Relevant bibliographies by topics / English language Remedial teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language Remedial teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "English language Remedial teaching"

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Bhatt, Smita B. "The Impact of Remedial Treatment in English Language Teaching (ELT)." International Journal of Scientific Research 2, no. 6 (June 1, 2012): 279–80. http://dx.doi.org/10.15373/22778179/june2013/89.

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Maawa, Paul Kharlo L., and Ruth Ortega-Dela Cruz. "REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY." International Journal of Language Education 1, no. 1 (March 5, 2019): 1. http://dx.doi.org/10.26858/ijole.v1i1.7794.

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The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.
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Абенова, Г. "Several approaches of remedial teaching for efl classrooms." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (November 24, 2023): 311–14. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp311-314.

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Remedial teaching in EFL classrooms involves providing additional support and guidance to students who are struggling with their English language skills. Different approaches can be used to address the individual needs of these students, including differentiated instruction, small group instruction, peer tutoring, scaffolded instruction, multisensory instruction, use of technology, and individualized learning plans. These approaches promote personalized instruction, targeted feedback, and a supportive learning environment, ultimately helping struggling students improve their English language proficiency.
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Brown, Donna M. "Fundamentals of Literature: Teaching High School Students with Special Needs." English Journal 92, no. 4 (March 1, 2003): 42–46. http://dx.doi.org/10.58680/ej20031037.

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Suggests that a remedial English classroom should be simple, emphasize respect, and make students comfortable. Notes that regardless of the special challenges each student may bring to the classroom, basic language skills improve through practice. Describes a remedial English class, which incorporates journal writing, reading aloud, sustained silent reading, and discussion.
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Jain, Sarita. "Problems in Teaching English in Indian Classrooms: Issues and Remedies." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 1 (July 30, 2020): 97–109. http://dx.doi.org/10.52690/jadila.v1i1.23.

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This paper examines the present status of English as a second language in India. It defines language and identifies the factors that affect second language learning. It discusses different problems faced by learners of English and what is the right way of language acquisition for second language learners in India. Language acts as an instrument to express effectively in various communicative situations. However, it is the very second language which requires a conscious and diligent, systematic efforts to acquire or master it. Second language acquisition is really a big challenge for all native speakers of that language who really deal with it. The majority of Indian students, particularly from rural pockets, especially in the states of Bihar, eastern U.P. and Maharashtra, consider this seven –letter word as a magical and mystical word. A feeling of uneasiness sets in, the moment they hear something in English. As a result of this, teachers who handle English classes face insurmountable difficulties. Students find it difficult to listen and to understand the English language. What are the reasons for this? What are the remedial measures to be taken to alleviate these problems? This paper is an attempt to discuss the nature of second language acquisition and the factors responsible for its slow acquisition. Appropriate and adequate remedial measures are cited for the successful rectification of these problems.
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Nurmurodova, Kamola Jonuzoqova. "ANALYSIS OF A LEARNER’S ENGLISH LANGUAGE ACQUISITION PROCESS." Frontline Social Sciences and History Journal 02, no. 12 (December 1, 2022): 91–100. http://dx.doi.org/10.37547/social-fsshj-02-12-11.

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Foreign language acquisition process is challenging particularly there is less atmosphere to use the language in communication. In this article, one learner of English language in Uzbekistan has been observed and analysis process, inter language problems and several solutions are offered to improve his communications skills. Initially, learner profile is presented where all information has been taken from needs analysis and grammar point to remedial teaching is theoretically analyzed and specific lesson plan is offered to pass the learner’s from inter language.
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AlAjlan, Munirah, and Marouj Ani. "What’s Next? Challenges of Teaching English in the Post-Covid-19 Pandemic in Kuwaitu." Arab World English Journal, no. 1 (January 20, 2023): 304–23. http://dx.doi.org/10.24093/awej/comm1.22.

