dx.doi.org/10.53761/1.9.1.5.

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This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews, conversational narratives and questionnaires with students, teachers, center staff and university management are marked by their shifting and diverse nature. Findings related to language policy for the center show how initial ‘English only’ regulations have be

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Al-Hafizh, Muhammad. "THE PRAISE OF PROSE IN ACHIEVING PARTICIPATORY ENGLISH LANGUAGE TEACHING (ELT)." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 1 (2010): 35. http://dx.doi.org/10.24036/ld.v4i1.7392.

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There were great shifts in English Language Teaching (ELT) approaches and methodologies in recent years. At the same time, many researches occurred about the applications of teaching English as Second Language (ESL). It shows that, changes and innovations are something good in order to find a better pedagogic system and to be more professional in ELT. Sometimes, people resist new ways of looking, at least at the first, and it happened on ELT as well. This article is aimed at revealing ELT new ways of looking-to consider the beneficial factors of using prose in enriching interactive English lan

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Sabouri, Taraneh, Chris Cale, Sunddip Panesar-Aguilar, and Michelle McCraney. "Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms." World Journal of Educational Research 8, no. 2 (2021): p36. http://dx.doi.org/10.22158/wjer.v8n2p36.

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Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered in

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Peralta Castro, Fernando Manuel. "English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University." World Journal of English Language 7, no. 3 (2017): 40. http://dx.doi.org/10.5430/wjel.v7n3p40.

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This study aims to investigate the process of improving the English language syllabus within the context of aWestern University in Mexico. It was an Action Research investigation which involved the participation of a groupof teachers, who played a predominant role during the research, evaluating the original syllabus, producingdescriptions resulting in a detailed characterization of it. They also designed a new syllabus, and finally theyevaluated the process of improving it. Findings of the study demonstrate that language teachers engaged in a processof analysis and reflection are led to make

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Ghazal Khalid Siddique, Tayyabba Yasmin, Mubashar Nadeem, and Saba Farooq. "Role of Cooperative Learning in Improving Language Proficiency and Academic Achievement in English of Elementary Students: An Experimental Study." Journal of Business and Social Review in Emerging Economies 6, no. 3 (2020): 1159–64. http://dx.doi.org/10.26710/jbsee.v6i3.1385.

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English language, as it is employed as a common medium used for communication with people, whom native language is not understandable. In this regard, Governments of developing countries paying attention to promoting English. That require upgradation in the curriculum, as well as, the shift of teaching methodology from teacher to student centered, are the basic requisites for making the change in the educational system possible. That provides opportunities for cooperative learning. Therefore the current experimental study was carried out to find the role of cooperative learning in promoting la

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Milosavljevic, Natasa, Aleksandar Vuletic, and Ljiljana Jovkovic. "Learning medical English: A prerequisite for successful academic and professional education." Srpski arhiv za celokupno lekarstvo 143, no. 3-4 (2015): 237–40. http://dx.doi.org/10.2298/sarh1504237m.

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The aim of this paper is to present specificities of the English language teaching necessary for successful education and professional training of medical students. In contemporary globalized world the English language has become the basic language of communication in all scientific fields including the field of medical science. It is well established that Medical English teaching should primarily focus on stable linguistic competence in English that is created by means of content and context based curriculum, thus preparing students for active use of English upon graduation. In order to achie

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Liu, Yuying, and Tao Xiong. "Situated Task-based Language Teaching in Chinese Colleges: Teacher Education." English Language Teaching 9, no. 5 (2016): 22. http://dx.doi.org/10.5539/elt.v9n5p22.

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<p>This study investigated college EFL teachers’ attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid responses. Results of this study are derived from discussion concerned with qualitative and quantitative data. The findings in the study show that though there are constraints from various aspects (including, the teaching materials, large class

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Pusparini, Ririn, Utami Widiati, and Arik Susanti. "Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature." JEES (Journal of English Educators Society) 6, no. 1 (2021): 147–54. http://dx.doi.org/10.21070/jees.v6i1.1212.

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Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ bel

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Borzova and Shemanaeva. "A University Foreign Language Curriculum for Pre-Service Non-Language Subject Teacher Education." Education Sciences 9, no. 3 (2019): 163. http://dx.doi.org/10.3390/educsci9030163.

