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... Peculiar to the field of writing instruction, in recent years, researchers have shown an increased interest in exploring how teachers think, feel, and perceive about the nature of writing, their teacher roles and teaching in the classroom, as well as the congruence between what they believe and what they actually do in writing instruction [1,[9][10][11][12][16][17][18][19][20][21][22][23][24]. Since an exploration of teachers' beliefs is at the heart of our understanding of their planning, instructional decisions, and classroom practices, the researchers decided to seek what beliefs the selected high school teachers in Ho Chi Minh City, Vietnam holds about the nature of writing, as well as about their roles and orientations to teaching writing for the high school level. ...
... As Uddin [22] requests, "teachers need orientation regarding different approaches to teaching writing other than what they follow along with a practical demonstration on how each approach functions" (p. 119). ...
... 108). As a facilitator in writing classrooms, teachers should perform some following typical tasks: (1) Organizing students to do various writing activities [41], such as brainstorming [43], (2) Provoking the students into having ideas when they get stuck [41], (3) Organizing writing activities collaboratively through the use of pair-work and group work [44], such as peer feedback [17,[45][46][47][48] (4) Create a favorable environment for students to write a lot [22]. Admittedly, when the teacher role is transferred from a knowledge transmitter to a facilitator, students become almost proactive in their learning to write. ...
The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section’s low results in the Vietnamese National GCSE examination in recent years.
... According to Mekki (2012), one of the main reasons for difficult acquisition of writing skill is that students and teachers still believe that students' good writing ability mainly results from their attainments of the language and its text forms but ignore specific steps and collaborative strategies. It can be inferred that in order to master writing skill, not only do language learners need linguistic knowledge since "with linguistic knowledge students often struggle to produce a cohesive piece of writing" (Uddin, 2014), but they should also grasp social awareness of the writing contexts (Khanalizadeh and Allami, 2012) and cognitive awareness of a specific writing process (Hyland, 2003). ...
... In the field of writing instruction, researchers have recently shown an increased interest in exploring how teachers think, feel and perceive about the nature of writing, their teacher roles and teaching orientations in classrooms (e.g., Farrell, 2006;Khanalizadeh and Allami, 2012;Abadi and Marzban, 2012;Melketo, 2012;Corpuz, 2011;Uddin, 2014;Gaitas and Martins, 2015). However, research on the realm of teachers' belief system of teaching EFL writing skills at high school level is still miniature and attracts little attention in Vietnam (Le Van Canh, 2011). ...
... The above table also shows that these teachers considered writing as a cognitive process-based activity (Item 2; M= 3.97; SD= .83). This finding is similar to Uddin's (2014) finding which showed that participants believed student writers should follow several stages of writing such as gathering idea, planning, revising, drafting, etc. when learning to write. Qualitatively, all five interviewees unanimously replied that writing should be a cognitive process at higher level. ...
Writing in a foreign language is deemed to be the most difficult language skill to learners, especially at high school level. Consequently, its teaching has become a challenging task for high school teachers in the Vietnamese context. Teacher beliefs related literature indicates that what teachers do in the classroom is directly governed by what they think and believe. Thereby, the current study adopted features of a survey research design to examine the English as a Foreign Language (EFL) high school teachers' beliefs about writing and its teaching. A sample of seventy six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs of EFL writing instruction of these teachers were elicited through two instruments of eighteen-item questionnaires and semi-structured interviews. Then the questionnaires were quantitatively analyzed and the interviews were qualitatively analyzed. Results of the study showed that most of the participants held different orientations about writing skill, teacher roles and its teaching. The study was closed by a brief conclusion of key findings.
... Before being independent in 1971, English had a dominance in every aspect of human life in the then East-Pakistan (which is renamed as Bangladesh after the independence) (Uddin, 2014). English at that time was used as lingua franca, he adds. ...
... English is taught as a compulsory subject from Grade 1-12 (Chowdhury & Kabir, 2014). However, it has been found that English has no usage outside the classroom which results in, as Uddin (2014) and Chowdhury and Kamal (2014) state, the poor English proficiency possessed by the Bangladeshi students. Students' performance is lagged behind, as English Language Teaching Task Force (1976( , as cited in Rahman 1999) divulged, "The English proficiency of students in class 9 was two years and in class 12 four years behind the level assumed in their textbooks". ...
... In an attempt to get rid of such miserable achievement, government introduced Communicative Language Teaching (CLT) in Class 6 in 1996(Podder 2013Mazumder 2013). In addition, new textbooks have been designed by adapting CLT (Uddin, 2014). Moreover, there have been Primary Training institutes (PTIs) and Teachers Training Colleges (TTCs) established to improve English teachers' teaching ability. ...
The article addresses the beliefs of in-service teachers about English, language learning and
teaching, posing the relevant and fundamental question ‘what are the beliefs of in-service
teachers about English, language learning and teaching’. Beliefs underpin the behavior, action
and learning of human being. Language teachers, like people in other discipline, possess certain
beliefs about learning which have either positive or negative impact on their classroom
practice, and thereby on students’ language learning. This article reports on an investigation
into the beliefs of 400 teachers (120 females and 280 males) in Bangladesh. Additionally, the
current study intends to uncover the beliefs of 120 teachers about English and teaching. The
teachers chosen in this study have received in-service training from TTCs, ELTIP and EIA. The
questionnaire administered to reveal teachers’ beliefs about language learning is the one
developed by Horwitz. In contrast, the questionnaires administered to sort out teachers’ beliefs
about English and teaching, are the ones suggested by Richards and Lockhart. The findings
show that teachers hold certain impractical beliefs and misconceptions about English which
may drastically affect learners’ language learning.
