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Journal articles on the topic 'English language Study and teaching (Primary) Thailand'
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1
Dueraman, Bayatee, Kanasin Tunsakul, and . "Can Thai Students Survive without English Teachers? a Case Study of Primary School Students in Thailand." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 395. http://dx.doi.org/10.14419/ijet.v7i3.21.17199.
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Particular interests in English language teaching practices have been given much attention recently. This study attempts to examine whether trained English majors can help teach English to students in a primary school where there is short of English teachers. Two English instructors, twenty English majors and ninety-four students participated in the study. Theoretical and practical training sessions were organized for twenty English majors before they start teaching the students. English lesson plans were designed relative to four major content areas found in the standardized national English test include vocabulary, reading, conversation, and public signs were used as a guideline for both training and teaching sessions. Pre and post-tests were administered to primary school students before and after the teaching intervention accordingly. Data collected through participant observations were also used to support data collected from the interviews and tests. Results show that our trained English majors could help improve the students’ English language proficiency in spite the unavailability of qualified English teachers at their school. Findings offer some insights on possible alternatives to teaching English to primary school students who face similar problems.
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Sinwongsuwat, Kemtong, and Kathleen Nicoletti. "Implementing CA-T Model Lessons in Schools: A Preliminary Study in Southern Border Provinces of Thailand." English Language Teaching 13, no. 11 (October 16, 2020): 15. http://dx.doi.org/10.5539/elt.v13n11p15.
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Encouraged by previous studies which recommended incorporating insights from Conversation Analysis (CA) into English conversation teaching to improve EFL students' oral proficiency, this paper reports on the findings from Phase I of a longitudinal study designed to investigate the impact of employing a CA-informed teaching (CA-T) model to improve Thai students' oral English proficiency. The aim of Phase I of this study was to engage local teachers in co-developing and piloting the CA-T model. In this phase, 16 purposively sampled primary and secondary English teachers from Thailand’s southern provinces participated in an intensive 6-day workshop designed to (1) familiarize them with the instructional value of CA insights and key features of the CA-T model and (2) assist these teachers in creating CA-T lesson plans. Following the workshop, teachers piloted the lesson plans, provided feedback on the implementation process, reported on the perceived effects of the lessons, and offered recommendations for improving the CA-T model. This paper describes the content of the workshop, shares teachers' feedback about the CA-T lessons and implementation process, and presents preliminary findings as to the potential challenges and benefits of employing the CA-T model in Thai primary and secondary classrooms.
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Penthisarn, Tawanshine, and Pilanut Phusawisot. "Perceptions of Thai Teachers of English Towards English Medium Instruction: A Case Study of a Local Primary School." Journal of English Language Teaching and Applied Linguistics 3, no. 9 (August 30, 2021): 13–21. http://dx.doi.org/10.32996/jeltal.2021.3.9.2.
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Using a case study approach, this study investigated teachers’ perceptions of EMI, the challenges teachers encountered while adopting EMI, and opportunities for EMI in Thai EFL classrooms. The participants were three Thai teachers who used English as a medium of instruction in subjects such as mathematics and science in an intensive English program at a private primary school in the northeastern part of Thailand. Data were obtained from teachers’ journals and semi-structured interviews. The data were transcribed and coded into themes using content analysis. The current study reports the perceptions of Thai EFL teachers and reveals the challenges of EMI in Thai EFL classrooms. As the findings reveal, the participants perceived EMI as an educational advantage, as preparation for the international community and as an approach to enhance students’ speaking confidence. Although EMI offers potential benefits, the study reveals that when teaching, the participants are challenged by students’ language proficiency, classroom size, a lack of teaching materials, teacher’s lack of content knowledge and a lack of support from the school. Moreover, the study suggests some recommendations for pedagogical implication in adopting EMI in Thai EFL classrooms.
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Perrodin, David D., and Narumon Somboon. "IS THE NATURAL ORDER OF MORPHEME ACQUISITION BEING APPROPRIATELY PRESENTED IN ENGLISH LANGUAGE TEACHING COURSE BOOKS?" JEELS (Journal of English Education and Linguistics Studies) 6, no. 2 (November 29, 2019): 285–302. http://dx.doi.org/10.30762/jeels.v6i2.1569.
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This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.
