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1
Irmayani, Nunung Anugrawati, and Andi Bulkis Maghfirah Mannong. "TEACHERS’ STRATEGIES IN OVERCOMING STUDENTS’ ANXIETY IN SPEAKING ENGLISH." Indonesian Journal of Psycholinguistics 1, no. 3 (2022): 133–42. http://dx.doi.org/10.56983/ijp.v1i3.423.
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This research aimed to find out the teachers’ strategies in overcoming student’ anxiety in speaking English and students’ perception toward the strategies used by the teacher to overcome student’ anxiety in speaking English at SMAN 1 Gowa. This research was a descriptive qualitative research. The data was collected through observation checklist and semi-structured interview. The participants were the English teachers and students of at SMAN 1 Gowa. The researcher took 6 students from 3 classes; the X IPS1, XI IPA1, and XII IPA5 class and there English teachers.The findings showed about the teachers’ strategies to overcome students’ anxiety in speaking English and students’ perceptions toward the strategies used by the teachers. First, there were three strategies that were used by the teachers. The teacher who teaches at X IPS1 (T1) used playing games strategy, the teacher two who teaches at XI IPA1 (T2) used question and answer strategy, and the last teacher who teacher at XII IPA5 (T3) used guess word strategy in overcoming students’ anxiety in speaking English. Second, every single students who became respondents in this research said that they agree with the strategies used by the teacher can overcome their anxiety in speaking English.
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Koceva, Ana, Dafina Kostadinova, and Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL." Teacher, no. 26 (November 13, 2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.
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For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.
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Hasibuan, Faninsky Aryanti La Ajina, Desi Rahma Yuni Br.Sinulingga, and Mursyid Mubarok. "TEACHER’S QUESTIONS IN ENGLISH CLASSROOM INTERACTION." Proceedings of International Conference on Education 2, no. 1 (2024): 761–70. http://dx.doi.org/10.32672/pice.v2i1.1355.
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The goal of this study was to describe teachers’ questions in English classroom Interaction and the function of questions that the teachers asked. A descriptive qualitative design was used in this study. The data and source of data was one English teacher who teaches at grade 11 at SMA Negeri 15 Medan. The data were collected by using videotaping and interviews. The data were analyzed by using descriptive qualitative. The result showed that (1) The teacher asked remembering (81.5), understanding (17%) and applying (1.5%) to students. The teacher asked questions to stimulate and maintain students’ interest, encourage students to think and focus on the content of the lesson, enable teachers to clarify what students have said, elicit particular structures or vocabulary items, check students’ understanding and encourage students’ participation in a lesson.
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Husna, Nida, Khairunnisa Fitri, Wiwi Rhamadina, Fahriany Fahriany, Didin Nuruddin Hidayat, and Afifah Linda Sari. "ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (2022): 131. http://dx.doi.org/10.18592/let.v12i1.6400.
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This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.
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Hafizah Daulay, Siti Aisah Ginting, and PuanSuri Mira Annisa Sembiring. "ENGLISH CLASSROOM INTERACTION." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 13, no. 3 (2024): 50–63. https://doi.org/10.24114/gj.v13i3.65477.
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This study focused on teachers and students in English classroom interaction based on Sinclair and Coulthard’s Model. The aims of this study are (a) to find out the structures that occur in English classroom interaction based on Sinclair and Coulthard’s Model, (b) to describe how the exchanges are realized with the structures of the two teachers. This research used qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard’s Model (1975). The result of this study were the following, 1) there were three structures that occurred in English classroom interaction. The structures that occurred were initiation, response, and also feedback. There were 88 initiation, 95 responses, and 12 feedback of the overall utterances produced by teacher and students of XI Science 1. There were 111 initiation, 113 responses, and 15 feedback of the overall utterances produced by teacher and students of XI Social 1. 2) It was found that there were six types of exchanges which were realized with the structures between two teachers of two classes. The exchanges, namely: teacher elicit, teacher inform, teacher direct, student elicit, student inform, and check. In XI Science 1, it was found that the teacher inform was three, the teacher direct was three, the teacher elicit was sixty three, the student elicit was four, the student inform was one, and check was fourteen. In XI Social 1, it was found that the teacher inform was four, the teacher direct was fifteen, the teacher elicit was fifty three, the student elicit was three, the student inform was one, and check was thirty five.In teacher inform, teacher direct, teacher elicit, and check is started by the teacher initiate the students by informing, directing, and asking the question of the material to get the students’ response. In student elicit and student inform were started by the students initiate the teacher by informing, and asking the question of the material to get the teacher’s response or feedback.
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RJOE. "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning." Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning 9, no. 2 (2024): 291–309. https://doi.org/10.36993/ RJOE.2024.9.2.307.