... Sometimes, writing in English may appear as a gruelling experience for EFL learners but, it is an inevitable skill to master to be successful academically and professionally in this fast-moving 21 st century. In the context of Bangladesh "writing is the most focused but the least developed English language skill" (Uddin, 2014). Studies (Afrin, 2016;Ahmed, 1999;Alam & Sinha, 2009;Mustaque, 2014;Rahman & Hasan, 2019;Uddin, 2014) have identified different factors responsible for learners' poor writing skill in the context of Bangladesh but conspicuously ignored learners' anxiety which is a key variable in determining learners' success in foreign language learning and has been widely acknowledged as a predictors of learners' success in Second Language Acquisition (SLA) and Psycholinguistic researches. ...
... In the context of Bangladesh "writing is the most focused but the least developed English language skill" (Uddin, 2014). Studies (Afrin, 2016;Ahmed, 1999;Alam & Sinha, 2009;Mustaque, 2014;Rahman & Hasan, 2019;Uddin, 2014) have identified different factors responsible for learners' poor writing skill in the context of Bangladesh but conspicuously ignored learners' anxiety which is a key variable in determining learners' success in foreign language learning and has been widely acknowledged as a predictors of learners' success in Second Language Acquisition (SLA) and Psycholinguistic researches. But, recently, some studies (Chowdhury, Tanni, & ...
Research has shown in writing English, Foreign Language (EFL) learners experience a considerable amount of anxiety which negatively influences their achievement and performances in language classrooms. In Bangladesh, learners’ foreign language anxiety is one of the main reasons behind learners’ failure in learning English but research on Bangladeshi learners’ writing specific anxiety is scant. Besides, no study has been done yet to find out the effectiveness of blogging in reducing the writing anxiety of the EFL learners of Bangladesh. So, this study aims to assess the writing anxiety of the undergraduates of the English department of Barishal University, Bangladesh, investigate the sources which trigger anxiety, and explore the effect of blogging in reducing their writing anxiety. This study was completed employing a mix-method research design and data revealed that EFL undergraduates of Barishal University suffered from moderately low to moderately high level of writing anxiety caused mainly for their lack of practice, lack of knowledge regarding different genres of writing, limited vocabulary stock, writing under time constraints, and fear of negative evaluation. Findings also showed that participants of this have a highly positive attitude towards blogging for reducing their writing anxiety in English.
... Even after years of compulsory English language instruction, writing is "the least developed English language skill among the learners in Bangladesh" (Uddin, 2014), abundant with "problems [of] writing (in)coherently and re-structuring ideas" (Mustaque, 2014) besides grammatical, lexico-syntactic and organisational errors (Afrin, 2016;Akhter, 2016). Whilst prior studies have primarily focused on the frequency of errors and writing difficulties besides approaches to the teaching of academic writing (Uddin, 2014), there have not been many case studies to understand academic practices in the light of student interpretations and conceptualisations of writing as an integral element of academic literacy in Bangladeshi HE institutional settings. ...
... Even after years of compulsory English language instruction, writing is "the least developed English language skill among the learners in Bangladesh" (Uddin, 2014), abundant with "problems [of] writing (in)coherently and re-structuring ideas" (Mustaque, 2014) besides grammatical, lexico-syntactic and organisational errors (Afrin, 2016;Akhter, 2016). Whilst prior studies have primarily focused on the frequency of errors and writing difficulties besides approaches to the teaching of academic writing (Uddin, 2014), there have not been many case studies to understand academic practices in the light of student interpretations and conceptualisations of writing as an integral element of academic literacy in Bangladeshi HE institutional settings. Therefore, this paper presented an overview of the challenges experienced by Bangladeshi ESL learners in their encounters with academic writing practices to bring about necessary changes in curriculum pedagogy and institutional structures. ...
Writing in discipline and across the curriculum as an academic literacy practice has been the subject of a growing body of research in HE over the past few decades. In Bangladesh, however, effective academic writing in English as a second language (ESL) is an interminable challenge for tertiary students. This study uses a sociocultural theoretical lens by applying a CHAT framework to develop an in-depth, contextualised understanding of how Bangladeshi HE students engage with writing in an ESL setting while collaborating among individual learners and their social learning contexts. Drawing on data collected from in-depth interviews , the paper elucidates how learners construct subjective accounts of their perception of academic writing in HE and identifies six contradictions in their writing trajectory. In conclusion, the implications of utilising a CHAT framework as a reflective tool to re-evaluate, re-envision and remodel learning activity systems while steering interventions at micro, meso and macro-level pol-icymaking to enhance expansive learning are discussed.
... In the tertiary level of Bangladesh, i.e., in universities, faculty members are not aware of student-centered learning and do not have appropriate pedagogical training to apply active learning strategies in the classroom (Mamun et al., 2011). The absence of faculty members' familiarity with various instructional methods in the classroom has negative impacts, i.e., surface learning and passive learning (Ritchhart et al., 2011) on students' involvement and motivation (Uddin, 2014) because it hinders student's development of higher-order thinking skills (Habib, 2015), therefore impeding their educational advancement (Duckworth, 2009). ...
This study tries to ascertain the reactions of students toward the implementation of active learning strategies in the open and distance learning (ODL) environment. In order to investigate the real situation of active learning in the ODL environment, two research questions have been formulated in relation to the research title. The study has opted for a mixed-method research design. Data has been collected from students through the use of survey questionnaires and focus group discussions (FGDs). A total of 110 students completed the questionnaire in the survey. Convenience sampling was used to pick six students for FGD. The study’s findings indicate that faculty members are not consistently implementing active learning strategies due to institutional challenges and teachers’ personal motivation. Out of the 18 chosen active learning strategies, only a small number have been frequently used in the present classroom. About 50% of the active learning strategies are employed intermittently, and the remaining strategies are hardly or never used. The students express contentment with the implemented active learning practices in the classroom.
