The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

scholarly journals Polish-English Code-Switching in the Language of Polish Facebook Users

2021 ◽  
Vol 7 (1) ◽  
pp. 99-120
Author(s):  
Daria Pańka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Integrated Approach ◽  
Code Switching ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Full Picture ◽  
Research Gap ◽  
L1 And L2

Social networking services, such as Facebook, are important channels of communication both for monolingual users and for those having various degrees of proficiency in L2, with the latter deploying expression both from L1 and L2. It can, therefore, be presumed that communication on FB plays a role in practicing the use of L2. One of the phenomena that can be examined in relation to that are various forms of code-switching. There is animmense research gap related to Polish-English code-switching appearing on this SNS. To obtain a full picture of the issue, the paper identifies and discusses types, strategies, and functions of Polish-English code-switches found in posts and comments published by Poles on Facebook in 2014–2019. It also indicates possible applications of FB tools and materials including CS in foreign language teaching and learning and shows how Facebook enables “social learning” (Mallia, 2013). The research is based on a corpus constructed by the author of this article. An integrated approach with both qualitative and quantitative methods of analysis is used in the paper. Three main CS types (intrasentential, intersentential, and tag-switching) and strategies (alternation, insertion, and congruent lexicalisation) have been attested in the material. The code-switches mostly indicate in-group membership but also, for example, introduce humor, quotes, and signal a lack of L1 equivalents. The study points out that there are certain relations between the types, strategies and functions. The resultsof the research are collated with the recent studies on Polish-English and Indonesian-English CS on Facebook.

scholarly journals Some Stakeholders’ Position on the Language Policy of Ghana

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Patience OBENG ◽  
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Formal Education ◽  
Mother Tongue ◽  
Local Language ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Descriptive Research ◽  
Key Stakeholders

African nations with theirmultilingual nature still face challenges in the language of formal education. With thecognitive and academic leveragesattachedto home language, language educationistsandlinguistic scholars believe that a child must be taught first in their mother-tongue, usually, their firstlanguage, in which theydisplay an appreciable level of competence,before any other language/s are introduced. Many studies have been conducted onthe language policy issues in Ghana but the current study adds a dimension from parents and even the learners who are key stakeholders and recipients of the policy. This study sought to find out the level of awareness of thestakeholders; teachers, parents and pupils,their position and the impactof their positionon learning outcomes. It also investigated stakeholders’position in using only English to teach at the lower primary. Using a survey descriptive research methodology, data was collectedvia both structured and unstructured interviews, andobservation. Both qualitative and quantitative methods wereused to analyze data.The research revealed that among the three stakeholders, teachers were more conversant with Ghana’s language policy. All stakeholdersendorsed the policy for teaching and learning purposes. Even though, most teachers preferred to blend English and alocal language, a fewcould speak the local language of the community, or have been trained in the use of the local language for instructional purposes. All stakeholders favoured a blend of English with the local languages.

scholarly journals Linguistic and Non-Linguistic University Students’ Attitude towards Error Correction in EFL Learning

2020 ◽  
Vol 12 (4) ◽  
pp. 72-86
Author(s):  
Svitlana Rostyslavivna ◽  
◽  
Liudmyla Serhiivna ◽  
Keyword(s):  
University Students ◽  
Error Correction ◽  
Language Proficiency ◽  
Quantitative Methods ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Efl Teachers ◽  
Errors Analysis ◽  
Made In ◽  
Efl Learning

The research implies that in EFL learning there are some differences in the attitudes towards error correction shown by linguistic and non-linguistic university students. Supposedly, they are caused by the purpose of EFL acquisition – to achieve language proficiency and accuracy or to develop communication and interaction skills. The combination of qualitative and quantitative methods is used in the research paper to experimentally and theoretically justify these differences. The necessary data were collected with the help of the questionnaire specially designed for the research. The study concludes that the future profession of the respondents greatly influences their attitude towards error correction. Future EFL teachers are more open and eager to being corrected while non-linguistic respondents do not like it, though they recognize its importance. Other differences include benefits that error correction can bring, remembering of errors, analysis of the errors made in the written speech. The knowledge of students’ different attitudes towards error correction can help teachers choose the most appropriate EFL teaching methods. Hence, a set of general and specific recommendations for EFL teachers working with linguistic and non-linguistic university students has been worked out on the basis of the obtained research results.

