Journal articles: 'English teachers'

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Husna, Nida, Khairunnisa Fitri, Wiwi Rhamadina, Fahriany Fahriany, Didin Nuruddin Hidayat, and Afifah Linda Sari. "ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (June 30, 2022): 131. http://dx.doi.org/10.18592/let.v12i1.6400.

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This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.

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나경희. "Exploring Student Teacher Internship of Pre-service English Teachers for Developing Reflective English Teachers." Studies in English Language & Literature 33, no. 2 (May 2007): 187–210. http://dx.doi.org/10.21559/aellk.2007.33.2.011.

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Farouk Imam Arrasyid and Istiqomah. "The Needs of Developing English Teacher’s Professional Competence In the 21st Century." International Journal of Education and Humanities 1, no. 2 (July 13, 2021): 53–63. http://dx.doi.org/10.58557/ijeh.v1i2.16.

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The teacher's professional competence in the 21st century is required a great deal of knowledge, master the material critically, adapt to any changes in curriculum, master the technology, and solve problems encountered during the teaching process. Many researchers have already analyzed English teacher's needs toward professional competence in the 21st century. Here, there are presently several needs to develop an English teacher's professional competence into successful teaching and adjust the 21st century in more detail. This research strives to find the needs of developing English teacher's professional competence in the 21st century. The researcher employs a qualitative approach. The data were obtained through an interview with five professional English teachers’ competence. Then, the data were analyzed, interpreted, and presented using a narrative form. The result of interview analysis revealed that English teachers at Junior High School have indicated eighteen needs of developing professional competence in the 21st century, it required for the successful in teaching and learning. So, it can conclude that these needs greatly develop the professional quality of English teacher’s competence in teaching and carrying out the profession as English teachers

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Koceva, Ana, Dafina Kostadinova, and Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL." Teacher, no. 26 (November 13, 2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.

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For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 13, 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 14, 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (September 6, 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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Noskin, David P. "Interdisciplinary English Means English First." English Journal 86, no. 7 (November 1, 1997): 59–64. http://dx.doi.org/10.58680/ej19973457.

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Describes a high school English teacher’s first year collaborating with math, science, and history teachers in a connecting-the-curriculum program. Describes how the author’s first semester of teaching English within this interdisciplinary framework lacked coherence and was not successful and how his students helped make the second semester more coherent.

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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.

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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.

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Ahn, Soojin, and Maria Oh. "Pre-service Elementary Teachers’ Overseas Teaching Practicum and Development of English Teacher Agency." Korea Association of Primary English Education 29, no. 4 (December 31, 2023): 231–49. http://dx.doi.org/10.25231/pee.2023.29.4.231.

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This study examined the reflections of four Korean pre-service elementary teachers regarding their three-week overseas teaching practicum in the United States and how the overseas teaching practicum contributed to the development of their English teacher agency. The study was conducted as a case study, and the participants’ interview transcripts and final reports were collected as data for analysis. The collected data were explored using thematic analysis. Two major themes were found in this study. First, the pre-service teachers developed confident English teacher agency. Second, the pre-service teachers developed their teacher agency under full awareness of the different school cultures focusing on teacher assistance system and classroom environment management. This study highlights the teachers’ own decision to free themselves of the burden of the Teaching English in English (TEE) policy and the conservative Korean school culture. The study concludes with important implications and suggestions for future research on the pre-service elementary teachers’ overseas teaching practicum and the development of their English teacher agency.

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Kim, Hyun Jin. "Pre-Service Primary English Teachers’ Perceptions about English Language Teacher’s Competence." Journal of Modern British & American Language & Literature 35, no. 1 (February 28, 2017): 271. http://dx.doi.org/10.21084/jmball.2017.02.35.1.271.

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Istifadah, Hanna, and Dwi Anggani Linggar Bharati. "Teachersâ€™ perception, plan, implementation and assessment of Letterland in teaching English vocabulary." English Education Journal 10, no. 4 (December 23, 2020): 632–42. http://dx.doi.org/10.15294/eej.v10i4.38914.

