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Journal articles on the topic 'English language – Study and teaching (Secondary) – Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Rana, Md Masud, and Md Mahmud Hasan Chowdhury. "A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh." International Journal of Applied Linguistics and English Literature 9, no. 3 (2020): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.3p.11.

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This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randoml

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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.

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Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as

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مزهر خريبط, ضياء. "An Evaluation of the "English for Iraq" Course for the Fifth Grade Secondary Schools." Al-Adab Journal 1, no. 120 (2018): 43–60. http://dx.doi.org/10.31973/aj.v1i120.303.

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Providing Iraqi students with proficiency in English is the ultimate goal of the educational system which is a way of getting knowledge in the fields of arts, sciences, transferring knowledge and sciences to other communities. Therefore, conducting such a type of study is very important because the contents of English textbooks have a huge influence on learning of the students. Once the content of English textbooks contain errors as the correct one, this will effect on his/her learning. The present study is an attempt to evaluate the new course entitled “English for Iraq” for fifth grade stude

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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.

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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and o

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Ntongieh espe Njwe, Amah Eyovi, and Diangha Anthony Yuh. "An Evaluation of Mastering English Series within the CBA Classroom in Cameroonian Secondary Schools." Global Research in Higher Education 3, no. 4 (2020): p79. http://dx.doi.org/10.22158/grhe.v3n4p79.

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Textbooks provide an indispensable framework on which teachers and students build upon. Evaluation on its part, is a dynamic process which investigates the suitability and appropriateness of an existing practice. It is a useful device for both teachers and material writers as an underlying element in the development of innovations and modifications within the teaching/learning context. Therefore, it is obvious that textbook evaluation constitutes a crucial factor in addressing cumulative deficiencies associated with our teaching/learning institution in general and in our English Language Teach

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Nguyen, Cang Trung, and Diem Thi Kieu Le. "Communicative Language Teaching: Do Tasks and Activities in School Textbooks Facilitate Learners’ Development of Communicative Competence?" Journal of Language Teaching and Research 11, no. 5 (2020): 688. http://dx.doi.org/10.17507/jltr.1105.04.

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This paper reports a theoretical evaluation and findings from teachers’ and students’ evaluations of activities and tasks in English 6, an English textbook from a series of four textbooks which have been used as the compulsory textbooks for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). It presents results from a study which involved 8 teachers and 126 students in four secondary schools in the Mekong Delta, Vietnam. Combining a theoretical evaluation and the analysis of the data collected from the questionnaires, semi-struc

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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and ev

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Mèhouénou, Mahugnon Sévérin, Ashani Michel Dossoumou, and Djima Crépin Loko. "Reinforcing the teaching of translation in Beninese Secondary Schools: A new challenge for EFL teachers." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, no. 1 (2020): 151–64. http://dx.doi.org/10.4314/laligens.v9i1.14.

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This paper dealt with, after the scrutiny of advanced learners’ translation skills, the necessity of reinforcing the teaching of translation skills as a potentially effective method of teaching/learning English as a Foreign Language (EFL)in Benin high schools. In fact, the Beninese EFL learners study English for almost about seven years (four years in the first cycle and three years in the second) before joining university. For the last three years, they are exposed to translation skills during evaluation. Unfortunately, the designed curriculum has nowhere mentioned the teaching/learning/evalu

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Marmai, Ungsi A. O., and Elda Martha Suri. "Assessment and Evaluation for Learners in Multilingual Societies at Technical Civil Engineering Ekasakti University." J-SHMIC : Journal of English for Academic 3, no. 2 (2016): 104–17. http://dx.doi.org/10.25299/jshmic.2016.vol3(2).532.

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This analysis examines some of the problems that are faced by teachers and students in the teaching and learning of English for special purposes (ESP) in multilingual nations. A survey recently found that although 98 percent knew that English was the sole language of instruction at the institution, only 49 percent expected to study English as a subject in any form as part of their curriculum. Many students looked upon English as a subject of study necessary only to gain entrance into the university, and had little motivation to study it past the secondary level. Other problems faced by teacher

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Hindeme, Ulrich Orlando Sèna, Katchédé Etienne Iwikotan, and Arlette Joséline Arlette Hounhanou. "Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin." European Journal of Education and Pedagogy 2, no. 1 (2021): 12–19. http://dx.doi.org/10.24018/ejedu.2021.2.1.18.

