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Title:	Lecturers' beliefs and teaching practices of spoken English language instruction in a polytechnic setting
Authors:	Salmiza Abdul Rahim (P71696)
Supervisor:	Hamidah Yamat, Assoc. Prof. Dr.
Keywords:	Technical institutes
Issue Date:	16-Mar-2018
Description:	Polytechnic graduates are potential skilled workers who will need English to communicate at workplace. This is because having the ability to communicate in English has become a requirement for employment regardless the sectors they are in. However, they are found to be lack of competence in the language which put their employment chances at risk and affects their competence as an employee. The students' poor ability to communicate in English could be linked to the way English is taught in polytechnic, which may be the result of the lectures' content and pedagogical beliefs. Driven from this, the study aims to explore English lecturers' beliefs about how spoken language should be taught and how it affects their instructional practices. For this purpose, four experienced English lecturers from a local polytechnic were purposively chosen based on their teaching experiences and professional qualifications. Multiple methods were used in the investigation including interviews, classroom observations and analysis of teaching documents and materials. ATLAS.ti was employed to manage the data and thematic analysis was used to analyze the data. The findings revealed misinterpretations on some concepts on spoken language and its pedagogical approach, which indicates a gap in their content and pedagogical knowledge about spoken language teaching. The findings further demonstrated that the teaching of spoken language components in focus namely spoken forms, pragmatics, onversational rules, were taught but were minimal, limited and done implicitly. The lecturers also had the notion that interactional competence could be gradually self-acquired if students are involved in frequent speaking practices and communicative activities. Further investigation showed that their aims of teaching English, which is to enable students to speak and develop confidence, are core beliefs that exert powerful influence to their teaching practices, which explains why the teaching of spoken form is given less attention or focus. In addition, the findings illuminated the link between beliefs and practices, the interconnectedness of beliefs networks, namely beliefs about the aim of English language teaching, and beliefs about students, beliefs about grammar teaching; and beliefs change in the process of adapting to various contexts. The findings of the study will help determine potential needs in professional development programmes, for improvements of English lecturers' pedagogical approaches and content knowledge of spoken language teaching. Since studies related to teachers' beliefs in the domain of oral English instruction and speaking are conspicuously lacking, the findings on the beliefs about pedagogical and content knowledge of spoken language instruction fill in the research gap in this area.,Ph.D.
Pages:	281
Call Number:	LB1027.23.S347 2018 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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