The English teacher最新文献_第3页

English Language Teacher Agency in Rural Sarawak: Exploiting Teaching Materials 沙捞越农村英语教师中介:教材开发

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/dcvu6828

T. Kiss, Hazelynn Rimbar

{"title":"English Language Teacher Agency in Rural Sarawak: Exploiting Teaching Materials","authors":"T. Kiss, Hazelynn Rimbar","doi":"10.52696/dcvu6828","DOIUrl":"https://doi.org/10.52696/dcvu6828","url":null,"abstract":"This paper explores English language teacher agency in rural Sarawak, Malaysia within the context of materials exploitation. The introduction of an international textbook series in all primary schools in Malaysia has brought about significant challenges for teachers who work in socially and economically deprived educational settings, where resources are scarce and where the textbook’s cultural references may be alien to the learners. In order for it to be meaningfully used in the classroom, language teachers need to adapt and localize the textbook for their learners. However, diverting from the officially prescribed material and scheme of work may be a risky business and it requires high levels of teacher autonomy and agency. The data show that although research participants find the materials in need of adaptation, not all make changes due to possible deficiencies in their capabilities or their lack of willingness to act. Those who make changes and thus enact their professional beliefs and values are motivated by completely different reasons. The study found that teachers’ interpretation of their work context significantly influences their agential roles and that teacher agency emerges from an interaction of individual capability, professional action, and the professional and social contexts in which the teacher operates.","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":"125865140","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

Liberating the Minds and Actions of English Language Teachers (Editorial Note) 解放英语教师的思想和行动(编者按)

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/pdwn3253

Raja Nor Safinas Raja Harun, S. Pillai

引用次数: 0

Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment 每位教师都是变革者:对教师能动性和赋权的思考

The English teacher Pub Date : 2021-08-01 DOI: 10.52696/fwym7144

Meng Huat Chau, Krishnavanie Shunmugam

引用次数: 5

Using Character Maps to Learn English Literature 用字符映射学习英语文学

The English teacher Pub Date : 2021-04-30 DOI: 10.52696/LUGK7765

David Teh

{"title":"Using Character Maps to Learn English Literature","authors":"David Teh","doi":"10.52696/LUGK7765","DOIUrl":"https://doi.org/10.52696/LUGK7765","url":null,"abstract":"Learning English literature has always been a challenge, as it demands advanced analytical skills, especially when learners are expected to critically analyse and discuss literary texts. Character mapping is proposed as a technique that develops analytical and critical thinking skills among learners. Drawing theoretical basis from cognitive science, constructivism, and cognitive stylistics, character mapping helps learners visualise connections between characters and events in a literary narrative, which then allows better comprehension of the literary text. 18 respondents from a Form 4 secondary school in Sabah, Malaysia, participated in a small-scale action research study. First, their previous experiences learning English literature was extrapolated via a need analysis, after which the respondents were then exposed to character mapping and its underlying principles. Then, they were asked to reflect and provide feedback on their experiences learning English literature using character maps. The feedback indicated positive support from the respondents, suggesting that character mapping can help learners learn English literature more effectively. Key observations include enhanced levels of comprehension, engagement, creativity, memory retention and organisation of thoughts. Two negative feedback were observed: (i) character mapping is time-consuming, and (ii) overusing character mapping might impede learning engagement. Future studies need to recruit larger sample population and potentially an experimental paradigm to investigate the impact of character mapping in greater detail.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114340210","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

Formative Assessment: Master Trainers’ Attitude and Practice 形成性评估:培训师的态度与实践

The English teacher Pub Date : 2021-04-30 DOI: 10.52696/IWLM6113

Noraini Abd Samad, Zolkepeli Haron

{"title":"Formative Assessment: Master Trainers’ Attitude and Practice","authors":"Noraini Abd Samad, Zolkepeli Haron","doi":"10.52696/IWLM6113","DOIUrl":"https://doi.org/10.52696/IWLM6113","url":null,"abstract":"Formative Assessment (FA) as discussed by Black and Wiliam (1998) was introduced to English teachers in 2018 through English Language Education Reform which aligns the curriculum, teaching and learning, and assessment to the Common European Framework of Reference (CEFR). A group of teachers were handpicked by the Ministry of Education (MOE) to undergo a centralized training regarding FA with Cambridge Assessment in English Language Training Centre (ELTC). These teachers were then appointed as Master Trainers (MT) and were tasked to train teachers all over the country. However, two years after the introduction, little application of the assessment can be seen in schools. Hence, the research focusses on the MTs to see whether they themselves possess good attitude towards the assessment and practise the principles of assessment. Data was collected from 40 MTs all over Malaysia through a questionnaire which was distributed online. Overall, data from the questionnaire have revealed that the participants have positive attitudes towards FA and the assessment is an establishing practice in their classroom. Even though there is a positive correlation between attitude and practice, attitude is found to play a small role. Therefore, more support should be provided by MOE to teachers as to ensure assessment for learning is practised widely by English teachers in the nation.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127624260","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

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms 运用弗朗根海姆的思维技巧框架提高大学英语课堂的学术写作技巧

The English teacher Pub Date : 2021-04-30 DOI: 10.52696/osyw4426

Min Er Beh, M. Ganapathy

{"title":"Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms","authors":"Min Er Beh, M. Ganapathy","doi":"10.52696/osyw4426","DOIUrl":"https://doi.org/10.52696/osyw4426","url":null,"abstract":"Malaysian undergraduates have been facing writing difficulties as a result of lacking effective guidance tools in upskilling English writing and activating thinking skills. Failing to achieve writing competency, the problems extend to the high unemployment rate among fresh graduates. This paper proposes using Frangenheim’s Thinking Skills Framework (TSF) to improve university students’ academic writing proficiency. 60 students were selected to undergo a 6-week quasiexperiment to investigate the effectiveness of the TSF on academic writing and focus group discussions were held to explore students’ perceptions on utilizing the TSF in writing processes. The results of the study confirmed the positive effect of using the TSF in improving students’ academic writing and promoting the use of Higher-Order Thinking Skills (HOTS) throughout the writing process. Findings revealed students’ perceptions on the TSF: an effective guidance tool with various writing strategies, comprises clues to activate suitable thinking skills, and assists writers’ idea generation and decision-making. The implications are important to tertiary stakeholders as a practical TSF is recommended as a supplementary tool to be infused in English writing syllabus to facilitate students in fulfilling the essential thinking skills and writing needs in higher education.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129207159","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