scholarly journals Appraising English Language Teachers’ Self-Reports of Readiness to Manage Large Reading Comprehension Classes in Selected Secondary Schools in Ibadan, Nigeria

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Samson Olusola Olatunji
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Sampling Procedure ◽  
Language Teachers ◽  
Southwestern Nigeria ◽  
Large Classes ◽  
Multi Stage ◽  
Teaching Of Reading ◽  
English Language Teachers ◽  
Teachers Attitudes

This survey was carried out to find statistically valid picture of English Language teachers’ attitudes to the teaching of reading comprehension to large ESL classes in Ibadan metropolis of southwestern Nigeria. The pedagogic practices of the teachers in such a challenging but potentially rewarding situation were also investigated. The far-reaching importance of reading comprehension to the overall success or otherwise of students against their perpetual failure in major examinations justify the study. A total of ninety-eight teachers got through a multi-stage sampling procedure responded to a fourteen-item self-constructed and validate questionnaire. The findings of the data analysis reveal that most of the teachers consider any class of thirty-one students and above is large, the teachers are ill-disposed to large classes, and they do not bother to employ any unusual strategy to make teaching reading comprehension both interesting and highly rewarding to either teacher or students.

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

scholarly journals Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

2020 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes Kibui
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
English Language ◽  
Language Teachers ◽  
Primary Data ◽  
Control Group ◽  
Group Design ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Experimental Group

Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.

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 English Language Teachers’ Attitudes Towards Critical Thinking within Moroccan High Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 55-67
Author(s):  
Youssouf Laabidi
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
Analysis Of Means ◽  
Level Of Use ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Descriptive Statistical Analysis

This study addresses the restricted attention of critical thinking in the Teaching of English as a Foreign Language (TEFL) in Moroccan high schools, which is one of the new issues investigated in recent times. Many students could not think critically since their instructors could not implement critical thinking into their instructional practices every day. The primary bjective of this inquiry is to examine teachers’ attitude towards the use of critical thinking in the classroom. In this paper, the questionnaire was used to address only English language high school teachers. Descriptive statistical analysis of means, standard deviations, and percentages were used. The results showed that teachers held a positive attitude towards the use of critical thinking in the classroom. Therefore, they need not hesitate to introduce it in their teaching. Our findings strongly indicate that having an understanding of what really happened in the classroom will surely help shape the development of critical thinking in education. This suggests that further study could be carried to determine teachers’ level of use of critical thinking in Moroccan high schools.

Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE ◽  
Khalid AL-HARIRI
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Survey Method ◽  
Standard English ◽  
Online Questionnaire ◽  
Lingua Franca ◽  
Language Courses ◽  
The Status ◽  
English Language Teachers ◽  
Teachers Attitudes

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. 

scholarly journals Teaching speaking in large classes: Crossing the barriers

2013 ◽  
Vol 6 ◽  
pp. 72-89
Author(s):  
Nargis Chowdhury ◽  
Sabrina M Shaila
Keyword(s):  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Target Language ◽  
Large Classes ◽  
New Methods ◽  
Classroom Language ◽  
English Language Teachers ◽  
Innovative Techniques

The modern theories, approaches and methodologies regarding classroom language learning perceive learning as an interactive process. In countries like Bangladesh, where English is a foreign language, one common phenomenon is that the teachers have to deal with large classes. This paper tries to focus on how the English language teachers deal with large classes at the tertiary level, especially when they are conducting classes to practice and evaluate speaking skills of students. A survey was conducted on 52 English language teachers working at different private universities to find out the problems teachers face when the carry on and observe speaking classes. The study finds that students’ less exposure to the real life interaction in the target language, their nervousness, influence of the L1, adverse social environment along with other problems tend to hamper the smooth ongoing of the class. But as most of the teachers consider large class as a challenge rather than a problem, so they attempt to utilize different new methods of teaching speaking in classrooms. The authors of this paper suggest some innovative techniques and methods found to be effective and fruitful in large classes. Stamford Journal of English; Volume 6; Page 72-89 DOI: http://dx.doi.org/10.3329/sje.v6i0.13904

scholarly journals Performance of Saudi English Language Teachers in Reading Comprehension Classes

SAGE Open ◽  
2015 ◽  
Vol 5 (4) ◽  
pp. 215824401562159
Author(s):  
Thouqan Saleem Yakoub Masadeh
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Teachers ◽  
English Language Teachers
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