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1
Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.
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This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
2
Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.
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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.
3
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.
4
ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (March 20, 2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.
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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
5
Pokhrel, Prem Raj. "Practices of Inquiry-Based Teaching in English Language Classrooms." Butwal Campus Journal 4, no. 1-2 (December 31, 2021): 77–88. http://dx.doi.org/10.3126/bcj.v4i1-2.45008.
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This study explores English teachers’ practices of inquiry-based teaching in secondary level. I used phenomenological research design for this study and semi-structured interview was used for data collection which enabled me in capturing qualitative experiences and practices, activities or strategies used in inquiry-based teaching from purposefully selected participants. The participants were four secondary level English teachers of Rupandehi district. Moreover, this study is based on socio-constructivism theory of Vygotsky. The data were analyzed using descriptive analysis approach. The findings of this study revealed that secondary level teachers used three different types of inquiry activities; structured, guided and open. The study further explored that assessment in inquiry, balancing content and inquiry, classroom management and the use of quality questions are the major challenges for implementing inquiry activities. The study is expected to have a great significance in improving the 21st century language pedagogy in general and in the process of implementing inquiry-based teaching in English language classroom in particular.
6
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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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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Burgin, Ximena, and Mayra C. Daniel. "Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution." GiST Education and Learning Research Journal, no. 14 (June 29, 2017): 107–34. http://dx.doi.org/10.26817/16925777.364.
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This article presents a case study focused on the pedagogy of nine English language teachers’ pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers’ delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations.
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Adelana, Owolabi Paul. "Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 55–68. http://dx.doi.org/10.18844/ijlt.v14i1.6434.
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English Language learners in Nigeria mostly find Oral English difficult to understand but technology is now supportive. However, being a dynamic language, the English Language is constantly evolving and so are the technologies used in its teaching. This study, therefore, intends to re-examine teachers’ current perceptions towards technology usage in teaching Oral English. The study was descriptive. The sample comprised 215 teachers to whom an instrument titled “Teachers’ Current Perceptions of Teaching Oral English through Technology Questionnaire (TCPTOETQ)”, was administered. Six research questions were formulated and answered using Mean, Standard Deviation, One-Way ANOVA, and t-test. The result showed that the teachers currently have positive perceptions towards the use of technologies in teaching Oral English. It was therefore recommended that stakeholders in education provide continuous training for English Language teachers for continuous adaptation to the changing landscapes of technology usage in teaching Oral English. Keywords: English Teachers; Oral English; Perceptions Technology; Secondary Schools; Nigeria.
10
Nacheva, Evgenia. "Cultural Approach to Teaching Communicative English as a Foreign Language in Secondary English Language School." Cultural and Historical Heritage: Preservation, Presentation, Digitalization 8, no. 1 (June 30, 2022): 188–202. http://dx.doi.org/10.55630/kinj.2022.080116.
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The communicative approach requires teaching a foreign language through target, national and global culture. As English is the "lingua franca", modern students should use English for international communication, aiming at its relevant application for appropriate socialization and in future occupational/professional practice. The current paper explores a comparative, cross-cultural approach to EFLT in a Bulgarian English Language Secondary classroom. Fifty-two eighth-graders, aged 14 from "V. Karagiozov" English Language School, Yambol participated in the experiment. The study aimed to improve the quality of EFLT teaching and achieve better socialization of children from various ethnicities, thus educating them in respect, tolerance, non-aggressive behaviour, and ethics. Moreover, a way of representing Bulgarian cultural traditions was explored as a means of performance in English the patriotic defence of national dignity.
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Zahra, Amna, Ayesha Butt, and Sameera Ayub Bhatti. "A Study of the Challenges in Teaching English as a Foreign Language to the Students with Visual Impairment." Global Educational Studies Review VII, no. I (March 30, 2022): 147–63. http://dx.doi.org/10.31703/gesr.2022(vii-i).16.
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The aim of the present study was to investigate the challenges that English as a foreign language teachers face in teaching the English language to students with visual impairment. The data was collected through questionnaires from English language special education teachers who were teaching English at the secondary level. The research took place in Lahore, Pakistan, in special education classrooms. The target population of the study is English language teachers who are teaching visually impaired students in Lahore, Punjab. While the sample of the study was comprised of secondary level teachers of visually impaired students in Lahore. The findings of the study revealed that teachers were facing a number of problems in teaching visually impaired students, such as behavioral issues, less attention span, lack of motivation, lack of teaching materials, less family-supportive environment to do homework tasks etc.
