In-service EFL Teachers Research Articles

Is Technology in Our Classrooms? EFL Teachers’ Beliefs and Engagement with Technology in the Classroom

This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants’ four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants’ demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertise, and context. It was also found that gender, age and teaching experience did not create any significant change on teachers’ beliefs.

Effects of employing In-service EFL Teachers Strategy-based Instruction on their Performance of Teaching Listening Comprehension in Amman-Jordan

This study investigated the effect of a proposed training program based on strategy-based instruction (SBI) on EFL female teachers' performance in teaching listening comprehension . The participants of the study were 36 EFL female teachers who were purposefully chosen by EFL supervisors from schools in Amman. The participants were randomly divided into two groups: 18 EFL teachers in the experimental group who were trained according to the proposed training program and 18 teachers in the control group who were received a conventional training program. A teaching listening comprehension scale and an observation checklist were used as research tools. Analysis of covariance (ANCOVA) was employed to identify any statistically significant differences between the two groups on teachers' performance in teaching listening comprehension. The findings revealed that the teaching performance in listening comprehension of female EFL teachers in the experimental group outperformed the control group, and employed most of the SBI when the participants were observed. Based on the results of the study, the researcher recommends that future research be investigated on the effect of research-based strategies on teacher effectiveness in teaching other language skills. Keywords: in-service EFL teachers; Strategy Based Instruction; listening comprehension ; EFL teacher' performance; research-based strategies

In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching?


 
 As long-life learners, teachers should not stop learning and evaluating their teaching-learning process. One of the ways to evaluate or reflect a teacher’s teaching is by conducting reflective practice. Reflective practice or sometimes called reflective teaching is not a new concept. In the education field, reflective teaching has been enforced as a means to develop teacher professionalism. This study aims at reviewing some reflective practice tools utilized by in-service teachers in reflecting their classroom performance as an attempt to improve their teaching. Two in-service teachers with teaching experience ranging from 3-10 years are concerned with this research. Data gained through interviews. The data collected are compiled by applying Miles, Huberman, & Saldana’s (2014) interactive model data analysis. The results of data analysis reveal the individual differences among in-service teachers’ preference in doing reflection toward their teaching. The finding of this study leads in-service teachers to know kinds of tools used in reflective practice in their teaching-learning process to improve their teaching quality and learning outcomes.
 

INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

A Professional Development Program for Developing In-Service Preparatory Stage EFL Teachers’ Performance in the Light of their Teaching Needs

استهدفت الدراسة الحالية التعرف على أثر برنامج للتنمية المهنية في أداء معلمي اللغة الإنجليزية بالمرحلة الإعدادية في ضوء احتياجاتهم التدريسية. وقد تم إستخدام ثلاث أدوات لجمع البيانات و هي: استبيان لمعلمي اللغة الإنجليزية بالمرحلة الإعدادية لتحديد احتياجاتهم التدريسية من برنامج التنمية المهنية المقترح، واختبار تحصيلي (قبلي –بعدي)، وبطاقة ملاحظة (قبلية –بعدية). وقد قامت الباحثة بتطبيق البرنامج في ثمانية أسابيع بمعدل ساعتين کل إسبوع على عشرة معلمين مثلوا المجموعة التجريبية، بينما مثل عشرة معلمين آخرين المجموعة الضابطة. وقد تم معالجة البيانات التي تم جمعها قبل وبعد تقديم موضوعات سبعة خاصة بالبرنامج تم اختيارها من قبل المعلمين وقياسها لديهم باستخدام اختبار تحصيلي (قبلي –بعدي) ، وهي: ١. المداخل الحديثة لتدريس اللغة ٢. کيفية إعداد درس بطريقة جيدة ٣. کيفية إدارة الفصول والعلاقات داخلها ٤. کيفية التعامل مع أنماط التعلم المختلفة للمتعلمين ٥. طرق حديثة لتدريس اللغة الانجليزية کلغة أجنبية ٦. کيف يتم إختبار وتقويم المتعلمين ٧. کيف يتم زيادة دافعية ومشارکة المتعلمين دخل الفصل وکذلک قياس المهارات التدريسية الأربع الرئيسة لدى المعلمين داخل الفصل، و هي خاصة ببطاقة الملاحظة التي قام برنامج الاصلاح التعليمي بمصر (٢٠٠٨ - ٢٠٠٩) بإعدادها، وتبنتها الباحثة بعد تعديلها لغويا. وقد تم إستخدام بطاقة الملاحظة (قبليا وبعديا) ومعالجة البيانات باستخدام اختبارات ت. و هذه المهارات التدريسية الأربع هي: ١. إدارة الفصل. ٢. استخدام طرق تدريس متنوعة. ٣. تنمية مهارات التفکير العليا لدى المتعلمين. ٤. التقويم و تقديم التغذية الراجعة.

