Development Of English Teachers Research Articles

STUDENTS PERCEPTION OF GAMIFICATION TO PROMOTE CLASSROOM ENGAGEMENT AND MOTIVATION IN SENIOR HIGH SCHOOL

The development of English teaching and learning is also influenced by rapid changes in technology as we enter the industry of 4.0. Education and teaching-related field areas such as pedagogy, teaching media, the courses, etc. are the subjects which have been impacted by technology. Meanwhile, the lack of motivation is one of the obstacles that students faced. In this research, the researcher used one online-gamification tool called 'Kahoot!' in a senior high school to promote their engagement and motivation. The case study and questionnaire were used for the method of data collection. The data collection process was conducted for two months on campus. The meaningful gamification concept was applied through Kahoot! at the end of the meeting, and the last session they answered the questionnaires. Thirty-five students participated in this study, and the result of the study showed students’ responses which are discussed under two main topics; Students’ engagement and motivation, and learning outcomes.

Analysis of Elementary School English Teachers’ Professional Dialogue as Their Professional Development

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction.

English Teachers’ Attitude towards Professional Development in Kuwait

Teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices since advancement in their teaching career is finally for their students and education reform. Besides, teachers and their professional development must be seen as an investment. This study is designed to investigate the English teachers’ attitude towards professional development in Kuwait and the problems encountered by those teachers, and their need for professional development programs. It intends to devise innovative approaches for English teacher’s development in Kuwait based on teachers’ requirements to provide those teachers with all they need to overcome the obstacles they face in their professional lives. It will also assess teachers’ preferences of the pedagogical tools that enable them to convey the instructional material. The participants in this study were 20 experienced in-service English teachers who were chosen randomly from three different institutes at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Data were gathered from two main sources: Interviews with in-service teachers of English, and questionnaires. Specifically, the study aimed to address questions related to the teachers’ future development and the possible problems facing them or expects that might face them in the future, and their feedback about the challenges and difficulties of teaching English in Kuwait. The findings revealed a lack of teachers’ development in some particular areas that need more skill development of English teachers. Intensive training courses should be applied for the in-service teachers, and professional development programs should promote and enhance teaching effectiveness and support professional growth. Teachers’ professional development should permit the transition to higher status and responsibility roles within the teaching profession. Therefore, teachers need access to new research and acknowledgment in teaching literacy, language development, and an integrated curriculum. Moreover, they need appropriate up-to-date qualifications in both the content area of the subject and teaching methodology. They also need opportunities to share expertise with other experienced teachers and educators, leading to reflection on practice. Furthermore, high-quality teaching should be focused on developing a strong, well informed, and well supported professional body to respond to community and educational concerns. Also, access to professional development is of paramount importance as it enables teachers to improve students’ learning outcomes. Finally, English teachers can actively participate in evaluating teaching practices and programs; and actively participate in the implementation of local state and national curriculum initiatives.

Impact of Distance Learning on the Professional Development of English Language Prospective Teachers

The present study was conducted to explore the impact of distance learning on the professional development of prospective English teachers who applied for the TEFL programme designed and organized by Allama Iqbal Open University. The objective of the study was to investigate the impact of distance learning on the professional development of English teachers. Through stratified random sampling technique (30 males and 45 females) were selected as a sample. The questionnaire was developed to assess the impact of distance learning. Descriptive and inferential statistical analysis techniques were applied to analyze the data. The independent sample t-test and one-way ANOVA were used to analyze the demographic variables. The findings revealed that the majority of the participants were satisfied with the TEFL programme as it is catering to all the required learning needs of the teachers, and they were of the view that this programme has profound effects in terms of their professional development.

Design and practice of blending teaching mode in college English

<p>With the development of English education and the progress of modern educational technology in China, it is the current trend of college English teaching reform and development to explore a blending mode of college English based on network and classroom teaching. The development and implementation of blending teaching mode is the key factor, aim of which is to enable students to develop their ability of active, autonomous and personalized learning.</p>

An improved machine learning and artificial intelligence algorithm for classroom management of English distance education

As an inevitable trend in the development of English teaching, English distance education needs to use artificial intelligence to control the classroom, so as to improve the degree of control of teacher over the classroom. Based on the machine learning algorithm, according to the needs of English distance education classroom management, this paper builds an English distance education classroom management system based on improved machine learning artificial intelligence algorithms. Moreover, this research constructs the system function module through requirement analysis, and combines the positioning algorithm to locate students in real time. In addition, this study analyzes the students’ status through intelligent database processing to grasp the students’ learning status in a timely and effective manner. In order to verify the performance of this system, this study verifies the performance of the model by means of comparative experiments. The research results show that the system constructed in this paper has a certain effect.

