scholarly journals The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

2021 ◽  
Vol 3 (1) ◽  
pp. 19-34
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
Social Media ◽  
Secondary Schools ◽  
English Language ◽  
Writing Skills ◽  
Negative Influence ◽  
Modern World ◽  
English Writing ◽  
Academic Qualification ◽  
Teaching Learning ◽  
Teachers Perspectives

Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals English Writing Errors Committed by Saudi Students: A Study of Two Female University Groups

2020 ◽  
Vol 10 (3) ◽  
pp. 124
Author(s):  
Islam Ababneh
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Social Life ◽  
Writing Skills ◽  
Educational Material ◽  
Ministry Of Education ◽  
English Writing ◽  
Saudi Students ◽  
The University ◽  
Writing Errors

The main aim of this study is to highlight the writing errors made by Saudi students majoring in English. The study selected a sample of two groups of female Saudi students residing in two Saudi regions: Tabuk and Hafr Al Batin. The students were requested to write approximately three to four paragraphs about one of three topics related to Saudi Arabia: social media and its effects on Saudi social life, marriage customs in Saudi Arabia, or the economy of Saudi Arabia. In analyzing the collected writing data, the students’ writing errors were identified and classified into four categories: grammar type, syntax type, mechanics type, and lexical type errors. Then, the frequency and error percentages of each subcategory were calculated for both groups. The findings show that both groups produced most errors in the subcategory of spelling followed by tenses subcategory even though the students from the University of Hafr Al Batin made overall higher percentages of errors than the errors’ percentages made by the students from the University of Tabuk. Further investigation reveals that all students in both regions hardly practice English writing and that Arabic interference contributes to the students’ English writing errors. The findings also imply that the curricula specialists at the Saudi ministry of education might consider including more educational material to improve the English writing skills of Saudi university students.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

scholarly journals English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools

2021 ◽  
Vol 11 (2) ◽  
pp. 145
Author(s):  
Xiaowei Xi
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Future Research ◽  
Attitudes And Beliefs ◽  
English Teaching ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.

scholarly journals An Analysis of English Language Orthography, Typography and Grammar used by Millennial on Social Media Platforms

2021 ◽  
Vol 9 (2) ◽  
pp. 1-35
Author(s):  
Alia Khan ◽  
Prof. Mohammad Rizwan Khan
Keyword(s):  
Social Media ◽  
Education System ◽  
English Language ◽  
Human Life ◽  
Physical World ◽  
Negative Influence ◽  
Profound Influence ◽  
The People ◽  
The Social ◽  
Social Media Platforms

Social media is a term with which most of the people around the world are well acquainted. The advancement of technology has provided a new medium through which we can propose, deliver, swap, and share our ideas without moving a single inch. It is a new avenue for conveying information and a trend which is now-a-days in vogue. From infants to adults, everyone is somehow in contact with the social media. Similarly, education system too has a profound influence of social media. From placement institutes, school authority, teachers, learners, to parents in fact every stakeholder of education system is somehow tied to social media. Jeff Bezos, CEO at Amazon.com once described the power of social media by asserting that “If you make customers unhappy in the physical world, they might each tell 6 friends. If you make customers unhappy on the Internet, they can each tell 6,000 friends” (Pencak 2019). Thus, we can assume the potency and status of social media in our life. Though social media is affecting many significant areas of human life, but the area which itself is considered as a ‘systematic means of communication’ (that is ‘Language’) is too being swayed by this virtual medium. Social media has exceedingly affected English language skills. The paper explores how the social media has influenced linguistics habits of millennial, whether it has affected upcoming academicians in a positive or negative way, and what should be done in order to protect their linguistic habits from the negative influence of social media.

A Study the Position of Teaching of English Grammar in Rural Secondary Schools of Shikaripura Taluk

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Kiran Kumar K.S.
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
17Th Century ◽  
English Word ◽  
Francis Bacon ◽  
General Study ◽  
Important Place ◽  
English Grammar ◽  
Latin Word ◽  
Teaching Learning

“One, who climbs the grammar tree, distinctly knows where noun, verb and participle grow.” – Dryden (1635). In the teaching-learning of a language, grammar occupies an important place. It helps the teacher to master the language well. It is also of great help to the learners. The English word grammar has come from the Greek word 'grammar' meaning a 'LETTER.' In classical Greek and the Latin word 'grammar' is referred to the general study of literature and language. From the 17th century onwards two meanings have been compared with each other in English. In 1605 Francis Bacon wrote concerning speech and words", the consideration of them produced the science of grammar ' while in 1637 Ben Johnson writes, " the grammar is the art of true and well speaking language." Then Bacon has told that 'grammar' is a science, a study of set of phenomena; but for Johnson, grammar is an art, the skill or technique of speaking well. Then L. Murray has written about grammar in 1824 English grammar is the art of speaking and writing the English language with propriety.'

scholarly journals The Impact of Wikis & Videos Integration Through Cooperative Writing Tasks Processes

2018 ◽  
Vol 11 (5) ◽  
pp. 116
Author(s):  
Lubin Fernando Franco-Camargo ◽  
Gonzalo Camacho-Vásquez
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Positive Impact ◽  
Writing Skills ◽  
Structured Interviews ◽  
Writing Processes ◽  
Implementation Stages ◽  
Teaching Learning ◽  
Writing Tests ◽  
The Impact

ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the “ICT” as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.

scholarly journals Social Media: Online Modern Tool to Enhance Secondary Schools Students’ Academic Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 26-35
Author(s):  
Busuyi Francis Olowo ◽  
Festus Oluwole Alabi ◽  
Comfort Abosede Okotoni ◽  
Musibau Adeoye Yusuf
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Secondary Schools ◽  
Learning Activities ◽  
Descriptive Research ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Correlation Statistics ◽  
The Relationship ◽  
Modern Tool

This paper reports a survey done that examined the relationship between the use of Facebook, WhatsApp, Twitter and YouTube on students’ academic performance in secondary schools. The study adopted the descriptive research design. The population of the study comprised all 7,767 teachers in secondary schools. The sample of 385 teachers was randomly selected. Two instruments were used. The data were analyzed using Pearson Product Movement Correlation Statistics (PPMCS) at 0.05 level of significant. The findings showed that the use of Facebook, WhatsApp, Twitter, and YouTube were significantly related to students’ academic performance of secondary schools. The study concluded that that the use of Facebook, WhatsApp, Twitter and YouTube among teachers and students had positive contributions to students’ academic performance of secondary schools. The findings implicate that the teachers and students in secondary schools should admire the use of social medial such as Facebook WhatsApp, Twitter, and YouTube as an interactive forum for teaching-learning activities. 

scholarly journals The Impact of Microsoft Teams’ App in Enhancing Teaching- Learning English during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city

2021 ◽  
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Significant Feature ◽  
Ministry Of Education ◽  
English Language Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives ◽  
The Impact ◽  
Learning English

This study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers, therefore, an insight into the impact of Microsoft teams’ app in enhancing teaching-learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% ageing 31 to 40 years old, with 48% indicating a teaching experience over ten years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app.

Sign in / Sign up

Export Citation Format

Share Document