College English Language Teaching Reform and Key Factors Determining EFL Teachers’ Professional Development

Sun, Zhian; Muthukrishnan, Priyadarshini; Sidhu, Gurnam Kaur

doi:10.12973/eu-jer.9.4.1393

Cited by 12 publications

(12 citation statements)

References 29 publications

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“…Countries like Malaysia and Thailand teach soft skills in a conceptual, structured manner, and have curricula or technical guidelines for prospective teachers and teachers (Attakorn et al, 2014;Rozimela, 2020). Meanwhile, in China, the potential factors that influence the professional development of teachers, especially EFL teachers, are teacher understanding, self-reflection, and teaching practice (Zhiyong et al, 2020). PPG programs in Indonesia vary; teaching soft skills are not specifically given in a structured manner, but are taught and practiced at every learning opportunity or integrated .…”

Section: Discussionmentioning

confidence: 99%

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

A.¹,

Suyanto²,

Arifi³

et al. 2021

EUROPEAN J ED RES

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Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.

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Section: Discussionmentioning

confidence: 99%

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

A.¹,

Suyanto²,

Arifi³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…At present, college English teaching in medical colleges is being carried out in an orderly manner [10]. Literature [11] according to the present situation of English teaching in China, it is proposed that English teaching in universities, primary and secondary schools should form systematic planning and management in the aspects of the syllabus, textbook selection, and test evaluation so as to change the long-standing problems in English teaching in China, such as time-consuming and inefficient, improper selection of textbooks, disjointed connection of different stages, and so on.…”

Section: Related Workmentioning

confidence: 99%

Application of Deep Learning in Medical English Teaching Evaluation

Han

Yao

2022

Wireless Communications and Mobile Computing

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Although the fact that the reform of college English teaching has yielded mixed results, medical colleges have yet to achieve a breakthrough. Deep learning (DL) is a type of education that emphasizes higher-order thinking skills. It encompasses the state of learning, the learning process, and the learning outcomes. It emphasizes critical knowledge understanding, focuses on the integration of old and new knowledge, confronts real-world problems, and pays attention to reflection. This paper establishes the EMET (evaluation of medical English teaching) model based on the improved BPNN algorithm and analyzes the performance of this model using the improved BPNN algorithm. The simulation results show that the improved BPNN algorithm proposed in this paper has fast convergence speed, strong optimization ability, and generalization ability, effectively reducing the impact of human factors on index weight determination.

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“…It implements the improvement of the teaching process in ELT. It improves the quality of learning and teaching of English Foreign Language or English Language that influence the participation of the professional teacher's development in the college context of the English Language Teaching curriculum (Zhiyong, Muthukrishnan, & Sidhu, 2020). Generally, the participants observed that:…”

Section: Participationmentioning

confidence: 99%

Evaluation of the English Language Teaching Program of the Faculty of Education, University of Benghazi Using the Peacock Model: Towards Quality Education

Laurel

Belting

Almansouri

2021

EJES

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The English Language Teaching (ELT) is a theory and practice of English teaching and learning for the welfare of the non-native students whose language is not English. It is an English language degree in exploring the application of the language development and current practice in teaching and testing. The study aims to identify the aspects of the English Language Teaching (ELT) and how do the aspects of the English Language Teaching (ELT) program should be maintained and improved based on the Peacock’s Model and Evaluation. The study employs the quantitative and qualitative descriptive research design and method. The study comprised seventeen (17) alumni of the Faculty of Education, English Department, University of Benghazi, Libya as these participants had experienced the evaluation of the English Language Teaching program to be maintained and to be improved in the Faculty of Education. Purposive sampling is utilized in the study because it is non-probability which is known as judgmental, subjective, and selective sampling. Results show that participants are encouraged to be a reflective teacher when they start teaching and taught to evaluate themselves as a teacher which is vital and important in ELT profession in the Faculty of Education and in English as a Foreign Language, show to promote flexibility in using different teaching practices in different situation and classroom management skills in terms of participation, show that there is adequate training and teaching skills and balances of teacher-centered and student-centered learning on its courses in ELT in terms of experimentation, show to avoid overlapping information between different courses and are ready to teach ELT of the program in the university in terms of application, and show that participants are encouraged to reflect on their past experiences as a language learners and are encouraged to be a reflective teacher in their teaching process in terms of cooperation. Article visualizations:<img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" />

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College English Language Teaching Reform and Key Factors Determining EFL Teachers’ Professional Development

Cited by 12 publications

References 29 publications

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

Application of Deep Learning in Medical English Teaching Evaluation

Evaluation of the English Language Teaching Program of the Faculty of Education, University of Benghazi Using the Peacock Model: Towards Quality Education

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