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1
Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.
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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.
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Kruger, E. "Die gebruik van humor om kreatiewe skryf in die onderrig van Afrikaans te stimuleer: ’n gevallestudie." Literator 28, no. 2 (2007): 21–48. http://dx.doi.org/10.4102/lit.v28i2.158.
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The use of humour to stimulate creative writing in the teaching of Afrikaans: a case study This article reports on of a qualitative research programme in which humouristic material was used as part of an Afrikaans language teaching programme. The primary participants in this programme were education students at Stellenbosch University who intend to teach Afrikaans in secondary schools. The ways in which humour can influence the classroom atmosphere and form part of cultural experience are also discussed. Specific attention is given to the use of humouristic material to facilitate creative writing as part of the relevant teaching programme. The humour of adolescents is discussed, especially the use of sarcasm and non-sense humour which can possibly contribute to discipline problems in the classroom. Finally, the researcher reports on the analysis of one of the students’ parodies as a case study. Analysis and interpretation of the parodic text revealed several forms of creativity – parody as burlesque, dialogue between codes, postmodern metafiction, manifestation of divergent thinking, and play with words and boundaries.
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Muhsen Al Harbi, Abdullah Abdul. "Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives." English Language Teaching 10, no. 3 (2017): 26. http://dx.doi.org/10.5539/elt.v10n3p26.
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This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers’ negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.
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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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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 (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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Courchêne, Bob. "An Evaluation of a Student Resource Centre." TESL Canada Journal 9, no. 2 (1992): 99. http://dx.doi.org/10.18806/tesl.v9i2.606.
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The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.
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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 (2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
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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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Dos Santos, Luis Miguel. "Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook." International Research in Education 5, no. 1 (2017): 152. http://dx.doi.org/10.5296/ire.v5i1.10191.
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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.
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Hindeme, Ulrich Orlando Sèna, Katchédé Etienne Iwikotan, and Arlette Joséline Arlette Hounhanou. "Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin." European Journal of Education and Pedagogy 2, no. 1 (2021): 12–19. http://dx.doi.org/10.24018/ejedu.2021.2.1.18.
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This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.
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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.
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AbstractIntroduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey.Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy.Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature.Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance.Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey.Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.
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Abstract Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey. Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature. Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance. Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey. Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
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مزهر خريبط, ضياء. "An Evaluation of the "English for Iraq" Course for the Fifth Grade Secondary Schools." Al-Adab Journal 1, no. 120 (2018): 43–60. http://dx.doi.org/10.31973/aj.v1i120.303.
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Providing Iraqi students with proficiency in English is the ultimate goal of the educational system which is a way of getting knowledge in the fields of arts, sciences, transferring knowledge and sciences to other communities. Therefore, conducting such a type of study is very important because the contents of English textbooks have a huge influence on learning of the students. Once the content of English textbooks contain errors as the correct one, this will effect on his/her learning. The present study is an attempt to evaluate the new course entitled “English for Iraq” for fifth grade students for secondary schools, by Olivia Johnston and Mark Farell. It aims to answer eleven questions relating to the following domains: strength, objectives, appearance, design and illustration, language components, social and cultural context, accompanying materials, teaching methods, language skills, teachability, and practice and testing. The sample which is randomly chosen consists of (64) English language teachers, Baghdad Al-Rusafa 2nd. A survey checklist employed as an instrument of the present study. The major results showed that English teachers of Baghdad Al-Rusafa 2nd were satisfied with only seven domains of the checklist out of eleven. They are: the general appearance, design and illustration, accompanying materials, social and cultural context, teaching methods, practice and testing, and language components.
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Abulhassan, Abdulbagi Babiker Ali, and Fatima Ibrahim Eltayeb Hamid. "Perception and Interest of English Language Learners (ELL) toward Collaborative Teaching; Evaluation towards Group Activities." English Language Teaching 14, no. 5 (2021): 1. http://dx.doi.org/10.5539/elt.v14n5p1.
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This study focuses on evaluating the perceptions of Saudi ELLs enrolled in secondary classes, with an emphasis on group activities. A total of 424 ELLs were enrolled in this study on the basis of purposive sampling technique from eight public schools in Riyadh city, Saudi Arabia during the time period of January 2020 to May 2020. A close-ended questionnaire comprising 23 items was distributed online to collect data regarding perceptions of participants towards collaborative teaching and group activities. Descriptive statistics, independent t-test and One-Way ANOVA were used as statistical tools to analyze the data through SPSS version 25.0. Collaborative teaching techniques and group activities were preferred by ELLs with respect to gender differences and grade-level differences, respectively. It was concluded that students studying in different classes preferred group activities in comparison with collaborative teaching techniques.
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Mèhouénou, Mahugnon Sévérin, Ashani Michel Dossoumou, and Djima Crépin Loko. "Reinforcing the teaching of translation in Beninese Secondary Schools: A new challenge for EFL teachers." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, no. 1 (2020): 151–64. http://dx.doi.org/10.4314/laligens.v9i1.14.
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This paper dealt with, after the scrutiny of advanced learners’ translation skills, the necessity of reinforcing the teaching of translation skills as a potentially effective method of teaching/learning English as a Foreign Language (EFL)in Benin high schools. In fact, the Beninese EFL learners study English for almost about seven years (four years in the first cycle and three years in the second) before joining university. For the last three years, they are exposed to translation skills during evaluation. Unfortunately, the designed curriculum has nowhere mentioned the teaching/learning/evaluation of translation. This paper then examined, through a well-established methodology based on field research investigation and questionnaires, some translation excerpts by EFL learners and hypotheses that no translation techniques are taught by teachers before evaluation. It finally concludes that the poor grades the learners culled are due to the lack of practice with their teachers who, in turn, have received no professional training in the matter.
