Competence Of English Teachers Research Articles

A Study on Strategies for Enhancing the Teaching Competence of English Teachers in Higher Vocational Colleges

A Study on Strategies for Enhancing the Teaching Competence of English Teachers in Higher Vocational Colleges

Intercultural Communicative Competence in English Teaching and Learning for Islamic Universities: Students Perceptions and Expectations

This research delves into the realm of intercultural communicative competence within the context of English teaching and learning, specifically focusing on Islamic universities. The study centers on the perceptions and expectations of students regarding this competence. By exploring the intersection of language, culture, and education, the research aims to provide insights into how students enrolled in Islamic universities conceptualize intercultural communicative competence as part of their English language education. Through a qualitative approach, the study analyzes students' perspectives from three Islamic universities to uncover their attitudes, beliefs, and anticipated outcomes related to intercultural communication in an academic setting. The findings hold implications for curriculum development, pedagogical approaches, and the enhancement of cross-cultural understanding within English language programs at Islamic universities.

English teacher competency: a study with different school levels and teaching experience

ABSTRACT This study investigated effects of school levels and years of teaching on the teacher’s perceived competency of teaching English using an English subject-specific competency (ESSC) inventory of five constructs: language proficiency (LP), cultural teaching (CT), grammar translation teaching (GTT), communication skills teaching (CST), student-centred teaching (ST). 614 English teachers in Korea were surveyed. The results showed that English teacher perceived competency seems to be more related to school levels than years of teaching. The result of MANOVA showed the school levels and years of teaching have an effect on English teachers’ competency. The results of ANOVA showed that three constructs (LP, CST, ST) were statistically significant with school levels, but only one construct, CST was statistically significant with years of teaching. Interaction effects showed that the means of LP and GTT increased by years of teaching for primary school teachers, but those for middle and high school teachers fluctuated slightly by years of teaching. These results suggest that the competence of English teachers should be understood in a multidimensional way with school level and experience variables. Pedagogical implications were discussed based on the findings.

Retracted: The Cultivation of Cross-Cultural Communicative Competence in English Teaching under the Background of Artificial Intelligence and Big Data

Retracted: The Cultivation of Cross-Cultural Communicative Competence in English Teaching under the Background of Artificial Intelligence and Big Data

The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers

This study aims to measure the extent of the Kahoot! Effectiveness in improving the professional competence of English teachers in terms of memorizing vocabulary. The study was conducted in the teacher working group (KKG or MGMP) by taking 30 English teachers at random. The system that will be carried out is by control and experiment class then compares the scores both of them. In addition, an in-depth exploration (mix method) was conducted by interviewing the teacher whether the Kahoot! may be used in the next forum. The results of the study showed that control group only could memorize 5,33 in average however experiment class got 8,6 in average so it means that there is 33% distinction between both of them. Then, this result is strengthened by calculation on Wilcoxon Signed Rank that showed that the sig value 0,002 is greater than 0.05 so it also means like aforementioned. Kahoot app! found it very helpful in memorizing vocabulary because of its flexibility that it can be accessed from anywhere (e-class) but there are still many senior teachers, who are technology savvy, cannot access kahoot! especially if it will be implemented in the KKG or MGMP of English teachers.

Penguatan Kompetensi Pedagogik Guru Bahasa Inggris Dalam Meningkatkan Kualitas Pembelajaran Di MAN 3 Kabupaten Tasikmalaya

This study aims to determine the implementation of pedagogic competencies in teaching and learning activities, the obstacles faced by educators in teaching and learning activities and the efforts made by educators to deal with these obstacles. This study uses a descriptive method with a qualitative approach. Qualitative research by exploring how the pedagogical competence of English teachers improves the quality of learning at MAN 3 Tasikmalaya. This study went through a research process in the form of reduction, data presentation, drawing conclusions and triangulation. The results of the study revealed that the educators had not fully mastered the characteristics of students both in terms of intellectual, emotional, physical, spiritual and moral. They are also not optimal in terms of group discussions and the use of educational media, but in the areas of academic potential analysis, effective learning and lesson planning the teacher have done well. Obstacles were also described in this study such as the lack of facilities and infrastructure that support the process of teaching and learning activities, the lack of reference book sources provided by the government, the lack of training or training held, the lack of motivation of students in learning English activities, especially in vocabulary and the understanding of educators is still low on the mastery of information technology that can support learning activities. This study also reveals efforts to overcome obstacles such as trying to maximize existing facilities and infrastructure, looking for other learning resources to add references to learning materials, trying to attend seminars or workshops organized by non-government, trying to motivate students to be more enthusiastic about participating English learning activities and continue learning to upgrade yourself to improve skills in information technology to support English learning activities. Although this research is quite detailed, qualitative research does not reach many parties due to the limited number of respondents.