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The migration from the traditional teaching method to online learning has affected both learners and educators at all levels. In Kuwait, this switch is implemented during three semesters. In this paper, we examine the challenges that Teachers of the English Language face today in Kuwait Post COVID-19. After the temporary on-learning that lasted three semesters, the current study investigates the impact of English language skills on school learners. The survey of the current study consisted of a total of 58 English female government secondary school teachers. While other studies have focused on the challenges that learners faced during this pandemic, this study chiefly concentrates on government teachers. The significance of this paper is to provide remedial plans to respond better to emergencies. The main question of this study is ‘What are the challenges that governmental ESL teachers faced during the pandemic? And what are the remedial plans that could be implemented? To answer these questions, a mixed methodology is used to achieve the research goal in which data are collected through an open-ended questionnaire and by interviewing three randomly selected participants. Teachers’questionnaire (closed-ended) and semi-structured narrative interviews revealed that COVID-19 has a positive and negative impact on English language skills. The effects of online English language learning on secondary school students in Kuwait result in a poor level of proficiency that teachers would need to improve. There are numerous challenges facing English Language teachers in the traditional classroom and remedial plans are being implemented to fix the impact that the pandemic left on students’ language skills.
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Sahito, Zafarullah, Abida Siddiqui, Mumtaz Khawaja, Anjum Shaheen, Humera Saeed, and Sajad Haider Laghari. "Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan." World Journal of English Language 7, no. 1 (February 26, 2017): 1. http://dx.doi.org/10.5430/wjel.v7n1p1.

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The research paper is designed to explore the achievement of the aims and objectives of teaching remedial English. Italso aims to know the importance of the course and the problems of the students regarding the teaching of remedialEnglish at university level in Pakistan with special reference to university of Sindh, Jamshoro. In this regard manyefforts were taken by the tutors, lecturers, assistant professors, professors and the administration of the university toenhance the capabilities and efficiencies of the students of undergraduate level. All students of undergraduate leveland the teachers who take remedial English classes are constituted as the Population of the study. Five (n=5) teacherswho teach remedial classes and forty (n=40) students from different departments were recruited as the sample of thestudy through purposive and random sampling techniques. Interviews were conducted from students and tutors whoattend and teach remedial English course respectively. 90% students found unsatisfied from the administration of theclasses and they stressed that the classes should be conducted separately at department level and they demanded forthe basic needed facilities during the classes such as the facility of language laboratory, availability of computers,multimedia, audio and video resources in order to accelerate and enhance the teaching learning process to improveEnglish language skills.
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Rahayu, Gupuh. "Teaching English As A Foreign Language: A Portrait Of Primary English Teaching In Kupang." International Research-Based Education Journal 5, no. 2 (June 24, 2023): 228. http://dx.doi.org/10.17977/um043v5i2p228-239.

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This observational research, which focuses on teacher tactics for teaching English as a Foreign Language to primary school kids, was carried out in two classes at a public primary school. The purpose of this study was to answer the following question: what teaching tactics do the English instructors at this school use? The data were analyzed qualitatively using categories formulated based on theories related to instructional strategies, which include planning and preparing instruction, implementing the teaching and learning process, and assessing students' achievement. The study's primary findings are as follows: 1) Despite the teachers going through the same phases of preparation, the plan is followed and results differ; 2) the teachers can employ games as a learning tool. 3) even though the curriculum demands teachers to integrate the skills (reading, listening, writing, and speaking), in practice, teachers do not teach English in an integrative manner. 4) Time management has become a challenge for teachers at this school. 5) In terms of teacher assessment methodologies, the teachers examine students' success through remedial instruction once a week after the session is ended in areas where students failed to grasp.
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Babu Rajan, Panthayil, Algirdas Makarevicius, and Philip Harttrup. "Exploring Arabic Learners’ English Errors: Interlingual vs. Intralingual Analysis and Remedial Teaching Strategies." Academicus International Scientific Journal 30 (July 2024): 126–37. http://dx.doi.org/10.7336/academicus.2024.30.09.

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Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.
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Dissertations / Theses on the topic "English language Remedial teaching"

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Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
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Berwick, Richard. "The effect of task variation in teacher-led groups on repair of English as a foreign language." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29230.