 Key Words: translation, evaluation, techniques of translation, communicative performance, source language, target language.
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Ntongieh espe Njwe, Amah Eyovi, and Diangha Anthony Yuh. "An Evaluation of Mastering English Series within the CBA Classroom in Cameroonian Secondary Schools." Global Research in Higher Education 3, no. 4 (2020): p79. http://dx.doi.org/10.22158/grhe.v3n4p79.
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Textbooks provide an indispensable framework on which teachers and students build upon. Evaluation on its part, is a dynamic process which investigates the suitability and appropriateness of an existing practice. It is a useful device for both teachers and material writers as an underlying element in the development of innovations and modifications within the teaching/learning context. Therefore, it is obvious that textbook evaluation constitutes a crucial factor in addressing cumulative deficiencies associated with our teaching/learning institution in general and in our English Language Teaching endeavours. It has been observed that Mastering English series pose several problems to both teachers and learners of English language in Cameroon. This article sets out to investigate the Mastering English series with a focus on the students’ book 5 to find out the extent to which the book aligns with the stipulations of the CBA in Cameroon. The analysis in this study was predicated on the hypothesis that Mastering English book 5 needs great improvement to really meet both the needs of learners and the requirement of the CBA. Both the theoretical and empirical findings reveal general misgivings about Mastering English book 5 and the implementation of the CBA in the context of Cameroon.
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Nguyen, Cang Trung, and Diem Thi Kieu Le. "Communicative Language Teaching: Do Tasks and Activities in School Textbooks Facilitate Learners’ Development of Communicative Competence?" Journal of Language Teaching and Research 11, no. 5 (2020): 688. http://dx.doi.org/10.17507/jltr.1105.04.
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This paper reports a theoretical evaluation and findings from teachers’ and students’ evaluations of activities and tasks in English 6, an English textbook from a series of four textbooks which have been used as the compulsory textbooks for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). It presents results from a study which involved 8 teachers and 126 students in four secondary schools in the Mekong Delta, Vietnam. Combining a theoretical evaluation and the analysis of the data collected from the questionnaires, semi-structured interviews and classroom observation. It is concluded that there is a lack of a variety of activities and tasks and they mostly focus on form. Therefore, they do not help develop learners’ communicative competence. The present study also draws implications regarding how to use teaching materials effectively for EFL/ESL for developing learners’ communicative competence.
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Vieira, Gicele, and Kyria Rebeca Finardi. "Language policies in Brazil and the epistemology underlying the selection of foreign language textbooks." Arboles y Rizomas. Revista de Estudios Lingüísticos y Literarios 1, no. 1 (2019): 59–74. http://dx.doi.org/10.35588/ayr.v1i1.3774.
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The aim of this paper is to discuss language policies in Brazil, especially in relation to the way they are implemented in the guidelines for the selection of textbooks for the teaching and learning of English as a foreign language (EFL). To subsidize the reflection herein proposed, the study analyzed the main principles and set of criteria used by the National Textbook Program (PNLD) to assess the textbooks designed for Brazilian secondary education. The results of the qualitative analysis carried out revealed a straightforward connection among modern foreign language learning policies in Brazil and the epistemology underlying the evaluation and choice of textbooks. The study concludes that a wider perspective on EFL teaching in Brazil is necessary, taking into account the need for the development of students' speaking skills required in the exercise of a global citizenship.
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Diem, Chuzaimah D., Yusfardiyah Yusfardiyah, Binti Koniaturrohmah, and Lismalayani Lismalayani. "Implementation of school-based curriculum as perceived by secondary school teachers of English." Indonesian Journal of Applied Linguistics 5, no. 2 (2016): 167. http://dx.doi.org/10.17509/ijal.v5i2.1341.
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Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.
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Kotova, Elena Gennadyevna, Alesya, Vyatcheslavovna Leontyeva, et al. "The use of proverbs and anti-proverbs in teaching english to secondary school students." SHS Web of Conferences 97 (2021): 01031. http://dx.doi.org/10.1051/shsconf/20219701031.
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Language and culture co-study issues have a permanent tendency to be interpreted from the view point of socio-cultural competence. In this regard, a foreign language teacher faces the problem of creating pedagogical conditions for the effective development of linguistic and socio-cultural competencies of students in order to acquire the ability to use a foreign language in the process of intercultural communication. As one of the ways to solve this problem, the authors of the article suggest using authentic proverbial material in the process of teaching a foreign language. The authors believe that the national culture and modern language trends are most fully and vividly manifested in the paremiological units of the language, which include Proverbs and anti-Proverbs. Their use at different stages of learning a foreign language will become an additional source of background knowledge about the country of a target language and contribute to the evaluation of students’ language and speaking skills. With the help of experimental and diagnostic training, the authors are trying to prove and justify the effectiveness of using authentic proverbial material in the process of teaching a foreign language to secondary school students of the 9th grade. The analysis of empirical data has shown that indicators of socio-cultural and linguistic competence development are the abilities of students to interpret adequately background information and use a set of language tools for intercultural communication. Participants of experimental diagnostic testing objectively improved the indicators of the level of training and demonstrated the abitity to use background knowledge fluently.
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Alonso-Belmonte, Isabel. "THE USE OF EVALUATIVE LANGUAGE IN EFL TEACHERS’ REFLECTIVE JOURNAL WRITING: A CORPUS BASED STUDY." Elia, no. 20 (2020): 47–76. http://dx.doi.org/10.12795/elia.2020.i20.03.
