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Journal articles on the topic 'English literature Study and teaching (Secondary) Victoria'
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1
Bobkina, Jelena, Elena Domínguez Romero, and Susana Sastre-Merino. "Literature and language education." AILA Review 34, no. 2 (December 31, 2021): 145–86. http://dx.doi.org/10.1075/aila.21003.bob.
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Abstract This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
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Akinsola, Ifeoluwa Theophilus, and Bolape Olufunto Olaosebikan. "Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 250–59. http://dx.doi.org/10.47134/ijsl.v1i3.44.
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Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.
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Mosha, Mary A. "Students’ Attitudes and Motivation towards Learning Literature in English in Zanzibar Secondary Schools." International Journal of Educational Studies 1, no. 3 (December 24, 2018): 206–20. http://dx.doi.org/10.53935/2641-533x.v1i3.89.
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This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
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Alzamil, Jwahir. "Supervising English Teachers: Saudi Principals and the English Language Barrier." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 54. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.54.
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Principals’ supervision has been an important aspect of school leadership, which has aimed to improve the overall quality of teaching in schools by improving the work of individual teachers. This study has identified a need to fill an existing gap in the teaching supervision literature, as researchers have overlooked the possibility that principals’ mastery of the English language may affect the supervision of English language teachers. It therefore examines whether Saudi female principals who did not major in English language face difficulties supervising English language teaching in secondary schools. This study was carried out over a week. The data was collected from five female principals working in secondary schools by means of semi-structured interviews. The results showed that the main obstacle faced by principals supervising English language classes was understanding the English language itself. Data collected by the study show the need for Saudi Arabian principals to be aware of their limitations in understanding English when supervising English language teachers; having this information can be crucial for improving supervision and planning successful supervisory practices. Moreover, it can help principals evaluate themselves and review the way they supervise English language teachers.
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Luthfiyyah, Roghibatul, Gusti Nur Hafifah, Francisca Maria Ivone, and Sintha Tresnadewi. "Technology use in secondary level of English language teaching: A Literature Review." JEES (Journal of English Educators Society) 6, no. 1 (April 12, 2021): 79–89. http://dx.doi.org/10.21070/jees.v6i1.1020.
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Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study.
HIGHLIGTS:
Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances.
The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes.
This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
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Omar, Samar Hikmat. "Investigating the Techniques of Teaching English Literary Texts in Preparatory Schools." Journal of Tikrit University for Humanities 26, no. 8 (October 20, 2019): 1–23. http://dx.doi.org/10.25130/jtuh.26.8.2019.16.
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This study aims at investigating the techniques used in teaching literary texts in secondary schools and the difficulties behind practicing these techniques that teachers encounter in teaching literature. It is hypothesized that teachers of English still use the traditional way in teaching literary texts, and female teachers use more various ways than male teachers. A questionnaire is designed to achieve the aims of the study. Finally it has been concluded that teachers of English use the traditional way of teaching and they do not use the principles of communicative method in teaching literature.
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Din, Muhammad, and Mamuna Ghani. "Problems in Sentence Construction at HSSC Level in Pakistan." International Journal of English Linguistics 8, no. 1 (October 27, 2017): 200. http://dx.doi.org/10.5539/ijel.v8n1p200.
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This study entitled “Problems in the Construction of Sentence at HSSC Level in Pakistan” strives to unearth the problems faced by the students in learning sentence structure through literature and the facts regarding the role of literature as a teaching tool in teaching English as a second/foreign language with reference to the construction of sentence at Higher Secondary School Certificate (HSSC) level in Pakistan. This study also investigates how much the students learn English sentence structure through literature. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 30 items encompassing the different aspects of sentence structure was designed to collect data from 600 subjects (male/female) of HSSC (Higher Secondary School Certificate) level. The researcher has also conducted an achievement test so that a correlation might be drawn between their attitude towards “teaching English sentence structure through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX) which is commonly used in applied linguistics. The findings of this study explicitly reveal that the EFL learners remain unable to learn and develop both the contraction of sentence and syntactic skills when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the FL educators.
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Imwa, Mphatso. "THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS." Revista Docência e Cibercultura 3, no. 3 (December 31, 2019): 349–60. http://dx.doi.org/10.12957/redoc.2019.36929.
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This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying.
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Romo-Mayor, Paula, and Silvia Pellicer-Ortín. "Revitalising the Role of Literature in the Contemporary EFL Secondary Classroom: A Small-scale Study." Didáctica. Lengua y Literatura 34 (April 1, 2022): 15–48. http://dx.doi.org/10.5209/dill.81346.
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It can be asserted that nowadays a vast proportion of the world’s population needs to develop communicative competence in English to participate in transnational societies. Although there is still some reticence to use literature in the English as a Foreign Language (EFL) context, our main claim is that literary resources may be a powerful tool for the development of intercultural communicative competence in English. In particular, the main purpose of this article is to examine the extent to which literary resources are used in EFL teaching and analyse which literary genres are more attractive and appropriate for teenagers. In this study we have observed the extent to which literature is currently used in the teaching of EFL in the stage of secondary education in the region of Aragón. For that, the method to follow has been based on the development of different surveys used to gather information about the popularity of literature in some Aragonese classrooms. In addition to this, the literary genres which are more appropriate for teenagers have been examined through the creation of a checklist, and these data have supported the design, creation and partial implementation of an innovative project in the secondary-education classroom. The results of this implementation have led us to demonstrate that the development of communicative competence in our younger generations can be enhanced through literary texts if the selection and methodology used in the classroom are adequate.
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Hassan, Khandoker Montasir. "Difficulties Facing English Teachers in Teaching Literary Texts at Higher Secondary Level in Bangladesh." English Language and Literature Studies 8, no. 3 (August 22, 2018): 15. http://dx.doi.org/10.5539/ells.v8n3p15.
