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Journal articles on the topic 'Primary English teacher'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitativ

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Çetin Köroğlu, Zeynep, and Erkan Yüce. "Shall they teach english as efficient as english teachers? Primary school teacher candidates’ perspectives towards teaching English in the absence of an English teacher." Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 15, no. 2 (2025): 970–82. https://doi.org/10.30783/nevsosbilen.1622549.

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In today's education system, regardless of the distinction between public and private schools, teaching English as a foreign language begins in the 2nd grade. In public schools, English teachers conduct English classes; in schools where there are no English teachers, they are conducted by primary school teachers. In private schools, English classes are conducted by English teachers. In this context, a course titled "Teaching Foreign Languages in Primary Schools" has been included in the 4th-year classes of the primary school education programs within the faculties of education at universities

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Jung, Philip Yoongoo, and Jeong-Ah Shin. "Primary Teachers’ Perception toward Classroom English in Teacher-guidebooks." Korea Association of Primary English Education 27, no. 1 (2021): 99–120. http://dx.doi.org/10.25231/pee.2021.27.1.99.

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Forteck, Aloysius Betangah. "Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 180–95. https://doi.org/10.5281/zenodo.3843059.

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The paper examined the extent to which the mathematics curriculum for PSTTC impacts the teaching of mathematics in English Speaking Primary Schools in South West Region. The research question was to examine the extent to which mathematics pedagogic knowledge learnt in PSTTC have an impact on the teaching of mathematics in primary schools. The survey research design was used on a target population of 31 mathematics teacher trainers and 6482 primary school teachers. 31 mathematics teacher trainers and 45 primary school teachers formed the accessible population. The instruments used to collect th

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Kisi, Melkamu. "EXPLORING HOW ENGLISH LANGUAGE TEACHERS IN PRIMARY SCHOOL CONSTRUCT THEIR PROFESSIONAL IDENTITIES." International Journal of Engineering Technologies and Management Research 9, no. 2 (2022): 82–92. http://dx.doi.org/10.29121/ijetmr.v9.i2.2022.1024.

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This study explores how English Language teachers in primary school construct their professional identities (PI) as English teachers. Teacher interview was uses as a data gathering tools for the study. Accordingly, ten English language teachers who were teaching English in upper primary schools were interviewed to collect data needed. The results of the interview data reveal that former English as FLT willingness to help students learn well, good teaching skills, students’ engagement, the understanding that schools as a safe learning environment, and teacher confidence and competence were hono

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Enever, J. "Primary English teacher education in Europe." ELT Journal 68, no. 3 (2014): 231–42. http://dx.doi.org/10.1093/elt/cct079.

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Kapranov, Oleksandr. "Framing the Identity of an Ideal Primary School Teacher of English." English Studies at NBU 6, no. 1 (2020): 95–110. http://dx.doi.org/10.33919/esnbu.20.1.4.

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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway.

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Xiong, Tao, and Xiuzhen Xiong. "The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China." English Language Teaching 10, no. 4 (2017): 100. http://dx.doi.org/10.5539/elt.v10n4p100.

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Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conduct

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Ingabire, Marie Yvonne, Assoc Prof Gabriel Nizeyimana, Dr Delphine Mukingambeho, and Dr Michael Tusiime. "Contextual understanding of the influence of English language on teacher-learners’ classroom interactions in lower primary schools. The experience of an endoglossic country, Rwanda." International Journal of Teaching, Learning and Education 3, no. 3 (2024): 17–25. http://dx.doi.org/10.22161/ijtle.3.3.3.

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The study aimed to investigate the influences of the English Medium of Instruction on teacher-learner classroom interactions in the lower primary in the Musanze district in the Northern Province of Rwanda. It was a qualitative research that followed a phenomenological research design. The informants were 60 persons. Data were collected through semi-structured interviews with 12 teachers and focus group discussions with 48 learners in P3. Collected data were analysed thematically. Results revealed that the English language used as MoI influences teacher-learners’ classroom interactions in two w

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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." International Journal of Research in Education and Science 6, no. 3 (2020): 458. http://dx.doi.org/10.46328/ijres.v1i1.1002.