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An experiment was conducted to determine how learners and teachers of English as a foreign language in Japan cooperatively attempt to improve the comprehensibility of their talk in English during performance of various conversational tasks. The basic practical issue under study was the possibility that certain kinds of teacher-led groups and tasks would be more effective in generating repair and negotiation of the language by which tasks are accomplished than others, and that these group-task combinations might eventually be employed as alternatives to traditional teacher-fronted forms of foreign language instruction. The study was operationalized in a 2 x 5 between-and-within subjects, repeated-measures analysis of variance design. Two, six-dyad, teacher-led groups -- homogeneous (Japanese teacher/Japanese learner) and mixed (native English speaking teacher/Japanese learner) -- were formed in order to compare the frequency of 12 repair exponents generated during performance of five tasks. Teaching goals were represented in two tasks, instruction in use of the string-searching function of a laptop computer 1) with and 2) without the computer physically present. Non-teaching (social and cooperative problem-solving) goals were embodied in three additional tasks, 3) free discussion, and construction of a Lego (snap-together) toy accomplished with participants facing 4) away from and 5) towards each other. Task categories were also divided into experiential and expository activities (respectively, Tasks 2 and 5, and Tasks 1 and 4) following a model for use of reference in English. Experiential dyadic activity was related to the occurrence of exophoric (pointing out) reference and expository dyadic activity to the incidence of anaphoric (pointing back) reference in the task transcripts. Results of the analysis of variance indicated that while tasks differed on the basis of repair and reference, the groups did not: Dyadic talk was more responsive to the nature of the task than to the language background of the teacher. Further analysis suggested more frequent and elaborate repair during tasks which combine non-teaching goals and experiential processes as compared with tasks emphasizing teaching goals and expository processes. Qualitative analysis of task transcripts supported this distinction and elaborated specific discourse functions for such repair exponents as referential questions and confirmation checks which characteristically co-occur in conversational discourse. Based on these findings, it was concluded that Japanese teachers are capable of generating appropriate conversational repair in dyadic interaction with learners largely on a par with their native English-speaking counterparts. To this extent, their potential contribution to learners' acquisition of a foreign language is of an equivalent value. Furthermore, teacher-led small groups can be effective contexts for generating a rich supply of conversational repair and. thus should be considered as alternatives to traditional teacher-fronted foreign language classroom instruction. Finally, tasks which support achievement of social and problem-solving (i.e., non-teaching) goals through experiential activity are effective contexts in which normal forms of conversational repair can be generated. Since such tasks can be adapted easily to classroom settings, they merit consideration among the range of task options available to teachers and other instructional planners.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Turnbull, Merrielle. "Becoming one with the university : basic writers and academic voice." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932630.

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Basic writers often require different courses than traditional Freshman Composition 1 students to succeed in college. Ball State University's basic writing program offers a two-semester sequence that provides students with additional time and attention, thereby addressing these students' special needs. The program encourages students to see themselves as academic writers and as part of the academic community.This study examined the degree of presence of academic voice in students' writing as measured at four intervals during the program's initial year. A 2 x 4 analysis of variance measured change in academic voice for female and male students, using the Academic Voice Checksheet. In addition, students' levels of confidence was measured using the Daly-Miller Writing Apprehension Test (W.A.T.) and correlated to the presence of academic voice using the Pearson product-moment correlation. Findings are presented in an analysis of the study group as a whole and in an analysis of six individual students' work. Those students' profiles were examined for overall academic voice, discrete features of academic voice, the W.A.T. overall scores, and specific questions dealing with student confidence.The analysis revealed that a change in the degree of presence of academic voice occured during the two-semester sequence. However, male and female students were seen to have the same basic profile, thereby suggesting no difference according to sex of student, challenging current gender theory. A comparison of the initial measurement and the final measurement indicated a positive change in a majority of academic voice scores.A correlation between the academic voice score and a decrease in students' writing apprehension was found in the final measurements. Five percent of students' W.A.T. score may be explained by the academic voice measurement. In the study group, 65 percent of the students showed a decrease in W.A.T. scores between the two measurements, indicating a positive lessening of writing apprehension.This study suggests that the basic writing sequence at Ball State University is providing an environment that facilitates students' use of academic voice and lessens their writing apprehension. Both factors enhance students' opportunities for academic success.
Department of English
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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Krasienko, Laura B. "Working together, writing together : the effects of in-class tutors on basic writers." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902502.

