Journal articles: 'Tefl academics'

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Bai, Li, and Peter Hudson. "Understanding Chinese TEFL academics’ capacity for research." Journal of Further and Higher Education 35, no. 3 (2011): 391–407. http://dx.doi.org/10.1080/0309877x.2011.569014.

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Peng, Jian-E., and Xuesong (Andy) Gao. "Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity." SAGE Open 9, no. 3 (2019): 215824401986629. http://dx.doi.org/10.1177/2158244019866295.

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Motivation is considered an important impetus driving and sustaining individuals’ efforts to fulfill their goals. Against the backdrop that university academics worldwide are increasingly expected to produce research output in prestigious journals for both individual and institutional development, it is necessary to understand academics’ research motivation and its relations with research productivity in international and local journals. This study, being descriptive and explanatory in nature, surveyed 309 academics who taught English as a foreign language (TEFL) in China. Results showed that the participants exhibited stronger extrinsic motivation, in the form of external and identified regulations, than intrinsic motivation. However, these two subtypes of extrinsic motivation were significantly negatively associated with academic publishing, whereas intrinsic motivation was the significant positive factor associated with the participants’ publication in international journals. These findings remind both academics and educational managers of the importance of enhancing intrinsic motivation and refining contextual support in improving academics’ research productivity.

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Bai, Li, and Jan Millwater. "Chinese TEFL academics’ perceptions about research: an institutional case study." Higher Education Research & Development 30, no. 2 (2011): 233–46. http://dx.doi.org/10.1080/07294360.2010.512913.

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Bai and Hudson. "Examining research productivity of Chinese TEFL academics across departments and institutes." International Journal for Researcher Development 1, no. 3 (2010): 191–205. http://dx.doi.org/10.1108/1759751x201100017.

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Lam, Lydia S. T. "Hong Kong-based TEFL/TESOL global academics: life, culture, mobility, globalisation and cosmopolitanism." Globalisation, Societies and Education 11, no. 1 (2013): 85–107. http://dx.doi.org/10.1080/14767724.2012.750456.

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Bai, Li, Jan Millwater, and Peter Hudson. "Factors that Influence Chinese TEFL Academics’ Research Capacity Building: An Institutional Case Study." Asia-Pacific Education Researcher 22, no. 2 (2012): 119–26. http://dx.doi.org/10.1007/s40299-012-0004-6.

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Bai, Li, Jan Millwater, and Peter Hudson. "Chinese Teaching English as a Foreign Language (TEFL) academics' perceptions about research in a transitional culture." Journal of Higher Education Policy and Management 34, no. 1 (2012): 91–102. http://dx.doi.org/10.1080/1360080x.2012.642336.

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Bai, Li, Jan Millwater, and Peter Hudson. "Workplace influences on Chinese TEFL academics’ development as researchers: a study of two Chinese higher education institutions." Research in Post-Compulsory Education 18, no. 4 (2013): 415–30. http://dx.doi.org/10.1080/13596748.2013.847233.

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Bai, Li, Peter Hudson, Jan Millwater, and Megan Tones. "Development of a survey instrument to measure TEFL academics’ perceptions about, individual and workplace characteristics for conducting research." International Journal of Research & Method in Education 36, no. 1 (2013): 52–66. http://dx.doi.org/10.1080/1743727x.2012.690389.

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Krishen, Anjala S., Michael T. Lee, and Robyn L. Raschke. "The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools." Journal of Marketing Education 42, no. 1 (2019): 7–22. http://dx.doi.org/10.1177/0273475319879972.

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In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a literature review regarding academic satisfaction, perceived performance weight–teaching and perceived performance weight–service differences between genders, and gender issues with the academic pipeline to full professor. Next, we utilize data collected from a sample of n = 696 academics from American business schools and find that women faculty have significantly lower academic satisfaction throughout all ranks and institutions. Our results further indicate that there are differences in perceived performance weight–teaching and perceived performance weight–service between female and male academics at the ranks of assistant and full professors at various types of institutions. Last, we offer conclusions and implications, limitations, and future research suggestions that include studies regarding intersectional faculty, academic mobbing and bullying, incivility, and academic satisfaction.

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Areșan, Denis, and Laurențiu Gabriel Țîru. "Students satisfaction with the online teaching process." Academicus International Scientific Journal 25 (January 2022): 184–93. http://dx.doi.org/10.7336/academicus.2022.25.11.