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Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers
13
Bilal Ahmad, Muhammad, Muhammad Qasim Ali, and Naveed Zainab. "Secondary School Teachers’ Attitude Toward Teaching English as a Second Language: A Comparative Study." Negotiations 1, no. 3 (December 22, 2021): 64–72. http://dx.doi.org/10.54064/negotiations.v1i3.31.
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The study explores the comparative analysis of secondary school teachers’ attitude toward teaching English as a second language. The major objective of the study was; to find out secondary school teachers’ attitude toward teaching English related to different demographics. The researcher used quantitative research method that was descriptive in nature. The population of the study comprised all the male and female teachers at Secondary level in province of Punjab, Pakistan. The researchers selected the secondary school teachers in districts: Lahore, Multan, Sialkot and Vehari as the sample of the study. Questionnaire was used as a research tool for the study. The researchers distributed the questionnaire among the respondents of the study and collected data. For data analysis, researcher used the statistical techniques of mean score, t-test and ANOVA. The findings of the study informed that difference in mean scores of male and female teachers was not significant, t-value = -.075, p=.634>0.05. It was found that there was a significant difference in teachers’ attitude towards teaching English as second language having professional qualification of B.Ed. and M.Ed. at secondary school level, t-value = .521, p=.047<0.05. It was concluded that male and female respondents have almost same type of attitude of teaching English as second language.
14
Aufar, Fina. "The Use of English Teaching Methods in a Secondary School in Karawang." ELT in Focus 1, no. 2 (May 28, 2019): 75–78. http://dx.doi.org/10.35706/eltinfc.v1i2.1492.
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This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.
15
Sharma, Madhu, and Laxman Jnawali. "Teachers Perception Towards Pre and Post- Teaching Activities in English Language Teaching." Rupandehi Campus Journal 3, no. 1 (October 31, 2022): 23–32. http://dx.doi.org/10.3126/rcj.v3i1.51544.
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The present study aims to find out the “Teachers’ Perception Towards Pre and Post-Teaching Activities in English Language Teaching”. The main focus of the study was directed on perception of higher level English teacher towards pre and post-teaching activities in English Language Teaching. The study, being an attitudinal study, is believed to be relevant in offering a realistic picture of the effectiveness of pre and post- teaching activities in ELT. The study was carried out using both primary and secondary sources of data. For primary data, firstly higher-level English teachers have been selected through random sampling procedure. The study was confined with in Rupandehi district to find out the effectiveness of pre and post- teaching activities in ELT. It was found that the higher-level teachers are highly positive towards the teachers’ pre and post-teaching activities in ELT.
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Azizah, Shofiah Nur, Yusup Supriyono, and Agis Andriani. "PROJECTING COMMUNICATIVE LANGUAGE TEACHING (CLT) IMPLEMENTATION IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 5, no. 2 (October 5, 2022): 179. http://dx.doi.org/10.20527/jetall.v5i2.12873.
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The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.
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Iddi, Sophia, and Noah Mtana. "The Contribution of Language Supportive Teaching in Facilitating the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College, Tanzania." East African Journal of Education Studies 5, no. 3 (November 2, 2022): 216–28. http://dx.doi.org/10.37284/eajes.5.3.922.
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This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College. This study had four specific objectives; To assess the success of LST training in Morogoro Teachers’ College, to find out how LST works in secondary schools where graduates from the LST training in Morogoro are teaching, to determine how LST contributes to the transition from Kiswahili to English medium instruction, and to examine challenges which leaners experience after making the transition between primary and secondary schools. The study involved a sample of 8 respondents (i.e., 5 teacher educators) from Morogoro Teachers’ College and 3 secondary school teachers from the college; the researcher used descriptive design which used qualitative research approaches. Nonprobability sampling techniques such as purposive sampling was used to get the sample for this study. Data collection involved both primary and secondary sources and instruments such as interview guides were used. The study revealed that LST has contributed more towards the language of teaching, the training led to additional teaching skills to teachers, improved students’ English proficiency, improved English practices, strengthened students’ self-confidence in group discussion, teaching English language has been strengthened, pedagogical skills enhanced, and English Language Speaking Enhanced in Classroom Strengthened Students’ Ability to Communicate in English without Fear of Errors. Also, the study found that LST in secondary schools is implemented through the following ways; group discussion, collegial partnership, sentence structure and pronunciation, teaching aids and the use of students’ thinking language. The study also found that LST has improved students’ vocabulary, improved students’ reading in English language, improved students’ writing in English language, helped teacher’s new ways of supporting the mastery of subject content language, and helped to engage students in learning process.
