Teachers’ professional development is one of the major factors in enhancing the quality of second or foreign language (English) teaching. In the context of Nepal, Teachers Professional Development training is provided by the government; however, it’s effectiveness from the teachers’ perspective and experiences is not well explored. So, this study aims to explore English language teachers’ perceptions and experiences with using training skills and techniques in the everyday classroom. I employed narrative inquiry as a research method. Four English teachers from Kathmandu Metropolitan City were interviewed to explore their lived experiences and perceptions. The findings showed that teachers perceived training skills as a source that helps them understand the shift from traditional to modern teaching and become familiar with information Communication Technology and modern tools and techniques. Similarly, when training was transformed into a classroom setting, teachers felt more motivated and confident. The study also highlighted that practical application of training skills in the classroom can create a more effective learning environment and enhance the quality of education. The study recommends continuing the training program and conducting strong monitoring and evaluation after its completion. Effectiveness of training, experiences of teachers, perceptions, TPD training
This study investigates teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom, focusing on the integration of digital tools to enhance educational practices. The researchers use qualitative descriptive method that includes two instruments such as questionnaire and interview. It highlights the transformative impact of technology on assessment methods, enabling diverse formats that cater to various learning styles and foster student engagement. While many EFL teachers express positive attitudes towards using technology—recognizing its potential for immediate feedback and streamlined processes—significant challenges persist. These include inadequate training, limited resources, and concerns about the reliability of online assessments, particularly in remote learning contexts. The study aims to fill a gap in existing literature by examining these perceptions within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment. Thought identifying common obstacles and proposing strategies to overcome them, this research contributes to enhancing the effectiveness of technology integration in EFL assessment practice.
Dedek Ajeng Okta Triyana, P. Purnawarman· JURNAL ILMIAH GLOBAL EDUCATI...· 0 citations
Generative AI in the education sector is quickly becoming a successful application, offering new opportunities but also challenges in teacher education, particularly within the English as a Foreign Language (EFL) context. One of the current popular technologies is ChatGPT, which has potential in assisting in teaching, reflection, and teacher professional development. However, a lack of research has focused on pre-service English teachers' perceptions of ChatGPT or how those perceptions may influence a teacher's perception of professional empowerment. An empirical qualitative research method will be used in this paper, analyzing Indonesian preservice higher education teachers' perceptions of ChatGPT in EFL teacher preparation programs, how they use ChatGPT, and how those perceptions may influence preservice teachers' perceptions of professional empowerment. Methods of research include conducting in-depth semi-structured interviews, analyzing findings through a thematic assessment. Findings also show how preservice teachers' perceptions of ChatGPT, an empowering cognitive/teaching tool, influence preservice teachers' perceptions of overall personal/professional teacher empowerment. Also identified are five increasingly interrelated perspectives of preservice teachers' perceptions of teacher empowerment, including identity, teaching competence, technological agency, teaching efficacy, and teaching innovation.
Ryan Purnomo, N. Suryati, Moh. Rif’attullah et al.· FRASA : English Education an...· 0 citations
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
Reading comprehension in Ghanaian Junior High Schools remains a major concern despite long-standing reforms. This study examined teachers’ perceptions and classroom practices in rural schools and explored how these shape comprehension instruction. Schumann’s (1978) Acculturation Model guided the study and positioned comprehension as a social process influenced by learners’ cultural and linguistic alignment with English. A qualitative approach using a narrative research design was employed. Fourteen English language teachers from rural schools in the Nkwanta North District were purposively selected. Data came from interviews, observations, and documents, and was analyzed thematically. Findings revealed two main perceptions emerged. Many teachers viewed comprehension as a mechanical and exam-driven task. Others framed it as a meaning-making act linked to students’ social worlds. Classroom practices reflected these positions. Most lessons focused on literal recall and teacher-led routines. A few teachers used dialogue and familiar cultural examples to support deeper reading. Contextual pressures such as scarce materials, rigid syllabi, and examination demands shaped these choices and limited pedagogic flexibility. The study concludes that comprehension improves when teachers act as cultural mediators who connect learners’ lived realities with English texts. It calls for teacher development that supports culturally grounded and interactive reading practices in rural Ghana.
Keywords : Reading Comprehension; Teachers’ Perception; Reading Instruction
Joshua Kwabena Nbiba Bintul, I. Nyarko, Anafo Cephas et al.· Journal of Applied Linguisti...· 0 citations
This study aimed to uncover the experiences of secondary level students regarding their difficulties in developing English speaking skills. Based on the narratives with the teachers, the study identified real classroom learning problems of the community school students as experinced by the teachers throughout their supports and the strategies that the teachers applied to address those problems. The interpretative paradigm has been applied in the study, in which four teachers from four different schools were asked to share their personal experiences using a narrative inquiry method. The main tool utilized in this study was a set of interview guidelines for teachers. They were asked to narrate their real-life experiences of teaching English speaking skills and the perceived difficulties associated with the secondary level students. The findings show that the students had problems with vocabulary, pronunciation, fluency, background knowledge of the text, inferencing the key ideas, understanding the technical texts, and expressing the meaning in context. The results from this study can be applied to provide insights for the teachers and teacher educators to set new strategies/activities of learner engagement in English speaking.
Classroom assessment practices enhance students’ language learning by promoting learners’ engagement and connecting their theoretical knowledge with real-life situations. This study explores the classroom assessment practices of the secondary-level English language teachers. A qualitative research approach was employed under an interpretive research paradigm, applying semi-structured interviews guided by a set of interview guidelines. Participants included four secondary-level English teachers from four government-funded community schools in Taplejung, with more than 10 years of teaching experience. Using narrative inquiry as a research method, the information was collected, coded, and thematically analyzed to understand how the participants make meaning of their experiences with classroom assessment practices. The study found that the teachers perform classroom assessments; however, these assessments lack transparency and consistency. In addition, all four language skills are not equally emphasized during teaching and assessment. The teachers also encountered several challenges in the effective implementation of classroom assessment, including a large number of students, students’ irregular attendance, a lack of teachers’ authority to issue internal marks, and students’ low language proficiency. The findings suggest teacher training, workshops, and policy alignment to conduct the classroom assessment effectively.
Sabina Tamang· KMC Journal· 0 citations
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