... In the tertiary level of Bangladesh, i.e., in universities, faculty members are not aware of student-centered learning and do not have appropriate pedagogical training to apply active learning strategies in the classroom (Mamun et al., 2011). The absence of faculty members' familiarity with various instructional methods in the classroom has negative impacts, i.e., surface learning and passive learning (Ritchhart et al., 2011) on students' involvement and motivation (Uddin, 2014) because it hinders student's development of higher-order thinking skills (Habib, 2015), therefore impeding their educational advancement (Duckworth, 2009). ...
This study tries to ascertain the reactions of students
toward the implementation of active learning
strategies in the open and distance learning (ODL)
environment. In order to investigate the real situation
of active learning in the ODL environment, two
research questions have been formulated in relation to the research title. The study has opted for a mixed-method research design. Data has been collected from students
through the use of survey questionnaires and focus group discussions (FGDs). A total of 110 students completed
the questionnaire in the survey. Convenience sampling was used to pick six students for FGD. The study’s findings
indicate that faculty members are not consistently implementing active learning strategies due to institutional
challenges and teachers’ personal motivation. Out of the 18 chosen active learning strategies, only a small number
have been frequently used in the present classroom. About 50% of the active learning strategies are employed
intermittently, and the remaining strategies are hardly or never used. The students express contentment with
the implemented active learning practices in the classroom.
... At BA levels, students are expected that they should have been able to produce creative writing whereas their writing shows degradation conditions even after much practices. Uddin (2014) stated that writing is the most emphasized but the least developed English language skill among novice learners in Bangladesh. At the tertiary level, this situation is not unique. ...
... People learn mother tongue through acquisition, but for second language or foreign language, it is a difficult task and it takes a remarkable amount of time and effort to have sufficient command over that language. In his study, Uddin (2014) finds, "writing is the most focused but the least developed English language skill among the learners in Bangladesh. At tertiary level the situation is not different". ...
As a language, English has received the respect and prestige to be used in almost everywhere, even where English is not the second language, especially in this subcontinent where the education system provides an enormous focus on learning English; but in a country like Bangladesh, as this study finds, the students are still poor in learning English and as a result, they face serious problems in communicating in English. In spite of the high passing rate in the SSC and HSC students are found reasonably weak in English. Many employers complain over the fact that the recruited freshmen, in most of the cases, are found inefficient in English. So, to have a sound knowledge about the English language proficiency that can help the universities to reshape their current outcome based curriculum and education system (to some extent, at the least) is necessary. This research paper tries to analyse and have an insight into the present scenario using primary and secondary sources through a questionnaire of 24 statements with a Likert scale, interviews of the students and faculty members, and academic results, so that the authorities may devise plans to delve into the situation; and for this, some recommendations are provided based on the findings of the study.
... Despite prolonged practice in writing, students encounter several challenges with writing upon entering university for higher education. According to Uddin (2014), in his research, writing emerges as the most concentrated yet the least refined English language skill among university learners. ...
Acquiring proficient writing abilities is essential, as it allows students to refine the other three language proficiencies: reading, listening, and speaking. These proficiencies are vital for bolstering students' groundwork in academic writing. this study aims to analyze the students' drawbacks in writing a mini research paper. The participants were college students at a university in Bandung. Writing samples and interview used as data analysis. The findings underscore the pressing need for students to bolster both their writing proficiency and their grasp of research writing frameworks. As the cornerstone of academic communication, effective writing skills are essential for students to convey their ideas with clarity and coherence.
... The results appeared to be paradoxical, but the possibility of having multiple conceptions of teaching at a time (Armin and Siregar, 2021;Gao and Watkins,2002: 74) and the possibility of misalignment of beliefs and actual practices could be possible attributes of the paradoxical results. The disparity and tension between EFL teachers' conceptions (beliefs) of teaching writing and their actual practices have also been reported by different researchers such as (Habtamu, 2018;Milketo, 2012;Uddin, 2014). ...
Teachers' conceptions and approaches to teaching have stronger influence on students' learning orientations and learning outcomes. This research aimed at examining English as a Foreign Language (EFL) teachers' conceptions of teaching writing by adopting qualitative research design with interpretative ontological and epistemological assertions. To this end, 16 EFL teachers working at Wollo University, Dessie Campus were involved in semi-structured interviews arranged to explore the different ways that EFL teachers understand teaching writing. The interviews transcribed verbatim and analyzed using phenomenographic data analysis scheme. As the results of the study revealed, six qualitatively different conceptions of teaching writing were identified: (1) awareness-raising, (2) equipping, (3) mimicking, (4) co-writing, (5) practicing, and (6) inspiring conceptions of teaching writing. Three dimensions of variation such as conceptions of writing, locus of teaching writing and beliefs in acquisition of writing skills were discovered to show hierarchical relationships among the categories from simplistic (surface) conceptions of teaching to sophisticated (deep) conceptions of teaching writing. Accordingly, inclusiveness and complexity of teaching conceptions increased as we moved from Category 1 to Category 6. Equipping and practicing conceptions were found to be the most frequently reported conceptions of teaching writing, but institutional and contextual factors adversely impacted the feasibility of practicing conceptions of teaching in EFL writing classes. The findings generally revealed EFL teachers' tendency to surface conceptions of teaching writing. The study have implications to depict teachers' orientation to create educational environments that foster deep conceptions and approaches to teaching and learning writing skills at Ethiopian universities.
... The results appeared to be paradoxical, but the possibility of having multiple conceptions of teaching at a time (Armin and Siregar, 2021;Gao and Watkins,2002: 74) and the possibility of misalignment of beliefs and actual practices could be possible attributes of the paradoxical results. The disparity and tension between EFL teachers' conceptions (beliefs) of teaching writing and their actual practices have also been reported by different researchers such as (Habtamu, 2018;Milketo, 2012;Uddin, 2014). ...