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Letterland is a child-friendly, multi-sensory system to teach English for children. It is highly a sophisticated teaching technique that combines stories with pictograms of letters. However, many teachers claimed to have difficulties in implementing it properly. This study aimed to investigate how teachers perceived, planned, implemented and assessed Letterland in teaching English vocabulary and analyzed the alignment and misalignment of teachersâ€™ perception, plan, implementation and asessment of Letterland. A case study as a part of qualitative research design was employed in this study. By using purposeful sampling technique, two English teachers from Star Kiddy Preschool Semarang were involved. There were four instruments to collect the data, namely questionnaire, interview, document analysis and classroom observation. The findings of this study revealed that the English teachers had positive responses to questionnaire data and interview data dealing with Letterland and its implementation. In addition, Letterland designed well in lesson plan by teachers. Nevertheless, Letterland technique was conducted less succesfully in the classroom. This was due to several problems such as limited time, lack of preparation and teachersâ€™ lack of creativity. Furthermore, as the implementation of teacherâ€™s assessment, it has already met the standard of assessment on curriculum PAUD 2013. At last, the alignment of those teachersâ€™ perception, plan and assessment toward Letterland were related to each other. Eventhough teacherâ€™s positive perception did not align with their implementation in the classroom. That was because teachers missed some stages that should be added in the classroom.

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Chirnside, Carolyn H. "Of English Teachers." English Journal 77, no. 4 (April 1988): 87. http://dx.doi.org/10.2307/819320.

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Kang, Mun Koo. "The Perceptions of Korean English Teachers toward Native English Teachers." Journal of the Korea Contents Association 13, no. 10 (October 28, 2013): 615–23. http://dx.doi.org/10.5392/jkca.2013.13.10.615.

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Ozaki, Shigeru. "Filipino Teachers of English and Native English Teachers: Learners’ Perceptions." International Journal of Second and Foreign Language Education 1, no. 1 (November 20, 2021): 10–16. http://dx.doi.org/10.33422/ijsfle.v1i1.59.

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Since learning English from Filipino Teachers of English (FTEs) has gained popularity, this research investigated learners’ perceptions of the difference between FTEs and native English teachers (NETs) by conducting semi-structured interviews at two English language schools that have both FTEs and NETs. Many learners felt that FTEs were better at explaining grammar explicitly and comprehensibly, while others said that they could better improve their listening and pronunciation skills with NETs since they spoke faster and with more phonological changes and colloquial expressions. However, some felt more comfortable talking to FTEs, since their English was easier to understand. Additionally, some believed that the pronunciation of NETs was better simply because they were native speakers. One of the schools had an NET who was trained in teaching how to articulate English phonemes. His students noted that NETs were better at teaching pronunciation. However, this view was not shared by learners from other schools. Some reported that FTEs were easier to befriend, though this was because the learners and their teachers belonged to similar age groups. Some mentioned that FTEs, who are also English learners, were more passionate about teaching, understanding, and helping learners, while only one student claimed that NTEs were more serious teachers. A few were more motivated by NETs solely because they admired native speakers. In summary, the participants of this study generally considered FTEs to be better, although some individual differences were observed. The results suggest the importance of teacher training and teachers’ experience in learning a second/foreign language.

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García Merino, Iván. "Native English-speaking teachers versus non-native English-speaking teachers." Revista Alicantina de Estudios Ingleses, no. 10 (1997): 69–79. http://dx.doi.org/10.14198/raei.1997.10.07.

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Putra, Riadi Syah. "English teachers’ perceptions and constraint on the use of authentic assessment in teaching English." English Education Journal 12, no. 2 (April 30, 2021): 282–300. http://dx.doi.org/10.24815/eej.v12i2.20457.

