An investigation into teacher s beliefs and practice about developing supplementary materials for ielts learners at language centers in Ho Chi Minh city

Bộ Giáo Dục Và Đào Tạo Trường Đ Ại Học Sư Phạm Tp. Hồ Chí Minh Phùng Tuấn Ngọc An Investigation Into Teachers Beliefs And Practice About Developing Supplementary Materials For Ielts Learners At Language Centers In Ho Chi Minh City Chuyên Ngành: Lý Luận Và Phương ...

4.2.3.2. Designing supplementary materials 91 4.2.3.3. Adapting supplementary materials 95 4.2.4. The convergences and divergences between teachers’ beliefs and practice 98 4.2.4.1. Convergences 99 4.2.4.2. Divergences 100 4.3. Data triangulation 101 4.3.1. Teachers’ beliefs and practice about ...

CHAPTER II: LITERATURE REVIEW 2.1. Teachers’ beliefs in English language teaching 2.1.1. What are teachers’ beliefs? Although the term “beliefs” has been broadly adopted in various studies and fields, there is still little consensus on a comprehensive and integrative theory of it. A belief ...

Kinaesthetic, and they can be presented in print, through live performance or display, or on cassette, CD-ROM, DVD or the internet”. This view is akin to that of Allwright (1981) – good materials should promote language learning, not teaching. Hutchinson and Waters (1987) extend the notion with ...

Orchestration of practice activities” (Richards & Lockhart, 1999, p. 39). As a result, there is a perilous supposition that students are taught by textbooks rather than teachers or themselves (Graves, 2000, p. 176). Allwright (1981) argues that there are so many limited “teaching materials,” ...

College of Technology (Tam & Tung, 2019). That explains the flourish of IELTS preparation courses. It is evident that the market of IELTS-oriented coursebooks has thrived over the past few years entail preparation courses and an overwhelming majority of them are for Academic candidates (Wilson, ...

Which are, of course, raw and intact, and start to develop from them. This further suggests that writing learning materials require skills of selection. Along the same line, Mishan and Timmis (2015), by drawing on previous literature, identify an eight-step process to design a fine product of ...

There were 146 teachers participating in the survey session (response rate of approximately 97%). However, 15 of them had to be excluded since they are teachers in provinces and cities other than Ho Chi Minh. So as not to affect the survey outcomes, data provided by the mentioned individuals were ...

In the interview, participants were asked eleven standard questions. The first three questions compensated for the defect mentioned earlier in the questionnaire by having teachers explain more about their choice with probing questions. There was also a question inspecting the types of supplementary ...

Property was addressed in terms of piloting. The results from piloting were calculated using Cronbach’s alpha to measure the internal reliability of the instrument. With respect to the interview, the strategies for validity in the questionnaire continued to be employed in addition to those ...

Teaching contexts. As for the Concepts, there was a significant effect of the level of education on teachers’ beliefs of supplementary materials as “books and other materials used in addition to core materials (item 1)” and “language support materials (item 6)” at p [F(3,127) = 3.27, p = ...

The next major source of supplementary materials three-quarters of teachers believe to be effective for IELTS training is authentic materials. These materials were restricted to news in articles or online videos with a view to improving the language skills of learners. As an example, teachers P10 ...

“In my opinion, such exercises as homework is rather limited . The context is that students can only complete them at home. Making those exercises a part of a lesson will be impractical since homework exercises are longer and take more time to accomplish . When I develop supplementary materials, ...

Assumed that they perceived themselves as teachers, not materials developers, and thus, feared making mistakes. However, there are teachers willing to step out of their comfort zone and create their own materials, such as P6 and P8. These teachers emphasized how to elicit ideas from students. “ ...

External factors unquestionably refrain teachers from translating their beliefs into actual practice. Although P9 believed that using supplementary materials in the IELTS classroom was more effective than the textbooks provided by her language center, she admitted spending equal time on the core ...

The negligence in the “general knowledge related to learners’ own lives and experience” and “students’ background and culture” lay in the way teachers fulfill learners’ needs. Data from the interview depicted a teacher-centered approach to teaching where teachers deployed a particular ...

Decide on which was the most pertinent to their class. Results from the current study indicated that more experienced teachers developed supplementary materials for a wide array of purposes compared to novice ones who preferred them only as extra practice. Another important finding was that ...

Common than those who do not. This may be due to the wider context in which teachers are generally influenced by the examination. However, there are also some beliefs that do not translate into actual practice. It is partly due to some internal and external factors. With respect to the former, the ...

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. . Language Teaching, 36 (2), 81- 109. doi:10.1017/S0261444803001903 Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. ...

APPENDICES Appendix A: Teachers’ beliefs questionnaire Teachers’ Belief Questionnaire Part 1: Background information The following questions relate to your BASIC INFORMATION. Please read the statements, tick (  ) in the box (  ), and answer the relevant questions that best describe the ...

IELTS courses? If not, is there any kind of training that you have had or would like to have to help you develop supplementary materials for IELTS courses? 7. Do your institutes offer or provide supplementary materials for teachers and students? How do those materials match your criteria for ...

Personal experiences as a teacher For example, when I plan an IELTS lesson, if the lesson centers on reading skills, I can adopt reading texts from the social network. However, I have to modify them instead of having students do all the tasks related to the reading text and correct them. (P3) ...

Thêm. Học viên có thể hỏi tôi về những từ vựng khác ngoài những từ vựng tôi đã chọn và dạy cho họ. Hoặc là mình có thể chỉ phương pháp hay cách thức làm những dạng bài tập đó. I: Cô có nghĩ đến trường hợp phải thay thế các ...

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