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The article focuses on the problems of teaching foreign languages (FL) to pre-service subject (other than foreign languages) teachers and highlights their possible solutions. A sustained discontent of both university teachers and students with the outcomes of FL classes gave impetus for a systematic, detailed study of the university FL education of the target group of learners. There was an acute need to develop well-grounded guidelines for the related course objectives, its content and adequate techniques intended for the target group of learners. The authors claim that the generally accepted

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Sultana, Munawer, and Sajida Zaki. "Proposing Project Based Learning as an alternative to traditional ELT pedagogy at public colleges in Pakistan." International Journal for Lesson and Learning Studies 4, no. 2 (2015): 155–73. http://dx.doi.org/10.1108/ijlls-09-2013-0049.

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Purpose – The purpose of this paper is to study the effectiveness of Project Based Learning (PBL) in comparison to the prevailing English language pedagogy. Design/methodology/approach – The pre-test/post-test experimental design with one control and one treatment group was used to complete the study that was carried out for 12 weeks. In all, 140 female students enrolled in Grade-XI at a public college in Karachi, Pakistan, were randomly divided into the two groups to compare the traditional pedagogy with the proposed PBL method. The participants in the experiment and control groups were taugh

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MARTIN, ASSUNTA. "The ‘katakana effect’ and teaching English in Japan." English Today 20, no. 1 (2004): 50–55. http://dx.doi.org/10.1017/s0266078404001087.

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THIS discussion of the condition of English teaching in Japan looks at some deeply rooted national educational and cultural attitudes, including in particular the impact of ‘the katakana effect’ on speaking and listening among teachers and students alike. A unique configuration of cultural, historical, sociological, and linguistic factors presents Japanese teachers with serious challenges. The Ministry of Education, faced with a rising dropout rate, cases of bullying, accusations against irresponsible teachers, and complaints from parents, agreed in 2000 to adopt reforms. The resulting curricu

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Chisholm, James S., Jennifer Alford, Leah M. Halliday, and Fannie M. Cox. "Teacher agency in English language arts teaching: a scoping review of the literature." English Teaching: Practice & Critique 18, no. 2 (2019): 124–52. http://dx.doi.org/10.1108/etpc-05-2019-0080.

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Purpose This paper aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning. Design/methodology/approach The authors posed the following research questions of related literature: Under what conditions, in what ways and to what ends do teachers exercise agency within ELA classroom teaching? Through five stages of systematized analysis, this scoping review of 21 studies maps the e

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Hassan, Khandoker Montasir. "Difficulties Facing English Teachers in Teaching Literary Texts at Higher Secondary Level in Bangladesh." English Language and Literature Studies 8, no. 3 (2018): 15. http://dx.doi.org/10.5539/ells.v8n3p15.

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The present Study examines the difficulties facing English teachers in teaching literary texts in English for Today (11-12) textbook which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the academic session 2015-2016. Literature has always been an integral part of teaching foreign languages. In the era of CA (Communicative Approach), the aim of reading literature has been changed. From this view point, in July 2015, the NCTB has published a new version of English textbook for classes XI-XII, and included some literary texts in this book. The emphasis of

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Taylor, Gwen. "Reading, Writing, Arithmetic-Making Connections." Teaching Children Mathematics 6, no. 3 (1999): 190–97. http://dx.doi.org/10.5951/tcm.6.3.0190.

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As teachers review the Standards for the English Language Arts (1996) and the Curriculum and Evaluation Standards for School Mathematics (1989), they can observe many similarities. Both publications call for changes in how instruction should take place in classrooms.

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Alexandrowicz, Viviana. "Changemaking and English Language Learners (Els): Language, Content and Skill Development through Experiential Education." English Language Teaching 14, no. 1 (2020): 107. http://dx.doi.org/10.5539/elt.v14n1p107.

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The idea of offering all children and youth an education that is experiential, student centered, engaging, and relevant to life is not a new concept (Dewey, 1938; Kolb, 1981). Preparing students with the competencies, skills, and character for full participation in the 21st century has become the vision of schools, educators, and organizations around the world (NEA, 2020; Geisinger, 2016; Trilling, B. &amp; Fadel, C. 2009). Changemaker teachers, staff, and administrators believe in facilitating children and youth development as citizens for the 21st century. These educators also guide them

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