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The present Study examines the difficulties facing English teachers in teaching literary texts in English for Today (11-12) textbook which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the academic session 2015-2016. Literature has always been an integral part of teaching foreign languages. In the era of CA (Communicative Approach), the aim of reading literature has been changed. From this view point, in July 2015, the NCTB has published a new version of English textbook for classes XI-XII, and included some literary texts in this book. The emphasis of these literary texts is not just on content but on the exploitation of the texts to trigger a variety of language activities. Based on a semi-structured interview with six HSC (Higher Secondary) level English teachers from four colleges of Dhaka city, this study particularly focuses on the newly included literary texts to critically evaluate the effectiveness of the materials; and identifies the difficulties that the teachers may encounter. Finally, some recommendations are drawn by means of valuable opinions of the participants.
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Adewoye, Abraham Temitayo. "The Application of Reader-Response Theory in EFL Teaching and Learning in Nigeria." FOSTER: Journal of English Language Teaching 3, no. 2 (July 4, 2022): 113–22. http://dx.doi.org/10.24256/foster-jelt.v3i2.68.
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This research article focuses on the interventions to enhance English language teaching and learning through literature in Nigeria's senior secondary school educational system. The research looks at the application of reader-response theory to the teaching of literature to realize its ability to improve students' quantity and consistency of talk in the English language classroom. The underlying ideas were that the reader-response approach, which used techniques like literature circles, would broaden the reach of communicative language instruction beyond literature-based classrooms and provide the ability to build learner independence outside of the classroom. However, the study would also emphasize the advantages of this technique, such as increasing language competence and abilities and offering more suitable cognitive difficulties to Nigerian senior secondary school students enrolled in an English language course. The results suggest that the basis of knowledgebase, in this case, the high school curriculum, did not lay a strong knowledge base framework.
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Sabaruddin and Rahma Melati. "TASK-BASED LANGUAGE TEACHING (TBLT) TO INCREASE ENGLISH SPEAKING SKILL OF INDONESIAN SECONDARY HIGH SCHOOL STUDENTS." JLE: Journal of Literate of English Education Study Program 3, no. 01 (July 28, 2022): 47–53. http://dx.doi.org/10.47435/jle.v3i01.1092.
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The aim of this study is to investigate the benefits and challenges of Task-Based Language Teaching (TBLT) in the development of students’ speaking ability in Indonesian Secondary School Context. This study used comprehensive literature review from various sources. From the discussion, it is informed that TBLT is useful to increase English speaking competence of students. Firstly, TBLT is applicable to fosters students’ oral fluency. Secondly, TBLT can improves the speaking accuracy of students. Thirdly, TBLT helps students to enhance their speaking confidence. However, several challenges need to be addressed by the English teachers in order to use TBLT effectively. The finding of this study provides valuable literature for English teachers in Indonesia regarding the use (benefits and challenges) of TBLT to teach speaking skill.
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Kolomiiets, Svitlana, Oleksiy Tsepkalo, and Svitlana Kulieznova. "POLYFUNCTIONALITY OF MEDIATION STRATEGIES IN TEACHING ENGLISH FOR SPECIFIC PURPOSES." Advanced Linguistics, no. 9 (August 6, 2022): 80–85. http://dx.doi.org/10.20535/2617-5339.2022.9.256318.
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The article is devoted to the study of mediation strategies in the light of recent publications of the Common European Framework of Reference for Languages. The aim of the article is to highlight the multifunctionality of mediation strategies in teaching written speech to students of technical specialties and to consider strategies for creating secondary texts of patent documentation as a product of text mediation. The following research methods were used – critical analysis of literature sources, synthesis (mediation strategies and strategies for creating a secondary text), hypothesis (multifunctionality of mediation strategies in teaching English for professional purposes), modelling (algorithm for mediation of patent documents). Given the importance for future engineers of the skills of producing professionally oriented written speech, this study aims to identify the features of the mediation strategies multifunctionality in teaching written speech to students of technical specialties. The authors added strategies to the creation of secondary texts in the form of annotations and abstracts to the mediation of the text, which is essential in the foreign language training of future engineers. Considering the secondary text as a product of the mediation process of the primary text, the authors came to the conclusion that the latter has a three-component algorithm – reception; decoding information by summarizing it, which in terms of Common European Framework of Reference for Languages includes text processing orally and in writing, if necessary, e.g., in the submission of its own article or patent application, a written text translation, an information analysis of the original text; the text mediation product (secondary text). The research material was the texts of patent information and the tasks for the development of text mediation strategies. The authors consider examples of the mediation strategies use in the process of creating summaries to the patent text by future engineers. Keywords: text mediation; secondary text; text activity; patent information; English for Specific Purposes.
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Tan, Yuet Zhou, and Azlina Abdul Aziz. "PRODUCING GLOBAL MALAYSIAN SECONDARY STUDENTS THROUGH FOREIGN NOVELS: CHALLENGES." Indonesian EFL Journal 5, no. 2 (July 23, 2019): 31. http://dx.doi.org/10.25134/ieflj.v5i2.1798.
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The study of literature provides a civilizing effect on a society anywhere around the world. Through these English kinds of literature, there are aspects of English culture encapsulated in it. This could potentially help students to develop as global citizens, which understand not only the feelings, settings, culture and even thoughts conveyed through the literature but being able to apply it to the real world, as a global citizen. If young students are not able to get such valuable exposure in schools, where are they supposed to receive such valuable input? Through this study, it is aimed to provide an overview of how foreign literature English novels chosen by the Ministry of Education has expanded the students' perspective as a global citizen. This paper aimed to reveal the challenges faced by teachers in using these texts in completing the objectives of producing students as global citizens. Thus, by applying Louise Rosenblatt Transactional Theory, it scaffolds this study to examine the challenges faced by English teachers in incorporating global citizenship values through the teaching of foreign novels in English. Data was collected via classroom observations, document analysis and interviews on both teachers and students. The data collected from the interviews, observations and item analysis were analyzed and results were conveyed in different themes, on the challenges faced by the respondents.�
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Aubakirova, K. K., and A. A. Asseiin. "IMPROVING LISTENING SKILLS IN TEACHING ENGLISH THROUGH PODCASTS." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 201–7. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.026.
