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Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students  [PDF]
Ebru Melek Ko?
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.42017
Abstract:

The present study aims to investigate the elementary, secondary and high school students’ perceptions on a good language teacher. The participants are 365 Turkish school students who are learning English as a foreign language. The present study has revealed that most of the student groups generally differ in terms of issues related to teaching skills when compared with the issues related to the affective skills. In the present study it has been also found that what students expect from a good English teacher is to have the ability to maintain discipline, motivate students, learn about the learner’ needs and establish good relations with them. The study also reveals striking results with respect to classroom discipline and teacher subject knowledge.

THE ATTITUDES AND PERCEPTIONS OF TRANSFER STUDENTS TOWARDS NON-NATIVE SPEAKERS ENGLISH LECTURERS  [PDF]
Malissa Maria Mahmud,Wong Shiet Ching
Academic Research International , 2012,
Abstract: In the field of English Language Teaching (ELT), a vast number of teachers are not native speakers of English. The majority of students worldwide learn English in foreign language (EFL) contexts and consequently, most English teachers work in similar contexts too. These non-native teachers have taught hand in hand with the native speakers for centennial however, research on the students’ in the facets of attitudes and perceptions of their teachers have onlybeen carried out recently. This paper reports on a study conducted which investigated the attitudes and perceptions of transfer students towards their non-native lecturers. The students were queried via a questionnaire and interviews. On the whole, the students had a favorable attitude although some shortcomings were indicated. The reasons for the students’ attitudes and perceptions are discussed.
Significant Learning Experiences for English Foreign Language Students
Becerra,Luz María; McNulty,Maria;
Profile Issues in Teachers` Professional Development , 2010,
Abstract: this action research examines experiences that students in a grade 10 efl class had with redesigning a grammar-unit into a topic-based unit. strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of dee fink's (2003) taxonomy of significant learning: the human dimension, integration, and application. students reported positive perceptions about learning with and about others, learning about themselves, integrating language and topics to their lives, and recycling and applying topics to other formats. they became more active and reflective language learners. difficulties were linking significant unit goals and objectives to all participants' needs and interests, students' initial unwillingness to learn about others, and students' limited proficiency for integrating and applying english.
Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status  [cached]
Arda Arikan
English Language Teaching , 2011, DOI: 10.5539/elt.v4n3p232
Abstract: Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers’ (n= 412) perceptions of the target language and culture are sought to be answered in relation to their present knowledge of the target language and culture and their socioeconomic status. The results indicate that the participants see themselves knowledgeable in target language, but insufficient in target culture. Similarly, target culture is much less appreciated than the language. It is also shown that attitudes toward target language, knowledge of target culture, parental use of target language, family income, and father’s job have significant influence on prospective teachers’ perceptions.
College Students’ Perceptions on the Issues of Task-based Language Teaching in Mainland  [cached]
Yaru Meng,Bing Cheng
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.4.434-442
Abstract: The survey was conducted on 96 engineering sophomores in a northwest university in Mainland China with the purpose to investigate their favorite communicative tasks, their perceptions on their task performance as well as their opinions on the teacher role in the classroom. Besides, the study also tries to explore the correlations between different variables like scores of national College English Test Band 4 scores , participation frequency, and self-evaluation of personal performance. The results reveal a panorama of a Chinese task-based English class. First and foremost, the students’ preferred tasks are mostly two-way divergent group tasks. In addition, most students reported that participating in the tasks was very “exciting” and “beneficial”, while over a quarter students reported that they were somewhat disappointed at their own task performances. Thirdly, they perceived the college English teacher as a facilitator and tutor in learning strategies. Finally, the results show that the more frequent the students participate in different tasks, the better they evaluate their own performance. Besides, the higher the band 4 scores are, the more frequent they are willing to participate. This study sheds lights on the important issues for task-based instruction and helps English teachers and curriculum designers to address the students’ needs from the learner’s perspectives. Implications for the implementation of task-based language teaching are discussed.
