Teachers’ Levels of Use in the Adoption of Task-Based Language Teaching in Malaysian Classrooms

Mustafa, Zarina

doi:10.18848/1833-1882/cgp/v05i03/51621

Cited by 11 publications

(13 citation statements)

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“…These findings are in line with the previous studies of Al Aghbari (2007), Mustafa (2010;2012) and Nestler-Rusack (2011). Al Aghbari (2007) found that the majority of teachers were at the Mechanical Use and the Routine Levels.…”

Section: The Teachers' Levels Of Usesupporting

confidence: 93%

“…It was collected through Mustafa's (2008) adaptive Level of Use Self-Assessment (LoU-SA) questionnaire. 505 teachers participated in this study.…”

Section: Methodsmentioning

confidence: 99%

“…Al Aghbari (2007) found that the majority of teachers were at the Mechanical Use and the Routine Levels. Mustafa (2010;2012) found that majority of the English language teachers were at the Mechanical Use and the Refinement Levels. Nestler-Rusack (2011) found that the majority of participants were independently implementing educational innovation, which reflected a Refinement LoU.…”

Section: The Teachers' Levels Of Usementioning

confidence: 99%

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The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

Shekaili

2015

IJAEDU

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Shifting from the traditional teacher-centered to the innovative student-centered educational philosophy in English as a Foreign language (EFL) classrooms represented in the adoption of the student-active learning (SAL) approach has been quite extensively implemented as a valuable approach towards effective students' language learning. An exploratory study was carried out to investigate the teachers' actual Levels of Use (LoU) in the adoption of the SAL approach in their classrooms and its relationship with their demographic variables including gender, age, teaching experience, educational qualifications, and nationalities. The research design was quantitative and exploratory relational. A number of 505 English language teachers participated in this study. Data was collected through a questionnaire including two parts: demographic data and the Levels of Use Self-Assessment (LoU-SA) questionnaire. This was to obtain a holistic picture of the teachers' LoU pertaining to the SAL approach adoption and their demography. The descriptive statistical analyses as well as the symmetric measure of association of Cramer's V were used to analyze the data. The results indicated that the majority of the teachers were at the Refinement Level (IVB), and equally at the Preparation Level (II), the Mechanical Use Level (III), and the Routine Level (IVA). It was also found that there were positive relationships between the teachers' LoU and their demographic characteristics. Based on these research findings, it was recommended, among others, that different interventions including training, support, and sufficient teaching materials should be offered. More collaborative opportunities between teachers from different demographic groups should be encouraged, too.

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Section: The Teachers' Levels Of Usesupporting

confidence: 93%

“…It was collected through Mustafa's (2008) adaptive Level of Use Self-Assessment (LoU-SA) questionnaire. 505 teachers participated in this study.…”

Section: Methodsmentioning

confidence: 99%

Section: The Teachers' Levels Of Usementioning

confidence: 99%

See 1 more Smart Citation

The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

Shekaili

2015

IJAEDU

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“…Justeru, para pendidik perlu memikirkan kaedah alternatif yang lebih inovatif dan efektif, seperti pembelajaran yang berasaskan TMK, khasnya VLE. Ianya bersesuaian dengan peranan pendidik masa kini yang mengalami transformasi daripada seorang pembawa dan penyalur maklumat kepada seorang pengurus, jurulatih dan fasilitator (Zarina, 2010).…”

Section: Rasional Kajianunclassified

Cabaran Yang Dihadapi Oleh Guru Dalam Pelaksanaan Persekitaran Pembelajaran Maya Frog Di Bilik Darjah

Hashim¹,

Nasri²,

Mustafa³

2016

APJEE

Self Cite

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Abstrak: Kajian ini dijalankan untuk mengenalpasti cabaran yang dihadapi oleh guru dalam pelaksanaan Persekitaran Pembelajaran Maya ataupun lebih dikenali sebagai Frog Virtual Learning Environment (VLE) di bilik darjah. Kajian berpendekatan kualitatif ini menggunakan teknik in-depth interview untuk mengumpul data. Dengan menggunakan persampelan bertujuan, lapan orang guru telah ditemu bual menggunakan protokol temubual Levels of Use Interview Schedule (LoU-IS) yang telah diubahsuai untuk mendapatkan maklumat berkaitan dengan cabaran yang mereka hadapi dalam penggunaan Frog VLE. Dapatan kajian menunjukkan antara cabaran yang dihadapi oleh guru dalam pelaksanaan Frog VLE ini adalah: kekangan infrastruktur; kekangan masa; inisiatif guru; efikasi kendiri guru; serta integriti dan sikap guru terhadap Frog VLE.Kata kunci: Cabaran, Frog VLE, sistem pengajaran dan pembelajaran (PdP) Abstract:The main purpose of the study was to identify teachers' encountered challenges in the implementation of Frog Virtual Learning Environment (VLE) in the classrooms. This qualitative study employed the in-depth interview method for data collection. A purposive sampling of eight teachers were interviewed. An adapted Level of Use Interview Schedule (LoU-IS) was used as the instrument to elicit information on the

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“…TBLT encourages the meaningful use of the target language through communicative tasks (Pierson, 2015). This can pose well-known challenges to the language teacher (Lai & Li, 2011), such as how to ensure the authenticity of the tasks and so generate genuine meaning-based communication in the classroom, how to overcome students' passive learning styles, and how to address students' avoidance of the target language in classroom-based communicative activities (Burrows, 2008;Carless, 2007;Littlewood, 2007;Mustafa, 2010;Samuda & Bygate, 2008). It has been argued that the integration of technology may help address these challenges (Lai & Li 2011;Ortega, 2009;Warshauer, 2001).…”

Section: Introductionmentioning

confidence: 99%

Task-based language teaching with smartphones: A case study in Pakistan

Rashid¹,

Cunningham²,

Watson³

2017

tandc

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Teachers’ Levels of Use in the Adoption of Task-Based Language Teaching in Malaysian Classrooms

Cited by 11 publications

References 0 publications

The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

Cabaran Yang Dihadapi Oleh Guru Dalam Pelaksanaan Persekitaran Pembelajaran Maya Frog Di Bilik Darjah

Task-based language teaching with smartphones: A case study in Pakistan

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