To see the other types of publications on this topic, follow the link: Curriculum-based assessment. English language.
Journal articles on the topic 'Curriculum-based assessment. English language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Curriculum-based assessment. English language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Karyawetti, Yunita. "THE IMPLEMENTATION OF WRITING ASSESSMENT BASED ON KTSP (SCHOOL-BASED CURRICULUM) AT SMAN 2 SOLOK." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 2 (2009): 95. http://dx.doi.org/10.24036/ld.v2i2.7363.
Full textAbstract:
The aim of the research is to describe how the English teachers of SMAN 2 Solok implement School-Based Curriculum in writing assessment which consists of Genre - Based Assessment (portfolio), Curriculum - Oriented Assessment (Competence - Based Assessment and Process - Oriented Assessment), and criteria of writing assessment (social function, generic structure, and language features). Beside that this research is also aimed to find out the problems they face in assessing the students’ writing. The research is descriptive which applied qualitative method. The data were collected by interviewing, observing the process, and examining the documentation of the informants (six informants which two of them were key informants). The researcher found that (1) three English teachers have implemented portfolio assessment, (2) all English teachers have implemented competence-based assessment, (3) three English teachers have implemented process-oriented assessment, and (4) all English teachers have considered criteria in writing assessment although two of them still did not consider language features of the students’ writing.
2
Imron, Ali, and Winda Candra Hantari. "How Poetry Improves EFL Learners’ Vocabulary through Curriculum-based Dynamic Assessment." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 1 (2021): 1. http://dx.doi.org/10.31002/metathesis.v5i1.2834.
Full textAbstract:
<p>Literature in English teaching has always been interested to be discussed, specifically in teaching English for speakers of other languages (TESOL) or teaching English as Foreign Language (TEFL). This research aimed to reveal the effectiveness of Poetry as a genre in Literature in TESOL or TEFL for students of English Education Study Program to improve students’ writing skills. Delivered using Curriculum-based Dynamic Assessment with the focus on the process of Mediated Learning Experience and simplified Vocabulary Knowledge Scale test, the results show that Poetry as a genre in Literature is effective in improving students’ writing skills in two aspects; (1) it strengthens students’ motivation and creative thinking as it generates and involves students’ emotion, and (2) it improves students’ vocabulary mastery seen from the improvement of the diction in their writings by 336,25%.</p><p> </p>
3
Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
Full textAbstract:
While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
4
Ajibade, Yetunde Adedoyin, Emmanuel Olajide Awopetu, Cecilia Omobola Odejobi, and Hannah Olubunmi Ajayi. "Assessment of the Language Arts Curricula in the Nigerian Basic Education Program." Journal of Education 200, no. 2 (2019): 97–103. http://dx.doi.org/10.1177/0022057419875128.
Full textAbstract:
Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language of the Southwestern States) were examined. The curricula content of the three compulsory languages was examined based on (except for Yoruba) globally accepted objectives of language learning. Content analysis showed curriculum overload of different dimensions at the levels of the three languages.
5
Ashar, Ashar, and Irmawati Irmawati. "The Implementation of the 2013 Curriculum of English at SMKN 1 Bantaeng: an Evaluative Study." ELT Worldwide: Journal of English Language Teaching 3, no. 2 (2016): 156. http://dx.doi.org/10.26858/eltww.v3i2.2255.
Full textAbstract:
The objectives of the research were to obtain a descriptive account of (1) the lesson plans of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (2) learning and assessment process of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (3) supporting factors and obstacles that the English teachers at SMKN 1 Bantaeng face in implementing the 2013 Curriculum of English. The researcher employed descriptive qualitative method. The subjects werefour English teachers of SMKN 1 Bantaeng who participated in this research. All the subjects were selected through purposive sampling. The data of this research were collected by using triangulation technique by combining observation, interview and examining document technique. The obtained data were analyzed in four major phases namely data collecting, data reduction, data display, and conclusion. The result of the research revealed that (1) Lesson plans prepared by English teachers at SMKN 1 Bantaeng were generally well arranged. (2) a. The implementation of English learning process at SMKN 1 Bantaeng based on the 2013 Curriculum still had many shortcomings. The very prominent shortcomings were the aspect of preliminary activities, the implementation of integrated learning, the selection of sources and media, as well as on the closing activities. b. The implementation of assessment process on English learning based on the 2013 Curriculum at SMK 1Bantaengwas not done well, because most of the components of the assessment were not carried out. (3) Supporting factors on the implementation of the 2013 Curriculum of English included (a) the high commitment of the school and government, (b) the distributed guidelines, syllabus, and text book, and (c) the school facilities. Meanwhile the obstacles consisted of (a) the lacking time allocation, (b) the complicated assessment system, and (c) the lack of teachers' understanding on the 2013 Curriculum. Key words: the 2013 Curriculum, ELT plans, practices and assessments,perception.
