scholarly journals “Assessment for Learning” Practices Amongst the Primary School English Language Teachers: A Mixed Methods Approach

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Mazidah Mohamed ◽  
Mohd Sallehhudin Abd Aziz ◽  
Kemboja Ismail
Keyword(s):  
Phase I ◽  
Phase Ii ◽  
Primary Schools ◽  
English Language ◽  
Structured Interview ◽  
Assessment For Learning ◽  
Language Teachers ◽  
Mixed Methods Approach ◽  
Questioning Strategies ◽  
English Language Teachers

This study aimed to investigate the practices of the AfL strategies and the stages of assessment in pedagogy by English language teachers in primary schools. In Phase I: the Quantitative Strand, the Assessment for Learning Audit Instrument (AfLAi) was distributed to a total of 89 primary schools in the Hulu Langat district. The AfLAi results determined the cut-off points and the divergent categories to be further investigated in Phase II: Qualitative Strand. The 244 respondents were clustered into two subset participants of four higher and four lower scorers in the AfLAi who were investigated via a semi-structured interview and/or observation. The results from the AfLAi cum the cut-off points were Mean=3.7 on QCD (SD=0.74), sharing LOSC (SD=0.79) and FB (SD=0.77), and mean=3.3 on PSA (SD=0.87). From Phase I, 15 divergent categories were selected. Phase II findings on the 115 recurring categories were divided into three profiles: the higher scorers (29 categories), the lower scorers (26 categories) and the consensus (60 categories). Consequently, the 15 divergent categories were explained in a joint display to observe the similarities and the differences of practised amongst the higher and the lower scorers in the AfLAi. The joint display affirmed that 11 categories were practiced similarly. The four differences were on the “Availability of LOs”, “Questioning strategies”, “Compliment with FB”, and “Pupils’ progress report/self-assess”. It indicated that regardless of their scores, the participants had contributed some practical approaches to the study framework, which were beneficial beyond disciplines and classroom situations.

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

scholarly journals POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

2021 ◽  
Vol 6 (2) ◽  
pp. 296-317
Author(s):  
Nur Ashiquin C. Alih ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Policy Change ◽  
Education System ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
Readiness For Change ◽  
Language Teachers ◽  
Change Implementation ◽  
English Language Education ◽  
English Language Teachers

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

scholarly journals Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Zohur Ahmed ◽  
Faheem Shahed ◽  
Mohammad Rahman ◽  
Abdul Mohamed
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Structured Interview ◽  
Language Teachers ◽  
Small States ◽  
Policy Makers ◽  
School Based ◽  
Service Training ◽  
Funded Project ◽  
English Language Teachers

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.

scholarly journals Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

2021 ◽  
Vol 2 (6) ◽  
pp. 22-30
Author(s):  
Seid Mohammed ◽  
Gessese Nigusse ◽  
Zenawi Nigussie ◽  
Belihu Zenebe
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Performance ◽  
English Classes ◽  
English Language Teachers ◽  
Language Instructors ◽  
Instruction And Learning

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance.

scholarly journals Tendencies and Characteristics of Feedback Given by Primary English Language Teachers in Croatia

2017 ◽  
Vol 14 (2) ◽  
pp. 85-102
Author(s):  
Ivana Cindrić ◽  
Snježana Pavić
Keyword(s):  
English Language ◽  
Assessment For Learning ◽  
Language Teachers ◽  
English Language Teaching ◽  
Clear Understanding ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
English Language Teachers ◽  
And Performance ◽  
Giving Feedback

Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students’ learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of learning is representative of the traditional way of teaching, its role reduced to mere reporting of a score or grade. However, in the context of assessment for learning and assessment as learning, feedback plays a more significant role. It implies having a clear understanding of how, when and why feedback is given in addition to involving students in giving feedback. This preliminary research on a sample of primary school English language teachers in Croatia focuses on tendencies in giving feedback and some general characteristics of feedback given to students within the assessment for learning approach. Teachers’ estimates of their competence in providing feedback and their needs in this particular area of assessment are revealed. The results will pinpoint areas which require further research for the purpose of more closely adhering to the principles of assessment for learning and assessment as learning in English language teaching.

scholarly journals Teach Effectively or Guide Wisely? Discussing the Application of Wisdom Approach to Language Teaching in Thai Higher Education

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Ji Hye Jaime Chung ◽  
Xiaoxia Wei
Keyword(s):  
Common Good ◽  
English Language ◽  
Social Role ◽  
Language Teaching ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
The Common Good ◽  
English Language Teachers ◽  
The Common