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This study is about student satisfaction in the online teaching process. The pandemic situation forced us to move the educational activities in the online environment for the safety of all its participants. The methodological design is the quantitative one, the research method used is the sociological survey. This study tried to identify students’ perception, effectiveness, satisfaction, and self-perceived efficiency regarding the teaching process in the online environment. The questionnaire was translated and adapted into Romanian. It consists of 26 questions, divided into five dimensions. The sampling method was the non-probabilistic convenience one, with voluntary participation. The results provided tell us those female respondents were more open to online methods, resulting in higher satisfaction despite common knowledge. However, the results should be viewed with reservations, as the data collected are not homogeneous, and the respondents were chosen by the voluntary participation method. This approach can be seen as a starting point for future research related to the satisfaction of the teaching process through e-learning.

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Shirani, Shadi, and Azizeh Chalak. "Genre Analysis of Iranian TEFL Students’ Master Theses." Advances in Language and Literary Studies 9, no. 2 (2018): 31. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.31.

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Genre analysis dealing with the study of situated language in a particular context is regarded as a crucial component in every communication in general and academic writing texts in particular. Furthermore, recently it has been set as a requirement for the graduated students to pursue a shared rhetorical pattern for generating an academic text. Several researchers have recommended detailed explanations for rhetorical structures of various parts of academic texts, and an extensive literature is dedicated to investigate different academic genres such as research articles, theses, and dissertations in English. But, there are not enough studies that work on the thesis as a whole product and analyze all sections together and not separately. Therefore, 40 M.A. theses produced by Iranian TEFL students at Islamic Azad University (IAU), Isfahan (Khorasgan) Branch were collected and analyzed for the rhetorical structures of the Introduction, Method, Results, and Discussion (IMRD) sections in order to accomplish the objectives of the study. Through calculating the frequencies and percentages of data, it was revealed that a number of moves in different sections was absent in the theses.

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Alemi, Minoo, Atefeh Rezanejad, and Bijan Marefat. "Exploring the Reasons Behind Iranian TEFL Graduate Students’ Academic Failure." Profile: Issues in Teachers' Professional Development 23, no. 2 (2021): 151–66. http://dx.doi.org/10.15446/profile.v23n2.89251.

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This cross-sectional study explored the reasons behind academic failure among Iranian students of teaching of English as a foreign language. Interviews were used to collect data from 56 graduate students (19 men and 37 women) and three officials of the university. Results indicated that four main factors led to the academic failure of the students, namely, (1) the student, (2) the professor, (3) the university, and (4) the source materials. Moreover, the results of chi-square tests indicated that no significant relationship existed between the gender and age of the students and their academic failure. Finally, a number of guidelines to prevent academic failure in this context are presented.

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Faqih, Mohamad Syihabuddin, and Ignatius Harjanto. "ENGLISH LEXICAL BUNDLES IN THE GRADUATE THESES: THE FREQUENCY, STRUCTURE AND DISTRIBUTION." JEELS (Journal of English Education and Linguistics Studies) 9, no. 1 (2022): 27–49. http://dx.doi.org/10.30762/jeels.v9i1.3652.

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Lexical bundles are one of the important characteristics of academic discourse which tell readers to know whether the writer is professional or novice. Inevitably, studies on lexical bundles in scientific essays are important to do. This study identifies the most frequent, structural characteristics, and the functional categorization of lexical bundles in the Master Theses in Teaching English as a Foreign Language (TEFL), specifically in the Findings and Discussion section. There were 651.083 words from 74 different theses compiled to create the corpus by using Antconc 3.5.8. The results found 117 different lexical bundles and the sequences ‘the result of the’ and ‘on the other hand’ dominate the section. Noun phrase + of structure which covers one third of overall forms in the corpus were the most lexical bundles’ structural types in the findings and discussion section followed by other noun phrase structures (22% out of overall bundles). Functionally, research-oriented bundles (45% of overall bundles) were the most frequent ones followed by text-oriented (40%) and the least frequent bundles were participant-oriented. Reported findings are further discussed with related theories.

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Paronyan, Shushanik. "On Some Culture-Specific Issues of TEFL in Armenia." Armenian Folia Anglistika 11, no. 1 (13) (2015): 93–98. http://dx.doi.org/10.46991/afa/2015.11.1.093.

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The present article focuses on the cultural aspect of globalization in Armenian higher education system which has come to the fore recently within the framework of the unifying European academic field. Bearing in mind that education is part of culture, some effective ways of adapting teacher-centered educational strategy to Armenian academic network are discussed. Using the cultural dimensions model proposed by G. Hofstede, I make an assumption that certain attitudes and behaviour types characteristic of educational strategies implemented in Armenia recently should be acculturized.

