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Article
Publication date: 10 July 2017

Soha Kalantari and Sholeh Kolahi

The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

889

Abstract

Purpose

The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

Design/methodology/approach

Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling.

Findings

The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout.

Originality/value

The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

Details

Journal of Professional Capital and Community, vol. 2 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 30 July 2021

Farshad Parhamnia, Majid Farahian and Yusef Rajabi

As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from…

Abstract

Purpose

As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy.

Design/methodology/approach

The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.

Findings

The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.

Originality/value

The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.

Details

Global Knowledge, Memory and Communication, vol. 71 no. 4/5
Type: Research Article
ISSN: 2514-9342

Keywords

Article
Publication date: 11 February 2019

Ferhan Karabuğa and Gülden Ilin

The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education…

Abstract

Purpose

The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education context by considering the challenges faced and observed by the EFL teachers, their suggestions to design a process like LS practice and benefits that LS practice could provide them in terms of teaching and professional development.

Design/methodology/approach

The analysis is based on the data from five EFL teachers’ collaborative work in an arrangement of lesson and learning study and from the researcher’s observations during meetings and discussions throughout the process. The data consist of interviews with participant teachers (pre and post), video recordings of the teacher workshops, field notes of the researcher and video recordings of the research lessons. The analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories and at last placing codes into the related categories.

Findings

The results show that the teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about time, increasing responsibility and effort, being a demanding process. However, the practice seemed to meet their expectations, lead to improvements in knowledge, teaching practices and perspectives, contribute to the personal and professional development of teachers and triggered enthusiasm and a desire for students to participate actively in learning process.

Originality/value

This paper serves as an explicit example of LS practice with its plus and minuses in a Turkish education context as teachers’ views and the researcher’s personal reflections in the current study can guide the process of change and provide evidence and practical suggestions on the feasibility of the program for the ones attempting to experience it. Besides, the teachers’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs and the researchers an opportunity to lead future practices.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 24 November 2020

Naoko Araki

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas…

Abstract

Purpose

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.

Design/methodology/approach

The study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.

Findings

Initial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.

Originality/value

The study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

Details

Qualitative Research Journal, vol. 21 no. 3
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 16 June 2022

Seyyed Mohammad Reza Amirian, Saeed Ghaniabadi, Tahereh Heydarnejad and Saeed Abbasi

Following the significant role of critical thinking (CT), sense of efficacy beliefs and teaching style preferences in the success of teachers and consequently the success of the…

Abstract

Purpose

Following the significant role of critical thinking (CT), sense of efficacy beliefs and teaching style preferences in the success of teachers and consequently the success of the educational system, this study intended to explore their relationship and the possible influence of these three factors among English as a Foreign Language (EFL) university professors.

Design/methodology/approach

To this end, Watson–Glaser Critical Thinking Appraisal-Form A, Teacher Sense of Efficacy Scale (TSES) and Grasha's Teaching Style Inventory (TSI) were administered to 320 Iranian EFL university professors.

Findings

The data were examined via path analysis indicated that teachers' CT abilities and sense of self-efficacy beliefs significantly influenced the teaching style preferences. Moreover, it was concluded that Iranian EFL university professors' CT skills positively affect their sense of efficacy beliefs.

Research limitations/implications

Future studies may advance the possible relationships among the sub-components of CT, self-efficacy beliefs and teaching style. Furthermore, further investigations are recommended to study the influence of university professors' CT, self-efficacy beliefs and teaching style preferences in enhancing their learners' achievement.

Practical implications

The implications of the present study may contribute to the field of teacher education in providing opportunities for teachers to develop and practice higher-order thinking and self-assisted skills.

Social implications

The implications of this study may redound to the advantage of university professors, teacher educators and policy-makers.

Originality/value

This research is original. To the best of the researchers' knowledge, there has been no study investigated the possible relationships between CT, sense of efficacy beliefs and teaching style preferences in higher education.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 16 May 2022

Abdullah Ahmed Zughaibi

English instructors' pragmatic competence (PC) is an aspect of the overall communicative competence forming the basis of language instructors' knowledge. Their knowledge of…

Abstract

Purpose

English instructors' pragmatic competence (PC) is an aspect of the overall communicative competence forming the basis of language instructors' knowledge. Their knowledge of pragmatics should not be overlooked when seeking to understand foreign language learners' communicative ability. This study aims to investigate the pragmatic awareness and teaching practices of non-native EFL instructors with different qualifications and from various cultural backgrounds in Saudi Arabia.

