Analyzing Relationships Among Activities for Teacher Development, Teaching Beliefs, Efficacy and Teaching Behaviors of Elementary School English Teachers in Taiwan

Sheu, Ping-Huang

doi:10.5430/irhe.v4n3p1

Cited by 2 publications

(2 citation statements)

References 48 publications

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“…Although the trend of teaching English in elementary schools shows no signs of dwindling, leaving the school or institution to decide due to optional choice may reduce the value of the subject in the school environment. Several studies state that differences in expectations, environment, and educational background of learning show differences in the level of belief of the teachers (Al-Shukri, 2016;Astiani & Widagsa, 2021;Gilakjani & Sabouri, 2017;Mahmoodi et al, 2022;Sheu, 2019). Some language experts agree that belief is an essential issue in every field germane to the behaviour and learning of teachers and students (Ajzen, 1988;Gilakjani & Sabouri, 2017;Timmermans & Rubie-Davies, 2018).…”

Section: Introductionmentioning

confidence: 99%

Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background

Susanto,

Ratnasari,

Susanti

et al. 2024

AIJP

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One of the reasons for the success of the teaching and learning process in the classroom is the teacher's belief system. Belief guides one’s thinking, action, and understanding of events. The level of beliefs in the teaching process needs to be probed before teachers critically manifest their teaching practices and facilitate outcome changes. In Indonesia, the independent curriculum (Kurikulum Merdeka), which was regulated in 2022, directs the teaching English since elementary school. The present study aims to assess the teachers' belief system in teaching English to elementary school students as the “Kurikulum Merdeka”implementation spirit. The study involved 32 English teachers. The questionnaire assessed the teachers' beliefs about teaching English to elementary school students in 3 areas: the nature of children's English development, methods and techniques, and self-efficacy. There was also 1 open-ended question addressed to teachers to investigate their level of beliefs in teaching English among elementary school students. Data analysis is described in the form of descriptive statistics, independent t-test analysis, and content analysis. The results of this study indicate that the international school environment has a better level of belief than the national-plus school. Meanwhile, there was no difference in the level of belief in teaching among teachers with different educational backgrounds when they were in college.

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Section: Introductionmentioning

confidence: 99%

Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background

Susanto,

Ratnasari,

Susanti

et al. 2024

AIJP

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show abstract

“…The focus is to help these underachievers learn what they were not able to learn in English lessons, yet teachers might adopt different activities to do so. This has rendered diagnostic instruments vital and essential for teachers so that they can identify their students' English learning problems and accordingly, design appropriate English remedial instructions (Sheu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Applying Student-Problem Chart, Grey Student-Problem Chart and Grey Structure Modeling to Analyze the Effect of an Elementary School English Remedial Instruction

Sheu¹

2019

IJEL

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Student-Problem (S-P) chart, Grey Student-Problem (GSP) chart and Grey Structural Modeling (GSM) are graphical analysis tools to represent the relationship between students and test items which can be applied to diagnose, analyze, and evaluate students’ learning situation and achievement. This study has adopted a combination of these graphic analyses to assess the effect of an elementary school remedial instruction. A group of 20 fourth graders in Taipei city participated in this study, and an English test, consisting of four sections with 25 question items in total, which is based on the textbook in the fourth grade, was conducted before and after the remedial instruction. The results indicated that S-P chart, the distribution diagram of student and item types, GSP and GSM graphs effectively diagnosed students’ learning condition and items’ difficulty, and demonstrated the effect of students’ achievement and the change of test items’ types. It is strongly recommended that teachers utilize these methods in assessing the progress of their teaching and their students’ learning.

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Analyzing Relationships Among Activities for Teacher Development, Teaching Beliefs, Efficacy and Teaching Behaviors of Elementary School English Teachers in Taiwan

Cited by 2 publications

References 48 publications

Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background

Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background

Applying Student-Problem Chart, Grey Student-Problem Chart and Grey Structure Modeling to Analyze the Effect of an Elementary School English Remedial Instruction

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