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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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Ethelb, Hamza, Mahfouz Shalabi, and Ishraq Sasi. "Teaching English to Adult Learners: A Practical Remedial Method." Journal of English Language Teaching and Applied Linguistics 2, no. 4 (October 30, 2020): 62–69. http://dx.doi.org/10.32996/jeltal.2020.2.4.7.
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This study explores the particularities of teaching English to adult learners. It looks at whether adult learners’ comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.
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Khan, Mohammad Owais. "Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 516. http://dx.doi.org/10.17507/jltr.1003.15.
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The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.
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Ara Ashraf, Tanzin. "Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies." International Journal of English Language Education 6, no. 1 (May 16, 2018): 133. http://dx.doi.org/10.5296/ijele.v6i1.13148.
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This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.
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Khalid, Fathiah Syahirah. "Exploring English Language Teachers’ Challenges and Coping Strategies in Teaching Slow Learners in Inclusive Education Programmes." IIUM Journal of Educational Studies 5, no. 2 (December 31, 2018): 39–53. http://dx.doi.org/10.31436/ijes.v5i2.195.
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It has been reported that English as second language (ESL) teachers are not well-trained to teach slow learners in inclusive education. The aim of this study is to explore the challenges that Malaysian English language teachers faced when teaching slow learners in the inclusive educational program as well as to determine their coping strategies. The present study employed a qualitative research method with case study design through face-to-face interviews with three English language teachers from three secondary schools in Malaysia. Five major themes were found through thematic analysis: external factors and internal factors represented the challenges that Malaysian teachers faced when teaching slow learners in the inclusive education, while teaching resources, remedial activities and teachers’ skills represented the coping strategies used by the English language teachers.
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Ahmed, Awwad Othman Abdelaziz. "The Reasons behind Inefficient English Language Teaching Practices in Saudi Universities." Theory and Practice in Language Studies 8, no. 9 (September 1, 2018): 1122. http://dx.doi.org/10.17507/tpls.0809.03.
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This empirical survey has been conducted to investigate the responses of both teachers and students of English Language Department to identify the reasons behind inefficient English language teaching (ELT) at the department. The study utilized quantitative tool of data collection. A 38-item Likert-scale structured questionnaire has been developed and administered to both sample groups: English faculty members at the Foreign Languages Department (FLD) and junior and senior English-major students of FLD. The data gathered from the questionnaire responses has been analyzed and descriptive statistics have been exploited to present the result of this survey. Both groups have agreed to each other related to issues given below: 1) interaction should be activated among students, 2) authentic teaching material should be provided in all classrooms, 3) students' standard is quite week when they take admission in FLD, 4) English language proficiency test should be a condition to promote to the next academic level and 5) remedial courses should be initiated in the department for the weaker learners. It is also found that lack a strict admission policy, learners’ examination-centered attitude and low motivation among students are also reasons in this regard as reported by the faculty. Recommendations have been given to develop the methods of teaching English in Saudi universities.
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ZAGHAR, Fatma, and El-Alia Wafaâ ZAGHAR. "Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands." Arab World English Journal 12, no. 2 (June 15, 2021): 414–23. http://dx.doi.org/10.24093/awej/vol12no2.28.
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In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.
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Peneva, Deyana. "Challenges in teaching remedial apologies to learners of English as a foreign language." Studies in Linguistics, Culture, and FLT 1 (2016): 117–24. http://dx.doi.org/10.46687/silc.2016.v01.011.
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Peneva, Deyana. "Challenges in teaching remedial apologies to learners of English as a foreign language." Studies in Linguistics, Culture, and FLT 1 (2016): 117–24. http://dx.doi.org/10.46687/silc.2016.v01.011.
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Mohammed Hejash. "CULTURE AND FOREIGN LANGUAGE TEACHING: THE MISSING FORMULA OF YEMENI ENGLISH TEACHERS/LEARNERS." JETA (Journal of English Teaching and Applied Linguistic) 2, no. 2 (December 20, 2021): 143–56. http://dx.doi.org/10.52217/jeta.v2i2.630.
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The study is not only designed to measure up the degree of cultural awareness while learning/ teaching the English language, but it also helps in finding out how mother tongue culture can severely affect our everyday acquired language in the context of Yemen. The researcher has used the pragmatic approach tools to highlight all the cultural impacts and elaborated the importance of making Yemeni teachers aware of this approach. Culture could really play an important role in the quality of English one ought to learn and teach so the researcher has attempted to find out remedial methods to get rid of all the confusion that culture causes and help teachers identify such a learning/teaching fallacy.
