Teachers’ Perceptions Regarding English Language Proficiency and Teaching Effectiveness (original) (raw)
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Teachers’ Perceived Level of Proficiency in English Speaking as Medium of Instruction
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This study looked at teachers’ perceived level of English proficiency among the kindergarten to grade six public school teachers in West II district in the Schools Division of Iligan City in the school year 2022-2023.This study was guided by three theories: learning by doing, scaffolding theory and self- efficacy theory. Descriptive correlational research design was used to describe the association between the teachers’ English language exposure and their perceived oral language competence. Simple random sampling was used to select 105 actual respondents out of 125 targeted number of respondents. Adapted questionnaires were used to collect data from the participants. Pearson’s correlation, simple linear and multiple regression were used to analyze the data. The findings indicated that there is a strong positive correlation between teachers’ English language exposure and their perceived oral language competence. In terms of language exposure English is not the primary language spoken in the homes of the teachers. This is an important factor to consider as it may impact the teachers' level of English proficiency and their ability to effectively teach English language skills to their students. The regression results reveal that English language exposure has a significant positive effect on perceived oral language competence among school teachers. The implication of these findings is that increasing teachers’ English language exposure may have a positive impact on their perceived oral language competence, which in turn may improve their teaching effectiveness. The results of the findings of this study were used as a basis in the formulation of an oral language improvement plan.
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IOER International Multidisciplinary Research Journal , 2020
Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.
2020
Teaching English is not a very easy job and becomes a challenging task for the Junior High School teacher in Banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. The main purpose of this study was to investigate the challenges faced by an English teacher in the teaching as well as what the solution/recommendation they made. This study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (N=125) teachers were purposely and conveniently sampled from Junior High School English teachers in Banjarnegara regency. The results revealed that the challenges faced in teaching English are divided into four parts. The first challenges were from the teachers. These challenges are less of teaching material, teaching design, classroom management, ICT skill, many teaching administration, job loaded, and memory decrease. The second was from the stude...
International Journal of Academic Pedagogical Research (IJAPR), 2018
English language teaching is very important because of the global status of English. English language teaching is a process that requires great efforts on the part of all the participants. Classroom interactions, activities, textbooks are the most important elements of teaching process for the aims and objectives of a course. Main objective of this study is to discover English language teaching skills in primary schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s. The Questionnaire was prepared for teachers to explore the different aspects of teaching English skills and teachers’ skills, (Training, teacher qualifications regarding English, English teaching methodologies). The questionnaire identifies teacher training and instructional materials. A sample of 20 teachers (both male and female) were selected from different schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s. The data obtained was tabulated and analyzed by the percentage. Keywords: Teaching, Teaching Skills, English Teaching Methods, School, Primary School.
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The main objective of this study is to analyze the teachers' of English profile and their English proficiency in teaching young learners as a foreign language (TEYL). A total of fifteen teachers who teach English to 4 th – 6 th grade students in the city of Jambi and of Ma.Bulian, Indonesia are involved. Three instruments were used in this study. One demographic questionnaire about the profile of the teachers which includes the educational background, length of teaching experience and involvement in Teaching English as Foreign language (TEFL) trainings was given, a focus group discussion was conducted to obtain deeper perspective of the teachers, and an English Proficiency Test (EPT), a test equivalent to Test of English as a Foreign Languge (TOEFL), was administered in coorporation with a well-known English institustion in Jambi. The data were then qualitatively and quantitatively analyzed and discussed. The result of the research shows that most of the teachers are not qualified in term of English proficiency and they lack involvements of TEFL training. The suggestions and recommendations for the improvement of the teachers' English competence and performance of primary school teachers of English are also provided for all parties intended to contribute for the development of educational system in Jambi respectively.
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Teachers are one of the most important parts in the discourse of education and the process of teaching and learning in schools. It was this that interested the writer to research their perceptions of English language teaching for primary students. The respondents are five participants from different primary schools in Makassar. They were asked to comment on their beliefs in terms of the materials used in the classrooms, the aims of teaching English for primary students, their problems in relation to professional knowledge, classroom practices and context (school and community), and their way to resolve many problems. The responses are grouped into four major categories in terms of the aims of the research and examined to explore similarities and differences. The result showed that when the materials are about familiar topics and are presented through songs, games, and pictures, in the classroom they result in positive student attitude and increase interest and motivation in learning English. Participants feel that the main aim of teaching English for young students is to provide them with as much vocabulary as possible before they move on to higher education. Finally, some constraints of the program are also found in the classroom practices.
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This paper presents a research study designed to investigate the characteristics of effective teachers of English and the uniqueness of Teachers of English as a Foreign Language (EFL). The research is based on four general categories: English language proficiency, educational perception, organization and communication skills, social and emotional skills. These general categories will be viewed in the light of students' perception, the students of English Language at the Faculty of Basic Education in the State Kuwait. The sample was chosen randomly from students of the English Department to measure independent variables Academy in correlation with academic variables. For example, English language courses taken, years of schooling, and levels of English proficiency. The researchers based their research on data collected through a questionnaire based on Lickert's five-point rating distributed to 150 students. It is expected that the results reveal students' belief in the importance of the categories listed above with emphasis on the uniqueness of EFL teachers in comparison with teachers of other disciplines. This study contributes to the understanding of what students expect from EFL teachers; in addition, it will enable the understating of what students believe is required from them as teachers of English in the future. It is expected that this study will contribute to the field of EFL in the College of Basic Education and the Department of Education in Kuwait University, as it would reflect what the English Departments in these colleges need in order to increase students' awareness of the importance and role of EFL teachers.
This study has studied the perceptions of the Senior High School English teachers on the use of English as medium of instruction to the English proficiency of the Grade 12 Senior High School students and also the discernments of the Grade 12 Senior High School students on the use of English as medium of instruction to the language proficiency of the Senior High School English teachers. The two (2) dependent variables were tested using the “Pearson-Correlation” or “Pearson-R” method of analysis in order to determine the underlying relationship between the two variables. The researcher has made a decision that if the computed “r-value” is higher than the computed “tp-value”, the researcher will reject his/her null hypothesis and is hereby stated as: “There is no significant relationship between the language proficiency of the Senior High School English teachers and the English proficiency of the Grade 12 Senior High School students.” The researcher has based the tp-value with the use of the “Pearson-Correlation table”, two-tailed and with the use of 95% or 0.05 level of significance. And as for the result, the language proficiency of the Senior High School English teachers has no significant relationship with the English proficiency of the Grade 12 Senior High School students, so therefore, the English proficiency of the Grade 12 Senior High School students does not depend with the language proficiency of the Senior High School English teachers or their level of speaking and dealing with the English language are almost of the same level.
Teacher’s Challenges in Teaching English at Panjura Private Senior High School in Malang
2020
Challenges of English teacher in learning process and the way of teacher solved the challenges in teaching process, planning process, teaching implementation, and evaluation remain relatively unexplored in the context of Indonesia Private Senior High School where teaching English is one of the lesson most demanding and a difficult job. This study attempted to identify the teacher’s challenges and to explore how the English teacher solves with the challenges in teaching English at Panjura Private Senior High School in Malang. In this study uses qualitative method where one of English teacher becomes participant. Interview and observation are used in this study as the instruments to collect the data. The findings showed that the teacher gets some challenges in teaching English. through a non-participant observation and structured interview with the English teacher who taught English in English class, it was found that there were four kinds of teacher’s challenges in teaching English: ...