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1
Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.
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State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both continuous and summative assessment practices, but also teachers’ understandings of and attitudes towards assessment and their roles in it. Findings will also include how teachers perceive this role in this interpretive study, where the data were collected using open-ended interviews with twenty male and female expatriate and Saudi EFL teachers who work in the ELI of a specific Saudi university. The data were analysed on the basis of participants’ views and explanations about their roles in both continuous and summative assessment in the institution. The findings revealed that teachers had no role in summative assessment unless they were members of the Assessment Committee and that most teachers wanted to have a voice and be more involved. While teachers had a limited role in continuous assessment in the classroom, they felt the need for more involvement in the choice of materials/topics employed as well as more freedom regarding the way it is administered. The study also revealed that the ELI was not well receptive of criticism from teachers, which made teachers sometimes reluctant to being more involved in assessment or voicing their views in fear of being labelled negatively. Finally, some contributions to knowledge, implications for the context and recommendations are provided as well as some suggestions for improving teachers’ roles in assessment for future consideration.
2
Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.
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This qualitative study aims to address the current understanding of English language
assessment of both the teachers and students in the secondary schools in Bangladesh. The
study conducted semi-structured interviews with six English teachers and focus group
interviews with two groups of students in two different secondary schools and these interview
responses were compared to probe the related understandings and experiences of both the
teachers and the students.
These findings reveal that the present English assessment system in the secondary level in
Bangladesh does not reflect a balanced development of all the language skills of the learners
and there are inconsistencies between the stated objectives of teaching English and the actual
teaching methods in the language teaching in the secondary schools in Bangladesh. Though
summative assessment is still dominating, the practice of formative assessment is slowly
developing.
The study indicates that there has been a gradual shift in the assessment process and the
teachers were trying to use individual assessment strategies to motivate the students’
learning. Both the teachers and the students in the study emphasised that current assessment
is mainly based on reading and writing. However, for overall development of language skills,
the secondary English language curriculum may need to be redesigned so that all the four
skills are able to be included in the assessment system. Better opportunities for training to
develop teachers’ effectiveness and their knowledge of learners should be considered also.
3
Gustavsson, Sanna. "Assessing and grading pupils with dyslexia in English language teaching : A case study of English Language Teachers' insights on the matter." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27679.
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This essay focuses on what impact developmental dyslexia has on assessment and grading in the second language teaching of English in the Swedish educational system. The data presented in this essay are based on six semi-structured interviews with English language teachers of lower and upper secondary schools from the south-eastern parts of Sweden. The interviews were conducted in Swedish, and the collected data have been translated into English. The inquiries of the interviews focused on the teachers' awareness of dyslexia and its impact on learning and teaching, as well as how they worked with and their considerations made when assessing and grading dyslexic pupils. The interviews specifically enquired what particular challenges arose in the assessment and grading process, what provided aid, and what could be done to provide further relief during this process. The results show that the assessment and grading of dyslexic pupils is similar to the general practice. The teachers do, however, accommodate the dyslexic pupils' needs in the teaching and carefully consider their difficulties when assessing and grading. The teachers use, for example, spelling programs and such technical aids to help them, to some extent, disregard dyslexic difficulties while assessing. However, results show how the teachers are not able to transfer their awareness of dyslexia and its implications into the assessment and grading situation, suggesting that the teachers' own ability to assess dyslexic pupils is somewhat inadequate.
4
Shim, Kyu Nam. "An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/67553.
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This study aims to investigate Korean teachers’ beliefs and their practice with respect to classroom-based English language assessment; thus it examines the teachers’ current working principles of assessment and their practices. This study also sets out to uncover, and to gain an in-depth understanding of further issues which emerged from the dissonance between the teachers’ beliefs and their practice. Following a discussion of the English teaching and assessment context, the first part of the study examines mainstream theories of language testing or assessment; it then considers how closely classroom-based assessment in Korean primary schools conforms to these theoretical principles. The second part of the study presents a small-scale research project. Four stages in teachers’ classroom-based assessment were examined; planning, implementation, monitoring, and recording and dissemination. A questionnaire was developed reflecting these stages; its findings were analyzed statically and qualitatively. Further qualitative data was also collected and analyzed through interviews with volunteer participants. This is based on an analysis of teachers’ firsthand experience and their opinions of the assessment of English as a foreign language. The results of the study revealed that generally the teachers hold and exercise their own firm beliefs regarding classroom-based assessment, and have a good knowledge of assessment or testing principles; thus they carried out their assessment using appropriate procedures taking into account the context of English teaching and assessment in which they operate. However, there were a number of issues which emerged from their assessment beliefs and their practice. It became clear that they did not put some of their principles into practice; a number of important factors, which are normally outside the teachers’ control, were found to be responsible for this, these include: overcrowded classrooms, heavy teaching loads, the central bureaucracy of the education system which controls primary education, and a shortage of funding for foreign language teaching. Teachers were also affected by the rather complex relationship with other teachers, head teachers, and even the parents of the students. However, it is evident that the teachers are constantly developing their skills and knowledge regarding assessment in order to address any possible challenges or tasks given to them. In addition, certain areas needing further investigation were identified. Based on the literature review and the findings of the research, tentative implications and recommendations for the development of classroom-based language assessment are discussed.