Reflection-Based Workshops for Developing In-Service EFL Teachers' Teaching Writing Processes

the aim of the present study was to investigate the effect of reflection-based workshops on developing the in-service EFL teachers' teaching writing processes. Subsidiary aims of the study include: ascertaining the EFL secondary teachers' perceptions of their writing processes. The study made use of both the interpretive constructivist mode of inquiry and the quasi-experimental research design. The instruments of the study were a writing processes checklist, an in-service EFL teachers’ perceptions of teaching writing processes questionnaire and their reaction on reflection-based workshops questionnaire . The sample of the study included 12 in-service EFL teachers at Al–Salhyia Directorate, Sharqyia Governorate. The reflection-based workshops addressed five main processes namely: prewriting, planning, drafting, editing and publishing Analysis of data indicated a positive impact of the reflection based workshops in developing in-service EFL teachers' perceptions of teaching writing processes and improved their reaction towards them. Findings of the study revealed a positive effect of the reflection-based workshops on developing in-service EFL teachers' teaching writing processes.

Reflective Teacher Journal to Develop Teacher’s Professionalism

To be good a teacher, a teacher must incessantly improve her/his teaching practice and skill/knowledge to produce and keep the academic quality. Mechanically, a teacher requires to concern a particular method/ technique or strategy and use a certain tool/type to fulfill the benchamark of excellence in teaching. Hence, reflection is substantial as one of the indispensable approaches that can be practiced to direct teacher’s performance becomes more experienced. In teaching, the term reflection refers to the opportunity of teachers to think back critically after the teaching-learning process. Previous studies that have been conducted to observe the efficiency of teacher journal in the education field. Conversely, only a few kinds research explored teacher’s perceptions toward the utilization of the teacher’s journal. Likewise, this research was located in Indonesia and engage an in-service EFL teacher of Junior High School to accomplish the gap. It intended at determining the parts reflected from the teacher journal. Moreover, to investigate the research problems, the researcher used an in-depth interview to explore the teacher’s experience in utilizing teacher diary. Consequently, this study employed a qualitative method since it was considered as the appropriate design to accomplish the research. The researcher concluded that the teacher has a positive perceptions related to the teacher’s diary/teacher’s journal. It gives precious involvement for English teachers to be more experienced and professional to help students in mastering English skills and help the teacher to do reflection in order to make a better teaching practice for the next English teaching.

The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers

The present study aimed at investigating the relationship between teachers’ self-efficacy perceptions and their instructional practices. The mediatory role of the teachers’ occupational characteristics such as their disciplines was also examined. For this purpose, a total of 70 teachers from the soft science, hard science and English language teaching (ELT) disciplines were compared. This study was situated within a mixed-methods design in which questionnaires as well as observation and semi-structured interviews were used to measure the efficacy-teaching practice. Results of Pearson correlation coefficients revealed that the self-efficacy of soft science and hard science teachers was significantly correlated with their teaching practice, with the ELT teachers’ efficacy-teaching relation not reaching a statistical significance. Results obtained from the observation and interviews further explained the teachers’ practices and the challenges that they faced in their classroom practices. Findings are discussed in light of both individual and societal perspective, offering important implications for the classrooms.

Campers’ Views on the Effects of English Immersion Camp Initiatives for Aural/Oral Skills Development of Pre- and In-Service EFL Teachers

Campers’ Views on the Effects of English Immersion Camp Initiatives for Aural/Oral Skills Development of Pre- and In-Service EFL Teachers

How to enhance primary school EFL-teacher curriculum-design competences: the Competence Unit Design Model (CUD Mod)

This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan schools at primary and lower secondary level.

English Immersion Camps as an Alternative Strategy for Pre-and In-Service EFL Teachers’ Aural/Oral

English Immersion Camps as an Alternative Strategy for Pre-and In-Service EFL Teachers’ Aural/Oral

Intercultural Communicative Competence: In-Service EFL Teachers Building Understanding Through Study Groups

This paper reports on an exploratory collective case study on three in-service English language teachers in Medellin, Colombia. The study aimed at creating a route for teachers to collaboratively construct their understanding of intercultural communicative competence through their involvement in a study group. Data were collected through recordings, interviews, and reflective logs, which followed a bottom-up analysis. Results evidenced changes in the participants’ views of culture, cross-cultural knowledge, intercultural stance, and understanding of intercultural communicative competence. As a conclusion, study groups materialized as an applicable tool for teachers’ professional development, which allowed participants to redraw their own initial beliefs and assumptions, fostering them to change professionally and in their praxis.

Factors affecting EFL teachers’ affordance transfer of ICT resources in China

ABSTRACT Integrating technology into the foreign language classroom has been called for in recent decades, but the in-service teachers seem reluctant to respond actively. In order to bridge the gap between policies and practices, this study aims to investigate the factors affecting in-service EFL teachers’ affordances transfer behavior of ICT resources in China, with the Unified Technology Acceptance and Use Theory (UTAUT) as the research framework. The research comprised a cohort of 585 EFL teachers from various universities in China, who undertook a questionnaire designed to measure their responses to the perceived affordances, social influence, facilitating conditions, behavioral intention and utilized affordance. Structural equation modeling was employed as an analytical technique for the proposed model in the study. Overall, the model accounted for 60% of the variance in the EFL teachers’ behavioral intention and 35% of the variance in their utilized affordances. The findings of the study may illuminate future practices for successful technology integration in language teaching.