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Hossain, Md Sabbir, and Md Nazmul Haque. "COMPLEXITIES IN TEACHING ENGLISH IN HIGHER SECONDARY LEVEL: A STUDY OF FOUR COLLEGES IN BOGURA DISTRICT, BANGLADESH." JOURNAL OF LANGUAGE 4, no. 1 (May 29, 2022): 34–48. http://dx.doi.org/10.30743/jol.v4i1.5225.
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This paper aims to explore the challenges of English language teaching in the Bogura district, Bangladesh. Although Bogura is advanced in establishing educational institutions and trades, it is still lagging in respect of the quality and consequence of English language teaching in higher secondary education. In comparison to the other subject, it seems much more difficult for both teachers and learners. Therefore, the problems of English language learning have been listed, and the result of class observation of colleges in the Bogura district has been presented. To do this study, a descriptive research design, quantitative method, and questionnaires are used. The present findings opine that the majorities depend on the exam system to just pass the exam and there is no equal chance to be skilled in four skills of the English language students. The lacking of teachers has also been detected. However, the study attempts to illuminate a scenario of the English teaching system as well as the problems and prospects of English language learning and teaching in higher secondary education.
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Ibara, Yvon-Pierre Ndongo, Roland Giscard Ondze Otouba, and Jules Bianchiny Ossere Mounguellet. "Teaching English Compound Noun Stress." English Language Teaching 12, no. 3 (January 23, 2019): 46. http://dx.doi.org/10.5539/elt.v12n3p46.
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The aim of this research paper is to scrutinize the teaching of English pronunciation based on English compound noun stress at secondary school. In fact, the teaching of compound noun stress has not been highlighted by previous scholars. In addition, teaching strategies based on this item have not been taken into account by INRAP and E.N.S in the course of phonetics and phonology. As a result, no teacher is able to teach compound noun stress and no learner is able to practice this language item. Therefore, our practical suggestions are made of teaching and learning strategies, a set of exercises and a sample of a teaching card to encourage teachers to deal with compound noun stress. This study is an attempt to show the parallel between the techniques of teaching of reading and that of compound noun stress.
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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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Bockarie, Steven Sylvester, and Michael Sahr Bengu. "Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation." International Journal of Linguistics Studies 1, no. 2 (December 31, 2021): 66–76. http://dx.doi.org/10.32996/ijls.2021.1.2.10.
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The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.
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Khudriyah, Khudriyah. "The Implementation of Teaching English Secondary Level in Private Schools and The Students Result." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (April 19, 2019): 244. http://dx.doi.org/10.30739/darussalam.v10i2.372.
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Abstract
The objective of teaching English as foreign language in Indonesia is the students are competence in oral and written language. This study is aimed to know wether or not the objective of the government policy has been reached. The design of the research is qualitative descriptive. the data collection technique used observation, questionnaire interview and documentation.The result of the study showed that the students result of learning English in private schools is very low in which the students did not understand spoken or written text. They even could not practice English orally or in writing. In implementing teaching English, the teachers did not conduct the objective of teaching English has been stated by Indonesia government. Besides, the teaching and learning process, they have conducted, did not apply the teaching language principles. In this case Indonesia government has to review the teaching and learning process especially in private schools, and the teachers have to consider and learn how to teach the language and language skills.
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Adhikari, Deepika. "Status of English language teaching in secondary level under different school interventions." Journal of NELTA 24, no. 1-2 (November 30, 2019): 162–77. http://dx.doi.org/10.3126/nelta.v24i1-2.27686.
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Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and state boards are chosen. The sample consisted of 50 teachers and 50 students from a total of 25 schools. A survey method and observation inventory was used for collection of data. The conclusion is that English language teachers need to abreast themselves with the latest developments in the context of language teaching. The co-operation from the school, teachers, parents and students yield fruitful results in improving the status of English language teaching.
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Zalunin, Arseniy Eugenievich. "Blended learning in teaching English in secondary school." KANT 39, no. 2 (June 15, 2021): 323–28. http://dx.doi.org/10.24923/2222-243x.2021-39.55.
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The purpose of the study is to reveal the specifics and effectiveness of the blended learning method in teaching English in grades 6. In the course of the study, an anonymous survey was conducted on the basis of the CHOU school "Lexis", focused on innovative technologies in teaching, the purpose of which was to identify attitudes to Blended Language Learning. The scientific novelty lies in the identification of the positive features of the approach and those aspects that need qualitative improvement. As a result, the weaknesses and strengths of Blended Learning are revealed. The strengths include the development of students' creative potential, improvement of speaking skills, active change of activities, and their comprehensive development. The negative aspects include an increase in the number of hours spent on preparing for classes, possible technical difficulties in remote learning against the background of COVID-19.
