Log in

Relevant bibliographies by topics / Lived experiences of English teachers / Journal articles

To see the other types of publications on this topic, follow the link: Lived experiences of English teachers.

Journal articles on the topic 'Lived experiences of English teachers'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Lived experiences of English teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Dante-Ohya, Almavi. "Teaching English in Japan: A Phenomenological Inquiry on the Lived Experiences of Migrant Filipino English Teachers." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 169–82. https://doi.org/10.5281/zenodo.14642361.

Full text

Abstract:

<strong>Abstract</strong>   This phenomenological study aimed to explore the lived experiences of migrant Filipino English teachers teaching in Japan. Data were collected from six (6) participants through a semi-structured interview using open-ended questions. The interviews were recorded via Zoom and were transcribed. Colaizzi’s method was applied for data analysis. After a thorough analysis of the transcripts, the following three (3) themes emerged, capturing the migrant Filipino teachers’ lived experience: 1) Living the Dream Life; 2) Teaching Encounters in a Foreign Settin

APA, Harvard, Vancouver, ISO, and other styles

2

Braga, Jhonly. "EXPERIENCES OF OUT-OF-FIELD TEACHERS TEACHING ENGLISH." Franciscan College of the Immaculate Conception Insights 01, no. 01 (2023): 14–27. https://doi.org/10.5281/zenodo.8427254.

Full text

Abstract:

This study is a qualitative research using hermeneutic phenomenological design, aimed to understand the lived experiences of non-English teachers teaching English subjects in the Schools Division of Baybay City and proposed program/platform that can aid them. The study used purposive sampling technique in choosing the participants. There were different inclusion and exclusion criteria determined in the study to ensure that all of the participants experience out-of-field teaching phenomenon in teaching English subjects. The study utilized semi-structured interview with open-ended question, inte

APA, Harvard, Vancouver, ISO, and other styles

3

Pandey, Dinesh Kumar. "Exploring the Lived Experiences of ELT Teachers: Nepali Teachers' Voices." Lumbini Journal of Language and Literature 4, no. 1 (2024): 29–39. https://doi.org/10.3126/ljll.v4i1.73851.

Full text

Abstract:

This study explores the experiences of Nepali English language teachers teaching English in Nepal, with a special focus on the challenges and transformations they face as learners and educators. Drawing on interviews with four high school teachers from institutional schools in the Kathmandu Valley, the research employs a transformational theoretical framework to transcribe, code, and thematically analyze data. The findings highlight persistent traditional teacher roles and reveal critical challenges, including discriminatory policies, multilingual classroom dynamics, and inadequate pedagogical

APA, Harvard, Vancouver, ISO, and other styles

4

Oli, Indra Kumari. "Teachers’ Lived Experiences on Collaboration in Online Teacher Education: A Phenomenological Study." Journal of Bhuwanishankar 2, no. 1 (2024): 29–39. http://dx.doi.org/10.3126/jobs.v2i1.62194.

Full text

Abstract:

This research aimed to explore the English language teachers’ lived experiences of collaboration in teacher education via online mode. This study embraced a phenomenological qualitative research design and involved four English teachers purposively to gather their lived experiences on the phenomena. Informal discussions and semi-structured interviews were used to gather data. Using the Hermeneutic phenomenological method, the data were analyzed. This study used Vygotsky's Social Constructivism as its theoretical foundation (1978). The findings demonstrate that English language teachers have po

APA, Harvard, Vancouver, ISO, and other styles

5

Bhandari, Bhim Lal. "Mentoring Practices of Novice English Teachers." Journal of NELTA Gandaki 5, no. 1-2 (2022): 75–86. http://dx.doi.org/10.3126/jong.v5i1-2.49282.

Full text

Abstract:

Mentoring is a professional rapport in which an experienced professional supports novice teachers in the premature phases of their profession to develop and progress their teaching career by sharing their teaching skills, experiences and knowledge. This article examines the English language teachers’ understanding and practices of mentoring along with my experiences. I employed a descriptive phenomenological research design to explore the lived experiences of teachers about mentoring. Four English teachers teaching at the secondary level were purposively selected as the participants for the st

APA, Harvard, Vancouver, ISO, and other styles

6

Basaula, Asmita, and Uma Nath Sharma. "EFL Teachers’ Lived Experiences on Using Grading System." KMC Journal 4, no. 2 (2022): 36–52. http://dx.doi.org/10.3126/kmcj.v4i2.47729.

Full text

Abstract:

The Grading System, first used by Yale University in the 18th century for the purpose of descriptive evaluation of the students’ achievement, has now become popular worldwide. This paper explores and analyzes the Grade nine and ten English teachers’ lived experiences of using Grading System (GS) in English language teaching and testing in the institutional schools of Kathmandu. For this, we collected the required information taking phenomenological interview with the five purposively selected teachers of English from five respective institutional schools of Nagarjun Municipality in Kathmandu.