Teachers’ conceptions and approaches to teaching have stronger influence on students’ learning orientations and learning outcomes. This research aimed at examining English as a Foreign Language (EFL) teachers’ conceptions of teaching writing by adopting qualitative research design with interpretative ontological and epistemological assertions. To this end, 16 EFL teachers working at Wollo University, Dessie Campus were involved in semi-structured interviews arranged to explore the different ways that EFL teachers understand teaching writing. The interviews transcribed verbatim and analyzed using phenomenographic data analysis scheme. As the results of the study revealed, six qualitatively different conceptions of teaching writing were identified: (1) awareness-raising, (2) equipping, (3) mimicking, (4) co-writing, (5) practicing, and (6) inspiring conceptions of teaching writing. Three dimensions of variation such as conceptions of writing, locus of teaching writing and beliefs in acquisition of writing skills were discovered to show hierarchical relationships among the categories from simplistic (surface) conceptions of teaching to sophisticated (deep) conceptions of teaching writing. Accordingly, inclusiveness and complexity of teaching conceptions increased as we moved from Category 1 to Category 6. Equipping and practicing conceptions were found to be the most frequently reported conceptions of teaching writing, but institutional and contextual factors adversely impacted the feasibility of practicing conceptions of teaching in EFL writing classes. The findings generally revealed EFL teachers’ tendency to surface conceptions of teaching writing. The study have implications to depict teachers’ orientation to create educational environments that foster deep conceptions and approaches to teaching and learning writing skills at Ethiopian universities.
... Shousha, among the factors contributing to students' blunders, was their unwillingness to finish the first written draft and follow the writing process (planning, drafting, and editing), as well as a dearth of timely feedback, inspiration, and guidance. Writing is the most concentrated but underdeveloped English language skill among Bangladeshi learners, according to Uddin's (2014) research. The scenario is the same at the tertiary level need talents need to comprehend the writing process or how to choose a study topic, according to Afrin (2016). ...
... It would seem that in this lesson, deep-lying personal pedagogical beliefs about code-switching as a teaching strategy prevailed over learnt pedagogical theory (Inbar-Lourie, 2010). Fundamentally, teachers' beliefs play an important role in any approaches that teachers integrate and any innovation they bring to their daily teaching (Uddin, 2014). ...
This article examines, through the prism of the sociocultural theory’s concept of mediation, the discrepancy between what South African township English Second Language teachers claim they do in their classes and what they actually do when teaching speaking skills. The study adopted a qualitative research approach and a case study design, underpinned by the interpretivist paradigm. Eight (8) EFAL teachers were drawn from two (2) township high schools that were randomly selected from two (2) separate districts. Data were generated through semi-structured interviews and semi-structured lesson observations. The semi-structured interviews facilitated the participants’ introspection from a professional perspective with a view to both questioning and ratifying the teachers’ personal views, beliefs and the philosophical underpinnings of their professional practice regarding speaking skills. The thematic approach by Lacey and Luff (2009) was used for data analysis. The study found four major problems that influenced the process of teaching speaking skills: (1) a lack of actual learner speaking, (2) teachers’ misconceptions of what a speaking lesson should entail, (3) speaking for the sake of not keeping quiet and (4) ignorance of curriculum requirements. The study found that despite township EFAL teachers claiming to develop speaking skills in line with the Curriculum and Assessment Policy Statement, their lessons indicate differently. This could be explained by the crisis currently facing the South African education system, with poor quality teachers and low levels of teacher effort often cited as major drivers thereof.
... Karim, Maasum and Latif (2017) discussed that Bangladeshi EFL learners find it difficult to plan a piece of writing in different stages. Uddin (2014) mentioned in order to change students from passive reproducers of information to active learners, approach to teaching writing needs a shift from the teacher-centred to the student-centred environment. ...
Writing is a process of encoding, i.e., putting our messages into words keeping a reader in mind (McDonough, Shaw & Masuhara, 2013). Learning to write a coherent and an effective text is a challenging and lengthy process of cognitive development that sharply differs from the acquisition of speech (Kellogg, 2008). It is not often an easy, one-step journey to write a complete paper at the first attempt (Langan, 2005). Students at tertiary level in Bangladesh face a lot of difficulty to write in English. Their problems start from the thinking level, as they lack ability to generate ideas to write, to producing a sentence with correct syntactic structure and relevant vocabulary. This study investigates the factors that impede tertiary students' English writing skills. Qualitative phenomenological research method was chosen to carry out the study. Questionnaire, interview and Focus Group Discussion were the tools to elicit data from 47 participants over a period of 12 weeks. Based on Creswell's (1998) data analysis spiral, data was placed into categories for presentation. The study reveals that in order to develop tertiary students' writing skills, there needs to be ample opportunity for writing practice with strong support from teachers based on individual student's needs.
... Khader (2012), which involved 21 teachers and 529 students, figured out the relationship between the teachers' pedagogical beliefs and their teaching performance from the students' perspective, and it showed that there is no significant correlation between teachers' beliefs and their teachingperformance. Then, Uddin (2014), who investigated teachers' belief in teaching writing by involving fifteen private university teachers, found that their beliefs and teaching in the classroom were inconsistent. Other research by Larenas, Hernandez, and Naverrete (2015) found seven categories of teachers' belief in teaching and learning English: the use of English in the lesson; the teacher's role; the student's role; teaching components; the role of teaching and learning context; the role of language curriculum; and the relation between language curriculum and course-book content. ...
p>Teachers should have pedagogical beliefs in their studies, which function as a filter and guidance for their decision-making and teaching methods in the teaching-learning process. To promote an active and meaningful learning experience, Indonesian curriculum policy incorporated principles that place students at the center of the learning process. However, most of the time, teachers are in charge of the teaching-learning process and become the center of the learning process, while students are passive recipients of knowledge.This study was conducted to find out teachers' pedagogical beliefs in teaching at university. The present study was a basic interpretative qualitative study with five English teachers as the participants, and the data were collected through observation, questionnaire, and field notes. The data were analysed by data reduction, data display, and concluding. The study results showed that the teachers believed that teaching is the process of transmitting and constructing knowledge. This study implied that the EFL teachers believed and implemented a student-centered approach in the teaching-learning process.</p
... Learners go on into specific knowledge acquiring situation which is their writing has to be more specific oriented. Uddin (2014) ...