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This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL

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Umezinwa, Rose Nwakaego, and Christiana Obiageri Udogu. "English language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State Secondary Schools." AFRREV IJAH: An International Journal of Arts and Humanities 7, no. 3 (2018): 86–91. http://dx.doi.org/10.4314/ijah.v7i3.10.

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The study investigated English Language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State secondary schools. The area of study was Anambra State. The study was guided by two research questions and two research hypotheses. The design of the study was descriptive survey. A sample of one hundred and twenty-six (126) teachers were drawn from the six education zones in the state comprising of seventy-nine (79) female and forty-seven (47) male. To select this number of teachers, the researcher adopted simple random sampling technique using hat and dra

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Sherry, Michael B., Lauriann M. Messier-Jones, and Joanelle Morales. "Positioning in prospective secondary English teachers’ annotations of teaching videos." English Teaching: Practice & Critique 17, no. 3 (2018): 152–67. http://dx.doi.org/10.1108/etpc-11-2017-0154.

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Purpose English education researchers have used video annotation to connect theory to practice and to encourage prospective secondary English teachers (PSETs) to reflectively evaluate their own and others’ teaching. This study aimed to examine whether and how PSETs’ annotations of their own and others’ teaching videos reveal (dis)connections between visions of English teaching valued in methods courses and those practiced in local school field placements. Design/methodology/approach Examination of 538 annotations on 18 lesson videos – recorded in a university teaching-methods course and in loc

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Diem, Chuzaimah D., Yusfardiyah Yusfardiyah, Binti Koniaturrohmah, and Lismalayani Lismalayani. "Implementation of school-based curriculum as perceived by secondary school teachers of English." Indonesian Journal of Applied Linguistics 5, no. 2 (2016): 167. http://dx.doi.org/10.17509/ijal.v5i2.1341.

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Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teache

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Abulhassan, Abdulbagi Babiker Ali, and Fatima Ibrahim Eltayeb Hamid. "Perception and Interest of English Language Learners (ELL) toward Collaborative Teaching; Evaluation towards Group Activities." English Language Teaching 14, no. 5 (2021): 1. http://dx.doi.org/10.5539/elt.v14n5p1.

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This study focuses on evaluating the perceptions of Saudi ELLs enrolled in secondary classes, with an emphasis on group activities. A total of 424 ELLs were enrolled in this study on the basis of purposive sampling technique from eight public schools in Riyadh city, Saudi Arabia during the time period of January 2020 to May 2020. A close-ended questionnaire comprising 23 items was distributed online to collect data regarding perceptions of participants towards collaborative teaching and group activities. Descriptive statistics, independent t-test and One-Way ANOVA were used as statistical tool

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Musa, Assist instructor: Hasan Mahdi. "Evaluating the English Textbook for the 6th Stage of Preparatory and Secondary Schools." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (2017): 51–64. http://dx.doi.org/10.36473/ujhss.v223i1.313.

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Although textbooks maintain an important role in the EFL context, their sovereignty on teaching has been challenged and the belief that teachers can blindly rely on them has been questioned. Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable book for a specific context, promote teachers’ awareness on the actual contents of a book and facilitate them to make necessary adaptations. The present study investigated the suitability of the textbook used for 6th stage of preparatory and secondary schools. The results of th

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Mahdi Musa, Assist instructor: Hasan. "Evaluating the English Textbook for the 6th Stage of Preparatory and Secondary Schools." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 225, no. 1 (2018): 19–32. http://dx.doi.org/10.36473/ujhss.v225i1.124.

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Abstract: Although textbooks maintain an important role in the EFL context, their sovereignty on teaching has been challenged and the belief that teachers can blindly rely on them has been questioned. Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable book for a specific context, promote teachers’ awareness on the actual contents of a book and facilitate them to make necessary adaptations. The present study investigated the suitability of the textbook used for 6th stage of preparatory and secondary schools. T

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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.

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AbstractIntroduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in te

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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.

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Abstract Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in t

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Kotova, Elena Gennadyevna, Alesya, Vyatcheslavovna Leontyeva, et al. "The use of proverbs and anti-proverbs in teaching english to secondary school students." SHS Web of Conferences 97 (2021): 01031. http://dx.doi.org/10.1051/shsconf/20219701031.

