The impact of contextual factors on English language teachers’ beliefs (original) (raw)
Related papers
The Effects of Contextual Factors on Teacher's Beliefs and Practices
Procedia - Social and Behavioral Sciences, 2015
Although teachers' beliefs and teaching context are important factors in recent language teaching research, there is very little studies on the effects of contextual factors. To fill this gap, this study used explanatory sequential design to investigate the effects of contextual factors on teachers' beliefs and practices. It measured the teachers' beliefs about language teaching context, teaching and learning of 30 teachers by administrating a self developed questionnaire and comparing the questionnaires to their teaching collected through class observations. The yielded results revealed that the contextual factors of teaching do not highly affect teachers' beliefs on language teaching. Additionally, the analysis shows that teacher performance is different regarding applying syllabus and methodology in adult and young adult departments. Moreover, no significant difference was found between teachers' beliefs in two departments.
Teachers’ Beliefs And Classroom Practices Of English Teaching(A Case Study At Mts N Jeketro)
2016
This research was a case study of English teachers' beliefs and classroom practices at MTs N Jeketro. The objectives of this study were (1) to describe teachers' beliefs about English teaching, (2) to investigate the teachers' beliefs implemented in the classroom practices, (3) to analyze factors contributing to shape teachers' beliefs. The type of the research was a qualitative with case study approach. It was an investigation of a single case or collective case to capture the complexity of objects of the study. The object of the study was teachers' beliefs of English teaching at MTs N Jeketro. The subjects of the study were four English teachers consisting of two male and female teachers. The data sources used in this study were: classroom observation, open ended questionnaire, transcript of interview and document. The techniques of collecting data used were openended questionnaire, semi-structured interview, classroom observation and document analysis taken from the informants. The data validity used was data triangulation to gain accountable information through a variety of sources. Then, the researcher used Miles and Hubberman's Model (1993) to analyze the data. The finding of this study showed that first, most of the teachers' beliefs were consistent with their classroom practices namely beliefs about learning objective, syllabus, instructional material, classroom techniques, teachers' roles, students' roles and assessment although the researcher still found one discrepancy namely teachers' beliefs about classroom procedure. The factors contributing to shape teachers' beliefs were (1) experience as language learners (2) training or seminar that teachers participated, (3) personal factor and (4) teaching experience works best.
ScienceDirect The Effects of Contextual Factors On Teacher's Beliefs And Practices
Although teachers' beliefs and teaching context are important factors in recent language teaching research, there is very little studies on the effects of contextual factors. To fill this gap, this study used explanatory sequential design to investigate the effects of contextual factors on teachers' beliefs and practices. It measured the teachers' beliefs about language teaching context, teaching and learning of 30 teachers by administrating a self developed questionnaire and comparing the questionnaires to their teaching collected through class observations. The yielded results revealed that the contextual factors of teaching do not highly affect teachers' beliefs on language teaching. Additionally, the analysis shows that teacher performance is different regarding applying syllabus and methodology in adult and young adult departments. Moreover, no significant difference was found between teachers' beliefs in two departments.
Teachers’ Beliefs as Facilitators in Effective English Language Teaching and Learning
2020
Teachers’ beliefs have a greater role than the teachers’ knowledge of planning lessons. Despite their significant role in teaching and learning, studies of teachers’ beliefs in Indonesian EFL setting are still rare that this paper is to reveal teachers’ beliefs as facilitators in effective English language teaching and learning. The participants in this qualitative study, two teachers and five students were interviewed. The data were then transcribed, interpreted, and coded, and categorized by applying thematic data analysis. Regarding the questions of what beliefs teachers hold, the finding shows that the teachers have very well beliefs that they want to become good facilitators for their students in learning English. In relation with the extent of facilitating the students in gaining knowledge, the finding shows that the teachers use mix and match, collaboration between teacher and teacher, team games tournament, three-phase technique, scientific approach and discovery learning. T...