Collaborative and individual professional development for english Teachers

University, academic lyceums, professional colleges and secondary schools -collaborative professional development (PD) has great potential impacts on English language teachers professionalism. The collegiality of PD built at among university, academic lyceums, professional colleges and secondary schools can provide positive atmospheres for all teachers who will have greater opportunities to discuss and to share with about the latest issues about and English teaching. In this article, we will discuss the advantages of university, academic lyceums, professional colleges and secondary schools collaborative professional development for English teachers and highlight the individual professional development in the period of global quarantine

Professional Development Needs of Private and Public High Schools EFL Teachers in Erbil-Kurdistan

Due to the importance of professional development in the improvement of teaching and education, and the importance of English as a language and subject of study in Erbil, this study focused on the needs for professional development of English teachers. The present study also investigated teachers’ opinions about their needs for professional development. The study also attempted to explore other issues related to the professional development of teachers of English in Erbil such as benefits of professional development programs, state of professional development programs, stages of applying for professional development programs and problems in professional development programs. 36 English language teachers participated in a survey. The survey results demonstrated that a great number EFL teachers are aware of the importance of professional development. However, lack of resources and opportunities are some of the major reasons which prevent them to participate in professional development activities. The present study attempts to reveal what EFL teachers think about their professional development and what kind of difficulties they face in pursuing their goals.

Research on the Design of College English Lessons Based on Hybrid-styled Teaching

At present, our society has gradually developed into an Internet-based society. Driven by the development of the Internet, many areas including education have begun to reform and innovate. Many colleges and universities in China have always adopted the traditional teaching methods, for instance, using a unidirectional teaching method or teaching in a fixed place. In the era of Internet, these methods fail to meet the needs of both parents and students. Subsequently, with the emergence of Internet Plus technology, the limitations that were originally found in the development of English teaching in colleges and universities can be overcome. By combining virtuality and reality, a new mode of simultaneous online and offline teaching has been realized, making English teaching no longer affected by the limitation of space.

멀티미디어를 활용한 영어교사 연수 프로그램 개발에 관한 연구

This study aims to discover the effectiveness of a multimediafocused English teacher training program as an advanced teacher training system for secondary school English teachers through the analysis of survey data. The survey includes two categories: a program assessment (curriculum, development of language skills and teaching ability) and a course assessment (teaching courses, teaching materials). The questionnaire was composed of two questions for surveying biographical data, thirteen five-point scale questions, and four subjective questions (trainer’s feedback). The analysis of the survey employed a mixed-method approach utilizing both quantitative and qualitative analysis methods. The results of the study suggest an efficient curriculum for English teacher training that will aid in the development of a program for English teacher training and raise the standard of secondary English education for future programs. Based on the results, an advanced teacher training program will also help to improve the quality of secondary English education through the development of English teachers’ communicative ability and teaching ability.

Innovation and development of English education in colleges and universities in the new period

As an international language, English has an important influence on the future development of students. This paper mainly introduces the problems existing in English education in colleges and universities in China in the new period and the strategies for innovating English teaching in colleges and universities for reference.

Optimization of education management system for English teaching based on web

With the integration of world economy, social reform and the development of English education. The English test has become a significant part of education. Due to the status of English courses and the scale of examinations, computer examination is undoubtedly a convenient and fast way of examination. At the same time, for higher vocational college teaching, some English examination systems based on WCB are not targeted. Therefore, the development of higher vocational English Web examination system. It is an exploration of English teaching reform and English language learning test in higher vocational colleges under the new situation. It has the characteristics of pertinence, science, economy, practicability and operability. It is believed to be of great promotion and application value to higher vocational English teaching, curriculum construction and reform as well as teachers’ own development.

Technology Integration for the Professional Development of English Teachers

This paper deals with the intersection of the didactics of English as a ForeignLanguage (efl) and of Technological Pedagogical Content Knowledge (tpack)to guide teachers in the use of some specific tools and how to integrate theminto their lessons. To meet this requirement, the researchers conducted a study to answer the question: How may the implementation of a teacher development program on tpack impact the English teaching and learning of a group of in-service teachers? The researchers collected data through observations, interviews, and before-while-after questionnaires in the implementation of two technology modules. The participants received a 48-hour course in technology during the first and second semester, as well as four follow-up sessions on the tpack these teachers use in practice, associated with the knowledge intersections, namely tck, tck, and tpk. The professional development was organized into four stages and workshops: a) modeling a technology-enhanced activity type; b) integrating a pedagogical model in a lesson; c) developing technical skills through different virtual resources for lesson planning; d) applying tpack to design tasks for teachers’ lesson plans. The results highlighted a positive impact on professional learning for teacher’s development of tpack. They also revealed that teachers learned to consider the possibility of using technology, access issues in their choices, and use of technology for lesson planning.