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Khan, Mohammad Owais. "Necessity of ESP (English for Specific Purpose) Courses for Medical and Science Students at Najran University, Saudi Arabia: An Exploratory-cum-remedial Study." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 208. http://dx.doi.org/10.17507/tpls.1002.09.
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English as we know that plays a major role in higher education, Science and technology. It also plays a very essential role in the field of Medicine and other related disciplines because textbooks and journals are mostly written in English. This paper is an attempt to call for ESP courses specially designed to meet the needs of the growing demand of teaching English to Medicine and Science students or to modify the prerequisite course of such professional disciplines i.e. “Preparatory Year Program (PYP)” up to the level of ESP. The present study identifies the students’ acuities about the significance of the language skills, their ability in performing those skills, and their preferences regarding the English language course. It also sheds light on the problems in teaching English for specific purpose in Saudi Arabia. This study investigates the challenges encountered in teaching Medicine and Science students in Saudi Arabia and also attempts to answer the following questions: (a) what are the challenges that Medicine and Science teacher face while teaching? (b) What are the causes of these problems and (c) how can such problems be minimized? Finally, the findings of the research suggest some remedial measures and recommendations for improvement.
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Al-Khawaldeh, Mohammad Abedrabbu, and Mohmmad Khasawneh. "INVESTIGATING TEACHERS PERCEPTION OF THE REASSONS OF LEARNING DISABILITIES IN ENGLISH LANGUAGE." Imagens da Educação 12, no. 1 (March 22, 2022): 01–18. http://dx.doi.org/10.4025/imagenseduc.v12i1.59626.
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This study aimed at identifying the English language teachers' perspectives toward learning disabilities, in addition to the teachers' suggestions for treating learning difficulties in English language to raise the achievement level of students. To achieve the objectives of the study, interviews were conducted with primary school teachers to identify more reasons and suggestions from their point of view on how to treat students' learning difficulties in English. The results indicated that there were statistically significant differences in the estimates of primary school teachers for the reasons for students' LDs in English language in several fields among the students. The study concluded with recommendations on the need to diversify in teaching methods, reduce the teaching burden for teachers from lessons, and open channels of communication between home and school to follow up on students’ affairs. The study also recommended identifying all the problems students face in the process of learning the language and increasing the awareness of students and their families about the importance of learning English language. In addition, schools should be encouraged to establish a special laboratory for English language, equipped with the latest tools to enable students to listen to the language better and with sound pronunciation, and encouraging teachers to develop remedial plans to improve the achievement level of students.
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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.
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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.
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Muhammad Idris, Mas, and Dyah Setyowati Ciptaningrum. "The Utilization of Picture Booklets to Cultivate The Young – Indonesian Slow Learners’ English Speaking Ability." Early Childhood Research Journal (ECRJ) 1, no. 1 (December 17, 2018): 45–49. http://dx.doi.org/10.23917/ecrj.v1i1.6579.
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In post-modernity era, the English communication skill must be highlighted as a vital item to attain one’s own target of language learning process gained not only from formal education but also non-formal one. Hence, it may lead all of the educators around the world to strengthen the English speaking proficiency which can be employed through many activities in their language regular classrooms and Indonesian educators are no exception as well to do so. Consequently, the roles of educators become very important due to their challenges to find out a means of teaching approaches that enable stimulating the slow and normal learners to comprehend the materials given by their educators. However, this paper solely focuses on the Young-Indonesian slow learners who need special treatments in their language learning process to at least catch up the average point of their study by using the picture booklets (PBs) to develop their English speaking competence. And therefore, the five core characteristics of slow learners have also been discussing in it in order to facilitate the educators easy to indicate and educate them properly. In addition, the two teaching strategies namely the compensatory teaching (CT) and remedial teaching (RT) are indeed as fundamental approaches too to cultivate the Young-Indonesian slow learners’ English speaking ability.
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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.
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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners� motivation and emotional development, and (3) to give a report about the students� reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children�s literature in EFL learning
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Lakshmi Subramanian. "Issues and Challenges of English Teachers." International Journal of Engineering and Management Research 12, no. 3 (June 30, 2022): 176–81. http://dx.doi.org/10.31033/ijemr.12.3.26.
