The English teacher最新文献_第2页

Practice and Effect of Extensive Reading Marathon at a Japanese Engineering University: Teacher-Student Collaboration for Autonomous Reading 日本工程大学泛读马拉松的实践与效果:自主阅读的师生合作

The English teacher Pub Date : 2022-04-30 DOI: 10.52696/lpge8756

Kazuma Fujii

{"title":"Practice and Effect of Extensive Reading Marathon at a Japanese Engineering University: Teacher-Student Collaboration for Autonomous Reading","authors":"Kazuma Fujii","doi":"10.52696/lpge8756","DOIUrl":"https://doi.org/10.52696/lpge8756","url":null,"abstract":"This paper discusses a learning project that aims to foster students’ autonomous English learning, called the Extensive Reading Marathon (ERM). The project establishes extensive reading (ER) as a foundation to encourage students to learn English outside the classroom through teacher-student collaboration. ER was adopted as part of the author’s English class, and an English reading circle was created for students who wished to practice ER outside the classroom, under the initiative of student leaders. Thus, ERM is a practice that links teacher-led in-class ER to student-led out-of-class ER to form autonomous English learning habits for Japanese EFL students. A total of 173 Japanese engineering university students participated in the in-class ER, and 521 students participated in the out-of-class reading circle during the nine months of the project. Despite some issues in fostering autonomous learning habits for all students, this collaborative initiative was effective in promoting autonomous English learning; specifically, there was an increase in average reading amount compared to the previous year, and four students met the goal of 300,000-words ER, which had not been achieved in the previous year.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128017237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ Perception on Flipped Classroom Approach in Learning Communicative English among Community College Students 社区大学生对翻转课堂学习交际英语的看法

The English teacher Pub Date : 2021-12-31 DOI: 10.52696/zzod4338

Fathilah Begum Mohamed Maidin, Siti Shuhaida Shukor

{"title":"Students’ Perception on Flipped Classroom Approach in Learning Communicative English among Community College Students","authors":"Fathilah Begum Mohamed Maidin, Siti Shuhaida Shukor","doi":"10.52696/zzod4338","DOIUrl":"https://doi.org/10.52696/zzod4338","url":null,"abstract":"Learning English as a second language has never been straightforward, especially when it requires the learners to speak in the target language during the lesson. Students have the tendency to keep quiet and refuse to communicate in English due to many factors. In encouraging students to speak in the target language during the class, many English language instructors have pursued new and interesting approaches. One of the approaches includes flipped classrooms. Flipped classroom allows students to learn the concepts of one particular topic at their own time and pace whilst spending the classroom session on hand-on activities. This study investigates students’ perceptions of using flipped classroom approaches in their Communicative English classroom. The aim of this study was to determine whether a learning approach such as flipped classroom had any influence over students’ attitudes and motivation. The participants of this study were 106 students at Taiping Community College. This study employed a quantitative research design via survey. Before gathering the students’ opinion, the participants had experienced the flipped classroom approach during the Communicative English lesson. After that, a set of questionnaires were distributed to the participants and data were analyzed descriptively. Results revealed that most students had positive perceptions towards the use of flipped classrooms and were highly motivated to learn and had positive attitudes towards the implementation of the flipped classroom approach. This study provides insights for Malaysian community college lecturers to adopt flipped classroom approach in their teaching, especially in the Communicative English lesson.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115336953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ESL Learners’ Obstacles in Learning Speaking Skills 英语学习者学习口语技巧的障碍