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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Rosmaladewi, Rosmaladewi. "ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY SCHOOLS: A CASE STUDY." International Journal of Language Education 1, no. 2 (October 29, 2017): 29. http://dx.doi.org/10.26858/ijole.v1i2.4312.
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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (April 10, 2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.
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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
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Akbas, Ismail. "Difficulties of English Language Teaching in Bangladesh." International Journal of English Language Education 4, no. 1 (November 15, 2016): 17. http://dx.doi.org/10.5296/ijele.v4i1.8575.
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<p>Identifying the difficulties of English Language Teaching at English Medium Schools’ Primary levels are essential in Bangladesh to achieve to set English language competencies in the educational institutions. The main purpose of this study was to discover the specific problems of English Language Teaching at English Medium Schools’ Primary levels. The current study was a qualitative research technique by nature. One set of closed-ended questionnaires were used to collect data from the teachers who live within three cities to understand the views and situation of the difficulties of English Language teaching. The study indicates that teachers, students and school administration encounter several problems due to lack of skilled teachers, proper teacher training, using proper teaching methods and materials, physical facilities and so on. As a result, English curriculum implementation at the primary level in Bangladesh is becoming unsuccessful in most of the schools; however there are several adequately designed buildings with well trained teachers along with proper educational materials. Given that the number of schools is in the thousands, we shall draw comparisons between respective educational institutions.</p>
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Zhang, Junying. "Situational Language Teaching Approach to Oral The English Teaching in Primary Schools." International Journal for Innovation Education and Research 6, no. 9 (September 30, 2018): 84–90. http://dx.doi.org/10.31686/ijier.vol6.iss9.1157.
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This paper aims at analyzing some applications of Situational Language teaching to the oral English learning in primary schools. Through this study, teachers could get some advice and improve their oral English teaching efficiency.
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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.
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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Xi, Xiaowei. "English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 145. http://dx.doi.org/10.17507/tpls.1102.05.
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The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.
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Kurniasih, Eka. "Teaching the Four Language Skills in Primary EFL Classroom." JET (Journal of English Teaching) 1, no. 1 (September 19, 2016): 70. http://dx.doi.org/10.33541/jet.v1i1.53.
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English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.
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Putri, Vincentia Aprilla. "Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (May 30, 2020): 61. http://dx.doi.org/10.21580/vjv9i25187.
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<p>This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.</p>
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Dumlao, Remart Padua, and Trixia Mengorio. "FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT." Journal of English Education 4, no. 1 (June 20, 2019): 24–37. http://dx.doi.org/10.31327/jee.v4i1.898.
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The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.
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Baker, Lottie L. "RE-CONCEPTUALIZING EFL PROFESSIONAL DEVELOPMENT: ENHANCING COMMUNICATIVE LANGUAGE PEDAGOGY FOR THAI TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 23. http://dx.doi.org/10.15639/teflinjournal.v27i1/23-45.
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The spread of globalization means an accompanying growth in the importance of English as a lingua franca. Efforts to increase English proficiency are especially pronounced in Southeast Asia with the opening of the ASEAN Economic Community in 2015. A common strategy to enhance English learning in Asian countries is to begin instruction at the primary level, but policymakers face the challenge of preparing teachers of young learners with the necessary content and pedagogical knowledge to provide high quality English education. This article reports on a professional development effort aimed to help Thai primary teachers of English integrate communicative language teaching approaches. After describing the Thai English education context and key project components, the author uses participant and trainer response data to identify factors that contribute to perceived quality of the project. From these findings, the author makes recommendations to re-conceptualize best practices in teacher professional development for Thai English teachers. Findings and recommendations are applicable both to Thailand and to other nations with EFL contexts.
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Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (November 17, 2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.
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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.
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Toppo, Neha, and Rahman Rahman. "Socio-cultural Sustainability through Study Material: English Language Teaching in India." Problemy Ekorozwoju 16, no. 2 (July 1, 2021): 245–49. http://dx.doi.org/10.35784/pe.2021.2.26.