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Language and culture co-study issues have a permanent tendency to be interpreted from the view point of socio-cultural competence. In this regard, a foreign language teacher faces the problem of creating pedagogical conditions for the effective development of linguistic and socio-cultural competencies of students in order to acquire the ability to use a foreign language in the process of intercultural communication. As one of the ways to solve this problem, the authors of the article suggest using authentic proverbial material in the process of teaching a foreign language. The authors believe

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Hussein, Asma A., and Hamza Zeebaree. "Evaluating the Use of Kurdish in Efl Classes at Secondary Schools in Duhok City: A Teacher’s Perspective." Academic Journal of Nawroz University 9, no. 2 (2020): 284. http://dx.doi.org/10.25007/ajnu.v9n2a822.

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This study examines the use of first language (L1) in secondary school EFL classes in Duhok city in the Kurdistan Region - Iraq. The use of L1 in EFL classes has been an ongoing debate among researchers and practitioners across the globe especially as regards its role as a facilitator of, or a hinderance/barrier to the teaching of English. Hence, the researcher aims to discover whether or not the use of Kurdish facilitates the teaching of English, in secondary schools in Duhok city. In addition, the researcher aims at finding out on what basis do teachers decide to use L1 and for what purposes

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Phothongsunan, Sureepong. "Teachers’ Conceptions of the CLT Approach in English Language Education." Journal of Educational and Social Research 10, no. 4 (2020): 121. http://dx.doi.org/10.36941/jesr-2020-0071.

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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for thei

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Vieira, Gicele, and Kyria Rebeca Finardi. "Language policies in Brazil and the epistemology underlying the selection of foreign language textbooks." Arboles y Rizomas. Revista de Estudios Lingüísticos y Literarios 1, no. 1 (2019): 59–74. http://dx.doi.org/10.35588/ayr.v1i1.3774.

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The aim of this paper is to discuss language policies in Brazil, especially in relation to the way they are implemented in the guidelines for the selection of textbooks for the teaching and learning of English as a foreign language (EFL). To subsidize the reflection herein proposed, the study analyzed the main principles and set of criteria used by the National Textbook Program (PNLD) to assess the textbooks designed for Brazilian secondary education. The results of the qualitative analysis carried out revealed a straightforward connection among modern foreign language learning policies in Bra

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Usman, Bustami, Asnawi Muslim, Ibrahim C. R. Champion, and Iskandar Abdul Samad. "Progressive peer evaluation: Important but absent in EFL speaking classes." Studies in English Language and Education 5, no. 2 (2018): 308–27. http://dx.doi.org/10.24815/siele.v5i2.11115.

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Comprehensive teaching-learning about speaking evaluation, especially peer evaluation, is conspicuous by its absence in English Foreign Language (EFL) Speaking classes at all secondary and tertiary levels in Indonesia, especially in Aceh, This comparative research study looks at the various aspects used for evaluation and especially looks at peer evaluation in EFL speaking classes in Aceh. The paper describes twenty three (23) components recommended for evaluation of speaking communications: the seen, the spoken and the script (content) components. The results showed that teachers of EFL speak

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Souza, Luiz Otávio Carvalho Gonçalves de. "An alternative guideline for the teaching of English as a foreign language in secondary schools in Belo Horizonte." Estudos Germânicos 8, no. 2 (1987): 57. http://dx.doi.org/10.17851/0101-837x.8.2.57.

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It is a well known fact that the teaching of English as a foreign language in secondary schools has not been effective. Among other things, current teaching sets out to develop the four linguistic skills. However, students reveal a poor command of the language in whatever skill considered, which breeds poor motivation and lack of interest. Therefore, the ultimate aim of this thesis is to provide suggestions for the improvement of EFLT in secondary schools in Belo Horizonte. So as to reach this aim, we first discuss some theoretical issues such as language concepts, the development of linguisti

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Sharmin, Liza. "Action Research in English for Specific Purposes: English Language for the Medical Students in Bangladesh." Asian Journal of Humanity, Art and Literature 5, no. 1 (2018): 33–44. http://dx.doi.org/10.18034/ajhal.v5i1.330.

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English for Specific Purposes (ESP) has flourished to meet the growing demand of the academic and professional learners. Since the tertiary level of education is the concern, ESP can be a way out to teach English as a second or foreign language. At the end of primary, secondary and higher-secondary level of English language education, a learner is expected to have a good command of the four skills of English language. Even though, if one fails to have the proficiency, s/he needs intensive teaching. ESP has very thoughtful and research-oriented arrangement for language teaching by needs analysi

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El Masry, Taghreed, and Eman I Alzaanin. "Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers." Arab World English Journal 12, no. 1 (2021): 421–42. http://dx.doi.org/10.24093/awej/vol12no1.28.

