Дисертації з теми "Indonesian Teachers of English"
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Imelwaty, Sri. "An investigation of teacher‐trainers’ perceptions of Indonesian English, proficiency in English, and training practices in West Sumatra, Indonesia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/177.
Повний текст джерелаHananto and n/a. "An analysis of CALL and implications for Indonesia." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060720.121226.
Повний текст джерелаKarea, Syahrial. "Indonesian secondary-trained EFL teachers teaching English to primary-age children: A study of motivational factors and EFL teaching knowledge." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/51ec3e6ea2cd42bc4f4397fae43c5f03523106a671fcb1bce841ec2e129b8a20/4090745/201605_Syahrial_Karea.pdf.
Повний текст джерелаExley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
Повний текст джерелаExley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Повний текст джерелаFarmasari, Santi. "Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.
Повний текст джерелаExley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.
Повний текст джерелаMumu, Embly. "An Exploration of Teachers’ Beliefs on the Integration of Culture in Teaching English as a Foreign Language in Junior High Schools in Minahasa/Indonesia." Thesis, Mumu, Embly (2017) An Exploration of Teachers’ Beliefs on the Integration of Culture in Teaching English as a Foreign Language in Junior High Schools in Minahasa/Indonesia. Professional Doctorate thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/36472/.
Повний текст джерелаAbdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
Повний текст джерелаCahyono, Bambang Yudi. "Rhetorical strategies in the English and Indonesian persuasive essays of Indonesian university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ47744.pdf.
Повний текст джерелаPratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.
Повний текст джерелаMistar, Junaidi 1967. "Strategies of Indonesian learners of English across individual differences." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8067.
Повний текст джерелаJohnson, Richard K. School of Modern Language Studies UNSW. "Terms and processes in translation between Indonesian and English." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/23080.
Повний текст джерелаEret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.
Повний текст джерелаVIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.
Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.
Повний текст джерелаCertificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.
Abid. "Oral communication strategies instruction: Voices from Indonesian English language lecturers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54090.
Повний текст джерелаSoenarso, Lany Idawati, and n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.
Повний текст джерелаArmstrong, Sean P. "Chinese English Teachers' Perceptions of Foreign English Teachers| A Qualitative Study in Positioning." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420743.
Повний текст джерелаIn this qualitative explanatory single case study, community of practice and positioning theory were used to examine the perceptions of Chinese English teachers (CETs) concerning foreign English teachers (FETs) in a bilingual primary school in an urban environment in East China. The problem in this study was the difficulty of CETs and FETs to work harmoniously to teach English in Chinese primary schools. Specifically, the research questions were a) what are the Chinese English teachers’ perceptions of barriers to collaborating with foreign English teachers? and b) What are the Chinese English teachers’ perceptions regarding the contributions of the foreign English teachers in relation to English language teaching? At this school, each Chinese teacher was paired up with a foreign teacher as co-teaching dyad with shared responsibility. After conducting interviews with seven Chinese English teachers at the school, the interview transcripts were coded using values coding methods and descriptive coding. After compiling the data, six themes emerged relative to the research questions. Concerning barriers to collaboration, the Chinese English teachers mentioned noticeable differences in the dedication to teaching, a lack of solidarity between the two groups, and problems with the administration of the school. Contributions of the foreign teachers were providing cultural context, different approaches in teaching and working with the students, and native speaker model. From these results, it was recommended that foreign teachers need to demonstrate their desire to teach in better ways to their Chinese coworkers. Additionally, school administration must provide more direct leadership so that teachers can know what is expected of them concerning how to work together with the other teachers.
Mailizar, Mailizar. "Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/424734/.
Повний текст джерелаPhothongsunan, 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.
Повний текст джерелаIhsan, Diemroh. "A linguistic study of tense shifts in Indonesian-English interlanguage autobiographical discourse." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558344.
Повний текст джерелаDepartment of English
Simbolon, Nurmala Elmin. "Lecturers’ perspectives on English Medium Instruction (EMI) practice in Indonesian higher education." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/1970.
Повний текст джерелаZulkardi. "Developing a learning environment on realistic mathematics education for Indonesian student teachers." Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58718.
Повний текст джерелаFitriyah, Siti. "Experiencing policy change and reversal : Indonesian teachers and the language of instruction." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/experiencing-policy-change-and-reversal-indonesian-teachers-and-the-language-of-instruction(3bc847fd-2494-4e7c-b6df-8495fbfc4ecd).html.
Повний текст джерелаMirahayuni, Ni Ketut School of Modern Language Studies UNSW. "Investigating textual structure in native and non-native English research articles : strategy differences between English and Indonesian writers." Awarded by:University of New South Wales. School of Modern Language Studies, 2002. http://handle.unsw.edu.au/1959.4/19068.
Повний текст джерелаAndriana, D. M., and n/a. "Seeking and giving advice : a cross cultural study in Indonesian and Australian English." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060601.162436.
Повний текст джерелаJudd, Syringa Joanah. "Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7502.
Повний текст джерелаNelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.