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Serge, Girimbabazi, Mrs Adegoke Oyebimpe, and Dr Hesbon Opiyo Andala. "Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda." Journal of Education 4, no. 7 (November 3, 2021): 104–22. http://dx.doi.org/10.53819/81018102t5030.
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The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda
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Sutrisna, I. Putu Edi. "Kinesics in EFL Language Teaching." Yavana Bhasha : Journal of English Language Education 3, no. 2 (August 1, 2020): 27. http://dx.doi.org/10.25078/yb.v3i2.1709.
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This study was descriptive qualitative research to reveal the use of kinesics in EFL classrooms in STAHN Mpu Kuturan Singaraja. Specifically, the purposes of this study were: 1) to describe of how English lecturers perceive the kinesics in EFL communication; 2) to describe kinds of kinesics that the English lecturers use in their EFL classrooms; 3) to describe how the kinesics takes place in the EFL teaching and learning activities. The informants of the present study were three English lecturers in which the first informant was as the main informant and the two other informants were the secondary informants. The data were gathered through interviews using a validated interview guide. Data analysis was done by using Interactive Data Analysis Model proposed by Miles & Huberman (1984). From the data analysis conducted, this present study found out that kinesics was always be found in the communication process in EFL teaching and learning activities as it was very beneficial to help the students in acquiring the target language. There were four types of kinesics dealing with the EFL teaching and learning process found. Those were gestures, head movements, eye contact, and facial expressions. Those basic aspects of kinesics are very useful and considered as an easier way to help the EFL students to understand the meaning of utterances containing some difficult vocabularies as well helped them to acquire the target language.
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Skarpaas, Kaja Granum, and Kari Anne Rødnes. "Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms." Languages 7, no. 1 (March 1, 2022): 55. http://dx.doi.org/10.3390/languages7010055.
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This qualitative study investigates language teaching practices relating to L2 English vocabulary instruction in upper secondary school vocational classrooms in Norway. It builds on previous research describing technical vocabulary as an area of particular importance for vocational students’ English language development and relies on observation data from eight vocational classrooms. The study found that vocabulary work has a strong presence within vocational orientation (VO) instruction, across whole-class instruction, group or pair work, and individual work. Most target vocabulary could be classified as words relating to work practices and vocational content knowledge. Many instances of L1–L2 translation tasks were observed. Target words were not practiced across the four language skills and were rarely utilized in productive tasks. The study concludes that observed practices can be improved by prioritizing ways of combining target vocabulary with students’ language production and by including more opportunities to practice independent language strategies.
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Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang, and Erikson Saragih. "SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 2 (February 2, 2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.
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The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.
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Rochmawati, Dyah. "Innovative Techniques of Teaching English Grammar at Secondary Schools." JET ADI BUANA 4, no. 2 (October 31, 2019): 152–59. http://dx.doi.org/10.36456/jet.v4.n2.2019.2077.
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Learning English grammar is always a difficult process to most of the English as Foreign Language (EFL) learners at secondary school level. Innovative ideas, interesting teaching materials, practicing and drilling learners for learning the English grammar should be done through fun and joyful ways. The main aim of this library study was to identify and describe examples of practical grammar instruction methods in an EFL which employed innovative methodologies. The process of the library-based research involves identifying and locating relevant information, analyzing what has been found, and then developing and expressing the ideas. The results revealed that songs and poems, music, games, and tasks can be employed as tools in the classroom. Using innovative methodologies in teaching English grammar in the classroom at the secondary schools has paved a positive way to students to learn the language meaningfully.
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J. Selenya, Judicate, and Eusebius G. Mwisongo. "Secondary School Teachers' Perceptions and Knowledge of Pragmatic Aspects in EFL Teaching in Tanzania." Journal for the Study of English Linguistics 11, no. 1 (January 18, 2023): 1. http://dx.doi.org/10.5296/jsel.v11i1.20681.