5
Perea-Hernandez, Jose Luis. "Teacher Evaluation of Item Formats for an English Language Proficiency Assessment." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.
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An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February 11, 2010. Title: Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process. For instance, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need of more examples of item formats in order to develop better items, a proper identification of materials for reading and listening and mainly the lack of detailed item test specifications was imminent. Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not `spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment. Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction. Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.
6
Masoud, Omaima Abugaila Elmahdi. "Portfolio in teacher education and in English language teaching." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17167.
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Mestrado em Supervisão<br>O desenvolvimento educacional moderno trouxe novas portagens para a avaliação das capacidades que os alunos irão utilizar em tarefas da vida real. Esta necessidade tem criado uma mudança radical nos métodos tradicionais de ensino e avaliação. Assim, são necessárias abordagens alternativas de avaliação, quer do processo, quer do produto de aprendizagem. O presente estudo leva em consideração o uso de estratégias de utilização do portfólio no ensino de Inglês, com particular destaque para o sistema de ensino da Líbia. Além disso, apresentam-se definições, algumas vantagens e desvantagens do uso de portfólio, bem como possibilidades de sua utilização para a avaliação e melhoria do desempenho dos alunos.
Além disso, será dada atenção à importância de desenvolver a consciência dos professores para o portfólio. A investigação indicou que os portefólios podem ser vistos como conjunto selecionado de trabalhos importantes, o que se relaciona com a medição do desempenho do que foi conseguido. O seu uso pode fornecer aos professores maior feedback sobre o seu ensino e obter mais informações sobre o processo de aprendizagem dos alunos. Como conclusão, podemos afirmar que os portfólios podem servir como uma boa alternativa de ensino- aprendizagem e avaliação no ensino de Inglês, devido às vantagens que oferece.<br>Modern educational development has brought up new tolls for the evaluation of the skills students will need in real-life tasks. This need has created a radical change in traditional methods of instruction and assessment. Therefore, alternative evaluation approaches are needed in assessing both learning process and product such as achievement portfolio. The present study takes into consideration the use of portfolio assessment strategies in English language teaching with particular emphasis on the Libyan education system as a case study. In addition, definitions, advantages and disadvantages of the use of portfolio are presented using the achievement portfolio as a tool of teaching and evaluation pointing out its importance in improving students‟ performance. Moreover, attention will be paid to the importance of developing teachers‟ awareness as far as the importance of portfolios is concerned. Research has indicated that achievement portfolio is a collection of the important works, which is related to the measurement of the performance of what was achieved. Its use can provide teachers more feedback about their teaching and more information about students‟ learning process. As a conclusion, we may state that portfolios can serve as a good alternative teaching and assessment tool in English language teaching due to the advantages that it offers.
7
Moloi, Lisemelo. "Exploring the perceptions of English second language teachers about learner self-assessment in the secondary school." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/27828.
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The main purpose of this study was to investigate English second language(ESL) teachers' perceptions about learner self-assessment in the secondary school. The study also examined the factors that might influence the perceptions that teachers hold about self-assessment. The participants of this study were 163 ESL teachers who are teaching at secondary schools in Gauteng Province; they were from 94 randomly selected schools. The data was collected through questionnaires and the response rate was approximately 53%. The literature review was utilized to identify the main perceptions. The studies led to a 57-item teachers' perceptions of learner self-assessment questionnaire based on the following main perceptions: the value of self-assessment in the teaching and learning processes, the use of self-assessment as an alternative assessment technique in English second language learning, the accuracy and reliability of self-assessment and the role of teachers in the effective implementation of self-assessment in their classrooms. The data for the study were analysed using quantitative techniques. the findings for the study showed that teachers have a strong feeling about the value of learner self-assessment; they showed that it helps in the improvement of teaching and learning. The results also indicated that teachers agree that self-assessment should be used in English second language teaching as an alternative form of assessment as it enhances learners' linguistic skills. Teachers perceive that they have an important role to play in ensuring that the implementation of self-assessment becomes successful in their classrooms. However, some have indicated that learners are not objective enough when assessing themselves and therefore the results derived from self-assessment cannot be reliable and accurate. Teachers' perceptions correspond with their classroom self-assessment practice because most of them also indicated that they employ self-assessment to enhance learners' performance. Majority of teachers also indicated that factors such as class size, availability of materials, teacher professional training and development, formal teacher training, years of experience, classroom experience with self-assessment, and time available for self-assessment played a significat role in influencing their perceptions. The conclusions were drawn from the results and the recommendations were made for further research. The limitations of the study were also discussed.<br>Dissertation (MEd)--University of Pretoria, 2009.<br>Curriculum Studies<br>unrestricted
8
Chao, Yan-ki, and 周恩琪. "English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176127.