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In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, course

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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." International Journal of Research in Education and Science 6, no. 3 (2020): 458. http://dx.doi.org/10.46328/ijres.v6i3.1002.

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In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, course

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Perrodin, David D., and Suharyatun Suharyatun. "The Influence of Continued Teacher Education on the Overall Performance of Local Non-Native English Teachers." Mextesol Journal 46, no. 2 (2022): 1–15. http://dx.doi.org/10.61871/mj.v46n2-7.

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This study investigated the influence of continued teacher education on the overall performance levels of local non-native teachers of English in the Kutai Kartanegara Government Regency of East Kalimantan, Indonesia. The study aimed to appraise teachers' overall performance levels by examining three perceived indicators (English teaching confidence, English language proficiency, and attitude toward English). The study, employing a retrospective design, applied a developed questionnaire as a research instrument to gather quantitative data. The total sample was 72 participants: forty local Indo

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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teache

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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 (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 find

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Gautam, Ganga Ram. "Teaching English to Young Children." Journal of NELTA Surkhet 4 (July 4, 2015): 26–33. http://dx.doi.org/10.3126/jns.v4i0.12857.

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In the context of Nepal, teachers often prefer to teach at the higher level. In my professional career, I have met very few people who really enjoy teaching at the preprimary or primary level. According to them, teaching young children is very challenging and managing learning at that level is very difficult. My experience is different. I have taught the young children for some time in the past and I enjoyed it very much. Children bring a lot of energy and enthusiasm and if a teacher can make use of that energy in creating learning atmosphere in class, both the children and teacher enjoy being

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Ho, Caroline M. L. "Toward Exploring Errors in Grammar: A Systematic Approach for Language Teachers." TESL Canada Journal 26, no. 1 (2008): 85. http://dx.doi.org/10.18806/tesl.v26i1.131.

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This article focuses on an attempt by a teacher education institute to empower non-English majors to teach English at the primary level, drawing on a preservice English-language teacher education program for undergraduates at the National Institute of Education, Singapore. The course, which has been running for three years, aims to develop student teachers' skills in analyzing grammatical features in primary-level writing, based on a three-step approach designed by the author specifically for non-English majors. The article also explores the difficulties that student teachers face in learning

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Mort, Thelma. "Improving South African student teachers’ English language skills: an argument for the assessment strategies of the PrimTEd language teaching project." African Journal of Teacher Education 12, no. 1 (2023): 161–78. http://dx.doi.org/10.21083/ajote.v12i1.7050.

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South Africa is a linguistically diverse and educationally complex country. Most student teachers in Bachelor of Education programmes who are preparing to teach in primary schools do not speak English as a mother tongue. The medium of instruction for B.Ed programmes is English. Foundation Phase teachers will be expected to teach learners English (as a) First Additional language (EFAL). Intermediate Phase teachers will be expected to use English across the curriculum as English is the Language of Learning and Teaching (LoLT) from grade 4 upwards. As such, it is important that newly qualified te

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Hoque, Mohammed Shamsul, Rozhan M. Idrus, and Yousuf Mahbubul Islam. "A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh." English Language Teaching 11, no. 7 (2018): 163. http://dx.doi.org/10.5539/elt.v11n7p163.

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Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners’ own English proficiency, their training needs, motivation and teaching skills; their per

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Whyte, Shona, Ciara R. Wigham, and Nathalie Younès. "Insights into Teacher Beliefs and Practice in Primary-School EFL in France." Languages 7, no. 3 (2022): 185. http://dx.doi.org/10.3390/languages7030185.

