Journal articles on the topic 'English teachers – Australia – Attitudes'
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1
Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford, and Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.
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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.
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Oliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.
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Lee, Jackie. "Attitudes towards disputable usages among Australian teachers and students." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 109–29. http://dx.doi.org/10.1075/aral.25.1.06lee.
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Abstract Some previous studies (eg Watson, 1978; Collins, 1979) have found that while Australian teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I, Australian students accept language variation more readily. This paper aims to examine whether Australian teachers nowadays still display more conservative attitudes towards disputable usages than their students. Data were collected via several elicitation tests. In the first survey, 34 Australian English teachers and 54 Australian high school students were invited to participate in a judgement test. In the second survey, 73 Australian teachers and 207 Australian students were presented with a slot-filling test and a proofreading test. The findings showed considerable differences between teachers and students towards disputable usages. Australian teachers had a higher tendency to reject and replace items such as different than, these sort and dangling participles. This suggests that tolerance diminishes with involvement in teaching.
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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.
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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching
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Fan, Jie. "Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia." English Language Teaching 12, no. 7 (June 20, 2019): 139. http://dx.doi.org/10.5539/elt.v12n7p139.
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In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners’ needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/prosoc.v3i1.1821.
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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries,Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent towhich this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: Mathematics, children’s literature, teaching.
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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.
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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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Jafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.
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This article examines the role ofmainstream teachers in supporting children’s biliteracy development and bilingualism in a public primary school where English is the medium of instruction. Itreports a research conducted in a public primary school in Australia. The researchemploys a longitudinal ethnographic approach to collect data on how the teachers perceive biliteracy and the extent to which the approaches they adopt impact on their biliteracy and bilingualism development. The research result demonstrates that the more supportive the teachers for biliteracy development and bilingualism are, the more constructivist their teaching approach is and the more varied the activities they encouraged in their classrooms to create opportunities for biliteracy and bilingualism engagement and learning are.
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Santos, Mae Jhelene L., Kaitlyn A. Merrill, Jennifer D. Gerdts, Moshe Ben-Shoshan, and Jennifer L. P. Protudjer. "Food Allergy Education and Management in Schools: A Scoping Review on Current Practices and Gaps." Nutrients 14, no. 4 (February 9, 2022): 732. http://dx.doi.org/10.3390/nu14040732.
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Currently, no synthesis of in-school policies, practices and teachers and school staff’s food allergy-related knowledge exists. We aimed to conduct a scoping review on in-school food allergy management, and perceived gaps or barriers in these systems. We conducted a PRISMA-ScR-guided search for eligible English or French language articles from North America, Europe, or Australia published in OVID-MedLine, Scopus, and PsycINFO databases. Two reviewers screened 2010 articles’ titles/abstracts, with 77 full-text screened. Reviewers differed by language. Results were reported descriptively and thematically. We included 12 studies. Among teachers and school staff, food allergy experiences, training, and knowledge varied widely. Food allergy experience was reported in 10/12 studies (83.4%); 20.0–88.0% had received previous training (4/10 studies; 40.0%) and 43.0–72.2% never had training (2/10 studies; 20.0%). In-school policies including epinephrine auto-injector (EAI) and emergency anaphylaxis plans (EAP) were described in 5/12 studies (41.7%). Educational interventions (8/12 studies; 66.7%) increased participants’ knowledge, attitudes, beliefs, and confidence to manage food allergy and anaphylaxis vs. baseline. Teachers and school staff have more food allergy-related experiences than training and knowledge to manage emergencies. Mandatory, standardized training including EAI use and evaluation, and the provision of available EAI and EAPs may increase school staff emergency preparedness.
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Rudd, James R., Laura O’Callaghan, and Jacqueline Williams. "Physical Education Pedagogies Built upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Children’s Executive Function and Self-Regulation Skills?" International Journal of Environmental Research and Public Health 16, no. 9 (May 10, 2019): 1630. http://dx.doi.org/10.3390/ijerph16091630.