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Seto, Tin-ki Tinky. "The impact of the English language school-based assessment in the Hong Kong certificate of education examination on the teaching and assessment practices of teachers of secondary four lower-proficiency learners a case study /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241165.
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Lee, Siu-fan, and 李少芬. "An investigation of teacher's interpretations of target oriented assessment in English language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945090.
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Forrest, Scott N. "Making sense of exit exam policies: A phenomenological study of English language development teachers." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/828.
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There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through in-depth interviews and artifact collection. An analysis of participants' responses was conducted which lead to the disclosure of themes related to sensemaking. The findings of the study indicated teachers' interpretations and implementations of instructional policies are not in line with the intentions of the policies. Contributing to positive social change, this study provided a better understanding of teacher sensemaking and its potential to transform professional development, improve teacher quality, and increase student achievement. The study includes recommendations for professional development programs including developing standards-based outcomes, supervising policy implementation, defining roles and responsibilities, and building teacher capacity.
12
Emsley, Maletsema Ruth. "Experiences of Grade 12 EFAL teachers' Assessment of Literature Set-works in Limpopo Secondary Schools." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/3057.
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Thesis (PhD. (Education)) --University of Limpopo, 2017.<br>South Africa has embarked on the official inclusion of school-based assessment in all subjects for transforming once-off pen and paper testing to redress the past rigid, norm-referenced, unreliable and non-transparent discriminative educational assessment in schools. The introduction does not only aim at offering constant constructive feedback to learners to improve performance, but it also assists teachers to diagnose, facilitate and improve on their assessment methods, to report learner performance to relevant stakeholders like parents, schools, districts and lastly national departments of education and to inform teaching and more assessments. Over and above it forms 25% of the total mark for all subjects in further education and training including Grade 12.
There is compelling empirical evidence that school-based assessment positively influences the performance of learners in large scale assessments. In spite of its significance, the school-based assessment of literature set-works has received scant attention in secondary schools. Despite the local and international interest and implementation of school-based assessment nowadays, its administration in South Africa schools still remains a challenge.
This study therefore followed an interpretive qualitative approach to respond to the question: What are the experiences of English first additional language teachers in assessment of literature set-works in secondary schools in Limpopo province? The teacher self-efficacy theory guided this study. It was not only used to substantially explain the stature of a literature teacher, but also to generate strategies to promote teacher flexibility and application of assessment practices in English first additional language. The theoretical and practical implications of self-efficacy theory are discussed in terms of their relevance to both the literature teacher and school-based assessment expectations.
Multiple qualitative data collection methods of focus group interviews, openended questionnaires, documents and field notes were employed to strengthen findings in a natural setting. Respondents were selected through the purposive sampling. Five districts of Limpopo province were sampled for this study: four focus group interviews were conducted, 139 open-ended questionnaires were returned and documents relevant to answering the research question were analysed.
Data were transcribed and then analysed by the Tesch (1990) method (as in Creswell 1994) of qualitative data analysis and constant comparison method.
Teachers operating in the assessment of English first additional language have acknowledged the importance of school-based assessment, moderation and literature set-works, however they still feel literature assessment in schools does not receive the attention it deserves. The qualitative data revealed that teachers face various challenges in the implementation of school-based assessment of literature set-works. Most teachers through their responses still face challenges of time, resources and curriculum advisory support, inability to design their own literature set-works tasks, learner illiteracy and lack of teacher efficacy. Moreover, teachers are keenly dependent on previously written question papers. Findings have further shown that teachers suffer the pressures of authorities who impose extra assessment work on them and the selected literature prescribed works that stay for too long in the curriculum – these comprise the programme of assessment. These findings, although they may not be generalised, might contribute to prospect future research and educational change in assessment of literature set-works in schools.
Various recommendations have been made for educational stakeholders in further research prospects and future improvement on assessment of literature set-works in schools emphasizing the independence of English literature setworks
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Zhang, Yun. "TEACHERS’ SELF-EFFICACY BELIEFS IN RELATION TO PERCEIVED ENGLISH PROFICIENCY AND TEACHING PRACTICES: AN INVESTIGATION OF CHINESE PRIMARY ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3644.
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Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL teachers’ perceived English proficiency, self-efficacy beliefs and teaching practices.
The quantitative study surveyed 217 in-service primary EFL teachers. The descriptive results showed that: (1) EFL teachers varied in perceived English proficiency in terms of age, years of teaching experience and college major; (2) age and teaching experience did while college major didn’t make a difference for EFL teachers’ self-efficacy beliefs; (3) the surveyed EFL teachers, in general, had a greater preference to communication-oriented language teaching (COLT) than form-oriented language teaching (FOLT). The results from the correlational statistics showed that: (1) perceived English proficiency (PEP), on the whole, had a significant predictive effect on self-efficacy beliefs (SEB). It was striking that among the four skills (listening, speaking, reading, and writing) of English language, speaking had the most significant predictive effect on self-efficacy beliefs; (2) EFL teachers’ self-efficacy beliefs (SEB) had a predictive effect on COLT practices whereas not on FOLT practices; (3) The mediation model of showing the causal impacts of PEP (through SEB) on COLT was tested. i.e. Chinese primary EFL teachers’ self-efficacy beliefs played a complete mediating role between perceived English proficiency and communication-oriented language teaching.