6
Newkirk-Turner, Brandi L., and Valerie E. Johnson. "Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics." Language, Speech, and Hearing Services in Schools 49, no. 2 (2018): 189–96. http://dx.doi.org/10.1044/2017_lshss-17-0050.
Full textAbstract:
Purpose The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. Results The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Conclusions Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, “accessible and achievable for all” students (American Speech-Language-Hearing Association, 2017).
7
Houston, Claire. "English language development across the curriculum." Australian Review of Applied Linguistics 10, no. 1 (1987): 20–39. http://dx.doi.org/10.1075/aral.10.1.02hou.
Full textAbstract:
Abstract The article provides information about the English Language Development Across the Curriculum (ELDAC) Project. The ELDAC Project was initiated to develop whole-school responsibility for the English language needs of students of non-English speaking background. The aim was to integrate appropriate language support for NESB learners within all subject areas. The project emphasizes the crucial role that language plays in learning; the relationship between meaning and form; and the need to focus on language development as an integral part of all subjects. The approach is based on a view of language which provides the theoretical framework for the analysis of language demands of high school subjects. A basic tenet of the approach is that the identification of language demands associated with teaching and learning objectives is an essential part of lesson and unit planning and should be reflected in the presentation of content, learning activities, preparation for writing tasks and assessment. Work done by teachers as a result of the project has not only provided necessary support for learning for NESB students but has also resulted in a significant enhancement of the language and learning abilities of many native-speaking students.
8
Aprianto, Dedi. "NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (2020): 58. http://dx.doi.org/10.33394/jo-elt.v3i2.2431.
Full textAbstract:
Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.
9
Sari, Yulnada, Efit Eriani, and Bambang Widi Pratolo. "EFL Teachers’ Views on English Assessment in 2013 Curriculum." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (2020): 39–50. http://dx.doi.org/10.30605/25409190.121.
Full textAbstract:
Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.
10
Puspitasari, Ema, Bambang Widi Pratolo, and Aulia Mufida Izzatul Mahfiana. "Teacher’s Belief about the Implementation of Curriculum 2013 in English Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (2020): 101–11. http://dx.doi.org/10.30605/25409190.171.
Full textAbstract:
This research was conducted to investigate teacher`s belief about the implementation of curriculum 2013 in English language teaching. The research method used in this research is descriptive qualitative involving four teachers of junior high schools as the subjects. The data were collected using open-ended interview as the instrument. The result of this research showed that there were many kinds of activities which were mostly done by all participants; (1) teachers’ beliefs about curriculum 2013 understanding, (2) teachers’ beliefs about reaction of the learners, and (3) teachers’ beliefs about assessment in curriculum 2013. The teachers believed that curriculum changes brought positive, innovative, and creative impacts on English for future education. Besides, changes in the current curriculum also give influence on the way teachers and students understand English learning from previously traditionally based learning to modern pedagogical dimension. Therefore, it can be concluded that teachers` belief about curriculum 2013 has an impact on its implementation in English language teaching.
11
Zhang, Jianfeng. "College English Curriculum Group: The Construction Based on Needs Analysis." English Language Teaching 11, no. 6 (2018): 80. http://dx.doi.org/10.5539/elt.v11n6p80.
Full textAbstract:
The rapid development of society and economy is not only the opportunity but also the challenge of the college English teaching in China. Nowadays, traditional college English curriculum, with its monotonous content and musty teaching principles, can hardly activate learners’ motivation, because the curriculum design neglects learners’ needs. Therefore, instrument, humanity and profession should be integrated in English education and college English curriculum group has been designed and constructed. In this curriculum system, based on the learners’ needs analysis, EGP and ESP are combined; and on the Internet platform that makes use of educational resources, a new mode of English Instruction, “online teaching + traditional teaching + autonomous inquiry + discussion”, has been explored; the comprehensive assessment system and reasonable teacher structures are designed so that learners’ motivation can be activated and the practical ability of foreign language can be improved significantly.
12
Sabbir, Fatima. "Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study." Asian Journal of University Education 15, no. 3 (2019): 34. http://dx.doi.org/10.24191/ajue.v15i3.7819.
