scholarly journals Investigating the Appropriateness of Reading Passages of Grade Seven English Textbook: Tsehay Chora Primary School in Focus, Addis Ababa, Ethiopia

2020 ◽  
Vol 10 (4) ◽  
pp. 372
Author(s):  
Simachew Gashaye ◽  
Manyazewal Girma
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Reading Skills ◽  
Addis Ababa ◽  
Sampling Technique ◽  
Language Teachers ◽  
Quantitative Research Methods ◽  
Descriptive Research ◽  
English Language Teachers ◽  
Students Success

The purpose of this study was to assess the appropriateness of reading passages of Grade Seven English textbook suitability in developing students’ reading comprehension Descriptive research design with both qualitative and quantitative research methods were employed. In the study, 42 Grade Seven students randomly and four English language teachers with comprehensive sampling technique were included. The instruments used to collect data were document analysis, students’ questionnaire, and teachers’ interview. The data gathered through document analyses and students’ questionnaires were analyzed with frequency, percentages and mean; whereas, teachers’ interview data were analyzed through narration. The finding of study showed that, the reading passages of the current Grade Seven English textbook lack interestingness, authenticity and sufficient vocabulary. These deficiencies could hamper the appropriateness of reading passages so that the reading texts could not be adequate to develop the students’ reading skills. Hence, the reading passages should be revised to be appropriate for students’ success in reading.

scholarly journals Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques

2021 ◽  
Vol 11 (1) ◽  
pp. 85-103
Author(s):  
Mohammed Farrah ◽  
Balsam Halahla ◽  
Shahd Sider
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Teaching Techniques ◽  
Quantitative Research Methods ◽  
Motivation For Learning ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Attitudes

The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals Discovering Students’ Preference for Classroom Activities and Teachers’ Frequency of Activity Use

2017 ◽  
Vol 19 (1) ◽  
pp. 51 ◽  
Author(s):  
Nahum Samperio Sanchez
Keyword(s):  
Research Methodology ◽  
Quantitative Research ◽  
English Language ◽  
Teaching Styles ◽  
Numerical Data ◽  
Language Teachers ◽  
Classroom Activities ◽  
English Language Teachers ◽  
The Common ◽  
Spss Software

Choosing what activities to include in a class is not an easy task. Teachers often tend to include activities based on their teaching styles and sometimes students are not included in these decisions. This paper explores the preference students have for classroom activities and the frequency in which teachers include certain classroom activities in their practicum. The study followed a quantitative research methodology by collecting numerical data through a 62-items questionnaire developed from a pool of items gathered from different questionnaires. Analysis indicate a coefficient of reliability of α=.907; data were analyzed with the SPSS software. 20 English language teachers and their 263 students of a language school were included in the study. Students’ levels ranged from 1 to 6, being the 6th the equivalent to B1 of the Common European Framework (CFE). Results indicated a mismatch between teachers’ frequently used activities and students’ preference of activities, however, there is a match in speaking activities.

scholarly journals Promoting Learner Autonomy

2020 ◽  
Vol 2 (2) ◽  
pp. 156-167
Author(s):  
Said OUSSOU
Keyword(s):  
Quantitative Data ◽  
Quantitative Research ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
English Language Teaching ◽  
Know How ◽  
Efl Context ◽  
Efl Teachers ◽  
English Language Teachers

Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.

scholarly journals An Analysis of the English Language Needs of Customer Contact and Secretarial Operation Coordination Trainees: Some Selected Technical and Vocational Colleges in Ethiopia

2021 ◽  
Vol 11 (4) ◽  
pp. 340-349
Author(s):  
Sualih Mussa ◽  
Yitayal Wondie
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Language Teachers ◽  
Class Discussion ◽  
Customer Contact ◽  
Content Area Teachers ◽  
Term Papers ◽  
Language Needs ◽  
English Language Teachers ◽  
Answering Questions

