The Impact of Esl Teachers’ Use of Demotivational Language on Students’ Learning: A Study of Esl Learners at Secondary Level in Pakistan

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.

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Impact of English Teachers’ Behavior on English Proficiency Skills of ESL Learners at Secondary Level

International Journal of English Linguistics ◽

10.5539/ijel.v9n1p277 ◽

2018 ◽

Vol 9 (1) ◽

pp. 277

Author(s):

Muhammad Arfan Lodhi ◽

Zunaira Zafar ◽

Nasim Akhtar ◽

Sobia Sikander ◽

Sana Farrukh

Keyword(s):

Language Learning ◽

English Language ◽

English Proficiency ◽

Secondary Level ◽

Language Teachers ◽

Positive Behavior ◽

Female Teacher ◽

Teachers And Students ◽

Esl Learners ◽

The Impact

The main aim of this study is to investigate the impact of teachers’ behavior on English proficiency of ESL learners at secondary level. Teacher’s behavior directly or indirectly influences students’ performance positively or the otherwise. This study was descriptive in nature and survey based design was adopted to pursue operational phase. Respondents were selected from accessible population by using random and convenient sampling techniques. The data was collected quantitatively from 200 students and 40 teachers. Questionnaire was used to collect data from teachers and students to know their perceptive about the impact of instructor’s behavioral patterns on learners’ achievements. The raw data was analyzed followed by tabular, graphical and narrative interpretations. The findings of the study show that teacher’s behavior affects the whole language learning process according to the needs of the students. It further determines that there is a positive correlation between teacher’s positive behavior and student’s linguistic and academic growth. The results also show that positive behavior of female teacher was more learning friendly as compared to the behavior of male teachers. The study concludes with strong recommendation that positive behavior training skills should be implemented in continuous professional development programs for English language teachers. At times, positive behavior of teachers proved more beneficial than their competency for ESL learners.

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The Pragmatic Functions of Repetition in TV Discourse

Research in Language ◽

10.2478/v10015-012-0004-x ◽

2012 ◽

Vol 10 (4) ◽

pp. 445-460 ◽

Cited By ~ 3

Author(s):

Ghaleb Rabab'ah ◽

Ali Farhan AbuSeileek

Keyword(s):

Native Speakers ◽

Natural Phenomenon ◽

Esl Teachers ◽

Language Functions ◽

Pragmatic Analysis ◽

Native Speakers Of English ◽

Salient Features ◽

Esl Learners ◽

Tv Show ◽

Interactional Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners.

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Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

10.32920/ryerson.14652465 ◽

2021 ◽

Author(s):

Momoye Sugiman

Keyword(s):

Second Language ◽

Cultural Identity ◽

Language Learning ◽

Second Language Learning ◽

Publicly Funded ◽

Esl Teachers ◽

Esl Programs ◽

Esl Learners ◽

Depth Interviews ◽

Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

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The Impact of Texting on Standard English: The Students’ Perspective

10.31235/osf.io/w2tcn ◽

2019 ◽

Author(s):

Jamal Kaid Mohammed Ali ◽

S. Imtiaz Hasnain ◽

M. Salim Beg

Keyword(s):

English Language ◽

Negative Impact ◽

Negative Attitude ◽

Point Of View ◽

Standard English ◽

Perceptions And Attitudes ◽

English Second Language ◽

Esl Learners ◽

The Impact ◽

Academic Year

Overindulgence in social networking, in general, and texting, in particular, is much in practice. It is cutting across various population boundaries and has almost assumed an endemic proportion. Its consequential impact on the standard language has acquired greater importance. This paper aims to determine the perceptions and attitudes of English Second Language (ESL) learners at Aligarh Muslim University towards the consequences of texting on Standard English. The data were collected through a five-point scale questionnaire from ninety students who were enrolled at Aligarh Muslim University during the academic year 2010-2011. The respondents completed a 16-item questionnaire. The students from which the data were collected were grouped according to their levels. The results indicate the negative impact of this new usage of the language in breaking the rules of English language and influencing their literacy. Moreover, the questionnaire results from respondents' point of view show that regardless of their heavy use of texting, most respondents have a negative attitude towards texting and they viewed it as a threat to Standard English.

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Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Studies in English Language and Education ◽

10.24815/siele.v8i3.19539 ◽

2021 ◽

Vol 8 (3) ◽

pp. 1227-1247

Author(s):

Mohd Haniff Mohd Tahir ◽

Dianna Suzieanna Mohamad Shah ◽

Mohamad Syafiq Ya Shak ◽

Intan Safinas Mohd Ariff Albakri ◽

Airil Haimi Mohd Adnan

Keyword(s):

Vocabulary Learning ◽

Vocabulary Instruction ◽

Vocabulary Knowledge ◽

English Curriculum ◽

Explicit Approach ◽

Interview Session ◽

Eighth Grade Students ◽

Post Test ◽

Esl Learners ◽

The Impact

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

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Impact of Principal Teacher Relationship in Achieving Educational Objectives at Secondary Level in Quetta District

Pakistan Journal of Educational Research ◽

10.52337/pjer.v3i1.28 ◽

2021 ◽

Vol 3 (1) ◽

Author(s):

Misbah Fatima, Shabana Akhtar, Safia Begum

Keyword(s):