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Physical education in schools has been marginalised across the globe, and as a result, children are missing out on opportunities to develop and acquire the foundation skills needed to lead a physically active life. The squeeze on physical education in schools, particularly in some western countries (United Kingdom, Australia and America), has been justified on the grounds that core subjects such as English and mathematics need more curriculum time, as this will lead to higher cognitive and academic performance. The aim of this paper is to highlight how physical education lessons in early childhood, underpinned by either of two major theories of motor learning, can support teachers in the creation of learning environments, as well as guide their pedagogical practice to facilitate children’s development of key cognitive skills, in particular executive function and self-regulation skills. These skills are crucial for learning and development and have been found to be a higher predictor of academic achievement than IQ. They also enable positive behaviour and allow us to make healthy choices for ourselves and others, therefore providing further evidence that the development of movement skills has the potential to secure positive attitudes and outcomes towards physical activity across the lifespan.
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Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (July 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.
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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.
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Tran, Ly Thi, and Sri Soejatminah. "Integration of Work Experience and Learning for International Students: From Harmony to Inequality." Journal of Studies in International Education 21, no. 3 (January 17, 2017): 261–77. http://dx.doi.org/10.1177/1028315316687012.
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The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers’ attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers’ and students’ perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 interviews with staff and international students and fieldwork from the Australian vocational education and training (VET) sector. Drawing on Bourdieu’s notions of habitus and field as conceptual tools to interpret the empirical data, the research found work-integrated learning is unevenly distributed and inconsistently implemented across institutions. The article addresses the complex interplay between the student habitus and the habitus within the institutional field and the workplace field in shaping international students’ work-integrated learning access and experience. Practical implications for institutions on how to improve access and experience to course-related work experience for international students are discussed in light of the findings of this research.
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Gutman, Dasia Black. "Aboriginal Children Want to Learn ‘Good School Work’." Aboriginal Child at School 20, no. 2 (May 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.
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The study sets out to find out urban Aboriginal children's views of schools and teachers, particularly the things they enjoy and find valuable in their schooling experience and their ideas on what changes they would like to see. Literature indicates that whilst, on the one hand, Aboriginal parents and communities increasingly “want to help my children do better at school” (de Lacy, 1985, p..282), on the other hand very few succeed, especially once they have entered high school. A study by Goodnow and Burns (1985) has shown that primary school children are very discriminating judges of what helps them learn. Thus finding out what Aboriginal children actually say about their school experience may help educators to interpret their behaviour in the school setting more accurately and consequently to communicate with them more effectively. In the fairly extensive literature on Aboriginal children's education a number of relevant themes recur. One is the importance of personal relationships in Aboriginal children's learning. Affiliation is the basis of traditional Aboriginal relationships with individuality of the person secondary to the close knit family group. This is expressed as concern with affectionate relations in Aboriginal children's interactions with teachers and peers. It relates to what Honeyman (1986) calls traditional Aboriginal society's “humane teaching”, where education was through guidance rather than direct instruction. Another theme is the unpredictability of educational outcomes for Aboriginal students, particularly the nature of the acquisition of English literacy. “It is the most puzzling yet most debilitating characteristic of Aboriginal education to be recognised in recent times.” (Willmot, 1989, p.10) There are contradictory findings on Aboriginal adolescents' attitudes to school. Jordan (1984) in her South Australian study found that Aboriginal students had a “positive view of schooling and school personnel” (p.289).
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Savic, Vera, and Danijela Prosic-Santovac. "English language teachers' attitudes towards inclusive education." Inovacije u nastavi 30, no. 3 (2017): 141–57. http://dx.doi.org/10.5937/inovacije1702141s.
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Chang, Feng-Ru. "TAIWANESE UNIVERSITY STUDENTS’ ATTITUDES TO NON-NATIVE SPEAKERS ENGLISH TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 46. http://dx.doi.org/10.15639/teflinjournal.v27i1/46-62.