Повний текст джерелаKarakaya, Kadir. "An Investigation Of English Language Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612234/index.pdf.
Повний текст джерелаTop, Ercan. "Secondary School English Teachers&." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.
Повний текст джерела#8217
perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&
#8217
selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.
Swan, A. "Learning from multilingual teachers of English." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11891/.
Повний текст джерелаMadzo, 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.
Повний текст джерелаАндрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.
Повний текст джерелаThe article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.
Lo, Wing-kum Louisa. "A study on the impact of the enhanced native-speaking English teacher (NET) scheme on its participating teachers (NETs) in their first year of teaching in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190513.
Повний текст джерелаEzzair, Karima S. "English Teachers' Perceptions of Vocabulary Instruction in English Language Learners' Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6895.
Повний текст джерелаThompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.
Повний текст джерелаSuwono, S. "Tense, aspect and time concepts in English and Bahasa Indonesia: Pedagogical implications." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1151.
Повний текст джерелаLui, Tzu-Hsuan. "Teachers' Narrative Understandings of the Taiwanese Foreign English Teachers Recruitment Project." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508537.
Повний текст джерелаBerrêdo, Gustavo Ribeiro de Carvalho. "Teachers' and student teachers' reflections on teaching english a globalized world." reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/134793.
Повний текст джерелаMade available in DSpace on 2015-09-08T04:08:53Z (GMT). No. of bitstreams: 1 334129.pdf: 996556 bytes, checksum: 875f60cadd5b32c5a2fad1218c121e88 (MD5) Previous issue date: 2015
Abstract : The globalization process has favored the intensification of the cross-border interactions around the world, and promoted English as a language of global communication. Due to that, many studies have discussed this new status of English as well as its implications for English language teaching. In this context, this study deals with the perceptions of four professors and six student teachers regarding the teaching of English and its new status in the world today. The research covered three main topics: native speaker models and the adoption of a standard variety, culture in language teaching, and challenges in the Brazilian context. The qualitative method of inquiry was adopted in the research and mp3 recorded structured interviews were the instruments of data collection. The research concluded that, although the participants opposed the native speaker model as a goal of pronunciation, they demonstrated a conservative stance toward the adoption of a native standard variety in English teaching. In regard to the teaching of culture, some participants? perceptions reflected traditional approaches, whereas some other participants? perceptions reflected the implications of the new status of English for language teaching. Finally, concerning the challenges of teaching English in Brazil, the majority of participants pointed the public school as the main obstacle to the democratization of English in Brazil.
O processo de globalização favoreceu a intensificação das relações transnacionais ao redor do mundo, e promoveu o inglês como língua de comunicação global. Por isso, muitos estudos discutiram esse novo status do inglês, assim como as suas implicações para o ensino de língua inglesa. Nesse contexto, o presente estudo trata das reflexões de quatro professores e seis professores em formação a respeito de suas percepções sobre ensinar inglês de acordo com seu novo status no mundo de hoje. A pesquisa cobriu três tópicos principais: modelos de falante nativo e a adoção de uma variedade padrão, cultura no ensino de línguas, e os desafios do contexto brasileiro. Foi adotado o método qualitativo de investigação e entrevistas estruturadas gravadas em mp3 foram os instrumentos de coleta de dados. A pesquisa concluiu que, embora os participantes se opuseram ao modelo de falante nativo como um objetivo de pronúncia, eles adotaram uma posição conservadora em relação à adoção de uma variedade padrão no ensino de inglês. No que tange ao ensino de cultura, algumas percepções dos participantes refletiram abordagens tradicionais, ao passo que outras estavam ligadas às implicações do novo status do inglês para o ensino de línguas. No que diz respeito aos desafios de ensinar inglês no Brasil, a maioria dos participantes apontou a escola pública como o principal obstáculo à democratização do inglês no Brasil.
Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.
Повний текст джерелаVacharaskunee, Sasithorn. "Target language avoidance by Thai teachers of English: Thai teachers' beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1521.
Повний текст джерелаSulistyo, Dore Corr. "Error analysis as an introduction to interference in Indonesian ESL composition." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1661.
Повний текст джерелаSuwarno, Bambang. "Indonesian language policy and the views of language teachers in Yogyakarta: Implications for action." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/119.
Повний текст джерелаShafir, Mary. "Immigrant English teachers' professional development in Israel." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490298.
Повний текст джерелаLee, Suet-mui Carol, and 李雪梅. "English teachers' conceptions of task-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963055.
Повний текст джерелаCheng, Hsing-Fu. "Motivational teaching practice of Taiwanese English teachers." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431328.
Повний текст джерелаLee, Suet-mui Carol. "English teachers' conceptions of task-based learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25161416.
Повний текст джерелаFrank, Green Christopher. "An evaluation of a language enrichment component of an INSET course for primary school teachers of English." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626524.
Повний текст джерелаCheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.
Повний текст джерелаUpton, Pamela Rose. "Re-positioning the subject: trainee English teachers' constructions of grammar and English." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/10168/.
Повний текст джерела