Design/methodology/approach

To obtain a broader perspective, this study adopted a quantitative research design. An online questionnaire, developed from Ivanova (2018) and Tulgar (2016), was accessed by 320 instructors at one English teaching institute in Saudi Arabia. The questionnaire consisted of demographic information about participants and 12 closed Likert-type questions.

Findings

The data analysis showed that most of the language instructors were aware of PC. However, some variations were evident in their views of the importance of pragmatics in teaching and learning and in their actual pragmatic teaching practices.

Originality/value

This study emphasizes the importance of pragmatic awareness for EFL instructors. It indicates that while non-native English instructors' academic levels and cumulative experience in teaching English play a major role in teaching, instructors have several challenges in teaching pragmatics and promoting students' awareness of pragmatics in this context. For effective second language teaching of pragmatics, instructors, managers and policymakers need to recognize the importance of pragmatics and competencies that students need to develop in EFL contexts.

Details

Saudi Journal of Language Studies, vol. 2 no. 2
Type: Research Article
ISSN: 2634-243X

Keywords

Article
Publication date: 11 April 2016

Erwin Maria Gierlinger, Harald Spann and Thomas Wagner

The purpose of this paper is to scrutinise the potentials and challenges of variation theory when adopting learning study in Austrian initial EFL (English as a Foreign Language…

Abstract

Purpose

The purpose of this paper is to scrutinise the potentials and challenges of variation theory when adopting learning study in Austrian initial EFL (English as a Foreign Language) teacher education.

Design/methodology/approach

Based on a hermeneutic and epistemological approach, projects, and publications employing variation theory in the context of EFL are critically evaluated.

Findings

Variation theory and learning study turn out to have great potential for EFL teaching and learning in Austria. However, three critical issues need further conceptual and empirical research before new learning cycles can be implemented and evaluated: the object of learning, the SLA-variation theory interface, and the roles of variation theory on different educational levels.

Originality/value

By identifying and discussing important critical issues within the current practice of variation-theory-oriented EFL teaching, this study could lead to further theoretical and empirical deliberations in various areas of modern language teaching. This in turn could help pave the way for both the development of theoretical underpinning and methodological refinement, ultimately fostering international co-operations in implementing learning cycles.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 23 January 2024

Tiare Gonzalez-Vidal and Paul Moore

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves…

Abstract

Purpose

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.

Design/methodology/approach

The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.

Findings

The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.

Practical implications

The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.

Originality/value

This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 9 July 2020

Hasan Mohsen Alwadi, Naashia Mohamed and Aaron Wilson

This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of…

Abstract

Purpose

This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.

Design/methodology/approach

Following a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.

Findings

The main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.

Originality/value

The study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 9 April 2019

Hamissou Ousseini

The purpose of this paper is to report on a small-scale research undertaken to examine the preservice English as foreign language (EFL) teachers’ collaborative understanding of…

Abstract

Purpose

The purpose of this paper is to report on a small-scale research undertaken to examine the preservice English as foreign language (EFL) teachers’ collaborative understanding of lesson study. It constitutes the first of two empirical steps undertaken for integrating lesson study in initial EFL teacher education. The paper takes to the belief that preservice teachers’ understanding is a key factor that determines success or failure of lesson study projects and should therefore be investigated.

Design/methodology/approach

There were four preservice teachers who volunteered to participate in the study. Data were collected based on two procedures. Participants read the works of Lewis and Tsuchida (1999) and Dudley (2014) and were asked to collaboratively reflect about their readings on a WhatsApp platform. They were afterwards brought to a face-to-face discussion guided by questions mostly built from their previous reflections on the WhatsApp platform.

Findings

Participants have demonstrated a joint understanding which was essentially achieved due to the collaborative procedures. Likewise, participants have collaboratively reflected on the factors that could affect the process of lesson study and its application to EFL classrooms in Niger. These factors have been related to the issues in research methodology and the contextual learning culture.

Originality/value

The findings from this study draw attention to the need for teacher educators to use interactive and collaborative strategies while instructing preservice teachers about lesson study. The paper also offers insights about contextual factors which require preliminary and immediate actions before implementing lesson study in Niger.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

1 – 10 of 872