This journal contains Instagram caption as online learning media on the extended writing subject in the midst of Covid-19 pandemic. Instagram is one of the popular culture products in the digital era. It is one of choices to be online learning media especially in improving writing. Most of people have Instagram account in the recent time. They are very active in using Instagram. Anything can be viral on this platform. This study presents the students’ perceptions of using social media Instagram. The data were analyzed by using qualitative standard of research. The result of this research is there are the advantages in using of Instagram caption as online learning media on the subject of extended during pandemic of Covid-19. The first advantage shows that participants can understand grammatical English like understanding on simple past tenses, subject- verb agreement and spelling correctly. The second, the participants can build their confidence in English writing by writing some Instagram captions. The third, the participants do writing as a daily habit. They are stimulated to write English captions in the lockdown time. The fourth, the participants got improving vocabularies.
... Learners go on into specific knowledge acquiring situation which is their writing has to be more specific oriented. Uddin (2014) wrote in his study, "writing is the most focused but the least developed English language skill among the university learners." Writing is one basic skill in learning English beside listening, speaking, and reading. ...
Everybody has Instagram account in this digital era. The lecturer uses Instagram as the media in English Language Teaching. The lecturer asks the students to write their idea in English as Instagram caption. This study presents the students’ perceptions of using social media, Instagram. All the participants in this study are students of Mathematic Study Program who enroll in English class at Nahdlatul Ulama University Purwokerto. The data were analyzed by using both quantitative and qualitative method. The data taken from survey through questionnaire were analyzed quantitatively. Then, the researcher used qualitative analysis to present the data from interview. The finding showed that the students’ perceived the advantages and disadvantages of using Instagram caption. The advantages showed that the participants have a positive perception of Instagram caption as a media in English Language Teaching. First, it stimulated the students to develop positive attitude in creative writing. Second, it improved students’ grammatical competences. The last, it enhanced the students’ motivation in English writing. Three disadvantages of using instagram as a media in teaching English included internet connection problem, low engagement rate of students’ in Instagram, and language barrier. Some of the students still used Google Translate (GT) to ensure that their sentences were correct. Keywords: Students’ Perceptions, Instagram, English Language Teaching
This research contains an analysis of the implementation of reels on Instagram as American Popular Culture as a medium for improving speaking. The purpose of this research is to determine the implementation process and impact of implementing reels on Instagram as American Popular Culture as a medium for improving speaking. This research uses a qualitative approach using the interview method. The sampling technique was carried out by purposive sampling of students in the Speaking course. This research presents student perceptions about the implementation process and content as well as the impact of implementation. The results of this research, first are the process and content of implementing reels in learning. Second, the impact of implementing the reel is (a) expression and confidence in speaking (b) grammatical understanding in speaking (c) increasing pronunciation (d) vocabulary improvement.
This study aims at describing how the teacher teaches the students to write texts to the eleven grade students of SMK Wirahusada Medan and the underlying reasons of why the teacher did the way she did. Qualitative research design was used by the researcher to conduct this study. The subject of this study was English teacher who taught the eleven grade students of SMK Wirahusada Medan in academic year 2018/2019. The data were collected by observing, video or audio recording, and interview. The data were analysed by using Miles and Huberman data analysis techique. The findings of the study showed that most of the ways of teaching were focusing on telling the students the genre knowledge of text than focusing on teaching writing. The underlying reasons of the teacher’s ways in teaching writing were due to (1) Teacher believed that by reminding the definition of the text made the students be able to differentiate the text. (2) the teacher believed that by knowing the purpose of material, the students are able to differ a text with other text, (3) the teacher believed that the the generic structure and language feature helped the students to know the steps of writing text, (4) teacher believed that by giving the task from the easiest types, the students will slowly were able to write their other texts later.Keywords:Teaching, Teaching writing, Qualitative research
Background: In literature, process-genre approach may be a favorable alternative for writing classes these days, assisting student writers in building up linguistic, cognitive, and sociocultural competency of writing. However, the contribution of this approach to fostering EFL writing learning has not been extensively probed in the context of Vietnam. Purpose: This paper aimed at attesting the impact of the target approach on the Vietnamese EFL students’ writing performance, writing self-efficacy, and writing autonomy. Method: Thanks to convenience sampling technique, a group of 38 EFL sophomores from an intact class at a Vietnamese private university was recruited as one experimental group undergoing a nine-week writing course within process-genre approach. Grounded by quantitative design, the instruments of this study involved one writing entry test, one writing exit test, and two questionnaires. The data were analyzed by computing Paired Samples T-tests through SPSS version 26.0. Results: The results indicated that process-genre approach enhanced the tertiary students’ overall writing performance to some extent, empowered their self-efficacy of writing ideation, conventions, self-regulations, and positively reinforced their awareness and behaviors of writing autonomy. Implication: The study contributed to a better understanding of the practicality of applying process-genre approach into EFL writing pedagogy in Vietnam, and then implications could be proposed to strengthen the quality of EFL writing instruction utilizing this eclectic approach in the Vietnamese tertiary context.