Full textAbstract:
The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain a broader perspective on the perceived view of teachers towards PT3 English Language.
 
 KEYWORDS: Form Three Assessment (PT3), Pentaksiran Tingkatan Tiga (PT3), Perception of teachers.
13
Tenney, Justin W., Maria Paiva, and Qianwen Wang. "Assessment of English language performance scores and academic performance in an English-based curriculum for pharmacy students with English as a second language." Currents in Pharmacy Teaching and Learning 12, no. 4 (2020): 423–28. http://dx.doi.org/10.1016/j.cptl.2019.12.029.
Full text
14
Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.
Full textAbstract:
Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.
15
Wasundari, Ida Ayu U., Ni Komang Arie Suwastini, and I. Gede Batan. "Developing Culture-Based English Language Assessment Instrument for Second Semester of Grade Seven of Junior High School in Buleleng Sub-District to Support the Implementation of Curriculum 2013." Lingua Scientia 23, no. 2 (2018): 21. http://dx.doi.org/10.23887/ls.v23i2.16072.
Full textAbstract:
This research aimed at developing culture-based English language assessment instrument for the second semester of grade seven of junior high school in Buleleng Subdistrict to support the implementation of Curriculum 2013. This research was categorized as research and development. Research and development model which was used in this research proposed by Peffers et.al (2007). The suitable English assessment for the second semester of grade seven of junior high school was English assessment with integrated Balinese culture in order to support the development of character building. The steps of developing this English assessment instrument included assessment goal analysis, assessment standard analysis, syllabus analysis, learning source analysis, designing blue print, developing assessment, expert judgment, and revision. This research produced English assessment instrument which assessed
 students’ affective, cognitive, and psychomotor domains. The reliability and quality of the developed assessment instrument were found out by giving expert judgment form to the experts of assessment and English language teaching. The scores which were given by the two experts were 650 from the first expert and 802 from the second expert. Based on those scores, the quality of the developed English assessment instrument was categorized as excellent. The reliability of the data was categorized as excellent in which the score of Alpha Cronbach’s coefficient was 0.9. It means that the developed culturebased English assessment instrument was suitable to be used in teaching and learning process that implements Curriculum 2013 in Buleleng Sub-district.
16
McCollum, Robb Mark, and Elena Tornar Reed. "Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks." Canadian Journal of Applied Linguistics 23, no. 2 (2020): 228–36. http://dx.doi.org/10.37213/cjal.2020.30438.
Full textAbstract:
Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language. This learner-centred approach is complicated in a multilevel classroom where the teacher cannot always focus on each student’s needs. As a result, learner motivation and attendance are frequent problems. This article details the adaptation of the Canadian Language Benchmarks (CLB) into a badge system to help learners in a community English as a Second Language (ESL) program set and track personalized language learning goals. The authors explain the purposes of badges, including motivation and assessment, and describe how to create a CLB-based badge system for curriculum and assessment purposes. The authors also share feedback from students and instructors in the community ESL program about the badge-based curriculum.
17
Bin Ashfar Ahmad, Muhammad Azhar Khan, Azlina Abdul Aziz, and Melor Md Yunus. "Teachers’ Role in Teaching Speaking Against the Incongruencies between Curriculum and Curriculum Implementation." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (2021): 165–76. http://dx.doi.org/10.47405/mjssh.v6i5.786.
Full textAbstract:
The English language has long been regarded as an important tool in creating a marketable human capital. To be involved with the current, highly competitive economy, a developing country needs to produce a generation of marketable human capital. This is of the utmost importance in achieving economic prosperity. Hence for developing countries like Malaysia, which regarded English as a second language, English is taught in school as a second language. However, the English Proficiency level of the new generation in Malaysia is dwindling and this affected the production of good human capital. Weaknesses that lead to the decline are both systemic and in its implementation as there exist lack of cohesiveness with the curriculum, the implementation and finally with the assessment. In the middle of this are teachers and their struggle in producing students who can use English communicatively. This paper aims to discuss the decline of speaking skills as a result of incongruencies of the curriculum and its implementation and teachers’ role in creating marketable human capitals amidst the existence of these incongruencies.
18
Tao, Yun. "Design, Development and Evaluation of Academic Oral English Curriculum Reform." Theory and Practice in Language Studies 7, no. 6 (2017): 427. http://dx.doi.org/10.17507/tpls.0706.03.
