Teacher Belief and Practice in a School-Based English Language Classroom in Eastern Indonesia

Too, Wei Keong; Saimima, Eka J.

doi:10.24200/jonus.vol4iss1pp211-231

Cited by 6 publications

(4 citation statements)

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“…The elements of teachers' beliefs include works, subject matters, roles, and responsibilities. Limited research has been conducted on these elements, particularly in relation to the responsibility of English teachers in developing competences (see Ahonen, Pyhältö, Pietarinen, & Soini, 2014;Subekti, 2019;Too & Saimima, 2019). This means there is a lack of knowledge about the propositions or judgements perceived to be true by English teachers concerning the strategies or tools to develop their competence.…”

Section: Teachers' Beliefsmentioning

confidence: 99%

Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

Saiful

2020

IRRODL

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In recent years, mobile phones have been used for teacher professional development (TPD). However, the potential use of smartphones, a current-generation of mobile phones, to develop teachers’ pedagogical, social, personal, and professional competences remains underexplored. This mixed methods study, examining the potential use of smartphones for TPD by delving into English teachers’ beliefs, employed a sequential explanatory approach. A quantitative survey was completed by 81 participants, followed by qualitative interviews with 8 selected participants. All the respondents were English teachers in elementary, junior, and senior high schools in 11 provinces in Indonesia. The survey was tested for validity and reliability, and analysed using the descriptive statistics method, while the semi-structured interview was analysed using the content analysis method. Almost all teachers had very favourable and favourable beliefs about the use of smartphones for TPD, perceiving that a smartphone could facilitate the enhancement of their pedagogical knowledge, communication skills, positive characters and English proficiency. Very few teachers had unfavourable beliefs, but among those who did, they believed traditional face-to-face TPD was more beneficial and that smartphones would only lead to addiction. This study recommends that smartphones be optimally applied by English teachers for TPD activities and that governments facilitate such implementation by constructing smartphone TPD models and applications.

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Section: Teachers' Beliefsmentioning

confidence: 99%

Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

Saiful

2020

IRRODL

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“…Teacher Ali has five years of teaching experience at the university level and he describes himself as an advocate of group work activity. All the participants were chosen based on purposive sampling as suggested by Too and Saimima (2019) that one needs to select a sample from which one can learn the most.…”

Section: Methodsmentioning

confidence: 99%

A Perspective Evaluation of Group Work in English Language Classroom

Alali

Rashid

Al-Smadi

2020

International Journal of English Language and Literature Studie

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Group work English language learning University students Jordan Collaborative learning Student centred approach 21 st century pedagogy Peer collaboration Student-teacher interaction. This paper provides insights into how Jordanian university students perceive their experiences in learning English through group work activities. A total of 55 students of Mutah University who learn English as a preparation for their TOEFL examination took part in this quantitative study which was carried out in the first semester of the 2019 academic year. The respondents are from different majors, such as Business Administration and International Relations. Data were collected through three sets of questionnaires with a 5 point Likert scale which focused on the learner perspectives regarding the use of group work for English language learning, the student-peer collaboration, and the student-teacher collaboration involved in the group work activities. Descriptive statistics involving frequency counts and percentage were used to analyze the data. The findings revealed that the majority of the students had positive views regarding the use of group work for language learning. They were also satisfied with the collaboration with their peers and the teacher throughout the group work activities. However, in comparison, the student-peer collaboration is perceived as less positive than the student-teacher collaboration. This study concludes that group work is favoured by the students but for the group work to be successful, their collaborative skills need to be improved. Contribution/ Originality: This study contributes to the current understanding of the student-centered approach to language learning which is currently at its infancy in the Jordanian education system. It also provides insights into the relevancy of group work activities in the context of English as a Foreign language (EFL) classroom.

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“…Over the past few decades, a few studies have been conducted to investigate beliefs on language learning especially among adult learners (e.g., Bokiev & Ismail, 2021;Sabarwal, Jawdeh & Kapoor, 2022;Soleimani, 2020;Too & Saimima, 2019;Mohammadi, Parviz & Parviz, 2015). There is also a growing interest in pre-service second language and foreign language teachers' beliefs in language learning (e.g., Kunt & Ozdemir, 2010;Espinosa, 2014).…”

Section: Introductionmentioning

confidence: 99%

Beliefs on Second Language Learning among Pre-service Teachers in a Public University in Malaysia

Baharum,

Ismail,

Shauki

2024

JDS

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The purpose of this research was to identify the Teaching of English as a Second Language (TESL) pre-service teachers’ beliefs about second language (L2) learning, to determine whether there is a significant difference in beliefs among the TESL pre-service teachers of different years of study and how these beliefs were formed. These are important as the pre-service teachers’ beliefs would have a direct influence on their practices as a teacher in future. This research was conducted with a sample size of 113 respondents using a mixed method design. Data collection is using the Belief About Language Learning Inventory, often known as BALLI approach to ensure a comprehensive understanding of individuals' beliefs. In addition, data was gathered using semi-structured interviews thus, guaranteeing a more in-depth understanding of the participants' experiences and beliefs. Descriptive statistics showed that the highest mean score was recorded for the “motivation and expectations” dimensions. The ANOVA results showed statistically significant difference in the mean scores amongst the different years of study. Interview results indicated that beliefs were dominantly influenced by social support and exposure to the L2, and intrinsic and extrinsic motivation. Results of the study could inform course developers and lecturers as to which aspects of language learning and pedagogical knowledge need to be focused on in the pre-service teachers’ curriculum.

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Teacher Belief and Practice in a School-Based English Language Classroom in Eastern Indonesia

Cited by 6 publications

References 0 publications

Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

A Perspective Evaluation of Group Work in English Language Classroom

Beliefs on Second Language Learning among Pre-service Teachers in a Public University in Malaysia

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