APA, Harvard, Vancouver, ISO, and other styles

7

K.C., Bhola Kumar. "Teachers’ Experience of Contextualized English Language Teaching." Triyuga Academic Journal 3, no. 1 (2024): 49–69. https://doi.org/10.3126/taj.v3i1.71973.

Full text

Abstract:

This qualitative phenomenological study was carried out to understand the lived experience of English teachers who are teaching English in different schools. The study explores the significance of a contextualized teaching approach in teaching English and the need for its application in the EFL context. Contextualized English Language Teaching (CELT) introduces language content by employing various techniques to engage students in different activities. Students who learn in a contextual environment are motivated to learn. Traditional classrooms emphasize the active role of teachers, with stude

APA, Harvard, Vancouver, ISO, and other styles

8

B. TUBIGON, SHEENA, JADE YURI P. YASAY, IRAH MAE C. VILLACERAN, et al. "DUNIG PUSONG DI PEGTENDU: THE LIVED EXPERIENCES OF SECONDARY ENGLISH TEACHERS IN AN INDIGENOUS PEOPLES SCHOOL." International Journal of Social Sciences and Management Review 08, no. 03 (2025): 375–94. https://doi.org/10.37602/ijssmr.2025.8324.

Full text

Abstract:

The purpose of the study is to describe and analyze the lived experiences of English language teachers in teaching IP students. The researchers hope to gain a deeper knowledge of the struggles and challenges experienced by Secondary English Language Teachers. The phenomenological research method of Moustakas (1994) was employed in this study to document and describe the participants' experiences. The findings of the study revealed six themes that represented the journeys of the participants: (1) Teaching in an IP school requires commitment and understanding to help IP students cope with their

APA, Harvard, Vancouver, ISO, and other styles

9

G Sumalinog, Gino. "Lived Experiences of the Filipino English Teachers Abroad: The Drawbacks in Focus." International Journal of Science and Research (IJSR) 11, no. 2 (2022): 41–47. http://dx.doi.org/10.21275/sr211113010609.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kong, Melinda L. F. "On Teaching Methods: The Personal Experiences of Teachers of English." RELC Journal 48, no. 2 (2016): 197–209. http://dx.doi.org/10.1177/0033688216661251.

Full text

Abstract:

With the globalization and internationalization of education, many teachers from Asian countries pursue their professional development in English-speaking settings. However, there seems to be scarce research on these teachers’ expectations, lived experiences and identities in these contexts, and how their personal experiences influence their views and teaching when they return to their home countries. Using interviews and email correspondences, the current article examines the perceptions and personal experiences of three teachers of English (from Vietnam, China and Taiwan) who studied in Aust

APA, Harvard, Vancouver, ISO, and other styles

11

Castro, Jocelyn Sabas. "EXPLORING THE LIVED EXPERIENCES OF ESL TEACHERS IN THE TEACHING OF ENGLISH SUBJECTS." UC Journal: ELT, Linguistics and Literature Journal 4, no. 1 (2023): 1–12. http://dx.doi.org/10.24071/uc.v4i1.5657.

Full text

Abstract:

Teaching English has been a major issue in countries where English is not the first language, making it difficult for L2 learners to learn a second language because they cannot use English in real-life situations. However, pronunciation is a significant element of English language fluency. It is considered to be essential for successful oral communication. This paper documented the lived experiences of five ESL teachers in teaching English classes at Eastern Samar State University, Guiuan. This study employed a transcendental phenomenology research design. The five selected teachers teaching E

APA, Harvard, Vancouver, ISO, and other styles

12

Tapales, Elisa. "Exploring the Voices of Filipino-Major Teachers Teaching Subjects in English Medium in the Philippines: A Phenomenology." Psychology and Education: A Multidisciplinary Journal 26, no. 9 (2024): 1048–55. https://doi.org/10.5281/zenodo.13958039.

Full text

Abstract:

The lived experiences of Filipino teachers teaching subjects in English medium are pivotal in understanding the essence of vertical and horizontal articulation of expertise. This study explicated the voices of Filipino teachers teaching subjects in English medium. The various stories behind every classroom discussion are narrated to determine coping strategies and techniques for sustaining the delivery of quality education. This study utilized the Heideggerian Phenomenology research design wherein the Interpretative Phenomenological Analysis (IPA) will be used to understand the meaning of the

APA, Harvard, Vancouver, ISO, and other styles

13

Luitel, Binod, Kamal Kumar Poudel, Uma Nath Sharma, and Tek Mani Karki. "USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS." TEFLIN Journal - A publication on the teaching and learning of English 34, no. 2 (2023): 245–63. http://dx.doi.org/10.15639/teflinjournal.v34i2/245-263.