This research contains an analysis of the use of British and American English on writing skills on student accounts of the Nahdlatul Ulama Purwokerto University (UNU Purwokerto). The purpose of this study was to determine the British English and American English vocabularies used by students in developing writing skills. This study uses a qualitative approach using descriptive analysis methods. The sampling technique was carried out by means of purposive sampling of the captions used for English writing practice. The Instagram account analyzed was the Instagram account of the Purwokerto Nahdlatul Ulama University students. The accounts analyzed were 50 students accounts. The results of this study are first, the researcher will record the vocabulary contained in the results of English Writing on the Instagram account and classify British and American English. So that we can understand the differences between British English and American English in the captions on students' Instagram. Second, the researcher will analyze writing skills regarding the suitability of grammatical with sentence context. Third, that this research can be used as a reference for British and American English knowledge that supports the process of developing English writing skills.
Error Analysis is one of the appropriate mean to provıde students the better way of writing. The
study focuses on the English writing problems of undergraduate students of Government College University,
Lahore, Pakistan. The study is carried out qualitatively under the lens of Error Analysis to find out what kind of
errors students commit in writing even during their undergraduate degree programs. The data in this study is
collected through Open-ended Questionnaire. The collected data is analyzed and thus results are in the form of
spelling mistakes, wrong use of grammar, mixing of tenses, wrong use of punctuation marks, capitalization and
missing of light verbs etc. The study will help teachers to check the kınd of mistakes generally committed by the
students and ultimately correct them.
Writing is considered a productive skill and useful tool for learning process. It is the most used skill in evaluating students’ performance in almost all levels of education. In Bangladesh, tertiary level students still face enormous writing problems in English. The present study aims to explore writing problems of non-English major undergraduate students at a private university in Bangladesh. The study was conducted on 89 non-English major undergraduate students from different departments studying at Stamford University Bangladesh. The data were taken through document collection and questionnaire. Moreover, a semi-structured interview on twelve teachers has been conducted to reflect their attitudes and opinion on students’ English writing problems. In addition, a few recommendations are provided on the basis of the result. This study could help the teachers to resolve the problems and find some strategies to improve students’ writing in English.
This paper presents the result of a study about teaching English to Bangladeshi college students. It analyses the problems faced by Bangladeshi English teachers, including methodological problems and expertise problem. The shifting from grammar based to communicative approach has produced acute problems of expertise in the field, resulting in inefficiency of the classroom instructors and lack of appropriate resources for language teaching. In response to the problems, this paper also discusses CLT methodology and considers the suitability of the Content-Based Approach (CBA) in Bangladeshi context. It then tries to uphold a balanced curricular and pedagogical suggestion for making language teaching more effective, arguing that blending of two approaches, CLT and CBA, can help English language teachers achieve maximum learning among students. Key Words: Communicative Language Teaching (CLT), Content-based Approach (CBA), Curriculum development DOI: 10.3126/nelta.v14i1.3090 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 45-54
This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process front staff development to enduring change in teachers’ perceptions and attitudes. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. Several principles for enhancing the change process to improve staff development efforts are also outlined.
The increasing demand for competent users of English in the era of globalisation has had a significant impact on English Language Teaching (ELT) in Bangladesh. Among a number of changes to improve the quality of ELT, teachers of English have been encouraged, even required, to adopt a communicative language teaching (CLT) approach. To facilitate the successful implementation of these changes, besides introducing local training programmes to familiarise teachers with CLT, teachers of English from Bangladesh have also been sent overseas, especially to the English-speaking West, for further training. Drawing on a qualitative research study, this paper discusses the pedagogical concerns of Bangladeshi English teachers, including those who are Western-trained, in relation to their teaching of English. It also investigates their perceptions of the politics of the Western Teachers of English to Speakers of Other Languages (TESOL) industry associated with problems of pedagogical ethics and appropriacy. Based on the findings and discussions, recommendations are offered for enhancing the quality of ELT in Bangladesh and strategically responding to the commercialised hegemonic but necessary “evil” of TESOL training.
Examined the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural equation modeling was used to test the hypothesis that all these factors would have a direct or indirect effect, with the factors most proximal to student achievement (teacher behaviors) having the strongest direct effect while more distal factors (e.g. teacher beliefs) influencing student achievement indirectly. This hypothesis was not rejected by the data. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.
In this study, we observed and interviewed six teachers from two Singapore primary school classrooms. The schools were reportedly achieving high levels of computer integration as reflected in a nationwide questionnaire survey. Out of the 18 lessons that we observed, 14 lessons have incorporated some ele- ments of constructivist teaching. However, closer examination revealed that the underlying orientation of the lessons was inclined towards information acquisition and regurgitation. Five out of the six teachers we interviewed were reportedly inclined towards constructivist notion of teaching. The teachers accounted for the inconsistency between their espoused beliefs and the teacher-centric teaching practice as due to contextual constraints. The teach- ers expressed that the need to complete the syllabi according to stipulated schedulessoastogetthestudentsreadyforexaminationwasthemainbarriers that prevented them from engaging in more constructivist teaching.This case study therefore highlights that although it is necessary for teachers to hold pedagogical beliefs that are compatible with the constructivist notion of teach- ing and learning, this is an insufficient condition to shift traditional teaching practice. Changes in assessment systems and substantial professional develop- ment are further conditions that have to be addressed.
