<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1966">
    <dcterms:title><![CDATA[Teachers&#039; Beliefs and ELT Curriclum Intensions: How to Bridge the Gap]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaches&#039; beliefs, contextual factors, curriculum innovations  ABSTRACT  Teachers are key players in the success or failure of curriculum innovations (wedell, 2003). They filter, modify, and implement the curriculum according to their beliefs and to the context where this curriculum innovation is being implemented (Borg 2006, Waters, 2009).  In addition, the literature suggests that curriculum planners and educational policy makers often focus on the planning and initiation issues ignoring the dilemmas and obstacles that might evolve during the actual implementation (Markee, 1997), and that little attention has been given to how teachers implement changes in pedagogy (Carless, 2004).  Given the crucial role of teachers&#039; beliefs and the contextual factors which influence how teachers implement and make sense of ELT curriculum innovations, this paper presents the findings of a study which examines three teachers’ implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers’ beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum.  In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which audio recordings of the teachers’ actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices. The interviews with the teachers shed light on the tensions between teachers’ actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers’ practices, teachers’ beliefs, and other contextual factors.  This paper illustrates the value of studying what teachers do while implementing ELT curriculum innovations and how their beliefs and other contextual factors influence the way teachers interpret and implement these innovations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1982]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1907">
    <dcterms:title><![CDATA[Teachers&#039; Beliefs on the Use of Music and Song in EFL Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: music and song, ELT, teachers&#039; beliefs, EFL classes  ABSTRACT  The purpose of this study is to examine the beliefs of English language teachers about the importance of music and song in language teaching. The study found that teachers’ beliefs were influenced by personal experiences, classroom experiences and in-service trainings. Additionally, teachers’ musical knowledge was highly related to their confidence of implementing activities with music and song in their teaching practice. The teachers’ concerns about integrating music and song were considered to be an important factor on the integration of music and song in EFL classes. Implications of the study were mainly on teacher education to provide teachers with trainings to increase the use of music and song in EFL classes.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1765]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2786">
    <dcterms:title><![CDATA[Teachers&#039; Professional Development Tools: Importance and Usage]]></dcterms:title>
    <dcterms:abstract><![CDATA[Current technological developments have led to an easier access to  information leading to sociological changes worldwide. This brought about changes  in all professions, especially in teaching as one of the roles of the teachers is to  prepare their students to the world of future. This fact highlights the importance of  foreign language teaching and personal and professional development of teachers.  In order to enable professional development, professional development tools are  crucial. Richards and Farrell (2009) suggest 11 professional development activities &amp;  tools for language teachers. These are: workshops, self- monitoring, teacher  support groups, teacher journal, peer observation, teaching portfolios, analyzing  critical incidents, case analysis, peer coaching, team teaching, and action  research. In the present study, the level of importance attached to the above  mentioned tools and the frequency of their usage by the lecturers teaching at the  Foreign Languages High-school at Selçuk University is determined.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[72]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3214">
    <dcterms:title><![CDATA[Teachers’ Automatical Thoughts   ]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study it was aimed to analyze automatic thoughts of teachers from the aspect  of variables of gender, marital status, institution they teach or work for, service period, status  of receiving inservice training, the settlement they’ve taught or worked for the longest period,  sports playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers  teaching at primary and secondary educational institutions in province center of ErzurumTurkey  within the 2008-2009 academic  (school)  year.  Data regarding  automatic  thoughts of    teachers  was obtained through Automatic  Thoughts  Questionnaire  (ATQ) which was designed    by  Hollan and Kendal  (1980)  and  adapted to  turkish  first  by  Aydın  ve Aydın  (1980)  and then    by    Şahin and Şahin (1992) to measure the occurance the frequency of automatic negative  thoughts associated with depression. It is a 30-item with 1-5 score margin likert type scale  (ATQ-30). Personal and professional data about participant teachers obtained through personal  information form which was developed by the researchers. For statistical analysis of data  obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests  were applied. It can be affirmed that above mentioned assumed precursor variables couldn’t  predict nonfunctional attitude scores of teachers at a significant level.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[426]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1920">
    <dcterms:title><![CDATA[Teachers’ Beliefs on the Use of Melody and Songs in EFL classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: EFL, Melody and Songs, Teachers&#039; Beliefs, Language Teaching  ABSTRACT  The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1889]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3247">
    <dcterms:title><![CDATA[Teachers’ Disfunctional Attitudes]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study it was aimed to analyze dysfunctional attitudes of teachers from the aspect  of variables of gender, marital status, institution they teach or work for, service period, status of  receiving inservice training, the settlement they’ve taught or worked for the longest period, sports  playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers teaching  at primary and secondary educational institutions in province center of Erzurum-Turkey within the  2008-2009 academic (school) year. Data regarding dysfunctional attitudes of teachers was obtained  through Dysfunctional Attitude Scale (DAS-A) which was originally designed by Weissman ve  Beck (1978) and adapted to turkish by Şahin and Şahin (1992). Dysfunctional Attitude Scale  (DAS-A) is a 40-item with 1-7 score margin likert type scale which aims to measure patterns of  maladaptive thoughts of depressed individuals  Personal and professional data about participant  teachers obtained through personal information form which was developed by the researchers. For  statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple  regression analysis tests were applied. It can be affirmed that assumed precursor variables of  gender, marital status, type of institution, service period, status of receiving inservice training,  sports playing, artiness and perceived communication styles couldn’t predict dysfunctional attitude  scores of teachers at a significant level whereas gender (β=-.138) is the only and the strongest  variable to predict dysfunctional attitude scores of teachers at a certain level (t=-1.984, p=.049)]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[332]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2588">