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This article presents a computer-assisted discourse analysis of the main topics and evaluative parameters used by student teachers of English as a Foreign Language (EFL) in their reflective journals. By applying Bednarek’s parameter-based approach to the study of evaluation, 329 reflective journals (aprox. 90,000 words) were analyzed by using the UAM Corpus Tool. The correlation of three sources of data – topic analysis, evaluative parameters and keywords – allowed to uncover the most typical evaluative language choices made by EFL student teachers in their reflective journals and their overall evaluation of their training process during their practicum studies. Results show that most journal entries pivot around the figure of the secondary student of EFL and that student teachers feel confident enough as to explicitly assess products, performances, and human behavior along the emotivity and the expectedness parameters. Findings are discussed in relation to the development of the EFL student teachers’ professional teaching identity and on the contextual factors that promote it or hinder it.
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Musa, Assist instructor: Hasan Mahdi. "Evaluating the English Textbook for the 6th Stage of Preparatory and Secondary Schools." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (2017): 51–64. http://dx.doi.org/10.36473/ujhss.v223i1.313.
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Although textbooks maintain an important role in the EFL context, their sovereignty on teaching has been challenged and the belief that teachers can blindly rely on them has been questioned. Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable book for a specific context, promote teachers’ awareness on the actual contents of a book and facilitate them to make necessary adaptations. The present study investigated the suitability of the textbook used for 6th stage of preparatory and secondary schools. The results of the study suggested that the strengths of the book could be identified in areas of organization, thematic content and inclusion of all the language skills. However, the problematic areas related to authentic language, integration of skills, nature of tasks and materials for assessment. We need to evaluate textbooks for helping the teacher or program developer in making decisions on selecting the appropriate textbook. Furthermore, evaluation of the merits and demerits of a textbook will familiarize the teacher with its probable weaknesses and strengths. This will enable teachers to make appropriate adaptations to the material in their future instruction.
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Mahdi Musa, Assist instructor: Hasan. "Evaluating the English Textbook for the 6th Stage of Preparatory and Secondary Schools." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 225, no. 1 (2018): 19–32. http://dx.doi.org/10.36473/ujhss.v225i1.124.
Full textAbstract:
Abstract:
 Although textbooks maintain an important role in the EFL context, their sovereignty on teaching has been challenged and the belief that teachers can blindly rely on them has been questioned. Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable book for a specific context, promote teachers’ awareness on the actual contents of a book and facilitate them to make necessary adaptations. The present study investigated the suitability of the textbook used for 6th stage of preparatory and secondary schools. The results of the study suggested that the strengths of the book could be identified in areas of organization, thematic content and inclusion of all the language skills. However, the problematic areas related to authentic language, integration of skills, nature of tasks and materials for assessment. We need to evaluate textbooks for helping the teacher or program developer in making decisions on selecting the appropriate textbook. Furthermore, evaluation of the merits and demerits of a textbook will familiarize the teacher with its probable weaknesses and strengths. This will enable teachers to make appropriate adaptations to the material in their future instruction.
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Umezinwa, Rose Nwakaego, and Christiana Obiageri Udogu. "English language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State Secondary Schools." AFRREV IJAH: An International Journal of Arts and Humanities 7, no. 3 (2018): 86–91. http://dx.doi.org/10.4314/ijah.v7i3.10.
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The study investigated English Language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State secondary schools. The area of study was Anambra State. The study was guided by two research questions and two research hypotheses. The design of the study was descriptive survey. A sample of one hundred and twenty-six (126) teachers were drawn from the six education zones in the state comprising of seventy-nine (79) female and forty-seven (47) male. To select this number of teachers, the researcher adopted simple random sampling technique using hat and draw method. A structured questionnaire with four-point scale was used as the instrument for data collection. The validation of the instrument was carried out by three experts – two experts in measurement and evaluation and one expert in English Language. The reliability of the instrument was 0.76 using Pearson Product Moment Correlation. Data analysis was done using mean and standard deviation for the research questions and the t-test statistic for the hypotheses. Results of the analysis indicated that there is no significant difference in the attitude of male and female English language teachers towards utilization of improvised teaching materials in secondary schools in Anambra State. There is significant difference in the challenges to utilization of improvised teaching materials by male and female English language teachers in Anambra State Secondary schools. Based on the findings of the study, recommendations were made. Prominent among them is that Federal and State Government should arrange training and workshops for English language teachers on improvisation and utilization of improvised teaching materials.Keywords: Attitude, Challenges, Improvisation and Utilization
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El Masry, Taghreed, and Eman I Alzaanin. "Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers." Arab World English Journal 12, no. 1 (2021): 421–42. http://dx.doi.org/10.24093/awej/vol12no1.28.
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This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is “How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?”. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs’ PI development.
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Guslenko, Iryna, Еvgeniya Myropolska, and Natalia Myropolska. "Language as Students’ Artistic Value: Linguodidactic Dimension." Arab World English Journal For Translation and Literary Studies 5, no. 1 (2021): 248–61. http://dx.doi.org/10.24093/awejtls/vol5no1.18.
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The present paper focuses on the problem of values and representation of language as an artistic value. The main objectives of the research are to specify the role of artistic values for people, represent the methodology for the integration of arts into foreign language classes, evaluate its results. The research questions of the study aimed to investigate how the experimental course contributed to students’ attitude towards artistic values, the development of their language and communication skills. The outlined methodology of arts integration into foreign language classes involves teaching art terms, phraseological units about art, popular-quotations, and teaching through literary translation and dialogue of cultures. The one-term experimental integrated course of English and art classes was implemented by two secondary schools in Kyiv (Ukraine). The evaluation of the results was done with the method of qualitative research. The findings confirmed that language as an artistic value is a powerful instrument for students’ personal, artistic, and cognitive development.
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Zhang Fernandez, Rong. "Teaching Chinese in heterogeneous classrooms: strategies and practices." Linguistica 54, no. 1 (2014): 485–98. http://dx.doi.org/10.4312/linguistica.54.1.485-498.
