2022
Tonini, Andrea
From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 15-39, 2022.
Abstract | Links | BibTeX | Tags: Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam
@article{nokey,
title = {From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam},
author = {Andrea Tonini},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2022/11/From-Teacher-centred-to-Learner-centred-Andrea-Tonini-3.pdf},
year = {2022},
date = {2022-11-02},
urldate = {2022-11-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {15-39},
abstract = {This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.},
keywords = {Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam},
pubstate = {published},
tppubtype = {article}
}
This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.
2021
Drew, Freya Lynn
To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study Journal Article
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 34-57, 2021.
Abstract | Links | BibTeX | Tags: Asia, China, Feedback
@article{nokey,
title = {To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study},
author = {Freya Lynn Drew},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2021/12/To-What-Extent-Do-Student-Preferences-for-Oral-Corrective-Feedback-Freya-Lynn-Drew-1.pdf},
year = {2021},
date = {2021-12-08},
urldate = {2021-12-08},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {34-57},
abstract = {This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF. },
keywords = {Asia, China, Feedback},
pubstate = {published},
tppubtype = {article}
}
This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF.
Lewin, Oliver
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 1-15, 2021.
Abstract | Links | BibTeX | Tags: Asia, Motivation, Primary, Sri Lanka
@article{Lewin2021,
title = {To what extent does the use of facilitation affect students' motivation in the subject of English and are there differences in learners' attitudes toward different teaching styles? - Oliver Lewin},
author = {Oliver Lewin},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2021/09/To-what-extent-does-Oliver-Lewin-2.pdf},
year = {2021},
date = {2021-09-29},
urldate = {2021-09-29},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {1-15},
abstract = {The research project was conducted to explore how motivation of pupils, in the subject of English, in a primary school in Sri Lanka, is affected by different teaching styles. Looking closely at facilitation as one of the major factors that could help improve motivation. Through researching motivation via a questionnaire and observations, it was clear to see how the problems facing my students’ motivation could in theory be improved by intrinsically motivating them, deciding what motivational goals are the most appropriate, increasing their self-belief and control, and by allowing them the chance to reflect on what they have learnt. All of these factors were relevant to the role of the teacher and how I interacted with the class. The original research design had to be adapted due to Covid-19, as students were not able to come to school. The lessons for that reason, had to be restructured for online learning. I was able to conduct the three lessons that were the focus of the research project with most of my students participating. The results showed that there was a difference in learners’ attitudes towards different teaching styles, illustrating that teachers need to provide some guidance and direction within the lesson in order to motivate students. },
keywords = {Asia, Motivation, Primary, Sri Lanka},
pubstate = {published},
tppubtype = {article}
}
The research project was conducted to explore how motivation of pupils, in the subject of English, in a primary school in Sri Lanka, is affected by different teaching styles. Looking closely at facilitation as one of the major factors that could help improve motivation. Through researching motivation via a questionnaire and observations, it was clear to see how the problems facing my students’ motivation could in theory be improved by intrinsically motivating them, deciding what motivational goals are the most appropriate, increasing their self-belief and control, and by allowing them the chance to reflect on what they have learnt. All of these factors were relevant to the role of the teacher and how I interacted with the class. The original research design had to be adapted due to Covid-19, as students were not able to come to school. The lessons for that reason, had to be restructured for online learning. I was able to conduct the three lessons that were the focus of the research project with most of my students participating. The results showed that there was a difference in learners’ attitudes towards different teaching styles, illustrating that teachers need to provide some guidance and direction within the lesson in order to motivate students.
2020
Boel, Alexander
Teacher Retention in China: The Role of Effective Leadership Journal Article
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 30-48, 2020.
Abstract | Links | BibTeX | Tags: Asia, China, Management, Teacher Retention
@article{Boel2020,
title = {Teacher Retention in China: The Role of Effective Leadership},
author = {Alexander Boel},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2020/07/Teacher-Retention-in-China-the-Role-of-Effective-Leadership-Lessons-from-Global-Classrooms-2.pdf},
year = {2020},
date = {2020-07-01},
urldate = {2020-07-01},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {30-48},
abstract = {Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.},
keywords = {Asia, China, Management, Teacher Retention},
pubstate = {published},
tppubtype = {article}
}
Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.
McCamlie, Danny
The Myanmar Teacher’s Experience Journal Article
In: Lessons From Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 1-13, 2020.
Abstract | Links | BibTeX | Tags: Asia, CPD, Myanmar, Teaching
@article{McCamlie2020,
title = {The Myanmar Teacher’s Experience},
author = {Danny McCamlie},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2020/05/The-Myanmar-Teachers-Experience-Lessons-from-Global-Classrooms.pdf},
year = {2020},
date = {2020-05-29},
urldate = {2020-05-29},
journal = {Lessons From Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {1-13},
abstract = {In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.},
keywords = {Asia, CPD, Myanmar, Teaching},
pubstate = {published},
tppubtype = {article}
}
In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.