This paper considers how research into teachers’ theories in English language teaching (ELT) can enhance our understanding of instruction, and provide the basis of effective teacher development (TD) work. The nature of teachers' theories is illustrated with examples from classroom research on grammar teaching. A TD strategy through which teachers examine the theories underlying their own work in teaching grammar is also outlined, together with materials to assist teachers in implementing this strategy
Examines why computers are used less often in classrooms than in other organizations; suggests that technological innovations have never been central to national school improvement movements, and that the dominant cultural belief about teaching, learning, and proper knowledge and about the way schools are organized for instruction inhibits computer use. (Source: ERIC) Main Article Today, computers and telecommunications are a fact of life as basic as electricity. They have altered the daily work of large businesses and industry. Yet why is it that with all the talk of school reform and information technologies over the last decade, computers are used far less on a daily basis in classrooms than in other organizations? The question often generates swift objections. What about the $19.6 million Quince Orchard High School in Montgomery County (Maryland), where there are 288 computers for 1,100 students? Or the Juan Linn School in Victoria (Texas), where a computerized integrated learning system (ILS) provides instruction to 500 students and records daily their work? What about the thousands of elementary and secondary school teachers who have students work together on computers to write, tally figures, draw, and think? Are there not many experiments under way such as Apple's Classroom of Tomorrow, micro-computer laboratories, and exciting software that tutors students in academic subjects and skills? The answer to all of these questions is that such instances do exist but they are scattered and atypical among the 80,000-plus public schools across the nation, where over 2 million teachers teach over 40 million students.(n1) So why is instructional use of information technologies (computers, television, multimedia machines and software, etc.) still the exception and not the rule in American schools? The answers to this question are important in assessing claims of policymakers who argue that such technologies can fundamentally reshape schooling and entrepreneurs seeking profits in the schooling market who offer a vision of classrooms where students work three or more hours a day on computers. I will argue that the familiar excuses used to explain the snail-likepace of technological progress (insufficient money to buy machines, teacher resistance, little administrative support, and inadequate preparation for those becoming teachers) are plausible but ultimately superficial. Such explanations assume that schools are just like other places facing technological innovation. If sufficient money, support, and preparation are mobilized, computerization of classrooms will occur. I argue that there are fundamental reasons within schools as institutions that make them substantially different from businesses, industries, and other organizations.
Although research on teacher cognition is no longer in its infancy, it has largely failed to affect the ways in which programs and teachers are evaluated. In accordance with what Raths and Katz (1985) call the Goldilocks Principle, the notion of teacher cognition may simply be “too big” (too general and vague) for mundane application. This review was designed to compare alternative approaches to the evaluation of teacher cognition and to consider ways in which the literature of this subfield may be discouraging its application. Teacher cognition is defined as pre- or inservice teachers’ self-reflections; beliefs and knowledge about teaching, students, and content; and awareness of problem-solving strategies endemic to classroom teaching. This paper describes and critiques five different approaches to the evaluation of teacher cognition: (a) direct and noninferential ways of assessing teacher belief, (b) methods that rely on contextual analyses of teachers’ descriptive language, (c) taxonomies for assessing self-reflection and metacognition, (d) multimethod evaluations of pedagogical content knowledge and beliefs, and (e) concept mapping. In the final section, ambiguities and paradoxes inherent in this literature are discussed, particularly the continued use of rhetoric associated with process–product research. Questions regarding the ecological validity of measurement tools and tasks are raised. A suggestion is made that it may be politically exigent to begin relating measures of teacher cognition to valued student outcomes.
The focus of this study was language teachers’ practical knowledge with respect to the teaching of reading comprehension to 16 to 18-year-old students. Based on the assumption that teachers are professionals, an attempt was made to define their shared knowledge. However, the results revealed such a wide diversity in teachers’ practical knowledge that, instead of defining the shared knowledge, a typology of practical knowledge had to be developed. Three types of practical knowledge (with respect to the teaching of reading comprehension) were found that focus on (a) subject matter knowledge, (b) student knowledge, and (c) knowledge of student learning and understanding. In this article these types are described and illustrated. Suggestions are made about the extent to which practical knowledge needs to be shared by teachers and about how it can contribute to the better preparation of beginning teachers.
Using data from class observations, interviews, and stimulus recall reports, this study examined how two in-service ESL teachers' personal practical knowledge informed their practice through a description of a tension each teacher faced in the classroom. Upon reflection and dialogue, these teachers articulated their personal practical knowledge in personalized language through the narrative reconstruction of their experiences as learners, teachers, and participants in a teacher education program. This knowledge informed their practice (a) by filtering experience so that the teachers reconstructed it and acted in response to the exigencies of a teaching situation and (b) by giving physical form to their practice; it is their knowledge in action. Furthermore, personal practical knowledge is an affective and moral way of knowing that is permeated with a concern for the consequences of practice for both teachers and students. Through their stories, teachers become aware of these consequences.
The interst in beliefs about Second Language Acquisition (SLA) in Applied Linguistics begain in the mid 1980s, which is fairly
recent compared to other fields such as Sociology, Anthropology, Psychology, and Education. However, the interest in beliefs
in Applied Linguistics has been increasingly lately. The special edition of System (vol. 27, n. 4) on beliegs about SLA, the first sysmposium on beliefs about SLA held at AILA 1999 in Tokyo, and this volume
suggest that the interest in beliefs has grown. Several studies, MA theses and dissertations have been written on beliefs
about SLA. Yet, very few of them have done a review of common methodologies used in the investigation of beliefs about SLA.
In this chapter, I review select studies on learners’ beliefs about SLA, discussing their methodology, their definition of
beliefs, and their view on the relationship between beliefs and actions, as well as advantages and disadvantages.