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This study aims to determine teacher perceptions of authentic assessment, and to find out the teacher's problems in implementing authentic assessment and solutions that can be done by English teachers in overcoming problems in implementing authentic assessment. In data collection, researchers used questionnaires, interviews and documentation to junior high school teachers in Banda Aceh, then analyzed the data using descriptive-quantitative analysis techniques. The results showed that the English teacher's perceptions of authentic assessment were in the medium category, starting from the teacher's absorption of authentic assessment information, understanding and assessing the authentic assessment of the 2013 Curriculum. learning so there is not enough time; teachers still do not understand the preparation of authentic assessment instruments and rubrics. Teachers still have difficulty sorting between the three aspects to be assessed, namely aspects of attitude, knowledge and skills; The teacher feels overwhelmed because if there are many students, a lot of time and money will be needed to implement authentic assessments; The teacher finds it difficult because they have to add up each score obtained by the students as a whole and then describe the value obtained. Finally, the teacher's efforts to overcome this difficulty by participating in peer discussion training between teachers, especially English teachers, as well as attending training and assistance by the Government or the Ministry of Education and higher education institutions.

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Handayani, Dini. "IMPROVING EFL NON-ENGLISH TEACHERS IN TEACHER TALK ABILITY THROUGH TEACHERS’ TRAINING AT SD TUNAS GLOBAL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (June 30, 2021): 69–74. http://dx.doi.org/10.21009/ijlecr.071.06.

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Foreign curriculum in Indonesia schools become more in demand. The schools facilitate the teachers with the students’ book written in English. The teachers must be able to deliver the lesson into the correct English that is specifically made and used in the classroom. Not all the teachers know that English for teaching is different from daily English. Since SD Tunas Global combined the new curriculum from the Cambridge in the education year 2020-2021 with the goverment curriculum, the needs of using English inside and outside the classroom is a must. Phenomena which were often appeared from the observation were teachers often used mother-tongue language; Bahasa Indonesia and they tend to directly translate Bahasa Indonesia into English without knowing whether the language was proper English to use in teaching. Techer talk is the sentences and expressions that can be used both inside and outside classroom. The data were taken from the interview, observation and the result from the test. This research employed qualitative and quantative method.

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Yang, Mei. "A Review on Pre-service EFL Teacher Identity." Frontiers in Humanities and Social Sciences 3, no. 7 (July 22, 2023): 29–38. http://dx.doi.org/10.54691/fhss.v3i7.5297.

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The study of English teacher identity has become one of the hot topics in the field of language teacher education. This study reviews the research on the pre-service English teacher's identity at home and abroad, and discusses the current research situation around the definition of teacher's identity, the characteristics of pre-service English teacher's identity, and the factors that affect the construction of pre-service English teacher's professional identity. The study found that the domestic research on pre-service English teachers is still in its infancy, and the subsequent research should use the multi-source data collection method, carry out more qualitative research, and carry out a large-span tracking research in time when conditions permit, pay more attention to the change and development of pre-service English teachers' identity, at the same time, pay attention to pre-service English teachers' learning in practice schools, and put forward suggestions for the construction of pre-service English teachers' identity, It is expected to provide help for the relevant research of pre-service English teachers in China.

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Protherough, Robert, and Judith Atkinson. "How English Teachers See English Teaching." Research in the Teaching of English 26, no. 4 (December 1, 1992): 385–407. http://dx.doi.org/10.58680/rte199215427.

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Feng, Zhijia. "English Teachers’ Attitudes Toward China English." World Journal of English Language 14, no. 2 (January 12, 2024): 128. http://dx.doi.org/10.5430/wjel.v14n2p128.

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China English has garnered much attention lately as a growing trend of English variation. The study aimed to explore the language attitudes of Chinese English teachers towards the variety of English in China and further probe into the cause of their attitudinal evaluations. A mixed research method (Questionnaire survey and focused interview) was employed. A total of 23 English teachers participated in the current study. The study revealed that nowadays, many teachers still view standard English, either British or American, as the pedagogical teaching model in China. Since only Chinese English users can use and understand China English, there are better fits for a teaching paradigm than China English. However, most participants claim that some idioms are most effectively expressed in Chinese, and there should be a variety of English in China. The current study's findings may be necessary for English instruction in situations where English varieties are emerging in the globalized world.