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Studies have shown that language teaching has been overly concerned with grammar while disregarding the importance of pragmatics. Despite this, the reasons behind this instructional approach have not been adequately investigated. Thus, this study aimed to investigate the knowledge and perceptions of English as a Foreign Language (EFL) teachers in Kinondoni Municipality, Tanzania, regarding the integration of pragmatics teaching into the classroom. A questionnaire was shared through Google Form and completed by thirty-six English language teachers from 8 secondary schools. Results revealed that the majority of teachers have a positive attitude towards the integration of pragmatics teaching and felt confident in their ability to incorporate it into their teaching, yet they have limited knowledge of pragmatics. These findings have implications for the quality of English language teaching and learning in the schools. The study recommends that more focus be given to the integration of pragmatics in the EFL teachers' education, as well as providing regular in-service training to English language teachers in Tanzania.
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Sherry, Michael B., Lauriann M. Messier-Jones, and Joanelle Morales. "Positioning in prospective secondary English teachers’ annotations of teaching videos." English Teaching: Practice & Critique 17, no. 3 (August 13, 2018): 152–67. http://dx.doi.org/10.1108/etpc-11-2017-0154.
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Purpose English education researchers have used video annotation to connect theory to practice and to encourage prospective secondary English teachers (PSETs) to reflectively evaluate their own and others’ teaching. This study aimed to examine whether and how PSETs’ annotations of their own and others’ teaching videos reveal (dis)connections between visions of English teaching valued in methods courses and those practiced in local school field placements. Design/methodology/approach Examination of 538 annotations on 18 lesson videos – recorded in a university teaching-methods course and in local secondary classrooms by 12 PSETs in a rural, northeastern US teacher-preparation program – revealed what kinds of practices PSETs evaluated and with whom they identified (student or teacher) as they made those evaluations. Findings Annotations from two PSETs illustrate a trend in the larger data sets: PSETs’ annotations expressed pedagogical values that differed and sometimes conflicted according to their identification with the role of student or of teacher. PSETs’ preferences as students were often superseded by visions of what one must do/be in the secondary English classroom. Research limitations/implications This study identifies tensions among PSETs’ annotations that corresponded to their identifications with the role of student or of teacher but does not explore whether and how they reconciled these tensions, or how they might affect student learning. Future research might explore how PSETs negotiate contradictions in their pedagogical preferences as they annotate their own and others’ teaching videos. Practical implications English teacher educators who use video-based methods might attend to whether and how such assignments/activities position PSETs as students or as teachers in viewing teaching videos. Originality/value PSETs may value different and even conflicting pedagogical practices, regardless of setting and despite their own experiences, based on their identifications with the role of student or of teacher. These identifications may allow them to compartmentalize visions of teaching that might otherwise come into productive conflict.
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Babalola, Joseph. "COLLABORATIVE LANGUAGE PEDAGOGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN EKITI STATE." Advances in Social Sciences Research Journal 6, no. 11 (November 11, 2019): 36–44. http://dx.doi.org/10.14738/assrj.611.7266.
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Abstract
This study examined the effect of collaborative teaching on students’ academic achievement in English language in Ekiti State. The population consisted of 161 Junior Secondary school three students made up of 103 males and 58 females selected from Federal Science and Technical College, Usi-Ekiti, Ekiti State. A total of 20 students (10 males) and (10 females) randomly selected from the school constituted the sample. The twenty students were divided into two groups-Experimental and Control. Group A was used as experimental group while group B was used as the control group. Two research questions and two hypotheses guided the study. The data collected were analysed using mean and percentages to answer the research questions while t-test and chi-square statistics were used to test the hypotheses. The major findings show that the students taught with Collaborative Teaching Strategy (CTS) achieved significantly better outputs than those of the control group. The study also discovered that there was no significant gender difference in the students’ achievement in English language. Based on the findings of this study, it was recommended that collaborative teaching strategy should be adopted as a more effective approach to teaching of English Language at the Junior Secondary School levels.
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Kadel, Purna Bahadur. "Teachers’ Perceptions of Critical Pedagogy in English Language Teaching Classroom." Journal of NELTA 25, no. 1-2 (December 31, 2020): 179–90. http://dx.doi.org/10.3126/nelta.v25i1-2.49740.
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Critical pedagogy practices are rarely followed in the traditional English Language Teaching (ELT) classes in which the focus is on transmitting knowledge to the learners, rather than transforming it. This study is an attempt to explore teachers’ experiences in and their perceptions of the existing practices of critical pedagogy and on its usefulness in ELT classrooms. This is qualitative research in which phenomenological research design was adopted to accomplish this study. Six respondents were selected from three secondary schools of Kathmandu district as a sample through a purposive non-random sampling procedure. In-depth-interview was used as a tool to assemble the required data to answer the research questions of this study. The findings of the study show that the ELT classroom in the district is teacher-directed but not learner-centered; the textbooks, teaching strategies, and methods are partially focused on marginalized groups and underprivileged learners. The ELT practices at the secondary level do not address multiple intelligences; and critical pedagogy is not adopted for the elevation of the marginalized learners though the teachers are aware of its usefulness.