Full textAbstract:
The postgraduate students’ oral English proficiency has long been considered to be unsatisfactory in tailoring ever-increasing global engagement and international academic cooperation. Numerous Chinese universities are currently undergoing English curriculum reform for enhancing postgraduate students’ pragmatic communicative capacity especially in involving in global professional interaction and articulating at international academic settings. To assess the effect of the curriculum innovation, a 670-postgraduate-student questionnaire was surveyed at Southeast University to evaluate its pilot reform encompassing teaching, learning and assessment, namely, “Collaborative Teaching Mode and Interactive Learning Model”, “Major-related Teaching Content” and “Formative Assessment System Integrated in Summative Assessment System”. The data showcases that the teaching content merged by Simulated International Conference on major-relevant themes has been popularly acknowledged by students. The Sino-foreign collaborative teaching mode and multiple interactive learning model have proven to boost students’ enthusiasm and confidence in improving oral English proficiency. The formative assessment system can significantly propel teamwork spirit and arouse students’ earnest to practice oral English. The research provides viable modes for oral English curriculum reform in Chinese tertiary educational institutions.
19
Sharp, Jonathan. "Macbeth in the Higher Education English Language Classroom." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 2 (2015): 33–47. http://dx.doi.org/10.33178/scenario.9.2.3.
Full textAbstract:
This paper presents the latest phase in an ongoing project to develop and widen the scope of drama-based classes in the practical language section of a German university English department. A brief overview of the use of literature in the (English) language classroom is given, with examples of some recent models, before turning to a consideration of practical drama-based approaches in Shakespeare education. This forms the background against which the main report on practice is presented. The Sprachpraxis section of the University of Tübingen English Department is briefly introduced before the focus shifts to the most recent example: a course on Shakespeare’s Macbeth involving drama-based methods. Course design, assessment and literature choice are discussed, before the pre- and post-course expectations and impressions are explored using data gathered from student questionnaires and teacher diary entries. Based on this analysis, initial outcomes are suggested for the continued progress of drama-based elements in the Sprachpraxis curriculum.
20
Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.
Full textAbstract:
Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.
21
McNamara, Tim. "Managing learning: Authority and language assessment." Language Teaching 44, no. 4 (2011): 500–515. http://dx.doi.org/10.1017/s0261444811000073.
Full textAbstract:
A feature of language assessment internationally is its role in the enforcement of language policies established by governments and other educational and cultural agencies. This trend has led to the near-universal adoption of curriculum and assessment frameworks, the clearest example of which is the Common European Framework of Reference for Languages (CEFR). What does this movement represent? What is the source of the authority of frameworks such as the CEFR, and why are they so appealing to governments? The paper argues that the determination of test constructs within policy-related frameworks leads to inflexibility, and considers the case of the testing of competence in English as a lingua franca (ELF) communication, in the context of international civil aviation communication.
22
Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.
Full textAbstract:
Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.
23
Rumiris, Juella. "PORTFOLIOS ASSESSMENT AS A METHOD OF ASSESSMENT OF LANGUAGE IN ESL CLASSROOM CONTEXT." Jurnal Dinamika Pendidikan 8, no. 2 (2015): 61. http://dx.doi.org/10.33541/jdp.v8i2.115.
Full textAbstract:
The use of portfolios as an assessment tool probably is unlikely common in Asian countries. Portfolios is commonly considered as a compilation of students’ work for a certain period of time. In fact, the portfolios may show the originality of and the nature of students’ learning improvement. In this paper, the writer will discuss portfolios as a method of assessment in English as Second Language or English as Foreign Language (ESL/EFL) classroom context from teacher’s perspective. This paper is designed with this format order: firstly to explain about the degree of portfolios method to assess content, skills and knowledge in the teach-ing-learning program in the ESL/EFL context, to correlate portfolios system to model of curriculum planning and policy context. Secondly, to discuss the strengths and weaknesses of portfolios method from a theoretical perspective, and analyse the validity, reliability, and fairness. Thirdly, to specify the association of portfolios method and the types of assessment and the correlation of portfolios method with assessment for learning. Fourthly, to evaluate the degree of portfolios method of assessment promoting learning of the knowledge, skills, and abilities related to my teaching experience.Keywords : Portfolios, Assessment, Curriculum, Learning, Knowledge, Skills.
24
Guihang, Guo, and Zhou Chen. "The Analysis of the Problems in Business English Teaching Assessment System and Suggestions for Improvements." English Language Teaching 12, no. 8 (2019): 44. http://dx.doi.org/10.5539/elt.v12n8p44.
