Challenges in teaching English as a foreign language at schools in Poland and Turkey

Madalińska-Michalak, Joanna; Bavlı, Bünyamin

doi:10.1080/02619768.2018.1531125

Cited by 18 publications

(21 citation statements)

References 41 publications

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“…Because of the large class size, students could not get an equal chance to participate in their lessons. This finding was aligned with the studies of Nuraini (2016), Madalińska-Michalak and Bavli (2018) and Ahmed and Qasem (2019).…”

Section: Discussionsupporting

confidence: 87%

Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level

Seraj¹,

Habil²,

Hasan³

2021

INT J INSTRUCTION

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Although a good number of studies have been conducted on the problems EFL learners face to develop oral English communication skills, only a few studies tackled the problems EFL teachers face when teaching oral English communication skills at the tertiary level globally and in the Bangladeshi EFL context. Thus, the objectives of this study are to explore the problems faced by EFL teachers and the relationship between teachers' demographic factors and the problems of teaching oral English communication skills (OECSs) at the tertiary level in Bangladesh. To obtain these objectives, the researchers employed an explanatory sequential mixedmethod research design by distributing an adapted survey questionnaire and conducting a semi-structured interview. Data were collected from 46 EFL teachers who were teaching at the department of English at 15 different public and private universities in Bangladesh. The synthesized results from quantitative and qualitative data show that the most frequent problems that EFL teachers face are the use of mother tongue, inappropriate teaching method, learners' passiveness, and lack of motivation, lack of oral practice environment, lack of supporting tools, lack of authentic materials and large class size. Besides, there is no statistically significant relationship between teachers' demographic factors and the problems the teachers face while teaching oral skills at the tertiary level in Bangladesh. In light of the results, this paper recommends that empirical studies should be conducted to provide teachers with methods that would integrate features of the smartphone, such as WhatsApp, call recorder, voice recorder etc. for teaching oral English communication skills.

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Section: Discussionsupporting

confidence: 87%

Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level

Seraj¹,

Habil²,

Hasan³

2021

INT J INSTRUCTION

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“…Therefore, it is crucial for future teacher training programs to prepare teachers with adequate pedagogical knowledge and practice. More importantly, this underpinning idea should be further built through pre-service teacher programs (Chen & Goh, 2011), including teaching knowledge, such as subject matter, pedagogy, and pedagogical content knowledge, and also teachers' professional digital competencies to support learner motivation and learner autonomy (Fernandez, 2014;Khotimah, Widiati, Mustofa, & Ubaidillah, 2019;Madalińska-Michalak & Bavli, 2018).…”

Section: Resultsmentioning

confidence: 99%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

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“…Students' motivation determines the way the English teachers create effective learning in the classroom. Therefore, English teachers should motivate their students to use English in the classroom [25]. It is also important for them to consider students' emotional inhibitions such as anxiety, shyness, and fear of failure.…”

Section: Very Goodmentioning

confidence: 99%

Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher

Aimah¹,

Rukmini²,

Saleh³

et al. 2020

Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2

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Beliefs play an important role in determining the success of teaching and learning in the classroom. Teachers must not only consider the subject matter taught but also the other components which are also very fundamental to build the quality of teaching and learning. This study aims at identifying eleven pre-service English teachers' beliefs about teaching and learning English in microteaching guided by an expert secondary English teacher at Universitas Muhammadiyah Semarang, Indonesia. A case study was employed in which questionnaire and interview were administered to collect the data from the participants. The result reveals that there are six categories of beliefs about teaching and learning English determining the success of carrying out the instructional process. They are English use-oriented beliefs, teacher role-oriented beliefs, student role-oriented beliefs, teaching components-oriented beliefs, curriculum oriented-beliefs, and curriculum and course book content relationship-oriented beliefs. Those categories could not be separated and are closely related to each other to implement the teaching and learning process. Therefore, pre-service English teachers need to possess themselves with the knowledge of professional and pedagogy to help them in designing meaningful learning to the students.

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Challenges in teaching English as a foreign language at schools in Poland and Turkey

Cited by 18 publications

References 41 publications

Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level

Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher

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