scholarly journals Utilization Of Electronic Mail And Teaching Effectiveness Of English Language Teachers’ In Secondary Schools In Abak Local Government Area, Akwa Ibom State-Nigeria

2017 ◽  
Vol 4 (10) ◽  
Author(s):  
Iniobong Bassey Ema ◽  
Paulinus J. Etim
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Electronic Mail ◽  
English Language ◽  
Teaching Effectiveness ◽  
Local Government Area ◽  
Language Teachers ◽  
English Language Teachers

scholarly journals Strategies for Effective Teaching of Reading Among Secondary Schools in Moro Local Government Area of Kwara State.

2019 ◽  
Vol 5 (1) ◽  
pp. 1-22
Author(s):  
Kolawole Saliu
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Language Learning ◽  
Effective Teaching ◽  
Teaching Strategies ◽  
English Language ◽  
Local Government Area ◽  
Language Teachers ◽  
Teaching Of Reading ◽  
Correlation Statistics

Learning a language is different from acquiring it. To learn a language, all necessary skills are required. However, reading, a receptive skill, remains one of those four skills needed for language learning. As teachers of English, all efforts must be put forward in order to improve the teaching of reading through required strategies for effective teaching. This study however centers on effective teaching strategies of reading among secondary schools in Moro Local Government Area of Kwara State. In order to achieve this, questionnaire was used to elicit information on the respondents so as to be able to gather all necessary information needed for this study. The sample consists of Sixty (60) English language teachers who were randomly selected across twenty (20) randomly selected Junior and senior secondary schools in Moro Local Government Area of Kwara State. Data were analysed using descriptive and correlation statistics. The findings of the study revealed that the use of flash-cards, passage of relevant pictures and photographs, among others, are the teaching strategies needed for effective teaching of reading. Based on the result of the findings, it was recommended that sufficient teaching materials should be provided by government to assist teachers in the teaching of reading. This, among others, were discussed in this study.

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 Teachers’ Pedagogical Skills and Students’ Learning of English Language in Oruk Anam Local Government Area of Akwa Ibom State, Nigeria

2019 ◽  
Vol 13 ◽  
pp. 47-68
Author(s):  
PRINCEWILL I. EGWUASI ◽  
NNENNA F. NNODI ◽  
ANIEFIOK S. UDOATAI
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Classroom Management ◽  
English Language ◽  
Local Government Area ◽  
Management Skill ◽  
Managerial Skills ◽  
Educational Stakeholders ◽  
Pedagogical Skills ◽  
Lesson Delivery

An investigation into teachers’ pedagogical skills and students’ learning of English Language in public secondary schools in Oruk Anam Local Government Area of Akwa Ibom State was carried out. Three major variables namely; teachers’ classroom management skill, teachers’ lesson delivery skill, and teachers’ level of communication, were studied to show how it relates with students’ learning of English Language. Three research questions and three research hypotheses were raised. The research adopted a descriptive survey approach using a researchers’ designed questionnaire titled teachers’ Pedagogical Skills and Students’ Learning of English Language Questionnaire (TPSSLELQ) with reliability coefficient of 0.857 to collect data from 130 respondents from 10 secondary schools in Oruk Anam Local Government Area of Akwa Ibom State. Pearson Product Moment Correlation (PPMC) was used to test all the hypotheses at 0.05 level of significance. The result of the study revealed that teachers’ classroom management skill, teachers’ lesson delivery skills, and teachers’ level of communication, have a significant relationship on students’ learning of English Language. The study recommended among others that teachers should evaluate their lessons at every point as it provides feedback so that students’ misconceptions may be clarified. Also, educational stakeholders should take the training and retraining of teachers seriously to boast their competence and managerial skills as it is shown to have a positive relationship on students’ learning of English Language.

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