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This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is “How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?”. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that th

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Lodhi, Muhammad Arfan, Hifza Farman, Ihsan Ullah, Aiza Gul, Fareeha Tahira, and Sidra Saleem. "Evaluation of English Textbook of Intermediate Class From Students’ Perspectives." English Language Teaching 12, no. 3 (2019): 26. http://dx.doi.org/10.5539/elt.v12n3p26.

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Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in

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Suryati, Nunung. "CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (2015): 247. http://dx.doi.org/10.15639/teflinjournal.v26i2/247-264.

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This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interacti

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Jegede, Olusegun O., and Akintunji M. Akinola. "Errors of Pronoun Usage among Nigerian Secondary School Students." LingLit Journal Scientific Journal for Linguistics and Literature 2, no. 2 (2021): 48–59. http://dx.doi.org/10.33258/linglit.v2i2.458.

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This study examined the errors of pronoun usage among Nigerian Secondary School Students. The study looked specifically at pronoun types, and identified and examined the errors that secondary school students make in their use. The research subjects were students of public secondary schools in Oyo West Local Government Area. There are fifteen (15) public secondary schools in the Local Government Area. However, out of the fifteen (15) public secondary schools, five (5) were chosen. The researcher made use of stratified sampling technique in order to classify the respondents’ view into different

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Guslenko, Iryna, Еvgeniya Myropolska, and Natalia Myropolska. "Language as Students’ Artistic Value: Linguodidactic Dimension." Arab World English Journal For Translation and Literary Studies 5, no. 1 (2021): 248–61. http://dx.doi.org/10.24093/awejtls/vol5no1.18.

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The present paper focuses on the problem of values and representation of language as an artistic value. The main objectives of the research are to specify the role of artistic values for people, represent the methodology for the integration of arts into foreign language classes, evaluate its results. The research questions of the study aimed to investigate how the experimental course contributed to students’ attitude towards artistic values, the development of their language and communication skills. The outlined methodology of arts integration into foreign language classes involves teaching a

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Alonso-Belmonte, Isabel. "THE USE OF EVALUATIVE LANGUAGE IN EFL TEACHERS’ REFLECTIVE JOURNAL WRITING: A CORPUS BASED STUDY." Elia, no. 20 (2020): 47–76. http://dx.doi.org/10.12795/elia.2020.i20.03.

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This article presents a computer-assisted discourse analysis of the main topics and evaluative parameters used by student teachers of English as a Foreign Language (EFL) in their reflective journals. By applying Bednarek’s parameter-based approach to the study of evaluation, 329 reflective journals (aprox. 90,000 words) were analyzed by using the UAM Corpus Tool. The correlation of three sources of data – topic analysis, evaluative parameters and keywords – allowed to uncover the most typical evaluative language choices made by EFL student teachers in their reflective journals and their overal

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., Suardi. "Evaluation of English Learning In Junior High School Samaturu Kolaka." International Journal of Scientific Research and Management 8, no. 04 (2020): 1304–11. http://dx.doi.org/10.18535/ijsrm/v8i04.el05.

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Abstract The study aims to evaluate of english learning at the Junior High School 3, Samaturu Kolaka. The method used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key Informant is the principal, teacher, and student. The results showed that: (1). The ten indicators of the principles in the preparation of lesson plan is only a contemporary-oriented indicator that is not contained in the lesson plan. This is because lesson plan is based on teaching materials and teaching materials. In

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Mohamed Mokhtar, Mohd Ieruwan. "Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective." International Journal of Education and Literacy Studies 8, no. 4 (2020): 33. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.33.

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Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign L

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Abu Habil, Sumaia Mohammed, and Laila Muftah AbuLifa. "Classroom Management Problems and Coping Strategies of Misurata Libyan Secondary School EFL Teachers." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 15 (February 4, 2020): 8–32. http://dx.doi.org/10.36602/faj.2020.n15.04.

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Classroom management (CM) is one of the most pressing problems faced by Libyan Secondary School teachers in Misurata City. This study used mixed research design (quantitative and qualitative ) to find out the classroom management problems and coping strategies. The participants of the study were10 female Libyan teachers from Asma secondary school in Misurata. All of them were chosen randomly and they were asked to fill in the questionnaire. Also, two main teachers were observed in their class time. The analyses of data obtained from the questionnaire and observation indicated that there are tw

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Safitri, Mega, and Peptia Asrining Tyas. "An Analysis of English Textbook Entitled "Bahasa Inggris SMA/MA SMK/MAK Kelas X"." JEES (Journal of English Educators Society) 4, no. 1 (2019): 17. http://dx.doi.org/10.21070/jees.v4i1.1777.

