scholarly journals Barriers to Teaching English Productive Skills in Online Classroom: A Study at the Private Universities in Bangladesh

2021 ◽  
Vol 4 (12) ◽  
pp. 164-171
Author(s):  
Adiba Zahin Chowdhury ◽  
Most. Mushfeka Zannat
Keyword(s):  
Time Management ◽  
Teaching And Learning ◽  
Private Universities ◽  
Real Life ◽  
Observation Data ◽  
Communication Tool ◽  
Teaching English ◽  
Online Classroom ◽  
Barriers To Teaching ◽  
Visual Materials

This paper aims at investigating the barriers to teaching productive skills in English in an online platform in the private universities of Bangladesh and attempt to find out the solutions regarding this issue, focusing mainly on the private universities outside Dhaka. Since English is a significant communication tool, it is indispensable to speak and write correctly in English. However, the students have often struggled to speak fluently and write well. As a result, it is necessary to find the main barriers to teaching these two productive skills. In addition, due to the COVID-19, teaching and learning have shifted from real life to virtual classrooms. The existing problems underlying teaching English productive skills have been more crucial in a virtual platform. Therefore, through questionnaire for teachers and classroom observation data was collected from six private universities outside Dhaka, and it has been found that the problems lie mainly in the inability to change the teaching methods and techniques according to the need of an online classroom alongside network issues interrupting effective communication and time management. In an online classroom, the teachers cannot involve the students in pair and group work for speaking and writing activities and provide feedback. Based on the study's findings, it is recommended that more speaking and writing practice in the classroom, interesting visual materials, constant motivation, feedback, and teachers' training were essential to overcome the challenges faced by the teachers for teaching productive skills in English in an online classroom.

scholarly journals Teaching English through Educational Games in Yemeni High School Classes

2021 ◽  
Vol 4 (11) ◽  
pp. 45-59
Author(s):  
Ameen Ghyama
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Educational Games ◽  
Real Life ◽  
Teaching English ◽  
School Students ◽  
English Teaching ◽  
The Right ◽  
Practical Recommendations

This study is an investigation of the educational games used in Yemeni high school classes. The main objective is to find out the extent to which Yemeni teachers are aware of the utility described in the theoretical part and whether they make use of EFL games in their classes while teaching English. Equally, this study tries to probe into some of the Yemeni EFL learners’ viewpoints towards using EFL games in the learning process-besides shedding light on the types of games they generally prefer. The approach I used was purely quantitative in nature, but I also relied on the qualitative approach. Twenty teachers and one hundred high school students were given a questionnaire about using games in English teaching and learning. The results were analyzed and show that games can be a unique opportunity for teachers to teach meaningfully and communicatively English in real-life contexts as well as the learners encourage and increase cooperation and collaboration among them and acquire the vocabulary easily. Using English teaching EFL games, in my opinion, can mitigate such difficulties facing Yemeni teachers in teaching English. Carefully choosing the right games can help a great deal in encouraging students to learn avidly. Furthermore, good EFL games have a great role to play in creating a stress-free learning atmosphere, and at the same time make it possible for students to practice the desired language skills. The key significance is that games are not mere time-fillers; rather, this study tries to guide and help teachers see when to use games, how to choose games that cater to students’ needs and interests. Based on these results, some practical recommendations were formulated in order to enhance Yemeni EFL teaching and learning through using games.

scholarly journals The Challenges and Difficulties in Teaching Listening: An Exploratory Research in a Junior High School in Kudus

2019 ◽  
Vol 14 (1) ◽  
pp. 27-38
Author(s):  
Slamet Utomo ◽  
Sri Endang Kusmaryati ◽  
Titis Sulistyowati
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Time Management ◽  
Teaching And Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Exploratory Research ◽  
Teaching English ◽  
Learning And Teaching

The objectives of this study are describing the process of teaching English (listening) and identifying the difficulties in teaching (English) listening in a Junior High School in Kudus. This research uses exploratory research design. I will explore qualitative data to analyze the process of the teaching and learning English in Kudus and to identify the need of the learning materials. The subjects of the research are five English teachers’ from a Junior High school in Kudus, they have been teaching English for more than ten years. They have been teaching from different classes, class 7, class 8, and class 9. This study has discovered the challenges and difficulties in learning and teaching in Junior High School in kudus. Most teachers feels that time management become their major challenge in organizing classroom. They have set lesson plan, but sometimes the lesson does not work exactly the same. They have to work with mixed-level students, with students with learning difficulties, and with learners who are coming from different backgrounds. Teachers should be aware that it is part of teachers’ primary duty to cope with every student. Most students can learn a foreign language to some level, but there are many reasons why their improvements are not achieved significantly.

scholarly journals Assessment in Teaching English for Special Purpose at Tan Trao University