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ROSEN, RAE D. "What Can Academics Tell Us About Regional Growth?." Annals of the New York Academy of Sciences 787, no. 1 The Technolog (1996): 152–63. http://dx.doi.org/10.1111/j.1749-6632.1996.tb44854.x.

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Darwis, Nirwana. "Students’ perception toward the plan of tefl module designinfg for college students based on the teacher training." International Journal of Research on English Teaching and Applied Linguistics 1, no. 2 (2021): 51–61. http://dx.doi.org/10.30863/ijretal.v1i2.1228.

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This research was done to find out Students’ Perception toward the Plan of TEFL Module Designing Based on Teacher Training. The result of this research will be put into background of the next research in developing TEFL module based on the teacher training approach. A research method applied in this research was survey research. It was held at Islamic State of Institute (IAIN) Bone, Indonesia, in academic year 2017/2018. The samples of this research were 50 English study program students who have been taught TEFL material. The research data were collected through questionnaire and interview. All the samples of this research were involved to respond the questionnaire, and there were only 10 students who involved in follow-up the interview. The results of this research revealed that the mean score of students’ perception was 45.18. Based on the mean scores and interview data, it showed that the students had very high perception toward the Plan of TEFL module designing based on the teacher training.

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Rasyid, Muhammad Amin. "Interpersonal Communication that Inspires in EFL Teaching." ELT Worldwide: Journal of English Language Teaching 2, no. 2 (2016): 33. http://dx.doi.org/10.26858/eltww.v2i2.1686.

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This study attempted to reveal the perception of EFL students on the lecturer verbal and nonverbal interpersonal communication that they experience and expect to foster their positive attitudes and nurture their motivation in learning English at State University of Makassar, Indonesia. The respondents consisted of 152 fifth semester students of undergraduate program, majoring in English Education, attending TEFL course in 2013/2014 academic year. The study was guided by the researchers’ teaching belief stating that teaching is communicating and inspiring virtues in the forms of knowledge, skills and attitudes. The instruments used were (a) The 14 lecturer verbal interpersonal communication measure (VICM) and (b) the 14 lecturer non-verbal interpersonal communication measure (NVICM) developed by the researcher. The data analysis showed that four of the 14 VICM were not inspiring, namely telling students his personal experience, responding students’ reasons for being late, asking students to tell their most impressive learning English experience, and allowing students to call their lecturers by their first name; and three of the 14 NVICM were not inspiring, namely moving around the class when teaching, touching (shaking hands), coming closer to students when lecturing. Key concepts: perception, inspiring, interpersonal, communication

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van Liere, Lucien. "Tell Us Our Story." Exchange 43, no. 2 (2014): 153–73. http://dx.doi.org/10.1163/1572543x-12341315.

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Abstract This article raises the question about how definitions of religion and violence can be understood as links to the context in which they are formulated. The focus is on the context of academic learning. Understanding a definition as a micro-narrative that reflects the cultural ‘archive’, the author uses two academic contexts (i.e. Utrecht, The Netherlands and Jakarta, Indonesia) to show how religion and violence are differently understood. These differences are taken as significant information for understanding how the topic of ‘religion and violence’ is related to cultural understandings of the place of religion in society. The question is raised how ‘narrative learning’ can help as a strategy to raise awareness about the preconditioning of (academic) definitions of ‘religion and violence’.

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Abe, Yasumi, and Satoshi P. Watanabe. "Academic Crossover and Functional Differentiation of Universities." Theoretical Economics Letters 02, no. 03 (2012): 337–40. http://dx.doi.org/10.4236/tel.2012.23061.

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Philip, Fiona. "How to Tell Feminist Academic Stories Differently?" Parallax 19, no. 3 (2013): 104–7. http://dx.doi.org/10.1080/13534645.2013.808019.

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Good, Gretchen, Awhina Hollis-English, Ally Attwell, et al. "Social-model Mothers." Counterfutures 4 (September 1, 2017): 107. http://dx.doi.org/10.26686/cf.v4i0.6407.

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 How do mothers of disabled children navigate the roles of advocate and activist? This paper reflects on the experiences of mothers of disabled children, exploring the impact upon families who take on responsibilities for working for disabled children’s rights. It is from these experiences that, as mothers, we join other activists and academics in the growing radical disability rights movement. The purpose of this paper is to illuminate the labour of advocate mothers and to tell our stories of success. We also aim to provide recommendations to mothers, fathers, families, schools, academic communities and those invested in social justice, to work toward future positive action on behalf of disabled children.