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Numerous studies have been conducted to explore issues surrounding non-native speakers (NNS) English teachers and native speaker (NS) teachers which concern, among others, the comparison between the two, the self-perceptions of NNS English teachers and the effectiveness of their teaching, and the students’ opinions on and attitudes towards them. Most of these studies have been conducted in ESL contexts in which the teachers are NNS English teachers, while most NNS English teachers actually work in EFL contexts. It is important that we understand issues on NNS English teachers in EFL contexts. Hence, this article aims to investigate university students’ attitudes towards their NNS English teachers in Taiwan. The data were collected through questionnaires and interviews. The findings indicated that Taiwanese students’ attitudes towards their NNS English teachers are positive and favorable and NNS English teachers are generally perceived as capable of delivering efficient instruction though some shortcomings of NNS English teachers were pointed out by participants. Discus- sion on these shortcomings and implications on Taiwan educational system and the qualifications of NNS English teachers is provided.
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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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Khatri, Krishna Kumar. "Teachers’ Attitudes Towards English as Medium of Instruction." Journal of NELTA Gandaki 2 (December 8, 2019): 43–54. http://dx.doi.org/10.3126/jong.v2i0.26602.
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English as medium of Instruction (EMI) has been a genuine issue of discussion in today’s pedagogical field among the concerned stakeholders including teachers. In this concern, a mixed method study entitled ‘Attitudes of teachers towards using English as Medium of Instruction (EMI) in Public Secondary Schools of Ilam was attempted to explore the teachers’ attitude towards using EMI in the public schools and challenges faced by them in course of adopting EMI. For this, twenty secondary level English teachers were accessed purposively and data were collected using questionnaire consisting of both close ended and open-ended questions. The results of the study revealed that teachers of public schools were found aware of the basic concept of the notion of English as a medium of instruction. They were found positive in implementing EMI in conducting their daily teaching and learning activities. The study also showed that teachers of secondary level have been facing different challenges in adopting EMI in the classroom like students’ weak exposure to English, mother tongue interference, unresourceful schools and linguistic diversity in the class. The study recommended that there should be conducive and encouraging environment in the public schools for the teachers for adopting EMI in the class. The schools should be made resourceful and well equipped with modern technologies. Moreover, the teachers should be made sound with pedagogically and professionally.
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Alzahrani, Maha. "Saudi EFL Teachers’ Attitudes towards Professional Development." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 242–58. http://dx.doi.org/10.26803/ijlter.19.11.14.
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The study reported in this paper aimed to investigate the Professional Development (PD, henceforth) needs of English language teachers in Saudi Arabia. Its primary objectives were to assess the needs of PD and training of Saudi English language teachers and to explore the teachers’ attitudes towards the amount and quality of English teaching preparation received prior to their teaching career. The study adopted a mixed-method approach in order to gain a deep understanding of the phenomenon under investigation. The participants of the study included 109 Saudi teachers of English language who teach in public schools. The study involved quantitative and qualitative data collection methods. Whilst the quantitative data of the study was gathered via a survey questionnaire, the qualitative data was obtained via interviews with 10 of EFL teachers. The findings indicated the teachers’ dissatisfaction with the amount and quality of pre-service training they received. This was due to poor information, a lack of qualified trainers and limited selection of topics which does not serve their teaching needs.
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Alzahrani, Maha. "Saudi EFL Teachers’ Attitudes towards Professional Development." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 242–58. http://dx.doi.org/10.26803/ijlter.19.11.14.
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The study reported in this paper aimed to investigate the Professional Development (PD, henceforth) needs of English language teachers in Saudi Arabia. Its primary objectives were to assess the needs of PD and training of Saudi English language teachers and to explore the teachers’ attitudes towards the amount and quality of English teaching preparation received prior to their teaching career. The study adopted a mixed-method approach in order to gain a deep understanding of the phenomenon under investigation. The participants of the study included 109 Saudi teachers of English language who teach in public schools. The study involved quantitative and qualitative data collection methods. Whilst the quantitative data of the study was gathered via a survey questionnaire, the qualitative data was obtained via interviews with 10 of EFL teachers. The findings indicated the teachers’ dissatisfaction with the amount and quality of pre-service training they received. This was due to poor information, a lack of qualified trainers and limited selection of topics which does not serve their teaching needs.