2021 ◽  
pp. 93-95
Author(s):  
Tran Thi Thuy Lan
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Reference Value ◽  
Educational Background ◽  
Communication Tool ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Professional Fields ◽  
Training Efficiency ◽  
Learning English

As English is used more and more in professional fields and is an important communication tool at work, the teaching of English for Special Purposes at universities and colleges in Vietnam needs more and more attention. more. With the aim of improving the effectiveness of teaching and learning English for Special Purposes, this article explores the current situation of teaching English for Special Purposes at Tan Trao University, evaluates programs, materials, teaching methods and topics. Exams for English for Special Purposes courses. Through surveying students, interviewing teachers, attending teachers who are directly involved in teaching and learning English courses, and analyzing documents related to English for Special Purposes courses, research The research has pointed out the advantages and disadvantages of the English for Special Purposes courses and proposed improvement solutions to improve the training efficiency of the modules. The research results have reference value for other Vietnamese universities with the same educational background.

scholarly journals Figuring the Context of CTL under 2013 Curiculum

2017 ◽  
Vol 16 (2) ◽  
pp. 149
Author(s):  
Chairina Nasir ◽  
Ika Apriani Fata ◽  
Bukhari Daud ◽  
Nia Isniati
Keyword(s):  
Learning Community ◽  
Junior High School ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Inquiry Learning ◽  
Real Life ◽  
Authentic Assessment ◽  
Teaching Reading ◽  
Teaching Approaches ◽  
Teaching English

The 2013 curriculum states that the purpose of teaching English for junior high school is to develop students’ communicative competence. In line with this expectation, several learning characteristics have been defined i.e. learning from model, observing, questioning, gathering information, associating, and communicating. Therefore, the teaching approaches that are used by the teacher in teaching English must suit the criteria to promote students' communicative competence. Contextual Teaching and learning (CTL) seems to be compatible as an approach since it has the the characteristics of constructivism, questioning, inquiry, learning community, modelling, reflection, and authentic assessment, which are similar to the learning characteristics mentioned above, which are similar to the learning characteristics mentioned above. , which are similar to the learning characteristics mentioned above. Therefore, a qualitative research concerning the issue was conducted to see how CTL approach is implemented under the 2013 curriculum in teaching reading comprehension. From the result of observation, questionnaire, and interview as the instruments, it was found that CTL was implemented properly from phase to phase and is applicable to be implemented under the curriculum. Also, it promotes active and enjoyable learning, facilitates the students to comprehend the material and helps them to implement the knowledge in real life. The. The teacher had implemented all of the procedures of CTL under the instruction of the 2013 curriculum. Thus, applying the CTL CTL approach in the process of teaching for the 2013 curriculum for the 2013 curriculum is recommended since it gives satisfactory benefits for students.

scholarly journals Perceptions of Competency-Based Teaching and Learning by Teachers and Students of Secondary Schools in Cameroon: Evidence from Implementation of the History Syllabus in Form Five of the Bilingual Grammar School, Buea, South West Region

2020 ◽  
pp. 1-24
Author(s):  
Fedelis Lekeaka Alemnge
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Real Life ◽  
Sampling Technique ◽  
Sampling Procedure ◽  
Smooth Transition ◽  
Observation Data ◽  
Grammar School ◽  
Teachers And Students

The effective implementation of any syllabus partly depends on the instructional methods and evaluation strategies used. The revised secondary school syllabuses in Cameroon are based on the competence approach, with entry through real life situations. The objective is to enable learners develop a number of competences for successful interaction within the school milieu and the society in general and to enable learners make a smooth transition from school to the world of work. This study therefore, examines the history syllabus in order to determine how teaching and assessment methods used in its implementation contribute to the development of the stipulated student competences. The case study design was used to carry out the study. The study population consisted of students and teachers of Balingual Grammar School Molyko Buea. 210 Form Five History students and 3 teachers of the same class made up the sample. The sample school was selected using the convenience sampling technique while the sample for students and teachers was selected using the purposive sampling procedure. A focused group discussion and classroom observation schedules were used to collect data. The focused group discussion data were analyzed using thematic analysis, and the observation data were analyzed by simply counting the number of classes where a particular toll was used. The findings revealed that the prescribed learner-centred teaching methods were only partially used, but effectively used in these instances. Therefore the use of teaching methods did not significantly influence learners’ development of competences. Findings from teachers, students and observation were conclusive that evaluation methods were very effective in enabling leaners develop the required competences. Based on the findings, it was recommended that policy makers multiply opportunities for teacher’s professional development to improve on the quality of teaching and enable learners acquire the expected learning outcomes.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

2020 ◽  
Vol 1 (3) ◽  
pp. 289-298
Author(s):  
Yuslina Yuslina
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Observation Data ◽  
Process Data ◽  
School Year ◽  
Data Collection Technique ◽  
Written Test ◽  
Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

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