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Ahn, Kyungja. "From pre-service to in-service teachers: Elementary English teachers’ experiences and perceptions of the pre-service teacher education." Korea Association of Primary English Education 29, no. 2 (June 30, 2023): 95–118. http://dx.doi.org/10.25231/pee.2023.29.2.95.

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This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.

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Hanafi, Hanafi, and Asti Bhawika Adwitiya. "English Language Anxiety." International Social Sciences and Humanities 2, no. 1 (August 11, 2022): 351–57. http://dx.doi.org/10.32528/issh.v2i1.213.

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English as lingua franca has aroused the demand to include English in early childhood education curriculum, while most of the teachers experienced English Language Anxiety symptoms. In PAUD J, English material had been delivered to the students but the practice itself needs a lot of improvements. One of the factors hindering the improvements is the teachers English Language Anxiety. This study aimed to explore deeper into the teacher’s English language anxiety that hinder their performance to deliver English to their class proficiently. Case study method with observation and interview was conducted to collect data from three early childhood education (ECE) teachers. The result of this study was that the ECE teachers participating in this study experience an anxiety regarding English language that they must deliver to their students. There are three themes discussed in this study, namely (1) the manifestation of their English Language Anxiety., (2) confidence in their English proficiency, and (3) prior exposure to English

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Shibata, Miki. "How Japanese teachers of English perceive non-native assistant English teachers." System 38, no. 1 (March 2010): 124–33. http://dx.doi.org/10.1016/j.system.2009.12.011.

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Suryaningrum, Sumarah. "English Teachers' Knowledge in Indonesia." MATAI: International Journal of Language Education 4, no. 2 (June 10, 2024): 229–37. http://dx.doi.org/10.30598/matail.v4i2.13725.

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This study delves into the dynamic and multifaceted realm of English teachers' knowledge, exploring how personal and professional experiences in Indonesian education shape it. Employing a biographical narrative inquiry approach, three elementary school English teachers from Solo, Indonesia, representing different generations, were engaged in detailed interviews. The study reveals the evolving nature of English teachers' knowledge, with one retiring teacher illustrating a shift from traditional to student-centered teaching practices. Another teacher's journey reflects the growing recognition of cultural diversity and the adoption of culturally responsive teaching. The study underscores the significance of continuous professional development and the value of collaborative learning among English teachers of different generations. These findings hold implications for teacher education, professional development, and educational policy, emphasizing the need for context-specific and ongoing support to enhance the quality of teaching in a diverse and ever-changing educational landscape.

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Iskandar, Yusuf. "THE ROLE OF LESSON PLAN AS AN EFFORT TO IMPROVE THE QUALITY OF TEACHERS IN TEACHING ENGLISH." English Education and Applied Linguistics Journal (EEAL Journal) 5, no. 1 (March 23, 2022): 1–7. http://dx.doi.org/10.31980/eeal.v5i1.17.

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This study is aimed to (1), determine the role of teaching English. (2) prove that the use of lesson plan give effect toward improvement of teacher’s quality in teaching, especially for teaching English. This study is a classroom action. The subject of this study is English teachers of SMA Negeri 5 Garut. Techniques of collecting datas are by using observation, interviews and documentations. The result of observation and interview with the English teachers in a public senior high school in Garut West Java that all English teachers have arranged and used the lesson plan, and obtained data, from the six English teachers who do not understand about the role of lesson plan are only 2 persons, while 4 other English teachers have understood the role of lesson plan in teaching English. But, in improving and implementation, it is constrained by several factors as I explain in the discussion. But, in practice, English teachers will effort with existing abilities and collaborate with other teachers to keep contributing the best services to students in accordance with syllabus and English teaching plan and teach based on the lesson plan that accordance to condition and student’s characters in the present and the future.So, from this study, we can take a conclusion that a lesson plan gives big effect in improving English teachers qualities especially teachers in n a public senior high school in Garut and others in general. Keywords: lesson plan, teacher’s quality, teaching English

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Xiong, Tao, and Xiuzhen Xiong. "The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China." English Language Teaching 10, no. 4 (March 14, 2017): 100. http://dx.doi.org/10.5539/elt.v10n4p100.