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Kim, Iksang. "Elementary teachers‘ beliefs and attitudes towards teaching English." Journal of Mirae English Language and Literature 27, no. 1 (February 28, 2022): 233–58. http://dx.doi.org/10.46449/mjell.2022.02.27.1.233.
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Zadorozhna, Iryna, Olha Datskiv, and Valentyna Shepitchak. "PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TO CO-TEACHING." Advanced Education 7, no. 15 (July 19, 2020): 41–46. http://dx.doi.org/10.20535/2410-8286.197576.
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AHN, HYEJEONG. "Teachers' attitudes towards Korean English in South Korea." World Englishes 33, no. 2 (May 2, 2014): 195–222. http://dx.doi.org/10.1111/weng.12081.
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Buckingham, Louisa. "Attitudes to English teachers' accents in the Gulf." International Journal of Applied Linguistics 24, no. 1 (February 21, 2014): 50–73. http://dx.doi.org/10.1111/ijal.12058.
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Gustilo, Leah, and Nimfa Dimaculangan. "Attitudes of Filipino English Teachers Toward 21st Century Philippine English Writing." Advanced Science Letters 24, no. 11 (November 1, 2018): 8349–52. http://dx.doi.org/10.1166/asl.2018.12560.
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Curran, Jean E., and Chiou-lan Chern. "Pre-service English teachers' attitudes towards English as a lingua franca." Teaching and Teacher Education 66 (August 2017): 137–46. http://dx.doi.org/10.1016/j.tate.2017.04.007.
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Khasawneh, Mohamad Ahmad Saleem. "The attitudes of Teachers of Learning Disabilities in English Language Toward Using Virtual classes to Teach English Writing." Journal of Asian Multicultural Research for Social Sciences Study 2, no. 4 (November 3, 2021): 9–18. http://dx.doi.org/10.47616/jamrsss.v2i4.189.
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This study investigated the attitudes of teachers of learning disabilities in English toward the use of virtual classrooms and e-learning in teaching writing skills to students with learning disabilities. The study adopted the descriptive approach and was applied to a sample of 65 teachers from Irbid city, Jordan. A questionnaire was developed to achieve this purpose after being checked for validity and reliability. The results showed that teachers’ attitudes toward virtual classes varied between high and moderate. For the realm of e-learning in general, the attitudes were high while for the realm of the effect of virtual classes in teaching writing skills were moderate. The study recommended providing intensive training to teachers of LDs in English language on the usages of e-learning and supporting teachers and students with the appropriate tools
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O'Brien, Jason L. "High School Social Studies Teachers’ Attitudes Toward English Language Learners." Social Studies Research and Practice 4, no. 2 (July 1, 2009): 36–48. http://dx.doi.org/10.1108/ssrp-02-2009-b0003.
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This study examined the attitudes of high school social studies teachers toward the inclusion of English language learners (ELLs) in their social studies classrooms. A mixed-model methodology was employed by surveying all 344 social studies teachers in the school district. Additionally, eight of these teachers were interviewed to ascertain their attitudes toward including ELLs in high school social studies classrooms. More than three-fourths of teachers surveyed indicated they would prefer that ELLs not be in their classroom until they have “learned” English. Furthermore, the main cause of the negative attitudes seemed to be rooted in the inability of the social studies teachers to effectively modify instruction. The possible results of these attitudes and the efficacy of current policies are discussed.
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Jimola, Folasade Esther, and Graceful Onovughe Ofodu. "ESL Teachers and Diagnostic Assessment: Perceptions and Practices." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (December 4, 2019): 33–48. http://dx.doi.org/10.4312/elope.16.2.33-48.