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Abstract:In today's rapidly evolving educational landscape, the role of teachers astransformative agents is more crucial than ever. This research delves into the themeof "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21stCentury Learning." This study explores the intricate links between transformativepedagogy and the development of innovative teacher identity, which plays a pivotalrole in shaping the landscape of 21st-century education.Transformative pedagogy represents a paradigm shift in education, movingfrom traditional teacher-centred approaches to learner-centred practices. It prioritisesactive engagement, critical thinking, and reflection, empowering students to becomeagents of their learning journey. By adopting a transformative pedagogicalframework, educators strive to cultivate students' intellectual curiosity, socialconsciousness, and creativity, preparing them to navigate an ever-changing globallandscape.Teacher identity encompasses beliefs, values, experiences, and selfperceptions, and it is crucial to understand how educators approach their classroomroles and their willingness to embrace innovation. Teacher identity is a dynamicconstruct that undergoes constant construction and development as teachers engagein reflective practices, introspecting on their teaching experiences and professionaljourney. This research aims to unravel the underpinnings of innovative teaching andits impact on student engagement, learning outcomes, and overall educationalexperiences.This research follows a mixed-methods approach, combining surveys,interviews, and classroom observations to gather comprehensive insights fromteachers and students. Quantitative survey data offer valuable insights into howtransformative pedagogy, professional development experiences, and technologyintegration influence teacher identity. Qualitative data from interviews provide adeeper understanding of teachers' motivations, challenges, and beliefs that shape their innovative teacher identity. Classroom observations and document analysis add to therichness of the findings.This study's findings have important implications for teacher training andprofessional development initiatives, providing insights into fostering an innovativeteacher identity that is equipped to navigate the complexities of 21st-centuryeducation. By embracing transformative pedagogy and technology integration,educators can create dynamic learning environments where students thriveacademically and personally. The recommendations from this research offer aroadmap for educators, institutions, and policymakers to collaborate and drivepositive change in education. This research contributes to the ongoing discourse onthe dynamic relationship between transformative pedagogy, innovative teacheridentity, and student-centred 21st-century learning. Keywords: Transformative pedagogy, innovative teacher identity, 21st-centurylearning, Student engagement, professional development, educational technology,teacher beliefs, student-centred learning, critical thinking.
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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.
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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.
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Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.
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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.
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Anggraini, Laila Puspitasari, Ernis Ernis, and Joanna Maria Jelenska. "Students’ Perceptions towards Ideal Maritime English Teacher." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (2020): 29–35. http://dx.doi.org/10.35569/biormatika.v6i02.796.
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This paper discusses the perceptions of students about the characteristics of an Ideal Maritime English teachers in a vocational institution. It is an interpersonal point of view regarding of their perceptions of qualities of English teachers and teachers’ immediacy behavior (verbal or non-verbal) as a students’ academic motivation. A total of 60 students of 3 departments of the 2nd level was randomly involved. Results of this study show that students and teachers described the ideal teacher as a person who is friendly, young, enthusiastic, creative and humorous person whose gender is not important. Also, students expect their teacher to be a native speaker of Indonesian but fluent in English, someone who like to play educational games, and who teaches maritime context effectively by using real life situations to explain language item. The aim of this study is expected to give understanding of how teaching Maritime English in a foreign language context can be better.
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Mopelola, Omowumi ADEBANJO, and Michael ALOBA Adetunji. "THE ENGLISH TEACHER'S PROFILE AND HIS STUDENTS' PERFORMANCE IN ENGLISH LANGUAGE." Journal of Colleges of Language and Communication Arts Education, Lagos State University of Education 2, no. 1 (2023): 36–44. https://doi.org/10.5281/zenodo.8285161.
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This is a position paper on the effect of the teacher’s profile on the interest, learning and performance of his students in English Language. By teacher’s profile here, we look at the teacher’s certificate, experience and attitude towards the teaching of English Language. Secondary sources of data were considered and logical conclusions were made based on the literature of notable educators in the field of English. It was discovered that there is a high relationship between the teacher’s profile and the students’ interest and performance in the subject, the higher the teachers’ profile, the higher the interest rate and performance of the students. Variables looked out for under profile include the teacher’s qualification, experience, mastery of subject matter and attitudes towards work, students and their parents. Based on the findings, it was recommended that competent and qualified teachers should be employed to teach English Language and that continuous in-service training, seminars and workshops should be organized to update the teachers’ knowledge periodically. Welfare packages should also be put in place to encourage teachers on the field.
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Perrodin, David D., and Suharyatun Suharyatun. "The Influence of Continued Teacher Education on the Overall Performance of Local Non-Native English Teachers." Mextesol Journal 46, no. 2 (2022): 1–15. http://dx.doi.org/10.61871/mj.v46n2-7.
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This study investigated the influence of continued teacher education on the overall performance levels of local non-native teachers of English in the Kutai Kartanegara Government Regency of East Kalimantan, Indonesia. The study aimed to appraise teachers' overall performance levels by examining three perceived indicators (English teaching confidence, English language proficiency, and attitude toward English). The study, employing a retrospective design, applied a developed questionnaire as a research instrument to gather quantitative data. The total sample was 72 participants: forty local Indonesian English teacher-participants and thirty-two administrator-participants who served in direct supervisory positions. This study revealed that participation in the continued teacher education program produced a significant perceived improvement in the teachers’ English teaching confidence, English language proficiency, attitude toward English of the teachers, thereby leading to an overall enhancement of teacher performance. Due to the essential need for qualified English teachers in Southeast Asia, continued teacher education programs must become a primary focus of English teacher knowledge and English as a foreign language curriculum.
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Jimola, Folasade Esther. "Teaching with Styles: A Predictive Factor for Improved Students’ Learning Outcomes in Classrooms." Journal of Elementary and Secondary School 2, no. 1 (2024): 47–58. http://dx.doi.org/10.31098/jess.v2i1.2118.
