Detail The Effect of Teaching Experience on EFL Teachers’ Perceptions of Listening Comprehension Problems (abstract only)   Oleh:  Yildirim, Ozgur Jenis: Article from Proceeding Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 334. Topik: teaching; listening Fulltext: Hong Kong-Conference 51.pdf (285.36KB) Isi artikel The purpose of this study was to investigate the effect of teaching experience on EFL (English as a Foreign Language) teachers’ perceptions of students’ listening comprehension problems. During their EFL teacher education process teacher candidates learn about techniques and strategies related to teaching listening as well as possible problems students may encounter while improving their listening skills. In addition, many EFL teacher candidates have also been an EFL learner once and have an understanding and perception of listening comprehension problems themselves. Although teacher candidates finish their teacher education process with the aforementioned methodology knowledge and personal experience about listening, their perceptions of listening comprehension problems may change with actual teaching experience. Investigating this possible change may yield to useful information for EFL teacher trainers as well as teachers who have just started teaching. Therefore the basic research question of this study was as follows: Do EFL teachers’ perceptions related to language learners’ listening comprehension problems change with teaching experience? To answer the research question of this study, two teacher groups’ perception related to EFL learners’ listening comprehension problems were investigated with the help of a survey. The first group consisted of 50 EFL teacher candidates studying their senior year in a four-year EFL teacher education program at a public university in Turkey. These prospective teachers had taken EFL teaching methodology courses, including a course on how to teach listening, and they had been teaching English for one classroom hour a week at public schools as part of their teaching practicum course which they needed to complete in their final semester before graduation. In other words, the participants in the first group were going to be English teachers in a couple of months but they had no teaching experience other than the teaching practicum course in which they teach one hour a week under the supervision of mentors from the university and the school in which they were teaching. The second group consisted of 50 EFL teachers who have been teaching for at least five years in public or private schools and universities. In other words, the participants in the second group were EFL teachers with at least five-year experience. The participants from both groups answered the same survey designed to investigate their perceptions of learners’ listening comprehension problems. The data collected via the surveys were first analyzed for descriptive statistics, and then the two groups were compared by using several independent-samples t-tests on different sections of the survey. The results of the data analysis yielded to some significant results which may offer some suggestions to EFL teachers and teacher educators. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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