Full textAbstract:
As an undergraduate program, Business English is still in the initial stage of development in China. It is a new inter-disciplinary and applied discipline, the teaching of which is practical and diverse. Teaching assessment is an important part of the curriculum teaching because it is beneficial for the teacher to obtain feedback, improve teaching quality and maintain the teaching foundation. It is an effective measure for students to find the most suitable learning methods, correct learning habits and enhance learning efficiency. Teaching assessment plays a macro-control role in the implementation of teaching activities and can ensure the realization of teaching effects. Most of the current assessments of Business English teaching is in line with the language test mode of college English. Their assessment of the students&rsquo; Business English ability is conducted from the perspectives of using vocabulary, syntax and text. They only detect one of the students&rsquo; comprehensive abilities, namely, language ability while ignoring the assessment of application ability and professional literacy as well as other capabilities. This paper conducts a questionnaire survey on sophomores, juniors, seniors, and students who have graduated majoring in Business English at Guangdong University of Foreign Studies and Hubei University, aiming at finding out problems in the current assessment system for Business English teaching. Based on the analysis of the problems, suggestions for establishing a new Business English teaching assessment system are proposed.
25
Saxe, Geoffrey B., and Joshua Sussman. "Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers." Educational Researcher 48, no. 7 (2019): 452–65. http://dx.doi.org/10.3102/0013189x19869953.
Full textAbstract:
National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of Learning Mathematics Through Representations (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.
26
Gembaruk, Alla. "PRE-SERVICE STUDENTS’ TRAINING TO TEACH LISTENING IN THE ENGLISH LANGUAGE CLASSROOM." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 25–34. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232733.
Full textAbstract:
The article describes the way of pre-service students’ training to teach listening in the English language classroom which is done within the framework of new PRESETT Curriculum on Methodology designed in context of “New Generation School Teachers” joint project (2013–2019), initiated by the Ministry of Education and Science, Ukraine and the British Council, Ukraine. The article highlights the content of the unit devoted to teaching listening, its structure, modes of teaching and learning, assessment specifications. The article also specifies the tasks for school experience and the way teacher assistantship is organized. The results of students’ evaluation of the unit on teaching listening are presented in the article.
 Keywords: PRESETT Curriculum on Methodology, “New Generation School Teachers” project, pre-service teacher training, teaching listening, school experience, modes of teaching and learning, assessment specifications, reflection, unit evaluation form, self-assessment checklist.
27
Diniatulhaq, Rifdah, Annafi Ananda Oktaria, and Azwar Abbas. "Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher." EDUVELOP 3, no. 2 (2020): 105–13. http://dx.doi.org/10.31605/eduvelop.v3i2.604.
Full textAbstract:
The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).
28
Locke, Terry. "The English teacher as interdisciplinary resource." English Teaching: Practice & Critique 14, no. 3 (2015): 285–302. http://dx.doi.org/10.1108/etpc-06-2015-0043.
Full textAbstract:
Purpose – The purpose of this paper is to combine conceptual and documentary research. Design/methodology/approach – Drawing on a range of New Zealand curriculum documents and on the history of English subject in the New Zealand context, it maps aspects of the contestation that has accompanied the development of various versions of the subject over time. It also explores ways in which the subject has always drawn on a range of primary disciplinary discourses through a process of recontextualization (Bernstein, 2000). Findings – Based on this analysis, it problematizes the conventional location of literary study within the English curriculum, arguing that this arrangement disadvantages English as an additional language (EAL) students with an interest in literature. As another plank in the argument, it argues that literary study is itself currently disadvantaged by being linked to narrowly conceived notions of textual practice and the pervasive power of high-stake assessment technologies in constructing content and pedagogy. Originality/value – A solution to both problems is offered, arguing a case for relocating literary study in an expanded Arts curriculum. The paper then goes on to draw on the concept of disciplinary literacy, to argue a case for the “reinvention” of the English teacher as a cross-disciplinary resource teaching a re-framed subject renamed “Disciplinary Rhetorics”. It concludes by discussing the implications of these two re-envisionments for English teacher identities and the construction of their professional content and pedagogical knowledge.
29
DAVISON, CHRIS, and CONSTANT LEUNG. "Current Issues in English Language Teacher‐Based Assessment." TESOL Quarterly 43, no. 3 (2009): 393–415. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00242.x.