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There have been many instances in which English has been referred to as the "global language" because it is used in many countries worldwide. As a major resource for the modern world, English is not only the universal language of the current era but it is the dominant language in every country in the world [1]. Considering the great ethnic and linguistic diversity of the nation, English is used not only for communication purposes but also for coordination purposes between states and within states as the country is characterized by a large ethnic and linguistic diversity. Although modern technology has played an important role in teaching and learning the language in schools and colleges in particular in small towns, it is inadequate and unproductive in the case of small towns and rural areas [2].
During the course of becoming an effective teacher, teachers are encouraged to practice a “reflective mind” so that they can gain insight into what is happening in the classroom and learn what works and doesn't work [1][3]. The global economy and the competitive market of English education will present many challenges for teachers, especially English language teachers, primarily because of the competitive nature of English education as a profession, but also because of the demanding nature of a teaching career [2]. The purpose of this study was to identify the issues and challenges encountered by fifteen teacher-trainees during their teaching practicum, as well as to examine the factors that assisted in the identification of those issues and challenges. It was identified that narrative inquiry was the best method to identify challenges and issues experienced in their teaching practice.
It was found that students struggle with listening to and understanding English. The reason for this is unclear. How can these problems be alleviated? We are discussing the influence of rural pockets of India on second language acquisition, as well as the factors that slow its acquisition. These problems can be rectified successfully through appropriate and adequate remedial measures.
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Aldaihani, Hussein A., Mohammad A. Almutairi, Abdulrahman H. Alqahtani, and Habib S. Alshammari. "Kuwaiti EFL Students’ Perceptions of the Effectiveness of the Remedial English Course 099 at the College of Technological Studies." Studies in English Language Teaching 8, no. 1 (December 19, 2019): p1. http://dx.doi.org/10.22158/selt.v8n1p1.
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The study aims to evaluate the English remedial course 099 taught in the College of Technological Studies (PAAET) as part of the English program which disseminates English Language Skills to EFL students studying at this college. This study is expected to provide sufficient information to policymakers and educators involved with this program at all levels, with the intention to help them evaluate this course and make useful decisions to improve English Language Teaching in order to combat the deficiency in the English language suffered by college students in Kuwait. A number of 155 students participated in a questionnaire of 15 statements divided into four areas: reading, grammar, writing, and speaking skills. The findings of the study showed that most EFL students benefited from the English course 099, and their language skills were improved. However, there were some drawbacks and weaknesses of the program in terms of learners’ assessments and follow up. The significance of the study arises from the fact that it would enable decision-makers and course evaluators to pinpoint the strengths and weaknesses of the course and hence find ways to improve it.
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Siddiqui, Ozma, and Fatimah M. A. Alghamdi. "Implementing Differentiated Instruction in EFL Remedial Classes: An Action Research." Education and Linguistics Research 3, no. 2 (October 9, 2017): 89. http://dx.doi.org/10.5296/elr.v3i2.11726.
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Since English language teaching became a compulsory part of the curriculum in all institutes of higher education in Saudi Arabia, different syllabi and teaching methodologies have been experimented to help adult students learn the language effectively, particularly within first-year university preparatory programs. However, despite the huge efforts in aiding the educational process of English as a foreign language (EFL), there is a large turnout of students not meeting the criteria needed to pass their preparatory year. As students are enrolled in one EFL program with the same textbook and are expected to achieve the same benchmarks, there has arisen a need to reexamine the mode in which the curriculum is being delivered. The way forward seems to be remedial intervention that addresses the inadequacies of the non-progressing learners, and utilizes an instructional approach that modifies material and instruction to meet learners’ individual needs. The approach which takes into account individual differences has been known amongst educationalists as Differentiated Instruction (DI). This action research investigation seeks to explore DI as it is being implemented at an EFL remedial program, its procedures and outcomes. We hypothesize that students would benefit from the varied instruction, modified materials and flexible grouping within the class setup. Quantitative data was collected in the form of the grades of a pretest and a posttest. The differences in the results of the two sets of tests showed positive impact of implementing DI on learning, and were found to be statistically significant. Also, tutors' opinions were sought through a mini questionnaire consisting of open-ended questions. It is hoped that the action research thus conducted will contribute to answering pertinent questions and benefit the EFL remedial practice as well as future studies.