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This article outlines the relevance of using social services, in particular podcasts, to improve listening skills in teaching English. The use of such means helps in the development of students' speaking and listening skills. Definitions are given to the concepts: "listening", "podcast". The stages of working with a podcast are analyzed. The object of the study is the process of formation and development of listening skills when using podcasts in the process of teaching English. The purpose of our research is to theoretically substantiate and study the ways of using podcasts both in the classroom and for extracurricular activities. The practical significance of our research lies in the fact that the developed algorithm for working with podcasts can be used in the activities of an English teacher as an additional resource for teaching secondary school students listening and speaking skills. The list of used literature includes 15 theoretical sources on the research problem.
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Rana, Md Masud, and Md Mahmud Hasan Chowdhury. "A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh." International Journal of Applied Linguistics and English Literature 9, no. 3 (May 31, 2020): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.3p.11.
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This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.
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Ugwu, Eucharia Okwudilichukwu. "Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria." African Journal of Teacher Education 10, no. 1 (July 19, 2021): 282–306. http://dx.doi.org/10.21083/ajote.v10i1.6637.
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Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.
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Huang, Fang, Jiafu Qi, and Ailin Xie. "Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge." Sustainability 14, no. 14 (July 18, 2022): 8774. http://dx.doi.org/10.3390/su14148774.
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Given that little is known about English teachers’ technological, pedagogical and content knowledge (TPACK), this study examined teachers’ TPACK of using interactive whiteboards (IWBs) by contextualizing the research in the Chinese EFL context. Surveys and multi-case interviews were conducted among secondary school EFL teachers. The results revealed that Chinese EFL teachers generally perceived themselves to be competent in TPACK, with content knowledge achieving the highest value (5.545) and technological knowledge having the lowest value (5.147). In addition, teachers with higher professional titles perceived themselves as having lower TPACK. Barriers to using IWBs in English teaching include a lack of using efficacy regarding IWBs, traditional teaching beliefs, insufficient technical support and training, defects in IWBs for English teaching and time constraints. This study enriched technology adoption literature and informed policymakers and educational institutions of the necessity to provide specialized training to improve teachers’ TPACK and take measures to reduce teachers’ non-teaching-related tasks to ensure sustainable technology adoption in English teaching.
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Viviane Hounhanou, Arlette J. "Promoting TPR (Total Physical Response) Method in Teaching Vocabulary for EFL Beginners in Benin Secondary Schools." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 29, 2020): 23. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.23.
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Vocabulary learning is one of the most important fields in teaching English or any foreign language. One could learn all of the grammatical rules and exceptions that the language contains, but what if our brain did not store the needful amount of words to complete and utter the message that a person want to transmit ? The present research work aimed at promoting the use of Total Physical Response (TPR) method, as a technique to introduce English language vocabulary to EFL beginners. An overall of 150 students and 26 EFL teachers were involved in this study. To achieve the objectives of the study, class observation was used as an instrument to gain insight into learners’ attitudes and reactions toward English language learning. Questionnaire was also used to collect reliable data. The results obtained revealed that teaching English vocabulary through Physical Response allows students to learn faster and easier, since children find support from the physical representation of their facilatator or their peers. Also the results may be a reference for other researchers who are interested in undertaking research on the learning or teaching of English vocabulary.
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Sevilla Morales, Henry. "Current Complexities of English Teaching in Costa Rica." LETRAS 1, no. 61 (November 13, 2017): 153. http://dx.doi.org/10.15359/rl.1-61.6.
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AbstractCurrent complexities of English teaching in Costa Rica’s public secondary education are discussed. Using an autoethnographic research approach, critical incidents of an EFL teacher are examined in light of Complexity Theory. Findings suggest that classrooms are unpredictable sites of struggle where multiple rationalities coexist (and often conflict), which must be understood before random decisions are made. For applied linguistics, the study is relevant at three levels: it expands the bulk of literature on the subject, it calls for more attention to the complexities of EFL, and it opens an avenue for reflection and future research directions. ResumenSe analizan ciertos aspectos de las complejidades actuales sobre la enseñanza del inglés de secundaria en la educación pública de Costa Rica. Mediante la autoetnografía, se analizan incidentes críticos de un docente de inglés como lengua extranjera, a la luz de la teoría de la complejidad. Los hallazgos indican que el aula es un espacio de enfrentamientos entre las distintas racionalidades que coexisten, que deben comprenderse ante cualquier toma de decisiones. El estudio atiende tres aspectos: expande la bibliografía sobre el tema, resalta las complejidades de la enseñanza de lenguas extranjeras y abre espacios de reflexión y rutas para investigaciones futuras.
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Papanthymou, Anastasia, and Maria Darra. "The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review." Journal of Education and Learning 8, no. 1 (December 31, 2018): 48. http://dx.doi.org/10.5539/jel.v8n1p48.
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The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.
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Tran Minh, Trang, and Tam Nguyen Thi Minh. "PROMOTING MIDDLE SCHOOL STUDENTS’ ENGLISH VOCABULARY RETENTION VIA QUIZLET." Journal of Science Educational Science 66, no. 5 (December 2021): 45–54. http://dx.doi.org/10.18173/2354-1075.2021-0235.
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Teaching for students’ vocabulary retention is always a matter of concern for many English teachers, because vocabulary development is critical for learners to enhance their language proficiency. Nowadays, learning vocabulary has become easier than ever thanks to the use of digital flashcard tools, among which Quizlet is a very popular choice. The effectiveness of Quizlet in students’ vocabulary acquisition has been explored in a number of studies for high school and university students; however, only a few of them focused on lower secondary school students. To address this gap, this study was conducted as action research in a grade-7 class in which the teacher used Quizlet in teaching the “Looking back” section of English 7, with the aim to enhance students’ vocabulary retention under SAMR model. The action research took place during 12 weeks of 2020-2021 academic year in a lower secondary school in Ha Noi. The participants were 15 students with the majority of A1 level. Their vocabulary retention in terms of form and meaning was compared between the Vocabulary quizzes and the teacher's observation. Additionally, questionnaires were designed to find out the influence of Quizlet on students’ retention of vocabulary. The study contributed to the literature review of the beneficial effects that Quizlet had on students' vocabulary retention, specifically in terms of form and meaning for secondary students.