Teachers’ Professional Competence in Integrating Technology: A Case Study at English Teacher Forum in Majalengka

This article presents a case study at the English Teacher Forum in Majalengka, focusing on improving teachers' professional competence in integrating technology into their teaching practices. The study addresses teachers’ challenges in effectively incorporating technology and explores strategies to enhance their skills and abilities. The qualitative research methodology uses a case study approach using structured interview techniques and document analysis. The findings reveal that many teachers in the forum lack the confidence and skills to integrate technology effectively, hindering digital tools' educational potential. However, significant improvements were seen in the professional competence of English teachers, such as mastering teaching materials, being able to manage classes, being able to use media and learning resources, mastering educational foundations, being able to manage learning interactions, and being able to assess learning achievement for the benefit of learning through development programs professionalism, peer coaching, access to resources, and ongoing support. Students also demonstrated increased motivation and improved learning outcomes. The study highlights the importance of ongoing support and training for teachers and the need for technological infrastructure investment. The research findings and recommendations aim to guide educators and policymakers in promoting technology-integrated learning environments in Majalengka and similar contexts, ultimately enhancing student learning experiences and outcomes.

The Efforts of School Principals in Improving the Pedagogical Competence of English Teachers in SMPN 1 Jeumpa

Excellent education is largely determined by the ability and development of teachers in carrying out each learning task. Therefore, teachers need to have pedagogical competence so that the teaching and learning process can be carried out properly. This study aims to determine the efforts of school principals in improving the pedagogic competence of English teachers at SMPN 1 jeumpa. This study used a descriptive method with data collection techniques in the form of interviews and documentation methods, namely by interviewing school principals, vice principals, English teachers, and student representatives. While the data analysis technique used in this study uses data reduction, data presentation, and conclusion. From the results of the analysis, it can be concluded that the efforts of the school principal to improve the pedagogical competence of English teachers at SMPN 1 Jeumpa are carried out in several ways, namely: the school principal always provides training such as workshops, MGMP activities, and provides supervision. of all teachers. The principal also always provides motivation and appreciation to the teachers, and personal communication between the principal and the teacher, while the increase in teacher pedagogical competence at SMPN 1 Jeumpa has been fairly good.

Cultivating Junior High School Students’ Intercultural Communicative Competence Aiming at the Cultural Awareness Goals in English Curriculum Standards for Compulsory Education (2022)

Based on English Curriculum Standards for Compulsory Education (2022), the target requirements of Cultural Awareness from Grade 7 to Grade 9, namely “Comparison and Judgment”, “Adjustment and Communication”, “Perception and Internalization”, it is found that the intercultural communicative competence of junior high school students in China is insufficient, and the cultivation of junior high school students’ intercultural communicative competence in English teaching is also insufficient. Finally, teaching suggestions are put forward according to three specific goals: 1) finding similarities and differences to realize “Comparison and Judgment”; 2) communicating appropriately to achieve “Adjustment and Communication”; 3) investigating the reasons to attain “Perception and Internalization”.

TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING ENGLISH AT JUNIOR HIGH SCHOOL

This research focuses on pedagogical competence of English teachers’. This research aims to find out pedagogical competence of English teachers in teaching English at SMP Negeri 13 Palu. Data collection techniques used were questionnaire, interview and observation. The observation was used to find out the students perception on the teacher's pedagogical competence in teaching English. The interview was used to determine the pedagogic competence of teachers in teaching English. The observation was also used to see the process of teaching English in the classroom. The result of questionnaire showed that students’ perceive on English teachers’ when teaching English were very good pedagogical competence in mastering the characteristics of students, ability to develop curriculum/syllabus, developing students potential and evaluation of learning outcomes. The results of interviews with four English teachers showed that there were some difficulties in learning they are in the use of technology and developing the potential of students. The results of the observations show that the pedagogic competence of four English teachers in teaching English is in the good. In general, the pedagogical competence of the English teacher at SMP Negeri 13 Palu is generally in good criteria.

Examining the Effectiveness of the Educational Program Developed for English Teachers Working with Students Aged 13-18 Who Have Specific Learning Disability.

