Готові списки джерел за темами / English teachers Victoria Attitudes

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Добірка наукової літератури з теми "English teachers Victoria Attitudes"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "English teachers Victoria Attitudes"

1

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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Анотація:
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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2

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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3

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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4

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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Анотація:
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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5

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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6

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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7

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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8

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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Анотація:
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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9

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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Дисертації з теми "English teachers Victoria Attitudes"

1

Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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2

Madzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.

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This paper examines three English teachers’ attitudes towards teaching pronunciation. The teachers involved are teachers at upper-secondary level in Sweden. The study is based on a qualitative method, since the research involves collecting data to understand opinions and experiences. The data in this study are collected through semi-structured interviews to analyze teachers’ attitudes. All of the three teachers agreed on their students having good pronunciation and mentioned different sounds as pronunciation difficulties that are problematic for their students. Furthermore, the three teachers expressed that they avoid correcting their students most of the time, however, when the teachers correct their students, they usually use a corrective method that can be interpreted as implicit feedback. Earlier research has shown that explicit feedback is the most effective method to use in a teaching environment to make it possible for students to improve their pronunciation.
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3

Phothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.

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4

Akbar, Rahima. "Students' and teachers' attitudes towards Kuwaiti English code-switching." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55661/.

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Анотація:
Research into attitudes to code-switching has frequently produced very negative and ambivalent perceptions, not only by outsiders but also by insiders. This study aims mainly to investigate the way people from different age groups and school settings evaluate major spoken varieties in the State of Kuwait. School students (14-18 years) in schools of different educational schemes (government, English and bilingual schools) were recorded telling stories of personal experiences to ingroup community members (same age group, gender and school type) in their normal way of everyday speech styles. A number of those stories were selected to represent three main spoken language varieties in Kuwait (Kuwaiti-only, English-only and Kuwaiti/English code-switching analysed into two representative types: intersentential and lexical code-switching). Teenagers drawn from the various investigated school settings (n = 417) and a group of teachers (n = 88) rated the audio-recorded speakers on a number of scales of solidarity, status, communicative and culture-based (religiousness, Kuwaitiness and conservativeness) traits in order to explore the evaluative profiles that different groups of people have towards the investigated language varieties in the country. The study revealed some strongly differentiated evaluative profiles by the various groups of respondents based on their school type, age group, gender, and for code-switching specifically, as a result of the code-switched typology. Encountering some ambiguous results, the study maintains the need for qualitative measures, not only as a separate data in their own right (focus group interviews), but also to be included within the modified matched-guise questionnaire (open ended questions). Unlike previous attitudinal studies on code-switching, the current study reveals some very positive attitudes towards the speech style, particularly by those who practise it, and specifically along cultural attributes, as a result of the differing ideologies nurtured within the three school types.
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5

Deegan, Johanna Christine, and j. deegan@latrobe edu au. "NON-ENGLISH SPEAKING NURSES MOVING TOWARDS CONTEXTUAL COMPETENCE IN VICTORIA." La Trobe University. School of Educational Studies, 2007. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20091123.101606.

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The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP). The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were: � Specialist � Experienced generalist � Inexperienced generalist However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria. The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.
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6

Aldujayn, Norah Nasser. "Attitudes Toward Creativity Among Saudi EFL Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157598006406076.

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7

Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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8

Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.

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Анотація:
This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.
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9

Finkle, Sheryl L. "The relationship of English studies to the knowledge, attitudes, and skills of English teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257825.

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10

Wong, Bik Fun. "Students' attitudes toward the expatriate teachers scheme." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/121.

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Книги з теми "English teachers Victoria Attitudes"

1

Marshall, Bethan. English teachers: The unofficial guide : researching the philosophies of English teachers. New York: Routledge, 2000.

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2

Malenka, Margaret M. Searching literature for moral guidance: The development of a prospective English teacher. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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3

Evans, Colin. English people: The experience of teaching and learning English in British universities. Buckingham: Open University Press, 1993.

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4

Ostrowski, Steven. How English is taught and learned in four exemplary middle and high school classrooms. Albany, N.Y: National Research Center on English Learning & Achievement, University at Albany, State University of New York, 2000.

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5

Hagens, Sheilagh A. Attitudes toward Konglish of South Korean teachers of English in the Province of Jeollanamdo. St. Catharines, Ont: Brock University, Faculty of Education, 2005.

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6

Bartram, Brendan. Attitudes to modern foreign language learning: Insights from comparative education. New York: Continuum International Pub. Group, 2010.

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7

McCann, Thomas M. Supporting beginning english teachers: Research and implications for teacher induction. Urbana, Ill: National Council of Teachers of English, 2005.

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8

H, Schmidt William. Teachers' and teacher candidates' beliefs about subject matter and about teaching responsibilities. East Lansing, Mich: National Center for Research on Teacher Education, 1990.

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9

Students of English. London: Routledge, 1989.

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10

McBride, Bill. Entertaining an elephant. 5th ed. [S.l.]: Pearl Street Press, 1997.

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Частини книг з теми "English teachers Victoria Attitudes"

1

Selama, Sid Ali. "The Algerian Newly Recruited Teachers’ Attitudes Toward Professional Development." In English for Specific Purposes Instruction and Research, 227–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_12.

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2

Moussu, Lucie. "Academic English Learners’ Attitudes Towards Native and Non-Native English-Speaking Teachers." In Teacher Education and Professional Development in TESOL, 68–80. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-4.

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Jedynak, Małgorzata. "The Attitudes of English Teachers Towards Developing Intercultural Communicative Competence." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 63–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_6.

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Denman, Christopher, and Rahma Al-Mahrooqi. "Teachers’ Attitudes Toward Alternative Assessment in the English Language Foundation Program of an Omani University." In English Education in Oman, 59–73. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_4.