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The manner in which a teacher teaches and relates with students is influenced and controlled by some teacher-related factors such as the style of teaching. This study examines (i) the teaching styles adopted by Literature-in-English teachers, (ii) Literature-in-English students’ perception of and preference for teachers’ teaching styles, and (iii) whether teachers’ teaching styles predict students’ achievement and attitude toward Literature-in-English. The study was a descriptive research of the survey type that employed four research instruments. The study consisted of 759 respondents (127 Literature-in-English teachers and 632 public senior secondary school II Literature-in-English students) in Ekiti State, Nigeria. The data collected for this study were analyzed using descriptive and inferential statistics. It was evident in the research that Literature-in-English teachers employed delegator, facilitator, and role model teaching styles while expert and formal authority styles were the least. The findings revealed that teacher teaching style is a good a predictor of students’ achievement and attitude toward Literature-in-English. Based on these findings, profound pedagogical implications and relevant recommendations were made for concerned education stakeholders.
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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.
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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.
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Silvani, Umar Ali Samsudin Hi Adam. "Reviewing ESP Teacher Education Model: Teachers' Role." Madani: Jurnal Ilmiah Multidisiplin 1, no. 7 (2023): 626–33. https://doi.org/10.5281/zenodo.8302150.
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<em>English for Specific Purpose (ESP) course has been taught over the years in many in Indonesia. In recent years, there has been widespread demand for English language in Indonesia. The development of global market makes people need English in their job environment in order to perform well in their respective fields and to compete in international dimension. Many educational institutions offer a program of ESP courses to meet students’ future career need in global trend. In this case, teachers of English who just teach English for general purpose try to do many efforts to be professional ESP teacher However, the ESP teaching practice in national wide are confronting with several serious problems. One of the major problems lies on its teachers. This paper tries to analyze the present situation of ESP teacher education model in Indonesian context particularly in teachers’ role. Then, it will be analyzed the existing of ESP school in other countries. The last, the writer will offer a model of ESP teacher education that best suit ESP school in Indonesia.</em>
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Eddraoui, Bouchra, Didi Sukyadi, Ahmad Bukhori Muslim, and Bachrudin Musthafa. "Revisiting Pre-Service Education for Secondary EFL Teachers in Indonesia." Language Circle: Journal of Language and Literature 17, no. 2 (2023): 276–86. http://dx.doi.org/10.15294/lc.v17i2.41629.
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In recent decades, English has gained prominence in Indonesia. However, due to instructors' lack of English proficiency, English instruction at the secondary level shows a significant failure. Today, amid the COVID-19 epidemic, which has pushed remote education, the challenge of teaching English as a foreign language in Indonesian secondary schools becomes more severe. Due to in-service teachers' lack of English proficiency and ICT abilities, future Indonesian English teachers' pre-service education at the secondary level should be revisited. This qualitative study investigates the extent to which teacher education programs (PPG) equip prospective EFL instructors to use Technology, Pedagogy, and Content Knowledge (TPACK) in their classroom instruction. It also explores the viewpoints of pre-service EFL teachers (student teachers) and teacher educators on EFL pre-service teacher education programs at several Teacher Education Institutions (TEIs) in West Java, Indonesia. Results of surveys and semi-structured interviews as the primary data sources underline the importance of preparing future English teachers by utilising TPACK and providing teacher educators with all the skills and materials required to train their students properly. A key finding of this study is the insufficient English competencies of teacher educators and pre-service teachers. This research is vital for improving English teacher education in Indonesia.
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Wahyuningsih, Sri, and Indah Kusumaningrum. "Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School." Surakarta English and Literature Journal 5, no. 2 (2022): 154–67. http://dx.doi.org/10.52429/selju.v5i2.17.
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The present study reports the implementation of e-learning in English language teaching during the COVID-19 pandemic at one of the private high schools in Indonesia viewed from teachers' and students' perspectives. Using a qualitative study, the data were garnered through semi-structured interviews with an English teacher, a principal who also teaches English, and students. The result reveals that both teachers and students have the same responses to e-learning practices. There were three stages in implementing e-learning: preparation, implementation, and evaluation. In terms of preparation, the English teacher designed lesson plans as a guideline for learning. In the implementation stage, the English teacher used learning materials from various sources, including textbooks, videos, articles, and other sources on the internet. On the other hand, students reported that English teaching and learning activities in e-learning classes were usually carried out through WhatsApp, Google Classroom, and Zoom meetings. Apart from the advantages of e-learning in English language teaching, some challenges in its practice include the difficulties of operating technical devices for specific teachers, the problems of controlling students during distance learning, etc. Finally, the study's findings promote integrating technology and encouraging teachers' professional development in English language teaching.
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Zuhri, Fauris. "Teacher Professional Development in Developing English Assessments Through TPACK." Jurnal Penelitian Pendidikan 22, no. 2 (2022): 135–44. http://dx.doi.org/10.17509/jpp.v22i2.48687.
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Exploring teacher professional development requires two main teaching factors in the digital era. They are internal factors and external. In internal, the teacher plays an essential role in developing professionalism in teaching. In shallow, it is teaching instruments – lesson plans. The appropriate English teacher and lesson plan development contribute significantly to teaching achievement. Therefore, this study explores how English teachers implement technological pedagogical and content knowledge to improve their English instructional assessments in teacher professional development. Implementing technical pedagogical and content knowledge in teacher professional development can gradually enhance their English instructional evaluations. They have different language competencies backgrounds by progressively implementing technological pedagogical and content knowledge in teacher professional development. Still, they can improve their English instructional assessments. The study uses a survey: a questionnaire, interviews, and observation are applied to find the data. The subjects are English teachers who joined teacher professional development in Surabaya 2020. The research results showed that implementing technological pedagogical and content knowledge can improve English instructional assessments in teacher professional development. Three factors contribute to integrating English instructional assessment with technical pedagogical and content knowledge. English teachers are more comfortable making English instructional assessments, alternative instructional English evaluations are available, and improved English instructional reviews. Therefore, English instructional evaluations are more exciting and challenging. Thus, integrating English instructional assessments with technological pedagogical and content knowledge in teacher professional development is crucial in improving teaching English in Indonesia.