Full text

Abstract:

Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance,

APA, Harvard, Vancouver, ISO, and other styles

14

Nernere, Regina Putri, and Fidelis Chosa Kastuhandani. "In-Service English Teacher’s Lived Experience in Using ChatGPT in Teaching Preparation." SALEE: Study of Applied Linguistics and English Education 5, no. 1 (2024): 227–43. http://dx.doi.org/10.35961/salee.v5i1.1115.

Full text

Abstract:

ChatGPT usage has gained popularity in education. ChatGPT is an AI that can produce human-like text and has implications for education. This study explored eight Indonesian English teachers’ lived experiences in integrating ChatGPT in their teaching preparation. In-service teachers’ perceptions, emotions, pedagogical activities, decision-making, and teaching transformations were explicated from their lived experiences through one-on-one in-depth interviews. The data gathered was later analyzed through transcendental framework analysis. The findings highlighted teachers’ various perceptions. So

APA, Harvard, Vancouver, ISO, and other styles

15

Rino, Ushas Richel R., Glen P. Cortezano, Alberto D. Yazon, Karen A. Manaig, and John Frederick B. Tesoro. "A Phenomenological Study on the Lived Experiences of Self-Aware-Non-Fluent English Teachers." Journal of English as A Foreign Language Teaching and Research 2, no. 2 (2022): 44–66. http://dx.doi.org/10.31098/jefltr.v2i2.1119.

Full text

Abstract:

This study delved into the lived experiences of self-aware-non-fluent English teachers in their instructional delivery to come up with practical strategies and ways to strengthen the delivery of instruction in using the English language. Accordingly, qualitative research design and hermeneutic phenomenological processes were utilized. In analyzing the acquired responses from the participants, the following steps were applied: (1) hermeneutic phenomenological reduction; (2) imaginative variation, where the possible meanings of horizons were attained through the individual and composite structur

APA, Harvard, Vancouver, ISO, and other styles

16

Kainama, Michelle Sarah, and Anne Lou Hendriks. "LIVED EXPERIENCE OF HIGH SCHOOL TEACHERS AMIDST COVID-19 PANDEMIC: A PHENOMENOLOGICAL STUDY." PROJECT (Professional Journal of English Education) 4, no. 3 (2021): 542. http://dx.doi.org/10.22460/project.v4i3.p542-547.

Full text

Abstract:

The purpose of this research was to discover the experiences of English teachers in Jayapura, Papua in terms of the execution of online learning during the COVID-19 pandemic. A qualitative method was used to find out the target needs related to teachers’ experiences. The data collection used was semi-structured interviews with five English teachers selected as the participants in this research. This research found English teachers experiences out regarding online classes that have been made in the outspread of COVID-19. The major results of this study showed there are several areas on teachers

APA, Harvard, Vancouver, ISO, and other styles

17

Sumlay, Zamera, and Leonel Untong. "The Lived Experiences of English Teachers with Over-Sized Class in the Division of Maguindanao II." Psychology and Education: A Multidisciplinary Journal 23, no. 5 (2024): 619–32. https://doi.org/10.5281/zenodo.13294913.

Full text

Abstract:

The study aimed to determine the lived experiences of English teachers with over-sized class in the Division of Maguindanao II for the school year 2022-2023. Specifically, it sought to answer the following questions: (1) How do the English teachers manage the over-sized class? (2) How do the English teachers deliver instruction in the over-sized class? (3) How the English teachers assess students learning in the over-sized class? (4) What are the effects of over-sized class to the English learnings of the students? (5) How the over-sized class affect the teaching performance of the teachers? (

APA, Harvard, Vancouver, ISO, and other styles

18

Castañeda-Londoño, Adriana. "Moving from What Do English Teachers know? to How Do English Teachers Experience Knowledge? A Decolonial Perspective in the Study of English Teachers’ Knowledge." GIST – Education and Learning Research Journal, no. 22 (June 23, 2021): 75–101. http://dx.doi.org/10.26817/16925777.1002.

Full text

Abstract:

There has been a continuing interest in defining what comprises English teachers’ knowledge with the purpose of defining the boundaries of the English Teaching field and developing it as a respected discipline in education (Richards, 1990). The objective of this paper, shaped by the tenets of the Decolonial Turn, is to share some of the results of studying teachers’ knowledge with a view of knowledge described by Anzaldúa (2000) as “an overarching theory of consciousness… that tries to encompass all the dimensions of life, both inner –mental, emotional, instinctive, imaginal, spiritual, bodily

APA, Harvard, Vancouver, ISO, and other styles

19

Lucero, Edgar, and Katherin Roncancio-Castellanos. "The Pedagogical Practicum Journey Towards Becoming an English Language Teacher." Profile: Issues in Teachers´ Professional Development 21, no. 1 (2019): 173–85. http://dx.doi.org/10.15446/profile.v21n1.71300.

