scholarly journals Facing up to the Challenges in Teaching and Learning English in Polytechnics

2020 ◽  
Vol 7 (2) ◽  
pp. 37-54
Author(s):  
Shahiza Ahmad Zainuddin ◽  
Yusri Kamin
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Qualitative Data ◽  
The Other ◽  
Teaching English ◽  
The Core ◽  
Core Subjects ◽  
Language Competency ◽  
The Impact ◽  
Learning English

The competency of English among future graduates has consistently been discussed and has become a national concern. The impact of not having competency in English contributes to the hindrance of communication. Thus, English language becomes a major factor graduates are not able to secure suitable employment or to perform at work. The Technical and Vocational Education Training providers such as polytechnics share the same concern as the other institutions. English courses are taught as compulsory course for all students and students are given opportunities to practise the language through co-curricular activities. Communicative English is offered in three semesters, to support the core subjects and complement the technical subjects. In leading towards development and preparing graduates to meet the needs of the future, it is pertinent to ensure that the outcome of English courses in polytechnics is to produce graduates with adequate language competency and ready for work. This chapter reveals the challenges faced by English and content lecturers based on teaching English in polytechnics, teaching the discipline content in English and the collaboration between both subject lecturers. Qualitative data is gathered based on interviews with the lecturers to discover the perception of lecturers from language and content disciplines. The challenges in teaching and learning English are analysed and recommendations for improvement are beneficial to be used as interventions to improve the teaching and learning of English in polytechnics.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

The New Mass Media in Teaching English Language

2016 ◽  
Vol 4 (4) ◽  
pp. 64-75
Author(s):  
Sevda Mollova
Keyword(s):  
Higher Education ◽  
Mass Media ◽  
Teaching And Learning ◽  
English Language ◽  
Electronic Devices ◽  
Teaching English ◽  
Rss Feeds ◽  
Learning English

The aim of this article is to present the using the new mass media in teaching and learning English language through the original English sources. It emphasis on Internet – blogs, RSS feeds and podcasts for electronic devices which can be used both in class and self-dependent work. The corpus includes some of these sources which are contemporary and regularly refreshed. The mentioned tools are appropriate for secondary and higher education.

scholarly journals Describing The Way of Teaching English to Students with Hearing Impairment

2017 ◽  
Vol 5 (2) ◽  
pp. 75
Author(s):  
Aditya Pratama ◽  
Joko Nurkamto ◽  
Endang Setyaningsih
Keyword(s):  
Hearing Impairment ◽  
Research Finding ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Proficiency Level ◽  
Learning English

<p>Despite of the numerous researches of English language teaching, there are not many researches about teaching English to students with hearing impairment, thus this research is implemented. The objectives of the research are to: (1) describe the implementation of teaching and learning English in XI grade students of SLB-B in Surakarta (2) identify the problems faced by teacher and students in the process of teaching and learning English, and (3) find out the students’ proficiency level in English. This research used qualitative naturalistic method. The data were collected through observation, interview, and document collecting. Coding was used in analyzing the data. The research finding shows that the students with hearing impairment are also able to understand English as long as the teacher uses various teaching method which are suitable with them. The students’ problems are coming from of their lack of language input which results in their imperfect pronunciation and limited vocabulary.</p>

scholarly journals Computer Technology is the Best Means of Formation Learning Environment for Studying and Teaching English Language

2020 ◽  
Vol 6 (4) ◽  
pp. 411-415
Author(s):  
D. Sultanova ◽  
M. Muratova ◽  
I. Jalolova
Keyword(s):  
Learning Environment ◽  
Computer Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching English ◽  
Communication Environment ◽  
Technology In Teaching ◽  
Learning English

The questions of using computer technology in teaching and learning English language are considered. Computer technology presents a special communication environment between people. The environment includes the representations of different nations, ages, professions irrespective of their location.

scholarly journals IELTS Preparation in New Zealand: an Investigation into the Nature of the Courses and Evidence of Washback