The current study examined the competencies of English teachers working with students having a special learning disability (SLD) and the effectiveness of the developed education program. The study was made during the pandemic, and the research group consists of voluntary 28 English teachers working at the level of second and third schools in the districts of Konya in the 2021-2022 academic year. A mixed method (qualitative + quantitative) was used in the research. The research was designed with a pretest-posttest control group experimental design. In the study, the proficiency levels of the teachers who participated in the training program in the sub-dimensions of SLD knowledge, SLD academic skills, SLD professional knowledge, and foreign language teaching knowledge were found to be statistically significantly higher than both the pre-test scores and the teachers who did not participate in the training. In addition, it was determined that there was a statistically significant and positive correlation between all sub-dimensions of English teachers' proficiency levels in the field of SLD. These results indicate that the training program on SLD plays an important role in increasing the competence of English teachers in this field. Evidence obtained in the study will guide experts who prepare teacher training and in-service training programs.

Management Of English Learning In Senior High Boarding School (Qualitative Descriptive Study Of Strategies To Improve The Quality Of Speaking Skills At Nahdlatul Wathan Bogor High School And Azzhahiriyah Islamic High School Bekasi)

The problem in this study is that the management of learning English at Pondok Senior High School is not good. The general research objective is to identify and describe the quality management of speaking skills in English language learning at Islamic boarding schools. Results of the study: In general, the management of learning English at Islamic Boarding School High Schools on the Strategy for Improving the Quality of Speaking Skills at Nahdatul Wathan Bogor High School and Azzhahiriyah Bekasi Islamic High School is going well, although there are some deficiencies in the aspects of Syllabus and RPP, strategy, strategy implementation, evaluation, and innovative efforts made to improve the quality of English speaking skills. The specific conclusions are: (1) Syllabus and lesson plans for learning English speaking skills at Pondok Senior High School, including: Learning syllabus, learning lesson plans, learning materials, learning methods, learning media, learning evaluation, and learning success standards have been well prepared. (2) The strategy for improving the quality of teaching English speaking skills at Pondok Senior High School includes: Internal strategy and external strategy have been well implemented. (3) Implementation of a strategy to improve the quality of teaching English speaking skills at Pondok Senior High School, including: Internal strategy consisting of increasing the competence of English teachers, providing English learning media, and intracurricular and extracurricular activities. The external strategy consisting of partnerships with other institutions and developing sister schools has been well implemented. (4) Evaluation of the Implementation of the Strategy for improving the quality of teaching English speaking skills at Pondok Senior High School, including: Evaluation objectives, evaluation tools, evaluation results, and evaluation follow-up plans have been carried out properly. (5) Obstacles in the Implementation of Strategies to improve the quality of teaching English speaking skills at Pondok Senior High School, including: HR Barriers, Learning Facilities Barriers, Learning Media Barriers, and Cost Barriers have been given a good solution. (6) Innovative efforts made to improve the quality of English speaking skills at Pondok Senior High School, include: Super camp and English E-learning have been well implemented IThe concusion is management of learning English on speaking skill is effective.

Peningkatan Kompetensi Guru Bahasa Inggris dalam Penulisan Artikel pada Open Journal System (OJS)

Teacher training activities in writing article and publication on the Open Journal System are strategic to be carried out. This is expected to have an impact on increasing the ability of teachers in writing scientific papers and also publications. In addition, it is hoped that through the writing culture, an academic climate will be developed among teachers. The implementation of training articles and publications in journals for Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris Sekolah Menengah Atas (SMA) Kota Sorong group is expected to be a solution to the lack of teacher publications. In addition, participants who will take part in this training will share the knowledge gained with their fellow teachers at their home school. The results of this Community Service activity show an increase in the ability of teachers from the average pre-test score of 59 and post-test 89. The conclusion from this activity is that the training carried out has succeeded in increasing the competence of English teachers in Article Writing and Publication in the Open Journal System (OJS).

Teacher's Pedagogic Competence in Teaching English: An Analysis Study

The teaching and learning process is changed from offline learning became online learning due to Covid-19 outbreaks. The aimed of this study was to describe how is the pedagogical competence of English teachers at SMPN 7 Tanjungpinang. This research used qualitative research method which means that the researcher describes the result of the data about teacher’s pedagogical competence consists of understanding of the students, designing of the material, developing students’ potential and evaluation. Observation and interview were used as the instruments of this research. The result showed that the pedagogical competence of English teachers in online learning is on good categories with keep regard and adjust to the needs of students during online learning. Moreover, the teachers must always improve their pedagogical competence especially in online learning. Key Words: Pedagogic Competence, Online Learning, Google Classroom

The quality enhancement of action research on primary school English instruction in Chinese rural areas: An analysis based on multimodality.