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Mussaa, Dana, and Aigul Niyazova. "Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 104–13. http://dx.doi.org/10.18844/prosoc.v3i3.1539.
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In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: Lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (ICT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of ICT and DER are strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in sub-groups. The students with native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological, combining classroom teaching experience, cases for students’ oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the case-study method and DER.Keywords: ICT; DER; case study;
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Anana, Mariam. "The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?" UJAH: Unizik Journal of Arts and Humanities 21, no. 2 (March 30, 2021): 108–33. http://dx.doi.org/10.4314/ujah.v21i2.6.
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This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.
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Sibomana, Aimable, Claude Karegeya, and John Sentongo. "Factors Affecting Secondary School Students’ Academic Achievements in Chemistry." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 114–26. http://dx.doi.org/10.26803/ijlter.20.12.7.
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Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.
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Zumwalt, Karen, Gary Natriello, Judy Randi, Alison Rutter, and Richard Sawyer. "Learnings from a Longitudinal Study of New Jersey Alternate Route and College-Prepared Elementary, Secondary English, and Secondary Math Teachers." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–54. http://dx.doi.org/10.1177/016146811711901406.
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Findings from a longitudinal survey, interview, and observational study of an early cohort of New Jersey elementary, secondary English, and secondary math teachers participating in a first-generation state alternate route initiative to address issues of supply, quality, and diversity in the teaching pool are discussed. The article explores emerging themes common to the literature on alternate routes and unique contributions of this study in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs. The article ends with implications of what has been learned and still needs to be learned about different approaches in the face of the continued need for highly qualified teachers and in light of the contrasting policy agendas surrounding teacher education. Rather than the “horse-race” mentality that dominated earlier debate of alternate route vs. college-based teacher education programs, a more constructive frame considers the short term and long term trade-offs (e.g., recruitment vs. preparation, recruitment vs. retention) that arose from New Jersey's early implementation of an alternate route program.
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Adeninhun, Deborah Adeninhun. "The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 213–26. http://dx.doi.org/10.14434/ijlcle.v1i0.26835.
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Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.
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Hayat, Fazal. "Factors affecting Students' English Speaking Skills at Secondary School Level." Qlantic Journal of Social Sciences 1, no. 2 (December 30, 2020): 41–62. http://dx.doi.org/10.55737/qjss.884519208.
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'Factors Affecting Students' English-Speaking Skills at Secondary School Level' is the topic I've chosen for my research. The purpose of this study was to identify the factors that influence students' English speaking skills at the secondary school level, to emphasise the importance of the direct method on oral reading fluency, to identify the problems that English teachers face at the secondary school level, and to provide a foundation for students to improve their English speaking skills. All of the teachers and students in the 48 government girl's high schools in the district of Swabi. The study sample consisted of 10 teachers and 100 students drawn at random from the whole population. One instructor and ten students were chosen at random. With the support of a supervisor and after a thorough review of pertinent literature, a close end questionnaire based on a Likert scale with 20 items for teachers and another questionnaire with 20 items for students was developed. We can deduce from the statistics that English is used as a medium of instruction by the majority of teachers. The students have the same reaction. Teachers rarely employ audiovisual resources to improve their students' speaking abilities. Teachers do not communicate with one another in English. In class, the majority of professors adopt an interactive style. For the most part, teachers instruct in their home tongue. All of the teachers believe that English is a useful language and that teaching English is not a burden. However, the institution does not provide English language training or activities.
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Anwar, Isvanelly, and Rusdi Noor Rosa. "THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (June 12, 2020): 28–37. http://dx.doi.org/10.30743/ll.v4i1.1825.
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As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.
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Ugwu, Eucharia Okwudilichukwu, and Francis Ezeokoli. "Assessment literacy and practices of Literature-in-English teachers in Nigeria." African Journal of Teacher Education 11, no. 2 (December 26, 2022): 29–52. http://dx.doi.org/10.21083/ajote.v11i2.6889.
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The study investigated Literature-in-English teachers' assessment literacy and practices in Nigeria. The mixed method design was adopted, and the participants were 47 secondary school teachers selected from 47 schools in the Ibadan metropolis, Oyo, State, Nigeria. Teachers’ Assessment Literacy Test (r=.78), Class Assessment Checklist, and Interview Guide were used to collect quantitative and qualitative data. The quantitative data were analyzed using the descriptive statistics, and the qualitative data were content analyzed. Analysis of data exposed teachers' inadequate knowledge of assessment and total neglect of assessment in their teaching-learning process. The frequency of teachers' practice of assessment was very low. Only 2% of the lessons taught within 10 weeks were guided with adequate formative or summative assessment; and 82% of the lessons were delivered with no assessment. Teachers used very few and easy methods of assessment that may not serve improvement purposes. They also have misconceptions about assessment. The results have implications for effective Literature-in-English pedagogy
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Akmal, Saiful, Fitriah Fitriah, and Intan Fadhilah. "The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans." Studies in English Language and Education 9, no. 3 (September 15, 2022): 926–47. http://dx.doi.org/10.24815/siele.v9i3.23063.
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The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.
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Демчук, Тетяна Олександрівна. "FORMATION OF ENGLISH LANGUAGE COMPETENCE OF READING ON THE UPPER DEGREE OF STUDY OF ENGLISH LANGUAGE IN SECONDARY EDUCATION INSTITUTIONS." Інноватика у вихованні, no. 9 (June 11, 2019): 58–63. http://dx.doi.org/10.35619/iiu.v0i9.134.
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Abstract. This article is devoted to the problem of the formation of the competence of the English language reading on upper degree; the general characteristics of competence of reading in English language on the upper degree are given; the aims of the competence of reading in English language are defined; examples of exercises, characteristics of means and the issue of the assessment of the competence of reading in English language described, the specifics of competency education in English lessons are determined.
The article proves that one of the types of communicative activities in foreign language classes is reading. There is considered the general characteristics of foreign language competence of reading, the purpose of its formation in pupils; is given description of exercises and tasks; is described the means of forming the competence of reading at the highest level and control the level of its formation.