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The heterogeneous nature of the Chinese classroom is a reality in the teaching of Chinese in France, both in secondary and higher education. This heterogeneity is due to several reasons: different levels of language knowledge, different origins and backgrounds of the students, different teaching/learning objectives, different cultural and family background, and social factors. Our research has been conducted in a final-year LIE college class (langue inter-établissement;) in a French secondary school. In our study, the following questions have been posed: How to best adapt the teaching of Chinese to fit the needs of all students? Would differentiated instruction be a solution? What would be the best strategies and practices, in view of the CEFR requirements related to teaching content, to tasks and to assessment? Taking into account a detailed analysis of the class in question in terms of the type of students, the differences in their knowledge of language, and their learning goals, , we adopt the theory of differentiated instruction – its main ideas strategies, its overall methodology and practical techniques to address the difficulties ensuing from classroom heterogeneity. The differentiation is implemented at the level of content, task selection, course structure and evaluation. Are there any limitations to differentiated instruction? Strong discrepancies in the levels of students’ knowledge is potentially a problem, and differences in their work pace as well as the teachers’ increased workload can also present difficulties. New ways of organizing language classes such as grouping students on the basis of their various language skills could help solve these issues.
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Souza, Luiz Otávio Carvalho Gonçalves de. "An alternative guideline for the teaching of English as a foreign language in secondary schools in Belo Horizonte." Estudos Germânicos 8, no. 2 (1987): 57. http://dx.doi.org/10.17851/0101-837x.8.2.57.
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It is a well known fact that the teaching of English as a foreign language in secondary schools has not been effective. Among other things, current teaching sets out to develop the four linguistic skills. However, students reveal a poor command of the language in whatever skill considered, which breeds poor motivation and lack of interest. Therefore, the ultimate aim of this thesis is to provide suggestions for the improvement of EFLT in secondary schools in Belo Horizonte. So as to reach this aim, we first discuss some theoretical issues such as language concepts, the development of linguistic skills versus communicative abilities, cognitive principles and motivational factors as well as methodological trends. This theoretical discussion is relevant for the next two steps — first, the evaluation of the current teaching situation in Belo Horizonte, and secondly, the proposal of an alternative guideline. The unfolding of this thesis and the proposal further reveal that the communicative approach to language teaching together with Ausubel's theory of meaningful verbal learning can make the process more meaningful, useful, and transferable. As a result, students are likely to be more motivated and interested. A final claim is that the whole teaching/learning process could be better contextualized by having reading as a pivotal activity, which is made apparent in the illustrative study module that closes this thesis.
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FELIX, USCHI. "A multivariate analysis of secondary students’ experience of web-based language acquisition." ReCALL 16, no. 1 (2004): 237–49. http://dx.doi.org/10.1017/s0958344004001715.
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This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning styles and study preferences. Results of both studies showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages in both studies outweighed disadvantages. The secondary students felt significantly more comfortable on the Web, worked longer hours and reported more evenly distributed study preferences. Most favoured a kinesthetic learning style and significant relationships between learning style and mode preference were found. Differential findings related to gender emerged in the two studies.
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Mohamed Mokhtar, Mohd Ieruwan. "Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective." International Journal of Education and Literacy Studies 8, no. 4 (2020): 33. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.33.
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Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.
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Wafaa Alowaydhi, Sara Omar, Wafaa Alowaydhi, Sara Omar. "Identifying the Instructional Strategies Used in Teaching the Reading Skill in Teaching the Arabic Language Courses in Kingdom of Saudi Arabia: تحديد استراتيجيات مهارة القراءة المستخدمة في تعليم مقررات اللغة العربية بالمملكة العربية السعودية". مجلة العلوم التربوية و النفسية 5, № 26 (2021): 126–05. http://dx.doi.org/10.26389/ajsrp.r140221.
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This study aimed at identifying the instructional strategies used in teaching the reading skill in teaching the Arabic language courses in Kingdom of Saudi Arabia at the different grades of the elementary, intermediate and secondary stages. To achieve this aim, the survey method was used by surveying the literature and related studies that dealt with methods of teaching the reading skill. The results of the study revealed some strategies that are suitable for the reading skill and its aims in education in Kingdom of Saudi Arabia. These strategies are the correct reading skill and the quality of the reading performance, the strategies of vocabulary acquisition, and the strategies of reading comprehension skill and its analysis and evaluation. The study recommended conducting similar studies that deal with identifying the strategies suitable for teaching the other Arabic language skills: writing, speaking and listening.
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Abu Habil, Sumaia Mohammed, and Laila Muftah AbuLifa. "Classroom Management Problems and Coping Strategies of Misurata Libyan Secondary School EFL Teachers." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 15 (February 4, 2020): 8–32. http://dx.doi.org/10.36602/faj.2020.n15.04.
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Classroom management (CM) is one of the most pressing problems faced by Libyan Secondary School teachers in Misurata City. This study used mixed research design (quantitative and qualitative ) to find out the classroom management problems and coping strategies. The participants of the study were10 female Libyan teachers from Asma secondary school in Misurata. All of them were chosen randomly and they were asked to fill in the questionnaire. Also, two main teachers were observed in their class time. The analyses of data obtained from the questionnaire and observation indicated that there are two kinds of classroom problems faced by English Foreign Language Teachers (EFLT) mainly students' misbehavior in the class and academic problems of teaching large class sizes with mixed abilities, and seating arrangement. The findings showed that 100% of teachers were in agreement that the behavior problems can disrupt teaching and learning processes. On the other hand, all of teachers agree that large class size affects the quality of their teaching and impacts on monitoring / evaluation of lessons. Various coping strategies were also elicited to deal with each problem mentioned.