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Hernandez, Hjalmar Punla. "Philippine English and Teaching It: Awareness and Attitudes of Grassroots Filipino English Language Teachers." In Handbook of Research on Teacher Education, 293–312. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_15.

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Tafazoli, Dara. "English Language Teachers’ Attitudes Towards Computer-Assisted Language Learning: SWOT Analysis in Spain." In English Language Teaching: Theory, Research and Pedagogy, 277–94. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2152-0_16.

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Prošić-Santovac, Danijela, Vera Savić, and Shelagh Rixon. "16. Assessing Young English Language Learners in Serbia: Teachers’ Attitudes and Practices." In Integrating Assessment into Early Language Learning and Teaching, edited by Danijela Proši-Santovac and Shelagh Rixon, 251–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924825-019.

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Chacón-Beltrán, Rubén. "Attitudes Toward English as a Lingua Franca Among Prospective EFL Teachers in Spain." In Intercultural Competence Past, Present and Future, 165–83. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8245-5_8.

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Chacón-Beltrán, Rubén. "Attitudes Toward English as a Lingua Franca Among Prospective EFL Teachers in Spain." In Intercultural Competence Past, Present and Future, 165–83. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8245-5_8.

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Llurda, Enric. "6. Attitudes Towards English as an International Language: The Pervasiveness of Native Models Among L2 Users and Teachers." In English as an International Language, edited by Farzad Sharifian, 119–34. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691231-009.

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Тези доповідей конференцій з теми "English teachers Victoria Attitudes"

1

Lubis, Gisca Irdayana, Rahmat Husein Napitupulu, and I. Wayan Dirgeyasa. "English Teachers’ Language Attitudes with Different Academic Background." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.137.

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2

Zhou, Dan, and Lulu Hou. "An Investigation of Freshmen’ Attitudes Toward Their Native and Nonnative English Teachers." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.274.

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Setyaningrum, Wahyu. "Pre-service mathematics teachers’ attitudes towards learning English: A case study in Yogyakarta." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995158.

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4

Bouali, Assya. "TEACHERS’ MOTIVATION AND ATTITUDES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING IN ENGLISH LANGUAGE TEACHING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0239.

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Salekhova, Leila, Ksenia Grigorieva, Alina Sultanova, and Airat Tuhvatullin. "PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ ATTITUDES TO MEDIATION ACTIVITIES IN A RUSSIAN-SPEAKING EDUCATIONAL ENVIRONMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1364.

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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.

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"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-training and philology programmes and identify possible differences. First, the paper summarizes the main directions in the ever-growing research on perceiving OMTs in foreign language education. Second, it presents partial results of the online survey conducted among future teachers of English and students of English philology (English language and culture). The results proved that both groups of respondents use a wide range of OMTs, with Google Translate being the most popular. In general, respondents showed positive attitudes towards OMTs and were satisfied with their outcomes; however, teacher trainees were more critical when the quality of translations was considered and they were more aware of the need for post-editing. Future teachers of English also showed more reserve for using OMTs as means of FL learning (learning new vocabulary, pronunciation, grammar, reading, writing, translating). Only a tiny part of respondents (all future teachers) saw OMTs as a threat to effective foreign language learning. The results proved a more “conservative” perception of OMTs by future teachers of English (which may explain why some practising teachers ban using OMTs in their classrooms, fearing that their students could become dependent on them). Students of English philology (English language and culture) manifested less critical attitudes towards OMT in all observed categories. They focused more on speed and comfort than the quality of translation. This result points to the need to instruct students on using OMTs properly (including post-editing) to get the best possible translating and learning outcomes. The paper presents partial results of the research project KEGA 019TTU-04/2021 Integrating new digital tools into philological research and education sponsored by the Slovak Ministry of Education, Science, Research, and Sport."
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Kodirova, Oxana, and Lynn Henrichsen. "Experienced ESL Teachers’ Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students." In Virtual PSLLT. Iowa State University Digital Press, 2022. http://dx.doi.org/10.31274/psllt.13337.

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Uchida, Yoko, and Junko Sugimoto. "A Survey of Japanese English Teachers' Attitudes Towards Pronunciation Teaching and Knowledge on Phonetics: Confidence and Teaching." In ISAPh 2016 International Symposium on Applied Phonetics. ISCA: ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-8.

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Nga, Tran Thanh. "Academic Writing: Attitudes and Self-efficacy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.5.

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Academic writing is an indispensable requirement at tertiary level. The relationship between writing skills and attitudes towards writing has received much attention from scholars. However, less is known about how EFL learners’ attitudes towards academic writing are correlated with their self-efficacy in this particular skill. Thus, the present study aims at examining this relationship among third-year English major learners at a university in Ho Chi Minh City. A total of 89 learners participated in the study by completing a questionnaire. Data collected were analyzed using quantitative methods. Results showed that there was no difference in academic writing self-efficacy among the participants whereas the females felt more positive about their academic writing compared to the males. Notably, a correlation exists between academic writing attitudes and self-efficacy. These findings confirmed the need of raising teachers’ awareness of motivational factors that can increase academic writing attitudes and self-efficacy among EFL learners.
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Osmonbaeva, Zhypargul, and Damira Pakhirova. "IMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7422.

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The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teachers. Interview was used for data collection. The purpose of using interview was to listen to the views on the proper questioning which can impact on their teaching and students’ learning. Findings suggest that teachers’ often usage of different types classroom questioning which demand higher order thinking answers can be the indicative of a change in their approaches to and attitudes towards teaching and students learning.
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Звіти організацій з теми "English teachers Victoria Attitudes"

1

Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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