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Teaching materials are the primary source of input in the language classroom. The potential of English language teaching (ELT) materials to preserves and transmit our culture, value, identity, and language make it significant for socio-cultural sustainability. The materials developed by the National Council of Education and Research Training (NCERT) are far and wide running study materials in primary and secondary schools in India. India exhibits a massive variety of cultures, customs, languages, and religious beliefs. The selection and development of apt materials is, therefore, a matter of serious deliberation. The centrally developed material, despite numerous benefits, often lacks in representing different groups of students, especially the backward and marginalized ones. The contents, in most cases, are representative of the mainstream. Therefore, the study suggests teachers developed supplementary materials to which learners from all the groups can relate. The researcher has taken the context of Jharkhand and illustrates self-developed supplementary materials prepared using contents from learners’ social and cultural backgrounds. The article offers various suggestions on how to develop such materials that could bring socio-cultural equity in the classroom, making a significant contribution to social sustainability.
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Kusmaryati, Sri Endang. "TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 94. http://dx.doi.org/10.26858/eltww.v7i2.9723.
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ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.
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Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.
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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.
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Phoolaikao, Witchuda, and Apisak Sukying. "Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand." English Language Teaching 14, no. 6 (May 13, 2021): 25. http://dx.doi.org/10.5539/elt.v14n6p25.
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The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum.
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (April 25, 2020): 662–74. http://dx.doi.org/10.33258/birle.v3i2.895.
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AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.
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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.
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Yang, Ning. "On the Study of Teacher’s Question Types and Students’ Answers in Primary School English Teaching." Journal of Educational Theory and Management 3, no. 1 (April 24, 2019): 10. http://dx.doi.org/10.26549/jetm.v3i1.1145.
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Teachers’ questions have been regarded as an important component in foreign language teaching context. The present paper aims to present a brief investigation into teachers’ question types and students’ answers in primary school English teaching, and tries to draw some implications for primary school English teachers. The video was transcribed and analyzed by the researcher. According to what is surveyed in the study, some questioning strategies were put forward for primary English teaching in the future.
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Simpol, Wanida, Phoom Praraksa, Prakit Sinthong, and Paulina Paulina. "The Effect of Mobile English Learning Center to Teacher's Ability, English Proficiency and Attitude of Students in Remote Areas." IJET (Indonesian Journal of English Teaching) 10, no. 1 (July 31, 2021): 70–85. http://dx.doi.org/10.15642/ijet2.2021.10.1.70-85.
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Inequality in education is an important problem in Thailand especially English learning between urban and rural students that concerned teacher quality, socioeconomic status of students, and English learning support system that directly affects the quality of English learning. This research aimed to develop teachers' ability in teaching English, English proficiency and attitude of primary students in Loei Primary Educational Service Area Office 2 where located in the remote area of Thailand using Mobile English Learning Center based on activity based learning approach. The study conducted 2 phases in the academic year 2019 with the 157 affiliated schools comprising of 130 teachers and 1,482 students. The quantitative and qualitative data were collected through questionnaires, English skills assessment, observation, interview, and reflection meetings. Descriptive statistics were applied for quantitative data, Z-test and one sample t-test for hypothesis testing and content analysis for qualitative data. The result of this research indicated that the treatment affected teachers' ability in teaching English, English proficiency and attitude of the students with the statistical significance, and also achieved the student attitude toward English learning. The implication and recommendation were also discussed.
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Hashim, Siti Noor Aneeis, and Nurahimah Mohd Yusoff. "The use of reflective practice towards achieving effective English language teaching at primary schools." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 364. http://dx.doi.org/10.11591/ijere.v10i1.20956.
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<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>
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Egel, Ilknur Pekkanli. "English language learning and teaching styles in two Turkish primary schools." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1117–28. http://dx.doi.org/10.2224/sbp.2009.37.8.1117.
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Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.
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Al-Ali, Hussain, and Katy Mann. "Challenges in Teaching English to Young Learners in Primary Stage: A Case Study on the Primary Schools in the State of Kuwait." Research Journal of Education, no. 55 (May 15, 2019): 69–77. http://dx.doi.org/10.32861/rje.55.69.77.
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The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
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Swandi, Irda Sulastri Binte, and Jo-Ann Netto-Shek. "TEACHING WRITING AT THE PRIMARY LEVELS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 1. http://dx.doi.org/10.17509/ijal.v7i1.6852.
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Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.
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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (June 15, 2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.
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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.
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Liu, Xinzhu. "A Study of English Phonetic Teaching Strategies From the Perspective of Embodied Cognition." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 556–60. http://dx.doi.org/10.17507/tpls.1105.14.