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A textbook plays an important factor in teaching and learning processes. Thus, this study attempted to analyze an English textbook entitled Bahasa Inggris Bahasa Inggris SMA/MA SMK/MAK Kelas X which is used by almost teachers in secondary level education. This study used qualitative study by using Biocchi’s (2000) coursebook evaluation and interview which was adopted open-ended questions from Biocchi’s (2000) coursebook evaluation. The analysis encircled the contents, grammar, levels of the material, kind of the materials, and the methodology used in the textbook. The results revealed that thi

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Iskandar Dzulkurnain, Mohammad, Sunardi, Siswandari, and Asrowi. "DESIGNING ENGLISH TRANSLATION TOWARDS INDONESIAN MODERATE RELIGIOUS BASED SCHOOL." Humanities & Social Sciences Reviews 8, no. 3 (2020): 302–9. http://dx.doi.org/10.18510/hssr.2020.8332.

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Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching. Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process,

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Grazzi, Enrico, and Lucilla Lopriore. "ELF AWARENESS FOR TEACHER EDUCATION IN ITALY: ATTITUDES AND ACTIONS." Estudos Linguísticos e Literários 1, no. 65 (2020): 69. http://dx.doi.org/10.9771/ell.v1i65.36469.

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<span lang="EN-GB">The spread of English as the world's primary lingua franca (ELF) poses some challenging questions about the impact of ELF on English language teaching (ELT). The gap between the dominance of native-speaker oriented institutional curricula and the emergence of variable, context-bound forms of English in multilingual and multicultural communicative settings is plain to see, opening up an opportunity for researchers to explore new directions in which future studies might be heading in order to implement an ELF-aware pedagogic approach to English. The aim of this article i

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Gilbert, Francis Jonathan, and Margaret Pitfield. "Teaching1984in the surveillance culture of schools." English Teaching: Practice & Critique 18, no. 1 (2019): 85–99. http://dx.doi.org/10.1108/etpc-06-2018-0064.

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PurposeThis paper focuses on the affordances of and issues surrounding the teaching of George Orwell’s novel1984(1949) as a set text for General Certificate of Secondary Education (GCSE) English and English Literature in an examination-obsessed and heavily surveilled school system. It considers this by focussing on the classroom practice of a beginning teacher tackling the teaching of this novel for the first time and the newly appointed university tutor who is required to assess her teaching against a prescribed set of national Teachers’ Standards.Design/methodology/approachA case study desig

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Rumlich, Dominik. "CLIL theory and empirical reality – Two sides of the same coin?" Journal of Immersion and Content-Based Language Education 5, no. 1 (2017): 110–34. http://dx.doi.org/10.1075/jicb.5.1.05rum.

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This article summarizes the essential theoretical and empirical findings of a large-scale doctoral dissertation study on content and language integrated learning (CLIL) streams at German secondary schools (Gymnasium) with up to three content subjects taught in English (Rumlich, 2016). A theoretical account rooted in teaching English as a foreign language (EFL), language acquisition and educational psychology provides the basis for the development of a comprehensive longitudinal model of general EFL proficiency, which incorporates cognitive, affective-motivational, and further individual variab

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Lee, Icy, Pauline Mak, and Anne Burns. "Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms." English Teaching: Practice & Critique 14, no. 2 (2015): 140–63. http://dx.doi.org/10.1108/etpc-02-2015-0004.

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Purpose – The purpose of this paper is to examine how the teachers implemented innovative feedback approaches in their writing classroom and the extent to which the innovative feedback approaches impacted upon student attitude and performance in writing. In the writing classroom, teacher feedback serves as an assessment as well as a pedagogical tool to enhance the teaching and learning of writing. While there is no shortage of literature on the topic of feedback per se, there is scant research on teachers’ attempts to implement change to conventional feedback practices, as well as the impact o

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Ali, Wondwosen Tesfamichael. "Cooperative Learning (CL) in Promoting Oral Group Lessons." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 2 (2019): 299–306. http://dx.doi.org/10.33258/birci.v2i2.269.