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Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘scepti

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Eddraoui, Bouchra, Didi Sukyadi, Ahmad Bukhori Muslim, and Bachrudin Musthafa. "Revisiting Pre-Service Education for Secondary EFL Teachers in Indonesia." Language Circle: Journal of Language and Literature 17, no. 2 (2023): 276–86. http://dx.doi.org/10.15294/lc.v17i2.41629.

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In recent decades, English has gained prominence in Indonesia. However, due to instructors' lack of English proficiency, English instruction at the secondary level shows a significant failure. Today, amid the COVID-19 epidemic, which has pushed remote education, the challenge of teaching English as a foreign language in Indonesian secondary schools becomes more severe. Due to in-service teachers' lack of English proficiency and ICT abilities, future Indonesian English teachers' pre-service education at the secondary level should be revisited. This qualitative study investigates the extent to w

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Roberts, Nicky, and Thelma Mort. "Designing an English language and literacies knowledge and skills test for Initial Teacher Education students in South Africa." Journal of Education, no. 90 (April 14, 2023): 32–48. http://dx.doi.org/10.17159/2520-9868/i90a02.

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Since 2016 the Primary Teacher Education (PrimTEd) project has assessed first and fourth year student teachers' English language and literacies knowledge and skills with a view to optimising what is offered in teacher education courses. In 2021, after a critical review of these English language assessments, a process of test redesigning that also provides professional development opportunities for language teacher educators, was initiated. In this paper, we report on this process of modifying an existing test and discuss a new design that is still a work in progress, in order to make it more r

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Grassick, Laura. "Supporting the development of primary in-service teacher educators." ELT Journal 73, no. 4 (2019): 428–37. http://dx.doi.org/10.1093/elt/ccz036.

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Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of pr

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Im, Jae-hyun. "Incorporating Hip-hop and Black Popular Culture in Korean Primary School English Teacher Training." Korea Association of Primary English Education 29, no. 4 (2023): 201–30. http://dx.doi.org/10.25231/pee.2023.29.4.201.

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This study illustrates how hip-hop and black popular culture can be integrated into primary school English teacher education and explores Korean teachers’ reactions to these elements. Within an intensive teacher training program where hip-hop and black popular culture were introduced and adapted for Korean ELT, the study analyzed Korean primary school English teachers’ responses to the pedagogical values of these elements within Korean context. The findings reveal mixed attitudes toward the inclusion of hip-hop and black popular culture. From the perspective of “teacher as learner,” there were

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Do, Thi Thanh Tra, Maura Sellars, and Thi Thuy Le. "Primary English Language Education Policy in Vietnam’s Disadvantaged Areas: Implementation Barriers." Education Sciences 12, no. 7 (2022): 445. http://dx.doi.org/10.3390/educsci12070445.

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In the context of English as a global language, compulsory English language education at the primary level has become an inevitable trend in many non-English-speaking countries, including Vietnam. However, there have been concerns regarding how English language policy is realised across contextual settings, especially in rural and remote areas of Vietnam. Based on language-in-education goals, this article investigates English language policy implementation in Vietnam’s rural and remote areas from the perspective of primary English teachers from 2008 onwards. The present paper employs a desk re

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Mushtaq, Atif. "Effectiveness of British Council Teacher Training Program at Primary School Level." Qlantic Journal of Social Sciences and Humanities 2, no. 1 (2021): 1–10. http://dx.doi.org/10.55737/qjssh.257455953.

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The British Council's teacher training programme in the Swabi district was the focus of this study. Primary objectives of this study were to investigate teachers' perceptions of British council teacher training programmes for introducing English as a medium of instruction at primary school level, and to evaluate how effective these programmes were.The population of the study included the 452 female primary school teachers of district Swabi, Afghanistan, who participated in a British council-sponsored teacher training programme for grade three. A random sample of 200 male primary school teacher

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Absolom, Twikiriize. "Pupils’ Attitude and English Performance in Primary Schools in Lwengo Sub-County, Lwengo District." IAA JOURNAL OF EDUCATION 10, no. 1 (2024): 10–16. http://dx.doi.org/10.59298/iaaje/2024/10110.16.