Full text

Abstract:

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which

APA, Harvard, Vancouver, ISO, and other styles

20

Taos, Aizamie, and Kristy Jane Muegna. "A Phenomenology of Pre-Service English Teachers Teaching Non-English Subjects." Psychology and Education: A Multidisciplinary Journal 30, no. 10 (2025): 1481–508. https://doi.org/10.5281/zenodo.14662624.

Full text

Abstract:

This study explores the lived experiences of English pre-service teachers as they engage in teaching subjects other than English. Using phenomenological methods, it delves into the unique perspectives, challenges, and insights these individuals encounter while navigating the complexities of teaching non-English subjects. Through in-depth interviews and focus group discussions, the study seeks to unveil the essence of their teaching experiences, shedding light on the intricate interplay between personal beliefs, pedagogical approaches, and cultural contexts. The findings offer valuable insights

APA, Harvard, Vancouver, ISO, and other styles

21

Sumalinog, Gino G. "English Language Teachers in Diaspora: A Heideggerian Phenomenology." International Journal of Learning, Teaching and Educational Research 19, no. 11 (2020): 283–95. http://dx.doi.org/10.26803/ijlter.19.11.16.

Full text

Abstract:

Working abroad has been a job that many Filipino teachers embarked on due to the benefits it offers. This paper explores the lived experiences of the ten (10) Filipino ESL and EFL teachers working in Mozambique, Cambodia, Spain, Saudi Arabia, Cambodia, Japan, Laos, Singapore, Vietnam, and Thailand. These teachers have been in service for three (3) years and more. The study employed a qualitative phenomenological research design. It used Heideggerian’s Interpretative Phenomenological Analysis (IPA) with illustrated steps. The researcher uses a semi-structured interview to identify the lived exp

APA, Harvard, Vancouver, ISO, and other styles

22

Puntod, Jerome A. "LIVED EXPERIENCES OF PUBLIC ELEMENTARY SCHOOL TEACHERS IN TEACHING ENGLISH PRONUNCIATION." International Journal of Language, Linguistics, Literature and Culture 01, no. 02 (2022): 01–02. http://dx.doi.org/10.59009/ijlllc.2022.0006.

Full text

Abstract:

The teaching of pronunciation is one integral component in English instruction. This phenomenological inquiry, anchored on Blumer’s theory of Symbolic Interactionism, explored the elementary teachers’ lived experiences on the teaching of English pronunciation. Results of the interview and focus group discussion showed that the pupils have difficulty in pronouncing the words, poor attention and retention span, lack of interest and participation of children and negative behavior in the discussion, and teaching is a challenging experience. Further, strategies used in teaching pronunciation are Li

APA, Harvard, Vancouver, ISO, and other styles

23

Frausto-Hernandez, Isaac. "Transfronterizo Teachers of English in the Borderlands: Creating a Mundo Zurdo." Profile: Issues in Teachers' Professional Development 26, no. 2 (2024): 59–72. http://dx.doi.org/10.15446/profile.v26n2.109157.

Full text

Abstract:

Cross-border migration is increasing in a globalized world. On the physical borderlands, migration across and between borders occurs on a habitual basis. This qualitative study employs semi-structured interviews to explore how three transfronterizo teachers along the U.S.-Mexico borderlands draw on their backgrounds and lived experiences as they go about in their English teaching practices. Findings suggest that the diverse lived experiences of the three teachers allow them to develop a particular knowledge, consciousness, and agency in creating a third space, or a mundo zurdo, in which they a

APA, Harvard, Vancouver, ISO, and other styles

24

Alite, Nevelle Grace V., and Marie Candy L. Celeste. "LIVED EXPERIENCES OF TEACHERS IN ENGLISH MEDIATED INSTRUCTION FOR CHALLENGED LEARNERS." Ignatian International Journal for Multidisciplinary Research 2, no. 5 (2024): 1210–31. https://doi.org/10.5281/zenodo.11194312.

