Relevant bibliographies by topics / English language Study and teaching (Secondary) Victoria

Academic literature on the topic 'English language Study and teaching (Secondary) Victoria'

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Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "English language Study and teaching (Secondary) Victoria"

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Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.

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This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.
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Xi, Xiaowei. "English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 145. http://dx.doi.org/10.17507/tpls.1102.05.

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The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.
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ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (March 20, 2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.

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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
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Pokhrel, Prem Raj. "Practices of Inquiry-Based Teaching in English Language Classrooms." Butwal Campus Journal 4, no. 1-2 (December 31, 2021): 77–88. http://dx.doi.org/10.3126/bcj.v4i1-2.45008.

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This study explores English teachers’ practices of inquiry-based teaching in secondary level. I used phenomenological research design for this study and semi-structured interview was used for data collection which enabled me in capturing qualitative experiences and practices, activities or strategies used in inquiry-based teaching from purposefully selected participants. The participants were four secondary level English teachers of Rupandehi district. Moreover, this study is based on socio-constructivism theory of Vygotsky. The data were analyzed using descriptive analysis approach. The findings of this study revealed that secondary level teachers used three different types of inquiry activities; structured, guided and open. The study further explored that assessment in inquiry, balancing content and inquiry, classroom management and the use of quality questions are the major challenges for implementing inquiry activities. The study is expected to have a great significance in improving the 21st century language pedagogy in general and in the process of implementing inquiry-based teaching in English language classroom in particular.
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Alzamil, Jwahir. "Supervising English Teachers: Saudi Principals and the English Language Barrier." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 54. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.54.

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Principals’ supervision has been an important aspect of school leadership, which has aimed to improve the overall quality of teaching in schools by improving the work of individual teachers. This study has identified a need to fill an existing gap in the teaching supervision literature, as researchers have overlooked the possibility that principals’ mastery of the English language may affect the supervision of English language teachers. It therefore examines whether Saudi female principals who did not major in English language face difficulties supervising English language teaching in secondary schools. This study was carried out over a week. The data was collected from five female principals working in secondary schools by means of semi-structured interviews. The results showed that the main obstacle faced by principals supervising English language classes was understanding the English language itself. Data collected by the study show the need for Saudi Arabian principals to be aware of their limitations in understanding English when supervising English language teachers; having this information can be crucial for improving supervision and planning successful supervisory practices. Moreover, it can help principals evaluate themselves and review the way they supervise English language teachers.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Burgin, Ximena, and Mayra C. Daniel. "Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution." GiST Education and Learning Research Journal, no. 14 (June 29, 2017): 107–34. http://dx.doi.org/10.26817/16925777.364.

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This article presents a case study focused on the pedagogy of nine English language teachers’ pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers’ delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations.
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Adelana, Owolabi Paul. "Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 55–68. http://dx.doi.org/10.18844/ijlt.v14i1.6434.

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English Language learners in Nigeria mostly find Oral English difficult to understand but technology is now supportive. However, being a dynamic language, the English Language is constantly evolving and so are the technologies used in its teaching. This study, therefore, intends to re-examine teachers’ current perceptions towards technology usage in teaching Oral English. The study was descriptive. The sample comprised 215 teachers to whom an instrument titled “Teachers’ Current Perceptions of Teaching Oral English through Technology Questionnaire (TCPTOETQ)”, was administered. Six research questions were formulated and answered using Mean, Standard Deviation, One-Way ANOVA, and t-test. The result showed that the teachers currently have positive perceptions towards the use of technologies in teaching Oral English. It was therefore recommended that stakeholders in education provide continuous training for English Language teachers for continuous adaptation to the changing landscapes of technology usage in teaching Oral English. Keywords: English Teachers; Oral English; Perceptions Technology; Secondary Schools; Nigeria.
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Nacheva, Evgenia. "Cultural Approach to Teaching Communicative English as a Foreign Language in Secondary English Language School." Cultural and Historical Heritage: Preservation, Presentation, Digitalization 8, no. 1 (June 30, 2022): 188–202. http://dx.doi.org/10.55630/kinj.2022.080116.

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The communicative approach requires teaching a foreign language through target, national and global culture. As English is the "lingua franca", modern students should use English for international communication, aiming at its relevant application for appropriate socialization and in future occupational/professional practice. The current paper explores a comparative, cross-cultural approach to EFLT in a Bulgarian English Language Secondary classroom. Fifty-two eighth-graders, aged 14 from "V. Karagiozov" English Language School, Yambol participated in the experiment. The study aimed to improve the quality of EFLT teaching and achieve better socialization of children from various ethnicities, thus educating them in respect, tolerance, non-aggressive behaviour, and ethics. Moreover, a way of representing Bulgarian cultural traditions was explored as a means of performance in English the patriotic defence of national dignity.
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Dissertations / Theses on the topic "English language Study and teaching (Secondary) Victoria"

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Kitt, Bree Renae. "Literary Constructions of Victorian Certificate of Education (V.C.E.) English." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367884.