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Kong, Lingcui, and Niyun Lu. "English Tense Teaching in Secondary Schools Based on the Perspective of Embodied-Cognitive Linguistics." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 78–81. http://dx.doi.org/10.54097/ijeh.v6i1.3045.
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As a new research focus, ECL has been applied to translation, contrastive study between English and Chinese, rhetoric and other fields, and also has provided a new perspective for language teaching. In junior middle school English teaching, tenses have always been one of the most important part. However, the traditional teaching mode of English tenses is hard to arouse students’ interest in learning, and also reduces the efficiency of teaching. Therefore, on the basis of reviewing and summarizing the development of ECL and its current researches in the field of English teaching, this paper aims to explore the strategies of English tense teaching in junior middle school, to provide some new ideas and directions for foreign language teaching in China.
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Faisal, Khondaker Omer, and Yeakub Ali. "EFL Teaching and Learning in the Rural Areas of Bangladesh: Addressing Obstacles to Teaching L2." International Journal of Education 13, no. 4 (October 26, 2021): 1. http://dx.doi.org/10.5296/ije.v13i4.18965.
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English as a language is an essential tool in the negotiation of power and relationship at the interpersonal, social and the global level as well. The importance of learning English has increased significantly as a useful communication tool in the age of globalization. In the existing scenario, English language learning and teaching in the rural areas of Bangladesh has become a prime concern. This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh. To analyze and to find the solution to the language teaching and learning obstacles, the researcher employed both qualitative and quantitative methods. The research was carried out in ten rural colleges far from the capital city Dhaka. The population of this study was higher secondary level students in the academic year 2019-2020. The number of populations was 25 students from intermediate class and 10 teachers from same school and colleges, and data were collected through a questionnaire. The findings show that though CLT based English language curriculum has been operating at the higher secondary level in Bangladesh, most of the teachers are not familiar with CLT guidelines and CLT related activities. Besides this, there are some crucial factors which demand great attention to change the current scenario. As a result, there are inconsistencies between the stated objectives of Teaching English and the actual teaching techniques.
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Abraham, Mihireteab, Zeleke Arficho, and Tesfaye Habtemariam. "Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English." Education Research International 2022 (May 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/6233407.
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This quasiexperimental study was conducted in order to see the impact of training in Information Communication Technology- (ICT-) assisted English language teaching on secondary school English language teachers’ knowledge, skills, and practice of using ICT tools for teaching English. To this end, a one group within-subject quasi-experimental design was applied. The study included 20 teachers from Hawassa City Administration in Sidama Regional State of Ethiopia using availability sampling. Repeated measures data were obtained using tests and questionnaires and analyzed quantitatively by using SPSS version 25. Friedman’s test was computed so as to compare the related samples’ mean scores for the tests as well as questionnaires. Related-samples Kendall’s coefficient of concordance was computed on the SPSS in order to see the magnitude of the effect of the training. The results showed training in ICT-assisted English language teaching significantly improves teachers’ knowledge and skills of ICT tools for teaching English and their practice of using ICT tools in teaching English. Recommendations were made in view of that. To be specific, there are needs for teacher training in information communication technology-supported English language teaching.
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Huang, Jing, Kenny Yau Ning Lock, and Feng Teng. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 3–20. http://dx.doi.org/10.1515/cjal-2019-0001.
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Abstract Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
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Pokhrel, PremRaj. "English Teachers’ Perceptions on Inquiry Based Teaching." Journal of NELTA Gandaki 4, no. 1-2 (November 1, 2021): 98–108. http://dx.doi.org/10.3126/jong.v4i1-2.42647.
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This study explores the perceptions of secondary level English teachers on inquiry based teaching. I used phenomenological approach for this study and semi-structured interview was used for data collection which enabled me in capturing the perceptions of purposefully selected participants. The participants were four secondary level English teachers of Rupandehi district. Moreover, this study was based on socio-constructivism theory of Vygotsky. The data were analyzed using descriptive analysis approach. The findings of this study revealed that secondary level English teachers had good perceptions towards using inquiry-based teaching as it enhanced students’ classroom engagement and fostered an effective and meaningful learning experience. The study pointed out a number of opportunities in using inquiry based teaching such as active participation of students, developing discovery skills, the development of critical ability, creativity, problem solving ability, reasoning skills, learners’ autonomy, etc.The findings also indicated that problem in handling technology, lack of motivation and transformation, assessment issues were the challenges while implementing inquiry based instruction in the classroom. The study is expected to have a great significance in improving the 21st century language pedagogy using inquiry based tasks or problems.