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Diagnostic assessment is an indispensable aspect of pedagogy. Past research has shown that teachers’ perceptions and attitudes to diagnostic assessment could influence their classroom practices. This article discusses teachers’ perceptions of diagnostic assessment, reiterates the essence of diagnostic assessment in English language classrooms, explores teachers’ attitudes and utilization of diagnostic assessment techniques, and also investigates the factors influencing teachers’ knowledge of assessment practices. To achieve these objectives, an empirical study on English language teachers’ perceptions of diagnostic assessment, teachers’ attitudes and utilization of diagnostic assessment techniques and factors influencing teachers’ knowledge of assessment practices was conducted. The results show that the majority of English language teachers in the sample have inaccurate perceptions of the purpose of diagnostic assessment and also have negative attitudes to diagnostic assessment in classrooms. The results of the survey indicate that schooling, professional coursework and context are factors that influence ESL teachers’ classroom assessment practices.
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Mudra, Heri, and Nurul Aini. "“English Learning Is Like…” : Metaphorical Perceptions of Prospective English Teachers About Language Learning Process." JEELS (Journal of English Education and Linguistics Studies) 7, no. 1 (May 26, 2022): 69–90. http://dx.doi.org/10.30762/jeels.v7i1.205.
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The present study aimed to examine the attitudes and types of metaphorical perceptions of male and female prospective English teachers (PETs) towards their English learning process. Elicitation sheet with the prompt “English learning is (like) … because …†was used to collect the data. The data were qualitatively analyzed by listing, naming, categorizing, and determining the metaphors. The results of the elicited metaphors reveal that male and female PETs’ attitudes towards English learning process include positive, negative, ambivalent, and neutral perceptions. Both male and female PETs viewed English learning in different attitudes. Male PETs generated more negative attitudes than the positive ones, while female PETs produced more positive attitudes than the negative ones. The findings also show that the metaphors were categorized into several types such as enjoyable activity, construction work, movement/journey, experience, planting/farming, exploration, and things. These types of metaphor imply the importance of the socio-cultural background of the learners. In conclusion, the metaphors help to determine appropriate strategies, methods, and materials for English teaching and learning.
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Mudra, Heri, and Nurul Aini. "“ENGLISH LEARNING IS LIKE…”: METAPHORICAL PERCEPTIONS OF PROSPECTIVE ENGLISH TEACHERS ABOUT LANGUAGE LEARNING PROCESS." JEELS (Journal of English Education and Linguistics Studies) 7, no. 1 (April 19, 2020): 69–90. http://dx.doi.org/10.30762/jeels.v7i1.1710.
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The present study aimed to examine the attitudes and types of metaphorical perceptions of male and female prospective English teachers (PETs) towards their English learning process. Elicitation sheet with the prompt “English learning is (like) … because …” was used to collect the data. The data were qualitatively analyzed by listing, naming, categorizing, and determining the metaphors. The results of the elicited metaphors reveal that male and female PETs’ attitudes towards English learning process include positive, negative, ambivalent, and neutral perceptions. Both male and female PETs viewed English learning in different attitudes. Male PETs generated more negative attitudes than the positive ones, while female PETs produced more positive attitudes than the negative ones. The findings also show that the metaphors were categorized into several types such as enjoyable activity, construction work, movement/journey, experience, planting/farming, exploration, and things. These types of metaphor imply the importance of the socio-cultural background of the learners. In conclusion, the metaphors help to determine appropriate strategies, methods, and materials for English teaching and learning.
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Ahmadishokouh, Ali Asghar, and Fatemeh Samadi. "The Differences between English and Russian Language Teachers' Attitudes towards CALL." International Journal of Multicultural and Multireligious Understanding 8, no. 10 (October 3, 2021): 147. http://dx.doi.org/10.18415/ijmmu.v8i10.3072.
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Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill the E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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MUKHLIF, Majida Ibrahim. "USING COMPUTER AS A LEARNING TOOL AND ENGLISH TEACHERS’ ATTITUDES ." RIMAK International Journal of Humanities and Social Sciences 04, no. 02 (March 1, 2022): 13–22. http://dx.doi.org/10.47832/2717-8293.16.2.
