Teachers’ Beliefs as Facilitators in Effective English Language Teaching and Learning
- DOI
- 10.2991/assehr.k.200804.008How to use a DOI?
- Keywords
- Teachers’ Beliefs, Facilitators, Effective English Language Teaching and Learning
- Abstract
Teachers’ beliefs have a greater role than the teachers’ knowledge of planning lessons. Despite their significant role in teaching and learning, studies of teachers’ beliefs in Indonesian EFL setting are still rare that this paper is to reveal teachers’ beliefs as facilitators in effective English language teaching and learning. The participants in this qualitative study, two teachers and five students were interviewed. The data were then transcribed, interpreted, and coded, and categorized by applying thematic data analysis. Regarding the questions of what beliefs teachers hold, the finding shows that the teachers have very well beliefs that they want to become good facilitators for their students in learning English. In relation with the extent of facilitating the students in gaining knowledge, the finding shows that the teachers use mix and match, collaboration between teacher and teacher, team games tournament, three-phase technique, scientific approach and discovery learning. To conclude, the formation of teacher beliefs will have a substantial effect on language teaching and learning process and will bring about an upgrade in students’ language abilities. This research is expected to provide information to teachers regarding their beliefs as facilitators.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Murdani AU - Erna Andriyanti AU - Irvan Effendi AU - Nurfadilah Nadjib PY - 2020 DA - 2020/08/05 TI - Teachers’ Beliefs as Facilitators in Effective English Language Teaching and Learning BT - Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019) PB - Atlantis Press SP - 42 EP - 47 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200804.008 DO - 10.2991/assehr.k.200804.008 ID - 2020 ER -