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Sattarpour, Simin, and Assef Khalili. "Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences." Research and Development in Medical Education 8, no. 2 (2019): 113–23. http://dx.doi.org/10.15171/rdme.2019.021.

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Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

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Hart, Timothy A., Corey J. Fox, Kenneth F. Ede, and John Korstad. "Do, but don’t tell." International Journal of Sustainability in Higher Education 16, no. 5 (2015): 706–28. http://dx.doi.org/10.1108/ijshe-06-2014-0084.

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Purpose – The purpose of this study is to investigate the degree to which business schools, in particular MBA programs, have developed academic programs and centers specifically focused on corporate social responsibility and sustainability (CSRS) and, for those that have, promote them on their Web sites. The instruction of CSRS in institutions of higher education is increasing worldwide. The extent to which US MBA programs have developed academic programs and centers focused on CSRS could potentially be a way for business schools to distinguish themselves from other schools. Design/methodology/approach – The authors use a Web-based search of the Web sites of the top-100 US MBA programs to ascertain the extent to which they have developed CSRS-related academic programs and centers. They then look specifically at the full-time MBA main Web page to ascertain to what extent these programs promote CSRS material. Findings – The results suggest that schools in the top quarter and bottom quarter, as well as private schools, are more likely to have CSRS academic programs and centers. The authors also find that very few full-time MBA programs promote CSRS on their main MBA Web pages. Originality/value – This study is unique in its focus on the top-100 US MBA programs and the collection of primary data directly from their Web sites. Additionally, a summary of the data gathered from the MBA programs is provided in Table I of the study.

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Riddell, Roger C. "Navigating Between Extremes: Academics Helping to Eradicate Global Poverty." Ethics & International Affairs 26, no. 2 (2012): 217–43. http://dx.doi.org/10.1017/s0892679412000305.

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This article discusses ways in which academics and concerned individuals committed to the faster eradication of extreme poverty might make a contribution. It argues that this discussion needs to be informed by examining the lessons of academics who have been working in the development field for many decades tell us about success and failures and possible ways forward. Following the introduction, section two attempts to draw out from the work of academics, researchers and policymakers in the “world of development” what we know and have learned about how best to accelerate the process of reducing extreme poverty in the world, and what “doesn't work”. Against this backdrop, the third section discusses different ways that academics from outside the professional development community might effectively contribute to the faster or more effective eradication of global poverty. It considers in particular some current knowledge gaps in the development field which might be bridged by academic from the fields of moral and political philosophy. Finally, section four provides a brief discussion of the types of anti-poverty organizations concerned individuals might support, providing a check-list of questions to help assess their approaches, strengths and weaknesses. It suggests that as the faster eradication of poverty requires a series of interventions on many different fronts, academics need to approach poverty eradication through a multifocal lens and prioritize support to effective and transparent anti-poverty agencies working at the local, national and international levels.

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Yousefi, Reihanne, Abdorreza Tahriri, and Maryam Danaye Tous. "Factors Affecting Iranian TEFL Postgraduate Candidates’ Research Productivity: A Qualitative Study." International Journal of Education and Literacy Studies 7, no. 2 (2019): 65. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.65.

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Developing research performance has become an important theme in Iranian higher educational institutions as other national and international academic institutions across the world. However, the research performance of Iranian Teaching English as a Foreign Language postgraduate candidates has been argued to be limited. In order to increase their research productivity and develop their capacity in this regard, the first critical step is to understand the influences which are associated with their academic research performance. This qualitative study focuses on a group of TEFL postgraduate candidates from five major Iranian universities with the purpose of investigating the motivational influences in conducting research, their perception of research value, and their understanding of research environment which is required for research productivity. Interviews were conducted with 20 candidates from the sample universities. It was revealed that the research related activities and efforts of the participants were driven by both external and internal needs and motivations. A multi-dimensional value was accorded to research; however, the academic research environment and requirements were the subject of various concerns. The results of this study offer several future implications for departmental and institutional research administrators to further support TEFL postgraduate candidates’ research development.

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HAYRAN, Sevgi, Ayfer ŞAHİN, and Gül ÖZÜDOĞRU. "The Effect of Cartoon-Enriched Instruction on Primary School Students’ Academic Achievement and Attitude in Turkish Courses." Journal of Teacher Education and Lifelong Learning 4, no. 2 (2022): 222–32. http://dx.doi.org/10.51535/tell.1196671.