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The mastery of language is inseparable from obtaining phonetic knowledge, and forming correct pronunciation is one of the necessary conditions for learning languages. Good English pronunciation can promote the learning of listening and speaking. English phonetic knowledge is so abstract to grasp that in primary schools, combining the characteristics of children’s cognitive development, English teachers should mobilize students’ body and mind to learn together, and construct embodied teaching situation to guide students to form standardized pronunciation gradually through the process of interaction between their body and environment. So that students will lay a solid phonetic foundation for their oral communication in the future, and the comprehensive development of their comprehensive English quality will be promoted.
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Zafiri, Makrina, and Evangelos Kourdis. "Semiotics in foreign language teaching. Book illustrations as intersemiotic translation in English language course books." Discourse and Interaction 4, no. 2 (June 1, 2011): 63. http://dx.doi.org/10.5817/di2011-2-63.
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This article discusses a specifi c aspect of English language teaching as a foreign language in Greece. This subject is further aided by Semiotics and Translation through the synergy of semiotic systems incorporating the views of Charles S. Peirce. More specifi cally, after a brief survey of what existed in the past, concerning the teaching of English as a foreign language in Greek primary schools, readers will be introduced to the English language teaching curriculum for sixth grade primary school students which mentions non-verbal forms of communication, as well as to the role of course book illustrations. Both approaches focus upon the intersemiotic value of illustrations in connection with the texts that accompany them. This study proves that the sixth grade English course book includes a broad variety of visual systems which constitute the symbols and icons of the book according to Charles S. Peirce’s categorization.
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Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.
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<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p>
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Küçükler, Halil, and Abdullah Kodal. "Foreign Language Teaching in Over-Crowded Classes." English Language Teaching 12, no. 1 (December 20, 2018): 169. http://dx.doi.org/10.5539/elt.v12n1p169.
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The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.
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Keengwe, Jared, Moussa Traore, and Gary Schnellert. "Using Instructional Technology Tools to Teach Informational Texts in Thailand." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 35–43. http://dx.doi.org/10.4018/jicte.2012010104.
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This article examines the teaching of English as a Second Language (ESL) to medical personnel (nurses and doctors) in a hospital in Northern Thailand. The study shows that using technological devices like listening and comprehension CDs, tape recorders and the Internet to teach informational texts can help ESL learners overcome some of their learning difficulties. Evidence from the study suggests that such a pedagogical approach not only improves the comprehension of informational texts but also students’ mastery levels of spoken and written English. The findings also reveal that such a pedagogical approach exposes students to the various nuances and differences associated with Global English awareness and understanding.
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Nazir Bano, Prof. Dr. Parveen Munshi, and Prof. Qalander Shah Lakiaree. "An Evaluative Study of English Language Teaching Methodology at Primary Level in Public Sector Schools of Hyderabad District." sjesr 3, no. 4 (December 25, 2020): 305–13. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(305-313).
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Teaching and learning of English have been given a prominent position in the education system of Pakistan. The study aimed to evaluate the teachers’ methodology based on the activities in teaching English delimited to the government schools of Hyderabad district province Sindh. The stratified and random sampling techniques were applied to select the strata (boys & girls schools) from the taluka Hyderabad city, taluka Latifabad, and taluka Qasimabad of the district Hyderabad. The data were collected through the closed-ended questionnaire from 120 primary school teachers and the English achievement test paper from 1078 students of grade five. The results showed that the relationship between the teaching methodology and the students’ performance was significant. Therefore, an improvement in the teachers’ teaching methods can enhance the students’ performance in English. Likewise, the attitude of the teachers towards activities regarding learning English was negative. Moreover, the test result showed that only 11% of students passed the English test with the minimum test score while 89% of students failed the test. In the end, it was suggested that the government of Pakistan should arrange in-service training to train primary level school teachers. The teachers should focus more on activities and promote learning by doing techniques.
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Thumvichit, Athip. "ELT Master’s Programmes in Thailand: Focused Areas and Research Trends." Journal of Language and Education 6, no. 4 (December 31, 2020): 171–82. http://dx.doi.org/10.17323/jle.2020.10532.
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The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.
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Hasanah, Nurul, and Pratiwi Tri Utami. "Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View." English Language Teaching Educational Journal 2, no. 3 (February 29, 2020): 112. http://dx.doi.org/10.12928/eltej.v2i3.1134.
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Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.
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Philominraj, Andrew, Ranjeeva Ranjan, Rodrigo Arellano Saavedra, and Claudio Andrés Cerón Urzúa. "English as Foreign Language Teaching in High Schools: A Chilean Case Study." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 51–67. http://dx.doi.org/10.26803/ijlter.20.3.4.