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The implementation and utilization of ICT in education has become an important for all countries in the globalization era. Technology applications have significantly contributed to improve and develop educational institutions. Therefore, the issue of using computer became an important and confronting large numbers of English language teachers in the worldwide. This study investigated and evaluated the attitudes of English language teachers in Iraqi secondary schools towards using computer tool in their classes. As well, the study explores the relationship between both teachers’ competence and access to computer and teachers’ attitude. The study findings are showed that the majority of English language teachers have positive attitude towards using computer in their teaching. Moreover, the analysis revealed that the males had more positive attitude than females. Furthermore, the study proved the low access and competence of English teachers have affected using the computer in the classroom.
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Goh, Pauline Swee Choo, and Chee Luen Loy. "Factors Influencing Malaysian Preschool Teachers’ Use of the English Language as a Medium of Instruction." SAGE Open 11, no. 4 (October 2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067248.
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This study investigated Malaysian preschool teachers’ self-efficacy and attitudes toward the use of the English language as a medium of instruction (EMI) and proposed a model of how different variables were related to their use of English in the classrooms. In order to obtain a broad picture of the nature and scope of preschool teachers’ use of EMI, a survey study was undertaken. The research instrument was a questionnaire that was distributed to randomly-selected preschool teachers throughout Malaysia. The process of modeling was based on the empirical data and a theoretical model that was constructed on the basis of the two theoretical aspects, that is self-efficacy and attitudes-behavior relation. The theoretical model served as a bridge between the abstractions from theory and the development of the model. The model suggested that strong self-efficacy influenced preschool teachers’ use of English to teach. In addition, the model also indicated that those preschool teachers with positive attitudes also felt self-efficacious in using English to teach and negative attitudes had the opposite effect. Those preschool teachers who had a positive attitude that teaching using English would be useful for the children perceived that they had greater ability toward handling classroom management issues. In addition, they believed too, that they were confident to use appropriate assessment tasks in the classroom when English was used as the medium of instruction. It would appear that self-efficacy and attitudes were mutually related to preschool teachers’ use of English to teach.
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García Montes, Paula Andrea, Jaime Nieto Caballero, and César Arbeláez Rodríguez. "English teachers’ attitudes toward inclusive education: a literature review." Avances en Educación y Humanidades 1, no. 1 (December 20, 2016): 61. http://dx.doi.org/10.21897/25394185.804.
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Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesAbstractThis paper reports a review of literature concerning the attitudes of teachers toward inclusive education of children with disabilities. This paper reviews a large body of research-based literature, in order to explore the factors and reasons that might impact teachers’ attitudes concerning the teaching of disabled children. The analysis was carried out to show evidence of positive and negative views of teachers towards inclusion. Throughout the analysis, teachers’ attitudes were found to be influenced by their general philosophy of inclusion and the way they perceived that inclusion should be implemented. After analyzing the results of various research studies, it was found that teachers’ positive or negative attitudes depended on many factors such as knowledge toward inclusive education, time, resources and professional development. Key words: Inclusion, policies and teachers’ attitudes
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이정아. "Korean elementary school teachers’ attitudes toward the English language." English Language Teaching 22, no. 4 (December 2010): 25–51. http://dx.doi.org/10.17936/pkelt.2010.22.4.002.
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Zhunussova, Gulnissa. "Language teachers’ attitudes towards English in a multilingual setting." System 100 (August 2021): 102558. http://dx.doi.org/10.1016/j.system.2021.102558.
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Taverner, Sally, Frank Hardman, and David Skidmore. "Research Section: English and Mathematics Teachers' Attitudes to Integration." British Journal of Special Education 24, no. 1 (January 6, 2003): 39–43. http://dx.doi.org/10.1111/1467-8527.00009.
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Rohmani, Lucky Amatur, and Erna Andriyanti. "Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices." Studies in English Language and Education 9, no. 1 (January 17, 2022): 237–57. http://dx.doi.org/10.24815/siele.v9i1.21834.
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It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.
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Udu, Titus Terver. "Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?" Studies in English Language and Education 8, no. 1 (January 3, 2021): 143–56. http://dx.doi.org/10.24815/siele.v8i1.17524.
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This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.