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Phothongsunan, Sureepong. "Teachers’ Conceptions of the CLT Approach in English Language Education." Journal of Educational and Social Research 10, no. 4 (2020): 121. http://dx.doi.org/10.36941/jesr-2020-0071.
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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.
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Jegede, Olusegun O., and Akintunji M. Akinola. "Errors of Pronoun Usage among Nigerian Secondary School Students." LingLit Journal Scientific Journal for Linguistics and Literature 2, no. 2 (2021): 48–59. http://dx.doi.org/10.33258/linglit.v2i2.458.
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This study examined the errors of pronoun usage among Nigerian Secondary School Students. The study looked specifically at pronoun types, and identified and examined the errors that secondary school students make in their use. The research subjects were students of public secondary schools in Oyo West Local Government Area. There are fifteen (15) public secondary schools in the Local Government Area. However, out of the fifteen (15) public secondary schools, five (5) were chosen. The researcher made use of stratified sampling technique in order to classify the respondents’ view into different characteristics for clear and better results. A total of one hundred (100) students were selected for the study, with twenty (20) students selected from each school. Test questions with options were designed specifically for the students in the selected schools. The test questions focused on all the aspects of pronoun usage, especially the areas where students make errors such as subjective case pronouns, objective case pronouns, possessive case pronouns and tactic pronouns. The test was adequately supervised to see that the respondents did not consult their mates for any assistance before they could respond to the test. It was administered in the classroom for their convenience and proper supervision. There were twenty (20) questions in the test, four questions each were on the subjective case, objective case, possessive case, problematic pronouns usages and unique pronouns types (indefinite pronoun and reciprocal pronouns). At the end, the test scripts were collected and marked. The errors made were identified and categorised and examined. The study clearly showed that secondary school students in Nigeria use pronouns that are inaccurate or incorrect in their expressions. In this vein, the study showed that these errors occur because the students have not fully learned the correct use of the pronouns. The study also found that the teaching method applied in the teaching of English grammar in secondary schools is not very effective and English language teachers need to set up a workable teaching and evaluation method that will show how well a learner has learned. The study concluded that the students need constant exposure to the English language to fully develop communicative competence in it.
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Marmai, Ungsi A. O., and Elda Martha Suri. "Assessment and Evaluation for Learners in Multilingual Societies at Technical Civil Engineering Ekasakti University." J-SHMIC : Journal of English for Academic 3, no. 2 (2016): 104–17. http://dx.doi.org/10.25299/jshmic.2016.vol3(2).532.
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This analysis examines some of the problems that are faced by teachers and students in the teaching and learning of English for special purposes (ESP) in multilingual nations. A survey recently found that although 98 percent knew that English was the sole language of instruction at the institution, only 49 percent expected to study English as a subject in any form as part of their curriculum. Many students looked upon English as a subject of study necessary only to gain entrance into the university, and had little motivation to study it past the secondary level. Other problems faced by teachers and students include the multilingual background of the learners, lack of cooperation from teachers of other subjects, the need to import language materials, poor levels of language teacher training, and large class sizes. An alternative approach to ESP is suggested, one in which the learner's native language and other languages in the learner's environment play a major role in tertiary education. The importation of culturally and educationally irrelevant materials is noted along with the urgent need for teacher training reform.
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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.
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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>
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Wahyudi, Imam, та Ahmad Mizan Rosyadi Abdul Jalil Manan. "الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها". Al-Fusha : Arabic Language Education Journal 2, № 2 (2020): 14–34. http://dx.doi.org/10.36835/alfusha.v2i2.355.
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Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.
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Abeer Mousa Alenzi, Abeer Mousa Alenzi. "The Reality of Using Cloud Computing Applications in Teaching Language Proficiencies for the Secondary Stage from the Female Teachers' Point of View: واقع استخدام تطبيقات الحوسبة السحابية في تدريس الكفايات اللغوية للمرحلة الثانوية من وجهة نظر المعلمات". مجلة العلوم التربوية و النفسية 5, № 31 (2021): 157–35. http://dx.doi.org/10.26389/ajsrp.k290321.
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The study aimed to identify the reality of using cloud computing applications in teaching language proficiencies for the secondary stage in Riyadh and its obstacles from the female teachers’ point of view, with an indication of the effect of the variables (academic qualification, years of experience) in that. The study relied on the descriptive survey approach, and used the questionnaire tool. It applied to a random sample of (304) secondary school female teachers in Riyadh. The study reached a number of the following results: The axis of the reality of using cloud computing applications in teaching language proficiencies got an average (1,429) with a (low) degree in the dimension of lesson planning, and the average was (1,428) with a (low) degree in the dimension of lesson implementation, and it averaged (1,433) with a (low) degree in the dimension of evaluation the lesson, and the axis of obstacles of using cloud computing applications in teaching obtained an average of (1,992), meaning the obstacles represented a (large) degree, and the results also revealed that there are differences between the views of the study sample attributable to the two variables (educational qualification and years Experience), Based on the results, the study recommends the following: Providing training courses for female teachers of language proficiencies on how to activate cloud computing applications in the educational process informs them of all new developments that occur. Providing reinforcement, both material and moral, to female teachers of language proficiencies who use cloud computing applications encourages them to use and benefits from these services. Supporting the school environment with physical equipment that allows the use of cloud computing in teaching contributes to help the teacher to activate it. Reducing the teaching and administrative burdens of teachers allows them to follow the students at the time of the class.
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Tussupova, G. K. "Identity options in the textbooks of Russian and Kazakh as second languages." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 132, no. 3 (2020): 140–49. http://dx.doi.org/10.32523/2616-6895-2020-132-3-140-149.