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This study aimed to determine the effect of cartoon-enriched instruction on 4th grade primary school students’ academic achievement and attitudes towards Turkish courses. The research was carried out with a total of 62 students studying in two separate fourth grade classes of a public primary school during the 2019-2020 academic year. A quasi-experimental design with pretest-posttest control group was used in the study. While the cartoon-enriched method was implemented with the students in the experimental group, regular curriculum was followed with the students in the control group. Achievement test and the attitude scale were applied to the students as a pre-test and post-test to obtain the research data. Normality tests, descriptive analyses, Mann-Whitney U and Independent Groups t-test were used in data analysis. According to the findings obtained as a result of the research, it was concluded that there was a difference between academic achievement and attitudes towards the course in favor of the experimental group, but this difference was not significant. While there was a difference in academic achievement according to gender in the experimental group students in favor of female students, there was no difference in the attitude towards the course according to gender. The research can also be applied to other courses taught in primary schools. Different humor elements can be used together with cartoons to improve students’ attitude towards humor in a positive way. In the research, some acquisitions were selected and cartoons were created in a limited way. The study can be replicated by creating cartoons for all other acquisitions in Turkish courses.

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Tribble, MD, Curt. "There Are a Lot of Things They Didn’t Tell Me When I Signed On: Helping Trainees Land a First Job." Heart Surgery Forum 19, no. 6 (2016): 286. http://dx.doi.org/10.1532/hsf.1731.

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During my training and my early faculty tenure, there was a picture of a dust-caked, grizzled cowboy that hung between the two primary cardiac operating rooms. Beneath the picture was written, “There are a lot of things about this job they didn’t tell me when I signed on.” When we moved into our new hospital, the picture did not resurface. However, I never forgot the lesson conveyed by that picture. One of the most important obligations faculty members have is to help their trainees find a job. While their trainees have likely had part-time jobs and, of course, they’ve held training positions, they usually have not had a ‘real’ job before. The job that each hopes to land at this point in their lives is vastly different from any that they’ve had before, and the issues that they need to consider are numerous, substantial, and, generally, unfamiliar to them. Therefore, a brief review of some of these considerations may be useful to those giving advice about the post-residency job search. I will not cover one major issue in choosing a ‘first’ job: whether to look at academic jobs, non-academic jobs, or jobs that are hybrids of the two. As most know, in academics it’s dog eat dog, while in non-academic jobs, it’s just the opposite.

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Kusni, Kusni. "THE ROLES OF ESP TEACHERS’ KNOWLEDGE OF THEIR STUDENTS' ACADEMIC SUBJECTS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (2007): 41. http://dx.doi.org/10.24036/ld.v1i1.7348.

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This paper describes the roles of ESP teachers’ knowledge of their students’ particular academic subjects. This topic is a reflection of a small part of two surveys done along 2002-2003 and 2007 at universities: University of Indonesia, Padjadjaran University, and Andalas Unversity, State University of Padang, Bung Hatta University, and Eka Sakti University. Both surveys involved total parties of respondents: 590 students, 23 ESP teachers, 18 heads of department, 18 senior lecturers of the departments being surveyed, and 10 TEFL specialists. The findings of the research reflected that the ESP teachers should have basic knowledge of their students’ academic subject.

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McRae, Dave, and Robertus Robet. "Don’t ask, don’t tell: academics and electoral politics in Indonesia." Contemporary Politics 26, no. 1 (2019): 38–59. http://dx.doi.org/10.1080/13569775.2019.1627736.

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Arnold, Josie. "What do university teachers do all day (and often into the night)?'." Journal of University Teaching and Learning Practice 7, no. 1 (2010): 5–23. http://dx.doi.org/10.53761/1.7.1.2.

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Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

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Wildcroft, Theodora. "Post-lineage yoga." Journal of the British Association for the Study of Religion (JBASR) 21 (January 8, 2020): 92. http://dx.doi.org/10.18792/jbasr.v21i0.42.

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The positionality of the researcher has long been of debate. Within ethnographic research into cultural practices, a world of nuance arises in the possible relationships of researcher and researched. We are engaged in complex processes of reconciliation between the under-represented communities whose stories we aim to tell (Shaw 1999: 108; Orsi 2013: 5), and the power an academic position confers to “define reality for others” (Hufford 1999: 298). The resulting implications for the researcher are further complicated and enriched when public interest in our work is mediated in online environments. As scholars we are often ill-equipped to ride fast-moving flows of misinformation and meme, rumour and trolling. Towards the end of my doctoral research, an academic term from my thesis became caught up in the increasingly heated spaces of yoga-related social media. In this article, I step back from the situation to share a snapshot of what happens when academics go viral, and to deconstruct the little-understood processes of subcultural evolution at work. I ask: what can we learn from these encounters about the nature of boundaries between scholar and practitioner, researcher and researched, professional and personal? And how might academic discourse and engagement evolve to meet the challenges of an online economy of knowledge?