Sample Size ◽

Learning Outcomes ◽

Student Performance ◽

Secondary Level ◽

Educational Goals ◽

Positive Interaction ◽

Healthy Relationships ◽

Teacher Relationships ◽

Character Building ◽

The Impact

This paper examines the impact of schools with positive and healthy relationships between Principal and teachers and outlines the factors that facilitate and contribute to learning outcomes, character development and citizenship. Therefore, the objectives of the study was, to investigate the fact that the learning environment in a school is influenced by a positive interaction between the principal and the teachers, identify the relational components between teacher and teacher that promote and influence the teacher's performance and analyze the overall effects of creating and maintaining substantial teacher-teacher relationships on student performance and character building. The sample size was 209 sample size including 190 teachers and 19 principals. The results of this study confirmed the information found in the literature review and agreed with previous studies and studies that suggest that teacher support has a significant impact on their relationships and educational goals. Furthermore, the purpose of this study is to refine these factors and present the results as a means of improving the overall success of schools across the country. The recommendations provided are designed to help administrators who work in difficult-to-fill schools to improve their programs so that their number is lower in schools that are difficult to manage. The recommendations also seek to encourage leaders to take a closer look at their relationships and their style of leadership and support to improve their communication in schools. Specific recommendations are addressed to administrators, institutions and teachers. As well as researchers interested in getting more information in this area of research.

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The impact of FDI on human capital development in SACU countries

International Journal of Social Economics ◽

10.1108/ijse-02-2021-0123 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Winfried Henok ◽

Teresia Kaulihowa

Keyword(s):

Human Capital ◽

Secondary Level ◽

Policy Implications ◽

Supporting Evidence ◽

Human Capital Development ◽

Member States ◽

Content Type ◽

Level Of Education ◽

Capital Development ◽

The Impact

PurposeThis paper aims to examine how FDI trickle down to human capital development in SACU member states.Design/methodology/approachA longitudinal research design and feasible general least squares was used over the periods 1990 and 2018.FindingsThere is supporting evidence that FDI enhances human capital when primary school enrolment rate is used. However, the reverse holds for the secondary level of education. It can be argued that although FDI exhibits a positive effect on primary education, optimal spillovers to human capital development has not been realized. An indication that certain level of human capital may be required to ensure the optimal benefit of FDI or the types of current FDI does not enhance FDI-led-human capital hypothesis.Practical implicationsThe negative effect of FDI toward secondary level of education could be an indication of a weak absorptive capacity. SACU's current dominance of FDI activities toward extractive industries could limit potential benefit of FDI due to capacity constraints. Practical policy implications indicate that SACU member states need to ensure that it attracts FDI toward smart investment that enhances human capital development.Social implicationsThere is need to a gear FDI firms toward corporate social responsibilities that will stimulate secondary education.Originality/valueThe novelty of this paper is twofold. First, it focuses on SACU countries where majority of the people are trapped with poverty and inequality issues. Second, SACU member states have used greenfield FDI as a policy instrument to enhance human capital. However, human capital link remains weak. This creates a need to search for smart FDIs that are committed toward community transformation through human capital development.

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Entrepreneurship Program at Secondary School

Global Considerations in Entrepreneurship Education and Training - Advances in Business Strategy and Competitive Advantage ◽

10.4018/978-1-5225-7675-4.ch012 ◽

2019 ◽

pp. 202-217

Author(s):

Maria Jose Madeira ◽

Andreia Rocha

Keyword(s):

Logistic Regression ◽

Secondary School ◽

Regression Model ◽

Extracurricular Activities ◽

Secondary School Students ◽

Logistic Regression Model ◽

Secondary Level ◽

Entrepreneurial Intentions ◽

School Students ◽

The Impact

The aim of this study is the analysis of the effect that the entrepreneurship activities have in the development of an entrepreneurial profile of the students of a secondary level and their future entrepreneurial intentions. To empirically test the formulated hypothesis, a questionnaire was developed. By the application of methods of factorial analysis and a logistic regression model, it was concluded that variables like the incentive given by school agents, the participation of students in extracurricular activities and the desire to continue studying, influenced the entrepreneurial intentions of the students. Concerning the entrepreneurial profile, it was concluded that the students who have higher capacity of creation and concretization of entrepreneurial projects and a winning will, have a higher propensity to create their own business. This research analysed the impact of entrepreneurship activities on the development of the secondary school students' entrepreneurial profile, and understand whether these same activities influence their future intentions.

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Voicing up in Debate Competition: Oral Development of Two Malaysian ESL Learners

Asian Social Science ◽

10.5539/ass.v12n12p90 ◽

2016 ◽

Vol 12 (12) ◽

pp. 90

Author(s):

Farzaneh Amiri ◽

Moomala Othman ◽

Maryam Jahedi

Keyword(s):

Second Language ◽

Language Learners ◽

Second Language Learners ◽

Qualitative Approach ◽

Linguistic Resources ◽

Communicative Strategies ◽

English Second Language ◽

Oral Development ◽

Esl Learners ◽

The Impact

This research used a qualitative approach to focus on the classroom debate between Malaysian English second language learners (ESL). Since debate has been often perceived as not a suitable activity for low proficiency students due to their limited linguistic resources, there has not been much emphasis on the impact of debate on incompetent ESL learners; however, this study was an attempt to concentrate on two students who were not competent in English to investigate their oral development via debate. The study observed the communicative strategies employed in this challenging task during the five debate rounds. Although the progress made was quite limited, the study showed that debate competition can be a relevant and meaningful practice for speaking activity among low proficiency students. Moreover, it showed that debate can be used to scaffold students’ practice in speaking.

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