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Ahn, Soojin, and Maria Oh. "Pre-service Elementary Teachers’ Overseas Teaching Practicum and Development of English Teacher Agency." Korea Association of Primary English Education 29, no. 4 (2023): 231–49. http://dx.doi.org/10.25231/pee.2023.29.4.231.
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This study examined the reflections of four Korean pre-service elementary teachers regarding their three-week overseas teaching practicum in the United States and how the overseas teaching practicum contributed to the development of their English teacher agency. The study was conducted as a case study, and the participants’ interview transcripts and final reports were collected as data for analysis. The collected data were explored using thematic analysis. Two major themes were found in this study. First, the pre-service teachers developed confident English teacher agency. Second, the pre-service teachers developed their teacher agency under full awareness of the different school cultures focusing on teacher assistance system and classroom environment management. This study highlights the teachers’ own decision to free themselves of the burden of the Teaching English in English (TEE) policy and the conservative Korean school culture. The study concludes with important implications and suggestions for future research on the pre-service elementary teachers’ overseas teaching practicum and the development of their English teacher agency.
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Sariakin, Sariakin, and Cut Faizah. "STRATEGI PELAKSANAAN PEMBELAJARAN KOSAKATA BAHASA INGGRIS PADA PESERTA DIDIK USIA DINI DI TK ALIFBA LAMPASEH KOTA BANDA ACEH." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 2 (2023): 314–26. http://dx.doi.org/10.55681/nusra.v4i2.935.
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This research aims: (1) to examine what strategies are used by kindergarten teachers in implementing English vocabulary learning, (2) to examine strategies for implementing English vocabulary learning carried out by teachers in TK Alifba, and (3) to examine how teachers Alifba Kindergarten evaluates the results of the strategy for implementing the English vocabulary learning process. This research was qualitative research because it only describes the situation and condition of the strategy for implementing the English vocabulary learning process in Alifba Kindergarten. Since only one teacher teaches English, the teacher is taken as the research subject and is called the data source. The instruments used to collect data are observation, interviews, and documentation. The data obtained were analyzed with narrative procedures. The results of the study show that in the strategy for implementing the vocabulary learning process, the Alifba Kindergarten teacher prepares the syllabus and teaching materials per lesson package. Teachers use various strategies in implementing the learning process and these strategies include singing, playing roles, and through picture cards. Furthermore, in evaluating the results of the implementation of the teaching and learning process, the teacher evaluates students using one type of test, namely the walking process test. The tests are carried out individually.
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Neupane, Bharat Prasad, Laxman Gnawali, and Hem Raj Kafle. "NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.
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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.
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Baslini, Nur Sasongko Rambat, Kristiawan Muhammad, and Walid Ahmad. "Teacher Deliberative Policy on Learning Management in Realizing Teacher's Performance." Education Quarterly Reviews 4, no. 2 (2021): 69–73. https://doi.org/10.31014/aior.1993.04.02.197.
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The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning management and the performance of English teachers. The location of the research was carried out in the subject teacher deliberation forum under the auspices of the Education Office of South Sumatra Province with a total of 88 respondents. This discussion shows that the implementation of the subject teacher deliberation policy has no significant effect on the management of English learning and the performance of English teachers. This article concludes that realizing the performance of English teachers can be done by optimizing the implementation of the subject teacher deliberation policy and management of English learning.
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Samosir, Sahat Maringan, I.-Chung Ke, and Kresna Ningsih Manik. "The Effective English Teacher: Perceptions from Student Teachers and Teacher Educators." Journal of General Education and Humanities 4, no. 1 (2025): 227–46. https://doi.org/10.58421/gehu.v4i1.391.
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This study aimed to determine student teachers’ and teacher educators’ perceptions of an effective English teacher in terms of content, pedagogical, and personal knowledge in the English study program at Universitas Prima Indonesia (UNPRI). To achieve this objective, this study was designed as a mixed-methods study. To achieve this objective, this study was designed using a mixed method to look for the perceptions of 82 student teachers and 10 teacher educators. Data were collected through a 36-item Likert-type questionnaire and follow-up interviews. The results indicate that both groups agree that combining all the components is important for an effective teacher. Comparing both groups’ perceptions, the results showed a statistically significant difference (p ≤ 0.05) for 11 out of 36 items. It was found that student teachers place higher importance on some effective attributes than teacher educators do and vice versa. Additionally, the study found that pedagogical and personal knowledge was equally, if not more, important than content knowledge in defining an effective English teacher. This study highlights the significance of balancing content, pedagogical, and personal knowledge in teacher effectiveness, particularly in the EFL context of Indonesia, and discusses its pedagogical implications and limitations. This study was small due to a lack of participants. Future research should include more participants for comparison.
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Abdul Khaliq. "The Teachers’ Strategies in Teaching English Vocabulary: An Analysis of Teachers’ in Youtube." JPGENUS: Jurnal Pendidikan Generasi Nusantara 1, no. 1 (2023): 20–25. http://dx.doi.org/10.61787/ty34j022.