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Shaaban, Sumer S. Abu, and Mohamed A. Shaat. "A Scenario-Based Learning Approach for Enhancing Al-Azhar University-Gaza Student-Teachers’ TEFL Practices in Inclusive Education Classes." Journal of Language Teaching and Research 13, no. 4 (2022): 740–48. http://dx.doi.org/10.17507/jltr.1304.06.

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The present study aimed to reveal the role of scenario-based learning (SBL) approach in enhancing elementary stage student- teachers' TEFL practices in inclusive education classes. The researchers followed a quasi-experimental research design and used the SBL approach with a group of 24 elementary stage student-teachers from Al-Azhar University-Gaza who were enrolled in inclusive education for Grades 1_4 course. The experiment was conducted during the second semester of the academic year 2018_2019 and consisted of 8-hr a week of training for 2 weeks. The participants tackled a set of scenarios and related questions delivered to them. Students had to work in groups of three or four to treat the scenarios that focused on the three main TEFL practices of inclusive education classes: organising class environment, organising special needs students and organising teaching evaluation activities. The researchers designed a test for TEFL practices in inclusive education classes and presented it to student-teachers before and after the experiment. The test was divided into two parts. The theoretical part included 30 TEFL practices in inclusive education classes, and each item included five options for students to choose one. The practical part included two classroom situations and invited students to write a scenario for each one. Results indicate that there are some fundamental bases to be considered when using the SBL, which showed a positive effect on enhancing AL-Azhar University-Gaza student-teachers' TEFL practices in inclusive education classes. Moreover, the participants made some suggestions for improving the use of SBL in teaching.

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Pineda Báez, Clelia, and Amparo Clavijo Olarte. "Growing together as teacher researchers." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 65. http://dx.doi.org/10.14483/22487085.182.

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This article focuses on the description of an innovative academic program implemented in the Masters Program in Applied Linguistics to TEFL at Distrital University in Bogotá, Colombia that aimed at facilitating EFL teachers’ undertaking of research in schools in Bogotá. The process of working collaboratively included identifying teachers’ feelings related to their research capabilities. The program allowed students to develop awareness of the applications of qualitative research in education. This experience contributed to bridging the gap between reflective practice and research practices. It also promoted a high quality of academic debate.

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Li, Fan, Si Fan, Yanjun Wang, and Jinjin Lu. "Chinese University Students’ Experience of WeChat-Based English-Language Vocabulary Learning." Education Sciences 11, no. 9 (2021): 554. http://dx.doi.org/10.3390/educsci11090554.

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The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students’ language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students’ English-language lexical proficiency during the pandemic. To fill this gap, the aim of the present study was two-fold: (1) it initially explored the relationship between the variables including students’ academic years, genders, and academic faculties/disciplines, and their lexical proficiency; and (2) it evaluated the effectiveness of a WeChat-assisted lexical learning (WALL) program in facilitating learning outcomes of English-language vocabulary. One hundred and thirty-three students at a university in Northern China participated in the WALL program for three weeks. As the results indicated, the independent variables had no correlation with the students’ lexical proficiency. More importantly, the students had a decline in the test scores after using the program, compared to their initial test scores. Moreover, the difference was reported to be medium. The findings further proposed questions on applying WeChat to vocabulary teaching in a large-scaled transition. The study is expected to provide insights for tertiary institutions, language practitioners, and student stakeholders to troubleshoot the potential problems regarding implementing WeChat-based TEFL pedagogies.

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Joseph, Dawn, and Richard Johnson. "Colour, culture and difference in Australian teacher education: voices from the edge." Qualitative Research Journal 19, no. 3 (2019): 324–43. http://dx.doi.org/10.1108/qrj-12-2018-0010.

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Purpose Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy. Design/methodology/approach The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative. Findings The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy. Research limitations/implications The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference. Practical implications The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia. Social implications By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites. Originality/value This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.

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Zhang, Lawrence. "Awareness-Raising in the TEFL Phonology Classroom." ITL - International Journal of Applied Linguistics 145-146 (2004): 219–68. http://dx.doi.org/10.2143/itl.145.0.562915.

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This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.