This study aimed to explore English language teachers’ perceptions and their classroom practices toward the application of teaching the ‘common good’ by incorporating a moral and ethical side of education to English Language Teaching (ELT). The data were collected by using a mixed-method approach consisting survey questionnaire, semi-structured interview, and class observations. Thirty teachers who taught English language at an international university located in Thailand participated in this study. The results revealed that the English language teachers do have a positive perception of the significance and value of cultivating students to achieve the common good in order to help them grow as virtuous citizens. However, their practices in classroom did not match the general perceptions as their behaviors were more focused towards linguistic effectiveness rather than wise guidance. It is recommended that language teachers raise awareness of the holistic aspect of education by valuing the social role of language in ELT.

scholarly journals ENGLISH LEARNING BASED ON MULTIPLE INTELLIGENCE IN TYPE OF LINGUISTIC INTELLIGENCE

2018 ◽  
Vol 5 (1) ◽  
pp. 41
Author(s):  
Agrissto Bintang Aji Pradana
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Multiple Intelligence ◽  
Language Teachers ◽  
Learning Activities ◽  
Multiple Intelligence Theory ◽  
Physical Motion ◽  
English Language Teachers ◽  
Motivation To Participate

This study aims to describe the application of English language learning based on Multiple Intelligence Theory on the type of linguistic intelligence and student responses in following the learning of English. This research is a descriptive research, conducted in Madrasah Ibtidaiyah Muhammadiyah Special Program Kartasura. Respondents in this study were principals, English language teachers, and 34 students. Data were collected through interview (semi-structured interview), observation, and questionnaire. Data were analyzed by step (1) data reduction; (2) data display; (3) verification. The results revealed that the students as a whole showed a positive response to the learning activities. As many as 88.2% of students have motivation to participate in learning activities, 82% interested in the material, and 79% like English subjects. In conclusion that students showed high intensity of physical motion almost resembles the characteristics of students with kinesthetic and naturalistic types and apply different concepts.

scholarly journals Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus

2020 ◽  
Vol 8 (10) ◽  
pp. 103-117
Author(s):  
Birhan Assefie
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Survey Design ◽  
Structured Interview ◽  
Language Teachers ◽  
Listening Skills ◽  
Listening Skill ◽  
English Language Teachers

The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers  

scholarly journals The Purposes of Code-Switching and Teachers’ Perceptions toward Code-Switching in Malaysian Primary Schools

2019 ◽  
Vol 9 (1) ◽  
pp. 1532-1536
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
English Language ◽  
First Language ◽  
Code Switching ◽  
Language Teachers ◽  
Pedagogical Tool ◽  
Teachers Perceptions ◽  
Students First ◽  
English Language Teachers

This particular study is conducted to find out the purposes of teachers' codeswitching in the primary schools, the perceptions of teachers toward using students’ first language in the classrooms, and the amount of the usage of codeswitching in primary schools. A total number of 82 primary school English language teachers from the Johor Bahru state of Malaysia took part in this study. In order to collect comprehensive data from the participants, the researcher applied a mixed-method design. Quantitative data was collected through the Google Form questionnaire, which was sent to the teachers via WhatsApp, and Qualitative data was collected through interviews with five English language teachers of primary schools. The analysis of both types of data showed that the teachers use students’ L1 for three purposes, pedagogical, administrative, and interactional, but mainly students’ L1 was utilized as a pedagogical tool to facilitate language learning and as an administrative strategy to create a less threatening and learner-friendly environment. The results of the study also indicated that the majority of the teachers in the primary schools of Johor switch to students’ L1 to accommodate low proficiency learners and explain difficult concepts such as grammar and vocabulary to the learners. Eighty percent of the participant agreed to minimize the use of L1 in second language learning classrooms.

scholarly journals The Effectiveness of using EyeRIS to Improve English Communication Skills of Primary Students

2020 ◽  
Vol V (II) ◽  
pp. 194-205
Author(s):  
Fareeha Javed ◽  
Saher Tariq ◽  
Sana Baig
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Sampling Technique ◽  
Structured Interview ◽  
Language Teachers ◽  
School Level ◽  
Primary Students ◽  
English Language Teachers

The arrival of technology has opened doors to different opportunities. A number of institutions have integrated technology effectively in their learning environments to improve teamwork as well as to reform education as a whole. The aim of this study was to explore the effectiveness of EyeRIS to improve English Communication skills at the Primary School level at one of the elite private schools in Lahore, Pakistan. The study employed a qualitative structured interview for data collection. A purposive sampling technique was used to select the sample. The sample comprised five primary English language teachers. The findings of the study revealed that EyeRIS has a significant impact on improving the Communicative Skills of primary students. It helps to improve the receptive as well as productive skills of the primary level English language learners. Moreover, it is a powerful engagement and motivational tool in educational institutions. Overall, EyeRIS holds the potential for improving students' English language learning, academic performance as well as classroom behaviour.

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