Explores the use of the story-line method, in which teachers evaluate and clarify their own experiences and events in practice, through three studies involving 80 secondary school teachers. Findings show how the story-line method challenges teachers to select relevant experiences and events. (SLD)
The implications of research on teacher belief for the nature of teaching and teacher education are discussed. In addition, ignored or minimally addressed issues that could provide avenues for future research are raised. Teacher belief is defined broadly as tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught. After summarizing the heterogeneous research on teacher belief, I point out that we lack direct evidence concerning the processes that effect change in teacher belief. However, we can assume that they are similar to those needed to effect conceptual change in other kinds of personal belief. This leads to a discussion of research on conceptual change and its relevance to teacher education. I next suggest that the need for an elaborate personal belief system among teachers arises out of the many uncertainties endemic to classroom teaching: In a landscape without bearings, teachers create and internalize their own maps. The need for a personal belief system also suggests that teachers engage in problem finding, an activity characteristic of all forms of creativity. Teaching, like any form of creative invention, is situated in person, and professional growth is an intensely private affair. Finally, I raise several relatively ignored issues, including transfer mechanisms that may explain how teachers' beliefs become less contextualized, the possibility that key instructional activities are the vehicles that translate teacher belief into classroom instruction, and the value of a curriculum script as a Rosetta stone—a concrete historical record of how one teacher's belief evolved.
examines the literature on teachers' conceptions pertaining to mathematics education / studies of teachers' knowledge of mathematics are discussed, but only insofar as they are relevant to the topic of teachers' conceptions / starts with a brief historical overview of the study of beliefs in this century, followed by a discussion of some philosophical distinctions between beliefs and knowledge / discuss the research that has been done [on teachers' beliefs], including theoretical models, methodology and findings (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Rural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it (if they don't drop out) until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching (CLT) methodology, as it was envisaged that CLT would develop learners' ‘communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh (NCTB, 2003). Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country (Rahman, 1991).
Twelve student primary teachers were followed through the first year of a B.Ed. course at a college of education in England to identify, using a variety of methods, the understandings of teaching, learning, and the curriculum that they held on entry to teacher training, and how these understandings related to their reactions to the course and to the interpretations they made of their own and others' practice. Students were found to hold particular images of teaching, mostly derived from their experiences in schools as pupils, which were sometimes highly influential in their interpretation of the course and of classroom practice. Several issues are raised and discussed about the nature of teachers' knowledge, and means of facilitating its growth in a training context.
The purpose of this investigation was to evaluate student reactions to the attempt on the part of their English teacher, a native Cantonese speaker, to apply the innovation of process writing in 3 multiple-lesson units. Answers to a questionnaire revealed a variable reaction to the units across 8 classes of Cantonese-speaking secondary-school students. For two groups in academically achieving all-girl classes, the experience was judged as positive, for two in lower achieving mixed-gender classes as negative, and for the four other classes as mixed positive and negative. The teacher judged at the beginning of the project to have had the most positive attitude toward process writing taught the students who evaluated the experience as most positive. The class that evaluated the experience as most negative had the teacher judged at the outset as having been most conflicted about process writing. There is evidence that in the two classes where the students had the most positive reaction the teacher made a fuller adoption of the process approach than in the two classes where students had the most negative reaction. In the former, the teacher integrated elements of process writing into an overall teaching routine, whereas in the latter, the focus was on traditional language exercise and grammatical accuracy, and process approach elements were not well integrated into the teacher's instruction. The results illustrate the complex pattern of cause-and-effect relationships existing between teachers' and students' attitudes and behaviors in the context of on innovation. They further demonstrate how an innovation can be reinterpreted when implemented in a new culture.
Responding to student writing is one of the most challenging aspects of the writing instructor's job, and it is certainly the most time-consuming. Preparing future teachers to respond to L2 writing thus becomes an important aspect of any pre-service training course. In this paper, the author describes her own approach to training writing instructors in an MA TESOL seminar, using the “approach/response/follow-up” outline found in Ferris and Hedgock [Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates]. Additional sections describe special considerations for language-based feedback and ideas for working with in-service writing instructors.
This article presents findings from a comparative case study of the learning experiences of two graduate students in an online
action research course. The key roles played by reflection and co-reflection, an emerging concept, are identified through
the use of narrative analysis. Co-reflection is a collaborative critical thinking process mediated by language, broadly construed
to include all meaningful signs. Two types of co-reflection are proposed: tacit and active. Regardless of type, the evidence
shows that co-reflection involves cognitive and affective interactions in synergy with relationship building. To the study
of group cognition, this study contributes evidence of the potential of co-reflection as a core process. The simple, flexible
software tools used in the course (wiki-style collaborative software and simple email and chat programs) effectively supported
inquiry learning and co-reflection by allowing learners to freely and easily create their own web pages and to adapt the tools
for their different communication and learning styles.
Private tutoring in English (PT-E), a special and important subclass of private tutoring (PT), is a common phenomenon in ESL/EFL education in many parts of the world. Nevertheless, it has received little attention in TESOL, applied linguistics, or language education research. This article investigates the nature and practice of PT-E in a disadvantaged rural area of Bangladesh, a context where the circumstances of ESL/EFL education give it a particularly acute role. The study relates PT-E to scholastic achievement in English, investigates student attitudes and motivations in PT-E, and establishes a core profile of PT-E in relation to the school system, parent and student expectations, attitudes and motivations, and outcomes. The study follows a mixed-methods approach. Quantitative data analysis demonstrates some positive links between PT-E and English achievement, which is elaborated through a broader qualitative analysis, showing that the students had clear and structured views about PT-E, which they saw as imperative for successful learning achievement. A set of social, psychological, and institutional factors are identified which contribute to the popularity of PT-E in a less affluent society like rural Bangladesh. There are also implications for educational policy and planning, if English language education in the mainstream school system is to hold its own in the face of competition from PT-E in terms of quality and image.
This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.
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Please read the following statements about teacher behaviours and put a check (√) to choose 5 items which you think are the most important features for the Bangladeshi tertiary EFL writing instruction
- B Directions
B. Directions: Please read the following statements about teacher behaviours and put a check
(√) to
choose 5 items which you think are the most important features for the
Bangladeshi tertiary EFL
writing instruction.