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Identity options available in secondary school textbooks may play an important role in stimulating or inhibiting the learners’ success. They are particularly significant in the multi-ethnic Kazakhstani context with a large number of minorities and their cross-cultural communication in the society.This paper investigates identity options provided in second language textbooks for Kazakhstani secondary-school students. The identities of imagined learners, imagined interlocutors, and hidden identities that are not included were analyzed in the texts. The study resultsconclude that the textbooks’ sets of identity options are likely stimulate or impede language learning. Findings from this study may contribute to the evaluation of current teaching methodology and materials and inform future textbook development with regard to identity representations and identity construction.
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Lodhi, Muhammad Arfan, Hifza Farman, Ihsan Ullah, Aiza Gul, Fareeha Tahira, and Sidra Saleem. "Evaluation of English Textbook of Intermediate Class From Students’ Perspectives." English Language Teaching 12, no. 3 (2019): 26. http://dx.doi.org/10.5539/elt.v12n3p26.
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Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in mind was an attempt to investigate the importance of English textbooks being taught at intermediate level (Grade 12) in different schools and colleges in Punjab. Prospective study occupies descriptive type of research framework. The textbook of English being taught at intermediate level is evaluated according to specified models and strategies mentioned in previous research studies based upon textbook evaluation. Sample was determined through applying cluster random sampling technique. Questionnaire was designed, validated and administered after conducting pilot phase. The findings of the study reveal that the textbook being taught at intermediate level is not be up to snuff to convene the common objectives of the target language and is irreconcilable with the requirements of promoting confidence and ornamental language skills. Moreover, it is recommended that textbooks must be revised from time to time to obtain definite language learning objectives. The book being evaluated lacks innovation, students&rsquo; interest, relevant content and appropriate skills.
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Lee, Icy, Pauline Mak, and Anne Burns. "Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms." English Teaching: Practice & Critique 14, no. 2 (2015): 140–63. http://dx.doi.org/10.1108/etpc-02-2015-0004.
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Purpose – The purpose of this paper is to examine how the teachers implemented innovative feedback approaches in their writing classroom and the extent to which the innovative feedback approaches impacted upon student attitude and performance in writing. In the writing classroom, teacher feedback serves as an assessment as well as a pedagogical tool to enhance the teaching and learning of writing. While there is no shortage of literature on the topic of feedback per se, there is scant research on teachers’ attempts to implement change to conventional feedback practices, as well as the impact of such feedback innovation on student learning. Drawing on data gathered from individual teacher interviews, student questionnaires, student focus group interviews, pre-and post-writing tests and classroom observations, this study seeks to explore two teachers’ change initiative in their writing feedback approaches. Design/methodology/approach – The study used multiple sources of data including individual teacher interviews, student questionnaires and student focus group. Findings – The results suggest that the innovative feedback approaches helped to enhance the motivation and writing performance of the students. The paper concludes with implications and insights to help teachers implement similar feedback innovations in their contexts. Practical implications – First, the findings suggest that focused written corrective feedback is a viable option for responding to student writing, especially for low proficiency students in English as a foreign language (EFL) contexts. Second, teachers might consider the option of removal or delay in the reporting of scores, where appropriate. Third, more intensive training might be necessary to help students improve their peer evaluation skills and their ability to write more constructive comments for their peers. Originality/value – The significance of the study lies in the contribution it can make to existing writing feedback research that pays insufficient attention to teacher feedback in real classroom contexts, uncovering the process through which teachers attempt to bring improvement to conventional feedback practices, as well as the impact of feedback innovation on student learning in naturally occurring classroom contexts.
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Suryati, Nunung. "CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (2015): 247. http://dx.doi.org/10.15639/teflinjournal.v26i2/247-264.
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This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.
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Usman, Bustami, Asnawi Muslim, Ibrahim C. R. Champion, and Iskandar Abdul Samad. "Progressive peer evaluation: Important but absent in EFL speaking classes." Studies in English Language and Education 5, no. 2 (2018): 308–27. http://dx.doi.org/10.24815/siele.v5i2.11115.
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Comprehensive teaching-learning about speaking evaluation, especially peer evaluation, is conspicuous by its absence in English Foreign Language (EFL) Speaking classes at all secondary and tertiary levels in Indonesia, especially in Aceh, This comparative research study looks at the various aspects used for evaluation and especially looks at peer evaluation in EFL speaking classes in Aceh. The paper describes twenty three (23) components recommended for evaluation of speaking communications: the seen, the spoken and the script (content) components. The results showed that teachers of EFL speaking are not using and are not even taught such detailed evaluation systems. Moreover the syllabi for speaking English at upper secondary level are severely lacking as are those used in tertiary courses. Educators need to learn from the Toastmasters International systems for evaluation and for making evaluation speeches, in particular the need to prioritise praise in evaluation with only a pointer or two on how to improve the next speech. This paper includes a simplified format for peer evaluations that students can easily be taught to use and also stresses the need for praise, not punishment, for successful evaluation. Teachers of Speaking English EFL, who practice the recommendations from this paper, should get much better results from their students.
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Macianskiene, Nemira. "Development Of Transversal Skills In Content And Language Integrated Learning Classes." European Scientific Journal, ESJ 12, no. 1 (2016): 129. http://dx.doi.org/10.19044/esj.2016.v12n1p129.