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For more than a century English has been taught in Australian schools, encompassing a range of traditions and practices lived and enacted in classroom communities. English subjects are continually evolving, moving toward a new world of infinite possibilities for human ingenuity. Teachers’ perspectives on their practices are embedded within this dynamic context, and within discourses about the traditions and responsibilities of the English subjects. In contemporary times, however, new demands are made on English and English teachers. With an increased emphasis on ‘communication’, including multimodal forms of text and literacy, the need for young people to be critically literate, and the challenges of twenty first century society and globalization mean that English is expected to fulfill diverse agendas and roles. As the only compulsory subject in most states in Australia, English occupies a significant role, catering to a wide range of students with diverse needs and abilities. The introduction of a revised final two-year English course in Victoria, V.C.E. English, in 2007-2008 brought questions about literature, the composition and purposes of English to the fore. Drawing on interviews with eight teachers of Victorian Certificate of Education (V.C.E.), the study set out to explore the place of Literature in contemporary English curriculum, and the complex values, beliefs and practices that influence teachers’ views.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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Paskewitz, Paul Francis-xavier. "A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.

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Thorpe, Robert Nicholas. "Evaluating an English department: the use of illuminative evaluation procedures in descriptive and diagnostic analysis of English teaching programmes in high schools." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003404.

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To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.
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Chan, Wai-fun, and 陳蕙芬. "Value orientations in senior secondary English language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960686.

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Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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Books on the topic "English language Study and teaching (Secondary) Victoria"

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Greene, Victoria E. Linguistics guide: An approach to teaching decoding skills to secondary students / authors, Victoria E. Greene, Mary Lee Enfield. Bloomington, MN: Language Circle, 1988.

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Teaching secondary English. London: P. Chapman Pub., 2004.

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David, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.

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Starting English teaching. London: Routledge, 1992.

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Maxwell, Rhoda J. Teaching English in middle and secondary schools. 5th ed. Boston: Allyn & Bacon, 2010.

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Maxwell, Rhoda J. Teaching English in middle and secondary schools. New York: Macmillan, 1993.

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Jordan, Meiser Mary, ed. Teaching English in middle and secondary schools. 2nd ed. Upper Saddle River, N.J: Merrill, 1997.

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Jordan, Meiser Mary, ed. Teaching English in middle and secondary schools. 4th ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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Maxwell, Rhoda J. Teaching English in middle and secondary schools. 3rd ed. Upper Saddle River, N.J: Merrill, 2001.

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Hill, David A. Resources for teaching English 14-16. London: Continuum International Pub. Group, 2010.

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Book chapters on the topic "English language Study and teaching (Secondary) Victoria"

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Bower, Rachel S. G., and Vanessa Z. Mari. "Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback." In Teaching Mathematics to English Language Learners, 223–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_12.

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Song, Ziyu, and Tao Xiong. "A Comparative Study of the Visual Representation of Gender in Two Series of Secondary English as a Foreign Language Textbooks in China." In Cultural Knowledge and Values in English Language Teaching Materials, 81–101. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1935-0_5.

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Dypedahl, Magne. "Exploring the Systematic Use of Intercultural Encounters in the English Classroom." In Moving English Language Teaching Forward, 91–115. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch5.

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This chapter presents a four-week intervention study in an upper secondary class that explores the systematic use and analysis of intercultural encounters in the English classroom. The overall purpose of the study is to provide some examples of activities in the language classroom that can lead to the development of intercultural competence in accordance with common interpretations of the concept of intercultural competence. The study thus aims to explore the extent to which teachers and students experienced that systematic analysis of intercultural encounters contributed to developing students’ intercultural competence, and to what extent students show progress in analyzing intercultural encounters. The encounters, or critical incidents, to be analyzed were presented in the form of written dialogues, written descriptions of critical incidents, YouTube clips and film excerpts. An important insight from the intervention study is that students can benefit from reflection tools when analyzing intercultural encounters in the classroom, which in turn can promote intercultural competence development as part of teaching practice.
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Liverød, Sara Barosen. "Gamers’ Self-Efficacy When Using English in School and When Gaming." In Moving English Language Teaching Forward, 195–217. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch9.

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The aim of this study is to examine the relationship between gamers’ and non-gamers’ self-efficacy when using English while playing video games at home and using English in the classroom. Data were collected through an online questionnaire distributed to 79 first-year upper-secondary students in Norway. The participants were divided into groups of self-reported gaming time per day: Frequent gamers (>3 h), Gamers (2–3h), Casual gamers (1–2h), and Non-gamers (0 h). The results show a statistically significant difference between Gamers (n = 11), Casual gamers, and Non-gamers in terms of self-efficacy. Gamers show a higher sense of self-efficacy when using English in the classroom (M = 39.45) and while playing video games (M = 39.9) than those who play either more or less. Higher self-efficacy correlates with higher grades in both settings (Classroom setting p = <.001; Gaming setting p = .010). There was no connection between being a gamer and their given grades (p = .337). The findings suggest that playing a moderate amount of video games in English can affect students’ self-efficacy positively in relation to using the language, both while playing and in the classroom. The findings also suggest that even though spending excessive time on video games might increase self-efficacy while playing, it cannot be transferred to the classroom. Background variables could not account for this difference. A secondary finding reveals clear gender differences in the amount of time spent on video games; further research is required in this field.
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Uchimaru, Kohei. "Yoshisaburô Okakura and the Practical Value of the Study of English in Secondary Schools in Early Twentieth-century Japan." In Policies and Practice in Language Learning and Teaching, 213–36. Amsterdam University Press, 2022. http://dx.doi.org/10.2307/j.ctv3142vgh.12.