This study is mainly conducted to find out the English language needs of Customer Contact and Secretarial Operation Coordination Level IV trainees. To achieve this objective, purposive sampling technique was used to select content area teachers while comprehensive sampling technique was used to include trainees and English language teachers. A survey research was the design of this study. To this end, questionnaire and interview were employed to collect data. Both quantitative and qualitative methods of data analysis were used in the study. The findings of the study showed that writing, speaking, reading and listening skills are prioritized by trainees according to their order. In the area of micro skills, listening to lectures to take notes and listening to class discussions were showed as highly needed micro-skills. With regard to speaking activities, asking and answering questions and participating in whole class discussion were highly needed speaking micro-skills. Reading reference books and reading lecture notes, writing different project works like term papers, assignments and sample personal and business letters were identified as the most important speaking and writing micro-skills. Vocabulary was found more important than grammar. Most trainees reported that they find asking and answering questions and writing different project works like term papers and assignments, sample personal and business letters difficult. The reason for this might be because the courses offered are inefficient to help them develop these skills. Disparity was also found between their language problems and the courses they take. Finally, based on these findings, recommendations were also forwarded.

scholarly journals Developing English Reading Skills of the Students of Business Administration at Private Universities in Bangladesh: Prospects and Problems

1970 ◽  
Vol 5 (2) ◽  
pp. 180-190
Author(s):  
Md Golam Hoshain Mirza
Keyword(s):  
English Language ◽  
Reading Skills ◽  
Private Universities ◽  
Business Administration ◽  
Language Teachers ◽  
Language Class ◽  
Qualitative Approaches ◽  
English Reading ◽  
Student Interview ◽  
English Language Teachers

This paper examines the efforts of the English language teachers who are working to develop English reading skills among the students studying in the Business Administration departments at ten of the English-medium private universities in Bangladesh. Adopting both the quantitative and the qualitative approaches, it analyses the data collected through student interview-schedule. The study identifies that, in spite of having good classroom facilities and necessary supplementary materials, the reading classes are not as effective as they could be. It is mainly because unsuitable materials are inappropriately used in a class of students with significantly different levels of proficiency. The paper finally suggests some measures that can be taken to make the reading class more effective. Among others, it recommends that the English teacher should involve first the university administration in forming the language class with students of similar proficiency level and then the BBA teachers in developing appropriate materials for it.DOI: http://dx.doi.org/10.3329/jbt.v5i2.9989  Journal of Technology (Dhaka) Vol. 5(2), July-December, 2010 180-190   

scholarly journals AN INVESTIGATION INTO THE EXTENT AND CHALLENGES OF ASSESSING STUDENTS’ SPEAKING SKILLS IN SELECTED SECONDARY SCHOOLS: THE CASES OF WOLAYITA ZONE, ETHIOPIA

2018 ◽  
Vol 11 (1) ◽  
pp. 78
Author(s):  
Mebratu Mulatu Bachore ◽  
Amare Satenaw
Keyword(s):  
Statistical Analysis ◽  
English Language ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Language Teachers ◽  
Teachers And Students ◽  
Speaking Skill ◽  
English Language Teachers ◽  
Descriptive Survey ◽  
Speaking Skills

The main objective of this study was to investigate the assessment of students’ speaking skill in some selected preparatory schools. It was a descriptive survey. The data was collected from teachers and students using questionnaire, interview and classroom observations.  Taro Yemane (1996) formula was used to determine the sample size. Accordingly, 254 students were selected as samples using simple random sampling technique. But, six English language teachers who teach grade 11 students were selected using availably technique. The data collected via questionnaire was filled into SPSS and then, different statistical analysis such as frequency and percentage were computed from the data inserted in to SPSS. The result of statistical analysis was presented in the tables and pie chart. Besides, data obtained from interview were transcribed and categorized according to related themes. The study revealed that English teachers assess speaking skills of their students at different times. But, it was noted that the most teachers assess speaking skill during speaking lessons only. Regarding the frequency, many EFL teachers assess their students always, however, it was disclosed that there are teachers who assess their students speaking once in a month and even in a semester. The findings of the study also disclosed that different factors such as lack of adequate time, lack of sufficient material, large number of students per class, and teacher’s inappropriate way of assessing speaking skill affect the assessment of speaking skill.