This study investigates the influences of action research on primary school English instruction from five dimensions in the classroom, viz., types of questions, language errors, gestures, facial expressions, and interpersonal distance. Four English teachers’ 9 real classroom teaching videos before and after action research are collected and annotated by using ELAN software. The results show that primary school English teachers in Chinese rural areas prefer closed questions to open questions; They make some language errors; Deictic gestures are the most common gestures used, while metaphoric gestures, beat gestures and iconic gestures are rare; Teachers have the same preference for three types of facial expressions, and teachers’ serious expressions accounts for most of the time; They seldom keep an intimate distance or personal distance from their students. Second, Action research is effective to motivate teachers in rural areas, who make great progress in all five dimensions after AR: more open questions are asked; pragmatic errors and grammatical errors are reduced; deictic gestures increase; apathetic decrease, and more intimate distance is exhibited in the interpersonal distance dimension. Third, teacher’s English teaching competence is partly transferrable to her future professional development, and this is also the long-lasting effect of AR.

Viewing English Teaching in Secondary Vocational Schools from the Reform of English Teaching Competence Contest in Secondary Vocational Schools

Viewing English Teaching in Secondary Vocational Schools from the Reform of English Teaching Competence Contest in Secondary Vocational Schools

Competency Evaluation Model of English Teaching Position Based on Nonlinear Random Matrix

Nowadays, the economic globalization is advancing day by day. As the most widely used language for international communication, English is becoming more and more important. English education is the most important part of the whole English basic education, and English teachers play an important role in developing the cause of English basic education. Job competency assessment is a technical method to assess the staff’s working ability, which can comprehensively and objectively evaluate the English teaching position competency. Based on the in-depth study of the relevant theories of the job competency model, the nonlinear random matrix is applied to the job competency evaluation, and the components of English teachers’ job competency are deeply explored. The competency evaluation elements are constructed from three levels of knowledge ability, technical ability, and potential ability. Based on the established job competency evaluation model, this paper evaluates and analyzes the English teachers’ job competency. The results showed that the model had good structural validity, and the correlation between factors and the scale was 0.3∽0.8, with no significant difference in each factor, which provided strong support for the assessment of English teaching competence.

A NEED OF ENGLISH TEACHER PROFESSIONAL COMPETENCE IN 21ST CENTURY

Professional competence of an English teacher in this century has many problems, such as lack of English teacher development program and the English teacher problems in using technology. In literature, professional competence indicators review is very lack and research reported about a need analysis of teacher professional competence was not found. Moreover, it does not related to notion of 21st century. So, the objective of the research is to find out the need analysis of professional competence of English teachers in the 21st century. The method of the research is qualitative research. The interview was conducted to English teachers at a Vocational High School was collected to get the data. The interview data will be analyzed by three steps: reduction, display and conclusion. The need of English teacher in professional competence are (1) Being up to date towards English subject; (2) Empowering things related to develop curriculum; (3) Developing materials based on the students and school condition and situation; (4) Conducting a research; (5) Promoting ICT skills; and (6) Learning and implementing the educational foundation. Those need analysis can be useful to improve the quality of English teacher in the 21st century education in Indonesia.

A Study on the Theory and Application of English Teachers’ Cross-Cultural Competence in Private Colleges and Universities in the Context of “Internet +”

In China’s higher education system, the faculty and teaching quality of private colleges and universities have been consistently enhanced, as they play an essential role in the training of professional talents. In the context of “Internet +” and through a detailed analysis of the cross-cultural competence of English teachers in private colleges and universities in China, this paper discusses the necessity and feasibility of cultivating college teachers’ cross-cultural thinking to constantly optimize and perfect the strategies for cross-cultural competence, as well as improve the practical application level of English teachers’ cross-cultural knowledge theory, so that English teachers can be exposed to the latest educational ideas, constantly broaden their cultural horizons, strengthen professional sensitivity and environmental adaptability, pay attention to local culture, optimize critical thinking, and improve cultural literacy, thus laying a solid foundation for an all-round experience of cross-cultural communication.

An Analysis of Strategies for Improving Intercultural Communicative Competence in English Teaching in Secondary Vocational Schools

English in secondary vocational schools emphasizes the cultivation of students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability. The development of cross-cultural communication skills not only provides students with more opportunities for personal development, but also helps them establish a sense of community with a shared future for mankind and a sense of multiculturalism, form an open and inclusive attitude, deepen their understanding of the culture of the motherland, enhance their patriotism, and strengthen their cultural confidence. Therefore, teachers should actively explore the countermeasures of cultivating students’ intercultural communication ability in vocational English teaching.