This document summarizes a study on EFL teachers' attitudes toward the listening skill and its teaching at the tertiary level. The study used questionnaires, interviews, and classroom observations to examine teachers' attitudes, perceptions of the teaching context, and the relationship between their feelings, beliefs, and behaviors. Key findings included that teachers view developing listening skills as important but face challenges like large class sizes. The study concluded with recommendations for improving listening instruction through a process approach and developing a listening syllabus.
This PowerPoint was created by me for an article summary project in the LING 4E03 TESL Methodologies course. I presented it to the students in the 1BB3 class to show them an example of a university PowerPoint. This PowerPoint was used to reinforce the lesson about Visual Aids in Presentations. Later on in the course, the students were expected to create their own visual aids to accompany their presentations.
This PowerPoint was created by me for an article summary project in the LING 4E03 TESL Methodologies course. I presented it to the students in the 1BB3 class to show them an example of a university PowerPoint. This PowerPoint was used to reinforce the lesson about Visual Aids in Presentations. Later on in the course, the students were expected to create their own visual aids to accompany their presentations.
This is a presentation analysing the use of a mixed panel to assess end of semester presentations by electrical and electronic engineering students, describing the advantages of a mixed panel for engaging students more thoroughly and adding necessary authenticity to the presentation task
Time is of the essence: Making the most of what you've gotPeter Levrai
This presentation considered the motivation for redeveloping an EAP course and provided an overview of the development of the course, which was influenced by the concept of Backward Design. In line with the theme of the conference the relationship between materials and teacher motivation was also considered.
Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
This is a presentation analysing the use of a mixed panel to assess end of semester presentations by electrical and electronic engineering students, describing the advantages of a mixed panel for engaging students more thoroughly and adding necessary authenticity to the presentation task
Time is of the essence: Making the most of what you've gotPeter Levrai
This presentation considered the motivation for redeveloping an EAP course and provided an overview of the development of the course, which was influenced by the concept of Backward Design. In line with the theme of the conference the relationship between materials and teacher motivation was also considered.
Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
Reasons Primary Teachers Give About Teaching Mathematical Problem Solving: A ...Prince Armah, PhD
Since the 1980s, problem solving has been considered the central theme of school mathematics as students are now required to develop investigational and problem solving skills. But teachers’ beliefs regarding teaching mathematical problem solving has been questioned. These beliefs, mediated by intentions, have also been noted as precursors to any shift from the traditional show and tell approach towards teaching mathematical problem solving. However, little research has addressed teachers’ beliefs and intention to teach mathematics problem solving in primary schools. Particularly, research about mathematics teachers’ attitudes, subjective norms, and perceived behavioural control beliefs relative to teaching mathematics problem solving in primary schools remains sparse. This study, which is part of a larger project, begins a line of research investigating the behavioral intentions of primary teachers to teaching mathematical problem solving. The purpose study was to investigate primary school teachers’ salient behavioural, normative and control beliefs regarding the teaching problem solving using the Ajzen’s (1991) Theory of Planned Behavior. The study reports on an elicitation study with a diverse sample of 50 primary teachers from six private and public schools from a municipality in the Central Region of Ghana. The participants responded to nine open-ended survey questions designed following Ajzen’s (1991) Theory of Planned Behaviour. In general, the study suggests that participating school teachers believe there are benefits to teaching mathematical problem solving. However, limited resources (time, teaching and learning materials), language and class level present substantial barriers to teaching mathematical problem solving in the primary schools. Specific suggestions for addressing teachers’ beliefs about teaching MPS are recommended.
Effective lesson=effective teacher november 4, 2014 teachersWonderWise
Introduction to SIOP, Sheltered Instruction Observation Protocol, provides brief history of SIOP, gives purpose for use, introduces 8 components and 30 features, introduces language objectives & 6 types of language objectives, provides second language acquisition information, BICS, CALP, two island version of iceberg theory
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
Effective Walkthroughs in Math and ELA Classroomscatapultlearn
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
Using students' L1 in EFL classroom should be made in a justified and plan way. Students of lower language proficiency prefer it more than the one with higher English language proficiency.
1. EFL Teachers’ Attitudes towards the Listening Skill & its Teaching at the Tertiary Level Ms. Basma BOUZIRI MA Student
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9. Teachers’ Most Important Objectives Response Categories N° % To speak 13 (19.75) To understand 10 (15.25) To get intensive practice 10 (15.25) To get gist 7 (10.75) To get information 5 (7.75) To make inferences 4 (6.10) To listen to different accents 4 (6.10) To enrich vocabulary 3 (4.75) To build confidence 3 (4.75) To react about topics 2 (3.10) To expand their culture 2 (3.10) To develop listening skills 2 (3.10) To concentrate 1 (1.50)
11. Teachers’ Behavior to Improve Students’ Listening Skills Response Categories N ° % Tell them to listen to native speakers 24 (56.10) Teach listening strategies 4 (9.75) Make listening purposeful 3 (7.50) Use of pre-listening activities 2 (5) Stop the tape whenever the answer is given 2 (5) Use interesting topics 2 (5) Miscellaneous 5 (12.5)
12. TYPES OF LISTENING ACTIVITIES Frequency Listening Activities Always/Usually Often Rarely/Never Comprehension Questions 93% 7.25% 0% Fill in the blanks 57.25% 35.75% 7.25% True/False 53.75% 35.75% 7.25% Brainstorming 46.50% 28.75% 25% Repetition 43% 14.50% 39.50% Note Taking 32.25% 43% 25% Multiple choice 28.75% 39.50% 32.25% Problem Solving 28.5% 25% 43% Information Transfer 18% 50% 32.25% Give the right order 3.75% 39.50% 57.25%
14. Teachers’ Suggestions to Improve the Course Response Categories N ° % Using Language Laboratories 8 (16.75) Coordination 6 (12.50) More Listening 5 (10.50) Using Audiovisuals 5 (10.50) Introducing New Activities 5 (10.50) Introducing New Topics 5 (10.50) Using Authentic Materials 4 (8.50) Miscellaneous 10 (21.75)
15. Teachers’ Perceptions of People’s Attitudes Response Categories N ° % Marginalize teachers of listening 18 (50) Teaching listening is effortless 4 (11.25) Are disrespectful to teachers of listening 3 (8.50) Teaching listening is less prestigious 3 (8.50) Listening is left over to low ranked teachers 3 (8.50) Teaching listening is a waste of time 1 (3) Non-Native speakers are incompetent at teaching listening 1 (3) Teaching listening is important 1 (3)
16. Cross-tabulating a Testing Approach to Listening with Enjoying Teaching It Item 1.g Item1.c Negative Undecided Positive Positive 75% 100% 69.75% Undecided 0% 0% 21.75% Negative 25% 0% 8.75%
17. Cross-tabulating the Natural Development of Listening with Enjoying Teaching It Item 1.l Item 1.c Negative Undecided Positive Positive 80% 80% 61.75% Undecided 10% 20% 23.25% Negative 10% 0% 15.50%