In this work it is shown on what depends the meaningful aspect of reading and which two basic levels of understanding of the text are present during the study; the necessary conditions for forming the competence of reading English at the highest level are the relevant principles of learning; the theoretical basis of the methodology of reading on lessons should have general educative laws and principles for the construction of any learning process. Also, in this article it is proved that the ability to read allows pupils, in their further work and training, to use literature in a foreign language to find information on the speciality, to satisfy their readership or creative interests, and to improve the skills of oral speech.
For solving the problems were used general scientific methods of theoretical and empirical research which mutually complement each other and provided the possibility of comprehensive knowledge of the subject of research. Methods (analysis of psychological and pedagogical literature, comparison and generalization of facts) were used at the stage of theoretical research. Other methods were decisive in developing a set of exercises for teaching English language instruction for senior students.
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McConn, Matthew L., and Donna Geetter. "Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates." Journal of Transformative Education 18, no. 3 (March 9, 2020): 231–50. http://dx.doi.org/10.1177/1541344620909444.
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Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.
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Barasa, Wakasa Diana, Onsare Paul Onchera, and Florence Mokeira Okari. "The Supervision of English Language Teachers in Public Secondary Schools in Kenya: A Critical Role of Heads of English Department." Journal of Education and Practice 6, no. 5 (September 10, 2022): 1–20. http://dx.doi.org/10.47941/jep.1029.
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Purpose: The study assessed the role of heads of English department in the supervision of English language teachers in public secondary schools in Kakamega county, Kenya among other objectives. Supervision is key in enhancing learning-teaching experiences. In order to ensure better supervision of English language teachers, the heads of English department should play a key role in supervision. When their roles are not carried out efficiently, the teachers may not reach their full potential and learners may underperform. In Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in secondary schools, which means that teachers of English are not being effectively supervised, and this leads to negative impact on curriculum delivery.
Methodology: This article is based on the research study done in Kakamega County, which explored English Language Teachers` opinions about the usefulness of Collaborative Peer Supervision (CPS) approach in enhancing Teacher Effectiveness in the teaching of English Language in public secondary schools in Kenya. The study adapted the Convergent Mixed Methods Research Design, where, 25 heads of English department were purposively sampled from the 417 public secondary schools in Kakamega county, and were interviewed using a researcher-developed in-depth interview schedule. Data collected was thematically analyzed using NVIVO12 Software.
Findings: The results revealed that, the major supervisory roles of HODs currently, is administrative i.e., supervision of curriculum implementation at the departmental level, conducting teacher appraisals, and general management of departmental issues. This is formal supervision through the Teacher Performance Appraisal and Development (TPAD) tool, which is the current supervisory approach, recognized by the Teachers` Service Commission (TSC), the teachers` employer in Kenya. The study also revealed that HODs are not fully sensitized about other key supervisory roles that they should play, in accordance with the literature. The results were presented thematically, by way of verbatim quotes as expressed by the participants` responses, and researcher commentaries.
Unique Contribution to theory, practice and policy: The study concluded that teachers of English in public secondary schools in Kenya, are not being effectively supervised because the HODs are not fully sensitized about their full supervisory roles. The study recommends the development of capacity building programs on supervisory roles for HODs through workshops and seminars, and the introduction of CPS as a complementary supervision approach for supervising teachers of English in secondary schools, in which HODs will take the centrality of guiding supervision in their departments. This should guarantee the delivery of high-quality instruction.
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Nasreen Akhter and Shahzadi Iqra Naz Malik. "Teachers’ Perceptions Regarding Multiple Assessment Paradigms in English Teaching and Its’ Influence on Learning Achievement of Secondary Class Students." Journal of Research in Social Sciences 7, no. 2 (January 18, 2021): 43–57. http://dx.doi.org/10.52015/jrss.7i2.77.
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Teachers’ assessment practices are pre-dominated by their perceptions, beliefs and attitudes. Review of literature on assessment indicates five assessment paradigms in relation to aims of assessment in teaching. The present study discovers the English teachers’ paradigm preference of multiple assessments to explore the purposes of assessment of English teachers in searching most suitable assessment paradigm for improvement of students’ achievement scores in examinations. The participants of the study were 344 English teachers working in secondary level of federal and provincial schools in Pakistan. A five-point Likert scale based on 20 items was used for collecting the data of this study. The descriptive analysis revealed that teachers give the maximum importance to the communicative function of assessment. It was derived that English teachers’ first priority of using assessment was to inform which was followed by assessment for learning as their second priority, assessment as learning at the third grade, and assessment of learning at fourth level. The least importance teachers give is to assessment as instruction. The inferential analysis explored that gender of teachers has no effect in relation to their assessment approach except the approach assessment for learning that displays the significant difference of assessment for learning. Provincial and federal teachers showed the significant difference of all multiple assessment areas that suggested their diverse preference of all assessment areas. Teaching experience had insignificant impact upon four assessment dimensions except “assessment to inform” that suggested that teaching experience effects on communicative purpose of assessment. Students’ strength in class had a significant influence on assessments as learning, of learning, for learning and as instruction areas except assessment to inform dimension. On the whole, a positive and strong relationship was found between teachers’ assessment to inform paradigms and students’ grades in English in Board examinations but unfortunately, teachers in majority used to prefer this paradigm in their perceptions.
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Sobkowiak, Paweł. "Intercultural Teaching in the EFL Classroom." International Journal of English Studies 21, no. 2 (December 26, 2021): 1–28. http://dx.doi.org/10.6018/ijes.466411.
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The qualitative research reported in this article investigated whether and to what extent students’ intercultural competence is developed in the English language classroom at the secondary education level in Poland. In interviews teachers demonstrated their positive attitudes toward intercultural teaching and decent knowledge of the issue. However, the teachers’ narratives uncovered that they assigned the interculturality the secondary role, focusing on developing linguistic and sociolinguistic competences. The collected data revealed that students in class had very few opportunities to explore foreign cultures and compare/ contrast one culture with another. There was a lack of attention to teaching that promotes critical thinking skills among learners along with activities which foster them. However, there is insufficient evidence that teachers can currently do anything more, given the context in which they work, their constraints and lack of training and support. The findings of the current study have clear implications for curriculum designers, textbook writers and institutions in charge of teacher training - EFL syllabuses, teaching materials and teacher training should focus more on developing students’ intercultural and critical thinking skills.