The findings of the present study added on the compelling evidence that self-efficacy beliefs matter in the realm of primary EFL teaching in China. In light of these findings, implications were generated to primary EFL teacher education and in-service EFL teacher training programs, such as courses related to improving English proficiency, especially speaking skills, should be offered for non-English major EFL teachers; training courses related to improving self-efficacy beliefs, especially on classroom management strategies, and the recommended communicative-oriented language teaching practices should be offered to pre-service and inexperienced in-service EFL teachers.
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Morgan, Leanne. "Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62892.
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Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health and expanded opportunity (UNESCO, 2011). Illiteracy is a serious constraint to improving education standards in South Africa. Prominent research studies stress the low levels of reading ability across the country. At the onset of Grade One, pre-reading skills are taught. Pre-reading skills are foundational skills and essential for later reading success. Teachers in English Second Language environments face the daunting challenge of teaching learners to read in a foreign language. This qualitative research study, which was conducted at a low-fee private school in Pretoria Central Business district, aimed to explore the methods that educators were using to teach second language English Learners (ESL) pre-reading skills. Data collected from semi-structured interviews, lesson observations and document analysis revealed that educators had a limited theoretical knowledge of pre-reading skills due to a lack of tertiary education and curriculum training. Numerous methods of teaching pre-reading skills were identified during pre-reading lesson observations. The synthetic phonics approach, multisensory teaching, using dramatization and subtractive bilingualism were methods of instruction used to develop phonemic awareness and English oral language competency. The study highlighted the numerous challenges faced by ESL teaching working in a low-socioeconomic environment and the ways in which the teachers overcame these challenges. Based on this study’s results, recommendations are provided to enhance the teaching of pre-reading skills to ESL learners.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Educational Psychology<br>MEd<br>Unrestricted
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Sullivan, John Michael. "Assessment and collaborative writing: Conflict to complement." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1320.
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One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration, and the current role of both in writing classrooms.
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Villegas, Martínez Jorge. "Teaching speaking in the English classroom : Teacher practices in Swedish upper secondary schools." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157297.
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This qualitative study aims to investigate how teachers of English as a foreign language (EFL) work to develop their students’ oral proficiency. The study analyses interviews and pedagogical materials to elucidate how the interviewed teachers regard their students’ oral proficiency, what kind of activities they use for teaching speaking and how they assess oral proficiency. The participants were two licensed English teachers of higher upper secondary education, and different materials that the teachers used were analysed, including a textbook. The teachers regarded their students’ oral proficiency as generally good or very good but noted that significant differences existed in most groups regarding proficiency and that certain students who were less proficient showed an unwillingness to use the target language, which indicates a need of better strategies to involve these students in the learning process. The findings of this study suggest that the interviewed EFL teachers teach speaking according to the communicative approach and that the activities they use more frequently for teaching speaking were discussions, followed by presentations, speeches, role-playing and debates. However, the interviews and the pedagogical materials reflected a lack of focus on the features of spoken language, the importance of which has been proven by findings in corpus linguistics and conversation analysis. These findings indicate a need to raise awareness among teachers about the benefits of focusing on the features of spoken language. Regarding assessment, informal formative assessment in the form of direct observation was the most common form, while formal assessment was used in presentations and examinations in the form of group discussions. The teachers acknowledged some confusion regarding assessment due to the lack of clear guidelines from Skolverket. Moreover, they regarded speaking as being more important than other skills, which indicates the possibility of redefining the value of speaking in the course evaluation.
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Mawuye, Enock Panganayi. "An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5058.
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The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
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Eksi, Gul. "An Assessment Of The Professional Development Needs Of English Language Instructors Working At A State University." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612808/index.pdf.
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ABSTRACT
AN ASSESSMENT OF THE PROFESSIONAL DEVELOPMENT NEEDS OF
ENGLISH LANGUAGE INSTRUCTORS WORKING AT A STATE UNIVERSITY
Eksi, Gü<br>l
M.S., Department of Educational Sciences
Supervisor: Assist. Prof. Dr. Yesim Ç<br>apa Aydin
December 2010, 88 pages
The main purpose of this study was to assess the professional development needs of the English language instructors working at a state university in Istanbul. Ninety-two instructors teaching preparatory classes constituted the population of the study. Within that needs assessment, the instructors&rsquo<br>perceptions of professional development, the most common professional development activities instructors practice, factors that hindered instructors from attending professional development activities, the most difficult skill to teach and assess, the areas of teaching English where instructors needed a professional development program, and the instructors&rsquo<br>preferences for delivery methods and formats of the professional development programs were identified. This study also examined the role of year of teaching experience, workload of the instructors, department the instructors graduated, and instructors&rsquo<br>perceptions of professional development programs in predicting the professional development needs of the instructors.