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Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.

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Tarnopolsky, Oleg B., and Svitlana D. Storozhuk. "GLOBAL ENGLISH ACCENTS AND NON-NATIVE ENGLISH TEACHERS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 273–82. http://dx.doi.org/10.32342/2522-4115-2021-2-22-30.

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The article is a theoretical study of the issue of non-native English speakers and, in particular, nonnative English teachers’ accent peculiarities and whether these can be an obstacle for employing the latter as teachers of EFL (English as a Foreign Language taught in non-English-speaking countries) or ESL (English as a Second Language taught in English-speaking countries). In the paper, an attempt is made to prove that, under certain conditions, such accent peculiarities can be considered not as qualified non-native English teachers’ shortcomings but as an asset of a kind. In that respect, the notion of global English accents is introduced, which are considered as normative accents for English as an international, or rather global/ planetary, language of international/intercultural communication taught to all the learners of EFL and ESL. It is claimed that special measures should be taken for the native and non-native speakers of English to become accustomed and adapted to hearing such diverse accents quite frequently even in their home countries. Both the native and non-native English speakers the world over need to be taught and get accustomed to perceive the global English accents as something totally normal and acceptable as long as they do not make communication in English incomprehensible or comprehensible with difficulty. The advantages of non-English teachers with their accent peculiarities are discussed when teaching English not only to EFL but ESL students as well, and it is shown that they can be a great help in inuring both nonnative and native speakers of English to hearing the variety of global English accents. It is indicated that relevant training and mutual cooperation of both non-native and native teachers of English is required for achieving this goal.

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Xiong, Ziwei. "The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 519. http://dx.doi.org/10.17507/jltr.0703.12.

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This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers’ beliefs about English teachers’ roles, excellent English teachers and English teachers’ professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.

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Apoko, Tri Wintolo, and Bambang Yudi Cahyono. "In-service English teachers’ motivations in the Indonesian teacher profession education program." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (August 1, 2024): 2639. http://dx.doi.org/10.11591/ijere.v13i4.28442.

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To be certified as professional English teachers, Indonesian teachers must complete the teacher profession education program (TPEP) offered by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia. Due to a lack of discussion and research on the motivation of inservice English teachers participating in the TPEP, this study explored the TPEP-related motivation of in-service English teachers. There were 80 inservice English teachers who joined the TPEP at a reputable private university in Indonesia participated in this mixed-method study. A survey questionnaire was distributed to the in-service teachers to know their motivation regarding the TPEP. The findings indicated that the majority of the in-service English teachers were highly motivated to participate in the TPEP. They also thought that TPEP was beneficial for teachers as it enhanced their knowledge and skills in teaching. Through the TPEP they learned to use innovative strategies to teach English such as project-based learning and problem-based learning. This implies that more in-service English teachers should be encouraged to join TPEP to develop their competencies.

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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (June 30, 2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.

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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.

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Alipour, Shahram. "Comparison of private-institute and public-school English teachers’ motivation towards teaching English in Iran." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 631–44. http://dx.doi.org/10.18844/cjes.v13i4.3600.

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Teacher’s motivation plays a key role in their career success. Recognising the factors which impede an ideal performance in teaching helps curriculum developers and instructional managers to resolve the issue as much as possible. This is not valueless to investigate and deploy possible solutions from which are being experienced in different types of instructional institutes. Therefore, to find the possible differences between the institution teachers and public-school teachers, the present study was initiated. It was also aimed to compare the motivation sources in their teaching context. So, English teachers’ motivation was measured regarding their intrinsic and extrinsic motivation. The results suggest that there is a significant difference between two types of teachers. In fact, teachers in private institutions have more motivation than public-school teachers. The findings of present study indicate that education system, school managers and supervisors need to motivate teachers towards teaching English. Keywords: Contextual sources of motivation, extrinsic motivation, intrinsic motivation, teaching English, teachers’ motivation.