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Walter, Yepdia Leundjeu. "Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms." International Journal of English Language Teaching 10, no. 7 (July 15, 2022): 31–49. http://dx.doi.org/10.37745/ijelt.13/vol10n73149.
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First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in English. A population of 40 teachers was elicited through questionnaires and data analysis procedures adopted Ehrman, Leaver & Oxford (2003)’s theoretical framework. Findings revealed that a great deal of teachers reluctantly translanguaged when they taught English to French-speaking secondary students. They were more tolerant when students used French in class to meet their needs more than when they expressed themselves in Fulfulde. The challenge encountered by many teachers in the implementation of translanguaging pedagogy in classroom settings was mainly linguistic competence. Acknowledging EFL teachers’ shyness towards the use of learners’ L1 in the learning of second language, the researcher recommends a shift of paradigm in EFL teaching in Cameroon classrooms where the use of native languages by students should not be seen by their teachers as dramatic, odd, unproductive and shameful.
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DAUDA, JOHN. "Impact of Krio Language on the Use of English as a Foreign Language: A Case Study of Senior Secondary Schools Pupils in Sierra Leone." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (August 5, 2022): 106–13. http://dx.doi.org/10.32996/jeltal.2022.4.3.9.
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Krio, like other pidgin languages, borrows lexical items from other languages to a greater extent from the English Language. These words “borrowing” and “usage” have resulted in some similarities in the phonological, morphological and syntactic structures of both Languages. These two languages are so linguistically related that the usage differences between them can hardly be realized. As a result, users of both languages unconsciously use Krio lexemes and structures in place of English. This interlanguage phonological, lexical, and syntactic transfer has an enormous impact on the correct use of written and spoken English by senior secondary school pupils. This research is therefore intended to investigate the impact of Krio on the written and spoken English Language of senior secondary school pupils and will also provide recommendations to remedy the situation. This study is of immense relevance to teachers of English, curriculum planners, government, and other education stakeholders as it helps them to identify the extent to which Krio impacts the use of English among pupils. It, therefore, guides them to plan and provide appropriate strategies as solutions to remedy the situation. The study investigates the ways in which Krio impacts the teaching and learning of English in senior secondary school and the extent to which it is being used in schools by pupils and teachers. The study further provides strategies for assessment of the English Language teaching methods used by the teachers of English, and thus gives relevant conclusions and recommendations based on the findings of the study an assessment of the English Language teaching methods used by the teachers of English, and thus gives the relevant conclusion and recommendations based on the findings of the study with the help of well-structured questionnaires, focus group discussions, interviews and personal observations. Forty pupils and eight teachers of English were selected for the study, and the findings showed that pupils’ written and spoken English are marred by incorrect and substandard usage principally as a result of the impact of Krio on the use of the English Language.
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Akram, Muhammad, Aisha Siddiqa, Amana Ghulam Nabi, Waheed Shahzad, and Majid Rashid. "Essay Writing and Its Problems: A Study of ESL Students at Secondary Level." International Journal of English Linguistics 10, no. 6 (September 23, 2020): 237. http://dx.doi.org/10.5539/ijel.v10n6p237.
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Writing is the most important genre of all four modules of language. In Pakistan, English is taught as a second language and developing English writing competence is essential for successful communication at all levels of the education system. However, students face challenges in mastering English essay writing skills. The main objective of this study is to investigate the challenges faced in English essay writing by Secondary school students in District Rahim Yar Khan. However, the specific objectives were to determine strategies employed by teachers for teaching essay writing skills, problems faced and strategies employed by students for learning these skills. Finally, methods were proposed for teachers and students for enhancing English essay writing skills among students. A descriptive survey research methodology was adopted. The target population was teachers and students of public secondary schools of District Rahim Yar Khan except for schools of Tehsil Liaquatpur. The sample consisted of 170 students and 27 teachers from 17 sampled schools. Questionnaire from teachers and students and an essay writing test from students were conducted to collect data. The descriptive statistical technique was used to analyze quantitative data in the form of percentages and frequencies. It was evaluated that most common teaching methods used are demonstrations, lectures and question and answers. However, effective teaching methods like oral presentations, peer teaching, group discussions, and role play are not widely used. Moreover, teachers do face problems like low salaries and high workload which effects teaching. Based on the study, recommendations were made for students, teachers, and government to address the challenges students face in English essay writing at secondary level.