Findings indicated that participants had positive perceptions of professional development. The most common professional development activity type was found to be &ldquo<br>Sharing experiences with colleagues.&rdquo<br>The most important factor which hindered participants from attending professional development was determined as &ldquo<br>inconvenient date/time.&rdquo<br>The most difficult skill to teach and to assess was reported as &ldquo<br>Writing.&rdquo<br>It was found out that the area where the degree of need was the highest was &ldquo<br>New theories and practices of English language teaching.&rdquo<br>Most of the participants reported that they preferred professional development activities to be optional workshops at their own institutions. A trainer or an expert from an outside institution was the most preferred speaker type. Findings also showed that instructors preferred sessions which took up to 60 minutes, held on weekday mornings once a month. The result of the regression analyses indicated that only year of teaching experience was significant in predicting professional development needs of the instructors. Year of teaching experience was negatively correlated with the needs indicating that as the teachers got more experience, their degree of professional development needs decreased.
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Kim, Youn-Hee 1979. "An investigation into variability of tasks and teacher-judges in second language oral performance assessment /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111931.
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Kwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.
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司徒天琦 and Tin-ki Tinky Seto. "The impact of the English language school-based assessment in the HongKong certificate of education examination on the teaching andassessment practices of teachers of secondary four lower-proficiencylearners: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241165.
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Li, Ka-pui, and 李家珮. "The role of teacher feedback in enhancing student motivation in English school-based assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45175846.
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Tam, Sau-wai Jenny, and 譚秀慧. "How teachers manage curriculum change in school-based assessment (SBA): case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007937.
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Klevskog, Emma. "Teaching and Assessing Student's Accents : The Challenge of Working with the Multitude of Accents in the English-Speaking World." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71367.
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Today, English is a world language and more English accents have appeared. Today it is more difficult to teach English in Sweden due to the fact that we do not know when, where or how we are going to use English in the future. This study therefore focuses on how English teachers in Swedish upper secondary school teach and assess students’ accents and the challenge of working with the multitude of accents of the English-speaking world. This study is based on a questionnaire that was sent electronically to English teachers. The results from this study show that English teachers in Swedish upper secondary schools work with different English accents in class. The results also show that over fifty percent of the teachers do not let students choose accents for them to work with; most of the teachers’ choose which accents should be introduced and worked with in class. Moreover, students’ grades are not affected by the accent they speak, which is in line with the English syllabus. In conclusion, it is clear that British and American English are still dominant in Swedish school today.<br>Idag är engelska ett världsspråk och fler engelska dialekter har dykt upp. Idag har det blivit svårare att undervisa engelska i Sverige, då vi oftast inte vet när eller hur vi kommer använda det engelska språket i framtiden. Denna studie inriktar sig på hur engelskalärare i den svenska gymnasieskolan undervisar och bedömer elevers uttal, samt den utmaning som finns idag med att arbeta med de många dialekter som finns i den engelsktalande världen. Denna studie är baserad på en enkät som skickades elektroniskt till engelskalärare. Resultatet av denna studie visar att engelskalärare i svenska gymnasieskolan arbetar med olika engelska dialekter. Resultatet visar också att över femtio procent av lärarna inte låter eleverna välja själva vilka dialekter som ska introduceras, utan de flesta lärare väljer själva vilka engelska dialekter de ska arbeta med i undervisningen. Elevernas betyg är inte heller påverkade av deras val av engelsk dialekt, vilket är i linje med den engelska kursplanen. Slutligen visar det sig att brittisk och amerikansk engelska fortfarande dominerar i den svenska skolan idag.
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Ng, Ina, and 伍靜雅. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-mediumsecondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38748356.
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Anderson, Roger W. "A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.
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Richmond, Daena J. "The relationship between teacher ratings on the Indiana Standards Tool for Alternate Reporting (ISTAR) : English/language arts/math assessment for students in grades 3 and 8." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325993.
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Tam, Chung-wai, and 譚仲偉. "The impact of the medium of instruction on assessment: a comparative study of S.1 history in two English mediumof instruction schools and two Chinese medium of instructionschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35512842.
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Younkman, Freddy W. "The Impact of Teacher Professional Development on Student Achievement at a North Texas High School as Measured by End-of-Course Assessments in Algebra I and English Language Arts." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248429/.
