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Journal articles on the topic 'English language English language High school teachers High school students'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.

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Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-st

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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.

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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and t

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Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

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Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindranc

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Wright, Wayne E., and Daniel Choi. "The impact of language and high-stakes testing policies on elementary school English language learners in Arizona." education policy analysis archives 14 (May 22, 2006): 13. http://dx.doi.org/10.14507/epaa.v14n13.2006.

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This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectivenes

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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.

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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social com

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Ramadhana, Muhammad Affan, Opik Dwi Indah, and Suhardi Suhardi. "An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (2019): 33–39. http://dx.doi.org/10.30605/jsgp.2.1.2019.1262.

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English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layou

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Shepherd, Susan. "Answering Teachers’ Questions at the Esl (English as a Second Language) Conference, Badu Island, 15-18 May 2000." Australian Journal of Indigenous Education 31 (2003): 73–76. http://dx.doi.org/10.1017/s1326011100003719.

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AbstractIn 2000 a program of English as a Second Language inservice provision was initiated by the Thursday Island State High School in response to teacher and community concerns about low literacy rates in Torres Strait, as measured by the National Languages and Literacy Institute of Australia Bandscales and other related difficulties. In mid-May of that year an English as a Second Language conference was held on Badu Island and was attended by teachers from throughout Torres Strait. During the conference, Susan Shepherd (Education Adviser English Language Acquisition at Thursday Island State

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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.

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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching.

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Wubshet, Hailu, and Fekede Menuta. "Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers." Studies in English Language Teaching 3, no. 4 (2015): 306. http://dx.doi.org/10.22158/selt.v3n4p306.

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<p><em>The purpose of this article was to show how universities can make interventions in improving the classroom practices of high schools and preparatory schools English language teachers. The data gathering instrument was questionnaire and interview from secondary and preparatory school teachers of Tabor cluster that include Tabor Secondary and Preparatory school, Alamura High School Gemeto-Gale Secondary School, and Tula Secondary and Preparatory school and two school principals. The teachers received short term English language trainings from university teachers. It was, there

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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attemp

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Marsella, Elisabeth. "Exploring Teachers’ Use of First Language (L1) in EFL Classroom." TEKNOSASTIK 18, no. 1 (2020): 15. http://dx.doi.org/10.33365/ts.v18i1.483.

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Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording,

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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak

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Akmal, Saiful, Risdaneva Risdaneva, Habiburrahim Habiburrahim, and Maulina Sari. "The English teachers’ challenges in TOEFL preparation for senior high school students." Journal on English as a Foreign Language 10, no. 1 (2020): 25–45. http://dx.doi.org/10.23971/jefl.v10i1.1627.

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This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students includin

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Szymanski, Antonia (Toni), and Michelle Lynch. "Educator Perceptions of English Language Learners." Journal of Advanced Academics 31, no. 4 (2020): 436–50. http://dx.doi.org/10.1177/1932202x20917141.

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This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators o

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Liu, Guobing, and Yafei Zhang. "The Production-oriented Approach to Teaching English Writing in Chinese Junior High Schools." Journal of Language Teaching and Research 10, no. 6 (2019): 1288. http://dx.doi.org/10.17507/jltr.1006.18.

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With the acceleration of globalization, English communicative competence has become a necessary ability in modern society. The teaching of English writing in junior high schools not only improves students’ comprehensive language ability, but also lays a favorable foundation for their future English learning. Writing classes should highlight the importance of writing. But in fact, students’ actual output is neglected. The writing classes exist in name only. Based on the above questions, this research attempts to apply the Production-Oriented Approach (POA) in junior high school English writing

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Wang, Junhua. "The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School." Theory and Practice in Language Studies 10, no. 10 (2020): 1310. http://dx.doi.org/10.17507/tpls.1010.19.

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Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching.

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Babinski, Leslie M., Steven J. Amendum, Steven E. Knotek, Marta Sánchez, and Patrick Malone. "Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial." American Educational Research Journal 55, no. 1 (2017): 117–43. http://dx.doi.org/10.3102/0002831217732335.

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Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language

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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.

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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and m

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Jaelani, Alan, and Olivia Widad Zabidi. "Junior high school students’ difficulties of English language learning in the speaking and listening section." ELT Forum: Journal of English Language Teaching 9, no. 1 (2020): 45–54. http://dx.doi.org/10.15294/elt.v9i1.38287.

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This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of

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Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.

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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data w

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Kiswaga, Godlove Elioth, and Anita Triastuti. "Evaluation of English language materials: One junior high school in Yogyakarta." LingTera 5, no. 2 (2018): 154–61. http://dx.doi.org/10.21831/lt.v5i2.22317.

