This article mainly deals with a group of Chinese tertiary students＇ ideas about what makes a good EFL teacher at the tertiary level. The participants＇ learning experience, reflections and expectations have cast lig...This article mainly deals with a group of Chinese tertiary students＇ ideas about what makes a good EFL teacher at the tertiary level. The participants＇ learning experience, reflections and expectations have cast light upon what a modern EFL teacher is supposed to perform in the Chinese EFL context.展开更多
Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtu...Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtual classrooms, especially with learners sharing in academic workload on portals such as Google Docs, have arrived as a natural development of the ICT （In Circuit Tester） wave. In addition to offering ample scope for peer interaction, Blackboard Collaborate gives learners the electronic environment they are most familiar with and keeps them updated with the latest educational tools. However, for it to succeed, the perception of the teachers is a factor that needs close scrutiny before this tool can be incorporated into the system. The aim of this paper is to investigate the perceptions of teachers at Qassim University, KSA （Kingdom of Saudi Arabia） towards the inclusion of Blackboard Collaborate into the teaching-learning environment, and its efficacy as a learning tool in the university＇s EFL （English as a Foreign Language） situation.展开更多
Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the clas...Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.展开更多
This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educ...This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.展开更多
This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early c...This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity.Over the course of one academic year,data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study.Findings presented in this paper are based on the interview data of two teachers in the sample,a novice and an experienced teacher.Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning,taking into consideration the gender perspective.The results showed tensions in the teachers’perceptions which contrasted between a constructivist approach and a teacher-directed skills approach.Perceptions of their practice reflected a formal,teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching.Several factors,including deep-rooted perceptions as well as curriculum structure,time,number of staff and resources,contributed to this.展开更多
This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.Teachers are important stakeholders in any curriculum implementation and their views a...This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress and determining future directions.The teachers’views were gathered from questionnaires and interviews.Topics include their understanding of the objectives of immersion education,their preparedness for their roles as immersion teachers,the main challenges in immersion teaching they identify and the support they receive from their schools.The responses are discussed to identify areas of concern which may be future priorities for professional development.展开更多
文摘This article mainly deals with a group of Chinese tertiary students＇ ideas about what makes a good EFL teacher at the tertiary level. The participants＇ learning experience, reflections and expectations have cast light upon what a modern EFL teacher is supposed to perform in the Chinese EFL context.
文摘Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtual classrooms, especially with learners sharing in academic workload on portals such as Google Docs, have arrived as a natural development of the ICT （In Circuit Tester） wave. In addition to offering ample scope for peer interaction, Blackboard Collaborate gives learners the electronic environment they are most familiar with and keeps them updated with the latest educational tools. However, for it to succeed, the perception of the teachers is a factor that needs close scrutiny before this tool can be incorporated into the system. The aim of this paper is to investigate the perceptions of teachers at Qassim University, KSA （Kingdom of Saudi Arabia） towards the inclusion of Blackboard Collaborate into the teaching-learning environment, and its efficacy as a learning tool in the university＇s EFL （English as a Foreign Language） situation.
文摘Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.
文摘This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.
文摘This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity.Over the course of one academic year,data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study.Findings presented in this paper are based on the interview data of two teachers in the sample,a novice and an experienced teacher.Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning,taking into consideration the gender perspective.The results showed tensions in the teachers’perceptions which contrasted between a constructivist approach and a teacher-directed skills approach.Perceptions of their practice reflected a formal,teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching.Several factors,including deep-rooted perceptions as well as curriculum structure,time,number of staff and resources,contributed to this.
文摘This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress and determining future directions.The teachers’views were gathered from questionnaires and interviews.Topics include their understanding of the objectives of immersion education,their preparedness for their roles as immersion teachers,the main challenges in immersion teaching they identify and the support they receive from their schools.The responses are discussed to identify areas of concern which may be future priorities for professional development.