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Sabanashvili, Megi, and Manana Garibashvili. "Are collocations worth teaching in adult learner English as a foreign language (EFL) classes?" Journal of Education in Black Sea Region 7, no. 2 (June 17, 2022): 188–202. http://dx.doi.org/10.31578/jebs.v7i2.271.
Full textAbstract:
Since the beginning of the twentieth century communication among people of diverse cultures has become an urgent demand. There are various motives for adults to learn English as a foreign language: to develop their career or to increase their cultural horizons. The challenges facing adult learners are quite different from those encountered by younger learners. The time adults spend in training sessions is their worthwhile investment. Teachers have to adapt their teaching methods to help their adult students acquire the target language in a limited time. The current research involves a survey that raises the importance of collocations in English language acquisition for adult learners (students of military specialty). A multiple choice questionnaire was applied. 58 intermediate English language learners were involved in the research in order to find out that teaching collocation in EFL groups is obviously considered to be one of the most effective ways to easily develop learners’ written and oral communicative competence. The results from the research were positive enough: the findings have implications for EFL teachers to encourage adult language learners to practice new words not only by remembering separate words, but also their stable collocations. The study recommends remedial procedures for the curriculum in the students’ collocational knowledge development.
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Alfahadi, Abdurrahman M. "Exploring Writing Errors Problems from EFL Lecturers’ Perspectives at University Level." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 106–10. http://dx.doi.org/10.32996/ijllt.2021.4.2.13.
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The purpose of this study was to identify the probable reasons for these spelling errors form EFL lecturer’s perspective and to tackle spelling problems. was hoped the results would suggest remedial action the lecturers and the students might take to address the problem of spelling. The findings revealed the main reasons for the spelling errors made by Saudi university students which includes the interference of Arabic when learning English, the nature of the English language itself, for instance, its irregularity and limited rules, and other contextual effects like the inadequacy of the university English language syllabus and classroom instructions in terms of teaching spelling rules. The participants in this study suggested various possible strategies to address the problem of spelling; for instance, academic intervention strategies such as ways to engage the learners and pedagogical practices that could help EFL students learn English better.
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Jeya Gowri, K., and M. Ilankumaran. "Application of Theories, Techniques, Methods and Approaches to Develop Second Language Skills-a Study Based on Transition From Schooling to College." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 210. http://dx.doi.org/10.14419/ijet.v7i3.6.14972.
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English is not just an official language in India, but also the language of mediation, higher education, science and technology. It is stated that India follows an improper curriculum pattern which is clear in the case of English language teaching, because the concept is failure in attaining the supreme result over the proficiency in language. Therefore, English Language Teaching and Learning in India is considered to be low in quality, according to the Indian Educational System. This hindrance can be ignored through proper curriculum pattern. The objective of this paper is to identify the connection between behaviour, anxiety and enthusiasm of high school and tertiary level students in learning English and obtaining the proficiency in second language skills. Second Language Learners fail to acquire the basic verbal skills from the school level. For the positive transition from the tertiary to the college, there should be a strong motivation from the side of education system as well as the people around the students. According to Vincent Tinto there are three stages that the students encounter in their academic life, they are separation, transition and incorporation. The paper also explores the transition period of the students psychologically, and offers remedial measures to come out of the confusion. It explores the theories, techniques, methods and approaches for imparting the second language skills during the transitional period of the students. The education system, adult learning and transition theories, problems and challenges have also been discussed in the paper.
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Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (February 20, 2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.
Full textAbstract:
Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.
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Rehman Jadoon, Atta Ur, Muhammad Ilyas Chishti, Muhammad Afzaal, and Tahir Afzal. "Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan." English Language Teaching 13, no. 7 (June 12, 2020): 52. http://dx.doi.org/10.5539/elt.v13n7p52.
Full textAbstract:
In the modern world of today, English language is frequently used as a medium of communication at the international level and among the multilingual speakers. The grand significance of the English language in the global village stresses all the stakeholders and policymakers in Pakistan to initiate and execute appropriate teaching methods for successful learning of English language. In view of the demands of the modern world, the provincial government of Khyber Pakhtunkhwa (KPK), Pakistan implemented the revised English curriculum and inducted new teachers with better qualification to ensure its desired outcomes. Revised English curriculum, handed over to the newly inducted teachers to implement was supposed to pose a variety of challenges. The current study investigated those challenges faced by these newly inducted teachers implementing revised English curriculum. The study was limited to the newly inducted teachers teaching English at secondary level in district Abbottabad (KPK), Pakistan. Employing a mixed-method research based on purposeful sampling, the data was initially collected through semi structured interviews of the focussed group of the research participants and further validated by means of survey questionnaire filled by the entire research population. The findings of the study revealed that inappropriate classrooms with deficient resources posed major challenges for the teachers to effectively communicate the revised curriculum. Moreover, lack of students’ involvement in the lessons and teachers’ insufficient awareness to curriculum impeded the curriculum implementation as desired. The current study stressed on the remedial measures to be taken on part of the government officials and the school administration to ensure the availability of resources required for English language learning and encouragement of learners’ involvement in the lessons. Moreover, teachers should be provided with appropriate training to meticulously implement the revised English curriculum.