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Teaching language in this global era demands mostly the creativity of the teachers, this is because in 21th century, students need to be critical thinkers, creative, communicative and collaborative. Therefore, the creativity of the teacher is manifested by evaluating the multiple resources and adapting or adopting them based on the contextualized learning situation including individual differences, styles and learners needs. It is also essential for the teacher to integrate the four macro skills in teaching language in order to make the students more communicative and collaborative. Hence, thi

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Shnukal, Anna. "Report on the Torres Strait Creole Project, Thursday Island State High School." Australian Journal of Indigenous Education 31 (2003): 61–76. http://dx.doi.org/10.1017/s1326011100003690.

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AbstractThis is a slightly abbreviated version of part of a report commissioned at the end of 1995 by the Queensland Department of Education, Peninsula Region, and carried out with the help of teachers at Thursday Island State High School. It analyses some formal language differences between written Standard Australian English and spoken Torres Strait Creole (the language of most of the students) as a basis for workshop writers to develop material in a form suitable for teachers. Looked at objectively, most of the students’ errors in written English occur as a result of transference from their

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Willyarto, Mario Nugroho. "Learning Polygons using English Language." Humaniora 8, no. 4 (2017): 391. http://dx.doi.org/10.21512/humaniora.v8i4.4102.

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The authors conducted a study related to using English in learning mathematics, for grade 7 junior high school students in a private national plus school. The purpose of this study was for the reader to open up further insights related to the topic. This study was carried out with experimental design, by doing different treatment between classes in the same level. The subjects of the study consisted of 63 students spread into three classes; 7A, 7B, and 7C. Class 7C was a control group, using Bahasa Indonesia (mother tongue) in learning Mathematics. Class 7A and 7B were the experimental groups,

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Fitriyani, Fitriyani, and Yumna Rasyid. "BILINGUALISM OF LANGUAGE LEARNING IN ISLAMIC SCHOOL (ETHNOGRAPHIC RESEARCH IN DAARUL RAHMAN ISLAMIC SCHOOL I, SOUTH JAKARTA)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 1 (2018): 68–72. http://dx.doi.org/10.21009/ijlecr.041.07.

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The aims of this research are to examine deeply the process of bilingualism language learning, the environment of language learning bilingualism, the teacherâ€™s involvement of teachers of bilingualism language learning, the studentsâ€™ participation in the bilingualism language learning and the evaluation of bilingualism language learning in Daarul Rahman I Islamic Schools, South Jakarta. This a qualitative research with the ethnographic approach. The informants in this study are age-level of High School students. The method of data collection is done by observation, interview and documentati

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Abidah, Sa'wanatul. "A View on Bley-Vroman’s Fundamental Characters of Foreign Language Learning in Indonesian High Schools." Lingual: Journal of Language and Culture 3, no. 1 (2017): 21. http://dx.doi.org/10.24843/ljlc.2017.v03.i01.p04.

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English as a subject has been a part of curriculum in Indonesian schools from primary to university study for several decades now. The decision of education authorities to include it as a compulsory subject in high school is based on the fact that English has played an important role as academic language that is universally used, as well as the belief that having good English proficiency will enable Indonesian young people to face the fierce competition in global world. However, this policy does not run without challenge. Problems in mastering the language are encountered by both teachers and

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Assadi Aidinlou, Nader, and Roya Jafari Amineh. "Students’ Perceptions of Teachers’ Power in High School, University, and English Language Institute." International Journal of English Linguistics 6, no. 6 (2016): 76. http://dx.doi.org/10.5539/ijel.v6n6p76.

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<p>The primary focus of this study is to determine and compare Iranian students’ perceptions of their English teachers’ power in high schools, universities, and English language institutes. The research employed French &amp; Raven’s (1959) framework of relational power bases (i.e., coercive, reward, expert, legitimate, and referent power) for understanding teachers’ power in this classroom. To this end, Teacher Power Use Scale (TPUS, Schrodt, Witt, &amp; Turman, 2007) was translated to Persian and piloted among 150 students in all three educational contexts. After estimating reli

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Siswanto, Indira Lusianingtyas, and Concilianus Laos Mbato. "Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject." Journal of English Education and Teaching 4, no. 4 (2020): 483–98. http://dx.doi.org/10.33369/jeet.4.4.483-498.

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English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency. The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper a

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Inayah, Nurul, and Rizki Putri Nanda. "Efforts to Improve Writing Skills of High School Students." Studies in English Language and Education 3, no. 1 (2016): 52. http://dx.doi.org/10.24815/siele.v3i1.3388.

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Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document colle

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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was co

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Mofareh A, Alqahtani. "Saudi Student and Teacher Perceptions of Poor High School Results and Overall Proficiency in English." Journal of Asian Research 3, no. 3 (2019): p251. http://dx.doi.org/10.22158/jar.v3n3p251.