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Kim, Eunjung, and Mun-Hong Choe. "English Language Teachers’ Job Satisfaction in Korea: A Comparison between Korean Teachers of English and English Native-Speaker Teachers." Secondary English Education 16, no. 02 (May 31, 2023): 23–48. http://dx.doi.org/10.20487/kasee.16.3.202308.23.

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Milner, Joseph O. "Merging Beliefs of Classroom Teachers and Teacher Educators." English Education 42, no. 2 (January 1, 2010): 171–80. http://dx.doi.org/10.58680/ee20109689.

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Joseph O. Milner explores a narrowing of differences between English teacher educators and classroom teachers. Using North Carolina as anational barometer for his action research, Milner cites the shifting attitudes of classroom teachers toward the shared values of English teacher educators, and he opens the door for similar research projects in other states.

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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.

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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

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Lorenna, May, Sri Wuli Fitriati, and Widhiyanto Widhiyanto. "The The Comparison of Lexical Bundles in EFL Teachersâ€™ Talk between Non-native and Native English Teachers." English Education Journal 10, no. 1 (March 15, 2020): 69–75. http://dx.doi.org/10.15294/eej.v10i1.33830.

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Lexical bundles are multi-word expressions that usually hang together. They are considered as a main factor in building fluency in academic discourse; helping to shape meanings and coherence in a text. The objectives of the study are to analyse non-native and native English teachersâ€™ talk in order to explain (1) the use of structural and functional types of lexical bundles in non-native and native English teachersâ€™ talk, (2) the similarities and differences of lexical bundles used in the talk, (3) the relation between structural and functional types of lexical bundles used in the talk. This study is a qualitative study and designed as a classroom discourse analysis. The data are non-native and native English teachersâ€™ talk. The results reveal that non-native and native English teachers used all types of lexical bundles structurally and functionally. Similarly, both teachers performed lexical bundles in form of verb phrase and they mostly functioned as stance expressions. However, they performed them differently in terms of the sub-types. Non-native English teachers used more 1st/2nd person pronoun+VP fragments while native English teachers employed more WH-questions fragments. Functionally, non-native English teachers used lexical bundles more in showing ability while native English teachers performed them more in showing intention/prediction. Both teachers frequently employed lexical bundles with verb phrase structures that functioned as stance expressions. The use of lexical bundles is important for teachers to perform native-like fluency and improve their oral proficiency.

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Masniati Murni Ritonga and Roni Juliansyah. "English Teachers Teaching Models In English Class." Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris 2, no. 1 (March 2, 2024): 269–79. http://dx.doi.org/10.61132/sintaksis.v2i1.438.

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The quality of learning depends on the instructor, serving as a basic calculate in deciding its adequacy. This think about points to create a educator competency show through Lesson Consider (LS) exercises. Show competence alludes to the direction of Indonesian Service of Instruction and Culture No 6565 in 2020. This consider connected the subjective graphic inquire about plan. It utilized the lesson consider approach in creating EFL teacher's proficient information competence, proficient learning hone competence, and career proficient advancement. The members included four EFL Instructors at Senior Tall School 10 Ternate City Indonesia. They comprised of one male and three females. Four EFL instructors were chosen through purposive examining with four criteria: (a) sex, (b) age, (c) instructing encounter (d) instructive foundation, and, (e) work status. Moreover, the think about information were gotten through three LS stages (arrange, teach/do, and reflect/see) for four cycles. A 4-point Likert scale ((1=Thriving; 2= Competent; 3 = Worth; and 4 = progressed) was utilized to degree lesson consider profile perspectives on the improvement of EFL Teachers' Demonstrate competencies and it is an impact on students' communication and basic considering abilities. Information was picked up by a 4-point Likert scale calculated with recurrence and introduction equation through Microsoft Exceed expectations Windows 10. The result appeared that LS exercises affected the improvement of information competencies, proficient learning hones, and proficient advancement of EFL instructors in learning English. It too moves forward communication, basic considering, and understudy excitement for English learning in lesson. This consider gives openings for instructors to share information, great learning hones, and encounter, as well as reflect and learn to collaborate professionally. This think about speaks to a oneof a kind commitment by joining three models of educator competence as an exertion to alter the Autonomous Educational programs.