The Role of Reflective Teaching for Continuing Professional Development of English Teachers

Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.

Teacher professional development to implement Global Englishes language teaching

ABSTRACTThe sociolinguistic reality of English users becomes more diverse as the number of non-native English users increases. This changing landscape of English users has implications in English language teaching (ELT), which calls for the need to shift the ELT paradigm from valuing native-norm English to respecting the diversity of Englishes as a legitimate status. However, prior research has paid little attention to supporting teachers to bring change in their classrooms. This article presents an attempt to provide teacher professional development for English teachers in Thailand to implement Global Englishes language teaching (GELT). Using transformative learning theory, the professional development was designed to help teachers experience disjunctures through a series of transformative learning activities. A questionnaire, researcher’s field notes, and teacher’s reflection were used to document teachers’ attitudes toward GELT. The analysis showed that teachers reported positive feedbacks toward the activities, but attitudes toward GELT were observed to have minimal changes.

The Development of FL Oral Production and Autonomy Through Peer Collaboration and the Use of ICT

This paper focuses on the development of learner autonomy and foreign language oral production through peer collaboration in a Brazilian teacher education program. Brazilian students seldom have the opportunity to speak English beyond the classroom. In pre-service English teacher development, few students are proficient in the language, and to become teachers, they all need to make the most of opportunities to improve their competence in the language and to familiarize themselves with all the aspects of teaching and learning. This situation and the fact the university had an underused ICT laboratory for teacher development, led to the organization of a social learning space to stimulate autonomous work and collaboration among students beyond the classroom. A few students participated as volunteer collaborators, and their engagement in the activities was analyzed to find out whether they had opportunities to develop autonomy and oral skills. The aim of the paper is twofold: first, to describe the course of action designed for this context, drawing from literature on learner autonomy (Benson, 2000, 2011; Dam, 2000; Kohonen, 1992; Little, 1996; 1997; Murray, 2014) and social learning spaces (Allhouse, 2015; Heigham, 2011; Murray, 2014); and second, to discuss the development and preliminary results of this process.

Post-critique in contemporary ELT praxis

Abstract This article investigates the importance of critical thinking in English language teaching. It begins with an examination of the notion of praxis and its relevance for current critical literacy research and teacher education programmes. One such programme was a distance-learning course offered to English teachers from Brazilian public schools from November 2016 to November 2017. An analysis of excerpts from posts on Moodle forums and online chats from this course was made in order to ascertain whether participants acknowledge the importance of critical literacy and are able to identify any hindrances to its implementation in the classroom. This article concludes by advocating a post-critical (HOY, 2005) approach to the development of English teachers’ critical praxis, based on the concepts of self-reflexivity and ethics.

On the Construction of Follow-up College English Curriculum in TCM Colleges and Universities

In order to further improve students’ English application abilities, the establishment of follow-up college English courses is urgent for TCM universities. The follow-up college English curriculum should aim on improving students’ specialized English level as well as cultivating their humanistic quality. The authors suggested multi-module and multi-level courses should be considered in the construction of this system. With its scientific nature, individualized course management, specialized teaching materials, the construction of follow-up college English curriculum will not only integrate the students’ specialized English skill with cultural literacy but also provide a direction for the development of English teachers in TCM colleges and universities.

高校英語教師の成長につながる支援に関する研究(実証研究,問題別討論会・課題別研究プロジェクト・シンポジウム,中部地区英語教育学会第41回(福井)大会)

高校英語教師の成長につながる支援に関する研究(実証研究,問題別討論会・課題別研究プロジェクト・シンポジウム,中部地区英語教育学会第41回(福井)大会)

Effective Approaches to the Professional Development of English Teachers in Applied Colleges

The prosperity and development of English subject cannot do without the participation of teachers. The teaching reform are researched with the integration of theory and practice, combined with the actual problems in English Teaching for teachers to carry out the development of exploration and research, of which results can shows great practice significance to promote teaching and research level. The theory of educational activity is not only an effective analytical framework for exploring teacher research activities, but also a theoretical basis for the development and implementation of teacher education curriculum.