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“English is the only foreign language taught in Saudi schools as part of the mandatory curriculum and therefore enjoys a relatively high status” (Carfax Educational Projects, 2016, p. 10). The teaching of English as a Foreign Language (EFL/L2) within the basic curriculum of Saudi Arabia commences in the fourth grade. However, in spite of the best efforts of the Saudi Ministry of Education (MoE) to develop English learning in schools, the language proficiency of Saudi high school leavers remains insufficient to carry out even basic interactions, let alone undertake university study through the

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Laabidi, Youssouf. "English Language Teachers’ Attitudes Towards Critical Thinking within Moroccan High Schools." TESOL and Technology Studies 2, no. 2 (2021): 55–67. http://dx.doi.org/10.48185/tts.v2i2.256.

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This study addresses the restricted attention of critical thinking in the Teaching of English as a Foreign Language (TEFL) in Moroccan high schools, which is one of the new issues investigated in recent times. Many students could not think critically since their instructors could not implement critical thinking into their instructional practices every day. The primary bjective of this inquiry is to examine teachers’ attitude towards the use of critical thinking in the classroom. In this paper, the questionnaire was used to address only English language high school teachers. Descriptive statist

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Xiashi, Guo, and Yuewu Lin. "Impact of Language Ego, the Native Language Effect on Oral English Learning of High School Students." International Journal of English and Cultural Studies 3, no. 1 (2020): 33. http://dx.doi.org/10.11114/ijecs.v3i1.4841.

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Language transfer, especially the native language effect on the process of second language acquisition, has always been a hot issue of various linguists. Language transfer is inevitable in the process of second language acquisition, which can be divided into positive transfer and negative transfer. The positive transfer will promote the foreign language learning while negative transfer of mother tongue will hinder the second language learning. In English learning, compared with reading and writing, oral English learning is more important and more complex. Chinese high school students are often

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Head, Philip. "Student and Teacher Views on English Language Speech Contests in Japan." JALT PIE SIG: Mask and Gavel 6, no. 1 (2018): 5–29. http://dx.doi.org/10.37546/jaltsig.pie6.1-1.

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English language speech contests are popular in Japanese junior and senior high schools, bringing prestige to winning students’ schools and aiding winners to gain admission to university (Nishikawa-Van Eester, 2009). As a result, students and teachers devote a great deal of effort practicing for these high-stakes contests. However, there has been very little research examining what motivates students, especially pre-university ones, to join speech contests or how students feel about their experience of participating. In this study, 25 high school and 73 junior high school speech contest partic

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Khairunnisa, Khairunnisa, Dadang Sudana, and Rojab Siti Rodliyah. "Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language." Jurnal Penelitian Pendidikan 20, no. 3 (2020): 335–46. http://dx.doi.org/10.17509/jpp.v20i3.28932.

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Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded Engli

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Sinta, Nanda Aprila, and Yuli Astutik. "Difficulties in Writing Recount Text Faced by Senior High School Students in Indonesia." Proceedings of the ICECRS 2, no. 1 (2019): 59. http://dx.doi.org/10.21070/picecrs.v2i1.2404.

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Writing an English for EFL learner is a difficult skill because English is a foreign language. Besides that, sometimes EFL learner is confused with organizing the idea, translating the language from Indonesia to English, follow the grammatical rule, find and write the proper vocabulary. In this research focus on the students' writing difficulties in recount text, the factors which influence the students' writing difficulties in recount text, and the way of the teacher solve the students' writing difficulties. This study investigates the writing difficulties of students in SMA Kemala Bhayangkar

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Alani, Amin, and Ali Jahangard. "Analysis of teachers’ and students’ attitudes toward Iranian senior high school textbook series." Global Journal of Foreign Language Teaching 5, no. 1 (2015): 23. http://dx.doi.org/10.18844/gjflt.v5i0.38.

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The English Book series are the EFL textbooks that have been prescribed by the Ministry of Education for the public senior high schools. The researchers of the current study embarked on the evaluation of the series through examining teachers’ and students’ perspectives in this regard. Employing Litz’s questionnaires, attitudes of both Iranian learners and teachers from both genders were obtained; the two questionnaires used in the study incorporated seven categories including Practical Consideration, Layout and Design, Activities, Skills, Language type, Subject and Content, and Summary. Some 1

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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5 (January 10, 2018): 8. http://dx.doi.org/10.17161/ili.v5i0.7011.

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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cu

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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5, no. 1 (2018): 8–14. http://dx.doi.org/10.17161/ili.v5i1.7011.

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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cu

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Astrid, Annisa, Deta Desvitasari, and Aghor Aqdam. "The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School." Ta'dib: Jurnal Pendidikan Islam 25, no. 1 (2020): 32–43. http://dx.doi.org/10.19109/td.v25i1.5253.