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The research aimed to analyze the teachers’ strategy in teaching English vocabulary conducted by teachers to students on Youtube Video. It is conducted to know how the Teachers strategy is implemented by the teacher such as the material that the teacher used, the media that the teacher used, and the strategies that the teacher used. The researcher used descriptive qualitative to analyze the data. The researcher collected the data by observing Teachers’ strategies in teaching vocabulary on Video Youtube and analyzing teachers’ strategies in teaching English vocabulary on video youtube. The object of this research focuses on the teachers’ strategies in teaching English vocabulary in a case video on youtube. Based on the collecting of the data, the researcher concluded that the material used by the English teacher is the Jobs such as (1) Astronaut, (2) Shop assistant, Etc. The media used by English teachers were pictures. Then, the strategies used by the teacher were: presentation, practicing, and explaining
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Soon Bok Park and 방준. "“I am a teacher in general, not an English teacher”: Four Korean English language teachers’ perceptions." English Language Teaching 28, no. 3 (2016): 39–61. http://dx.doi.org/10.17936/pkelt.2016.28.3.003.
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Kovacikova, Elena, and Tomas Pechociak. "ENGLISH TEACHER EDUCATION IN SLOVAKIA." Slavonic Pedagogical Studies Journal 10, no. 2 (2021): 122–40. http://dx.doi.org/10.18355/pg.2021.10.2.3.
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The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia
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Sasmito, Eko, and Armeria Wijaya. "Do Preservice Teachers’ Pedagogical Competence and English Skills Correlate to Their Willingness to be Teachers?" Acitya: Journal of Teaching and Education 4, no. 2 (2022): 307–19. http://dx.doi.org/10.30650/ajte.v4i2.3229.
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English teacher is one of the main factors to students to master English. Their competencies will lead them into professional teachers. Aiming to know the correlation between pedagogical and English skills of the pre-service teacher to their willingness to be teachers, this research uses an explanatory correlation design. Documents of pedagogical competence and English skills score and questionnaire are the instruments of the research. The result of the analysis shows that there is a significant correlation between pre-service pedagogical competence and their willingness to be teachers. Meanwhile, there is no correlation between pre-service English skills and their willingness to be. Then, there is no correlation between pre-service pedagogical competence and English skill together with their willingness to be teachers. However, from the findings, it can be concluded that pre-service teachers’ pedagogical competence affects their willingness to be teachers, that pre-service teacher is suggested to master teacher competencies to increase their willingness to be teacher especially pedagogical competence.
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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.
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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.
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Valentine, Margaret. "English Teacher Confesses." English Journal 90, no. 5 (2001): 136. http://dx.doi.org/10.2307/821874.
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Juska, Elise. "The English Teacher." Prairie Schooner 90, no. 1 (2016): 150–69. http://dx.doi.org/10.1353/psg.2016.0240.
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Jim, Hanlen. "My English Teacher." English Journal 112, no. 1 (2022): 55. http://dx.doi.org/10.58680/ej202232076.
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Klicheva, Nafisa Tashevna. "English language teacher." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 5 (2023): 38–41. https://doi.org/10.5281/zenodo.7884285.
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Nowadays science and ICT (Data and Communication Innovation) have cleared out their affect on each viewpoint of human life. Most of the noteworthy improvements that one can watch nowadays can be credited to the affect of science and innovation. Indeed in instruction segment, we witness that mechanical headway and developments have made a unmistakable affect and have changed a situation. Conventional strategies of giving higher instruction have ended up less persuading. Here, innovation plays an imperative part in making development and inspiration for the learners tockwell, 2016). The word ‘ICT’ incorporates any communication gadget such as computer, versatile phones, radio, and tv and adherent framework. It needs to do with the Web offices. Presently, the partand utilize of innovation as a device for instructing of the English dialect is expanding as educators have caught on its capacity to form both autonomous and collaborative learning environment in which understudies can learn English with much ease. The utilize of ICT in instructing and learning handle is the require of an hour and instructor is anticipated to be imaginative and excited in his/her instructing learning prepare by coordination ICT. A educator ought to think of utilizing innovation in conferring instruction.
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Hidayati, Nurul, Erwin Akib, and Muhammad Asrianto Setiadi. "AN ANALYSIS OF TEACHER ASSESSMENT ON STUDENTS IN GOOGLE MEETING GRADING SYSTEM AT THE SECOND GRADE MAN BANTAENG." Journal of Language Testing and Assessment 2, no. 1 (2022): 43–46. http://dx.doi.org/10.56983/jlta.v2i1.31.
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This research aimed to find out how does the teacher assess students’ English learning achievement using Google Meeting Application at Second Grade MAN Bantaeng.This research used a descriptive qualitative method,the instruments used observation and interview. The observation used to observed the English teacher and the interview used to found How does the teacher assess students’ English learning achievement using Google Meeting Application.The subject of this research is teacher who teaching English using Google Meeting at second grade MAN Bantaeng.The results of this study show that teachers use speaking tests to assess students' English learning performance in the Google Meeting app. Teachers evaluate students' English learning performance through oral examinations. Students join Google Meetings one by one, and teachers then ask questions directly on daily exams or final exams. Teacher evaluations of the Google Meet Student Performance App show that students' English skills can improve after passing the Google Meeting app test. Students can respond well to questions posed by teachers.
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Euis, Yanah Mulyanah Ishak. "English Instructions Electronic Bookin Improving English Young Learner Teacher's Skill in Indonesia." Multicultural Education 7, no. 12 (2021): 41. https://doi.org/10.5281/zenodo.5762385.
