scholarly journals THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS

2019 ◽  
Vol 3 (3) ◽  
pp. 349-360
Author(s):  
Mphatso Imwa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Case Studies ◽  
Teaching And Learning ◽  
English Language ◽  
School Education ◽  
Online Research ◽  
Secondary School Education ◽  
Improving Teaching And Learning

This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying. 

scholarly journals Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

2021 ◽  
Vol 1 (2) ◽  
pp. 66-76
Author(s):  
Steven Sylvester Bockarie ◽  
Michael Sahr Bengu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

Tracking Students by “Ability” or Study Orientation in England, Finland, and France

2021 ◽  
Author(s):  
Anna Mazenod
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Inequalities ◽  
School Education ◽  
Student Experiences ◽  
Curriculum Differentiation ◽  
Secondary School Education ◽  
Self Confidence ◽  
Educational Establishment ◽  
Vocational Studies

The way in which students are grouped or tracked for their learning in secondary school education (ages 11–18) can significantly impact on student experiences of learning and their self-confidence and trajectories as learners. Different tracking practices include tracking by attainment (e.g., different classes for low, middle and high attaining students), tracking by type of educational establishment (e.g., vocational vs. academic high schools), and tracking by curriculum differentiation (e.g., curricula oriented toward academic or vocational studies). There are considerable differences in the conceptualization and the organization of secondary school education in England, Finland, and France, yet tracking practices have been identified in each of these three European countries. Tracking by attainment practices is prevalent in English secondary schools, and there is also evidence of tracks emerging through, for example, choice of optional subjects or languages in Finnish and French schools. Tracking by educational establishment often operates in conjunction with tracking by curriculum differentiation as students in these three countries tend to be oriented toward either general academic or (pre-)vocational subjects for their upper secondary studies. Student movement between different tracks remains marginal. Movement between attainment tracks is often constrained by school organizational practices such as timetabling and pedagogic and curricular differentiation, which makes it challenging, for example, for students to move to a higher track. Research on tracking is of universal interest because of its prevalence and the mounting evidence of the inequity of tracking practices that raises important questions about the purpose of education and the role of secondary schools in potentially exacerbating social inequalities.

scholarly journals Przedsiębiorczość własna młodzieży na przykładzie maturzystów krakowskich szkół średnich

2012 ◽  
Vol 8 ◽  
pp. 48-56
Author(s):  
Agnieszka Węglowska
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Extracurricular Activities ◽  
School Education ◽  
Professional Career ◽  
The Road ◽  
Secondary School Education ◽  
Entrepreneurial Attitudes ◽  
Spare Time ◽  
Areas Of Interest

Time that teenagers spend in secondary schools may be perceived as time of ease and folly. Yet, on the other hand, it is time of making serious decisions. The decisions that are made at this stage of life affect the individual’s future to a great extent. Furthermore, actions taken at that time may appear fruitful further down the road: at university or in a job. The youth is believed to live it up and spend time recklessly without any concern about the future. However, the research that I carried out in April 2011, presents a different picture of the youth. A hundred and nineteen A-level students from two secondary schools in Kraków took part in the research. The study lasted one month and selection of sample was intentional and made within the accessibility of the research material. The research included three areas of interest: the first concerned entrepreneurial attitudes, the second – secondary school education and the third – the prospects in the sphere of education and professional career. The research indicated that 60% of A-level students took up a job during the last year of their secondary school education. 23% of the respondents were involved in social work. It was proved that A-level students devote their time both to socializing and studying. 48% of the respondents get engaged in different forms of extracurricular activities in their spare time. In spite of the initiative they show, only 49% of A-level students consider themselves entrepreneurial and 43% are not able to determine whether they are entrepreneurial or not.

scholarly journals An Evaluation of Sub-Skills (Vocabulary, Grammar and Pronunciation) in the Grade 9 English Textbook of Afghan Secondary Schools

2019 ◽  
Vol 8 (5C) ◽  
pp. 1236-1241
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Policy Makers ◽  
School Textbook ◽  
English Textbooks ◽  
Grammatical Structures

English language is a part of the school's curriculum in all levels in Afghanistan as a foreign language. Despite it being including for decades, very little research has been done in regard to the quality and evaluation of the ELT English textbooks. The current study investigates and evaluates English Language Sub-skills of the secondary school textbook “Grade 9” to evaluate the effectiveness of the materials for the teaching and learning of the subskills. The Eclectic Checklist of Demir & Ertas (2014) has been selected for evaluating the selected English textbook. The findings indicate that the selected textbook lacks contextualized usage of vocabulary, systematic representation and sufficient explanations of grammatical structures, and appropriate usage of pronunciation activities. Furthermore, the findings indicate that the textbook needs improvements in developing and presenting the sub-skills of English language appropriately, particularly grammar and pronunciation. These findings will be helpful to policy makers and ELT textbooks developers of Afghanistan to represent the contextualized and appropriate usage of the English Language sub-skills in upcoming versions of ELT textbooks.

scholarly journals Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation

2020 ◽  
Vol 13 (2) ◽  
pp. 48
Author(s):  
Vu Thi Mai Huong
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
School Education ◽  
Shared Responsibility ◽  
Teaching Activities ◽  
Secondary School Education ◽  
School Teaching ◽  
Education Innovation

Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as “The degree of autonomy of the school for instructional activities”, “Awareness of the managers and teachers about leading teaching activities” and “education innovation” more internal such as “System of guiding documents of management levels on teaching activities”; “Conditions of facilities and finance for school teaching activities” and “Principal’s training level” Principals should recognize the change of the context and enhance the improvement of teachers’ shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.

scholarly journals The 2016 National Matriculation and General Certificate of Secondary Education English Test: a Challenge to the Goal of Foreign Languages Education in Vietnamese Schools

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
School Education ◽  
Secondary School Education ◽  
General School ◽  
To Receive

Every year in Vietnam there are nearly a million Vietnamese 12 graders taking as compulsory the national general certificate of secondary education English testto be eligible to receive  general certificate of secondary school education. Since 2015, the English test has been used for students to achieve two goals: (1) to receive general certificate of secondary school education and (2) to gain entrance to Vietnamese universities and colleges. The test is referred to as “the national matriculation and general certificate of secondary education English test”. It has a clear format, clearly specified contents, a clear and detailed scoring scheme, and is made public in the Vietnamese mass media. However, looked at from both theoretical and practical levels, there are still problems with the test that need to be examined and discussed. This is the purpose of this paper. As a way of start, the paper will provide a description of the test. Then, it will examine some of its key qualities, and present its washback and impact on the Vietnamese general school foreign language education. In the conclusion, after summarizing the strengths and weaknesses of the test, the paper will conclude that due to its weaknesses in both content and format,and its long-term negative washback, the 2016 national matriculation and general certificate of secondary education English test presents a big challenge to the communication goal of the Vietnamese general foreign language education. The paper recommends that for the quality of foreign language teaching and learning in Vietnamese schools to be improved andfor the foreign language education in Vietnamese schools to meet the requirements of globalization in Vietnam, a radical renovation in both test format and test administration should be exercised.

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