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G Dacanay, Dianne. "Teaching Competencies of English Teachers." International Journal of Science and Research (IJSR) 13, no. 3 (March 5, 2024): 377–83. http://dx.doi.org/10.21275/sr24119052706.

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Dai, Caihong. "Implementation and Strategies of English Major Teacher Autonomy Development." Frontiers in Science and Engineering 4, no. 7 (July 24, 2024): 207–13. http://dx.doi.org/10.54691/qf7p7z89.

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Autonomous development is the core of teacher's professional growth, it emphasizes the teacher's subjectivity in professional growth, so that teachers become the master of their own professional development. In the field of English education, the development of teacher autonomy is particularly important, because it is not only related to the personal growth of teachers, but also affects the learning effect of students. This paper will explore in depth the importance, challenges, strategies and practices of the development of English teachers' autonomy, in order to provide useful references for the professional development of English teachers.

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Akbarov, F. "Modern english teachers – innovators." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 128–29. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp128-129.

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To start with, the word innovation has been quite a buzzword across-the-board and in the context of ELT in particular. Teaching is an old trade though it is constantly refined through myriads of approaches, philosophies and techniques. Similarly, the task remains to be the same before the teachers of present times which is to blend teaching with innovation and harness its benefits to enhance learning and teaching experiences in the long run. To put that in perspective, modern English teachers are the ones who are multifaceted in terms of skillset and are ready to embrace novelties and the challenges that come along down the path.

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Turvey, Anne. "English Teachers in Training." Changing English 4, no. 2 (October 1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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Bouldin, Kelly V. "Thank You, English Teachers." English Journal 96, no. 3 (January 1, 2007): 9. http://dx.doi.org/10.2307/30047284.

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Di Prima, S. "English for Primary Teachers." ELT Journal 56, no. 4 (October 1, 2002): 429–31. http://dx.doi.org/10.1093/elt/56.4.429.

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Meihami, Hussein. "Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher." Pedagogika 135, no. 3 (December 1, 2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.

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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

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Zuhri, Fauris, Slamet Setiawan, and Syafi'ul Anam. "THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM." International Journal of Education 16, no. 1 (February 27, 2023): 67–74. http://dx.doi.org/10.17509/ije.v16i1.53700.

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Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers. Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes.

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Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.

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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels. Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used. Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels. Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

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Sukma, Fitri Alya Okta. "A Closer Look at Teachers' Professional Competencies." English Education Journal 14, no. 3 (July 31, 2023): 683–705. http://dx.doi.org/10.24815/eej.v14i3.32810.

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Preparing students for 21st century life should be started by preparing the teachers since they have a great influence in shaping the education outcomes. Besides, the quality of English teachers also influences on teaching English as a Foreign Language (EFL) in Indonesia. This study was aimed at finding out the professional competencies of teachers of English. This study involved three teachers of English, 36 students, the vice-principal of curriculum, and the school principal. The data were collected through observation, questionnaire, interview, and review of documents. The results of the study revealed that the teachers of English at SMKN 3 Palembang were in criteria “competent enough” (73.77%) in completing all aspects of teacher’s professional competencies based on the Ministerial Regulation of National Education Number 16 Year 2007 on the Academic Standards and Competency Qualifications. The findings could contribute some benefits for the teachers of English, the school, and the government in order to gain better quality of teaching and learning English, particularly teachers’ professional competencies.

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Astrid, Annisa, Amalia Hasanah, and Syafryadin Syafryadin. "Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives." Register Journal 13, no. 2 (October 17, 2020): 351–70. http://dx.doi.org/10.18326/rgt.v13i2.351-370.

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The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.

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Journal articles on the topic 'English teachers'

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