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Tanjung, Firima Zona, Bachrudin Musthafa, and Yanty Wirza. "Voice of EFL mentor teachers: Mentorship for mutual professional development." Studies in English Language and Education 8, no. 3 (September 16, 2021): 986–1005. http://dx.doi.org/10.24815/siele.v8i3.20401.
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This study aimed to report the voice of mentor teachers towards pre-service English teachers’ professional development viewed from relational, developmental, and contextual components during school teaching practice programs. The study employed a descriptive case study. Utilizing the purposive sampling technique, four mentor teachers from public and private junior secondary schools participated in this study. The instrument used was an interview protocol, and the data were collected through a one-on-one interview using a voice recorder for gathering a comprehensive perspective towards the pre-service English teachers’ professional learning. The data were analyzed by using a coding system and employing coding cycles. The findings showed that all components—relational, developmental, and contextual—were found. The mentor teachers voiced their perspective and stressed the developmental component because they found that the pre-service English teachers experienced hindrances both externally and internally regarding teaching performance, classroom management, and motivation. These hindrances contribute to their professional development. This present study result implies a policy implementation related to the synchronization between collaborating schools and universities. The synchronization can be in terms of preparing the mentor teachers and providing the pre-service English teachers a supportive mentorship. Furthermore, the collaboration between schools and universities is also required in the exchange of valuable sources concerning educational instruction trends such as evidence-based practices in peripheral contexts, English teaching for students with diverse cultural backgrounds and academic competencies, and dissemination of best practices that have been implemented in schools for the formulation of teaching theories being taught through course subjects at teacher education departments in the universities.
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Omar, Ainon, and Intan Safinas Mohd. Ariff Albakri. "Thinking Maps to Promote Critical Thinking through the Teaching of Literature in the ESL Context." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 1, no. 1 (November 6, 2016): 23. http://dx.doi.org/10.21093/ijeltal.v1i1.6.
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The Malaysian education system has emphasized on the importance of producing students as thinking individuals in order to survive in the global era today. The i-Think program which was introduced in schools consists of eight cognitive teaching tools known as thinking maps that teachers can use to mediate students’ thinking, learning, and promote metacognitive behaviours in their lessons. The purpose of this qualitative research study was to determine whether the teachers’ implementation of the Thinking maps promoted critical thinking during the teaching of Literature in the ESL classroom. This case-study was conducted in a secondary school which was one of the pioneer schools selected by the Ministry of Education to implement the thinking maps in the teaching and learning of English language. Data were collected through observations, interviews and field notes. The findings revealed that the teachers were able to engage students to think critically through the use of the thinking maps during their literature lessons. The teachers also employed the Reader-Response strategies to complement the thinking maps in promoting critical thinking in the teaching of literature.
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Alrashidi, Oqab. "Exploring Learner Autonomy: Secondary School EFL Teachers’ Beliefs and Practices in the Saudi Context." World Journal of English Language 12, no. 8 (October 5, 2022): 97. http://dx.doi.org/10.5430/wjel.v12n8p97.
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Learner autonomy is considered one of the fundamental factors leading to success in foreign language learning. This research study explored 76 Saudi secondary school EFL teachers’ beliefs and reported practices of learner autonomy. The English Language Teachers’ Beliefs about Learner Autonomy Questionnaire (Borg & Al-Busaidi, 2012a) was employed as the data collection tool. The results indicated that the teachers had positive perceptions of various features of learner autonomy. The findings also showed that while most teachers positively desired to implement learner autonomy principles in their teaching, they were less optimistic about the feasibility of developing these principles in practice. In addition, most of the teachers indicated that they offered their students opportunities to promote learner autonomy. However, the majority of the teachers did not view their students as autonomous. They identified four main factors that contributed to their perceptions of a lack of learner autonomy in their students: lack of motivation, students’ low proficiency in English, students’ overdependence on their teachers, and limited time allocated for teaching the syllabus.
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Nock, Sophie. "Textbooks for the teaching of te reo Māori." International Journal of Critical Indigenous Studies 10, no. 1 (January 1, 2017): 1–16. http://dx.doi.org/10.5204/ijcis.v10i1.149.
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As part of a recent study of the teaching and learning of te reo Māori (the Māori language) in English-medium secondary schools in Aotearoa/New Zealand, I asked a sample of teachers which textbooks they used. I then analysed some of those textbooks that were referred to most often, using focus points derived from a review of literature on the design of textbooks for the teaching of additional languages. What I found was that the textbooks analysed were inconsistent with the relevant curriculum guidelines document and were also problematic in a number of other ways. This article discusses a number of the problematic concerns and outlines what would be involved in designing more effective textbooks for Indigenous languages, and textbooks that are in line with current research findings.
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Chuane, Qiu, Siti Shuhaida Shukor, Tian Yuehong, and Zhong Xiaofen. "The relationship between motivation and English language test performance among secondary vocational schools’ students in China." Studies in English Language and Education 10, no. 1 (January 31, 2023): 280–302. http://dx.doi.org/10.24815/siele.v10i1.25741.
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In China, secondary school students studying at the vocational stream often struggle to keep up with English language learning. This study investigates the relationship between two types of motivation – extrinsic and intrinsic – towards the English language test performance of students from a secondary vocational school in Chongqing, China. A mixed-method research design was employed via a survey and a semi-structured interview. A total of 212 second-grade students at randomly selected secondary vocational schools completed the questionnaire. A correlational analysis was performed to discover if there was a relationship between students’ extrinsic and intrinsic motivation towards their English performance. The results reveal that the intrinsic motivation was strongly correlated with the students’ English performance with r=0.216, p0.05, while the extrinsic motivation showed zero association with the students’ English performance with r=0.125, p0.05. A multiple linear regression analysis was also conducted to investigate the extent that students’ intrinsic and extrinsic motivation predicted their English performance. However, the findings showed that the prediction was only 4.7%. To understand more about the explanation of the findings, a total of 12 students were then interviewed voluntarily. The interview results reveal three themes revolving around the students’ cognitive, affective and social domains in their learning environment. The findings from this study would inform stakeholders to improve the existing teaching and learning models in improving students’ motivation towards English language learning, specifically in the China context.
