Exploring Teacher Roles in Relation to Classroom Activities in an Activity-Dominated English Class: The Learners’ Perspectives

Qiang, Huang

doi:10.46827/ejel.v6i6.3988

Cited by 2 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous studies have dissected specific tasks of teachers and conceptualized them into roles of teachers in a traditional learning context (Eka, 2013;Sakai et al, 2008) and in an online learning context (Anggawirya et al, 2021;Coppola, Hiltz, & Rotter, 2002;Huang, 2017;Huang, 2018Huang, , 2019Huang, 2021;Husin, Ismail, Ali, & Rauf, 2022;Lalduhawma, Thangmawia, & Hussain, 2022). Teachers are expected to have the following roles: leader or coach (Eka, 2013;Ideland, 2021), tutor (Eka, 2013;Martin, 2022), manager (Anggawirya et al, 2021;Eka, 2013;Huang, 2017;Huang, 2018Huang, , 2019Huang, 2021;Sakai et al, 2008;Yengin, Karahoca, Karahoca, & Yücel, 2010) and counselor (Eka, 2013). To make teacher roles more tangible, Huang develops a STRI (Scale of Teacher Role Inventory) to measure teacher roles based on learners' perceptions.…”

Section: Teacher Rolesmentioning

confidence: 99%

“…Teacher roles are one of the areas of study in this field. Previous studies focused on generating a theoretical framework on teacher's roles and learner autonomy and measuring their roles in the online learning process (Ammenwerth, 2017;Bajrami, 2015;Han, 2014;Herbert et al, 2022;Huang, 2017;Huang, 2018Huang, , 2019Huang, 2021;Sadeghi & Sahragard, 2016;Sakai, Chu, Takagi, & Lee, 2008;Sason, Wasserman, Safrai, & Romi, 2022;Wang, Stein, & Shen, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ role in online learning: Perspectives of prospective Indonesian EFL teachers

Christiani

Tungka²,

Nainggolan

2023

JEELR

View full text Add to dashboard Cite

This study investigated how prospective English as a foreign language teachers perceived the role of their teachers in online learning and how those roles contributed to their experiences in a low-tech online learning context. This study surveyed 285 prospective teachers at seven universities across provinces with English Language Education programs in Indonesia (East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara and Bali) and interviewed 10 prospective teachers to provide a deeper understanding of their experiences. The results showed that the cognitive role is the most important teacher role perceived by prospective teachers in a low-tech online learning context. Three themes emerged from the results: the teacher’s cognitive sub-roles in providing learning assistance and recommendation, managerial sub-roles in leading, controlling and organizing the learning process and affective sub-roles in creating an enjoyable, relaxing learning environment and catching students’ attention in online learning. The discussion focuses on the different effects of the roles on creating a positive online learning environment for students. In conclusion, teaching skills related to the three roles of teachers in online learning must be taught explicitly in a teacher-training program through scenario-based learning activities. The implications of teacher-training programs are discussed further in this paper.

show abstract

Section: Teacher Rolesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ role in online learning: Perspectives of prospective Indonesian EFL teachers

Christiani

Tungka²,

Nainggolan

2023

JEELR

View full text Add to dashboard Cite

show abstract

“…are projected as teachers in the future. English teacher is one of the major learning references in the context of English as a foreign language (Huang, 2021;Shinga & Pillay, 2021). Thus, the students in English study program need to master language skills including listening, speaking, reading, and writing skills.…”

mentioning

confidence: 99%

Sound stress patterns of nouns ending in -ion produced by English education students

Sabaruddin

Sufiyandi²,

Fadhli³

et al. 2023

J. appl. linguist. lit.

View full text Add to dashboard Cite

This study investigated the appropriateness and patterns of sound stress on nouns ending in -ion produced by students of English education study program. The research is designed as a descriptive study. There are 40 English students from Universitas Bengkulu and Universitas Negeri Padang who were selected purposively out of 240 students as the research participants. The data was gathered by using a pronunciation test comprises of 40 nouns ending in -ion with the category of 2, 3, 4, and 5 or more syllables. The participants' utterances were recorded in an audio form, then the sound stress was analyzed using the Audacity application. Based on data analysis, it was discovered that: 1) only 34.44% of students produced the sound stress appropriately, while the rest (65.56) did not; and 2) the pattern of sound stress on noun ending in -ion pronounced by the students varied, with the no stress category dominating. It proves that the more syllables of nouns ending in -ion, the more difficult it is for the students to produce sound stress accurately. Finally, the English students are expected to raise their awareness of practicing sound stress, as it is important for the lecturers to provide more chances for the students in the learning activities.

show abstract

Exploring Teacher Roles in Relation to Classroom Activities in an Activity-Dominated English Class: The Learners’ Perspectives

Cited by 2 publications

References 22 publications

Teachers’ role in online learning: Perspectives of prospective Indonesian EFL teachers

Teachers’ role in online learning: Perspectives of prospective Indonesian EFL teachers

Sound stress patterns of nouns ending in -ion produced by English education students

Contact Info

Product

Resources

About