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For years, basic writers have been identified and labeled as remedial. Several alternative approaches have had limited success in terms of developing basic writers' skills. My study explores the potential of in-class tutoring to serve as an educational alternative to working with basic writers. Once Ball State's in-class tutoring was in place, I was faced with evaluating and justifying in-class tutoring in terms of department pedagogies, Writing Center goals, and effect on basic writers. However, in order to understand the Writing Center's role in basic writing programs, I had to design a study which would incorporate the most important factors of evaluation: assessment data and observation. My study identified key factors of in-class tutoring, to justify the continued existence and development of in-class tutoring at Ball State and possibly beyond. By breaking my analysis down into two areas, assessment data and observation, I isolated the individual aspects which affected the program. Although this data does not offer conclusive evidence about the program itself, the assessment data offers some interesting patterns of growth, and the observational data proved to be useful in terms of evaluating the program from an administrative perspective. My analysis of the issues and data lead me to conclude that in-class tutoring is worth evaluating and researching.
Department of English
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Schramm, Mary Jane. "Effects of process journals on college basic writers' awareness of themselves as writers." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864912.

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In recent years, many composition teachers and theorists have turned to the process approach to writing in an attempt to better understand both the act of writing and the writers themselves. Even though various theorists have made headway in the analysis of students' writing processes, further research is needed to explore whether college basic writers are aware of their own writing processes and whether this awareness can lead to discovery of the self as a writer and to diminished writing anxiety.One way for students to become aware of their composing processes is through process journals, in which they write about their actions in creating and revising their papers. Using process journals as an independent variable, this project studied differences among three groups of basic writers at Ball State University: those who wrote process journals frequently, infrequently, and not at all. I evaluated effects of process journals on self-reported awareness of process, as measured by a Writing Skills Questionnaire, and on writing apprehension, as measured by the Writing Apprehension Test (WAT). To measure changes among groups over two semesters, I analyzed students' questionnaire responses using mean scores and two Analysis of Variance (ANOVA) tests.Results showed that process journals did have a significant impact on students' attitudes about themselves as writers and on their awareness and control of writing processes. This study did not find, however, that process journals significantly decreased students' writing apprehension scores. In addition, it did not find Ball State University's basic writing students to be highly apprehensive writers. Although further research is needed to verify these results and expand the scope of research in process journals, the initial findings here suggest that process journals can be an important part of many students' writing experiences.
Department of English
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Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.

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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes.
Department of English
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Tuberville, Brenda Gail. "Inside/out(sourced) the problematic nature of teaching basic writing at the community college /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-05012007-160103/unrestricted/tuberville.pdf.

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Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.

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Grimm, J. Ed (Joseph Ed). "An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331745/.

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Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.
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Books on the topic "English language Remedial teaching"

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Kamhi, Alan G. Language and reading disabilities. 3rd ed. Boston: Pearson, 2012.

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Peters, Margaret L. Diagnostic and remedial spelling manual. Windsor: NFER-Nelson, 1992.

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Farrell, P. An examination of the theory and methodology of English as a second language teaching and remedial teaching. [s.l.]: typescript, 1985.

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Bettinger, Eric. Shape up or ship out: The effects of remediation on students at four-year colleges. Cambridge, MA: National Bureau of Economic Research, 2004.

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Bettinger, Eric. Shape up or ship out: The effects of remediation on students at four-year colleges. Cambridge, Mass: National Bureau of Economic Research, 2004.

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McAlexander, Patricia J. Beyond the "SP" label: Improving the spelling of learning disabled and basic writers. Urbana, Ill: National Council of Teachers of English, 1992.