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Liu, Dilin. "Making Grammar Instruction More Empowering: An Exploratory Case Study of Corpus Use in the Learning/Teaching of Grammar." Research in the Teaching of English 45, no. 4 (May 1, 2011): 353–77. http://dx.doi.org/10.58680/rte201115253.
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Despite a long debate and the accompanying call for changes in the past few decades, grammarinstruction in college English classes, according to some scholars, has remained largely “disempowering,” “decontextualized,” and “remedial” (Micciche, 2004, p. 718). To search for more effectiveand empowering grammar teaching, this study explores the use of corpora for problem-basedlearning/teaching of lexicogrammar in a college English grammar course. This pedagogy wasmotivated by research findings that (1) corpora are a very useful source and tool for languageresearch and for active discovery learning of second/foreign languages, and (2) problem-basedlearning (PBL) is an effective and motivating instructional approach. The data collected andanalyzed include students’ individual and group corpus research projects, reflection papers oncorpus use, and responses to a post-study survey consisting of both open-ended and Likert questions.The analysis of the data found the following four themes in students’ use of, and reflectionsabout, corpus study: (1) critical understanding about lexicogrammatical and broader languageuse issues, (2) awareness of the dynamic nature of language, (3) appreciation for the context/register-appropriate use of lexicogrammar, and (4) grasping of the nuances of lexicogrammaticalusages. The paper also discusses the challenges involved in incorporating corpus use into Englishclasses and offers suggestions for further research.
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K Sharma, Vipin, and Wael A. Holbah. "Online Language Assessment the Exception, Not the Rule: For Inclusive Language Learning." Arab World English Journal, no. 8 (July 25, 2022): 299–313. http://dx.doi.org/10.24093/awej/call8.20.
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The study investigates teachers’ perceptions of the use of online language assessment (OLA) using technology and examines the scope of using online applications to validate the mode of assessment. It looks for EFL teachers’ opinions of OLA to comprehend the many worries associated with the issues and improve the online assessment tools. The researchers included the teachers who taught and assessed their students online using the Blackboard application at Jazan University, Saudi Arabia. The study was descriptive, using an online survey for data collection. Participants were from different colleges and nationalities teaching English to students enrolled in the preparatory course. Descriptive analysis of the open-ended questionnaire and interview data illustrated the salient features of the online assessment were instant feedback, randomized question order, statistical description of the exam, and immediate scores on exam completion. Teachers reported the effectiveness of the online assessment system but with some remedial actions to further improve the online assessment systems. Also, quality prospects, in pandemic-like situations, should not be thought of as offline teaching and challenges in various domains like language assessment security, time limitation, internet accessibility, ethical aspects, digital literacy and expertise, technological failures, and learning outcomes. Finally, the article offers a roadmap for planning, developing, implementing, evaluating, and carrying on research in online language assessment in new and in crisis contexts.
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Michońska-Stadnik, Anna. "The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications." Neofilolog, no. 44/2 (March 22, 2019): 183–92. http://dx.doi.org/10.14746/n.2015.44.2.04.
Full textAbstract:
In professional research literature learner identity, motivation and au-tonomy are frequently the focus of attention. Identity is believed to be responsible for beliefs and opinions about the process of language at-tainment. Although much more has been written on learner identity, teacher identity is usually marginalized. The study summarized in this paper focuses on students – future teachers of English (N=32)- who at-tend M.A. EFL seminars to obtain full teaching qualifications. The stu-dents were asked to give answers to seven questionnaire statements referring to their present teaching careers and their former studies. It appeared that students coming from educational backgrounds other than university frequently show gaps in knowledge of second language acquisition theory and practice. What is more, as the ELT seminars ca-ter mostly for students from institutions outside the university, consid-erable remedial work is needed in order to make it possible to pre-pare the students to write their M.A. theses independently.