    <dcterms:title><![CDATA[Teaching Architectural Vocabulary: Elements of a House Exterior]]></dcterms:title>
    <dcterms:abstract><![CDATA[Every profession has its own vocabulary and every professional would like to use (to communicate rapidly and effectively – orally or in writing) these specialised terms in the language that he/she uses (be it his/her mother tongue or a second language). Given that each specific disciplinary field has its own specialized (or technical) vocabulary or terminology, undergraduates specializing in landscaping should all know such terms related to the components of the exterior structure of a house. To establish the best teaching strategy of such specialised vocabulary, we have carried out a test aiming at assessing our students’ knowledge of architectural terminology. The control group was asked to identify the proper definition of the 29 terms above without any visual aid. The experimental group was asked to do the same, but they were also supplied a visual aid (the view of a house on its site with the components of its exterior structure).  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[838]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2698">
    <dcterms:title><![CDATA[Teaching Business English for Distance Learning Students – Challenges,  Problems and Potential Solutions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Distance learning has become a type of learning which is increasingly  preferred by students both in bachelor and master programs at the Faculty of Economics  and Business Administration, mainly due to economic reasons which force young people  to start working immediately after finishing high-school. However, distance learning is  also a solution for middle-aged people who graduated different universities in their youth,  but have professions which are no longer requested on the job market. As the spectrum of  distance learning students is so heterogeneous from different points of view such as age  or professional background, teaching English to such students has encountered a number  of challenges and problems that we have been trying to cope with so far. In order to  identify these problems, we have made a survey among distance learning students from  our faculty by using questionnaires and guided interviews. We have also made a  summary of the issues identified in our teaching experience and we have talked to  colleagues who are in the same situation in order to discover the common points. The  paper will present the results of this investigation and the solutions we propose, solutions  which are based on our 10 year-experience in teaching distance learning students as well  as on the review of specialized literature in this area.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[54]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2874">
    <dcterms:title><![CDATA[Teaching English as a ―lingua franca‖ to achieve intercultural  communicative competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Raising intercultural communicative competence has gained a  central place in many considerations and discussions in the globalized  world. The present paper therefore examines and analyses approaches to  achieving intercultural competence proposed by a number of prominent  authors from the American and European cultural environment, such as  E.T. Hall, Gert Hofstede, R.D. Lewis, Anna Wierzbicka, Elsa Oksaar,  Michael Byram, Manuela Guilhelme. They base their theoretical and  applied methods of teaching, as well as their approaches to raising  intercultural awareness in the intercultural dialogue, while highlighting  slightly different levels of communication, thus also suggesting somewhat  different conclusions. As a consequence two approaches have been  developed: cross-cultural and intercultural communicative approach. We  could say that even considerations about the intercultural dialogue show  signs of cultural conditioning.  Furthermore, the paper deals with the application of such theoretical  premises in the English classroom at the tertiary level. Building on  language teaching methods, the paper suggest ways of extending the theme  to cross-curricular units, since actualization of theoretical insights in the  classroom lends itself nicely to intertwining both a critical cultural  awareness of multilingualism in ones own environment and the  intercultural communicative competence, leading thus to an &quot;intercultural  citizenship&quot;.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[567]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1937">
    <dcterms:title><![CDATA[Teaching English as a Second Language in the Distance Education System]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: TESL, innovation, distance education, ICT  ABSTRACT  As any other field in the system of education, the process of teaching a second language is changing due to the use of modern technologies. Integration of modern technologies and new media in the process of teaching a second language is a necessary step ensuring acquiring of language skills and competencies required in today&#039;s society. Innovative use of technologies increases the degree of flexibility in the content and organization of the teaching process. Despite the fact that the distance education system has been accepted by many public and private higher education institutions in the world, there are still certain doubts that such a system can achieve the same results as the traditional education system. These doubts are mostly related to the lack of direct contact between an educator and a student and the attitude that the technology can be successfully used for the design and delivery of educational content but can&#039;t inherently have an impact on results that should be achieved by the students. Such scepticism is especially present in the context of teaching a second language in the distance education system, what is confirmed by the fact that there are significantly less programs for online teaching of second language compared to other fields of education. The reason for that is not only the complexity of integrating all language skills into the virtual environment but also the doubts about whether the students can achieve language proficiency in the system od distance education. Better understanding of how the distance education system can be used in the context of teaching a second language can help resolving these doubts and dilemmas. Increasingly intensive integration of information and communication technologies in the process of education is radically changing the methods of second language teaching and learning and motivating educators to try to define new teaching models and strategies. Distance education imposes the challenge for the educators to evaluate and determine which teaching content is adequate for this system and to structure interaction between educators and students as well as among students with the aim of achieving effective learning. Distance teaching environment enables personalized approach to learning as well as planning and realizing activities adequate for different learning styles and levels of language proficiency.  This paper presents main advantages and potential problems of teaching a second language in the distance education system and the model used at the Faculty of Information Technologies, University „Džemal Bijedić, higher education institution realizing its study program in both traditional and distance education form.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1796]]></dcterms:extent>
</rdf:Description></rdf:RDF>