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Uchimaru, Kohei. "Yoshisaburô Okakura and the Practical Value of the Study of English in Secondary Schools in Early Twentieth-century Japan." In Policies and Practice in Language Learning and Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463722049_ch10.

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To reconsider the teaching of English as a school subject at a time when education has come to be seen in almost entirely instrumental terms, this study focuses on the doyen of English teaching in early twentieth-century Japan, Yoshisaburô Okakura, who was more concerned than any of his predecessors or successors with teaching English as education. He is well known for valorizing reading as the practical value of the study of English. By closely examining his policies and teaching practice (the ‘taught’ layer), this chapter reveals that underlying his valorizing process were considerations on the purpose of general education in secondary schools, thereby illustrating that teaching practice should be irrevocably entwined with the ‘context’ (that is, where language is taught) from which ‘policies’ (for example, goals) result.
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Srebnaja, Jekaterina. "The Role and Implementation of New Technologies in the ELT (English Language Teaching)." In Language Learning and Literacy, 94–110. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch005.

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Emerging technologies have become a part of daily life of each student. To keep up with time, education has to evolve and customize providing the learner with a more meaningful learning environment. More and more teachers are introducing Learning Technologies (LT) for training purposes since they can serve as powerful tools for efficient student participatory learning. The technology-aided learning environment enhances learning outcomes in language acquisition and stimulates the implementation of quality learning. The aim of this research is to emphasize the importance of applications of learning technologies in the language classroom and to present an overview of the practical tools available for technology-mediated language learning, their effective ICT implementation and use. The study analyzes the strategies and techniques for the ICT integration by means of introducing the Computer Language Lab (CLL) in the Secondary School Setting. It describes personal experience and best practice in the use of learning technologies with secondary school students.
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Uchimaru, Kohei. "10 Yoshisaburô Okakura and the Practical Value of the Study of English in Secondary Schools in Early Twentieth-century Japan." In Policies and Practice in Language Learning and Teaching, 213–36. Amsterdam University Press, 2022. http://dx.doi.org/10.1515/9789048552405-010.

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Bañares-Marivela, Elena, and Laura Rayón-Rumayor. "Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language." In Advances in Linguistics and Communication Studies, 103–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6992-3.ch005.

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The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.
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Hong, Wilson Cheong Hin. "Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 67–90. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-004.

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Conference papers on the topic "English language Study and teaching (Secondary) Victoria"

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Kagazbayev, Zhanbyrbay, and Nazym Tokpayeva. "FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(15).

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Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English language is not only used in the primary and secondary level of education, but also in tertiary level of education. Thus, in relation to that, this paper intended to study students’ acceptance and perceptions on the use of Massive Open Online Course (MOOC) for ESL learning. A document analysis method is used through the secondary resources regarding MOOC and in what ways MOOC helps for ESL learning. Discussion and recommendations are further explained in this study
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5

Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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Kochetkova, Uliana E. "SIGNIFICANCE OF DECIPHERING THE ADAM ALPHABET IN THE HISTORY OF PHONETIC RESEARCH." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.28.

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This study aims to consider the significance of deciphering the Hebrew alphabet for the history of phonetic thought. Hermetic and Kabbalistic teachings endowed the Hebrew language with a divine meaning. Traditionally considered as given to Adam by God, this alphabet was called the Alphabet of Adam. The novelty and relevance of the current work are defined by the lack of a comprehensive description of the relationship between these traditional ideas and phonetics. The need for it is caused by the earlier observations about the possible influence of the 17th century concepts on the results of later measurements of vowels with tuning forks, and by the widespread opinion about the low significance of this period in linguistic science history. Though there can be found some publications devoted to concrete authors of the 16th–17th centuries, their contribution to the development of phonetic sciences has not yet been acknowledged. The current research is based on primary and secondary sources in Latin, English, French and Russian. The analysis showed that deciphering the vowels of Hebrew alphabet led to the first attempt to accurately describe vowel acoustic features, the empirical study of their articulatory characteristics and to the search for the “ideal” alphabet built of iconic signs. It also allowed the authors to develop methods for teaching deaf-mutes and systematize vowels. Thus the initial hypothesis about the significance of deciphering the Alphabet of Adam for the history of phonetic thought was confirmed. Refs 25.
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