Full text

Abstract:

This study explores the challenges and adaptations encountered by teachers implementing English-Mediated Instruction (EMI) with challenged learners at Calinog National Comprehensive High School.  Thematic analysis of narratives from EMI ensures participant confidentiality while revealing key themes: teacher frustration, adaptation of instructional strategies, and the dedication required to meet diverse student needs. The research highlights the challenges associated with language barriers in EMI classrooms, where student comprehension difficulties can lead to teacher frustration.  Ho

APA, Harvard, Vancouver, ISO, and other styles

25

Aswe, Imee Lou, Luningning De Castro, and Ronnie G. Cainglet. "Language Barrier: Exploring the Lived Experiences of Assistant Language Teachers in Japan: A Hermeneutic Phenomenological Study." International Journal of Language and Literary Studies 5, no. 3 (2023): 92–99. http://dx.doi.org/10.36892/ijlls.v5i3.1339.

Full text

Abstract:

The purpose of this hermeneutic phenomenological study was to describe and interpret the lived experiences of Assistant Language Teachers (ALTs) in Japan as they faced some challenges with language barriers. There is still a gap that needs to be addressed because little did these foreign English teachers know that teaching English in a non-native English-speaking country like Japan comes with a lot of challenges especially with the language barrier. The theories that guided this study were Krashen’s (1981) Monolingual Approach and Bandura’s (1997) Social Cognitive Theory. The central questions

APA, Harvard, Vancouver, ISO, and other styles

26

Karina, Briliana Divani, and Fidelis Chosa Kastuhandani. "Pre-Service English Teachers’ Lived Experience in Using AI in Teaching Preparation." Edunesia : Jurnal Ilmiah Pendidikan 5, no. 1 (2024): 550–68. http://dx.doi.org/10.51276/edu.v5i1.767.

Full text

Abstract:

Pre-service English teachers are expected to integrate technologies to teach in this digital era. Furthermore, AI is rapidly growing and offers teachers to be supported. This phenomenological study explicated pre-service English teachers’ lived experiences in using AIs to support their teaching preparation. In previous studies, less was known about how newcomer educators integrated AI into their pedagogical development. Through in-depth interviews, this study addressed two research questions; What are the pre-service English teachers’ lived experiences in using AI in teaching preparation? How

APA, Harvard, Vancouver, ISO, and other styles

27

Ramsani, Dadang A. "THE LIVED EXPERIENCES OF TEACHERS USING ENGLISH AS A MEDIUM OF INSTRUCTIONS." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1124–33. https://doi.org/10.5281/zenodo.11638096.

Full text

Abstract:

This study investigated the lived experiences of teachers using English as a medium of instruction. It specifically explored the perceptions, challenges encountered, and benefits of using English as a medium of instruction in the classroom. T his study employed a phenomenological research design. A semi-structured interview was used to gather the phenomenological data from the ten (10) purposively chosen Pangutaran National High School Main teacher participants. The 8-item open-ended interview question was modified to fit in the context of the present study and was validated by the expert. The

APA, Harvard, Vancouver, ISO, and other styles

28

Neupane, Nabaraj. "Native Language in English as a Foreign Language Classes: Teachers’ Lived Experiences." Educator Journal 10, no. 1 (2022): 119–25. http://dx.doi.org/10.3126/tej.v10i1.46734.

Full text

Abstract:

Along with the prevalence of post-method pedagogy in English language teaching, the use of learners’ native language (NL) in English as a foreign language (EFL) context has become a vital issue. Considering the issue, this article aims to dig into the phenomenon of NL usage with special reference to Nepal. For achieving this objective, I followed a phenomenological study design to explore the teachers’ lived experiences. I purposively selected ten university English language teachers to observe their EFL classes based on age, qualification, gender, and teaching experience. The information obta

APA, Harvard, Vancouver, ISO, and other styles

29

Flores, Iulus Rodolfo P., and Myra Christine S. Balmeo. "Code Switching In Instruction: Pre-Service Teachers’ Lived Experiences." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 7 (2021): 598–612. http://dx.doi.org/10.11594/ijmaber.02.07.08.

Full text

Abstract:

Code switching is really needed in instruction and should be implemented to ensure students’ understanding towards various things (e.g. translating of difficult vocabulary, lessons to be acquired and even in giving instructions), especially for teaching students in lower levels. It can also help in teaching students with multiple intelligences, and in general, makes the pre-service teachers’ life easy inside the room in terms of clarifying things due to any confusion that may arise in the duration of the discussion. This survey interview research explored the Pre-Service Teachers of Ramon Mags

APA, Harvard, Vancouver, ISO, and other styles

30

Sharma, Uma Nath. "Mother Tongue as an Interactional Mediation in Nepalese ELT Classes: A Phenomenological Study." Innovative Research Journal 1, no. 1 (2022): 68–79. http://dx.doi.org/10.3126/irj.v1i1.51816.