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The purpose of this study determined if a significant relationship existed between the amount of professional development that teachers participated in and the impact on the classroom instruction that followed. The goal was to study the effect that this had on student achievement in the State of Texas Assessment of Academic Readiness (STAAR) for English 1 and Algebra 1 for students at a large north Texas high school. Testing years for the study included the school years 2013-14, 2014-15, and 2015-16. Additional variables included the work in three areas of teacher professional development over the three-year period. Fourteen teachers, in two subjects, were studied in their implementation of classroom instruction. Particular attention was given to the instructional changes, and the number of hours of professional development in the areas of instruction, technology, and differentiation. Teachers were given opportunities to participate in 18 hours of professional development in all three areas in each of the three years. Teachers were then asked to incorporate the work that they completed each year into their day to day classroom instruction. The goal of the implementation of the professional development in addition to the curricular specifics regarding instruction of state standards was expected to produce increased state scale score marks for the students in the classes. Results of the study indicated success for students in the area of English 1 end-of-course assessment. From the beginning of the study, where student success rates in English state assessment was calculated at 47% overall passing rate, to the completion of the study, where student success was charted at 70% overall passing rate, significant changes were noted. In addition to the improvements made in English I, there were also significant changes made in the approaches to the Algebra 1 assessment. Classroom instructional practices were noted as much improved, and professional learning community collaboration produced significant classroom instructional improvements.
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Morales, Zoe A. "Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2719.
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The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments.
The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over a period of 6 weeks. Garofalo and Lester’s framework which renamed Polya’s phases into orientation, organization, execution, and verification, was used to look at the metacognitive behaviors students used. The participants included 67 students enrolled in four third grade classes, who were English language learners and English speakers.
This research followed a quasi-experimental design, with a treatment group and a control group. A one-way repeated ANOVA was used to analyze the data. The findings showed no significant difference between the mathematics achievement scores of treatment and control. However, growth trends in achievement scores revealed that the treatment group scores were increasing faster than the control group scores across the four tests during the 6-week study. Moreover, significant differences were found between the treatment and the control groups when the problem solving with metacognitive behaviors scores were analyzed. Descriptive statistics showed the frequency of occurrence of each of the problem solving phases increased steadily across the four tests for the students in the treatment group. During the posttest, 100% of treatment group students wrote about metacognitive behaviors they used during the orientation and organization phases, 91.4% wrote about their metacognition for executing the solution, and 80% wrote about the verification process they followed.
These findings are useful to education professionals who are interested in creating programs for teaching mathematics at the elementary level that include effective problem solving practices. This evidence-based method may be adopted in school districts with large populations of ELLs in order to assist these students when solving problems in mathematics.
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Lindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.
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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment tool for students at this developmental stage. The purpose of this research study is to test the hypothesis that retelling using visual art representations of the story will yield positive results.
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.
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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However, because very little research has been done on ASL/English instruction and methodology, Fernandes (1997, p. 2) states, "There is ongoing reluctance in the United States to capitalize on deaf children's bilingual, bicultural capacities in promoting literacy and competence." Although several research studies have investigated the relationship between ASL and English literacy acquisition and have provided strong theoretical support for educating Deaf children bilingually, there is still a lack of study on practical strategies or "how-to's." Furthermore, the teacher-training programs in Deaf Education historically have not attracted potential applicants with fluent ASL skills and knowledge of bilingualism and literacy. Most of the programs strongly emphasize medical-pathological views rather than appropriate pedagogies that access and build upon deaf students' linguistic and cultural knowledge. Hence, this dissertation addresses practical strategies for teaching deaf students by analyzing teachers' retrospective stories on their experiences with implementing a new bilingual model in their classrooms. As adapted from Livingston's claim in her book, Rethinking the Education of Deaf Students (1996), in light of our goals, we wish to address the dire need for prospective teachers and teacher educators to rethink their views of us, Deaf people, and in doing so, rethink the theoretical underpinnings of their teaching methodologies in teacher education programs and schools.
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Daubney, Mark. "Language anxiety in English teachers during their teaching practice." Doctoral thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/3720.
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Doutoramento em Didáctica<br>Este estudo explora a influência da ansiedade linguística em futuros
professores de Inglês em situação de prática pedagógica. Setting the Scene
descreve o aumento de interesse pela ansiedade linguística por parte dos
investigadores no contexto da aprendizagem e do ensino, e a relevância desta
questão para professores estagiários fazendo a transição de aluno para
professor. O autor também considera a sua própria experiência de ansiedade
– enquanto estudante e investigador – de modo a gerar um maior
entendimento desta emoção complexa. O Capítulo 1 da Parte 1 descreve
como o afecto na aprendizagem e na investigação da língua tem vindo a ser
um factor preponderante no interesse mais alargado sobre as emoções em
contextos educacionais. A recente influência da teoria social na aquisição de
uma segunda língua e como esta pode ajudar a repensar a investigação das
emoções é discutida antes do final do capítulo, onde se examina ainda como
as emoções são expressas na comunicação e interacção.
O Capítulo 2 concentra-se na ansiedade na aprendizagem da língua e em
como o peso da noção em contexto social alargado tem provavelmente
influenciado uma abordagem dominantemente de cariz positivista na
investigação sobre a ansiedade linguística. Controvérsias e variáveis da
personalidade relacionadas com a ansiedade linguística são discutidas,
considerando-se a possibilidade de novas direcções para a investigação. A
prática pedagógica é vista como um campo fértil de investigação sobre a
ansiedade linguística em estagiários, com estilos de supervisão e discursos –
nomeadamente estratégias de delicadeza e de mitigação – sendo
considerados influências importantes na experiência desta emoção.