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<em>Based on the results of previous research, conducted by Mulyanah & Ishak 2020 from University of Muhammadiyah Tangerang-Indonesia, from the observation, there has been a phenomenon in the field that there are still English teachers who are not linear with their fields of expertise, especially in remote areas in the Tangerang region. In addition, teachers are also not motivated to increase their potential as young learner English teachers. This certainly has an impact on the score student learning outcomes that have been the standards of the government. The purpose of this research is to provide young learner English teachers facilities in order to develop their potential through electronic book media for teacher interesting learning process, motivates and can improve their English skills. The sample taken was 40 from English Elementary School teacherslocated in Tangerang District-Indonesia. The results showed that English instructions electronic book can improve motivation and English skills, especially for English teacher for young learners because English instructions electronic book one of media to make easy and motivated for the young English teachers in the learning process in improving their English skill.</em>
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Khan, Intakhab Alam. "Innovative Pedagogies and Role of Teachers for Quality Teacher Education in Saudi Arabia." Education and Self Development 19, no. 3 (2024): 28–43. http://dx.doi.org/10.26907/esd.19.3.03.
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Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.
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Ahn, Kyungja. "English teachers’ professional development: Teacher training program design and teacher perception of teacher training." Korea Journal of English Language and Linguistics 23 (January 31, 2023): 89–108. http://dx.doi.org/10.15738/kjell.23..202301.89.
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Ahn, Kyungja. "From pre-service to in-service teachers: Elementary English teachers’ experiences and perceptions of the pre-service teacher education." Korea Association of Primary English Education 29, no. 2 (2023): 95–118. http://dx.doi.org/10.25231/pee.2023.29.2.95.
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This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.
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Fitria, Aulia Shalehah, Aslamiah, and Asniwati. "Introducing English to Early Childhood (A Multi-Site Study in PAUD Terpadu Santa Maria and PAUD Terpadu Kristen Kanaan)." International Journal of Social Science and Human Research 07, no. 01 (2024): 125–34. https://doi.org/10.5281/zenodo.10458310.
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This research aims to describe and analyze the strategies and the implementation of introducing English to early childhood. This research used a qualitative descriptive approach with multi-site design. The data collection was carried out through interview, observation and documentation. Data analysis was described in two stages, namely individual data analysis and cross-site data analysis. The results of the study show that: 1) the strategy for introducing English to early childhood is the implementation of curriculum in form of intracurricular or extracurricular; competent and trained English teachers; supporting infrastructure; involving parents and English language institutions; decorating classes with English ornaments; training English to teachers; parents help provide facilities for students and interact in English with their children; using teaching materials which packaged in an interesting and familiar way. 2) The introduction of English is planned by the English teacher, the homeroom teacher and the PAUD principal; taking into account the students' characteristics and school conditions in planning; English teacher involved homeroom teacher and assistant teachers in learning activity; the English teacher uses multidirectional interactions and nonverbal behavior; Evaluation consists of the student evaluation, teacher’s reflection, and supervision of the PAUD principal. 3) Supporting and inhibiting factors of the introduction to English in early childhood include curriculum, number and quality of English teachers, school facilities and infrastructure, English-speaking environment at school and at home, attractively packaged teaching materials, and mother tongue.
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Dulal, Ganesh Prasad. "A study of Discourse in Teaching English in English classroom." Medha: A Multidisciplinary Journal 7, no. 2 (2025): 197–202. https://doi.org/10.3126/medha.v7i2.77241.
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This study was aimed to explore a classroom discourse and uses for the teaching of English as a FL/SL. To achieve the purpose, the researcher made a classroom observation as a tool of data collection. The class was randomly selected from B.Ed first year in the academic session 2081 B. S. of Mahendra Morang Adarsha Multiple Campus, Biratnagar. After having simply the record, transcription was made. Based on the transcription, among the model of classroom discourse, the Sinclair and Coulthard (1975) model was selected as a sign post of this classroom based discourse analysis. Comparing the model with the actual classroom transcription, the discourse analysis was made and the interpretation and recommendation were finally put in the study. Based on the analysis it was confirmed that the classroom from which the data in the paper was taken didn’t promote equal roles for teacher and students. Teacher was dominating the class and students were not fully participating in the classroom. Additionally, there was unequal amount of moves and exchanges between teacher and students. All the moves, acts and exchanges between them were unequal amount of moves and exchanges between teacher and students. All the moves, acts and exchanges between them were unequal. The class was teacher dominated. The initiation was from the teacher. There was no room for students to begin or initiate the conversation. When we see the lines from the transcription, teachers talk is about 10 lines more than that of students talk. Finally, it was recommended that teachers should give sufficient time for their students to make them practice the language and students are also needed to fully participate in the classroom in English lessons.
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Stojanoska, Marija, Elena Shalevska, and Marija Talevska. "INVESTIGATING L2-L1 TRANSFER AMONG BILINGUAL STUDENTS IN THE REPUBLIC OF NORTH MACEDONIA." Teacher, no. 26 (November 13, 2023): 11–16. http://dx.doi.org/10.20544/teacher.26.02.
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Language constitutes an indispensable facet of human existence It facilitates communication and perspective-sharing while allowing us to mould it to fit our unique needs. Foreign language proficiency adds an additional layer of such skills. Thus, people have been motivated to learn another language since time immemorial. As cultures and languages have intertwined and exposure to multimedia in different languages has grown, the number of bilinguals has grown, and with that, the opportunities for language transfer, as well. Language learners in North Macedonia, especially the ones who learn English have been becoming increasingly more proficient. This progress has been so substantial that educators have observed cases of influence from the second language (L2) to the first language (L1). Educators have noted various instances where this influence occurs such as: capitalizing certain words that aren’t meant to be capitalized in Macedonian, using English abbreviations incorrectly, mixing collocations, and atypical code-switching. Using observation during non–English classes and breaks, this small-scale study aimed to qualitatively investigate and interpret the L2-L1 transfer patterns in primary school students, and discuss them in a wider context using additional electronic resources. The results highlighted the numerous instances of such interlanguage influence i.e. mistakes that students make when using their mother tongue due to English.