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Hyland, Ken. "Sympathy for the devil? A defence of EAP." Language Teaching 51, no. 3 (June 7, 2018): 383–99. http://dx.doi.org/10.1017/s0261444818000101.
Full textAbstract:
The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).
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Algamal, Ameen Ali Mohammed, Wagdi Rashad Ali Bin-Hady, and Abdulrazzaq Saleh Ezzaldin. "Paragraph Writing Efficacy among Yemeni EFL University Learners." Albaydha University Journal 3, no. 2 (October 18, 2021): 863–74. http://dx.doi.org/10.56807/buj.v3i2.179.
Full textAbstract:
The present study aims to explore the competency of Yemeni English as foreign language (EFL, henceforth) university learners in the construction of well-organised and well-formed paragraphs in which the basic components: the topic sentence, the bridge sentence, the supporting ideas for the topic sentence and the restatement sentence (conclusion) are included in their paragraphs. The study recruited 37 EFL learners who were enrolled in level two in the B. Ed. programme in the Department of English Language, Faculty of Education, Thamar University Yemen. Paragraph writing test was utilised as an instrument for data collection. The results revealed that the inclusion of paragraph component parts, except for the bridge sentence, by Yemeni EFL learners while developing paragraphs was high. However, those learners encountered a great difficulty in constructing well-formed sentences in all the paragraph component parts. The study offers some remedial procedures that are inferred from the instructors' experience in teaching the course of writing and supported by the results of the study data. These remedies are offered as suggestions that would be applicable and would improve paragraph writing among EFL learners when taught explicitly and comprehensively.
Keywords: paragraph writing; topic sentence; bridge sentence; supporting ideas; conclusion; Yemeni EFL learners
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Montgomery, Judy K. "Teaching Words to Adolescents With Language Disabilities." Perspectives on Language Learning and Education 20, no. 2 (March 2013): 67–74. http://dx.doi.org/10.1044/lle20.2.67.
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Vocabulary development occurs throughout our lives; thus, adolescents—a challenging population to teach or remediate—are simply in the middle of this word-acquisition process. Strategies for this age group must address word learning in creative ways. In this article, the author proposes three intervention strategies for adolescents with language disabilities that link to the Common Core State Standards, academic content expectations, and salient features of the English language.
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Hong, Jhao-Nan, and James H. Yang. "Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress." Research in Language 15, no. 4 (December 30, 2017): 325–52. http://dx.doi.org/10.1515/rela-2017-0019.
Full textAbstract:
This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.
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Catabay, Marites Q. "Analysis of Second Language Learners’ Errors in Composition Writing: Basis for the Proposed English Remedial Program in Higher Institution." Journal of Law and Sustainable Development 11, no. 4 (August 14, 2023): e895. http://dx.doi.org/10.55908/sdgs.v11i4.896.
Full textAbstract:
Purpose: This study aimed to examine the students’ errors in composition writing.
Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors.
Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography.
Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice.
Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills.
Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.
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Catabay, Marites Q. "Analysis of Second Language Learners’ Errors in Composition Writing: Basis for the Proposed English Remedial Program in Higher Institution." International Journal of Professional Business Review 8, no. 7 (July 17, 2023): e02716. http://dx.doi.org/10.26668/businessreview/2023.v8i7.2716.
Full textAbstract:
Purpose: This study aimed to examine the students’ errors in composition writing. Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors. Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography. Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice. Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills. Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.
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Almusharraf, Norah, and Asma Almusharraf. "Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience." Journal of Ethnic and Cultural Studies 8, no. 3 (May 27, 2021): 1. http://dx.doi.org/10.29333/ejecs/788.
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Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical factor of the ELTRI, where males outperformed. The results also revealed that experienced instructor participants had a significantly higher score on the total ELTRI than novice instructor participants. The study proposes a tangible, flexible resource for reflective practices of applied, cognitive, affective, metacognitive, and critical reflection, and offers assistance to counter gender differences. The study recommends designing guides with effective and valid instruments for fostering reflective teaching practices. Policymakers in higher institutions should prepare systematic programs and provide remedial resources and events for instructors to target the most challenging areas for both genders. Future research should also consider other factors, such as the academic degree, cultural background, and linguistic differences that might affect the instructors' knowledge and reflective practice.
