Tag Archives: English Language Teachers

Pre-Service English Language Teachers’ Perceptions and Preferences of Assessment Practices (Published)

Understanding the role of assessment and the differential effects on advancing students’ learning processes is still one of the most investigated areas in higher education. This study was a quantitative study which investigated the perceptions and preferences of pre-service teachers of the assessment practices. The participant students were preservice English language pre-service in English Language Education Department at Bahrain Teachers College, University of Bahrain.  The findings indicated that the assessment practices used by instructors had an essential impact on students’ motivation; preparation for future learning tasks, and evaluation of study progress.    The findings also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessment and research paper were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in summative assessment preferences and the learning strategies used by students throughout the years of specialization which might offer instructors way forward for improving their educational practices.

Keywords: English Language Teachers, Perceptions, Pre-Service, assessment practices, preferences

English Teachers’ Skills Using Play in Teaching English to Initial Grades of Primary Education Level Throughout Irbid First Education Directorate, From Teachers’ Viewpoint in Jordan (Published)

: The study aimed to discover to what level English teachers enjoyed using play to teach skills (choice of game skill, classroom control efficiency, game execution skill, evaluation skill) in teaching English to initial grades of the primary education level throughout Irbid First Education Directorate, from teachers’ viewpoint. The study population consisted of 145 teachers in initial grades of primary education schools throughout Irbid First Education Directorate schools for the academic year 2017. The study sample was the whole population for results to be generalized to teachers of other subjects, 145 questionnaires were distributed with 123 returned and 3 disqualified leaving 120 completed questionnaire responses for analysis. The study found that the overall skill of using play in teaching English was of a medium level. However, choice of game skill and evaluation skill were a medium level, classroom control efficiency a low level, game execution skill was of a high level.

Keywords: English Language Teachers, First primary level, Irbid First Directorate., Play, Skills

Adequacy Of Professional Development Of English Language Teacher Educators In Primary Teachers’ Colleges: A Paradigm Shift In Kenya (Published)

This study was an investigation of the professional development of English language teacher educators in Kenya Primary Teachers Colleges. The purpose and objectives of this study were to investigate the paradigm shift in nature, strategies and adequacy of professional development of language teacher educators and its implication on the teacher education for primary schools teachers in Kenya. This study was guided by Vygostky’s ZPD and Constructivism theories. Relevant to this theory is a Conceptual framework of professional development of English language teacher educators and its implication on teacher education programme. Research design guiding this study was mixed method within the philosophical paradigm of post-positivism and constructivists’ world views. The target population consists of the teacher educators and the teacher trainees. The study used questionnaires, interview schedules and observations worksheets to collect data which was later organized, analyzed using SPSS program and presented using tables, graphs and charts. The findings of this study established that there is no appropriate professional development of teacher educators of English language in Kenya’s primary teachers college. The nature of existing professional development does not bridge the gap between theory and practice and it resides within the old paradigm. There is also very limited holistic approach to professional development. The present practice has a negative implication on teacher education in Kenya. This study recommends effective professional development of teacher educators of English language among others. This revelation will help to improve the quality of English language teacher education in Kenya and other developing countries

Keywords: English Language Teachers, Professional Development, Teacher Education, Teacher Trainers/Trainees