scholarly journals Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

2015 ◽  
Vol 8 (2) ◽  
pp. 125-138
Author(s):  
Navnath Tupe ◽  
Keyword(s):  
Primary School ◽  
English Language ◽  
Primary School Students ◽  
School Students

scholarly journals The effect of using an active learning strategy in teaching the English language on the achievement level of primary school students: أثر استخدام استراتيجية التعلم النشط في تدريس اللغة الانجليزية على مستوى التحصيل لدى طالبات المرحلة الابتدائية

2021 ◽  
Vol 5 (33) ◽  
pp. 166-145
Author(s):  
Shorouq Ali Al-Ghamdi, Afrah Hafiz Al-Oweidi Shorouq Ali Al-Ghamdi, Afrah Hafiz Al-Oweidi
Keyword(s):  
Active Learning ◽  
Primary School ◽  
English Language ◽  
Learning Strategy ◽  
Classroom Interaction ◽  
Primary School Students ◽  
Achievement Level ◽  
School Students ◽  
Study Population ◽  
Active Learning Strategy

The study aimed to identify the effect of using an active learning strategy in teaching the English language on the level of achievement of primary school students. To achieve the study objectives, the researcher used the descriptive analytical approach through utilizing the questionnaire to collect data from the targeted sample. The study population included all primary stage female teachers in Bisha Governance, who account for (109) teachers, where the researcher conducted a full survey of the population. The results of the study showed that using moral incentives to promote positive behavior among primary school students leads to improving their academic achievement, active learning increases classroom interaction between teachers and primary school students. In light of the obtained results, the researcher recommended the utilization of an active learning strategy in teaching the English language, and that English teachers should continuously focus on updating their teaching techniques and methods to boost students learning.

scholarly journals A Comparative Study Between China and Malaysia: Investigating the Influence of First Language (L1) Syntax in Speaking English (L2) among Primary School Students

2021 ◽  
Vol 11 (10) ◽  
pp. 500-510
Author(s):  
Mahendran Maniam ◽  
Mardhiyah Ridzuan ◽  
Santhia A/P Subramaniam ◽  
Vigneshwary A/P Sagathivan ◽  
Yom Saridatul Najwa Bt Abd Lahsan ◽  
...  
Keyword(s):  
Primary School ◽  
English Language ◽  
Mother Tongue ◽  
Sentence Structure ◽  
Primary School Students ◽  
School Students ◽  
Esl Teachers ◽  
Academic Communication ◽  
L1 And L2 ◽  
Malaysian Students

For Malaysian students, speaking in English is one of the most challenging skills to master, especially if they do not have a strong command of the language. Meanwhile in China, the English language is primarily employed as a means of academic communication and teaching. This paper aims to identify which linguistic items have been transferred positively and negatively from L1 (Bahasa Melayu and Mandarin) in speaking English (L2) among primary school students. A qualitative study among primary school students from China and Malaysia was carried out using purposive sampling. Based on the findings, four types of syntactic errors from the Malaysian students' speech were identified. It was evident that the students had difficulties to speak correctly in terms of sentence structure. The four syntactic errors found are simple past, simple present, verb ‘to be’ and subject-verb-agreement. Meanwhile, it has been found that Chinese students frequently produce linguistic mistakes during their utterances of L2 speech as a result of L1 interference. This research also exposed that the students are still unconsciously relying on their mother tongue to translate their sentence into L2. The study is expected to help ESL teachers to draw the analogies between corresponding L1 and L2 syntax constructions. The findings will contribute and direct the learners’ attention to cross-language syntactic similarities and differences and thus guide them to a deeper understanding of underlying linguistic structure.

scholarly journals Oral Communicative Competence of Primary School Students

2017 ◽  
Vol 6 (4) ◽  
pp. 57
Author(s):  
Isabel Cantón Mayo ◽  
Elena Pérez Barrioluengo
Keyword(s):  
Primary School ◽  
Primary Education ◽  
English Language ◽  
Communicative Competence ◽  
Reliability And Validity ◽  
Semantic Field ◽  
Primary School Students ◽  
School Students ◽  
Private Lessons ◽  
Oral Expression

Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students’ gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.

scholarly journals ESL Learners' Enhancement of Standard English Accent Among Khotimul Quran of A Primary School Students in Malaysia

2020 ◽  
Vol 5 (1) ◽  
pp. 100-108
Author(s):  
Nurul Atasha Binti Mohd Nordin ◽  
Kamariah Binti Yunus
Keyword(s):  
Primary School ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Control Group ◽  
Standard English ◽  
Primary School Students ◽  
School Students ◽  
Spoken English ◽  
Experimental Group

CEFR (Common European Framework of Reference for Languages) is a new syllabus for English language subject of Malaysia primary school students. However, none of pronunciation elements involve the stress, rhythm and intonation have been emphasized to accomplish Standard English Accent. The issue is that, Malaysian primary school students do not apply correct stress and intonation while speaking and reading Standard English. Therefore, this study aims to identify the use of stress, rhythm and intonation applied in their spoken English words by both groups. The researcher had choose 15 Khotimul Quran students as the experimental group, whose background had complete reciting Quran for the whole 30 Juz and 15 common students as the control group from Sekolah Kebangsaan Pusat Air Tawar, Johor as the unit of analysis. The researcher uses semi-structured interview, observation and focus group discussion to triangulate the data. Pilot data analysis of the responses had shown a strong correlation between speaking Standard accent with correct stress, rhythm and intonation among the Khotimul Quran. Based on this results, the researcher expects the experimental group those who have Quranic-phonological background achieves higher percentages of accurateness of speaking Standard English accent compares to the control group.

scholarly journals Can Thai Students Survive without English Teachers? a Case Study of Primary School Students in Thailand

2018 ◽  
Vol 7 (3.21) ◽  
pp. 395
Author(s):  
Bayatee Dueraman ◽  
Kanasin Tunsakul ◽  
. .
Keyword(s):  
Primary School ◽  
Language Proficiency ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Practical Training ◽  
Primary School Students ◽  
School Students ◽  
English Majors ◽  
Before And After

Particular interests in English language teaching practices have been given much attention recently. This study attempts to examine whether trained English majors can help teach English to students in a primary school where there is short of English teachers. Two English instructors, twenty English majors and ninety-four students participated in the study. Theoretical and practical training sessions were organized for twenty English majors before they start teaching the students.  English lesson plans were designed relative to four major content areas found in the standardized national English test include vocabulary, reading, conversation, and public signs were used as a guideline for both training and teaching sessions. Pre and post-tests were administered to primary school students before and after the teaching intervention accordingly. Data collected through participant observations were also used to support data collected from the interviews and tests. Results show that our trained English majors could help improve the students’ English language proficiency in spite the unavailability of qualified English teachers at their school. Findings offer some insights on possible alternatives to teaching English to primary school students who face similar problems.  

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