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The purpose of this study was to assess whether or not the oral group lessons in the student English textbook of grade seven promoted CL. The study involved in the textbook, two English language teachers and one hundred twenty students who have been teaching and learning the English language, respectively at Muke Turi Primary and Junior Secondary School in Northern Shoa, Ethiopia. The data for the study were gathered through text analysis. In order to see the actual happening and to triangulate the findings of the text analysis, interviews were conducted and classrooms were observed. The resul

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TUMASANG, Solange SWIRI. "How Fear Affects EFL Acquisition: The Case of “Terminale” Students in Cameroon." Journal of English Language Teaching and Applied Linguistics 3, no. 4 (2021): 63–70. http://dx.doi.org/10.32996/jeltal.2021.3.4.9.

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Despite the growing interest in investigating and exploring potential causes and the manifestation of language anxiety amongst EFL learners, the potential sources of this complicated phenomenon have not been widely researched and identified in the Cameroonian context. Horwitz and Young (1991, P.14) state, “we have been truly surprised at the number of students who express anxiety and distress in their language class”. This paper sets out to investigate the potential causes of fear, its manifestation and the possible recommendation to salvage this problem that significantly affects EFL acquisit

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Siqueira, Sávio, Lucilla Lopriore, and Enrico Grazzi. "ELF AWARENESS AND PEDAGOGICAL IMPLICATIONS IN ELT CLASSROOMS. INTRODUCTION TO SPECIAL ISSUE." Estudos Linguísticos e Literários 1, no. 65 (2020): 1. http://dx.doi.org/10.9771/ell.v1i65.36465.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>The spread of English as the world's primary lingua franca (ELF) poses some challenging questions about the impact of ELF on English language teaching (ELT). The gap between the dominance of native-speaker oriented institutional curricula and the emergence of variable, context-bound forms of English in multilingual and multicultural communicative settings is plain to see, opening up an opportunity for researchers to explore new directions in which futur

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Veloo, Arsaythamby, Noor Hashima Abd Aziz, and Aizan Yaacob. "The Most Suitable Scoring Method to Assess Essay Writing in ESL Classrooms." Advances in Language and Literary Studies 9, no. 4 (2018): 19. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.19.

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The Malaysian Education Act in 1996 states that the national language which is the Malay language becomes the main medium of instruction in educational institutions and English is accorded the status of a second language. In Malaysian schools, teachers are given the freedom to use their own teaching and assessment methods in assessing their students’ writing. However, majority of the English as a Second Language (ESL) teachers use a scoring method adapted from the Malaysian Examination to assess their students’ writing. For the Malaysian Certificate of Education (SPM) English Language 1119 sub

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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 11, no. 1 (2021): 11–13. http://dx.doi.org/10.14746/ssllt.2021.11.1.1.

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It is my immense pleasure to share with you the first 2021 issue of Studies in Second Language Learning and Teaching. It brings together five papers reporting the findings of empirical studies as well as two reviews of very recent publications. The issue opens with the contribution by Mariusz Kruk, Mirosław Pawlak, and Joanna Zawodniak, who investigate changes in the levels of boredom experienced by 13 Polish university students majoring in English during four EFL classes as well as factors responsible for such fluctuations. Multiple sources of data were applied which included boredom-grids, w

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Beyessa, Feyera. "Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia." International Letters of Social and Humanistic Sciences 32 (June 2014): 118–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.32.118.

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The main purpose of this study was to explore the factors that affect grade10 students‟ academic achievement in science education at Ilu Aba Bora Zone of General Secondary Schools. To attain this objective, descriptive survey research method was employed. The subjects of the study were 360 (172 male and female 155 students, 25 science teachers, 2 laboratory technicians and 6 school principals). Stratified sampling followed by simple random sampling (lottery method) technique was employed to select the sample students, purposive sampling technique was used to select the schools and availability

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Cutrim Schmid, Euline. "Video-stimulated reflection as a professional development tool in interactive whiteboard research." ReCALL 23, no. 3 (2011): 252–70. http://dx.doi.org/10.1017/s0958344011000176.

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AbstractSeveral authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a lon

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Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.

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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack

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CRUZ, Alberto. "Can the Games Solve the Problems?" Asian Journal of Physical Education & Recreation 14, no. 2 (2008): 26–39. http://dx.doi.org/10.24112/ajper.141737.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study examined the effect of the application of games on students' interest and learning in volleyball lessons. Two experienced secondary physical education teachers involved in the Secondary Teaching Evaluation and Mentoring Project (STEM) were purposely invited to take part in the study. They were trained with the skills and knowledge of mentorship as well as the application of variation theory in designing lessons for learning. The study was premised on a conceptual framework of variation theory and employed an a

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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned abo

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