Full text
30
CHE HASSAN, NOR SYAMIMI ILIANI, NOR HAIRUNNISA MOHAMMAD NOR, ROHAZLYN ROSLY, and WAN NUUR FAZLIZA WAN ZAKARIA. "ESL Learners’ Language Errors in a Reflective Writing Assessment." Issues in Language Studies 8, no. 1 (2019): 37–51. http://dx.doi.org/10.33736/ils.1291.2019.
Full textAbstract:
Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.
31
Dinh, Hanh. "Towards a Knowledge-rich Curriculum." Journal of Curriculum Studies Research 1, no. 1 (2019): 54–70. http://dx.doi.org/10.46303/jcsr.01.01.5.
Full textAbstract:
This action research is to develop a framework of knowledge-rich curriculum from the knowledge-based curriculum. Rather than to replace current approaches to knowledge-based learning, this article enriches the knowledge mining orientations with additional criteria for organizing and assessing knowledge to ensure the quality of educational experience through which those orientations are developed. The proposed curriculum is characterized by principles for specific components: content, teacher roles, teaching sequence, and assessment. It presents one typical class session and teacher reflections that actualized the framework put into practice with Secondary education for English as a Foreign Language in Vietnam during 2016-2017 academic year.
32
Muyskens, Paul, Joseph Betts, Matthew Y. Lau, and Doug Marston. "Predictive Validity of Curriculum-Based Measures in the Reading Assessment of Students who are English Language Learners." California School Psychologist 14, no. 1 (2009): 11–21. http://dx.doi.org/10.1007/bf03340947.
Full text
33
Kristiandi, Kristiandi, Hefy Sulistyawati, and Dewi Cahyaningrum. "ASSESSMENT-BASED MATERIAL DEVELOPMENT: USING STUDENTS’ WORKS FOR DEVELOPING ENGLISH LEARNING MATERIAL." UAD TEFL International Conference 1 (November 20, 2017): 317. http://dx.doi.org/10.12928/utic.v1.182.2017.
Full textAbstract:
Despite the vital role of teachers in delivering English instructions, English learning material takes the most prominent role in the learning process. As English learning process is expected to be learning centered, the role of English learning material becomes more strategic and crucial in fostering students’ learning. With the adopted curriculum as the framework and the concept of authentic materials as the basis, the development of English learning material needs to incorporate students’ learning problems and expectations. As such, teachers as learning facilitators are supposed to be alert to students’ needs for learning as well as their expectations and use them to update the learning materials as learning takes place. Students’ worksheets, which are the reflection of their current inter-language, are very good resource for teachers in developing a series of updated English learning materials and relevant communicative activities which are student-friendly. Developed on the revised Communicative Language Teaching (CLT) approach and Krashen’s Input Hypothesis, this paper highlights the importance of accommodating students’ learning problems for developing English learning materials by using formative and summative assessments results within a period of an English instructional program
34
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.
Full textAbstract:
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.
35
Rachmawati, Yuli, Sophia Fithri Al-Munawwarah, Wildan Nurul Aini, and Susilawati Susilawati. "ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (2014): 193. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.718.
Full textAbstract:
In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011) and Tyler (Posner,1992); the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR) as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.
36
Manuel, Jackie, and Don Carter. "“I had been given the space to grow”." English Teaching: Practice & Critique 14, no. 2 (2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.
Full textAbstract:
Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.
37
Muhammad Naseer and Rafaqat Ali Akbar. "Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab." Journal of Business and Social Review in Emerging Economies 6, no. 3 (2020): 1015–24. http://dx.doi.org/10.26710/jbsee.v6i3.1350.
Full textAbstract:
National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.
38
Tauseef, Muhammad, Syed Kazim Shah, Fatima Tul Zahra Sulehri, and Mehwish Kalsoom. "An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan." International Journal of English Language Education 3, no. 2 (2015): 44. http://dx.doi.org/10.5296/ijele.v3i2.7824.
Full textAbstract:
<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>
39
Zhu, Wen. "10 Years vs. 16 Hours: An Effective Curriculum to Improve Chinese College Students’ English Presentation Quality in Public." English Language Teaching 12, no. 9 (2019): 82. http://dx.doi.org/10.5539/elt.v12n9p82.