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Tsiplakides, Iakovos. "Shadow education and social class inequalities in secondary education in Greece: the case of teaching English as a foreign language." International Journal of Sociology of Education 7, no. 1 (February 25, 2018): 71. http://dx.doi.org/10.17583/rise.2018.2987.
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This article deals with the shadow education system of private tutoring which contributes to the reproduction of social class inequalities, focusing on the Greek public secondary education system. It presents a literature review of the issue and the findings of an empirical qualitative and quantitative research that aimed at examining the causes of the students’ massive resort to private supplementary tutoring for learning the English language, despite the fact that English is taught at school. The study also set out to examine the relationship between students’ socioeconomic background and resort to private supplementary tutoring and the relationship between socioeconomic background and knowledge of the English language as attested by official certifications. Research findings indicate that the widely spread resort to private supplementary tutoring has a negative impact on the teaching of English in Greek public lower secondary education. Using Bourdieu’s cultural reproduction theory, we argue that private supplementary tutoring makes closer the relationship between social class, familial cultural and economic capital and educational outcomes. Thus, upper and middle class students are at an advantage, since they can move to the labour market with valued educational qualifications that enhance their occupational prospects. Finally, we discuss educational measures to address the problem.
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Samiullah, Muhammad, Aftab Ahmad, and Abdul Majeed Khan. "Improvement in Narrative Writing Skills with Communicative Teaching in Pakistani High Schools." Global Regional Review V, no. I (March 30, 2020): 119–27. http://dx.doi.org/10.31703/grr.2020(v-i).15.
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The main objective of this research was to find an effect of communicative approach on narrative writing in 9th graders at secondary level. Relevant literature revealed that narrative writing can be enhanced with the help of communicative teaching. Pre-test post-test nonequivalent control group design had been used. To conduct the experimental study six (06) classes from two schools were selected conveniently were selected to gather data to achieve intended objective. There were 206 students involved in the experimentation. Communicative lessons were delivered in the experimental classroom only. The same pre-test was used as a posttest as well. Results of research depicted that communicative teaching had a remarkable effect on increasing narrative writing at secondary level. The outcome of research is valuable for teachers, curriculum specialists, syllabi designers and policy makers. In addition, communicative approach is recommended for teaching writing related to any genre in English.
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Ivanova, Aleksandra. "Difficulties in teaching the second foreign (English) language to students studying oriental language as their major at NEFU, Yakutia, Russia." SHS Web of Conferences 134 (2022): 00107. http://dx.doi.org/10.1051/shsconf/202213400107.
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The Far Eastern Federal District of Russia, including the Republic of Sakha (Yakutia), is located in close proximity to the Asia-Pacific region, which explains the demand in specialists who know oriental languages. One of the oriental languages (Japanese, Chinese or Korean) is studied at the head university of the republic, and English is the language of business communication. In secondary educational institutions of Yakutia, English is the first foreign language, and students study it as a second foreign language in the university. The goal of this study is to identify the main difficulties of learning English as a second foreign language by bilingual students studying the oriental language (Japanese, Chinese or Korean) as their major. The study analyzed domestic and foreign literature, professional educational programs of the North-Eastern Federal University in Yakutsk, characteristics of students from the indigenous population of Yakutia. It was substantiated that the more difficulties in mastering the subject, the stricter the requirements for mastering the educational material.
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Amir, Shamaila, Ahmad Saeed, and Muhammad Akhtar Kang. "CRITICAL EVALUATION OF LISTENING COMPREHENSION COMPETENCY IN HIGHER SECONDARY SCHOOLS: EVIDENCE FROM QUETTA, BALUCHISTAN, PAKISTAN." Folia linguistica et litteraria XIII, no. 39 (February 2022): 373–94. http://dx.doi.org/10.31902/fll.39.2022.19.
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Listening Skill of any language is the key to all effective communication (Amir & Kang, 2018a; Amir & Kang, 2018b). Listening means the ability to receive and interpret the spoken text accurately and this fact makes it the one communication skill that a language learner should master. Considering the importance of the English language in Pakistan’s educational system, and that of Listening comprehension in the communication system, this study critically evaluates listening competency making a comparison between various groups of Higher Secondary School students of the provincial capital Quetta. The purpose of the study is to identify problems and hurdles that students face while listening to the English language and recommend the remedial steps required to be taken by the subject specialists i.e. teachers of English. The study evaluated the performance of Higher Secondary Students in listening comprehension through the conduct of Listening Comprehension Test/Tests in the classrooms while Questionnaires were used to identify problems of listening comprehension, teaching strategies, listening habits, and other variables. The data collected was analyzed quantitatively to determine the significant differences and correlations between various groups and subgroups of students formed on the basis of sectors and gender. The study was expected to help the teachers and students in better academic performance and concluded with findings and subsequent recommendations for teachers and students to improve listening comprehension of English with respect to the Educational system prevailing in the province of Baluchistan.
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Sylvester, Moea Kananelo, and Cited Moea K.S. "The Literature in English Syllabus through the 21st Century Skills Lens: A Hermeneutic Analysis." International Journal of Research Publication and Reviews 04, no. 01 (2022): 1681–89. http://dx.doi.org/10.55248/gengpi.2023.4147.
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This study investigates the relevance of the Lesotho General Certificate of Secondary Education (LGCSE) Literature in English in teaching the 21st century skills as well as evaluating the place of this subject syllabus in this era. This qualitative study used the interpretivist paradigm and hermeneutically document analysis of the syllabus document was done. The results revealed that critical thinking, communication, cooperation, and creativity predominate in the learning skills category. Learning skills are followed by literacy skills, in which the sub-skill of flexibility appears in each of the seven syllabus aims. Information and media are closely behind with appearance in five syllabus aims each, while technology is last with zero syllabus aims. There is no evidence that the syllabus provides the learners with the technological skills they need to succeed in school and elsewhere. It was also discovered that the LGCSE Literature in English syllabus is of paramount importance for survival in the 21st century thus it is recommended that its place as an elective subject be re-evaluated and be granted the place of a core subject.