Full text

Abstract:

In this paper, I explore the use of mother tongue (MT) as an interactional mediation in the Nepalese community school English language teaching (ELT) classes within the framework of the lived experiences of the teachers and their Grade 9 students. For this, I observed the classes, collected written lived-experience descriptions (LEDs) from the teachers, and took phenomenological interviews with the teachers (N = 3) and students (N = 5). I analyzed the data thematically using ATLAS.ti 9 from the perspective of the interactional mediational aspect of the sociocultural theory of the second langua

APA, Harvard, Vancouver, ISO, and other styles

31

Garbo, Jesselle M., Jaypee R. Lopres, Melissa P. Novenario, et al. "Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments." International Journal of Learning, Teaching and Educational Research 22, no. 8 (2023): 39–65. http://dx.doi.org/10.26803/ijlter.22.8.3.

Full text

Abstract:

This phenomenological study explored the lived experiences of elementary English Language Arts (ELA) teachers in the United States of America concerning the distance learning barriers they faced in conducting standard assessments. Seven (7) participants were personally interviewed to gather the data using open-ended questions. Utilizing a cellular phone, all responses were recorded for transcription. Colaizzi's method for data analysis was employed. After a rigorous analysis of the transcripts, the following twelve (12) themes arose to capture the teachers’ lived experiences: Frequent Absentee

APA, Harvard, Vancouver, ISO, and other styles

32

Suganob, Joyce M., and Remedios C. Bacus. "Teaching English to Learners of Different Cultural Minority Groups." World Journal of English Language 13, no. 7 (2023): 524. http://dx.doi.org/10.5430/wjel.v13n7p524.

Full text

Abstract:

English teachers’ experiences handling mainstream classes and those with minority students differ as students’ learning and communication styles vary. This study explored the lived experiences and teaching practices of purposively selected non-English majors teaching English to Filipino learners from different cultural minority groups: Mamanwa, Manobo, Hinigaon, Kamayo, Surigaonon, Muslim, and Bisaya. The in-depth investigation through a phenomenological inquiry was done using the Collazzi steps. Analysis of the teachers’ narratives led to the indexed themes: teachers’ psychological baggage; t

APA, Harvard, Vancouver, ISO, and other styles

33

Soepriyanti, Henny, Untung Waluyo, Edy Syahrial, and Rizki Kurniawan Hoesni. "Pre-service English Teachers’ Lived Experiences in Implementing Technology for Teaching Practice." Technium Education and Humanities 3, no. 1 (2022): 16–26. http://dx.doi.org/10.47577/teh.v3i1.7810.

Full text

Abstract:

Since the emergence of the Covid 19 pandemic, the teaching practice conducted by the preservice English teachers in schools has experienced various changes. The Policy of Learning from Home (LFH) has urged these pre-service teachers to adopt and adapt the online learning technology that they never learn before. This situation has unduly created new challenges for those teachers. The present study aims to (a) to evaluate the perceived adequacy of the pre-service teachers’ technological knowledge and skills for teaching practices; (b) reveal their abilities to adapt to the demands of employing t

APA, Harvard, Vancouver, ISO, and other styles

34

Butukan, Hasma U., Haron A. Mohamad, Lydia S. Bawa, and Nasrudin A. Kandong. "LIVED EXPERIENCES OF TEDURAY ENGLISH LANGUAGE LEARNERS ON MODULAR DISTANCE LEARNING." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1041–68. https://doi.org/10.5281/zenodo.11633960.

Full text

Abstract:

English language learning is a complex phenomenon and challenging that is set of words, grammar, structure, unpredictable spelling, and complexity of organizational ideas. Learning the English language is pivotal to the development of the learners in all aspect. Thus, the classroom is the ideal platform to acquire and learning the English language with the assistance of English teachers. The COVID-19 Pandemic brought distraction to all educational system where the modular distance learning modality is being adopted while learners accustomed to face to face learning approach. This qualitative p

APA, Harvard, Vancouver, ISO, and other styles

35

Hiratsuka, Takaaki. "Transformational Experience during Study Abroad: The Case of a Japanese Pre-service Teacher." Mextesol Journal 46, no. 4 (2023): 1–9. http://dx.doi.org/10.61871/mj.v46n4-2.

Full text

Abstract:

Although there is a growing recognition of the importance of pre-service teachers’ experiences abroad, scant research attention has been paid to the lived study-abroad experiences of pre-service language teachers of English in non-Western countries. It is vital to shed light on the experiences of this particular group of teachers because of their linguistic and cultural particularities (i.e., non-native speakers of English from the non-Western world) and the characteristics of their future students (i.e., largely monolingual and monocultural) differ notably from those of their counterparts in

APA, Harvard, Vancouver, ISO, and other styles

36

Channa, Liaquat Ali. "Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English." Canadian Journal of Applied Linguistics 23, no. 1 (2020): 117–36. http://dx.doi.org/10.37213/cjal.2020.28736.