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Jitpaisarnwattana, Napat, and Hamish Chalmers. "Can I MOOC to Catch up? The Effects of Using an LMOOC as a Remedial Tool for EFL Students in Thailand." English Language Teaching 15, no. 1 (December 14, 2021): 37. http://dx.doi.org/10.5539/elt.v15n1p37.
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This study investigated the effects of supplementing a traditional EFL class with a grammar-focused LMOOC. It also investigated students’ attitudes to the LMOOC. Students taking a compulsory English course at a nursing college in Thailand were divided into two groups, a LMOOC group (n=33) and a non-LMOOC group (n=26). The LMOOC group engaged in a 4-week LMOOC as a supplement to their usual English classes. The non-LMOOC group continued with their usual English classes with no additional interventions. Final examination scores and gains since the midterm for the two groups were compared. Attitudes to the LMOOC were assessed using a questionnaire and interviews. Students in the LMOOC group experienced statistically significantly larger gains in grammar scores than the non-LMOOC group (M = 5.45, SD = 4.31, p < .001). Students reported very positive attitudes towards the LMOOC, in terms of enjoyment and perceived effectiveness. The estimated gains found in this small study were relatively modest, but our findings suggest that LMOOCs as a way to supplement in-class teaching may improve attainment and foster positive attitudes. Further controlled experiments to assess the wider applicability of our findings are needed.
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Fasse, Innocent Mbouya, and Alain Flaubert Takam. "Perceptions of, and attitudes towards, English teaching and learning in Cameroon’s technical education." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (September 1, 2022): 1625. http://dx.doi.org/10.11591/ijere.v11i3.22550.
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<p><span lang="EN-US">This study examined the current practices, difficulties and impacts of English as second official language (ESOL) teaching and learning in secondary schools in Cameroon. It investigated the perceptions and attitudes of students, teachers and parents towards the teaching and learning of ESOL, including prevailing teaching and learning practices. This study stemmed from the observation that the exit profile of most students in technical secondary schools does not correspond to the official exit profile set out by the Ministry of Secondary Education (MINESEC). It was therefore necessary to survey students, parents, and teachers with the goal of identifying areas of concern and proposing remedial solutions. Responses of these key stakeholders selected in four education institutions (including two technical high schools and two general high schools) to questionnaires have provided data for the study. Such responses offered insights into the current situation in Cameroon’s ESOL, as well as into the possible utility of, and desire for, the development of ESOL courses aimed at students learning in technical schools. The inclusion and development of English for specific purposes (ESP) in Cameroon’s ESOL teaching and learning could help bring education stakeholders and policymakers closer to what they want to see from the country’s ESOL program.</span></p>
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Kabir, Md Humayun. "Evaluation of an Anglo-Centric ELT Textbook in Bangladeshi Context: A Case Study." IIUC Studies 8 (September 10, 2014): 11–26. http://dx.doi.org/10.3329/iiucs.v8i0.20399.
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With the advancement in human civilization and human understanding we are now bold enough to ask the value of and rationale for something imposed on us by any quarter. If carefully observed, it is evident that BANA (Britain, Australia and North America) country materials have dominated the ELT (English Language Teaching) related field for quite a long time. We anxiously notice that in these materials the socio-cultural background of the vast community of ESL/EFL users (learners and teachers) is grossly ignored. Since the learners background knowledge i.e. schema is an issue of paramount importance in ELT, in this study our attempt is to assess and justify the suitability of the Anglo-centric ELT textbooks titled Foundation English Course (FEC) Book-I&II which is designed to teach the students of REC (Remedial English Course) programme at IIUC (International Islamic University Chittagong). DOI: http://dx.doi.org/10.3329/iiucs.v8i0.20399 IIUC Studies Vol.8 December 2011: 11-26
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Ariffin, Kamisah, Norizul Azida Darus, Norhajawati Abdul Halim, and Nurul Akmal Awang. "Analysing Morphological Errors in ESL Graduating Students’ Writing based on Surface Structure Taxonomy." International Journal of Modern Languages And Applied Linguistics 5, no. 3 (July 29, 2021): 42. http://dx.doi.org/10.24191/ijmal.v5i3.14231.