O Capítulo 3 da Parte 2 detalha a abordagem etnográfica e etnometodológica
do estudo e o procedimento de investigação em si. Os dados foram recolhidos
em três momentos distintos. Primeiro, através de inquéritos aplicados aos
estagiários antes do começo do estágio. Numa segunda fase, durante o
estágio, os dados principais foram recolhidos através das aulas e duma
entrevista semi-estruturada com os estagiários, ambas vídeo gravadas, e dos
encontros de pós-observação áudio-gravados. Os dados subsidiários
recolhidos nesta mesma fase incluem reflexões escritas e dossiers dos
estagiários, observações escritas das aulas do investigador e o relatório
intercalar dos professores supervisor e cooperante. Na última fase, posterior
às aulas, a recolha dos dados principais foi realizada através de uma vídeo
gravação da reunião de avaliação final com todos os participantes e de
stimulated recall protocols com cada professor estagiário.
O Capítulo 4 é predominantemente uma análise qualitativa de discurso,
utilizando categorias de análise para identificar sinais de ansiedade
emergentes dos dados. Os resultados mostram que um dos estagiários pode
ser caracterizado como tendo uma experiência de ansiedade mais
debilitadora, outro uma ansiedade mais facilitadora, enquanto a experiência
do terceiro é menos pronunciada e mais difícil de caracterizar. Sinais e fontes
múltiplos e complexos de ansiedade foram identificados mas as próprias autoimagens
dos sujeitos como professores de Inglês, construídas em interacção
ao longo do estágio, estão no centro desta experiência emocional. O Capítulo
5 considera as implicações e as conclusões deste estudo. São dadas
indicações para a relação estagiário-supervisor e quanto aos estilos do
supervisor no quadro da prática pedagógica assim como sugestões para que
a ansiedade linguística seja explicitamente abordada na formação em
supervisão. Finalmente, é ponderada se a experiência da ansiedade
linguística destas estagiárias e as suas fontes têm ou não implicações na
formação dos alunos de línguas.<br>This study explores the influence of language anxiety on three pre-service
teachers of English during their teaching practice. Setting the Scene describes
the rise of interest in language anxiety for researchers working in language
learning and teaching contexts, and its relevance to trainees making the transition
from student to qualified teacher. The author reflects on his own experience of
anxiety – both as a language learner and researcher – in order to shed greater
light on this complex emotion and the motivation for researching it.
Chapter 1 of Part 1 relates how affect in language learning and research has
become an established consideration within a broader interest in emotions in
educational contexts. The recent influence of social theory on second language
acquisition and how it can help to rethink the research of emotions is discussed
before the final part of the chapter looks at how emotions are expressed in
communication and interaction.
Chapter 2 focuses on anxiety in language learning, and how the powerful notion
of anxiety in our society has likely influenced a dominant, positivist approach to
researching language anxiety. Controversies and personality variables related to
language anxiety are considered, and possible new directions for research
considered. The language teaching practicum is seen as fertile ground for
researching language anxiety in the trainees, with supervisor styles and
discourse - namely politeness and mitigation strategies - being considered
important influences on the trainees’ experience of this emotion.
Chapter 3 of Part 2 details the ethnographic and ethnomethodological approach
of data collection and the research procedure itself. Data was collected in three
distinct phases: first, through questionnaires applied to the trainees before the
teaching practice; next, during the teaching practice itself, the main data were
collected through video recorded lessons, a video recorded semi-structured
interview with the trainees, and audio recorded post-observation conferences
whilst secondary data consisted of the researcher‘s written observations on the
lessons, trainees’ written reflections and teaching files, and the supervising and
cooperating teacher’s mid-term report. The last research phase saw the main
data collected through a video recorded final assessment meeting with all the
participants and, finally, stimulated recall protocols with each trainee.
Chapter 4 is largely a qualitative analysis of discourse, using categories of
analysis to identify signs and sources of anxiety emerging from the data. One
trainee can be characterised as experiencing a debilitating anxiety, another
facilitating anxiety, whilst the third trainee’s experience is much less pronounced
and difficult to characterise. Multiple and complex signs and sources of anxiety
were identified but the images of themselves as English teachers, jointly
constructed in interaction, were at the core of the trainees’ emotional experience.
Chapter 5 discusses the implications and the conclusions of the study. Indications
for supervisor-trainee relationships and supervisor styles within the context of the
practicum are put forward as are suggestions to make language anxiety an
explicit consideration on supervisory courses. Finally, the experience and the
sources of the trainees’ language anxiety and the possible implications these may
have for pupils/students in their language classes are briefly considered.
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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.
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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands<br>Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia
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Chan, Hoi-yan. "Changing English language teaching through ICT integration : an investigation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474625.