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Ningsih, Sri Kusuma, Didi Suherdi, and Pupung Purnawarman. "Secondary School Teachers’ Perceptions of Mobile Technology Adoption in English as a Foreign Language Learning: Trends and Practices." International Journal of Education and Practice 10, no. 2 (May 25, 2022): 160–70. http://dx.doi.org/10.18488/61.v10i2.3004.
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A review of literature on mobile technology in EFL learning environment has indicated the growth, trends and practices of smartphones and mobile apps adoption both in classroom and outside classroom settings. However, little has been known on how EFL teachers perceived such trends and current practices and how they plan for future teaching. This study attempted to explore teachers’ responses to trends and practices of mobile technology adoption and their future teaching plan. To this end, a qualitative design was adopted with two consecutive research procedures: a systematic review on the selected trends and practices analysis studies on mobile technology for language learning practices and a survey through a semi-structured interview. Five EFL teachers (three females and two males) from secondary school level were interviewed using six open-ended questions. Findings of the study revealed that teachers perceived positively towards the trends and practices of mobile technology in and outside language learning classroom. Teachers perceived motivation as a main driver to incorporate mobile technology. Some of motivations frequently cited in the interviews with the sampled teachers revealed the current trends and practices of blended learning practices among Indonesian teachers, including the perceived benefits of mobile technology adoptions and the effect of mobile technology on teaching and learning practices and students’ characteristics. Three challenges were identified when technology was incorporated for learning namely infrastructure related issues, teacher technological knowledge and education policy.
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Quadir, Moriam. "TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS." TEFLIN Journal - A publication on the teaching and learning of English 32, no. 2 (November 23, 2021): 295. http://dx.doi.org/10.15639/teflinjournal.v32i2/295-315.
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Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students’ perceptions. Miles and Huberman’s (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students’ motivation, are identified in descending order: teachers’ instructional styles and teaching method, private tutoring, teachers’ personality and behavior, teachers’ competence and classroom management, and teachers’ attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students’ disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors.
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Campusano, Carlos, and Azan Yaacob. "Students Perceptions on Oral Error Correction at a Chilean High School." International Journal of Research in Engineering, Science and Management 3, no. 12 (December 4, 2020): 1–5. http://dx.doi.org/10.47607/ijresm.2020.393.
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Given the scarce literature focusing on students’ perceptions and preferences on oral error correction especially at secondary school level, this study intended to provide some insight on this important issue on English language teaching by exploring the perceptions and preferences of 149 secondary school students in Chile regarding oral error correction. An adapted version of a survey developed by Katayama (2007) was used to explore their general attitudes towards error correction and their preferences for correction of different types of errors as well as particular correction methods. Frequency distribution was calculated to analyse their Likert-scale answers. The results showed that the majority of the respondents regarded error correction as something crucial to improve their proficiency in English. They also favoured those correction techniques in which they were clearly informed about their errors or those in which they participated to correct them.
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Nartiningrum, Novrika, and Arif Nugroho. "English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 101–19. http://dx.doi.org/10.15408/ijee.v1i1.17886.
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ABSTRACTMaintaining undisrupted learning during this pandemic becomes a challenge for teachers all over the world. In Indonesia, the practices of open online learning are not yet to be implemented. Online learning in Secondary school Year 7-9 level goes as far as internet-assisted learning or blended learning. Thus, previous research has not examined teachers' perspectives on full online learning as implemented during the Covid-19 pandemic. Considering this situation, EFL Secondary school Year 7-9 teachers’ perspectives, as one of the essential aspects of online learning, lack investigation. Therefore, the present study offers 20 EFL Secondary school Year 7-9 teachers’ insights regarding challenges, suggestions, and teaching materials needed during the Covid-19 outbreak. Drawing on qualitative data collected by means of self-written reflections and semi-structured interviews, the findings informed that poor internet signal disrupts the teaching process. Thus, the teachers suggest that maintaining a stable internet connection should become a priority. Then, easy access to online applications and websites is deemed necessary by teachers as material sources for online teaching. The results of this study contribute to the literature of English language teaching in response to the present-day phenomenon about online learning, particularly in Secondary school Year 7-9 level. ABSTRAKMempertahankan pembelajaran tanpa gangguan selama pandemic ini menjadi tantangan bagi para guru di seluruh dunia. Di Indonesia, praktik pembelajaran online terbuka masih belum diterapkan. Pembelajaran online di Sekolah Menengah tingkat 7-9 masih sejauh pembelajaran dengan bantuan internet atau pembelajaran campuran. Dengan demikian, penelitian sebelumnya belum mengkaji perspektif guru tentang full online learning sepertin yang diterapkan selama pandemi Covid-19. Mempertimbangkan situasi ini, perspektif guru EFL Sekolah Menengah Kelas 7-9, sebagai salah satu aspek penting dari pembelajaran online, belum diselidiki. Oleh karena itu, penelitian ini menawarkan perspektif dari 20 guru 20 EFL Sekolah Menengah Kelas 7-9 tentang tantangan, saran dan bahan pengajaran yang dibutuhkan selama wabah Covid-19. Berdasarkan data kualitatif yang dikumpulkan melalui refleksi yang ditulis sendiri dan wawancara semi-terstruktur interviews, temuan menginformasikan bahwa sinyal internet yang buruk mengganggu proses pengajaran. Oleh karena itu, para guru menyarankan bahwa menjaga koneksi internet yang stabil harus menjadi prioritas. Kemudian, aplikasi dan website online yang mudah diakses dianggap dibutuhkan oleh guru sebagai sumber materi pembelajaran online. Hasil penelitian ini berkontribusi pada literatur pengajaran Bahasa Inggris dalam menanggapi fenomena pembelajaran online saat ini, khususnya di tingkat Sekolah Menengah Kelas 7-9.