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Empirical studies have examined errors committed by ESL learners at different levels of study in terms of its inconsistency with the standard form of English grammar rules in general. This study, on the other hand, looked into the errors in the English morphological system of a language that deals with the minimal units of linguistic form and meaning. By understanding the errors from the morphological perspective, instructors may also be able to figure out the specific causal factors that can help devise their methods and approach to teaching. As the English language performance of the graduates in this country has been publicly lamented by employers, this study focused on the writing products of graduating students to see the common errors made and to understand the interfering factors so that any intervention initiatives to improve their English language proficiency can be objectively proposed. The data were procured from a mock writing exit test of 60 graduating students from a public university. The Theory Taxonomy of Dulay or Surface Structure Taxonomy framework was used for data analysis. The data were treated quantitatively in terms of frequency counts of errors occurred in each category. The findings indicate that the errors were prevalent in the Omission category, followed by Addition, Misformation and Misordering. This has significant pedagogical implications on developing intervention or remedial programmes for graduating students.
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Agüero, María Fátima del Valle, and Agustina Francioni. "Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language." International Journal of Second and Foreign Language Education 2, no. 2 (December 5, 2023): 20–42. http://dx.doi.org/10.33422/ijsfle.v2i2.501.
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Developing reading skills from an early age of schooling seems to be of paramount importance for acquiring proper literacy. As reading proves to be a complex skill to learn, the spotlight has been put on different approaches that teach young learners to read, especially in English-speaking countries. One of these approaches is Synthetic Phonics, which seems to be the most beneficial program in reading instruction. However, little research has been carried out in terms of its effectiveness to teach to read in English as a Foreign Language (EFL). This paper examines the benefits of implementing synthetic phonics in teaching learners of EFL to read. The main purpose of this investigation is to assess the effectiveness of this approach in teaching EFL learners to read in English, improving reading skills such as fluency and accuracy. For this purpose, 11 students attending Year 1 in a non-denominational co-ed bilingual school in the city of Hurlingham participated in this qualitative study. This group of students took part in a screening check to identify the sounds that were not being correctly decoded. Six remedial sessions were carried out in order to work on these specific sounds and students were tested again. Findings indicate that synthetic phonics was beneficial and, as a result, the students showed a significant increase in accuracy when decoding. The conclusion reached supports the implementation of this programme in EFL reading instruction.
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Amir, Shamaila, Ahmad Saeed, and Muhammad Akhtar Kang. "CRITICAL EVALUATION OF LISTENING COMPREHENSION COMPETENCY IN HIGHER SECONDARY SCHOOLS: EVIDENCE FROM QUETTA, BALUCHISTAN, PAKISTAN." Folia linguistica et litteraria XIII, no. 39 (February 2022): 373–94. http://dx.doi.org/10.31902/fll.39.2022.19.
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Listening Skill of any language is the key to all effective communication (Amir & Kang, 2018a; Amir & Kang, 2018b). Listening means the ability to receive and interpret the spoken text accurately and this fact makes it the one communication skill that a language learner should master. Considering the importance of the English language in Pakistan’s educational system, and that of Listening comprehension in the communication system, this study critically evaluates listening competency making a comparison between various groups of Higher Secondary School students of the provincial capital Quetta. The purpose of the study is to identify problems and hurdles that students face while listening to the English language and recommend the remedial steps required to be taken by the subject specialists i.e. teachers of English. The study evaluated the performance of Higher Secondary Students in listening comprehension through the conduct of Listening Comprehension Test/Tests in the classrooms while Questionnaires were used to identify problems of listening comprehension, teaching strategies, listening habits, and other variables. The data collected was analyzed quantitatively to determine the significant differences and correlations between various groups and subgroups of students formed on the basis of sectors and gender. The study was expected to help the teachers and students in better academic performance and concluded with findings and subsequent recommendations for teachers and students to improve listening comprehension of English with respect to the Educational system prevailing in the province of Baluchistan.
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Muttaqin, Muhamad Zayyinul. "Enhancing Speaking Skills in the Material of Remedial Learning Through Community Language Learning in SMP Multazam Semarang." Vision: Journal for Language and Foreign Language Learning 8, no. 1 (September 19, 2019): 1. http://dx.doi.org/10.21580/vjv8i13266.
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<p>This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill.</p>
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Ahmad Ghulamuddin, Nurul Jannah, Siti Khadijah Mohd Mohari, and Kamisah Ariffin. "Discovering Writing Difficulties of Malay ESL Primary School Level Students." International Journal of Linguistics and Translation Studies 2, no. 1 (January 24, 2021): 27–39. http://dx.doi.org/10.36892/ijlts.v2i1.105.
Full textAbstract:
Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.