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1934-, Shankweiler Donald, and Liberman Isabelle Y. 1918-, eds. Phonology and reading disability: Solving the reading puzzle. Ann Arbor: University of Michigan Press, 1989.

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E, Freeman David, ed. Academic language for English language learners and struggling readers: How to help students succeed across content areas. Portsmouth, NH: Heinemann, 2008.

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Campos, David. Tools for teaching writing: Strategies and interventions for diverse learners in grades 3-8. Alexandria, Virginia: ASCD, 2014.

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Barker, Diana. A spelling checklist with remedial procedures. [Churchlands, W.A.]: Western Australian College of Advanced Education, Churchlands Campus, 1985.

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Book chapters on the topic "English language Remedial teaching"

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Bernardo, Alejandro S. "Language Teaching." In Philippine English, 283–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-29.

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Bozoğlan, Hilal, and Derya Yılmaz. "English Language Teaching." In Instructional Process and Concepts in Theory and Practice, 283–304. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_7.

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Hall, Graham. "Language, language learning and Method." In Exploring English Language Teaching, 65–84. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-4.

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Hall, Graham. "Language teaching methods." In Exploring English Language Teaching, 85–116. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-5.

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Goh, Christine C. M. "Teaching Speaking." In English Language Teaching Today, 143–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_11.

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Cheung, Yin Ling. "Teaching Writing." In English Language Teaching Today, 179–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_13.

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Watkins, Peter. "Teaching Reading." In Adaptable English Language Teaching, 148–62. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361701-13.

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Lotherington, Heather, Deanna Neville-Verardi, and Natalia Sinitskaya Ronda. "English in cyberspace." In Language Learning & Language Teaching, 11–42. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.04lot.

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Gorlewski, Julie. "The Politics of Teaching." In English Language Arts, 83–99. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315194691-7.

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Newton, Jonathan. "Teaching language skills." In The Routledge Handbook of English Language Teaching, 428–40. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-36.

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Conference papers on the topic "English language Remedial teaching"

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Liang, Shyi-Ching, Yu-Chien Chen, and Tzu-Chuen Lu. "Using pictorial story based english to improve English words underachievers learning in remedial teaching." In 2017 IEEE 8th International Conference on Awareness Science and Technology (iCAST). IEEE, 2017. http://dx.doi.org/10.1109/icawst.2017.8256454.

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Rui, Liu. "Language Attrition Theory on English Language Teaching." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Belova, Ekaterina. "Enantiosemy In English Language Teaching." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.48.

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Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Linake, Manthekeleng Agnes, and T. Moyo Mguni. "THE IMPROVEMENT OF LEARNERS’ PROFICIENCY IN ENGLISH SECOND LANGUAGE THROUGH REMEDIAL WORK." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0745.

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Kuzmenkova, Yulia. "DRAMA ACTIVITIES IN ENGLISH LANGUAGE TEACHING." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.032.

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"Using Internet in English Language Teaching." In Sept. 28-30, 2017 Kuala Lumpur (Malaysia). HEAIG, 2017. http://dx.doi.org/10.15242/heaig.h0917430.

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Akmal qizi, Kuryozova Gulshan. "Translanguaging and ELT (English language teaching)." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-76.

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The idea of translanguaging and its importance in language instruction are clearly explored in this article. The explanation of new trends and methods for achieving translanguaging draws on both the theories of academics and the current pedagogical environment.
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Asqarovna, Sobirova Guzaloy. "Professionalism and ELT (English language teaching)." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-90.

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In this article, the concept of professionalism and its significance in language teaching are explained thoroughly. New trends and the ways to achieve professionalism are explained relying on both scholars` notions and contemporary pedagogical sphere.
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Luís, Ana. "PEDAGOGICAL CONTRIBUTIONS FOR ENGLISH LANGUAGE TEACHING." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.2042.

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Reports on the topic "English language Remedial teaching"

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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6683.

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Vovchenko, Viacheslav. Developing a web-based module for teaching IPA symbols to English language learners in Russia. Ames (Iowa): Iowa State University, December 2023. http://dx.doi.org/10.31274/cc-20240624-530.

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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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