Theme: The main features of teaching foreign languages in the system of continuous education

Theme: The main features of teaching foreign languages in the system of continuous education

Plan

1. 
   The effectiveness of foreign language teaching in continuing education
   
2. 
   News on foreign language teaching in continuing education
   

Most of the studies into the characteristics of language teaching has focused on the teaching of English and can be theoretically positioned as research on teachers' and students' beliefs. Borg (2006) has explored the topic asking 200 practicing and pre-service English teachers from diverse settings and teaching backgrounds to reflect on the distinctive characteristics of language teaching. Building on Borg's (2006) study, Afshar, Rahimi, Ghonchehpour, and Saedpanah (2015) asked 135 Iranian English language teachers about what was unique about teaching English. ...

... Borg (2006) has explored the topic asking 200 practicing and pre-service English teachers from diverse settings and teaching backgrounds to reflect on the distinctive characteristics of language teaching. Building on Borg's (2006) study, Afshar, Rahimi, Ghonchehpour, and Saedpanah (2015) asked 135 Iranian English language teachers about what was unique about teaching English. They used a questionnaire entitled 'Teachers' Distinctive Characteristics' adopted from Borg (2006) as well as interviews with 20 teachers. ...

... Building on Borg's (2006) study, Afshar, Rahimi, Ghonchehpour, and Saedpanah (2015) asked 135 Iranian English language teachers about what was unique about teaching English. They used a questionnaire entitled 'Teachers' Distinctive Characteristics' adopted from Borg (2006) as well as interviews with 20 teachers. Finally, Lee (2010) examined the uniqueness of ELT teachers in Japan from the learners' perspective, also using a questionnaire mainly adapted from Borg's study (2006).

In order to better understand how such flexibility can be productive, we must identify factors surrounding the implementation of ELT methodologies in the EFL contexts. Evident in the literature are at least three factors influencing the expected outcomes from the implementation of pre-packaged EFL methodologies: societal-institutional factors (Baker, 2016), classroom-related factors (Asassfeh, Khwaile, Al-Shaboul, & Alshbou, 2012;Butler, 2011), and teacher-related factors (Borg, 2006;Zonoubi, Rasekh, & Tavakoli, 2017). These factors can be found in EFL classrooms throughout different levels of education such as primary and secondary high schools as well as university level. ...

... Crucial factors related to the nature of English language teachers are their knowledge about and fluency of English language (Borg, 2006;Myhill et al., 2013;Richards, Conway, Roskvist, & Harvey, 2013;Sukri & Yunus, 2018). In particular, teachers' English language proficiency has been a concern for many EFL teachers who are non-native speakers of English (Borg, 2006). ...

... Crucial factors related to the nature of English language teachers are their knowledge about and fluency of English language (Borg, 2006;Myhill et al., 2013;Richards, Conway, Roskvist, & Harvey, 2013;Sukri & Yunus, 2018). In particular, teachers' English language proficiency has been a concern for many EFL teachers who are non-native speakers of English (Borg, 2006). Studies examining the perceptions of EFL teachers reported that novice and experienced teachers similarly expressed their needs to improve their language proficiency (Zonoubi et al., 2017) and many others felt worried that their communication proficiency was insufficient

Thus, to maintain a high level of student interest in learning a language is not easy. Borg (2006), in his study to identify characteristics of foreign language instructors finds that methodology is one of the features that primarily distinguishes foreign language subject teachers from teachers of other subjects such as economics or history . He believes that teaching English for example requires a progressive approach for teaching and learning. ...

... Since the 'survey' of the teachers was exploratory in nature, and largely perception-based, it is too early to say at this point if in the Malaysian context personal qualities are key or dominant characteristics of English teachers. The findings however can be said to be in line with other studies on teacher qualities carried out by Al-Khairi (2015), and to some extent Borg (2006) where personality and personal qualities appeared quite significantly in the discussion on the characteristics of an English language teacher. It has to be said also that the findings in this paper provide interesting direction for further research and important insight towards establishing a profile of English language teachers, as it is relevant to the Malaysian context. ...