The English teacher Pub Date : 2021-12-31 DOI: 10.52696/wyzy7207

Rose Suzila Yahaya, Noor Alhusna Madzlan, M. Muhammad

{"title":"ESL Learners’ Obstacles in Learning Speaking Skills","authors":"Rose Suzila Yahaya, Noor Alhusna Madzlan, M. Muhammad","doi":"10.52696/wyzy7207","DOIUrl":"https://doi.org/10.52696/wyzy7207","url":null,"abstract":"English is regarded as a second language in Malaysia and is part of the compulsory learning subject in primary and secondary school. However, the learning span of six years in primary school and five years in secondary school does not assure that the students will be able to master their speaking skills. Many of our students are still struggling to speak in English with correct sentence structures and pronunciations. Therefore, this paper aims to discuss the obstacles faced by ESL learners in their speaking skills. Learning perception, anxiety, and social-related problems as well as learning related problems, were the focus of issues discussed in this paper. This study engaged a quantitative approach to collect the data. The online survey, through “Google Form” was used to obtain data from the 196 tertiary level ESL respondents at one of the higher learning institutions in Ipoh. An adapted questionnaire was used for this study. The questionnaire was constructed in the form of a 5-point Likert Scale from which the choices range from strongly agree to strongly disagree. The items on the questionnaire were analyzed using SPSS 26 and the mean score for each item constructed was calculated accordingly. Findings indicated that the respondents experienced interference of L1 when it comes to difficulty in speaking. The respondents also expected the teacher to correct every error that they say and want the teacher to use a variety of methods and latest approaches to teach speaking skills to boost their interest. This study suggests that ESL learners need to be given more motivation to develop their confidence in using the English language and teachers need to be more creative in implementing strategies that stimulate learners’ interest to speak in English.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116109863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of “English-Only Policy” on Students’ Fluency and Motivation Level in Speaking English “唯英语政策”对学生英语口语流利度和动机水平的影响

The English teacher Pub Date : 2021-12-31 DOI: 10.52696/egjq3860

Iliana Putri Azhar, Revathi Gopal

{"title":"Effects of “English-Only Policy” on Students’ Fluency and Motivation Level in Speaking English","authors":"Iliana Putri Azhar, Revathi Gopal","doi":"10.52696/egjq3860","DOIUrl":"https://doi.org/10.52696/egjq3860","url":null,"abstract":"The study aims to examine the influence of English-only policy on students’ fluency and motivation level to speak English. The respondents of the study are 20 secondary school students in Hulu Perak who are divided into two groups; experimental group and control group. The research design of this study is quantitative through quasi-experimental and survey. A pre and post-speaking test and a questionnaire which consists of 9 items using 5-point Likert scale are used for data collection. The data is analysed through mean scores of pre and post-test between experimental and control group and the total score of each respondent. The findings of pre and post-test indicate that the mean scores in the experimental group yield a higher improvement (3.20) than in the control group (1.80). Furthermore, the survey findings show that most respondents have a moderate level of motivation (60%), followed by high motivation level (40%). It can be concluded that English-only policy is effective on students’ speaking fluency and students have moderate to high levels of motivation to speak English language in English-only policy lessons. The implication of this study is that teachers can use English-only policy in English language lessons to improve students’ speaking fluency and motivation level to speak English. Apart from that, it can be a benchmark for school administration to implement the approach at school level and for the Ministry of Education to provide training courses for teachers to ensure in-depth implementation of the teaching approach.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114738398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CEFR as Language Policy: Opportunities and Challenges for Local Agency in a Global Era 作为语言政策的CEFR:全球化时代地方机构的机遇与挑战

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/aide2513

Kristof Savski

{"title":"CEFR as Language Policy: Opportunities and Challenges for Local Agency in a Global Era","authors":"Kristof Savski","doi":"10.52696/aide2513","DOIUrl":"https://doi.org/10.52696/aide2513","url":null,"abstract":"The Common European Framework of Reference for Languages (CEFR) has become one of the most widely cited documents in language education across the globe, its influence now felt far beyond the confines of Europe, the context for which it was originally produced. In Malaysia, CEFR was given particular prominence in the Malaysia Education Blueprint 2013-2025 and English Language Education Reform in Malaysia: The Roadmap 2015-2025, both of which positioned the framework as the primary yardstick by which curricula were to be developed and against which achievements (or lack thereof) were to be evaluated. This paper examines CEFR from the perspective of language policy, focussing particularly on the implications this document has for local agency in the Malaysian context. The paper begins by examining the constructs of language and language education underlying CEFR, pointing in particular to how these reflect the socio-political context for which the framework was developed. The next section examines how policy texts in the Malaysian context, in particular the 2015 Roadmap, have interpreted CEFR, highlighting in particular the way that these texts (as other policies across the globe) have tended to treat the CEFR reference levels as a global standard, with little scope for local agency. The final section considers alternative, localized models for using CEFR as language policy in Malaysia, in particular how the framework may be used in support of an inclusive agenda in which diversity and multilingualism are embraced.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116029265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teacher Agency Through Collaborative Expertise-building 通过协作专业知识建设的教师代理

