This study aims to explore students' attitudes toward teacher feedback. The study used a triangulation of participants and methods in which the practice of feedback was seen from the perspectives of students and teachers collected from the quantitative data (questionnaires) and qualitative data (open-ended items in questionnaires and interviews). A total of 100 students participated in filling in the questionnaires and 21 of them were interviewed using a semi-structured format. In addition, there were 20 teachers who completed the questionnaires and 10 of them were interviewed using the same semi-structured format. The findings show that generally teachers and students have a marked preference for teacher feedback. The high preference for teacher feedback was mainly the result of the respondents' positive attitudes towards teacher feedback. Interestingly, student preferences for teacher feedback also stemmed from their awareness that teachers control grades. The data collected from the questionnaires and interviews indicated that students preferred teacher feedback that was specific since this kind of feedback would facilitate students in the revision process. Students also show a high preference for feedback which focused on language. Compared to feedback on content, feedback on form was considered to be more helpful. Students often complained that teacher feedback on content tended to be general and sometimes, contradictory to student ideas. Moreover, the interview data illustrated that teacher feedback contributed greatly to students' emotional states particularly their motivation and attitudes towards writing.
This study investigated the beliefs of tertiary teachers in Indonesia about internationally-published materials. In addition, it explored whether there were mismatches between the teachers’ beliefs and what they claimed to be their classroom practices. This study learned that most respondents believed that internationally-published materials were preferable to those published locally. Most respondents indicated that the material from English-speaking countries1 was preferred because they used ‘perfect’ English despite the international role that English has today. The fact that locally-published materials are not readily available is another reason why internationally-published materials were favoured. This finding indicates the immediate need for local teachers to be empowered on how to develop their own materials to facilitate their particular learning and teaching situations.
This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post-mini lesson interviews with individual STs and STs’ mini lessons. The findings show a positive relationship between ELF pedagogy, STs’ perception of their teacher role and their identity construction. Many STs’ identity construction appears to be informed by their concerns of the hegemonic presence of English in the local community and their role primarily as a revival of Indonesian cultures. Although the majority of STs showed a general agreement towards the need to construct a teacher identity independent of native-speaker norms, a few STs continued to believe the importance of teachers to speak Standard English due to its marketability potential.
Although the field of TESOL has attempted to move be-the classroom and this functions as "a form of argument" (Maclure, 1993, p. 12) to project the most viable teacher identity.
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