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In Chile, English is taught as a foreign language and its poor performance, as per the English Proficiency Index report, is a disturbing factor now that Chile is an official member of the Organisation for Economic Cooperation and Development (OECD). This study seeks to understand the dynamics of English language teaching by focusing on the didactics, methodologies, evaluative tools, techniques and resources commonly used in the municipal schools in the city of Talca. This case study involves a quantitative method within the characteristics of a descriptive, interpretative and correlational framework. The purposefully selected participants were fifteen teachers from four municipal schools in the city of Talca to whom an open-ended questionnaire was distributed to collect the primary data. The secondary data consisted of the Sistema de Medición de la Calidad de la educación (education quality measurement system) (SIMCE) results from 2010 to 2014 and the National Study results of the English language testing in 2017. The results show that the teaching of English as a foreign language is a difficult task because the didactics and methodologies used by the teachers are not adequate to favour students’ reaching the level of proficiency established by the Chilean Ministry of Education. The findings suggest a systematic teacher training programme and continuous focus on the teaching of the English language to enhance learners’ language proficiency.
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Jantri, Palatee, and Pilanut Phusawisot. "The Influence of Linguistic Insecurity on Thai EFL Teachers’ Teaching Performance." International Journal of Linguistics, Literature and Translation 3, no. 8 (August 30, 2021): 35–44. http://dx.doi.org/10.32996/ijllt.2021.4.8.6.
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Using a case study approach, this study focused on teachers’ linguistic insecurity. The purpose of this study was to investigate the influences of Thai EFL teachers’ linguistic insecurity on their teaching performance. The data were obtained from classroom observation and semi-structured interviews. Using a purposive sampling, the participants were two Thai EFL teachers who were in-service teachers at a public secondary school in the northeastern part of Thailand. The study was conducted in the second semester of the 2020 academic year. Data were analyzed by using content analysis to identify themes. The results of the study indicated that the participants perceived that linguistic insecurity influenced their teaching performance in three aspects: lack of confidence about English knowledge, poor performance in English language teaching, and negative self-concept toward their English language ability. The discussion of findings, pedagogical implications, and recommendations for further investigations were also discussed.
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Nurazizah, Siti, and Maulidia Rachmawati Nur. "TEACHERS’ PERSPECTIVES TOWARD SUCCESSFULNESS OF ENGLISH LANGUAGE TEACHING TO YOUNG LEARNERS." ENGLISH JOURNAL 12, no. 2 (September 17, 2018): 96. http://dx.doi.org/10.32832/english.v12i2.3825.
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<p>In response to the need of qualified teaching English in primary level, successful English teaching has become a crucial and challenging issue. This exploratory case study examines the perspectives of teachers regarding successful English language teaching for young learners. Data of this study was collected from multiple interviews with seven English teachers teaching in five Islamic Integrated Elementary Schools in Bogor that offer English as an additional language (EAL). The findings reveal that the participants of this study had relatively the same understanding or perspectives on teaching English for young learners on eight criteria among the nine criteria of successful English language teaching to young learners. It was also found that five criteria had 100% agreement and were in line with the theories of successful teaching English to young learners. There was one criterion that had 57% inlined result. There were three inlined criteria which were relatively the same amount with 86%. Therefore, the other criterion was not in accordance with the seven respondents with 0% agreement.</p>
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Likitrattanaporn, Wannakarn. "The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing." English Language Teaching 10, no. 7 (June 6, 2017): 96. http://dx.doi.org/10.5539/elt.v10n7p96.
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The purposes of this investigation were 1) to examine the findings of effectiveness of the process of learning by doing conducted with 5 linguistic graduate students at Srinakharinwirot University, Bangkok, Thailand 2) to develop the linguistic graduate students skill of designing English teaching materials and teaching English language and 3) to find out the efficient format of learning by doing used for training the student teachers skill of teaching English. The subjects of the study were 5 graduate students majoring in Linguistics at Srinakharinwirot University. This investigation is a qualitative research. The research instrument was a questionnaire designed to ask the students’ opinions towards learning by doing of constructing English teaching materials and teaching English language of their own and their friends. The qualitative data from brainstorming in a group discussion were taken into account. The results showed that the students get the benefits from the process of learning by doing. It can assist them to discover the knowledge of designing English teaching materials and English teaching skill by themselves. It is also found out that the efficient format for training teaching skill of the student teachers should integrate with the activity of brainstorming in a group discussion in every teaching-learning step i.e. from the preparation step when the principles and teching techniques of language teaching input of Audio Lingual Method, Cognitive Code Learning Theory and Communicative Language Teahing Approach were presented, during the step of adaping teaching materials and experimenting the practical teaching in school as well as after the students completed their self reflection and peer reflection.
