Investigating Knowledge Management Practices in an EFL Context in Pakistan

Autor/inn/en	Ahmed, Ushaque; Aslam, Rabia; Khan, Najmonnisa; Asad, Muhammad Mujtaba
Titel	Investigating Knowledge Management Practices in an EFL Context in Pakistan
Quelle	In: SAGE Open, 12 (2022) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aslam, Rabia) ORCID (Asad, Muhammad Mujtaba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221094593
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Knowledge Management; Educational Practices; High School Students; Grade 12; Student Attitudes; High School Teachers; Teaching Methods; Pakistan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Wissensmanagement; Bildungspraxis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Schülerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Currently, English as a foreign language (EFL) teachers are supposed to recognize that, creativity among students can be developed through knowledge management practices. The current study aimed to investigate EFL teachers' knowledge management practices from learner insight. The explanatory mixed method research design was used to investigate the phenomenon. Quantitative data was collected from 298 A-Level students through a survey questionnaire, and qualitative data was collected through 7 A-Level students through an in-depth semi-structured interview. The findings suggested that EFL teachers arrange seminars and co-curricular activities to create knowledge; discussion in and outside classrooms are used to share knowledge; social media and movies are used to utilize knowledge; and notebooks are used to store knowledge in the EFL classroom. The study revealed that benchmark and technological devices to manage knowledge are not frequently practiced by EFL teachers. The study concluded that teachers should be trained in the area of knowledge management regularly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01