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Kanter, Steven L. "We Must Continuously Tell the Story of Academic Medicine." Academic Medicine 87, no. 12 (2012): 1643–44. http://dx.doi.org/10.1097/acm.0b013e318278c802.

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Kralova, Zdena, Robert Tomsik, Elena Kovacikova, and Jana Hartanska. "MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT." Slavonic Pedagogical Studies Journal 11, no. 1 (2022): 2–21. http://dx.doi.org/10.18355/pg.2022.11.1.1.

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This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European educational context. The quantitative analysis did not confirm any type of motivation as a significant predictor of academic achievement. However, gender was revealed as a significant motivational role in choosing TEFL as a profession. Male student teachers reached higher average scores in intrinsic and altruistic motives, compared to female teacher trainees who scored higher in extrinsic motives.

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Birmingham, Carrie. "Romance and irony, personal and academic." Narrative Inquiry 20, no. 2 (2010): 225–45. http://dx.doi.org/10.1075/ni.20.2.01bir.

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This article tells about stories with stories alongside a theoretically based analysis. The author’s personal story is combined with the story of this research project to tell and analyze the stories of two mothers whose children have autism. The mothers’ narratives are interpreted in this study as a defense of the narrators’ goodness as mothers and a defense of their children’s goodness. The narratives do this is in part through their structure, which holds many qualities in common with two traditional Western literary structures: romance and irony.

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Iqbal, Isabeau Anisa. "Don't tell it like it is: Preserving collegiality in the summative peer review of teaching." Canadian Journal of Higher Education 44, no. 1 (2014): 108–24. http://dx.doi.org/10.47678/cjhe.v44i1.183625.

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While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members’ perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data with 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise among academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways.

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Sabet, Masoud Khalili, and Roya Minaei. "A Comparative Corpus-based Analysis of Genre Specific Discourse: The Quantitative and Qualitative Academic Papers in the Field of the TEFL." Theory and Practice in Language Studies 7, no. 4 (2017): 294. http://dx.doi.org/10.17507/tpls.0704.08.

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This study attempts to analysis the different parts of quantitative and qualitative research articles in the field of TEFL comparatively to present a convenient pattern for novice EFL students or researchers in a non-English context. Benefited from mix method, current study investigated the similarities and differences between the two genres-specific corpora. In order to induce accurate and creditable result, data-analyzing process was implemented through both computer-based programs and hand- tagged analysis. Fifty quantitative and qualitative TEFL research articles from high-ranking ELT journals were selected and then analyzed. Swales CARS model (2004) was considered as a framework of analysis. Moreover, interpreting of obtaining results from the vocabulary profile program, the readability statistics of two corpora, fulfilled through non-parametric Mann-Whitney U test. The conducted results according to significant level of x < 0.5 or x = 0.05 demonstrated that the differences between quantitative and qualitative research articles from lexio-grammatical and rhetorical features were insignificant. On the contrary, move-structure analyzing of both genre indicated that there are some variation between some exercise of move-step structure. These findings may provide confirmatory and useful evidences for academic researchers in the EFL context.

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Cannon, Susan Ophelia. "A Field Guide to Academic Becoming." Qualitative Inquiry 26, no. 8-9 (2020): 1110–21. http://dx.doi.org/10.1177/1077800419881658.

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This article twists, folds, iterates, and proliferates figurations of field in/of/outside the academy as it works to undercut the taken-for-granted assumptions about the field and its borders and boundaries. I question how making boundaries fuzzy might work to open up radical possibilities for knowledge production and becoming with/in fields. Furthermore, the article considers how the way in which we tell ourselves stories of fields and our place(s) in them matters. How might we do different research or do research differently if we reconsider the cuts we always already make between field/researcher/researched? Can fieldness disappear and would we want it to?

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Assapari, M. Mugni, I. Nengah Martha, I. Made Sutama, and Luh Putu Artini. "Developing EFL learning materials for adult learners." International journal of linguistics, literature and culture 5, no. 3 (2019): 32–42. http://dx.doi.org/10.21744/ijllc.v5n3.629.

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The current study aimed at developing English instructional materials for listening and speaking as additional learning sources. The research was conducted at Universitas Islam Negeri Mataram, Indonesia. The population was university students of semester three in academic year 2018/2019. There were 48 students as the respondents of 20 questionnaires. The current study followed Research and Development Procedures proposed by Borg & Gall (1979). It involves (1) a preliminary stage and collects information, (2) planning, (3) develop of product, (4) expert validation, (5) small-scale and large-scale field tried-out the students. The result of the research has shown that Indonesian students have confirmed the need for listening and speaking English materials. Since the existing materials used in learning had weaknesses, including the lack of opportunity for listening and speaking, the researchers have developed the TEFL materials to meet the standard. After being validated by the experts, and tried-out to the students, the developed TEFL materials have been able to improve students’ speaking ability.