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KARAAGAC TUNA, Özlem. "Turkish Primary School English Language Teaching Curriculum Innovations and Their Applications: An Integrative Research Study." International Journal of Languages' Education 1, Volume 6 Issue 1 (January 1, 2018): 424–35. http://dx.doi.org/10.18298/ijlet.2065.
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Omidire, Funke, Liesel Ebersöhn, Marisa Leask, Deslea Konza, and Anna-Barbara du Plessis. "A case study of teaching English as a second language in three rural primary classes." Southern African Linguistics and Applied Language Studies 36, no. 4 (October 2, 2018): 277–90. http://dx.doi.org/10.2989/16073614.2018.1548289.
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Hadi, Muhamad Sofian, and Lidiyatul Izzah. "Problem Based Learning (PBL) in Teaching English for Students of Primary School Teacher Education Department." English Language in Focus (ELIF) 1, no. 1 (July 12, 2019): 45. http://dx.doi.org/10.24853/elif.1.1.45-54.
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One of the learning models that can be implemented in increasing the students ability in English language is using Problem Based Learning (PBL). Problem Based Learning is a learning model that focuses on giving the solution for students in learning process. PBL provides the chance for students to find their problem and also creating the alternative solution to deal with their problems in English language learning. The aims of this study, by using PBL can increase the students’ ability in mastering English language. The participant of this study chosen from primary school teacher education department (PGSD) faculty of educational sciences, Muhammadiyah University of Jakarta. There several consideration in choosing the department as the object of this study. First, the student of this department lack of interest in joining the English subject, the learning process becomes ineffective. Second, as the future candidate of teacher for elementary school students, they need to concern with the ability of English language. Third, the average ability of students in mastering English is weak. The method used for this study based on qualitative/interpretive paradigm. This method concern on viewing the focus and problems of this study in a comprehensive way. The finding, based on the result of the study it can be shown that the students ability in English language increased as the researcher targeted from the beginning. And the learning process becomes more active after the use of Problem Based Learning. So, it can be concluded that the use of Problem Based Learning (PBL) can increase the students’ ability in mastering English Language.
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Muravev, Yury. "TEACHING LEGAL ENGLISH TRANSLATION BY THE CASE METHOD IN RUSSIAN-ENGLISH LANGUAGE PAIR." Humanities & Social Sciences Reviews 8, no. 4 (September 10, 2020): 961–71. http://dx.doi.org/10.18510/hssr.2020.8493.
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Purpose of the study: The study aims to find parallels between legal translation practice and training by analyzing the case study methods' capabilities and limitations in academic institutions. It presents a comparative research of various situations of professional communication and legal documents employed as learning tools for the case study method in a classroom environment.
Methodology: The primary methods used in this research are case study method, analysis of ESP teaching materials, methods of comparative linguistics, descriptive statistics, and translation studies. The study rests on the use of translation techniques in Russian-English translation of case briefs that is why the author used algorithm-based machine translation software and grammar analysis software for in-depth analysis of legal documents.
Main Findings: Regular exercise following the suggested patterns of language training based on comparative legal case studies improves the relative translation competence and students' readiness for written and oral 'on-the-spot' translation in Russian-English language pair. It develops professional cross-cultural communication skills at the end of the final semester of Legal English training.
Applications of this study: The results of the research, including the suggested exercise patterns for implementing the case study method in teaching Russian-English translation, may be used as Legal English learning tools. Besides, some results of the research may contribute to the improvement of output quality of machine translation systems and the development of legal tech software.
Novelty of this study: The article presents a case study method used in legal translation training and task design for advanced levels of Legal English. The secondary goal is to find teaching methods that may enhance the learning motivation of Legal English students by realistic scenarios of business simulation games. The novelty aspect is the practical use of adjustable frames in task design.
