scholarly journals Analysis of motivational strategies used by English language teachers teaching at secondary schools

2017 ◽  
Vol 120 ◽  
pp. 189-195
Author(s):  
Esen Sucuoglu
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teachers ◽  
Motivational Strategies ◽  
English Language Teachers

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

scholarly journals Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽  
2018 ◽  
Vol 13 ◽  
pp. 93-102
Author(s):  
Md Morshedul Alam
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Policy Makers ◽  
Large Class Size ◽  
Rural Bangladesh ◽  
English Language Teachers ◽  
Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals English Language Teacher’s Professional Attitude and Classroom Management Parameters

2020 ◽  
Vol 1 (1) ◽  
pp. 08-15
Author(s):  
Erum Khan
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Language Learning ◽  
Professional Education ◽  
English Language ◽  
Language Teachers ◽  
Capital City ◽  
Appropriate Behavior ◽  
Professional Attitude ◽  
English Language Teachers

English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.

scholarly journals THE RURAL SECONDARY SCHOOL TEACHERS’ USE OF I-THINK IN THEIR CLASSROOM

2019 ◽  
pp. 86-96
Author(s):  
Nazrah Sarbini ◽  
Melor Md. Yunus
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Industrial Revolution ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
School Teachers ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
New Education

The Malaysian Ministry of Education has introduced the new Education Blueprint with the objective of elevating the Malaysian education standard to international level. The fourth industrial revolution prompts the urgent needs for transformation in the way teachers teach in class. The researcher believes that the use of I-THINK can be an effective approach to teach English in rural schools to promote students’ ability to think critically. However, despite the efforts executed, the level of practice on the use of i-THINK among English language teachers in rural secondary schools after the training and exposure is average. This paper aimed to investigate the attitude and practice level of English language teachers in rural secondary schools on the use of i-Think maps. Data was collected via a questionnaire survey of ESL school teachers in Merlimau Zone, Melaka. The data were analyzed using descriptive statistics. The findings show that the teachers had positive attitudes towards I-THINK use in the classroom despite the average practice in their teaching. The implication of the study is the Ministry of Education through effective supervision of the District Education Office should ensure the teachers go for I-THINK courses to arm them with ample knowledge to successfully implement I-THINK maps in their practice.

scholarly journals Assessing English Language Teachers’ Awareness and Implementation of Motivational Strategies in EFL Class: Chilalo and Tokuma High Schools in Oromia Region Arsi Zone in Focus, Ethiopia

2017 ◽  
Vol 5 (3) ◽  
pp. 203
Author(s):  
Habib Beshir
Keyword(s):  
High Schools ◽  
Learning Environment ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Motivational Strategies ◽  
Language Classrooms ◽  
Arsi Zone ◽  
English Language Teachers ◽  
Teaching Learning

The main objective of this study was to assess the selected Ethiopian high schools English language teachers awareness and implementation of motivational strategies in EFL (English as a Foreign Language) classrooms. Relevant data were collected from two conveniently sampled high schools: Chilalo and Tokkummaa high schools. The tools used to collect data were questionnaire, interview, and observation. 419 students who were enrolled in the aforementioned high schools in 2018 filled out questionnaire. Interview with eleven purposively sampled English language teachers under the study area and classroom observation were also employed. Then the data gathered through questionnaire were analyzed using descriptive statistics in the form percentage and, mean and later interpreted. The data obtained though interview and observation were analyzed qualitatively through emerging trends. The result of this study revealed that, Grade nine English language teachers under the study area have good level of awareness regarding the motivational strategies. They believe that motivational strategies enhance the teachers to motivate students towards the target language and make the teaching-learning environment stimulating. However, although English language teachers under the study area have good awareness concerning the role of motivation in language teaching, the motivational strategies are not being implemented satisfactorily. Thus, English language teachers under the study area should implement motivational strategies in EFL class. Therefore, it would be possible to produce competent professionals and alleviate problems pertaining to teaching-learning environment of all Ethiopian state high schools in general and the selected high schools in particular.   

scholarly journals Supervising English Teachers: Saudi Principals and the English Language Barrier

2020 ◽  
Vol 9 (6) ◽  
pp. 54
Author(s):  
Jwahir Alzamil
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Female Principals ◽  
Language Classes ◽  
English Language Teachers ◽  
Supervisory Practices

Principals’ supervision has been an important aspect of school leadership, which has aimed to improve the overall quality of teaching in schools by improving the work of individual teachers. This study has identified a need to fill an existing gap in the teaching supervision literature, as researchers have overlooked the possibility that principals’ mastery of the English language may affect the supervision of English language teachers. It therefore examines whether Saudi female principals who did not major in English language face difficulties supervising English language teaching in secondary schools. This study was carried out over a week. The data was collected from five female principals working in secondary schools by means of semi-structured interviews. The results showed that the main obstacle faced by principals supervising English language classes was understanding the English language itself. Data collected by the study show the need for Saudi Arabian principals to be aware of their limitations in understanding English when supervising English language teachers; having this information can be crucial for improving supervision and planning successful supervisory practices. Moreover, it can help principals evaluate themselves and review the way they supervise English language teachers.

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