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UEMURA, Yashio. "Tell me more about copyright : Part4: Academic publishing and copyright." Journal of Information Processing and Management 53, no. 10 (2011): 564–70. http://dx.doi.org/10.1241/johokanri.53.564.

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NOGUCHI, Yuko, and Tomoaki WATANABE. "Tell me more about copyright : Part5: Academic information and copyright." Journal of Information Processing and Management 53, no. 11 (2011): 624–30. http://dx.doi.org/10.1241/johokanri.53.624.

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Samson, Kurt. "NerveCenter: COI proposal too costly, academic research groups tell NIH." Annals of Neurology 68, no. 6 (2010): A11—A12. http://dx.doi.org/10.1002/ana.22327.

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Al-Mukdad, Sarah. "Investigating English Academic Writing Problems Encountered by Arab International University Students." Theory and Practice in Language Studies 9, no. 3 (2019): 300. http://dx.doi.org/10.17507/tpls.0903.07.

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This study is in the area of Teaching English as a Foreign Language (TEFL). It aimed to investigate the academic writing problems encountered by students at Arab International University (AIU) who are taking the Academic Writing module (AWR). The purpose of the study is to investigate this problem from the perspective of students in order to suggest possible treatments to deal with it. The data was collected through distributing a questionnaire to 50 students from different majors at AIU. Upon analyzing and discussing the obtained data, results suggest that students tend to perceive all aspects of academic writing to be difficult. One reason is that they poorly recognize the difference between academic and general English writing due to the lack of background knowledge about writing academically. Another prime reason is attributed to having problems in different linguistic elements even at this supposedly high proficiency level. The study concludes with suggesting a number of ways to address this issue.

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Veronika Br Sembiring and Juli Yanti Harahap. "Application Method Play Show and Tell in Increase Ability communicate Oral Early Childhood 5-6 Years in Kindergarten Creation Nation Rambai 2021/2022 Academic Year." International Journal of Educational Research Excellence (IJERE) 1, no. 2 (2022): 193–97. http://dx.doi.org/10.55299/ijere.v1i2.215.

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Problem main in study this that is, application method play show and tell inside increase ability communicate oral child age early. Study this aim for knowing enhancement ability communication oral child with method playing show and tell at Karya Kindergarten Nation Rambai. Study this is Study Qualitative descriptive. Deep data collection techniques study this is observation and interview. subject study this is child aged 5-6 years with a total of 14 children. object study is ability communication oral child age early through method playing show and tell to children 5-6 years old at Karya Kindergarten Nation Rambai T. A 2021-2022. Data analyzed in a manner descriptive qualitative with interviews and observations. Research results show exists enhancement ability communication oral child increase through activity play show and tell. this proven with exists increase in average ability communication oral child through activity playing show and tell, on observation initial 45% increase to 75% on observation after he did action method play show and tell. With thereby could concluded that activity play show and tell can increase communication oral child age early in TK Karya Nation Rambai.

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Anwar, Choiril, and Wa Ode Runi Kusumawarni. "A Descriptive Analysis of Young Learners’ Behaviours toward TEFL." Register Journal 11, no. 1 (2018): 79. http://dx.doi.org/10.18326/rgt.v11i1.79-100.

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This research was surely aimed at investigating young learners’ behaviors toward the teaching English as a foreign language (TEFL). This qualitative research used descriptive method. It was conducted in SD Islam Sultan Agung 4 Semarang. The population of this research was the students of grade 5 and students of grade 6 in the academic year of 2017/2018 with the total sample was 70 students, consisting of 32 students of Grade VA and 38 students of Grade VI. In this research, the researchers used convenience sampling to determine the sample of the research. The variables of this study were teaching English as a foreign language which is as independent variable and young learners’ behavior functions as dependent variable. The data collection techniques of this research were through 1) observation and 2) close-ended questionnaire. The results of the research then indicated that young learners showed positive behaviors toward the teaching English as a foreign language such as paid attention to the teacher’s explanation, wrote down and read the material, actively and bravely in asking questions to the teacher, and made the vocabularies list to be memorized.Keywords: Teaching English as a Foreign Language; Behavior; Young Learners

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Journal articles on the topic 'Tefl academics'

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