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Kanoksilapatham, Budsaba, and Paweena Channuan. "EFL LEARNERS’ AND TEACHERS’ POSITIVE ATTITUDES TOWARDS LOCAL COMMUNITY BASED INSTRUCTION." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 504. http://dx.doi.org/10.17509/ijal.v7i3.9790.
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The new status of the English language as an international language (EIL) in the age of globalisation has contributed to a cultural change of focus in English language teaching (ELT). Instead of paying attention to cultural aspects of native English speakers as in traditional English instruction, cultural diversity now plays a key role in the teaching of culture in order to enhance leaners‟ intercultural awareness. To fill this need, this study aims to document EFL learners‟ and teachers‟ attitudes towards local community instruction in which young Thai students learned English whilst being encouraged to take pride in their local culture. In this study, a set of local community-integrated lessons for elementary English education were constructed and subsequently implemented in Grade 4 classes at schools in the northern region of Thailand. Questionnaires were then administered to the students, and semi-structured interviews were also conducted with the school English teachers to elicit their attitudes towards the integrated lessons. The results indicated that young Thai students, along with their English teachers, have highly positive attitudes towards the local community based instruction. This lead to significant implications related to integrating aspects of local cultural identity into ELT practices.
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Javed, Fareeha, Yameena Batool, and Sana Baig. "Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language." Global Educational Studies Review V, no. III (September 30, 2020): 294–307. http://dx.doi.org/10.31703/gesr.2020(v-iii).29.
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This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with language LDs, there is a need to assure the provision of teacher training facilities, application of sensorial activities, and establishment of good rapport between the teaching staff, school administration and parents of students with language LDs.
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Kumsorn, Praochompoo. "A Linguistic Analysis of AEC News in an English Newspaper for Language Learning and Teaching." Journal of Education and Vocational Research 5, no. 2 (June 30, 2014): 73–84. http://dx.doi.org/10.22610/jevr.v5i2.155.
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An English newspaper, as an authentic English resource, provides a view of global knowledge and English usage in a physical world as it contains manifold issues and discourses valuable for English teaching and learning in a contemporary classroom. This study employed Systemic Functional Grammar of Halliday’s approach to analyze texts of news linguistically. The purposes of the study were 1) to explore prevalent topics of AEC news as a reflection of Thailand and communicative purposes for the upcoming ASEAN Economic Community in 2015, 2) to specifically analyze grammatical sentence structures used in an English newspaper aiming for English teaching and learning in Thai context. AEC news’ articles were chosen for this study as it has become a considerably important event which shares multilateral information to ASEAN country members. The Nation newspaper was chosen for data collection for the period from January to August, 2013. Results showed that economics, tourism, and transportation were the most important topics and were reflective of Thailand’s movement towards AEC. The news was mostly organized the idea by particular to general technique and mainly conveyed to the readers with informing as a communicative purpose. The most prevalent sentence structures were complex sentence. Active voice was more prevalent than Passive voice. The conclusion of the study was drawn descriptively. This study implicated that an English newspaper was beneficial for English teaching and learning as it contained a variety of language usage that could be used as a teaching material to improve students’ grammatical and writing skills.
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Pruekpramool, Chaninan, and Theerapong Sangpradit. "Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand." Journal of Education and Learning 5, no. 2 (March 6, 2016): 47. http://dx.doi.org/10.5539/jel.v5n2p47.
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<p>The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher’s efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the overall curriculum and curriculum content which equaled 0.85 and 0.93, respectively. Besides, the appropriateness scores of the curriculum content, instructional materials and curriculum format equaled 0.89, 1.00 and 0.53, respectively. The participants were 22 Non-Native English-Speaking Teachers (NNESTs) who taught physics in the schools that attended the projects of “World-class standard school” and “English for Integrated Studies (EIS)” administered by the Ministry of Education, Thailand. Considering the participant’s opinions from semi-structured interview and satisfaction assessment form, the results found that the participants’ satisfaction was at a high level. From the follow up after training with 7 physics teachers, the results revealed that there were some concerns from teachers in several aspects based on their efficacy which were communication skills, choosing and using appropriate instructional materials, developing the physics lesson plan in English, dealing with classroom problems, and lifelong learning to improve their English skills and teaching. According to students’ opinions, students that were taught by these trained teachers were satisfied with learning physics in English because this way of learning can promote their communication skills. However, before they start learning Physics in English, improving their language ability was the most important that they required.</p>