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The issue of transversal or soft skill development is an important challenge for educational institutions preparing prospective employees for successful integration in the modern global labour market. The implementation of content and language integrated learning (CLIL) provides ample opportunities for the development of soft skills, apart from in-depth learning of the subject and development of language competences. The study presents some insights gained during the in-service training courses for secondary school teachers, while implementing the European Social Fund supported project “Synergy of Content and Foreign Language” at the Institute of Foreign Languages of Vytautas Magnus University in Lithuania, with regard to possibilities to better prepare graduates for social integration through efficient implementation of CLIL at school. Among other objectives, the project aimed at professional development of secondary school subject teachers by raising their awareness of CLIL methodology, including transversal skill development. The paper presents investigation into teacher perception of the importance of soft skills and their self-evaluation of practice of soft skill integration into their subject teaching. The issue of transversal skill development is discussed as an integral constituent of project activities, an added value and/or the synergic effect which may be achieved while implementing CLIL at school. The study concludes that CLIL implementation requires the whole school policy, new approach to subject and language teacher in-service training and presents some recommendations for educational policy developers.
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., Suardi. "Evaluation of English Learning In Junior High School Samaturu Kolaka." International Journal of Scientific Research and Management 8, no. 04 (2020): 1304–11. http://dx.doi.org/10.18535/ijsrm/v8i04.el05.
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Abstract
 The study aims to evaluate of english learning at the Junior High School 3, Samaturu Kolaka. The method used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key Informant is the principal, teacher, and student. The results showed that: (1). The ten indicators of the principles in the preparation of lesson plan is only a contemporary-oriented indicator that is not contained in the lesson plan. This is because lesson plan is based on teaching materials and teaching materials. In addition, the lesson plan does not promote social, spiritual attitudes and only focus on English language teaching materials. Because of social and spiritual attitudes are hidden curriculum and can be applied to all subjects. Even the development of character is a program of Junior High School 3, Samaturu Kolaka. (2). All step-by-step indicators in lesson plan preparation are already loaded inside the lesson plan. But there is still an unprecedented indicator such as determining a monotonous learning strategy and not self-evaluation for the teacher to improve the strategy, and its teaching method. (3). Several indicators of lesson plan implementation have been carried out well in the classroom even though it is not maximized. This is due to preliminary activities, the teacher does not explain the importance of the material to be studied and competencies that students must master. The conclusion is related to the principles, application of steps and implementation of lesson plan in the classroom, although not maximized, but has been referring to Permendikbud no. 103 year 2014 about learning on primary education and secondary education.
 
 Keywords: Evaluation, Lesson Plan, English Learning
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Safitri, Mega, and Peptia Asrining Tyas. "An Analysis of English Textbook Entitled "Bahasa Inggris SMA/MA SMK/MAK Kelas X"." JEES (Journal of English Educators Society) 4, no. 1 (2019): 17. http://dx.doi.org/10.21070/jees.v4i1.1777.
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A textbook plays an important factor in teaching and learning processes. Thus, this study attempted to analyze an English textbook entitled Bahasa Inggris Bahasa Inggris SMA/MA SMK/MAK Kelas X which is used by almost teachers in secondary level education. This study used qualitative study by using Biocchi’s (2000) coursebook evaluation and interview which was adopted open-ended questions from Biocchi’s (2000) coursebook evaluation. The analysis encircled the contents, grammar, levels of the material, kind of the materials, and the methodology used in the textbook. The results revealed that this textbook was well designed and encouraged students’ autonomy to learn and use the language. Besides, this textbook achieved Biocchi’s (2000) coursebook evaluation (contents, grammar focus, level, material, and methodology) well. Although this book is good enough, there is a weakness; it is not provided by CD for listening activity, so the teachers have to find and create their own audio.
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Sharmin, Liza. "Action Research in English for Specific Purposes: English Language for the Medical Students in Bangladesh." Asian Journal of Humanity, Art and Literature 5, no. 1 (2018): 33–44. http://dx.doi.org/10.18034/ajhal.v5i1.330.
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English for Specific Purposes (ESP) has flourished to meet the growing demand of the academic and professional learners. Since the tertiary level of education is the concern, ESP can be a way out to teach English as a second or foreign language. At the end of primary, secondary and higher-secondary level of English language education, a learner is expected to have a good command of the four skills of English language. Even though, if one fails to have the proficiency, s/he needs intensive teaching. ESP has very thoughtful and research-oriented arrangement for language teaching by needs analysis, formulation of goals and objectives, specific syllabus design, appropriate material development, effective teaching, and accurate evaluation.
 In ESP, the practitioner, who is a needs analyst, is also a setter of goals and objectives, a syllabus designer, a material developer and a teacher as well as an evaluator. For this reason, there lies no gap among the steps of a whole project of language teaching. ESP learners are mature and more enthusiastic. In ESP, syllabus design depends on the analysis of the language used in the target area of learners. Sometimes, the syllabus designers consider the learners’ opinions. Teaching materials are collected from the area of job or study of the learners. Interests, target and levels of previous knowledge of the ESP learners usually vary. Thus, for an individual group, a tailor-made ESP course is, therefore, suitable. The goal of the present action research is to design an English language course for the medical students.
 In my professional life, I used to teach English language to the medical students. Since I taught them with general English language materials, I observed a gap between their target area and English language. “They cannot relate their achieved language knowledge to the medical context. For example, in a class, when they are asked to solve some exercises of active and passive voices, they can solve properly. But when they define terms like hypertension, or nervous system, they confidently use called/ call/ calls instead of is/ are called. Medical students are really motivated by their subject specific texts. It is my assumption that, specific English language course can solve the problem by bridging the gap between their knowledge and their proficiency language.” (Sharmin, L. -2011). On the basis of the information of data, collected from one preset questionnaire, I have analyzed needs and formulated an ESP course obtaining vocabulary, topic and examples from medical context. I found the classes more effective and interesting with these special materials. I have collected another set of data. I compared the data and found the results very optimistic.
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Gilbert, Francis Jonathan, and Margaret Pitfield. "Teaching1984in the surveillance culture of schools." English Teaching: Practice & Critique 18, no. 1 (2019): 85–99. http://dx.doi.org/10.1108/etpc-06-2018-0064.