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This study aimed to examine the relationship between pupils' performance in English and their attitudes toward the subject in primary schools. The study had two main objectives: to identify the factors that influence English performance in Lwengo subcounty and to assess the level of pupils' attitudes towards English in the same subcounty. A descriptive survey research design was used, with a study population of 170 respondents and a sample size of 133 participants. The findings revealed that factors such as instructional materials, government policies, and teacher-related factors played a sign

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Coburn, James. "Comparing varieties of in-service English Language Training for primary school teachers in Norway." Acta Didactica Norge 8, no. 2 (2014): 16. http://dx.doi.org/10.5617/adno.1140.

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International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET) for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two differ

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Jandildinov, М. К. "Investigating “Hidden side” of Foreign Language Teacher: Cognition, Affect, and Motivation." Bulletin of the Karaganda university Pedagogy series 11329, no. 1 (2024): 90–105. http://dx.doi.org/10.31489/2024ped1/90-105.

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The primary aim of this study is to investigate “hidden side” of foreign language teacher. In order to describe foreign language teacher such factors as Cognition, Affect, and Motivation were taken and investigated. The study used English language teachers in order to investigate “Foreign language teacher”. The research sample consists of 40 English language teachers working in different public schools from different cities, teaching levels and various ages and work experiences in Kazakhstan. In order to describe general portrait of foreign language teacher Professional orientation method was

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Stojanoska, Marija, Elena Shalevska, and Marija Talevska. "INVESTIGATING L2-L1 TRANSFER AMONG BILINGUAL STUDENTS IN THE REPUBLIC OF NORTH MACEDONIA." Teacher, no. 26 (November 13, 2023): 11–16. http://dx.doi.org/10.20544/teacher.26.02.

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Language constitutes an indispensable facet of human existence It facilitates communication and perspective-sharing while allowing us to mould it to fit our unique needs. Foreign language proficiency adds an additional layer of such skills. Thus, people have been motivated to learn another language since time immemorial. As cultures and languages have intertwined and exposure to multimedia in different languages has grown, the number of bilinguals has grown, and with that, the opportunities for language transfer, as well. Language learners in North Macedonia, especially the ones who learn Engl

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Nippita, Kulachit, and Nuangchalerm Prasart. "Rethinking active learning program for primary English teachers through connoisseurship technique." Journal of Education and Learning (EduLearn) 14, no. 5 (2021): 552–57. https://doi.org/10.11591/edulearn.v15i4.20313.

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From the importance of English in world of internationally communicated, the problems of learning management in each area seems to be differenced, language and culture are needed for recognizing, active learning is called for effectiveness instruction, and primary English teachers need to prepared in modern classroom. This research employed evaluative research to employ active learning for primary English teachers through professional program. Data were collected by setting a connoisseurship technique. Seven experts are appointed and read carefully a tentative program for primary English teach

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Wulandari, Ni Luh Putu Titin, Ni Made Ratminingsih, and Dewa Putu Ramendra. "Strategies Implemented in Teaching English for Young Learners in Primary School." Journal of Education Research and Evaluation 4, no. 3 (2020): 227. http://dx.doi.org/10.23887/jere.v4i3.26228.

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Teaching English to young learners is not an easy task. Teacher needs to use appropriate learning strategies so the students are engaged and motivated in teaching and learning process. The current study aimed at identifying the teaching English strategies used by fifth grade English teacher and the problems encountered by teacher in teaching English for young learner. This study was a descriptive qualitative research and conducted in SD Suta Dharma Denpasar Bali. In collecting the data, classroom observation and interview were conducted. The result showed that there were eight strategies appli

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Zou, Di, and Ruofei Zhang. "Flipped primary EFL classrooms: impact, feasibility, and potential." ELT Journal 75, no. 3 (2021): 267–77. http://dx.doi.org/10.1093/elt/ccab017.

