EFL Teachers' Competencies According to Student Opinions (original) (raw)
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A comparison with the competencies of English language teaching program
New Trends and Issues Proceedings on Humanities and Social Sciences, 2018
In this study, the competencies of the Undergraduate English Language Teaching Programmes belonging to the universities selected as samples from seven regions of our country were examined by using the document analysis method. It has been understood that the concepts of 'knowledge', 'skill' and 'competence' which are the components of the 'competency' concept as well as differences in the expression are not fully distinguishable. It was also observed that while the competencies were being written, universities did not adopt the same grammatical rules. In this study, arrangements were made with the focus was on providing a common framework both conceptually and formally, and suggestions were tried to be developed. It is thought that this work will be useful for programmes that have difficulty in expressing their competencies correctly.
The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge.
EFL Teachers' Knowledge of Teaching English
There are many factors which influence the process of teaching English as a foreign language. One of the most influential in the process of teaching English is teachers' knowledge of teaching English. Knowledge of teaching English plays an important role in teachers' effectiveness and their choice of instructional practices. The total sampling of 133 Indonesian EFL teachers with different years of teaching experiences were participated in this study. After obtaining the raw data, the SPSS software (version 20) was used to analyze the data. The findings showed that the most dominant element of EFL teachers' knowledge of teaching English is teaching skills, and there is a significant influence of EFL teachers' teaching skills to their practices of teaching English. This research also indicated that there are no significant differences among the years of EFL teachers' teaching experiences toward their knowledge of teaching English.
The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge.The competencies and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competencies in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.In the paper there is a presentation of a short comparison of the teachers’ competencies in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competencies in the initial education. The results are to be used in the professional improvement of the teaching competencies of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competencies during their initial education.
Investigation of Teaching Competencies to Enhance Students' EFL Learning at Taif University
The paper aimed to investigate the teaching competencies implemented by instructors to enhance EFL students at Taif University in Saudi Arabia. The first two questions discussed the degree of implementing the teaching competencies, which either enhance or hinder learning. The third and fourth questions were an attempt to examine if there were any significant differences at (=0.05) due to instructors' qualifications and years of experience. The researcher developed an observation checklist to investigate the degree of implementing the competencies. There were four domains: preparation, instruction, assessment, and educational climate. The findings of the first two questions showed that preparation and educational climate include the competencies where the instructors displayed satisfactory performance. However, instruction and assessment include the competencies which were rarely or not demonstrated. The results of the third question showed that there were significant differences. However, there were no significant differences due to years of experience. The findings of the first two questions could be due whether or not instructors have undergone professional development to equip them with the competencies required to enhance students' learning. The results of the third question could be due to the fact that instructors having a diploma after the bachelor degree helped them make difference. The result of the fourth question could be due to the educational context that didn't support instructors' years of experience.
Study on Certified and Uncertified English Teachers Pedagogic Competence
Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020), 2021
The problem of education and learning is a fairly complex problem where many factors influence it. One of these factors is the teacher. In an increasingly modern era such as in the era of industry 4.0, teachers must be required to be professional. Talking about teacher professionalism as mandated in Law of the Republic of Indonesia No. 14 of 2005 concerning teachers and lecturers, teachers as professionals are required to have academic qualifications, competencies, teacher certificates, be physically and mentally healthy and have the ability to realize the goals of national education. But the fact is not like these regulations. There are still many teachers who do not fulfill academic qualifications and even certified teachers do not master competency standards properly. As a result, teachers are not competence to carry out and manage the learning process. From the four of teacher competency standards, this paper aims to analyze pedagogic competence of English teachers because pedagogic competence is directly linked with the teachers' competence in managing the learning of students. This paper belongs to comparative study. The subjects of this study were the certified and uncertified English teachers at SMP 1 Rao Selatan, Pasaman regency. In this preliminary stage study, the data was collected from the questionnaire as well as the interview. The results of the data analysis showed that the pedagogic competence of certified teachers is better than uncertified teachers especially in the indicators of the development of student potential, but in several sub-competencies the competence of certified and uncertified English teachers do not vary.
Prospective teachers’ perceptions of their competencies in teaching English
The Fifth International Congress of Educational Research, 2013
This study aims to investigate the competencies of the prospective language teachers in the English Language Teaching Department of Canakkale Onsekiz Mart University. Quantitative research methodology was used in the study. The data obtained from 127 prospective teachers via the questionnaire were analyzed using descriptive and inferential statistics. Results reveal that prospective teachers of English believe they do not have required knowledge of the language they teach though they see themselves competent in other knowledge domains. Bearing the results in mind, some implications for teacher education and for further research were provided at the end of the study.
Students’ perception toward English teacher’s pedagogical competence
Journal of Foreign Language Learning and Teaching, 2021
This study was designed to know students‟ perception toward english teacher pedagogical competence. The survey design was applied in this study. The research subjects were the eleventh-grade students in senior high school. In Government Regulation No.74 2008 there are four competencies that the teacher should have. The focus of this research is on teacher‟s pedagogical competence. In National Education Standards Agency pedagogical competence is teacher‟s ability in understanding the students, designing and implementing the learning, evaluating the learning outcome and also the development of the potentials that the student have. This study used questionnaire to collect the data from the students. The researcher distributed the questionnaire to the students in google form via WhatsApp. The findings showed that the students have a possitive perception toward English teacher pedagogical competence which contained (1) understanding students; (2) designing and implementing learning; (3) evaluating learning outcomes; (4) development of learners to actualize the potential they have. The English teacher pedagogical competence categorized sufficient competence which 57% (Neutral).
Theoretical and applied principles of formation of competencies of foreign language teachers
Laplage em Revista
The article considers general tendencies in world and Russian education, and also both principles and methods of forming professional, communicative, intercultural competences and in the process of teaching foreign language for professional purposes in the conditions of engineering, economic and other non-linguistic specialties at technical university. The article views some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical communication and behavior; pedagogical technology, its essence, structural components, understanding of innovative components of professional activity, requirements for the design and engineering of pedagogical technologies.
The Analysis of Certified English Teacher’s Performance
PROCEEDING AISELT (Annual International Seminar on English Language Teaching), 2019
Teachers nowadays are called professional educators. They must have at least a bachelor's degree in specific major. These teachers have the right to get recognition from the government as a decent and able to be certified through series of tests.This study aims todescribe the performance of educated certified English teachers in terms of the four types of teacher competencies. This study uses a descriptive qualitative approach. The sample is certified English teacher from SMKN 1 Cinangka Serang Regency. The sample is chosen purposively. The instruments used were questionnaires, interviews and documentation. The result showed that English teacher at SMKN 1 Cinagka Kabupaten Serang included in pedagogic competence 81%, personality competence 82%, social competence 83% and professional competence 81%. The mastery of the four competencies will produce good teaching performance as well. To conclude, the teacher in SMKN 1 Cinangka Serang Regency is proficient and has showed the teacher's performance in each competency in excellent way.