Abstract Language cannot be acquired or learned through de-contextualized practice as many studies emphasized, thus, this study aims at investigating student teachers’ views about teaching a language in context. To that end, 30 senior student teachers of Uludag University Faculty of Education ELT Department were given a five-point likert scale questionnaire besides conducting the structured interviews just after they had completed their practicum. As a result, the significance of contextualization was esteemed by most of the participants and they were able to use different techniques of creating context when teaching during their practicum. Moreover, the participants reported that more samples of different contexts for teaching different subjects should be provided to them to plan and teach more effective lessons. © 2012 Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Ferhan Odabaşı Keywords: English language teaching; contextualized language teaching; decontextualized language teaching; student teachers
For some years, there was a debate about the effectiveness of public and private sectors in language learning field, not only in Iran but also in USA and Europe. Actually, a context in which language learners are provided with friendly communicative environment is a great help to learn how to use the language communicatively in authentic situations. Therefore, a context in which the efficient factors are employed more appropriately enables EFL learners to emphasize the communicative use of language in everyday, real world situations. In Iran, the students can learn English in two contexts including a) public schools that are funded and supported by the government b) private institutes. In public education, the students start learning English from the first year of Junior Secondary Program for six years. But after graduating from high school, hardly some of them are able to communicate fluently (Safari & Rashidi, 2015). Thus, this study investigated the comparability of the effective...
Practices in the Contextualization of the English Curriculum in the Public Secondary Schools
Practices in the Contextualization of the English Curriculum in the Public Secondary Schools, 2022
Contextualizing instruction has been the growing consensus among educators. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) has consistently called for educational reforms that reflect, and respect local contexts, traditions, and values based on the local needs and relevance to the learners. Likewise, the K to 12 curriculum framework highlights the cardinal importance of using context to shape the curriculum emphasizing that it shall be contextualized to allow schools to localize and indigenize for teachers to make the content relevant to the lives of learners considering their local, cultural knowledge, and even historical and biogeographical conditions in the planning, delivery, and overall implementation of the curriculum. Hence, it is necessary to investigate whether or not teachers in the Department of Education adhere to the contextualization mandate. This study aimed to describe the extent of practice in the contextualization of the English Curriculum in the degrees of localization and indigenization of a medium-sized schools division in Central Philippines. It also sought to find out if significant difference exists in the extent of contextualization practice in terms of sex, educational attainment, and length of teaching experience. Employing the descriptive-comparative design and a researcher-developed questionnaire, the study was conducted to 150 respondents. Results revealed that the extent of practice in the overall contextualization of the English curriculum and in terms of its degrees was very great except when respondents were grouped according to sex where male teachers' extent of contextualization practice was only great. Furthermore, extent contextualization practice was strikingly lower in the degree of indigenization. Meanwhile, the difference in the extent of practice in the contextualization of the English curriculum was found to be statistically significant in terms of sex and length of service. In conclusion, English teachers' extent of contextualization is influenced by their sex and length of service. Specifically, English teachers who are female and have more than ten years of teaching experience have better contextualization practices. The findings of this study formed the basis of the Contextualization of the English Curriculum Self-Check Tool designed for teachers to enable them and their schools to monitor and seriously contextualize the English Language Curriculum.
2023
The 1970s witnessed a paradigm shift in research into language learning and teaching with focus moving away from the process-product approach to the study of teachers and their cognitions. This shift in research led teaching to be viewed as a cognitive process not merely in terms of behavior, and teachers as decision makers in the classroom not as merely implementers of external theories. In the same decade, teacher cognition emerged as a separate domain of research that investigates what teachers know, think and believe. Teaching context is one of the factors that influence the formation of teacher beliefs and the enactment of these beliefs. The present study is an attempt at understanding the influence of EFL setting on teacher beliefs of a native English-speaking teacher. To this end, a single native speaker English teacher was selected and data were collected through a number of tools. The data were analyzed using grounded theory data analysis steps. The current study found that context has a certain influence on teachers’ beliefs and teachers’ pedagogical practices. It also found that the changes that occurred in the participant teacher’s beliefs were behavioral rather than cognitive and that the context’s influence on which beliefs teachers enact in practice is relatively more marked. Keywords: Cognition, EFL context, native speaker, teacher beliefs