Opinions of Elementary Level EFL Learners on The Use of Weblogs
Ilknur ISTIFCI
The Turkish Online Journal of Distance Education , 2011,
Abstract: Technology is an indispensable part of our lives and education cannot be taught without it. Since technology is in every part of our lives, foreign language education also makes use of the new technology. By the use of the Internet, virtual classrooms and materials are easy to access and learning takes place beyond the boundaries of the classrooms. Weblogs or blogs are one of the tools that are used to teach language skills in EFL courses and students have a chance to reflect on what they wrote in the blogs. The aim of this study is to find the opinions of elementary level EFL learners on using weblogs and distance education. The subjects of the study were 10 Native speakers of English in London and 15 Turkish EFL learners who are learning English in the School of Foreign Languages. Turkish EFL learners created a class blog and every week they were given assignments by their class teacher. They wrote paragraphs and they gave and receive feedback on their writing in terms of content, vocabulary and grammar by their classmates and by native English speakers in a virtual environment. This procedure lasted for 6 weeks. At the end of 6 weeks, students were given an evaluation questionnaire and they were asked to write their opinions about using weblogs. They were also interviewed by their teacher and the opinions of the students were categorized. Findings indicate that the students found the idea of weblogs as a distant learning tool motivating, enjoyable and encouraging.
Significant Learning Experiences for English Foreign Language Students  [cached]
Becerra Luz María,McNulty Maria
Profile Issues in Teachers` Professional Development , 2010,
Abstract: This action research examines experiences that students in a grade 10 EFL class had with redesigning a grammar-unit into a topic-based unit. Strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of Dee Fink’s (2003) taxonomy of significant learning: the human dimension, integration, and application. Students reported positive perceptions about learning with and about others, learning about themselves, integrating language and topics to their lives, and recycling and applying topics to other formats. They became more active and reflective language learners. Difficulties were linking significant unit goals and objectives to all participants’ needs and interests, students’ initial unwillingness to learn about others, and students’ limited proficiency for integrating and applying English. Esta investigación acción examina las experiencias que estudiantes de un grado 10.o de inglés como lengua extranjera tuvieron durante el redise o de una unidad gramatical a una unidad temática. Las estrategias fueron la formulación de metas y objetivos de aprendizaje significativo, y la implementación y la reflexión sobre actividades con tres dimensiones de la taxonomía de aprendizaje significativo de Dee Fink (2003): la dimensión humana, la integración y la aplicación. Los estudiantes reportaron percepciones positivas al aprender con otros, acerca de otros y acerca de ellos mismos. También integraron el lenguaje y los temas a sus vidas, reciclaron y aplicaron los temas en otros formatos. Los estudiantes se convirtieron en aprendices más activos y reflexivos. Las dificultades fueron: la vinculación de las metas y los objetivos significativos de la unidad con las necesidades y los intereses de los participantes; la falta de disponibilidad inicial de los estudiantes para aprender acerca de otros, y su bajo dominio para integrar y aplicar el inglés.
The Effect of Computer-Assisted Whole Language Instruction on Taiwanese University Students’ English Learning  [cached]
Pei-ling Wang
English Language Teaching , 2011, DOI: 10.5539/elt.v4n4p10
Abstract: The purposes of this study are: (1) to investigate students’ perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students’ reading improvement; and (3) to determine the difference between basic-level and advanced-level students’ improvement in reading skills. A total of 212 freshmen (98 low level and 114 high level students) were quasi-randomly selected as the participants of the survey study. Instruments included a questionnaire and the English Entrance Examination. The results of the study indicate most students evaluated the instruction positively. While the significant difference in the gain scores of the t-test reveals that integrated instruction is effective in improving students’ reading ability (p=0.00), basic-level students had much greater improvement than advanced-level level students, whose scores even showed slight regression.
The Academic English Language Needs of Industrial Design Students in UiTM Kedah, Malaysia
Nor Aslah Adzmi,Samsiah Bidin,Syazliyati Ibrahim,Kamaruzaman Jusoff
English Language Teaching , 2009, DOI: 10.5539/elt.v2n4p171
Abstract: The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in the form of a questionnaire and interview which later being computed using SPSS into data analysis. Results indicated that the students have problems in acquiring the English language skills. This shows the weaknesses of English Language courses in helping the students to acquire the language skills needed by the faculty. The study concludes that relevant actions should be taken as to ensure the needs of the students are fulfilled and they can perform effectively in the program and future career.
Sociolinguistic Competence and Malaysian Students’ English Language Proficiency  [cached]
Mohan K. Muniandy,Gopala Krishnan Sekharan Nair,Shashi Kumar Krishnan @ Shanmugam,Irma Ahmad
English Language Teaching , 2010, DOI: 10.5539/elt.v3n3p145
Abstract: This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully designed language activities be carried out by instructors in order to impart sociolinguistic skills to learners. The importance of universal intelligibility should be stressed, as opposed to native accent. Furthermore students should also be taught proper contextual use of English, in accordance to cultural reference and cultural appropriacy should be part of the learners' core sociolinguistic competence.
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