Culture and Context: Challenges to the Implementation of English Language Curricula in Asia

Stroupe, Richmond

doi:10.5746/leia/12/v3/i2/a01/stroupe

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…Consequently, there is a compelling need to equip students with the requisite tools for effective verbal communication, particularly in the context of learning English as a foreign language (EFL). As Stroupe (2012) apply asserts, among the four primary language skills, speaking occupies a position of eminence and deserves unwavering prioritization in the teaching process. However, instructing English speaking skills to the language of EFL learners presents a formidable challenge for educators.…”

Section: Introductionmentioning

confidence: 99%

Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students

Ali,

Ismail

2023

ins

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This study investigates the efficacy of the Student Talking Time (STT) technique in enhancing the speaking skills of second-year senior high school students. Employing a Classroom Action Research (CAR) approach based on Kurt Lewin's cyclic design, the study comprises four phases: planning, acting, observing, and reflecting. Data collection methods include observations, questionnaires, and tests. The findings indicate successful implementation of the STT technique, meeting predefined criteria for success. In the diagnostic test, 12.5% of students achieved the minimal mastery level criterion of Indonesian school, rising to 43.75% in the first cycle's post-test and a remarkable 75% in the second cycle's post-test. Observations reveal increased student confidence and active participation in class discussions and conversations, reflecting improved speaking skills. Questionnaire results indicate high student interest (69.68%) in using the STT technique for speaking practice, with students acknowledging enhancements in their speaking abilities. In conclusion, this study demonstrates the effectiveness of the STT technique in enhancing the speaking skills of senior high school students, as evidenced by improved test scores, heightened confidence, and strong student interest in this teaching approach.

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Section: Introductionmentioning

confidence: 99%

Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students

Ali,

Ismail

2023

ins

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“…In addition, wholesale adoption of strategies from other countries or educational contexts can be inappropriate due to conflicts with local expectations and norms (e.g. Sripathy, 2007;Stroupe, 2012;Pham and Renshaw, 2015). How, then, can teachers be encouraged to innovate in their classroom practices as part of their professional development?…”

Section: Introductionmentioning

confidence: 99%

Learning to Lead Reading Comprehension Discussion

Silver¹,

Png²

2015

RELC Journal

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In this article, we describe and reflect on a collaborative, school-based professional development project (an ‘intervention’) intended to encourage innovation in classroom teaching. Specifically, the intervention included a collaboration between university-based researchers/mentors and primary school teachers in Singapore who were interested in discovering new strategies for reading comprehension instruction. The results show that by working together, over time, teachers were able to innovate by adopting new strategies for leading reading comprehension discussions and adapting the new strategies to fit the local teaching context. Crucially, the innovation found that ‘learning’ the new strategies was insufficient; teachers needed professional support from the teacher trainers and their collaborating colleagues as well as time—over three years—to develop their expertise and their confidence in the implementation of the new strategies.

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“…In terms of ELT methodology, CLT has been widely implemented in most Asian countries. However, previous studies show that there have been great challenges to implementing CLT effectively in Asia in the face of cultural and contextual factors (Nunan, 2003;Stroupe, 2012). Limited teaching and learning resources, especially in rural areas, and unfavourable classroom conditions (e.g., large class sizes, developing English proficiency of students, limited student motivation) hindered successful application of pedagogical innovations in ELT.…”

Section: Elt In Southeast Asiamentioning

confidence: 99%

“…The most common problem is a shortage of suitable English teachers. There are also few teachers holding appropriate qualifications at all levels of the educational system to implement national policies in ASEAN countries (Kam, 2002;Schneider, 2014;Stroupe, 2012). Previous studies highlight the problem of in-service EFL teachers with limited English proficiency and pedagogical skills, as found in Thailand, Indonesia (Yuwono & Harbon, 2010), and Vietnam (Dudzik & Nguyen, 2015;T.…”

Section: Elt In Southeast Asiamentioning

confidence: 99%

Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

Tran¹

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<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

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Culture and Context: Challenges to the Implementation of English Language Curricula in Asia

Cited by 4 publications

References 23 publications

Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students

Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students

Learning to Lead Reading Comprehension Discussion

Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

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