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Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were

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Ito, Yukiko. "The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL." English Language Teaching 12, no. 11 (2019): 42. http://dx.doi.org/10.5539/elt.v12n11p42.

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This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students&rsquo; class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher&rsquo;s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessar

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Gedik Bal, Nur, and Perihan Savas. "Intercultural Competence in the Eyes of State School English Language Teachers in Turkey." Journal of Language and Education 6, no. 2 (2020): 56–75. http://dx.doi.org/10.17323/jle.2020.10327.

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Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the

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Liu, Guobing, and Hui Cao. "The Application of POA-based Reciprocal Teaching Model in Chinese Senior High School English Writing Class." Theory and Practice in Language Studies 11, no. 8 (2021): 891–900. http://dx.doi.org/10.17507/tpls.1108.04.

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In order to effectively improve the efficiency of English writing class in Chinese senior high school, this paper explores the effectiveness of POA-based reciprocal teaching model, i.e. Production-based reciprocal teaching (PBRT). The research instruments include classroom observation, interview and test. It has been found: (1) PBRT has a positive impact on Chinese senior high school students’ interests in English writing. (2) PBRT can significantly improve students’ writing abilities. (3) The application of PBRT in writing class need build a teacher-student community. The teachers should desi

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Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.

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The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content a

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Alimorad, Zahra, and Mostafa Tajgozari. "A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers." SAGE Open 6, no. 4 (2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679212.

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As potential mismatches between teachers’ and students’ perceptions can have negative effects on students’ satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers ( N = 75) and students ( N = 202) from different cities of Iran was recruited to par

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Dianti, Rahma, and Yunani Atmanegara. "THE IMPLEMENTATION OF ICT-INTEGRATED ELT ACROSS CURRICULUM 2013 IN SENIOR HIGH SCHOOLS IN PALEMBANG." English Community Journal 2, no. 2 (2019): 217. http://dx.doi.org/10.32502/ecj.v2i2.1314.

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Infusing technology into English Language Teaching can contribute positive impacts toward students’ learning if it is integrated in such a way. Curriculum 2013 proposes the integration of Information Communication Technology into instructional practices. This study investigatedwhether or not the teachers of English integrated ICT into their ELT; described about how ICT was implemented in ELT; and explored the obstacles faced by the teachers of English in implementing ICT. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and 200eleventh grade students p

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Ugwu, Eucharia Okwudilichukwu. "Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria." African Journal of Teacher Education 10, no. 1 (2021): 282–306. http://dx.doi.org/10.21083/ajote.v10i1.6637.

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Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gathe

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Suryani, Ita, Wayan Suarnajaya, and Astiti Pratiwi. "Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja." International Journal of Language Education 4, no. 2 (2020): 48. http://dx.doi.org/10.26858/ijole.v4i2.10054.

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This study had purposes of exploring the factors inhibiting the students in speaking English and knowing teachers perception toward the factors inhibiting the students in speaking English as a foreign language. It was done to overcome students problems in learning the target language ans solve students problems in learning to speak. Descriptive qualitative research was chosen as a research design in conducting this study. It also invloved students and teacher as the subjects of this study. This study proposed twelve factors inhibiting the students in speaking derived from two main factors such

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Utomo, Hari Widi, Tatsuya Kusakabe, Achmad Sultoni, and Dhina Setyowati. "Challenges Faced by English Teacher in Teaching: Case Study of Junior High School in Banjarnegara Regency." JETL (Journal Of Education, Teaching and Learning) 5, no. 1 (2020): 34. http://dx.doi.org/10.26737/jetl.v5i1.1689.

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Teaching English is not a very easy job and becomes a challenging task for the Junior High School teacher in Banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. The main purpose of this study was to investigate the challenges faced by an English teacher in the teaching as well as what the solution/recommendation they made. This study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (N=125) teachers were purposely and conveniently sampled

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Tezel, Kadir Vefa. "Are Prospective English Teachers Linguistically Intelligent?" International Journal of Higher Education 6, no. 5 (2017): 88. http://dx.doi.org/10.5430/ijhe.v6n5p88.

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Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers’ high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in

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Margana, Margana, and Agus Widyantoro. "Developing English Textbooks Oriented to Higher Order Thinking Skills for Students of Vocational High Schools in Yogyakarta." Journal of Language Teaching and Research 8, no. 1 (2017): 26. http://dx.doi.org/10.17507/jltr.0801.04.

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This article is part of research and development under the issue of developing English textbooks oriented to the enhancement of higher order thinking skills (HOTS) for students of vocational high schools (VHSs) in Yogyakarta. This relies on the evidence that the existing textbooks for secondary school levels put an emphasis on memorizing and comprehending which highlight to identify linguistic features of the target language (micro-language skills). This leads to creating the failure of acquiring English language proficiency on the part of students of secondary school levels including students

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