English language teaching practice (ELTP) at primary and secondary school levels in some asian countries: a comparison of Afghanistan, Malaysia and Saudi Arabia

English language teaching is a significant part of schools’ curriculum in native and non-native English speaking countries in the world. This study aims to present a review on the similarities and differences of ELTP (English Language Teaching Practice) at primary school level in three Asian countries: Afghanistan, Malaysia and Saudi Arabia. The paper discusses some of the similarities and differences of ELT practice at primary school level in these three Asian countries, based on teaching English as a foreign or second language ESL/EFL, when English as a subject is introduced in school, Policy towards English, religious and cultural perceptions towards English, methods of instruction, teaching aids and teaching materials, and challenges in ELT. The discussion shows that there are quite a few similarities between Afghanistan and Saudi Arabia regarding ELT practice at primary school level while in the case of Malaysia, ELT is more progressive and up to date in terms of policy and implementation. The paper also highlights some of the challenges faced by teachers in the three countries

Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'

ICT is the acronym for Information and Communication Technology and refers to a varied set of technological tools and resources used communication to create, disseminate, store, and manage information. In the context of teaching and learning, the integration of ICT can assist students in acquiring English language competency as well as enhancing the quality of their learning experience. Previous research has shown that there exists barriers to implementing ICT in teaching and learning, i.e. teacher-level barriers and school-level barriers. Despite there being barriers for ICT integration in teaching and learning, the Covid 19 pandemic has fast tracked ICT integration, and today teachers and students worldwide have been forced to work online regardess of whether they are prepared in terms of knowledge, skills and resources for the 'technologisation' of teaching and learning. This study investigated teachers’ practices and perceptions in using ICT in English Language Teaching (ELT) with a focus on the obstacles faced by English language teachers in using ICT in their lessons, measures taken to increase their ICT usage and the perceptions of using ICT in the classroom. Respondents in this study were 18 teachers in a premier school with either a training in English language teaching or English background and at least 5 years' teaching experience. Using a 60-item questionnaire, data was gathered on respondent’s ICT literacy, obstacles faced, ICT usage and their perceptions of using ICT in the classroom. The findings of the research suggest the lack of ICT literacy and time allocated for teaching and learning process as the main obstacles faced by English teachers in using ICT. In addition, the overall ICT literacy of the teachers were still limited and needed to be improved especially in the use of internet so that they would gain more confidence in implementing ICT in their classroom. While the findings show that the main problems that had restricted the teachers in using ICT in their teaching is the lack of ICT skills and confidence in implementing ICT in the classroom, this study recommends that schools provide more training and ICT courses to teachers to improve teachers’ ICT literacy as a measure to embrace the new normal of the Covid 19 pandemic digitalised era.</jats:p

Value-adding in higher education: Complementary contexts for learning creativities

This chapter presents an analysis of complementary ‘value adding’ contexts for learning creativities in higher education (HE). Based on the premise that creativity is a common graduate attribute, the authors examine disparities between what universities expect of their graduates and what is explicitly taught. To address the tensions in creativity gaining traction, the integration of formal and informal learning is considered in the Australian HE context. Focusing on alternative learning contexts, such as community engaged learning, extracurricular activities and volunteering, the chapter explores the benefits and challenges of learning creativity in extrainstitutional settings. The chapter draws on the literature rather than empirical evidence to generate an understanding of learning creativity across different contexts. Student scenarios are provided throughout the chapter to elucidate approaches to learning creativities