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Abstract Due to it being generally regarded as an effective pedagogic approach, the flipped classroom has been widely applied in various disciplines in higher education in many places around the world, but has rarely been used in primary English education. This research investigated teacher and student perceptions of the impact, feasibility, and potential of the flipped EFL classroom by conducting a one-year project among 277 students and eight teachers in a primary school in Hong Kong. Teacher and student reflection, roundtable discussion minutes, and trainer observation and logs were employe

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Amir, Muhammad, Sabir Hussain, and Shamsheer Muhammad. "Identification of the Need for Teacher Training at The Primary School Level." International Research Journal of Education and Innovation 3, no. 1 (2022): 165–76. http://dx.doi.org/10.53575/irjei.v3.01.16(22)165-176.

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The study's main objective was to determine the need for primary school teacher training. The study's major goals were to (a) investigate the importance of teacher training programs at the primary school level for the effectiveness of the teaching-learning process; (b) determine the need for teacher training at the primary school level; (c) determine the need for professional training at the primary school level, and (c) recommend specific measures to improve primary school teacher training. A survey technique was utilized to conduct the study. Through random sampling, one hundred thirty-eight

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Alrashdi, Fahad. "Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers." Journal of Education and Learning 13, no. 5 (2024): 59. http://dx.doi.org/10.5539/jel.v13n5p59.

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Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich da

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Faisal, Irfan Tajammal Hussain Awan Tayyaba Bashir Hazhar Ramadhan Ahmed. "Using Realia to Improve English Vocabulary at Primary Level." Multicultural Education 7, no. 3 (2021): 340. https://doi.org/10.5281/zenodo.4647933.

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<em>The background of the study in this research is based on the phenomenon that students have difficulties in learning English vocabulary because the teacher teaches the vocabulary without being supported by teaching aids. The result is the students’ ability to learn is slow. To improve students’ ability in learning English vocabulary, teacher needs a strategy through using an aid that facilitates the students. Realia is one the aid that can be used in teaching English vocabulary. Using realia, students are able to learn English vocabulary easily. This research is aimed at finding

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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (2020): 662–74. http://dx.doi.org/10.33258/birle.v3i2.895.

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AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks

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Almanea, Manar, Mohammad Mohsen, and Hassan Saleh Mahdi. "Is “The Earlier, The Better” for EFL in Saudi Arabia? Insights from Early Grades EFL Teachers at Saudi Primary Schools." International Journal of Learning, Teaching and Educational Research 23, no. 10 (2024): 123–55. http://dx.doi.org/10.26803/ijlter.23.10.7.

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In 2021, Saudi state schools introduced mandatory English language instruction starting in the first grade, marking a significant shift in early education. This study explores the perspectives of English as a foreign language (EFL) teachers on the effectiveness of this policy, focusing on students’ overall English proficiency, language acquisition, and cultural skills. It also addresses key challenges teachers face, including the synchronization of learning Standard Arabic with English and adapting curricula for young learners. The research employs a mixed-methods approach, utilizing questionn

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Kim, Eunhyun, and HyeRim Park. "A Study of Integrating Multicultural Education into Primary English Based on Multicultural Children’s Literature: Focusing on Pre-service Teacher Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 177–98. http://dx.doi.org/10.22251/jlcci.2022.22.19.177.

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Objectives This study is to examine the effects of multicultural pre-service teacher training for the integration of multicultural and English education. It aims to study how intensive teacher training affects teaching strategies utilizing multicultural children’s literature and teachers’ multicultural attitude. It also investigates positive and negative factors in applying what they have learned from teacher training to educational contexts. Methods Mixed methods of quantitative and qualitative research methods were adopted. Attitude toward ract/ethnic diversity, multicultural understanding a

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Yisihak, Endrias, and Abebe Damtew. "Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills." Education Research International 2024 (May 8, 2024): 1–14. http://dx.doi.org/10.1155/2024/5596229.