2021 ◽  
Author(s):  
◽  
Belinda M Hayes
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
The Other ◽  
Tertiary Institutions ◽  
Other Hand ◽  
Observation Instruments ◽  
Language Schools ◽  
The Impact

<p>In recent years, the impact of major tests and examinations on language teaching and learning has become an area of significant interest for testers and teachers alike. One aspect of test impact is washback, which is traditionally described as the negative effects that result from a test. It is said to create a narrowing of the curriculum in the classroom so that teachers and learners focus solely on the areas to be tested. On the other hand, there have been attempts to generate positive washback by means of examination reform to encourage teachers and learners to adopt more modern communicative approaches to language learning. The test that is the subject of the present study is the International English Language Testing System (IELTS), which has become the preferred method of assessing the English language proficiency of international students seeking admission into tertiary institutions in many countries. Since its introduction into New Zealand in 1991, courses which claim to prepare students for the test have become an increasingly common feature of the programmes offered by both private and public sector language schools. This study investigated the washback effect of the test by studying three IELTS preparation courses offered by language schools at public tertiary institutions in Auckland. The aim was to identify the significant activities in an IELTS preparation class in New Zealand and establish whether there was evidence of washback in the way classes were designed and delivered. Various forms of data-gathering were utilised, including two structured observation instruments, questionnaires and interviews for the teachers, two questionnaires for the students, and pre- and post-testing of the students. In addition, an analysis was made of IELTS preparation textbooks, with particular reference to those which were sources of materials for the three courses. Thus, the study provided a detailed account of the range and duration of activities occurring in IELTS preparation courses as well as insight into the teachers' approach to selecting appropriate lesson content and teaching methods. The findings showed markedly different approaches between the courses, with two focusing almost exclusively on familiarising students with the test and providing them with practice on test tasks. On the other hand, the third course, while including some test practice, took a topic-based approach and differed from the others in the amount of time spent on the types of activities one might expect to find in a communicative classroom. Pre- and post-testing revealed no significant gain in overall IELTS scores during the courses. The study concludes that teachers who design and deliver IELTS preparation courses are constrained by a combination of factors of which IEITS itself is but one. It highlights the need for further research into appropriate methodologies for washback research, including the refinement and validation of observation instruments, and provides more evidence of the complex impact of tests on both classroom teaching and learning.</p>

scholarly journals A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE

2021 ◽  
Vol 58 (3) ◽  
pp. 2996-3002
Author(s):  
Muhammad Imran Saeed, Et. al.
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Planning ◽  
English Language Learning ◽  
Teaching English ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Learning English

The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence.The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchersanalyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre-partition era.The fatawashas been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars wereagainst English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. Thefindingsfurther suggest that future English language curriculum planning should considersociety's cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlightsculturalharmonyfrom the perspectiveofEnglish languagelearning.

The New Mass Media in Teaching English Language

2016 ◽  
Vol 4 (4) ◽  
pp. 64-75
Author(s):  
Sevda Mollova
Keyword(s):  
Higher Education ◽  
Mass Media ◽  
Teaching And Learning ◽  
English Language ◽  
Electronic Devices ◽  
Teaching English ◽  
Rss Feeds ◽  
Learning English

The aim of this article is to present the using the new mass media in teaching and learning English language through the original English sources. It emphasis on Internet – blogs, RSS feeds and podcasts for electronic devices which can be used both in class and self-dependent work. The corpus includes some of these sources which are contemporary and regularly refreshed. The mentioned tools are appropriate for secondary and higher education.

scholarly journals MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH

2021 ◽  
pp. 162-169
Author(s):  
Alona Solodchuk
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Approaches To Learning ◽  
Educational Process ◽  
Teaching English ◽  
Physical Response ◽  
Learning English

The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment. Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.

scholarly journals IELTS Preparation in New Zealand: an Investigation into the Nature of the Courses and Evidence of Washback

2021 ◽  
Author(s):  
◽  
Belinda M Hayes
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
The Other ◽  
Tertiary Institutions ◽  
Other Hand ◽  
Observation Instruments ◽  
Language Schools ◽  
The Impact

