SURVEY--TESOL: Experience with EFL students' native languages
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What is your native language? *
Approximately how many cumulative years have you taught in the TESOL field? *
What is the highest level of TESOL-related education you have received? *
In order of most recent to least recent, please list the country where you taught/are teaching English as a Foreign Language (EFL) and the native language of the students you taught in each context.  Please list ONLY EFL contexts. *
(Ex. Japan: Japanese, Brazil: Portuguese)
EFL context-specific L1 proficiency and study
The following questions are about your language ability and study in the local language of the EFL context in which you taught. If you have taught in more than one country,PLEASE SUBMIT RESPONSES FOR THE CONTEXT IN WHICH YOU HAD THE LOWEST LEVEL OF PROFICIENCY IN THE LOCAL LANGUAGE.
1. Please select the language in which you had the lowest proficiency while teaching in an EFL setting:   *
PRIOR TO arriving in the EFL-context, how much experience did you have studying the local language? *
Experience is cumulative.
What was your proficiency level in your students' L1 PRIOR TO beginning EFL instruction? *
Proficiency levels are listed based on the ACTFL scale.
What methods of formal study did you use PRIOR to arriving in the EFL context? *
Choose all that apply.
Required
What methods of formal study did you use WHILE IN the EFL context? *
Choose all that apply.
Required
Approximately how many hours per week did you study the local L1 WHILE IN the EFL context? *
If you did NOT formally study the local L1 WHILE IN the EFL setting, why not? *
All that apply.
Required
EFL Students' L1 & Classroom Instruction: General
The following questions are about your views on the relationship between learning the local L1 and your classroom instruction.
In your experience, in what ways can learning the language of your students help your classroom instruction? *
In your experience, in what ways can learning the language of your students hurt your classroom instruction? *
EFL Students' L1 & Classroom Instruction: Specific Context Reflection
Please reflect on your experiences in the EFL context that you used for the questions in the "EFL-context L1 proficency & study" section.
Was learning your students' L1 more likely to improve the quality and effectiveness of classroom instruction or hurt it? *
Please explain. (Interpret "quality" and "effectiveness" as what it means to you.)
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