Full textAbstract:
Despite the long-term and intensive English learning educations they received, Chinese college students still have to struggle to make an even 2 minutes professional English presentation. Through more than 10 years English study, their vocabulary and language knowledge are enough for delivering an intermediate level English presentation. By observing a mid-sized (38 students) class study in details and one on one interviewing and surveying in Shanghai University of Engineering Science in 2014. The psychological factors are assumed to the top reason to hinder students from being confident and motivated in speaking English in public. A 16 hours task-based curriculum is designed with sufficient practices focusing on solving these psychologically related problems. Upon comparing and analyzing the detailed assessment data starting from the initial evaluation to the final examination, dramatically improved score and highly elevated sense of self achievement and satisfaction of the students were observed. It is evident the curriculum aimed on students&rsquo; motivation and interests, as well as the &lsquo;hands-on&rsquo; experiences should generate dramatic improvements for most of the Chinese college students.
40
Zolfaghari, Fatemeh, and Rahman Sahragard. "Monitoring “Testing Language Skills: From Theory to Practice†from the Perspective of Assessment Literacy." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 6, no. 2 (2015): 815–23. http://dx.doi.org/10.24297/ijrem.v6i2.3877.
Full textAbstract:
The present study was conducted in order to overcome the problems associated to the unsatisfied assessment literacy needs of the university students with the aid of textbook monitoring procedure. To this end, using the teachers’ recommendations, the book entitled “testing language skills: from theory to practice†which is a well-known book being taught at Iranian BA testing courses of English translation and English literature was analyzed from the perspective of assessment literacy and in line with the monitoring and assessment dimension of Nation and Macalister’s (2010) framework of curriculum design. This analysis was instantiated with interviews regarding learners’ assessment literacy expectations of their BA testing courses. Then monitoring was performed based on the identified components that were required for learners and the objectives maintained by the authors in the initial pages of the book.Â
41
Kirkham, Deak. "Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business." Linguistics Beyond and Within (LingBaW) 1 (December 30, 2015): 134–51. http://dx.doi.org/10.31743/lingbaw.5628.
Full textAbstract:
This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.
42
Pruekpramool, Chaninan, and Theerapong Sangpradit. "Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand." Journal of Education and Learning 5, no. 2 (2016): 47. http://dx.doi.org/10.5539/jel.v5n2p47.
Full textAbstract:
<p>The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher’s efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the overall curriculum and curriculum content which equaled 0.85 and 0.93, respectively. Besides, the appropriateness scores of the curriculum content, instructional materials and curriculum format equaled 0.89, 1.00 and 0.53, respectively. The participants were 22 Non-Native English-Speaking Teachers (NNESTs) who taught physics in the schools that attended the projects of “World-class standard school” and “English for Integrated Studies (EIS)” administered by the Ministry of Education, Thailand. Considering the participant’s opinions from semi-structured interview and satisfaction assessment form, the results found that the participants’ satisfaction was at a high level. From the follow up after training with 7 physics teachers, the results revealed that there were some concerns from teachers in several aspects based on their efficacy which were communication skills, choosing and using appropriate instructional materials, developing the physics lesson plan in English, dealing with classroom problems, and lifelong learning to improve their English skills and teaching. According to students’ opinions, students that were taught by these trained teachers were satisfied with learning physics in English because this way of learning can promote their communication skills. However, before they start learning Physics in English, improving their language ability was the most important that they required.</p>
43
Kesen Mutlu, Aynur. "Interrater Scoring of Public Speaking Performances in English Language Teacher Education Program." International Education Studies 11, no. 9 (2018): 12. http://dx.doi.org/10.5539/ies.v11n9p12.
Full textAbstract:
Based on the constructivist learning principles, self-assessment has been a targeted topic for many studies in the field of teacher education. Its importance and its leading to learner empowerment have been discussed for long. This current study in this line tries to move one step further by adding a correlative comparison between instructors’ and students teachers’ grading as well as searching into students’ views on self-assessment in Oral Communication Skills Course at English Language Teaching Department of a private university in Turkey. Interrater consistency was examined throughout the study. This study involves 21 student teachers who assessed their speaking performances five times using a micro-analytic rating scale. In the analysis of data, both qualitative and quantitative methods were utilized. Both data sets suggest that there is a high correlation between instructor and student teachers grading. The study has got some implications for curriculum designers, instructors and teacher candidates.
44
Durán Escribano, Pilar, and Joana Pierce McMahon. "Self-assessment based on language learning outcomes: a study with first year engineering students." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 133. http://dx.doi.org/10.14198/raei.2010.23.08.
Full textAbstract:
As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.
45
Triastuti, Anita, and Mehdi Riazi. "Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 526–35. http://dx.doi.org/10.17509/ijal.v9i3.23202.