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PurposeThis paper focuses on the affordances of and issues surrounding the teaching of George Orwell’s novel1984(1949) as a set text for General Certificate of Secondary Education (GCSE) English and English Literature in an examination-obsessed and heavily surveilled school system. It considers this by focussing on the classroom practice of a beginning teacher tackling the teaching of this novel for the first time and the newly appointed university tutor who is required to assess her teaching against a prescribed set of national Teachers’ Standards.Design/methodology/approachA case study design is used, drawing on data from classroom observation, records of conversations and textual study. These data are analysed with reference to Perrymanet al.’s (2018) re-evaluation of Foucault’s Panopticon (1995), a concept which explains how institutions set up surveillance systems in which people’s behaviour is shaped by their feelings of being watched.FindingsIn the context of her practicum school the beginning teacher adopts a particular approach to language study as a vehicle for teaching the novel1984. This paper argues that such an approach, which finely focuses on the micro-detail of language, prevents teachers and students from seeing the big picture in Orwell’s novel and is therefore contrary to the spirit of his writing. It also restricts teachers from approaching the novel in ways which draw on students’ lived experiences as participants in the highly surveilled education system.Practical implicationsThe push for performativity in the current era of schooling ensures that, for English teachers, fear of failing to comply with imposed and implied norms contributes to a prevailing sense of unease about their subject. Thus, persistent pressures of exam preparation and inspection-readiness drive a wedge between their subject knowledge/expertise and the classroom practices prevalent in English teaching.Social implicationsEnglish teachers and teacher-educators are subject to a plethora of “guidelines” which filter through at every level of education and operate in a similar way to the totalitarian figurehead of Big Brother, Orwell’s fictional dictator who dominates1984. This paper argues that away from Big Brother’s all-seeing eye there are still, however, opportunities for those professional practices that do not fit within such parameters to be discussed, explored and shared.Originality/valueThis paper offers a unique perspective on the teaching of George Orwell at the levels of school student, beginning teacher and teacher-educator. The Big Brother of this paper is not the Stalinist dictator of Orwell’s dystopia, instead manifesting in many different education-related personas. This Big Brother demands compliance with his fuzzy norms (Courtney, 2016; Perryman et al., 2018), rules which are deliberately vague and shifting and if contravened have far-reaching consequences for all concerned in the teaching and learning of English.
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.
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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Iskandar Dzulkurnain, Mohammad, Sunardi, Siswandari, and Asrowi. "DESIGNING ENGLISH TRANSLATION TOWARDS INDONESIAN MODERATE RELIGIOUS BASED SCHOOL." Humanities & Social Sciences Reviews 8, no. 3 (2020): 302–9. http://dx.doi.org/10.18510/hssr.2020.8332.
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Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching.
 Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process, informants, and essential documents relied on the teaching-learning process. The data is collected through observation, interviews, and documentation. The collected data are analyzed through data reduction, categorization of data, and synthesis and arrange work hypothesis.
 Main Findings: The syllabus that applies as a reference for preparing lesson plans is based on the National Curriculum and the Pesantren (religious-based school) Curriculum. The learning objective includes general learning and specific learning purpose. The learning objective of English learning at PBU is in line with English for Specific Purposes (ESP). The application of curriculum is 50% for the religious-based school curriculum and 50% for the government curriculum. There are many instructional teaching materials such as print, audio, and visual and non-printed. Class activities are another sketch to make students spend their full attraction and attention. Evaluations are conducted periodically.
 Applications of this study: The syllabus produced from this study is used by the religion-based Islamic school at the secondary level. It has a function to become a bridge for language learning to ease the students for English acquisition.
 Novelty/Originality of this study: Some similar researches were done to find out more about translation but it has not found yet research that focused on creating a syllabus to facilitate the student in learning the holy book of Islam through translation.
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Eludiora, Safiriyu Ijiyemi, and Muhammad Auwal Abubakar. "A HINDU-ARABIC TO HAUSA NUMBER TRANSCRIPTION SYSTEM." MALAYSIAN JOURNAL OF COMPUTING 6, no. 1 (2021): 727. http://dx.doi.org/10.24191/mjoc.v6i1.11526.
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The invention of numeration system is regarded as one of the great accomplishments of man, as it greatly assist man in expressing his communication needs and also serve as an important tool in language pedagogy, historical linguistics, comparative study of African languages and computational linguistics. However, numeral system is reported to be an endangered area being identified in the use and study of language, and in no distant time, the traditional number system of the African indigenous counting systems may lose its contact with the new generation. This paper presents a Hindu-Arabic to Hausa number transcription system. Secondary data used was sourced from literature. Context-Free Grammar (CFG) and Unified Modelling Language (UML) was used to design the system. The system designed was implemented using Python programming language. Mean Opinion Score (MOS) evaluation approach was used to evaluate the implemented system. The result of the evaluation on Numbers with Single Representations (NSR), and Numbers with Multiple Representations (NMR) is based on three (3) metrics: syllable accuracy, orthography accuracy and syntax accuracy. The experimental respondents’, system developed and human expert average scores on NSR were respectively 0%, 100% and 100% for syllable accuracy, 40.1%, 100% and 100% for orthography accuracy, and 62.8%, 100% and 100% for syntax accuracy. Similarly, the experimental respondents’, system developed and human expert average scores on NMR were respectively 0%, 100% and 100% for syllable accuracy, 21.4%, 100% and 100% for orthography accuracy, and 31.7%, 100% and 100% for syntax accuracy. The system transcribes from 1 to 1-billion, and the expert response confirmed the accuracy of the output of the system developed. The study concluded that among others, the system developed is of great importance in the teaching and learning of the traditional Hausa counting system. Future work on contextual Hausa numeral system analysis is recommended.