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/avra5411

Ruanni Tupas

引用次数: 0

(Re)constructing Teacher Identity through the Contesting Narratives of ELT Associations (二)通过英语教学协会的竞争叙事建构教师身份

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/dlpa6521

R. Nair

{"title":"(Re)constructing Teacher Identity through the Contesting Narratives of ELT Associations","authors":"R. Nair","doi":"10.52696/dlpa6521","DOIUrl":"https://doi.org/10.52696/dlpa6521","url":null,"abstract":"Discussions in the mainstream media about the declining standard of English in Malaysia have focused on a variety of contributing factors, one of the more prominent being the quality of teaching. English language teachers have been central actors in these narratives and are often easy targets for assigning blame. Left uncontested, such narratives have the capacity to shape a damaging image of Malaysian English language teachers which can have lasting implications for the ELT profession in the country. Fortunately, alternative voices emerge to challenge narratives describing Malaysian English language teachers as inept and incompetent. In this paper, I examine such narratives as they are presented through multimodal texts published and circulated in the public domain by the Malaysian English Language Teaching Association. Drawing on the frameworks of Systemic-Functional Linguistics and visual grammar, I examine a series of posters disseminated through the association’s social media platforms. The analysis unpacks the language and images used in the posters, and reveals an alternative discourse in which these teachers are presented as trained professionals with expertise in their field of ELT. The study highlights the important role of ELT associations in representing its members by challenging emerging discourses which threaten the reputation of the profession.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130992704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Agency as Technologies of the Self and as Actionality: Implications for ELT Micro-Centric Policy Making 教师代理作为自我的技术和行动:对英语教学微观中心政策制定的启示

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/ilmw5019

S. Sugiharto

引用次数: 0

The Weight of Our Words: Language and Teacher Agency from the Perspective of Gee’s ‘Cultural Models’ 我们话语的分量:从“文化模式”看语言与教师能动性

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/bcgt8886

Ngee Derk Tiong

{"title":"The Weight of Our Words: Language and Teacher Agency from the Perspective of Gee’s ‘Cultural Models’","authors":"Ngee Derk Tiong","doi":"10.52696/bcgt8886","DOIUrl":"https://doi.org/10.52696/bcgt8886","url":null,"abstract":"In this article, I suggest that one way to enhance teacher agency is to practise greater linguistic awareness in our professional conversations. Based on a conceptual framework utilising the idea of ‘cultural models’ (everyday theories expressed in language) I analyse primary data of Malaysian English-language teachers’ meetings to show two ways in which they have an impact on practice and agency. Based on the evidence, I claim that cultural models [1] function as problem-framing devices and [2] can support transformations in practice. The data in this paper comes from audiovisual recordings of teacher meetings, generated as part of a larger study on teacher collaborative discourse in professional learning communities (PLC), with English-language teachers at Malaysian national secondary schools. Based on these findings, I argue that teacher agency defined as the capacity to make a difference in the context of teachers’ work—is partly a function of how teachers speak about the relevant domains of their practice, be they students, subject or pedagogy. This offers practitioners who wish to be more agentic in their practice some relevant points for reflection.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125704024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Autonomous Thinking Teacher: Preparing English Teachers for the 21st Century 自主思考教师:培养21世纪的英语教师

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/qqyb1862

A. Chia, Stefanie Y. L. Chye, B. Chua

引用次数: 0