Full textAbstract:
Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.
46
BAUTISTA, JUDY, Ilynne Samonte, Cecille Marie Improgo, and Merry Ruth Gutierrez. "Mother Tongue versus English as a Second Language in Mathematical Word Problems: Implications to Language Policy Development in the Philippines." International Journal of Language and Literary Studies 2, no. 2 (2020): 18–29. http://dx.doi.org/10.36892/ijlls.v2i2.283.
Full textAbstract:
This study investigated the performance of 150 Tagalog and 131 Sinugbuanong Bisaya grade three pupils with regard to solving mathematical word problems written in their mother-tongue (L1) and in English as their second language (L2). The respondents were subjected to a validated teacher-made parallel tests based on the competencies stipulated in the first and second quarter mathematics curriculum guide of the Philippines. Results of which were compared and analyzed using two-tailed t-test. Findings show that the Tagalog pupils performed better in their mother-tongue over English as their second language. On the other hand, Sinugbuanong Bisaya pupils performed better in English as their second language over their mother-tongue. While results appear contradictory, contextual discussions offer valuable insights into the situation, allowing avenues for more exploration and investigations. As implication to language policy development, this study offers the use of translanguaging in content area instruction and assessment, specifically in the teaching and learning of mathematical problem solving
47
Artini, Luh Putu, Ni Made Ratminingsih, and Ni Nyoman Padmadewi. "Project based learning in EFL classes." Dutch Journal of Applied Linguistics 7, no. 1 (2018): 26–44. http://dx.doi.org/10.1075/dujal.17014.art.
Full textAbstract:
Abstract In the contexts where English is taught as a foreign language, especially to beginners, project-based learning is often perceived as complicated to implement and difficult to assess. This Indonesian research was inspired by the need to address those misgivings. First, a project-based model for practical learning activities in EFL classes was created using a research and development design. In this stage, a careful reading to the English as a Foreign Language curriculum for junior high school students was conducted in an attempt to identify the topics, basic competencies, and indicators of success. Based on the results of the curriculum analysis, a careful development of project-based learning tasks was carried out. This article first of all described how the learning materials were developed with reference to the results of curriculum analysis and characteristics of learners. The developed materials were then sent to expert judges to check for relevance, readability and quality of the materials. In the next stage, the materials were tried out in three junior high schools in Bali, Indonesia, to further check the readability and practicability of the product as a teaching and learning innovation. Finally, after a revision to the materials, a quasi-experiment involving 36 students, was conducted in a school to examine the impact of project-based learning on students’ productive skills in English as well as on their attitudes towards learning the language. The data collection method used during the quasi experiment included: classroom observation, interviews with teachers and students, and a questionnaire. The overall impact of the implementation was evaluated using a t-test formula. It was found that project-based learning caused consistent improvement in the abilities to speak (monologue and dialogue) and to write (on a topic of students’ own choice). In addition, it was observable that project-based learning has an impact on students’ positive attitudes toward learning the foreign language. This was indicated by the motivation, enthusiasm, and excitement on the part of the students during the process of planning, working on a project, as well as on the assessment procedures.
48
Chandio, Muhammad Tufail, and Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment." Journal of Education and Educational Development 2, no. 2 (2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.
Full textAbstract:
English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.
49
Sharma, Dhirendra Prasad. "An Overview on ELT Scenario in Surkhet." Journal of NELTA Surkhet 4 (July 4, 2015): 41–47. http://dx.doi.org/10.3126/jns.v4i0.12859.
Full textAbstract:
The main purpose of this article is to analyze the ELT scenario of community based schools in Surkhet district. This paper, presents an introduction of ELT curriculum of English in school level, current status of ELT achievement in Surkhet district, issues, challenges and problems overwhelmed around ELT in community-based schools, strategies to enhance the competence and performance of teachers towards ELT for pedagogical recommendation and implication. From the close observation of some schools and teachers’ class and official data related to ELT achievement, this article suggests that creating happy and child friendly environment towards learning second language, demand based trainings, use of relevant teaching aids in language classroom, effective continuous assessment system, monitoring, and awareness of the stakeholders towards English language teaching contribute a lot for making effective English classes in the context of Surkhet district. Journal of NELTA Surkhet Vol.4 2014: 41-47
50
Meidasari, Venny Eka. "THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE." Indonesian EFL Journal 1, no. 2 (2017): 224. http://dx.doi.org/10.25134/ieflj.v1i2.629.
Full textAbstract:
This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum