TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education

Liyanage, Indika; Walker, Tony; Singh, Parlo

doi:10.1080/02188791.2013.876388

Cited by 12 publications

(5 citation statements)

References 34 publications

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“…In our current globalized era, the development of new types of information and communications technologies (icts) has had a profound impact on the field of English language education (Ince, 2014;Liyanage, Walker, & Singh, 2014). Computer-mediated communication (cmc) Web 2.0 tools make it possible for efl instructors to use blogs, wikis, podcasts, vodcasts, social networking sites, virtual worlds, automatic speech recognition and pronunciation programs, as well as online games in their classrooms (Golonka et al, 2014;Chun, 2011).…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Enhancing Japanese university students’ English language presentation skills with mobile-video recordings

Toland¹,

Mills²,

Kohyama³

2016

JALTCALL

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In universities throughout Japan, English language learners are required to stand in front of their peers and make a presentation with the aid of software such as Microsoft PowerPoint. This type of public speaking activity can often be an anxiety-inducing, glorified reading or memorization exercise of text-heavy slides that fails to meet the intended objective of developing the learners' presentation skills. This paper reports on the perceptions of Japanese university students toward an action research project that utilized poster presentations in conjunction with mobile-video reflective feedback. An activity systems analysis helped uncover the systemic contradictions and tensions that existed in the participants' English as a foreign language (efl) oral presentation lessons. One hundred and twenty-nine undergraduate economics students from nine classes completed a paper-based survey. In addition, seven students from the same second-year international economics course participated in a focus group interview. The results indicated that most participants viewed mobile-video enhanced self-and peer-reflective feedback as beneficial tools that could help improve the quality of their efl presentation performances. However, many students expressed concern about public speaking anxiety, the protection of personal privacy, as well as the cultural contrast between Western and Japanese presentation styles.

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Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Enhancing Japanese university students’ English language presentation skills with mobile-video recordings

Toland¹,

Mills²,

Kohyama³

2016

JALTCALL

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“…Moreover, we are not even sure how they influence and interact with one another when they do. (p. 60) Irrespective of these complications, all investigators strongly acknowledge that the key objectives of maintaining teacher quality are to heighten learners' performance (AL-Qahtani, 2015;Bandara, 2018;Bellibas, Gumus, & Boylan, 2016;Girvan, Conneely, & Tangney, 2016;Marchand & Weber, 2015) and enrich practitioners' identity and standards (Liyanage, Walker, & Singh, 2015). In this context, teachers should use their subject knowledge and competence for planning, delivery and evaluation of creative and innovative teaching and learning, and are responsible for effectively integrating all elements of quality teaching to obtain higher results by optimizing learner engagement (National Council for Teacher Education, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Professional development and ESL teacher quality: An empirical study

Abeywickrama

2021

SL J. Soc. Sci. Hum.

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A broader awareness of ESL teachers' conceptions for engaging in PD is vital for them to gain productive outcomes from prevail-ing Professional Development (PD) opportunities. The qualitative case study reported here investigated the implications of PD initiatives to heighten ESL teachers' quality in their professional practice. The study used semi-structured interviews to gather data from ten in-service ESL teachers of a government university in Sri Lanka and, Thematic Analysis for recognizing, arranging and interpreting data. The results demonstrated four key implications of PD that empowered teachers to enhance the quality in their practice: (a) refinement of teachers' character and behaviour (b) sustaining teachers' currency of knowledge in terms of qualifications, content and overall knowledge and experience, thereby growing into quality practitioners with certificates and credentials, (c) enriching teachers' quality of delivery via improved skills and expertise, and (d) maintaining teachers' profes-sional standards. These outcomes could be achieved through both independent and sponsored PD activities regulated by dem-ocratic and managerialist principles respectively. The study has valuable implications for PD providers and policy makers, and points to the need of considering them in designing, delivering and framing PD activities in ESL in order to achieve optimum learner outcomes via meaningful PD initiatives.

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“…Few literature reviews show that the program manager possesses excellent managerial skills and plays the role of designing the foreign language program from implementation, design to appropriate material selection and content (Ferrer et al, 2016;Pennington et al, 2014;(Liyanage et al, 2015). Previous research showed that implementation is another role of the program manager who ensures that what they have designed is usefully implemented and functional, achieving the program's set goals and objectives (Smithwick, 2014;McGee et al, 2015;Ferrer et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

EFL Program Management in Turkish Cypriot Educational Context

Ironsi

2021

IJAE.j.asia.edu

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This study is carried out to examine EFL program managers’ working conditions, eliciting information on their views on EFL program management within the Turkish Cypriot context. This study also upholds that an understanding of their perceptions as EFL program managers will help create a better working condition and improve EFL programs and instruction, characterized by excessive proliferation of language centers that put profit-making as their utmost priority. Two research questions were utilized to investigate EFL program managers’ challenges and barriers while managing foreign language institutes and centers. The study adopted a qualitative research design approach; 45 EFL program managers and coordinators with international qualifications with over ten years of experience were purposefully sampled and recruited as participants for this study. A semi-structured interview was the instrument for data collection, which experts validated to ensure it measures what it purports to measure. Data collected were transcribed and analyzed through thematic analysis to uncover themes used to define and interpret findings. This study’s findings indicate that the absence of professional expertise, training/retraining programs, resource availability, and competition from other universities were the significant challenges EFL program managers face while carrying out their duties. It was also unveiled that over monetization of EFL programs within institutions brings about challenges in program management. Recommendations were given to bridge these gaps.

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TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education

Cited by 12 publications

References 34 publications

Enhancing Japanese university students’ English language presentation skills with mobile-video recordings

Enhancing Japanese university students’ English language presentation skills with mobile-video recordings

Professional development and ESL teacher quality: An empirical study

EFL Program Management in Turkish Cypriot Educational Context

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