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Triyoga, Arilia, Ratri Nur Hidayati, and Soffi Widyanesti. "Teaching English in the Philippine:." Journey: Journal of English Language and Pedagogy 7, no. 1 (2024): 146–60. https://doi.org/10.33503/journey.v7i1.873.
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English pre-service teachers find teaching English abroad to be a memorable experience. It influences the type of teacher they will become in the future. Through the perspective of teacher identity, this study aims to describe how two Indonesian pre-service teachers in the English education department, during a teaching practicum in the Philippines, developed their teacher identity and how they overcome the challenges. This research focused on two fourth-year students from the English Education department of a private university in Yogyakarta who completed a one-month international teaching practicum in the Philippines. The data were gathered through semi-structured interviews and subsequently investigated thematically from the perspective of the teachers' identities, and then presneted narratively. It was discovered that the biographies of the pre-service teachers served as the starting point for their teachers' identity development. Throughout the international teaching practicum, the development of their teacher identity was influenced by their emotional reactions, their teaching methods, and their symbolic representation. In the international teaching setting, the student teacher received psychological and technical assistance to overcome the challenges of their practice. This support played a crucial role in the successful completion of the program and contributed to the development of their professional identity as teachers. The findings demonstrate the importance of international teaching experience, prompting universities to prioritize the teaching practicum. Additionally, the university should expand its international exchange programs, focusing on teaching practicum programs.
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Shute, Stephanie. "The English Teacher as Speech Teacher." English Journal 75, no. 1 (1986): 32. http://dx.doi.org/10.2307/816539.
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Wolfe, Connie. "One Day; The Teacher; Teacher English." Teaching English in the Two-Year College 29, no. 1 (2001): 69–71. http://dx.doi.org/10.58680/tetyc20011990.
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Hasanah, Nurul, and Pratiwi Tri Utami. "Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View." English Language Teaching Educational Journal 2, no. 3 (2020): 112. http://dx.doi.org/10.12928/eltej.v2i3.1134.
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Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.
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Syafryadin, Syafryadin. "Effective English Teaching for Young Learners Classrooms." Yavana Bhasha : Journal of English Language Education 3, no. 2 (2020): 79. http://dx.doi.org/10.25078/yb.v3i2.1714.
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Being a good teacher is a challenging thing. There are a lot of responsibilities that should be taken into account. The professional teacher requires continuous development; therefore, how to teach effectively so that the students can reach maximum learning achievement should be put as the highest priority for the teachers. However, it is assumed that it is not all teachers hold the principle. Some teachers just do the teaching as their routine or their job without any effort for developing their professionalism. It was discovered that most of English language teachers in Asia use grammatical-translation method as his or her teaching method (Paul, 2003). The teachers seemingly do not care much about the purpose of language learning itself and there is no real interaction in the classroom. It is assumed that the definition of a good teacher itself is still not clear and internalized well enough by the teacher since it seems every teacher has his or her own believes and perspectives to define what they are all about. There are many terms that tell what a good teacher is e.g. ‘the successful teacher’, the teacher I like best’, ‘the teacher I learn most from’, and the like. Each of the terms delivers different meanings and tastes. In a more formal setting, simply, it can be argued that be a good teacher means be a good facilitator in the classroom, who plans, organizes, manages the instruction that is based on students’ needs and characteristics so that the students can reach maximum learning achievement. In brief, this conceptual paper intended to identify effective teaching is weighed in the English classroom for young learners.
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Yao, Yan, and Carleigh Bristol Slater. "‘Teaching Like a Robot’: Chinese English Language Teachers Perceptions of Identity." Language Teaching Research Quarterly 40 (April 2024): 94–112. http://dx.doi.org/10.32038/ltrq.2024.40.06.
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Teacher identity is the reflection of teachers’ perception, position, and identification as teachers. Teachers’ identities are dynamic and continuously negotiated by the interplay of their professional practices, past experiences, and contextual conditions. Drawing on this understanding, this study explores Chinese English teachers’ professional identities within a private English institution in China. Research data was collected through semi-structured interviews with six Chinese English teachers from one private English institution. Interview data was analysed thematically. The study results revealed common teacher identities as advocates of learner autonomy, struggling teachers for higher-level students and sources of students’ learning motivation. Specifically, teachers were challenged in cultivating autonomous students by institutional and sociocultural contextual obstacles. They were also in a challenging situation to improve the effectiveness of teaching higher level students. However, teachers exhibited positive perceptions towards their influence on students’ learning motivation reflected in their effort to actively establish teacher-student relationships and utilize facilitative teacher roles. The research findings suggest the need for designing more effective teacher trainings, improving teachers’ working conditions and a call for re-evaluating English language learning among Chinese students.
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Sadiqzade, Zarifa. "The English Teacher Who Learned English." EuroGlobal Journal of Linguistics and Language Education 2, no. 2 (2025): 75–80. https://doi.org/10.69760/egjlle.2500183.
