Fostering pre-service EFL teachers’ communicative competence through role-playing games

Kuzembayeva, Gulzhana; Kuanyshbayeva, Assel; Maydangalieva, Zhumagul; Spulber, Diana

doi:10.20448/jeelr.v10i2.4593

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…The teachers' CP was evaluated by the sum of points in three blocks. As a result of the survey, the level of CP of primary school teachers was determined in accordance with the three levels (Kairgozhin, Kuzembayeva, Maydangalieva, Bakhtiyarova, & Mugauina, 2023;Kuzembayeva, Kuanyshbayeva, Maydangalieva, & Spulber, 2023) having the criteria given below:…”

Section: Methodsmentioning

confidence: 99%

Diagnostics of primary school teachers’ creative potential in Kazakhstan

Alsitova,

Kuzembayeva,

Zhazykova

et al. 2024

JEELR

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A teacher's creative potential (CP) is recognised as an integrative personality trait that includes the ability to develop innovative teaching ideas, find practical solutions to non-standard teaching tasks, select the most effective methods for engaging in creative pedagogical activities and contribute to the development of students' creativity. The purpose of the study is to identify the primary school teachers’ level of CP and to explore barriers to its development. The study employed a mixed-methods research design, analyzing both qualitative and quantitative data collected by means of a survey and interviews with primary school teachers. The literature review has shown that teachers may foster their students' creativity if they have the necessary CP, ample knowledge, resources and tools, apply creativity-development techniques and create an environment that encourages creative collaboration. The survey's results showed that across all age groups and qualification levels, primary teachers' CP development was at a medium level. The interviews revealed the conditions and barriers to CP development such as psycho-emotional and educational factors and resources. The study findings will contribute to further comprehension and improvement of teachers’ CP development in higher and vocational education.

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Section: Methodsmentioning

confidence: 99%

Diagnostics of primary school teachers’ creative potential in Kazakhstan

Alsitova,

Kuzembayeva,

Zhazykova

et al. 2024

JEELR

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“…Research related to online learning during the Covid-19 pandemic, which focuses on student perceptions, has been carried out by several researchers (Bhattarai, 2021;Khafaga & Shaalan, 2021;Saputra et al, 2022;Shukri et al, 2020). Research can also be categorized from the perceptions of teachers who teach middle school and high school (König et al, 2020;Kuzembayeva et al, 2022;Saputra et al, 2022), and at the university level (Abduh, 2021;Alhuwaydi, 2021;Hashemi, 2021;Naylor & Nyanjom, 2021). In addition, Nguyen (2021) also investigated university-level instructors' perspectives on ICT integration in English language education in Vietnam.…”

Section: Introductionmentioning

confidence: 99%

An investigation of the use of information and communication technology in secondary schools: Teachers’ voices

Saputra,

Puspa,

Haryana

et al. 2024

englie

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Despite the fact that there has been a lot of research on online learning and the use of technology, researchers have paid very little attention to the use of information and communication technology after the COVID-19 pandemic, particularly on the perceptions of teachers who teach at the middle and high school levels. As a result, this study aims to analyze teacher perspectives on the use of technology, information, and communication, particularly in English subjects. A mixed methods technique will be applied in this investigation. To acquire a deeper understanding of middle and high school teachers' impressions of using ICT in English language learning, researchers utilize quantitative data from surveys and qualitative data from free-form writing. First, the questionnaire will be distributed to teachers using the Snowball method. After all the data from the questionnaire is received, the researcher will distribute some questions concerning the challenges, suggestions, and teachers' opinions on using ICT in English classes to obtain more in-depth information. The findings of this study show that teachers have a positive attitude toward using ICT, particularly in the teaching and learning process. One of the most important considerations is that incorporating technology into the teaching and learning process may improve the classroom atmosphere and engage students in the teaching and learning process. Future studies can explore teachers' perceptions using qualitative methods so that the data obtained will be deeper and can enrich the knowledge related to ICT use after the COVID-19 pandemic.

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A Sustainable and Inclusive University on the Paradigm of Student Learning Satisfaction, Teacher Leadership, and Professional Disposition: The Case of Mongolian Universities

Ravdansuren,

Altangerel,

Ulzii

et al. 2024

Sustainability

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The leadership of the university teacher has the most important role in the development of the educational institution and society. Universities are facing rapid societal changes and the need for innovative pedagogical approaches, including the potential for faculty members to emerge as leaders both within and beyond their classrooms, becomes increasingly salient. Teacher leadership in this context represents a collaborative ethos, where educators engage in shared decision making, curriculum development, and pedagogical innovation, thereby enhancing both academic and institutional outcomes. University teachers play a crucial role in achieving the 4th Sustainable Development Goal by leveraging their leadership skills to provide inclusive, equitable, and high-quality education. Teacher leadership and student satisfaction are considered to be interconnected but, in turn, teacher leadership is influenced by teacher disposition. The intricate interplay between professor leadership and student satisfaction within higher education institutions (HEIs) reveals significant implications for both faculty and student experiences. This study investigated two aspects: firstly, the effect of teacher dispositions, especially motivation, communication, conscientiousness, teacher efficacy and willingness to learn, teacher leadership, and secondly, how teacher leadership affects student learning satisfaction. A survey was developed using questionnaire structural equation analysis using SmartPLS 4.0. Three hundred eighty-nine students studying in public universities in Mongolia participated in the survey. The research results show that teacher dispositions such as motivation, communication, and conscientiousness positively affect teacher leadership. In addition, it was proven that teacher leadership positively affects student learning satisfaction.

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Fostering pre-service EFL teachers’ communicative competence through role-playing games

Cited by 3 publications

References 11 publications

Diagnostics of primary school teachers’ creative potential in Kazakhstan

Diagnostics of primary school teachers’ creative potential in Kazakhstan

An investigation of the use of information and communication technology in secondary schools: Teachers’ voices

A Sustainable and Inclusive University on the Paradigm of Student Learning Satisfaction, Teacher Leadership, and Professional Disposition: The Case of Mongolian Universities

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