Success in EFL/ESL contexts by teachers requires developing some essential characteristics consisting of several interacting variables and underlying constructs. With the rise of positive psychology, ...the concepts of resilience and emotion regulation and their roles in the EFL/ESL milieu have caught attention. In this line, the present study aims to investigate whether there would be any relationship among EFL teachers' resilience, emotion regulation, and their success in the Chinese context. In addition, we tried to examine the predictive power of EFL teachers' resilience and emotion regulation toward their success. To that end, an online Likert scale questionnaire including items on teachers' emotion regulation, teachers' resilience, and teaching success was distributed to 323 Chinese EFL teachers. The participants were selected based on convenience sampling. Spearman Rho correlation index and multiple regression analysis along with ANOVA were used to analyze the collected data. The findings showed a direct and positive correlation among EFL teachers' emotion regulation, resilience, and success. Furthermore, it was indicated that EFL teachers' resilience was more powerful in terms of predicting success than their emotion regulation. Our findings imply that teacher education programs can enhance EFL teachers' success through training resilience strategies and emotion regulation skills.
This qualitative study explored Iranian university lecturers’ attitudes toward EFL teacher professionalism. Based on a researcher-developed protocol, semi-structured interviews were conducted with 14 ...university lecturers from State and Islamic Azad universities of Tehran, Karaj, Urmia, and Tabriz, Iran, whose teaching experiences ranged from 6 to 19 years, to delve into their attitudes and experiences toward EFL teacher professionalism. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into five major attitudinal themes of the meaning of EFL teacher professionalism, the characteristics, requirements, and responsibilities of a professional EFL teacher, establishing rapport and positive relationship with students, colleagues, and administrative staff in a professional EFL teaching context, resolving possible organizational conflicts in a professional EFL teaching context, and the role of ethics in EFL teacher professionalism. The findings illustrated that professional university lecturers are expected to establish authority and certain relationship boundaries with students and maintaining these boundaries will keep professor-student relationships purely professional. Further, adhering to professional standards and ethics, preventing discrimination in the classroom, developing classroom management skills, fostering student autonomy, giving constructive feedback, and developing mutual respect, politeness, and trust might create a favorable environment as well as increased productivity at work. Besides, educational stakeholders and policymakers are expected to design certain guidelines and allocate the resources required to help university lecturers develop as professionals.
This study aimed to find out a teacher’s perceptions about translanguaging. This study used a qualitative descriptive method, and data was collected through interviews. The interview process was ...conducted with a teacher from class IX.2 SMPN 4 Bulukumba. The findings showed that the teacher argued that translanguaging makes students understand the material more quickly, students are more active, and it creates a supportive learning environment. The teacher thought that translanguaging has a drawback, namely it limits the development of students' vocabulary. To ensure that the use of translanguaging did not interfere with the development of students’ English skills, the teacher tried to use English more often than Indonesian. The teacher also thought that translanguaging was one of the best ways to teach English. Based on the results of the research, it can be concluded that the implementation of translanguaging has a positive impact on the process of teaching and learning English in EFL classrooms.
This study explores English as a foreign language (EFL) teachers' perceptions of the ecological factors influencing students' use of informal digital learning of English (IDLE). 26 EFL teachers ...participated in semi-structured interviews and complete a narrative frame. The results of conventional content analysis yielded four categories: macro-system factors (e.g., technological development, educational systems, and English status), micro-system factors (e.g., school and family), chrono-system factors (e.g., current EFL learners’ digital experiences) and personal factors (e.g., age, personality traits, digital literacy, awareness and attitude, and prior experiences with technology). The implications of the findings are discussed for stakeholders in EFL education.
•The study explored EFL teachers' views on ecological factors affecting students' IDLE.•The data analysis revealed macro-system, micro-system, and personal factors as key influences.•The findings can inform stakeholders on how to implement IDLE in EFL contexts effectively.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Using the first language (L1) in teaching English as a foreign language (EFL) has been debatable for decades. Therefore, this study draws on prior research and investigates teachers’ perceptions and ...the use of Arabic (L1) in EFL classes in the Sultanate of Oman. A sample of 45 EFL teachers, chosen from the English Language Unit, Center for Preparatory Studies at the University of Technology and Applied Sciences (UTAS)-Salalah, answered a 5-point Likert scale questionnaire. It was distributed as a Google form to collect data. The dataset was analyzed statistically using SPSS (Version 26.0). The study findings showed that the EFL teachers at the English Language Unit have positive perceptions towards using L1 in EFL teaching, especially for translation purposes. Besides, a positive correlation value (r= .826**) was found between perceptions and practices of L1 in the EFL classes. In addition, the findings showed no significant differences between the groups, neither in perceptions of nor in practices of L1 in the EFL classroom (p.>.05). Based on the findings, the study provides some important recommendations and implications for EFL teachers in Omani EFL settings and can be useful in other similar contexts.
