Exploring EFL teachers’ English language proficiency: Lessons from Indonesia
Exploring EFL teachers’ English language proficiency: Lessons from Indonesia
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探索 EFL 教师的英语语言能力：印度尼西亚的经验教训
DOI：
10.17509/ijal.v9i2.20217
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发表时间：
2019
影响因子：
--
通讯作者：
Averil Coxhead
中科院分区：
文献类型：
--
作者：
Anik Nunuk Wulyani;Irina Elgort;Averil Coxhead
本文报告了一项研究，着眼于阅读和写作能力和词汇知识的印尼英语教师，熟练程度和服务年数之间的关系，以及教师自己的看法，他们的英语熟练程度。本研究采用词汇水平测试、阅读和写作测试、问卷调查和访谈等方法收集数据。结果表明，英语语言能力参差不齐，服务年限与词汇量、阅读和写作测试结果呈负相关，教师自己也难以判断自己的英语语言能力。抑制教师的能力，专注于他们的英语水平的因素。本研究的局限性以及对英语教师专业发展和未来研究的启示也在本文中进行了讨论。
This paper reports on a study looking at the reading and writing proficiency and vocabulary knowledge of Indonesian EFL teachers, the relationship between proficiency and years of service, and the teachers’ own perceptions of their proficiency in English. Three proficiency tests (Vocabulary Levels Test/VLT, Reading and Writing Tests), questionnaire, and interview were used to collect data. The results point to mixed levels of English language proficiency, negative correlations between years of service and vocabulary, reading and writing test results, and that teachers themselves had difficulties in judging their own English language proficiency. Factors that inhibit the capacity of teachers to focus on their English proficiency are presented. Limitations of the study as well as implications for EFL teachers’ professional development (PD) and future research are also discussed.