A Case Study on EFL Teachers’ Beliefs About the Teaching and Learning of English in Public Education

Larenas, Claudio Díaz

doi:10.30827/digibug.53765

Cited by 22 publications

(17 citation statements)

References 15 publications

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“…It can be usefully used to arrange, reassemble, and manage materials in systematic ways. Furthermore, it has been proved effective in education, teaching, and applied linguistic studies [62][63][64]. The use of ATLAS.ti includes six main steps or stages.…”

Section: Methods and Proceduresmentioning

confidence: 99%

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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Reading is not synonymous to comprehension; rather it is a prerequisite that doesn't, by itself, guarantee comprehension. This is to say that being efficient in decoding letters, syllables and whole words and recognizing vocabulary does not ensure natural r automatic comprehension. Fluency seems to be the bridge between the mastery of the mechanics of reading and the dynamics of comprehension. Abundant research exists that explores how to improve reading skills of EFL learners at Saudi universities. However little, if any, of this array of research sought to discern the potential effects of educational technology on the fluency of struggling readers in continuous learning programs. To fill this gap, this study seeks to probe the multi dimensions of the problem and suggest ways to solve it. For this purpose, 24 EFL lecturers from three Saudi universities were selected and interviewed. A suggested computer-assisted collaborative reading model was put forth to be applied in the three universities. Students were diagnosed by their instructors as gaining relatively enough grasp of decoding skills at the multilevels of orthographic knowledge, mono and polysyllabic words, but exhibit slow and inaccurate reading indicating reprehensive symptoms for a fluency problem. The lecturers explained that the disappointment resulting from learners' inability to reach comprehension despite mastering decoding skills influences their attitudes towards reading and language learning, bringing about reading apathy and low self-esteem. The proposed model is designed to enhance reading fluency which is perceived as the underlying problem that makes the reader struggle. It is to be delivered partly individually and partly collaboratively online. Collaboration also is operated via face to face instruction especially in teaching the reading strategy. In doing so, the procedures followed are in line with the blended learning. The findings indicate clearly that the proposed model was successfully used to improve reading fluency through accelerating the different reading subskills for decoding and create positive attitudes toward reading. The results highlight the importance of establishing a level of automaticity that gives rise to the higher skills of comprehension.

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Section: Methods and Proceduresmentioning

confidence: 99%

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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“…Expert EFL teachers have more knowledge of learners, learning, and teaching and the ability to combine theoretical and practical knowledge, actively engage students in class and themselves in critical reflection, and respond to different contexts [12,17]. Taken together, the specific features of teachers' professional quality can be divided into two thematic groups: teacher beliefs [24,[35][36][37][38][39][40][41] and teaching capacity [8,10,17,24,[42][43][44][45][46][47].…”

Section: Research On Efl Teachers' Professional Qualitymentioning

confidence: 99%

Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China

et al. 2021

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While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on Wu’s framework of EFL teachers’ professional quality, this study adopted a mixed-method study design to investigate the professional quality of experienced EFL teachers in China’s rural areas. A questionnaire was administered online to 367 Chinese EFL teachers from 15 high schools in the northeast part of China. Follow-up interviews were then conducted with four volunteers. The results of the exploratory factor analysis produced a two-module structure of teachers’ professional quality, addressing teacher beliefs and English language pedagogical content knowledge (PCK) for their sustainable career development. The teacher belief module addresses beliefs about language teacher learning and development as well as beliefs about foreign language teaching and learning. The English language PCK module includes two subscales: English teaching capacity and English knowledge and skills. Descriptive analysis showed that these participants had high levels of professional quality. Possible explanations for the interpretations of EFL teachers’ professional quality are provided from the qualitative data. Based on the above findings, the paper offers some implications for sustaining EFL teacher development in the future.

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“…This finding is in line with the research done by (M. Hidayat, 2017) that revealed that there is a relationship between teachers' beliefs and classroom practices related to classroom management. In addition, (Larenas, et al, 2015) also found that teachers should have flexibility in managing classroom activity. The roles of teachers are to decide the activity suitable for students' capacity to learn.…”

Section: Students Perceptions Of Teachers' Beliefs In English As a General Subjectmentioning

confidence: 99%

“…Teachers' beliefs affected the teaching and learning process in the classroom (Larenas, Hernandez, & Navarrete, 2015;Munoz & Escobar, 2012;Pajares, 1992). (I.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions on Teachers’ Beliefs and Their Effects on Students’ Achievement

Zaim¹,

Refnaldi²,

Kholis³

2020

JIK

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Teachers’ beliefs are a personal construct that can provide understandings, perceptions, and evaluation of teachers' practices. The purpose of this research was to find out the students' perceptions toward teachers' beliefs and their effect on students' achievement in English as a general subject at Universitas Negeri Padang. This research was ex-post facto research. The students of English as a general subject in 2018/2019 academic year were the population of this study. The sample was chosen by using a random sampling technique in which there were 150 students chosen as the subjects of this research. The data were taken by using a Likert-scale questionnaire and analyzed by using SPSS Statistics 18 Software. The result showed that there were no significant effects of teachers' beliefs on students' achievement. H0 was accepted because the t-value was lower than the t-table. The value of the t-value was 1.008, while the t-table was 6.313.

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A Case Study on EFL Teachers’ Beliefs About the Teaching and Learning of English in Public Education

Cited by 22 publications

References 15 publications

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China

Students’ Perceptions on Teachers’ Beliefs and Their Effects on Students’ Achievement

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