Teacher Perceptions And Methodologies In Vocational University Language Teaching For Particular Objectives

Abstract

This article's data comes from a qualitative case study approach. The study's overarching goal is to fill gaps in students’ knowledge of classroom teachers' worldviews, how those worldviews play out in their day-to-day work, and the impact that student feedback has on those worldviews. Six English teachers from the three technical high schools in the Majenang area participated in the study. The data was collected using a variety of methods, including classroom observations, semi-structured interviews, and note-taking during talks. Next, the data was organized into meaningful categories. For whatever reason, the public often conflates the roles of English teachers in vocational and regular high schools, thinking that they teach the same curriculum. The unique collection of abilities and expertise needed by ESP teachers is the root cause of this problem. The results of this research show how difficult it may be for educators to experiment with new methods of instruction. The conclusion backs up these claims. There may be a disconnect between classroom learning and real-world application due to factors such as the amount of students enrolled, the amount of work, the textbook's incompatibility, and the demands of each individual student.