This article is the result of an analysis based on a 14-year observation of the academic and social evolution of students in different educational institutions, contexts and levels of English and ...French language study in both Canada and Romania. Collaboration has proven to be an effective concept necessary to be introduced in the curriculum. The focus of this project will be on some groups of students studying English and French within different science faculties within a university in Romania. Learning crises are identified as students feel reluctant to both attend and participate in these classes. Moreover, the low number of classes in the curriculum discourages students even more. There is also an overall lack of motivation resulting in the instructor’s conclusion that a linguistic context is badly needed both inside and outside of the class. Along with their progress during their language practice, students’ motivation will be enhanced if students are involved in extra-curricular activities. Coupled with a few innovative learning strategies, the craft of teaching and social contexts presented by some native speaker guests expert on topics appealing to the students could promote greater interest in the study of these two languages.
This study examines stakeholders' perceptions of teaching and technological skills in English as a foreign language (EFL) vocabulary instruction and how this relates to remote learning. This research ...included 280 participants from 30 public and private institutions of secondary and higher education in southern Ecuador. All participants volunteered and consented to contributing data for the study. The data collection process consisted of administering questionnaires based on a Likert scale and conducting structured interviews with teachers. The aim of these instruments was to collect participants' views on teaching and technological skills in EFL vocabulary instruction. The researchers adopted a mixed-method approach, with quantitative analysis of the questionnaire responses using descriptive statistics and qualitative analysis of interview data. The findings indicated that participants had positive perceptions of EFL vocabulary instruction in terms of teachers' classroom management, technological skills, technological resources, and teaching methods. However, some aspects, such as learning environments, teachers’ training, online classes, and the use of information and communication technologies (ICT), were perceived more positively in private institutions. The findings have implications for EFL vocabulary instruction, particularly in remote learning contexts, and can inform the development of appropriate classroom management, technological resources, and teacher training programs to enhance this aspect of the EFL teaching and learning process.
Introduction
The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the ...contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students’ affective learning outcomes is unaddressed in L2 research.
Methods
To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers’ empathy and immediacy correlate with and predict students’ affective learning outcomes.
Results
The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners’ affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers’ empathy and immediacy could predict about 65 and 60% of changes in the learners’ affective learning outcomes, respectively.
Discussion
Implications of the study for EFL teachers’ interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.
Pick a Movie Alma Luz Rodríguez-Lázaro; Natalia Arias-Trejo
Lenguaje (Cali, Colombia),
07/2023, Volume:
51, Issue:
2
Journal Article
Peer reviewed
Open access
Foreign language learners without an immersion experience are advised to partake in activities that enhance their language learning outside the classroom. The objectives of this study were to explore ...which forms of language practice English as a Foreign Language (EFL) learners engage in outside the classroom and whether this practice increases proficiency. The results showed that the most frequent forms of practice were academic activities (e.g., reading academic textbooks) and recreational activities (e.g., watching movies). In this study, EFL proficiency in participants correlated positively with age. Those with higher proficiency listened to English more frequently by watching movies in their free time than those with lower proficiency. We conclude that exposure to audiovisual material, such as movies, is an effective way to reinforce language learning outside the EFL classroom. Older learners with high English language proficiency reported practicing English more frequently in their free time, so watching movies may constitute an effective means of increasing L2 exposure outside the classroom.
Grammar is considered an essential aspect of language that demands careful planning and instruction. The outbreak of COVID-19 significantly impacts language teaching. The use of games is effective in ...enhancing grammar skills. The present study aimed to explore the role of digital games in developing EFL learners' grammar skills. The study used a quasi-experimental design to gather the data. The study participants were 56 EFL male learners divided into control, experimental, and control groups. Data was gathered by the use of grammar tests on pre and post-tests. The data were analyzed using SPSS software after going through the assumptions of the data. The data analysis indicated that implementing digital games significantly improved learners' grammar skills. The findings suggest that games enhance learners' grammar skills.
