'The choice is made from no choice': What motivates Libyan EFL teachers to work in times of change?

Suwaed, Hameda

doi:10.5861/ijrsll.2018.3001

“…In addition to that, Mulya & Aimah (2020) reported that the use of Google Classroom was very simple in distributing assignments, materials, giving grades, and virtual discussion in the online class. More than that, Google Classroom provided a less stressful environment because of its ease of use, paperless, and no pressure (Suwaed, 2021). In conclusion, we can state that Google Classroom is proven to be an effective, efficient, and easy to use platform to be utilized by teachers and students since it offers beneficial features and forms that can fulfil the needs for suitable remote learning media in almost all aspects.…”

Section: Introductionmentioning

confidence: 91%

“…Supporting those results, Khoiriyah&Pulungan (2022) also stated that Google Classroom was effective in improving students' access and attention. Not only that, it can also provide meaningful feedback to both the students and the teachers (Suwaed, 2021). Meanwhile, a research focusing on the use of Google Classroom for teaching reading and writing gained a good result too (Putri et.al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Google classroom for emergency remote learning: the students’ perceptions

Wulandari

¹

,

Mandasari

²

2023

AIJP

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This study aimed at finding out college students’ point of view on the use of Google Classroom for Emergency Remote Learning during COVID-19 outbreak. A survey research design was employed by the researcher for this research. The respondents were 209 students of Poltekkes Kemenkes Malang, Indonesia, coming from various departments, namely: nursing, midwifery, occupational health and safety, and blood bank technology. The online questionnaire consisted of 31 items was distributed to the respondents as the research instrument to collect the primary data. Once all the data were collected, then they were explained in descriptive manner, tabulated, and analyzed. The results showed that the students of Poltekkes Kemenkes Malang got positive perspectives on the use of Google Classroom in all aspects during the emergency online learning and only a very small percentage of students (below 10%) showed negative response regarding the use of Google Classroom. According to them, Google Classroom did not help them mastering the English materials and improving their achievement. Based on the findings it can be concluded that Google Classroom for ermergency remote learning gained positive perceptions from the students but there are still few constraints dealing with the use of Google Classroom for emergency remote learning, so the teachers need to evaluate the utilization of this platform to get more benefits and minimize the drawbacks, particularly for ESP context.

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“…Hülya & Kanatlar, 2018;Tziava, 2003) as well as the factors that cause them (e.g. Gadella Kamstra, 2020;Suwaed, 2018). Student-related factors were found to have the highest influence on teachers' motivation (Pourtoussi et al, 2018).…”

Section: Motivationmentioning

confidence: 99%

Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

Tran¹

2021

Preprint

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The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development.

show abstract

Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

Tran¹

View full text Add to dashboard Cite

The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development.

show abstract

'The choice is made from no choice': What motivates Libyan EFL teachers to work in times of change?

Cited by 3 publications

References 18 publications

Google classroom for emergency remote learning: the students’ perceptions

Google classroom for emergency remote learning: the students’ perceptions

Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

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