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The belief that native English speakers make superior language teachers has long influenced hiring practices and student perceptions in English language teaching (ELT). However, this assumption overlooks the unique strengths of non-native English-speaking teachers (NNESTs), who often bring structured teaching methods, a deep understanding of grammar, and firsthand experience of language learning challenges. While NNESTs excel in pedagogy, they frequently face biases related to their accents, hiring discrimination, and the pressure to prove their legitimacy. This paper argues that effective teaching is determined by methodology, not nativeness, and that NNESTs play a crucial role in English education. Drawing on research, it debunks the native-speaker myth and advocates for a more inclusive approach in ELT that values teaching ability over linguistic background. The findings support the need for a shift in hiring policies and attitudes to recognize the contributions of NNESTs as equally, if not more, effective than native-speaking teachers.
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Song, Zhanwen, and Ogunniran Moses Oladele. "The Impact of Professional Learning Communities on English Teacher Belief Change." International Journal of Linguistics 13, no. 3 (2021): 1. http://dx.doi.org/10.5296/ijl.v13i3.18606.
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This study aimed to examine the impact of professional learning communities on English teacher belief change with English teachers in Hospitality Institute of Sanya as a case study. The study proffered answers to magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya, and the belief changes that were experienced by English teachers in Hospitality Institute of Sanya. The study adopted a qualitative research design that used structured interviews with (fifteen) 15 English teachers as participants for the study. Thematic analysis was used to analyze the data. Findings showed that most participants had the right perspectives of their communities through the professional learning communities, which exert positive effects on English teacher belief change. Reflective dialog, feedback among teachers, collaborative activity, a shared sense of purpose, and collective focus on students' learning were found out to be the major characteristics of professional learning communities that affected English teacher belief change in Hospitality Institute of Sanya. The study recommended that teacher belief change needs to be monitored by the institution's authority, going by the nature of the activities that go on in the institution.
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Guihang, Guo, and Zhu Miao. "Identity Construction of Chinese Business English Teachers from the Perspective of ESP Theory." International Education Studies 12, no. 7 (2019): 20. http://dx.doi.org/10.5539/ies.v12n7p20.
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As an interdisciplinary major, Business English has a distinct difference from General English. Therefore, Business English teachers and General English teachers are also very different. However, nowadays, most Business English teachers in most colleges are with the educational background of English Language and Literature. They are facing serious problems of teacher identity construction. As Business English is generally considered to be a branch under English for Specific Purpose (ESP), there is a close connection between Business English and ESP. Therefore, ESP theory can provide a theoretical basis for the development of Business English program and can also provide some guidance for the identity construction of Business English teachers. Based on Needs Analysis and learning-centred approach of ESP theory, combining former researches of this field and observation findings of actual Business English classroom in a university, this article summarizes three identities that Business English teachers should construct: teaching practitioners and researchers, learners, and businesspeople. The study of teacher identity is of great significance to the successful construction of multidimensional teacher identities for Business English teachers and to the realization of their professional development.
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Muhammad Sama, Dr Khadijat, and Abubakar Umar Dikko. "Entrepreneurship in English Language Teacher Education." International Journal of Multidisciplinary Research and Growth Evaluation 6, no. 2 (2025): 1319–24. https://doi.org/10.54660/.ijmrge.2025.6.2.1319-1324.
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This paper examines the intersections between English language teacher education and entrepreneurship, highlighting the innovative roles that English language teachers can assume beyond traditional classroom settings. The concept of entrepreneurship education was carefully explored paving way for a comprehensive discourse on the need for a paradigm shift in language teacher education to encapsulate emerging opportunities for this category of teachers. The main thrust of the paper is an identification of various entrepreneurial opportunities for English language teachers who receive appropriate training and skills in entrepreneurship. Drawing on recent studies, the paper explores how English language teachers can leverage entrepreneurial skills in areas such as freelance writing, creative content creation, translation services, public speaking, and corporate training among others. Key theories of entrepreneurship education, as outlined by scholars, emphasize experiential learning as an essential approach to developing competencies that meet the demands of the 21st-century workforce. The paper further addresses the role of technology in expanding entrepreneurial opportunities within English language teacher education. The paper posits that integrating entrepreneurship with English language teacher education has significant educational implications, offering benefits for teachers, students, and the broader educational community. It therefore suggests and advocates for a reimagined approach to teaching that equips language professionals with the skills needed to thrive in a globalized and digitalized economy.
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Rachmawati Nur, Maulidia, and Restu Luthfiani Maulida. "EFL Teacher Agency in Merdeka Curriculum." JADEs Journal of Academia in English Education 5, no. 1 (2024): 119–44. http://dx.doi.org/10.32505/jades.v5i1.8568.
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Curriculum is undoubtedly a crucial part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called “Kurikulum Merdeka”. This study aimed to investigate how English teachers enact agency in English teaching process under curriculum change (Kurikulum Merdeka) and what are the challenges in English teaching process use Kurikulum Merdeka. A case study was used as the research design in this study. Interview guidelines and questionnaires were used as the instruments to get the data. The participants were five English teachers from four Junior high schools in Bogor, Jawa Barat, Indonesia. The result or findings showed that English teachers enacted agency in their teaching process used Kurikulum Merdeka with several characteristics, namely: Teacher Intentional Action, Teacher Autonomy, Teacher Professional Growth, Teacher Collaboration and Teacher Contextualization. And there are several problems or challenges in teaching English used Kurikulum Merdeka, such as: lack of information, lack of facilities and infrastructure, and students’ abilities. To solve the problems or to face the challenges collaboration from government, school support, teachers, parents and students is needed.