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Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill i

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Yusrina, Aletta Wening, Endang Setyaningsih, and Kristian Adi Putra. "Learning English in Primary School Activity Plan: A Study of Teachers with a Non-English Background." Journal of Languages and Language Teaching 13, no. 2 (2025): 1016. https://doi.org/10.33394/jollt.v13i2.14089.

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English language learning in primary schools still needs more attention, especially regarding teacher training in designing effective lesson plans. Many teachers do not have an English language education background and have never received training in designing English language learning activities, so they have difficulty developing materials that meet students' needs. This study aims to determine how primary school teachers develop and implement English language learning activities in the classroom. This study used a qualitative approach with data collection through in-depth interviews, observ

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WATI, HERA, and Ariya Agustin. "TEACHERS’ STRATEGIES TO TEACH ENGLISH VOCABULARY TO EARLY CHILDHOOD ISLAMIC EDUCATION( PIAUD) PROGRAMAT STATE ISLAMICUNIVERSITY RADEN FATAH PALEMBANG." Teaching English and Language Learning English Journal (TELLE) 2, no. 1 (2022): 32–47. http://dx.doi.org/10.36085/telle.v2i1.3299.

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An English teacher in such a location has a unique challenge in teaching the target language. This study was conducted to early childhood islamic education (PIAUD) class programat state Islamic University Raden Fatah Palembang. There is one primary question to be answered in this study, which is what strategies were used by English teachers inteaching vocabulary to early childhood islamic education (PIAUD) at State Islamic University Raden Fatah Palembang. Knowing that learning English vocabulary is important, the researchers conducted this research by observing the class times teacher. Class

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Wati, Shafrida, and Zahratul Idami. "Teacher and EFL Primary School Students' Perspectives on the Shadowing Technique for Pronunciation Instruction." Al-Azkiya: Jurnal Pendidikan MI/SD 9, no. 2 (2024): 264–81. https://doi.org/10.32505/azkiya.v9i2.9656.

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This study elaborates the perspectives of teachers and primary school students learning English as a Foreign Language (EFL) regarding the application of the shadowing technique for pronunciation. Scholars have acknowledged shadowing as an effective technique for improving learners' pronunciation, where pupils replicate speech as carefully and promptly as possible following a speaker. This qualitative study was carried out at MIN 2 Langsa throughout the academic year of 2022-2023. Subject of the research was an English teacher and 30 fifth-grade pupils selected purposively. Data were gathered t

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EGOUNLETI, Marius Pédro, Sèna Orlando Ulrich HINDEME, and Coffi Martinien ZOUNHIN TOBOULA. "Exploring the English language teaching in bilingual private primary schools in Benin: Case of Abomey-Calavi region." Edelweiss Applied Science and Technology 8, no. 6 (2024): 6404–15. https://doi.org/10.55214/25768484.v8i6.3395.

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This study examines English language teaching practices in bilingual private primary schools in the Abomey-Calavi region of Benin. The aim is to identify the challenges teachers face in teaching English and to propose solutions to overcome them. A mixed-methods approach was used, combining three hundred (300) students’ survey data with ten (10) English teachers’ semi-structured interview data and classroom observation. Thematic analysis was used for qualitative data and descriptive statistics for the survey results. The results show several challenges: limited English exposure, bad teaching st

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Lv, Tianyu. "The Analysis of Novice English Teacher Talk in Junior High School under SETT Framework." English Language Teaching and Linguistics Studies 6, no. 1 (2024): p86. http://dx.doi.org/10.22158/eltls.v6n1p86.