<p>In recent years, the impact of major tests and examinations on language teaching and learning has become an area of significant interest for testers and teachers alike. One aspect of test impact is washback, which is traditionally described as the negative effects that result from a test. It is said to create a narrowing of the curriculum in the classroom so that teachers and learners focus solely on the areas to be tested. On the other hand, there have been attempts to generate positive washback by means of examination reform to encourage teachers and learners to adopt more modern communicative approaches to language learning. The test that is the subject of the present study is the International English Language Testing System (IELTS), which has become the preferred method of assessing the English language proficiency of international students seeking admission into tertiary institutions in many countries. Since its introduction into New Zealand in 1991, courses which claim to prepare students for the test have become an increasingly common feature of the programmes offered by both private and public sector language schools. This study investigated the washback effect of the test by studying three IELTS preparation courses offered by language schools at public tertiary institutions in Auckland. The aim was to identify the significant activities in an IELTS preparation class in New Zealand and establish whether there was evidence of washback in the way classes were designed and delivered. Various forms of data-gathering were utilised, including two structured observation instruments, questionnaires and interviews for the teachers, two questionnaires for the students, and pre- and post-testing of the students. In addition, an analysis was made of IELTS preparation textbooks, with particular reference to those which were sources of materials for the three courses. Thus, the study provided a detailed account of the range and duration of activities occurring in IELTS preparation courses as well as insight into the teachers' approach to selecting appropriate lesson content and teaching methods. The findings showed markedly different approaches between the courses, with two focusing almost exclusively on familiarising students with the test and providing them with practice on test tasks. On the other hand, the third course, while including some test practice, took a topic-based approach and differed from the others in the amount of time spent on the types of activities one might expect to find in a communicative classroom. Pre- and post-testing revealed no significant gain in overall IELTS scores during the courses. The study concludes that teachers who design and deliver IELTS preparation courses are constrained by a combination of factors of which IEITS itself is but one. It highlights the need for further research into appropriate methodologies for washback research, including the refinement and validation of observation instruments, and provides more evidence of the complex impact of tests on both classroom teaching and learning.</p>

scholarly journals Teaching English through Online Learning System during Covid-19 Pandemic

2020 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Tira Nur Fitria
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Learning System ◽  
The Other ◽  
Ministry Of Education ◽  
Teaching English ◽  
Teaching Learning ◽  
Learning English

In the global Covid-19 pandemic, the Ministry of Education in Indonesia also issued a policy of closing schools and replacing the teaching and learning process by using an online learning system. This study aimed at investigating the online learning system in teaching English, which included the institution's support related to the online learning system and the lecturers' opinion in using the online learning system. This research method used descriptive qualitative. The subjects of this research were 81 English lecturers of some colleges or universities in Indonesia. The result showed that the institution's support in the online learning system could be described in three categories: (1) there were 66 respondents or 83.5 % said yes, (2) thee were 8 respondents or 10.1 % said no, and (3) there were  5 respondents or 6.5 % answer with other responses. Meanwhile, the English lecturers' opinion toward implementing an online learning system showed two responses between positive and negative responses. The 77 respondents or 97.5 %, said yes, then 2 respondents or 2.5 % said no to using the online learning system. In the teaching-learning process, the English lectures mostly used one online learning system, and some lectures used two or more online learning system. The 31 respondents or 40.3 % used Google Classroom, 6 respondents or 7.8 % used Zoom, 5 respondents or 6.5 % used Schoology, 5 respondents or 6.5 % used Edmodo, 4 respondents or 5.3 % used Moodle, as 2 respondents or 2.6 % used Google Meet, 2 respondents or 2.6 % used WhatsApp group. The other responses showed that they used self-platform, SPADA System, Elena Platform, UCY Learning, English Discoveries, Email, Skype, and BlogSpot. These results suggest that the online learning system has the potential to help the lecturers and students in the teaching and learning process.  

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