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F, Firman, Friscilla Wulan Tersta, Cicyn Riantoni, and Fellicia Ayu Sekonda. "TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 8, no. 2 (April 14, 2020): 37–45. http://dx.doi.org/10.18510/hssr.2020.82e03.
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The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education.
Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively.
Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport.
Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education.
Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.
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Seraji, Narjes Ebrahimi, Roya Sediq Ziabari, and Seyed Jalal Abdolmanafi Rokni. "Teacher’s Attitudes towards Educational Technology in English Language Institutes." International Journal of English Linguistics 7, no. 2 (January 20, 2017): 176. http://dx.doi.org/10.5539/ijel.v7n2p176.
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The issue of attitude towards technology is not a new one; it has been around since computers were first placed in the classroom. There appears to be a positive attitude towards technology, so researchers aimed to seek out new information in an effort to find the relationship among teachers’ tenure, age, educational level, experience and teachers’ attitude toward technology. The purpose of this study was to investigate the attitude towards technology among teachers working in several institutes in Mazandaran. A total of 100 teachers including 38 males and 62 females, ranging in age from 22 to 50 and 20 to 42 respectively completed a survey. The non-parametric Spearman Rank-Order Correlation was used to find the relationship between the variables. The result of the research questions showed that: (1) there was a statistically significant relationship between teacher experience and attitude toward technology, (2) there was a statistically significant relationship between teacher tenure and attitude towards technology, and (3) there was a statistically significant relationship between teacher age and attitude toward technology.
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Gashan, Amani K., and Yousif A. Alshumaimeri. "Teachers’ Attitudes toward Using Interactive Whiteboards in English Language Classrooms." International Education Studies 8, no. 12 (November 26, 2015): 176. http://dx.doi.org/10.5539/ies.v8n12p176.
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<p class="apa">Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology.</p><p class="apa">Data was collected by distributing questionnaires to forty three teachers at different girls’ schools in Riyadh. The results indicated that participants in this study demonstrated positive attitudes toward using the IWB in the EFL classrooms. The results also showed that teachers consider IWBs to be useful devices for enhancing the teaching and learning process and for designing new instructional situations. IWB-based lessons were perceived to be more comfortable for teachers in teaching English. However, teachers stated that they faced some technical obstacles in their use of IWBs.</p><p class="apa">The current study recommended that EFL classes should be equipped with all supplicants of the IWBs. It also suggested that training is important for teachers to deal with the technological devices. EFL teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs.</p>
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Muazzam, Hafiza Asma, Yaar Muhammad, and Hadiya Naseer. "English Language Teachers' Attitudes towards Instructional Policy in Public Secondary Schools: An Interview Study." Global Educational Studies Review VI, no. I (March 30, 2021): 24–35. http://dx.doi.org/10.31703/gesr.2021(vi-i).03.
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The purpose of this study was to explore secondary school English teachers' attitudes towards English language instructional policy as given in the official English language curriculum documents. This study intended to understand teachers' attitudes by exploring their beliefs, feelings, and practices constituting their attitudes. This study used a qualitative semi-structured interview research design, and a purposive sampling technique was used to recruit 15 secondary English language teachers from different public schools of Lahore, having at least three years of experience. A semi-structured interview guide was used to collect data. The analysis of the data revealed a gap between teachers' beliefs, feelings, and practices. Teachers believed that all proposed methods worth using, and they felt that the methods were beneficial for teaching English at the secondary level. However, the situation was quite different concerning practices. Discussion and cooperative learning strategies were the most preferred methods to use besides the lecture method at the secondary level. Teachers also described the factors which hinder the use of all policy recommended methods.
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Işık, Ali. "In-house CBI materials and English language education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 38 (January 21, 2022): 137–58. http://dx.doi.org/10.30827/portalin.vi38.22204.