... It has to be said also that the findings in this paper provide interesting direction for further research and important insight towards establishing a profile of English language teachers, as it is relevant to the Malaysian context. As Borg (2006) argues, the concept of language teachers' characteristic is 'multidimensional' thus discussing or determining 'key distinctive characteristics' of language teachers would have to be 'grounded in particular language teaching contexts' (Borg, 2006 p. 25 Gabrielatos' (2002) theory on achieving a balance among the three elements that comprise effective language teachers will need to be confirmed through more focused study of teacher characteristics. For instance there is indication that this balance can be achieved such as in cases where variation in teaching strategies needs to be accompanied by willingness to change and innovate, in cases where using instructional materials need to be done in sensible ways.

Although numerous definitions are proposed of TE, yet there exists no consensual definition for the concept (Kim et al., 2019). However, several research studies have associated teacher characteristics (Borg, 2006;Park & Lee, 2006) and teacher beliefs (Thompson & Dooley, 2019;Tschannen-Moran & Hoy, 2001;Wyatt, 2018) with TE at varied educational contexts and levels. The present study concerns ESL teachers at Pakistani HEIs. ...

... Earlier research studies have explored both universal as well as domain-specific characteristics of effective language teachers in diverse contexts (Alimorad & Tajgozari, 2016;Mohammaditabar et al., 2019;Mollica & Nuessel, 1997;Park & Lee, 2006). Characteristics of effective English language teachers are deemed disciplinary context dependent relating to the nature of the subject, teaching content, teaching methodology, and student-teacher relations (Borg, 2006;Devlin & Samarawickrema, 2010). Hence, Borg (2006) believes that the concept of "language teachers' characteristics is complex and multi-dimensional" (p. ...

... Characteristics of effective English language teachers are deemed disciplinary context dependent relating to the nature of the subject, teaching content, teaching methodology, and student-teacher relations (Borg, 2006;Devlin & Samarawickrema, 2010). Hence, Borg (2006) believes that the concept of "language teachers' characteristics is complex and multi-dimensional" (p. 7) and that this concept can be defined from disparate perspectives.

Teachers have a significant role in an educational system, as they are entrusted with a great responsibility of students' achievement and provision of different opportunities for their learners to both discover their talents and abilities to obtain the necessary skills on the path of self-actualization (Murphy, Delli, & Edwards, 2004). The need to distinguish English language teachers from those teaching other subjects has been pointed out by many researchers, such as Borg (2006), Brown (2001), and Lee (2010). The results of their studies have documented the distinctive characteristics of English as a unique subject and teachers teaching English as a foreign language. ...

... Examining teachers' qualitative features has become an interesting trend in education (Stronge, Tucker, & Hindman, 2004) leading researchers to consider several variables, such as the teacher's knowledge (Akbari, Behzadpoor, & Dadvand, 2010;Freeman, 2002;Mullock, 2006) and emotions (Hargreaves, 2005;Reio Jr., 2005). Teachers' effectiveness is considered to be the most important aspect of high quality education affecting the educational and career aspirations of children, and an urgency is felt to better understand the characteristics of effective language teachers with respect to learners in a particular institutional and sociocultural context (Borg, 2006;Day, 2012). ...

... i.e., teacher educators, teachers, and learners (Ramazani, 2014;Shishavan & Sadeghi, 2009). Since context has a prominent role in shaping the perspectives (Borg, 2006;Day, 2012), and such type of study was not found to be conducted in the context of Iranian universities and EFL institutes (Shishavan & Sadeghi, 2009), it becomes essential to conduct a study that considers the perspectives of teacher educators, teachers, and learners collectively in the Iranian university and institute contexts. Any kind of knowledge relevant to teachers' characteristics can help scholars realize their effects on students and teaching processes (Stronge, Tucker, & Hindman, 2004).

Effective teachers spend extra time in teaching and curricular planning and organization, they are more enthusiastic about teaching, are more concerned about the needs of their learners, and are committed towards their pupils' learning experiences (Cheung, 2006). According to Borg (2006b), English language teachers deal with a number of challenges as compared to the teachers of other subjects. For instance, language teaching is more complex, progressive, and diversified in terms of contents than other subjects. ...