Full text

Abstract:

An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite E

APA, Harvard, Vancouver, ISO, and other styles

37

Taclob, Carlito Jr C. "Education in the New Normal: The Plight of Junior High School English Language Trainers." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 1563–87. http://dx.doi.org/10.47772/ijriss.2024.801116.

Full text

Abstract:

The purpose of this study was to document the problems, coping strategies, and key learnings of the junior high school language instructors. To analyze the lived experiences of junior high school language teachers during the “new normal,” this study used a phenomenology analysis, making it qualitative research. Ten junior high school English teachers from Panabo City Division who are either teaching or have experience with language education were the participants. These renowned teachers have first-hand experience training children for various competitions in the contemporary period. The tool

APA, Harvard, Vancouver, ISO, and other styles

38

Ratnaningsih, Paskalina Widiastuti. "Self-Reflection Model for English Teachers to Improve Teaching Competences." Indonesian Journal of English Language Studies (IJELS) 1, no. 2 (2017): 115–40. http://dx.doi.org/10.24071/ijels.v1i2.346.

Full text

Abstract:

Reflection is an integral part of evaluation. It explores human being?s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This p

APA, Harvard, Vancouver, ISO, and other styles

39

Rifiyani, Andri Jamaul, Ehsan Namaziandost, M. Faruq Ubaidillah, and Budianto Langgeng. "How do senior English teachers experience Global Englishes in language teaching? Narratives from within." Studies in English Language and Education 12, no. 1 (2025): 251–67. https://doi.org/10.24815/siele.v12i1.38114.

Full text

Abstract:

Extensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years

APA, Harvard, Vancouver, ISO, and other styles

40

Aziz, Ameiruel Azwan Ab, Suyansah Swanto, and Sheik Badrul Hisham Jamil Azhar. "Coping with stress: Exploring the lived experiences of English teachers who persist in Malaysian rural schools." Indonesian Journal of Applied Linguistics 8, no. 3 (2019): 506. http://dx.doi.org/10.17509/ijal.v8i3.15249.

Full text

Abstract:

Teaching English as a second language is a long and complex undertaking, particularly when it is done in multilingual rural areas where English serves a limited purpose. The purpose of this phenomenological case study was to shed light and describe the lived experiences of ten English teachers who persist in rural schools in Sabah, Malaysia. Data gleaned from in-depth interviews and observations and were thematically analyzed. The research questions captured teachers' perceptions of the existing teaching and learning environment, sources of stress and coping strategies through interviews and o

APA, Harvard, Vancouver, ISO, and other styles

41

Romadhon, M. Galuh Elga, Dzulfikri Dzulfikri, and M. Faruq Ubaidillah. "NON-ENGLISH MAJOR TEACHERS’ EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY." LLT Journal: A Journal on Language and Language Teaching 27, no. 1 (2024): 320–35. http://dx.doi.org/10.24071/llt.v27i1.6955.

Full text

Abstract:

Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encounte

APA, Harvard, Vancouver, ISO, and other styles

42

Sancho-Gil, Juana M., and Fernando Hernández - Hernández. "Academic Women: Lived Experiences in Contexts of Inequality." Acta Paedagogica Vilnensia 40 (October 12, 2018): 42–57. http://dx.doi.org/10.15388/actpaed.2018.0.11887.

Full text

Abstract:

[full article in English] This article builds on the results of a research project into the professional experience of seven academic women in universities and research centers in Catalonia, Spain. The aim of the Project was to explore the personal and professional experience of three generations of women in the process constituting their identity as university teachers, researchers and managers. The writing of their professional life histories has enabled us to investigate how they, as women, have become the types of higher education teachers, researchers and managers that they were bec

APA, Harvard, Vancouver, ISO, and other styles

43

Noknoi, Supawadee, and Denchai Prabjandee. "Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?" rEFLections 31, no. 1 (2024): 295–309. http://dx.doi.org/10.61508/refl.v31i1.272799.

Full text

Abstract:

Research on language attitudes towards Global Englishes in many contexts has focused on teachers and learners. However, limited research has paid attention to school directors even though they are in a vital position to make changes at the school. This study explored the school director’s lived experiences, attitudes toward Global Englishes, and how their attitudes impact hiring foreign national teachers. Utilizing a narrative inquiry design, three school directors from different school sizes, levels, and types were interviewed multiple times per person to ensure data saturation. The findings

APA, Harvard, Vancouver, ISO, and other styles

44

Paneru, Narendra Raj, and Bhuban Bahadur Bohara. "Unveiling English Language Anxiety: Lived Experiences of Nepali Secondary Students in a Multilingual Context." Innovative Research Journal 4, no. 1 (2025): 1–35. https://doi.org/10.3126/irj.v4i1.79512.