scholarly journals The The Relationship between Writing Anxiety and Writing Achievement: A Case of One Islamic University in Palembang

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 21-31
Author(s):  
Nur Aprilliani Rehelmi
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Writing Achievement ◽  
Text Book ◽  
Writing Anxiety ◽  
Essay Writing ◽  
Language Writing ◽  
English Language Teachers ◽  
The Relationship

This study investigated the relationship between writing anxiety and writing achievement, and investigated the influence of writing anxiety on writing achievement of the students of the English department of one Islamic university in Palembang. The research was a quantitative research. The sample of this study was all of the sixth semester students. The total number of the students was 114 students. Since twelve students were absent, the sample of this study was 102 students. The data were collected by using the second language writing anxiety inventory (SLWAI) and writing test. Descriptive statistics, Pearson Product Moment correlation and regression analysis were used to find out the correlation and the influence between variables. The result of the analysis showed that there was a significant correlation between students’ writing anxiety and essay writing achievement with r-obtained (.276) which was higher than the r-table (.194). Besides, there was also a significant influence of writing anxiety on essay writing achievement with 7,6 %. This study could have implications for English language teachers or lecturers, learners, and text book writers.

scholarly journals An Analysis of Classrom Interaction in Speaking Class by Using FIAC System: Teachers Questioning and Feedback (Grade Seven Students in Focus)

2019 ◽  
Vol 4 (7) ◽  
pp. 41-61
Author(s):  
Sisay Ayalew Tsegaw
Keyword(s):  
Language Learning ◽  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Sampling Technique ◽  
Language Teachers ◽  
Classroom Language ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
English Language Teachers

The aim of this study was to describe the interaction of teachers and students at primary school levels in speaking class of English foreign classroom. It also aimed at describing how the participants experienced interaction and its level of interactional activities and influences. To carry out the real classroom interaction analysis in speaking class using FIACS technique, qualitative research / qualitative descriptive research was employed for this study, which is qualitative. The results were analyzed using qualitative/Latent content analysis mainly. The targeted schools selected using convenience-sampling technique, but English Language teachers were selected using purposive sampling. Qualitative methods of data collection, such as interviewing, observation, and document analysis were also developed and employed as major tools. The result from these instruments showed that the interaction was still dominated by the teachers as shown from the observation and recording, and the speaking skills input and process haven’t been found to have a positive change on their students speaking performance or improvement. Thus, all findings revealed that the teachers were not able to use the appropriate type of classroom language and provide formative feedback that really help in improvement of student’s language learning.

scholarly journals The Effectiveness of using EyeRIS to Improve English Communication Skills of Primary Students

2020 ◽  
Vol V (II) ◽  
pp. 194-205
Author(s):  
Fareeha Javed ◽  
Saher Tariq ◽  
Sana Baig
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Sampling Technique ◽  
Structured Interview ◽  
Language Teachers ◽  
School Level ◽  
Primary Students ◽  
English Language Teachers

The arrival of technology has opened doors to different opportunities. A number of institutions have integrated technology effectively in their learning environments to improve teamwork as well as to reform education as a whole. The aim of this study was to explore the effectiveness of EyeRIS to improve English Communication skills at the Primary School level at one of the elite private schools in Lahore, Pakistan. The study employed a qualitative structured interview for data collection. A purposive sampling technique was used to select the sample. The sample comprised five primary English language teachers. The findings of the study revealed that EyeRIS has a significant impact on improving the Communicative Skills of primary students. It helps to improve the receptive as well as productive skills of the primary level English language learners. Moreover, it is a powerful engagement and motivational tool in educational institutions. Overall, EyeRIS holds the potential for improving students' English language learning, academic performance as well as classroom behaviour.

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