... It is important for a language teacher to stay updated about the language teaching methodologies and practices (Carmel & Badash, 2019). English language teachers are also expected to maintain relaxed and close relationships with their students owing to the intensity that language learning entails (Borg, 2006b). ...

... Characteristics of effective English language teachers are deemed disciplinary context dependent relating to the nature of subject, teaching content, teaching methodology, and student-teacher relations (Borg, 2006a). Hence, Borg (2006b) believes that the concept of "language teachers' characteristics is complex and multi-dimensional" (p. 7) and that this concept can be defined from disparate perspectives.

The literature abounds with research conducted on effective teaching (e.g., Brown & McIntyre, 1993;Roseshine, 1971;Roseshine & Furst, 1973) and effective teacher characteristics (e.g., Vialle & Tischler, 2009). Furthermore, a number of studies have recently focused on effective language teacher characteristics (e.g., Borg, 2006;Chen, 2012;Xuerong, 2012), the summaries of which are presented in the following section. ...

... In addition, a number of empirical studies have focused on effective English teachers' characteristics and classroom strategies. For one, based on the commonly held belief that language teachers are different from teachers of other subjects, Borg (2006) investigated the distinctive characteristics of foreign language teachers by having over 200 practicing and prospective language teachers define language teachers' distinctiveness. He also included opinions of experts in other subjects on the degree to which characteristics claimed to be distinctive of language teachers applied to other subjects as well. ...

... He also included opinions of experts in other subjects on the degree to which characteristics claimed to be distinctive of language teachers applied to other subjects as well. The results of Borg's (2006) study indicated that language was a complex and dynamic system, the learning or teaching of which involved learning or teaching a wide range of skills and subskills as well as a variety of non-linguistic issues such as culture and communication strategies.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

2. Akhmetzyanov G.N. Kompetentnostnyiy podhod k sisteme nepreryiv-

nogo professionalnogo obrazovaniya pri podgotovke rabotnikov dlya

avtomobilnoy otrasli [Competence approach to the system of continuous

professional education in preparing workers for the automotive industry].

Bulletin of Kazan technological University.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

2. Akhmetzyanov G.N. Kompetentnostnyiy podhod k sisteme nepreryiv-

nogo professionalnogo obrazovaniya pri podgotovke rabotnikov dlya

avtomobilnoy otrasli [Competence approach to the system of continuous

professional education in preparing workers for the automotive industry].

Bulletin of Kazan technological University.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

2. Akhmetzyanov G.N. Kompetentnostnyiy podhod k sisteme nepreryiv-

nogo professionalnogo obrazovaniya pri podgotovke rabotnikov dlya

avtomobilnoy otrasli [Competence approach to the system of continuous

professional education in preparing workers for the automotive industry].

Bulletin of Kazan technological University.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

2. Akhmetzyanov G.N. Kompetentnostnyiy podhod k sisteme nepreryiv-

nogo professionalnogo obrazovaniya pri podgotovke rabotnikov dlya

avtomobilnoy otrasli [Competence approach to the system of continuous

professional education in preparing workers for the automotive industry].

Bulletin of Kazan technological University.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

2. Akhmetzyanov G.N. Kompetentnostnyiy podhod k sisteme nepreryiv-

nogo professionalnogo obrazovaniya pri podgotovke rabotnikov dlya

avtomobilnoy otrasli [Competence approach to the system of continuous

professional education in preparing workers for the automotive industry].

Bulletin of Kazan technological University.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

References

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

1. Akhmetzyanova G.N. Vliyanie sotsialno-ekonomicheskih protsessov na

sistemu nepreryivnogo professionalnogo obrazovaniya rabotnikov avto-

mobilnoy otrasli [The impact of socio-economic processes on the system

of continuing professional education of employees of the mobile indus-

try]. Kazan pedagogical journal. Kazan. 2010. No. 2 (80), рр. 11–17.

2. Akhmetzyanov G.N. Kompetentnostnyiy podhod k sisteme nepreryiv-

nogo professionalnogo obrazovaniya pri podgotovke rabotnikov dlya

avtomobilnoy otrasli [Competence approach to the system of continuous

professional education in preparing workers for the automotive industry].