Full text

Abstract:

The study examines English language anxiety among secondary students in Nepal, a nation marked for its diverse multilingual realities where English has emerged as a marker of socio-cultural prestige and economic privilege. Using the hermeneutic-phenomenological approach, the study investigated the lived experiences of eight purposively selected students from diverse socioeconomic backgrounds through in-depth interviews and thematic analysis; the themes drawn were fear of negative evaluation, low linguistic self-confidence, societal pressures conveying that a person is smart only if he or she i

APA, Harvard, Vancouver, ISO, and other styles

45

Nurhadi, Kardi, and Devi Nur Afrilia. "How Do In –Service English Teachers Enact Classroom Management Strategies in EFL Context?" English Didactic 1, no. 2 (2021): 49–62. http://dx.doi.org/10.55171/ed.v1i2.52.

Full text

Abstract:

Despite myriad of studies explore how the teachers enacting classroom management, there is a scant from the literature on investigating how the EFL teachers experiences while they were engaging classroom management. To fill this gap, this study report the teachers lived experiences in classroom management situated in EFL classroom. Grounded in qualitative approach narrative inquiry design, this research provided critical incidents or moments engaging in classroom management. Three English teachers participate voluntarily in this study. Data were derived from semi structure interview to capture

APA, Harvard, Vancouver, ISO, and other styles

46

Borenzweig, Suzanne Rachel. "Coming To Craft and Coming Of Age: Teaching Advanced Placement English In The Classroom-Workshop." Phenomenology & Practice 6, no. 2 (2013): 153–79. http://dx.doi.org/10.29173/pandpr19868.

Full text

Abstract:

This article explores the lived experiences of Advanced Placement English teachers in public high school, as the author addresses the question: "What is it like to teach Advanced Placement English while caught in the tension between teaching and testing?" The phenomenological text constructed from conversations and written reflections with six Advanced Placement teachers brings forth aspects of the experience of dwelling aright in the Zone of Between in AP English teaching: between teaching and testing, high school and college, and childhood and adulthood. The teachers use the exam as a founda

APA, Harvard, Vancouver, ISO, and other styles

47

Bero-Margen, Lea Joy, and Kristopher Ngilangil. "A Phenomenological Study on Teachers’ Use of The 4A’s Framework in English Instruction." Psychology and Education: A Multidisciplinary Journal 43, no. 1 (2025): 10–21. https://doi.org/10.70838/pemj.430102.

Full text

Abstract:

This phenomenological study explored the lived experiences of teachers’ in using the 4A's framework for English Instruction of mainstreamed learners with special needs at Manhuyay Elementary School. Grounded in Stephen Krashen’s Input Hypothesis (“i+1".) of his Theory of Second Language Acquisition, the study employed Colaizzi’s descriptive phenomenological method to get into the core of these teachers' lives. Analysis of interview data revealed six theme clusters, categorized into three major themes: the empowering inclusive teaching amidst challenges, fostering engagement and language develo

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Lamichhane, Bhogendra. "Lived Experiences of English Teachers who were Initially Taught English in Nepali: Implications for Professional Development Programmes." Innovative Research Journal 3, no. 2 (2023): 72–86. http://dx.doi.org/10.3126/irj.v3i2.61801.

Full text

Abstract:

This research explores the perspectives of current English teachers in Nepal who were initially taught English in Nepali. The study adopts a qualitative approach, utilizing semi-structured interviews and thematic analysis to uncover key factors influencing their preferences and challenges in English language instruction. The research reveals the impact of traditional teaching methods, such as rote learning, on their language proficiency, but also highlights teachers who embrace interactive and student-centered approaches. Challenges in conveying idiomatic expressions and cultural nuances are e

APA, Harvard, Vancouver, ISO, and other styles

50

Ojha, Jay Raj. "Attitudes of Secondary Level Teachers towards EMI in English Medium Schools of Mahendranagar." Journal of Bhuwanishankar 1, no. 1 (2022): 91–102. http://dx.doi.org/10.3126/jobs.v1i1.49498.

Full text

Abstract:

English Medium Instruction (EMI) is a growing phenomenon in Nepalese private school education. Learning engagement through EMI in different subjects is believed to be effective for developing learners’ communicative competence and comprehension skills. However, The English proficiency of the teachers, and their positive attitude towards English language and the use of judicious classroom language policy are considered crucial for the effective output of EMI without affecting the learners’ mother tongue. In this context, this study aimed to present the attitudes of secondary-level teachers towa

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!