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In the realm of English teaching, teacher talk stands as a pivotal instructional instrument, serving both as a vital tool for teachers and a primary conduit for knowledge input for students. Effective classroom instruction is intricately woven with the dynamic, two-way interaction between teachers and students, which is expertly guided by the teacher talk. While numerous scholars have delved into the exploration of teacher talk, there remains a dearth of research investigating the specific landscape of novice English teachers’ classroom talk, particularly within the framework of Walsh’s Self-E

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Kasimba, Kennedy, and David Sani Mwanza. "An Assessment of Grade 5 Learners’ Reading Fluency in English at a Selected Primary School in Serenje District." European Journal of Theoretical and Applied Sciences 2, no. 3 (2024): 864–85. http://dx.doi.org/10.59324/ejtas.2024.2(3).68.

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This study sought to assess the reading fluency of learners of a particular primary school in Serenje District since it was not known how fluent learners of a selected primary school were in reading and what contextual factors contributed to the reading fluency of the learners. Specifically, the objectives were: first, to assess grade 5 learners’ reading fluency in English at a selected primary school in Serenje District and secondly, to explore factors affecting grade 5 learners’ acquisition of reading fluency in English. The study employed a concurrent mixed methods design in which both qual

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Kennedy, Kasimba, and Sani Mwanza David. "An Assessment of Grade 5 Learners' Reading Fluency in English at a Selected Primary School in Serenje District." European Journal of Theoretical and Applied Sciences 2, no. 3 (2024): 864–85. https://doi.org/10.59324/ejtas.2024.2(3).68.

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This study sought to assess the reading fluency of learners of a particular primary school in Serenje District since it was not known how fluent learners of a selected primary school were in reading and what contextual factors contributed to the reading fluency of the learners. Specifically, the objectives were: first, to assess grade 5 learners’ reading fluency in English at a selected primary school in Serenje District and secondly, to explore factors affecting grade 5 learners’ acquisition of reading fluency in English. The study employed a concurrent mixed methods design in whi

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Adhikari, Dipa. "English Speaking Competency: A Study on Primary Teachers in Bangladesh." International Journal of Research and Innovation in Social Science IX, no. V (2025): 165–75. https://doi.org/10.47772/ijriss.2025.90500017.

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This study is concerned with English language teaching that the teachers of primary school unable to express their opinions in English. Sometimes they lose their attention and confidence and feel nervous while speaking English in the English classroom. Even they can’t use simple command, instructions in English properly. It is essential to make the classroom communicative the teachers should use English more and more in English classroom. The more the teachers speak English, the more the students hear and learn English. Because for a numbers students school is the only place where they can lis

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Ruisi, Wang. "A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City." Education, Language and Sociology Research 4, no. 3 (2023): p104. http://dx.doi.org/10.22158/elsr.v4n3p104.

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The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teac

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Widodo, Estu, and Khoiriyah Khoiriyah. "Teaching English to Young Learners: Professional development trainings for primary school teachers in implementing Kurikulum Merdeka." Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat 7, no. 2 (2025): 635–42. https://doi.org/10.24036/abdi.v7i2.1466.

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Kurikulum Merdeka, which is the latest educational curriculum, includes English as one of the subjects given at the elementary school level. This community service initiative was conducted in response to the challenges faced by elementary schools in implementing the Merdeka Curriculum, particularly concerning English language instruction. At SD Negeri Tunggulwulung 2, English is currently offered only once a week as an extracurricular activity, which has been deemed insufficient and ineffective in achieving the curriculum's goals. Several issues were identified through initial observations and

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Kapranov, Oleksandr. "The Framing of a Preferred Variety of English by Pre-Service Primary School Teachers of English as a Foreign Language." Anglica. An International Journal of English Studies, no. 28/2 (September 20, 2019): 117–39. http://dx.doi.org/10.7311/0860-5734.28.2.07.

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The article presents a mixed-method study on how the preferred variety of the English language was framed by pre-service primary school teachers of English as a Foreign Language (EFL). The group of pre-service primary school teachers (further referred to as “participants”) was recruited at a large university in Norway and matched with the respective control group of non-teacher students enrolled in the English course at the same university. The participants and controls were asked to write a reflective essay on their preferred variety of the English language. The corpus of the participants’ an

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