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This study aimed to investigate and compare the effects of in-house content-based instruction (CBI) materials and general English course materials on student attitudes toward English language learning together with their impact on student English language development and mastery of academic content. It also focused on the attitudes of English as a foreign language (EFL) teachers and departmental faculty members towards CBI materials. Using a mixed-methods research design data were collected from 175 university freshman EFL students, 17 EFL teachers, and seven departmental faculty members from different faculties. The EFL teachers developed their own CBI materials for each academic program. The results indicated that the students viewed the in-house CBI materials more positively than general English course materials. Moreover, the CBI materials also contributed to the students’ English development and mastery of academic content. Finally, both the EFL teachers and lecturers expressed positive attitudes towards the CBI materials.
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Utami, Luh Putu Restu Adi, Ni Nyoman Padmadewi, Luh Putu Artini, and Ni Luh Putu Eka Sulistia Dewi. "TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL." International Journal of Language and Literature 5, no. 1 (April 15, 2021): 1. http://dx.doi.org/10.23887/ijll.v5i1.27667.
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21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.
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Supiani, Supiani. "INVESTIGATING THE EFL TEACHERS’ ATTITUDES TOWARD THE INTEGRATION OF WEB 2.0 TOOLS IN TEACHING ENGLISH AT ISLAMIC BOARDING SCHOOLS." Wiralodra English Journal 3, no. 1 (June 25, 2019): 272–85. http://dx.doi.org/10.31943/wej.v3i1.41.
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The purposes of this study are to investigate EFL teachers’ attitudes toward the integration of Web 2.0 tools in teaching English at Islamic Boarding Schools and to examine the extent of using Web 2.0 tools in teaching English at Islamic Boarding Schools. There were 18 EFL teachers from Islamic Boarding Schools in South Kalimantan province, Indonesia participated in this study. The data were taken from the EFL teachers were gathered by using the questionnaire, analyzed using descriptive statistics and followed up in the interview. The results of the study indicated that most EFL teachers have positive attitudes toward the integration of Web 2.0 tools in teaching English and percentages of their attitudes were high, with 75%. The findings also showed that almost all of the EFL teachers strongly agreed that Web 2.0 tools made them more efficient and interesting in the teaching and learning process at the class. The majority of EFL teachers that integrated towards Web 2.0 tools in teaching English used tools such as YouTube, Google Sites, blogs, and wikis. However, there were the barriers that were faced by the EFL namely lack of technological equipment in school, limited time at the class to explore the technology and the students were not allowed to bring communication tools at the class, so Web 2.0 tools have not been fully explored at the English class.
Keywords: EFL teachers attitudes, The integration of Web 2.0 tools, Teaching English
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Gómez Argüelles, Lizbeth, Edith Hernández Méndez, and Moisés D. Perales Escudero. "EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study." Profile: Issues in Teachers´ Professional Development 21, no. 1 (January 1, 2019): 107–20. http://dx.doi.org/10.15446/profile.v21n1.69508.
Full textAbstract:
This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings guide their overall attitudes toward corrective feedback. The participants seem unaware of most corrective feedback strategies and consideration of students’ cognition is absent in the composition of their corrective feedback attitudes. This finding suggests a need for more theory-based corrective feedback training and practice.
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McInerney, Dennis M. "Teacher Attitudes to Multicultural Curriculum Development." Australian Journal of Education 31, no. 2 (August 1987): 129–44. http://dx.doi.org/10.1177/000494418703100202.
Full textAbstract:
This study reports teacher attitudes towards multicultural curricula developments in a sample of New South Wales state primary schools and the assimilation orientation of the respondents prior to the publication and dissemination of the state Multicultural Education Policy document. In general, teachers were favourably disposed to non-English-speaking minority children maintaining their ethnic identity, particularly through the use of their ethnic language. However they were negatively disposed to schools being actively involved in teaching ethnic languages, and to schools extending multicultural curricula. Teachers of English as a second language were more favourably disposed to the propositions than either of the other two groups (administration and class teachers). Class teachers were less favourably inclined to community language teaching and to the development of multicultural curricula. The second part of the study measured the assimilation orientation of teachers on a three-point scale: angloconformism, interactionism and pluralism. The most popular alternative was interactionism, with pluralism being an unpopular choice. The argument is presented that little attitudinal change has occurred since the implementation of the Multicultural Education Policy.