Strengthening English Language Teaching in Rural Schools through the Role-Playing: Teachers Motivations
| Autor: | Jhonny Villafuerte, Liz Castro |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
lcsh:History of education
lcsh:LC8-6691 Class (computer programming) lcsh:Special aspects of education Teachers training media_common.quotation_subject Teaching method Self-esteem Eğitim Bilimsel Disiplinler Creativity Focus group teaching strategies Education Likert scale English as a foreign language Teachers training English as a foreign language collaborative work teaching strategies Feeling lcsh:LA5-2396 Mathematics education collaborative work Location Psychology Education Scientific Disciplines media_common |
| Zdroj: | Volume: 5, Issue: 2 289-303 International Journal of Educational Methodology International Journal of Educational Methodology, Vol 5, Iss 2, Pp 289-303 (2019) |
| ISSN: | 2469-9632 |
| DOI: | 10.12973/ijem.5.2.289 |
| Popis: | This research examines the English language teachers’ motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers’ motivations about using role-plays in English class and analyze the relationships between teaching motivations and the factors: teachers’ gender and work location. The instruments are (1) Focus group guide to collect participants' voices about the language practice at schools; and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analysis shows significant relationships between teachers’ perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required, because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language. |
| Databáze: | OpenAIRE |
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