Language teaching and educational research最新文献

Teachers’ Content Knowledge: Implication for Teaching Practices and Students’ Learning Outcomes 教师的教学内容知识：对教学实践和学生学习成果的影响

Language teaching and educational research Pub Date : 2024-03-04 DOI: 10.35207/later.1427141

G. O. Ofodu, F. Jimola

{"title":"Teachers’ Content Knowledge: Implication for Teaching Practices and Students’ Learning Outcomes","authors":"G. O. Ofodu, F. Jimola","doi":"10.35207/later.1427141","DOIUrl":"https://doi.org/10.35207/later.1427141","url":null,"abstract":"Content knowledge is one of the Shulman’s teacher knowledge. In no small measure, content knowledge promotes learning and contributes to students’ learning outcomes. The knowledge of what to teach is a key requirement for effective teaching. This paper assesses the subject matter knowledge that Literature-in-English teachers possess and reveals subject content areas where Literature-in-English teachers exhibit high mastery. This paper examines whether teachers’ content knowledge could predict students’ achievement in and attitude to Literature-in-English. The study is a descriptive research of the survey type. Data were collected through the use of four research instruments: classroom observation scale, classroom content knowledge checklist, self-constructed students’ questionnaire and an achievement test. Data collected were analyzed using descriptive and inferential statistics. The participants of the study consisted of 632 students who offered Literature-in-English and 127 Literature-in-English teachers. Findings revealed that the observable elements where mastery was shown are knowledge of literary works and literary appreciation skills. However, the study showed that Literature-in-English teachers did not have sufficient mastery of language development and knowledge of values. The findings show that teachers’ content knowledge predicted students’ learning outcomes (achievement and attitude) in Literature-in-English. The findings raised concerns about pedagogical implications and recommendations for concerned education stakeholders.","PeriodicalId":500802,"journal":{"name":"Language teaching and educational research","volume":"24 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265786","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

Navigating Turkish EFL Teachers’ Perceived Challenges with Very Young Learners 引导土耳其 EFL 教师认识到幼小学生面临的挑战

Language teaching and educational research Pub Date : 2024-02-05 DOI: 10.35207/later.1356067

Gizem Rojda Yildiz, Merve Savaşçı

{"title":"Navigating Turkish EFL Teachers’ Perceived Challenges with Very Young Learners","authors":"Gizem Rojda Yildiz, Merve Savaşçı","doi":"10.35207/later.1356067","DOIUrl":"https://doi.org/10.35207/later.1356067","url":null,"abstract":"This study sought to investigate teachers’ perceived challenges in teaching English as a second/foreign language (ESL/EFL) to very young learners (VYLs) (2 to 6 years-old pre-schoolers) in Türkiye, with a two-fold aim: 1) to explore the challenges that EFL teachers experience in teaching very young learners, and 2) to investigate whether there is a significant difference in the challenges they encounter regarding their gender and years of teaching experience. The participants were Turkish EFL teachers (N = 35) teaching English to very young learners in preschools. A mixed method convergent research design was adopted within the scope of the study: Quantitative data were collected by a Likert Scale Questionnaire while qualitative data were gathered by semi-structured interviews. The data elicited via the questionnaire were analysed through descriptive statistics and a Mann-Whitney U Test using SPSS, and the data gathered from the interview were analysed by inductive content analysis. A number of challenges emerged, and findings revealed that teachers mostly encounter challenges in monitoring learning and classroom management in teaching English to VYLs. However, findings did not illustrate a statistically significant difference in the challenges teachers face regarding their gender or years of teaching experience. Exploring these challenges can help teachers and other stakeholders understand the potential problems in teaching English to VYLs and predict success in teaching them. The article concludes with suggestions for further research.","PeriodicalId":500802,"journal":{"name":"Language teaching and educational research","volume":"196 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139862708","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

Navigating Turkish EFL Teachers’ Perceived Challenges with Very Young Learners 引导土耳其 EFL 教师认识到幼小学生面临的挑战

Language teaching and educational research Pub Date : 2024-02-05 DOI: 10.35207/later.1356067

Gizem Rojda Yildiz, Merve Savaşçı

{"title":"Navigating Turkish EFL Teachers’ Perceived Challenges with Very Young Learners","authors":"Gizem Rojda Yildiz, Merve Savaşçı","doi":"10.35207/later.1356067","DOIUrl":"https://doi.org/10.35207/later.1356067","url":null,"abstract":"This study sought to investigate teachers’ perceived challenges in teaching English as a second/foreign language (ESL/EFL) to very young learners (VYLs) (2 to 6 years-old pre-schoolers) in Türkiye, with a two-fold aim: 1) to explore the challenges that EFL teachers experience in teaching very young learners, and 2) to investigate whether there is a significant difference in the challenges they encounter regarding their gender and years of teaching experience. The participants were Turkish EFL teachers (N = 35) teaching English to very young learners in preschools. A mixed method convergent research design was adopted within the scope of the study: Quantitative data were collected by a Likert Scale Questionnaire while qualitative data were gathered by semi-structured interviews. The data elicited via the questionnaire were analysed through descriptive statistics and a Mann-Whitney U Test using SPSS, and the data gathered from the interview were analysed by inductive content analysis. A number of challenges emerged, and findings revealed that teachers mostly encounter challenges in monitoring learning and classroom management in teaching English to VYLs. However, findings did not illustrate a statistically significant difference in the challenges teachers face regarding their gender or years of teaching experience. Exploring these challenges can help teachers and other stakeholders understand the potential problems in teaching English to VYLs and predict success in teaching them. The article concludes with suggestions for further research.","PeriodicalId":500802,"journal":{"name":"Language teaching and educational research","volume":"17 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139802796","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

Intrinsic motivation of teachers and teacher candidates and suggestions to increase their intrinsic motivation 教师和教师候选人的内在动机及增强其内在动机的建议

Language teaching and educational research Pub Date : 2023-10-13 DOI: 10.35207/later.1331081

Derya UYSAL

{"title":"Intrinsic motivation of teachers and teacher candidates and suggestions to increase their intrinsic motivation","authors":"Derya UYSAL","doi":"10.35207/later.1331081","DOIUrl":"https://doi.org/10.35207/later.1331081","url":null,"abstract":"Considering the results driven by two decades of empirical work on Self-determination Theory, it is claimed students benefit from intrinsic motivation. However, teachers need to be intrinsically motivated for the profession to fully support intrinsic motivation of students. This study aims to identify the variables in a positive relationship with intrinsic, or self-determined motivation of teachers and teacher candidates based on the existing studies. It is also aimed to make suggestions on how to their increase intrinsic motivation from the perspective of self-determination theory. Three research questions were asked and 48 existing studies fulfilling the pre-determined criteria were reviewed to answer them. Concerning the results, teachers’ and teacher candidates’ intrinsic motivation has an effect on competence in teaching, job satisfaction and retention, students’ motivation for learning, willingness to be involved in and sustain professional development, reduced teacher burnout, goal orientation, decrease in severity of reality shock, productive teaching style, and learning styles. Besides, in case three needs (for autonomy, relatedness and competence) are fulfilled, they are likely to become more intrinsically motivated towards the teaching profession. The results are significant in terms of presenting a frame for teachers’ intrinsic motivation and shedding light on the possible directions for future studies.","PeriodicalId":500802,"journal":{"name":"Language teaching and educational research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858455","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