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Strawsine, Megan Frisby Craig L. Flores Lisa Y. "Teaching English language learners scale (TELLS) initial development /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6649.
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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Lisa Flores & Dr. Craig Frisby. Includes bibliographical references.
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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.
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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.
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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualitative approach was used to collect data for this study. Four English Language Teachers at a lower secondary school in southern Sweden were interviewed. The result from this study shows similarities to previous research. The decisive factors for the participants’ incorporation of the IWB in ELT, such as attitude, knowledge and time, were comparable to previous studies. The result also implies that the participants saw the interactive whiteboard as a useful tool in English Language Teaching and as a regular part of their teaching. Nevertheless, there was a desire among the teachers to learn more about the interactive whiteboard and its possibilities and also to develop their skills in order to improve their teaching and the pupil's language proficiency. Although the teachers in the study used the interactive whiteboard frequently and interactively, the result shows that the most frequent usage was to display information non-interactively.
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Saito, Takaharu. "Exploring nonnative-English-speaking teachers' experiences in teaching English at a United States university." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282909.
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The purpose of this dissertation is to examine how nonnative English teachers' identity constructions develop and influence their pedagogy in U.S. higher education. The research on nonnative teachers of English has not adequately explored their identity constructions. This study relied on a phenomenological case study approach that analyzed the lived experience of nonnative English teachers in relation to wider language ideologies and practices. Data were generated from spring 2003 to fall 2003 through phenomenological in-depth interviews, classroom observations, questionnaires, and autobiographical accounts of research participants. The data were primarily analyzed through the use of the constant comparative method. The study reveals that identity construction among nonnative English teachers, with its dynamic and contradictory nature, remains challenging, changing, and growing over time in relations of wider language ideologies and practices. Thus, the findings reject a fixed, unitary, and monolithic view on the identity construction of nonnative English teachers. In terms of the study's practical and pedagogical implications, university programs should know that nonnative English teachers can practice mutual accommodation through which both nonnative English teachers and their students can collaborate in order to improve the learning of English and enrich diversity within U.S. higher education. University programs should also focus more on what nonnative English teachers can do in collaboration with native English teachers. Finally, this study suggests that language educators should explore the role nonnative English teachers play in language pedagogy in an era of the global spread of English that produces highly proficient nonnative English speaking professionals.
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Cheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.
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Alvring, Simon. "Laptops in English language teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.
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The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.
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Lin, Angel. "Teaching in two tongues : language alternation of bilingual teachers in English language lessons in Hong Kong secondary schools /." [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12923126.
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Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.
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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
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Woranoot, Triwichitkasem Thomas Clayton F. "Teachers' concerns about the innovation of teaching EFL in a private boys school in Thailand." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521345.
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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 17, 2006. Dissertation Committee: Clayton Thomas (chair), Kenneth Strand, Bruce Hawkins, Rodney Riegle. Includes bibliographical references (leaves 113-121) and abstract. Also available in print.
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Chan, Yin-shan Catherine. "An investigation into the language use of English elective student teachers during teaching practice." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034712.
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Ramírez, Campos Yanina. "The analysis of English teachers' beliefs about different teaching methods of teaching English as a second language." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136710.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>The main purpose of the present study is to discover ESL teachers’ beliefs and what they describe as their own teaching practices. Besides, the purpose is to find out if their beliefs when giving a lesson are strong enough to coincide with other teachers’ practices based on different approaches of second language instruction.
The analyzed corpus consists of 5 ESL Chilean teachers; 2 females and 3 males, all around the age of thirty years old. They all currently live and work in Chilean cities and have more than 5 years of teaching experience in different educational contexts. The eliciting technique was a structured survey, where the informants were asked to answer open ended questions, to face a lesson taught through three different teaching methods (Grammar translation, Audio-lingual and the Communicative approaches), to finally mark preferences in a Likert scale.
The results confirm the importance of having clear and strong beliefs, and how these determine the way we think, act and make decisions when giving an ESL lesson; which is consistent with the reviewed literature about teaching beliefs. Also, even though not all the participants were consistent in their responses, most of them showed coincidences between what they declare as their own teaching practices and what they believe about other teachers’ instruction.
The study will benefit different actors belonging to the teaching context. First, ESL teachers will be able to understand which their ESL beliefs are, second, English institutions will have the opportunity to use this to know in advance what type of teacher they are hiring, and third, students learning English as a second language will be able to choose who the most suitable teacher is according to their needs. In general terms, this study will contribute to the field of teaching English as a second language.
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.
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Faraz, Nuzhat. "The use of English during English lessons : A qualitative study of two teachers’ views." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94153.
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This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated. In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English during their lessons; however, it was clear from the observations that this was not the case in practice. The teachers justified their choice of language by stating that the latest research proves that the students should not devote most of their energy to understanding the language as they should instead focus on the tasks. In order to answer the third research question both the teachers were interviewed. They stated that they use different exercises to address the goals of the curriculum.
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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.
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