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Ropum, SM Kamruddin, and Md Yasin Arafat. "Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh." Journal of NELTA 19, no. 1-2 (February 10, 2015): 147–57. http://dx.doi.org/10.3126/nelta.v19i1-2.12087.
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Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157
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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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Dechsubha, Thawascha, and Somrerk Kanwivat. "Effects of Teaching Communication Through Reading, Roleplaying, and Storytelling (TCRS) on English Instruction of High Secondary School Learners." Theory and Practice in Language Studies 13, no. 2 (February 1, 2023): 331–40. http://dx.doi.org/10.17507/tpls.1302.07.
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The purposes of this study were to 1) study the effects of TCRS innovation on English instruction of high secondary school learners on English communication; 2) enhance the ability of English speaking for communication of high secondary school learners; and 3) create a model of teaching English communication through reading, role-playing, and storytelling (TCRS) focusing on English communication. The population in this study consisted of 70 high secondary school learners who took the English course during the second semester of the academic year 2018. Purposive sampling was used to select 35 high secondary school students who took the English course during the 2018 academic year. This was an experimental research design for eight weeks. The research instruments were (1) the questionnaire related to students’ problems with English instruction, (2) classroom observation, (3) semi-structured interview, and (4) English speaking ability test (pretest and posttest). A comparison of mean scores from both the pretest and posttest of English- speaking ability was analyzed by using mean (x), standard deviation (S.D.), and t-test for the dependent. The results of the study showed that (1) the ability of English speaking for communication of learners who had studied English through the TCRS was significantly higher than before the experiment; (2) the posttest scores of learners’ speaking ability were significantly higher than the criterion of 60%; and (3) a model of teaching English communication through reading, role-playing, and storytelling (TCRS) to develop the ability of English speaking for communication of learners was created.
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Albondoq, Intisar Saleh Ahmed. "WASHBACK EFFECT OF YEMENI GENERAL SECONDARY SCHOOL CERTIFICATE ENGLISH EXAMINATION ON TEACHERS' TEACHING PRACTICES AND CLASSROOM TESTING." Electronic Journal of University of Aden for Humanity and Social Sciences 2, no. 3 (September 29, 2021): 262–71. http://dx.doi.org/10.47372/ejua-hs.2021.3.111.
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The new trends in language testing towards the effect of testing in language learning and teaching helped in emerging a new concept ''washback'' or ''backwash'' to reflect the vital role that tests play, positively or negatively, in language learning and teaching. This study aims to investigate the washback effect of Yemeni General Secondary School Certificate English Examination (YGSSCEE) on teachers' teaching practices and classroom testing. The research methodology was quantitative approach design. Interview was used as a research instrument. The population of this study was 21 of English language teachers at Yemeni secondary schools namely: Aden, Abyan and Lahj. The study used purposive sampling method. The findings of the study revealed that teachers' teaching practices and classroom testing were, negatively, influenced by YGSSCEE. Most of the teachers used grammar translation method instead of implementation of communicative language teaching that was emphasized by Crescent English Course 6 for Yemen (CEC6Ym). Most of the teachers adapted the classroom tests from the past YGSSCEE papers. Reading, writing and grammar were given more emphasis; while listening skill was totally skipped in language teaching and testing. Most of the teachers considered the YGSSCEE as a role model in language teaching and testing in classrooms.
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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.
Повний текст джерелаАнотація:
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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Akolom, Ignatius Ekitela, Edwin Nyongesa Masibo, and Ben Nyongesa. "Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County." East African Journal of Education Studies 3, no. 1 (July 21, 2021): 185–98. http://dx.doi.org/10.37284/eajes.3.1.363.
Повний текст джерелаАнотація:
The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.
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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
Повний текст джерелаАнотація:
Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
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Soomro, Muhammad Arif, Ayyaz Ahmed, Insaf Ali Siming, Mukhtiar Ali Rajper, and Sameena Malik. "Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom." Journal of Language and Cultural Education 8, no. 3 (December 1, 2020): 76–88. http://dx.doi.org/10.2478/jolace-2020-0021.
Повний текст джерелаАнотація:
Abstract This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.
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Tergujeff, Elina. "Learner Perspective on English Pronunciation Teaching in an EFL Context." Research in Language 11, no. 1 (March 30, 2013): 81–95. http://dx.doi.org/10.2478/v10015-012-0010-z.
Повний текст джерелаАнотація:
This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.