An Analysis of the Relatıonship between Teaching Concerns and Personality Traits of In-Service EFL Teachers

ABSTRACT: Abstract should be written using the font size 10 and justified, without exceeding the word limit (150 words). The abstract should include the scope and the basic aim of the study, methodology, findings, conclusions, and suggestions (if any). You can write your own abstract by deleting this text; however, you are not to change the format of the abstract. Abstract should be written using the font size 10 and justified, without exceeding the word limit (150 words). The abstract should include the scope and the basic aim of the study, methodology, findings, conclusions, and suggestions. Abstract should be written using the font size 10 and justified, without exceeding the word limit (150 words). The abstract should include the scope and the basic aim of the study, methodology, findings, conclusions, and suggestions (if any). Abstract should be written using the font size 10 and justified, without exceeding the word limit.

The effectiveness of a professional development course: teachers’ perceptions

Abstract Although there has been increased interest in what constitutes effective professional development (PD) for in-service teachers in recent decades, the literature indicates that the issue continues to promote ongoing debate. Based upon the findings of previous research, this qualitative study set out to determine the extent to which, how, and why a PD course was considered effective in its contribution to the development and practice of the 28 in-service EFL teachers in Israel who participated in the course. Data from written reflective accounts, interviews, and field notes were collected and analysed. The findings identify various ways in which the course was considered effective, and reasons for such effectiveness, that, in turn, indicate the need for PD courses to be tailored to the current needs of practitioners as perceived by the course participants themselves.

Perceptions of In-service EFL Teachers about Their Pre-service Practicum Experience in Iraqi-Kurdistan

Perceptions of In-service EFL Teachers about Their Pre-service Practicum Experience in Iraqi-Kurdistan

IN-SERVICE EFL TEACHERS’ EXPERIENCES OF CONDUCTING REFLECTIVE PRACTICE AS CONTINUING PROFESSIONAL DEVELOPMENT

Teaching is a demanding job and it requires professional individual to perform the job. There is a need for teachers, especially language teachers to reflect on their action in order to be professional educators. To ease teachers in conducting reflective practice there are some tools that can be utilized. This qualitative case study investigated experiences of in-service EFL teachers in Indonesia in conducting reflective practice. More specifically, it discussed the tools of reflective practice employed by participating teachers in doing reflection. Four in-service EFL teachers were purposively chosen as respondents of the study. The data were acquired by spreading questionnaire, doing interview, and conducting document analysis. The results of the study revealed there were five tools of reflective practice utilezed by in-service EFL teachers in doing reflective practice, namely; teaching journal, peer observation, students’ feedback, video/audio recording, and action research. The finding of the study informed that the practice of reflective practice among in-service EFL teachers was not maximal yet. Especially on the utilization of video/audio recording and action research. Moreover, no teachers were getting involved in peer coaching activity.

The Knowledge-Base of Pre-Service and in-Service Iranian EFL Teachers in Teacher Education Programs

The Knowledge-Base of Pre-Service and in-Service Iranian EFL Teachers in Teacher Education Programs

영어 교사의 교수 동기 연구 동향: 국내외 학술지 게재 논문을 중심으로

The main goal of this study is to investigate the research trends of English language teacher motivation by analyzing academic articles published in domestic and international journals. A total of 20 related journal articles were collected and analyzed according to yearly number of publications, research methods, research topics, and theoretical frameworks. The results of this study are as follows. First, the number of journal articles gradually increased in Phase 4 (2012-2017), and the number of qualitative research exceeded its quantitative counterpart. Second, research topics regarding English teacher motivation include three subdomains: 1) initial motivation for choosing teaching as a career, 2) in-service EFL teachers’ teaching motivation and demotivation, and 3) conceptual study. Third, out of 20, only eight journal articles adopted theoretical frameworks such as expectancy-value theory, possible selves, L2 motivational self system, and activity theory in order to guide and interpret their findings. These findings indicate that more systematic research including diverse EFL teacher population will be needed in the future.

Identifying Training Needs of In-Service EFL Teachers in Inclusive Schools in Egypt

With the implementation of inclusion in public schools in Egypt, there are demands for improving the professional development programs provided to in-service teachers concerning inclusive education. To that end, this mixed methods study aimed to identify the needs and preferences of English as a Foreign Language teachers regarding working with special-need students. The study also sought to explore the relationship between participants’ profile and their needs. Two hundred eighteen in-service teachers at primary schools in Egypt were selected by cluster sampling method to participate in a need assessment questionnaire while eight were interviewed. Participants reported lack of training in inclusive education, large class size, negative attitudes, shortage of time, heavy workload, and unfamiliarity with necessary strategies as barriers to inclusion. In addition, participants prioritized their needs for identification of language disorders, teaching methods, individualized instruction through curriculum adaptation and Individualized Educational Plans, and controlling behavioral problems. There were significant differences in participants’ needs based on age, years of experience and qualifications. The teachers preferred face-to-face workshops, mentor-supported learning and project-based learning besides morning sessions in weekdays. Recommendations for professional development programs and future research were provided.