Metadiscourse in Persian and English Research Article Introductions

2016 ◽  
Vol 6 (6) ◽  
pp. 1175
Author(s):  
Mohammadamin Sorahi ◽  
Mansour Shabani
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
Analytical Framework ◽  
General Distribution ◽  
Efl Learners ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Research Article ◽  
Different Types ◽  
Similarities And Differences

This study aims to investigate the use of metadiscourse in Persian and English research article introductions in the field of linguistics. The corpus of the research consists of 40 introductions of linguistics research articles, 20 Persian and 20 English. The analytical framework for this study is Hyland's (2004) model of metadiscourse in academic text. In order to investigate the similarities and differences in the implication of metadiscourse (i.e. the interactive and interactional resources) between these texts, both qualitative and quantitative methods will be used. On the qualitative basis, this study identifies and categorizes metadiscourse markers and a comparative analysis is conducted to determine the frequency of different types of metadiscourse. The results are analyzed carefully and quantitatively which include the general distribution of metadiscourse in each category and then the density of metadiscourse in both sets of data. They are scrutinized based on the number of sentences and words in the corpora. The similarities and differences between two sets of data are looked at from a sociocultural view. The results of this study make some perspectives into the teaching and learning of writing for EFL learners.

scholarly journals Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin

2021 ◽  
Vol 2 (1) ◽  
pp. 12-19
Author(s):  
Ulrich Orlando Sèna Hindeme ◽  
Katchédé Etienne Iwikotan ◽  
Arlette Joséline Arlette Hounhanou
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Efl Learners ◽  
Qualitative And Quantitative Methods ◽  
Efl Students

This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.

scholarly journals مستشرقین اور سیرتِ طیّبہ:ایک تاریخی جائزہ

Al-Duhaa ◽  
2021 ◽  
Vol 2 (02) ◽  
pp. 113-128
Author(s):  
Dr. Qazi Abdul Manan ◽  
Muhammad Riaz Al Azhari ◽  
Shah Faisal
Keyword(s):  
Quantitative Methods ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods

We are enlightened through each and every aspect of the life and character of the Holy Prophet Muhammad (PBUH). It is evident that whenever he uplifted his voice for the sake of justice. He faced many obstacles but with the blessings of Allah Almighty He became successful in every step with the expansion of knowledge, the orientalists wrote against him which inspired those who were ignorant and less educated. It was propaganda against Islam and the Holy Prophet Muhammad (PBUH) but they failed in their movement. The study is also an attempt to search for the answer to the question. Whether the Orientalists' objection to the biography was based on a realistic review or was it merely a misrepresentation? Both qualitative and quantitative methods are used to investigate and research the facts behind the specific thinking of Orientalism. And also to answer the question How the Orientalists misrepresented by relying on secondary sources. Although, non-believers and biographers presented proves which turned their hatred into fondness and they admired him through their literature. They acknowledged his rightness, legitimacy, and miracles. Most of the non-believers embraced Islam. Even science has given authentication about Allah Almighty, His Prophet Muhammad (PBUH), and his religion Islam through facts and figures.

scholarly journals Pedagogical Tools in the 21st Century

2014 ◽  
Vol 5 (5BIS) ◽  
pp. 16
Author(s):  
Meryem Aherrahrou
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Classroom Teacher ◽  
English Language Teaching ◽  
Personal Life ◽  
Pedagogical Tools ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Increase Productivity

Neuro-Linguistic Programming has attracted considerable attention in many different areas of life mainly in education. In this context, the major aim of this paper was to explore the implications and effect of Neuro-Linguistic Programming (NLP) techniques in English language Teaching and Learning in the Moroccan context. Qualitative and Quantitative methods are used. In this study, we included 2 teachers with and without NLP experience as well as 2 groups including 43 students. Our results stated that after implementing NLP techniques in the classroom, teacher and learners participate together to create a positive atmosphere, increase productivity, motivate themselves to achieve excellence and reach their desired outcome not only inside the classroom but also in their personal life.

scholarly journals Examining availability of ICT tools for use in enhancing teaching and learning in Secondary Schools in Rachuonyo South Sub-County, Homa-bay County, Kenya

2015 ◽  
Vol 7 (2) ◽  
pp. 1325-1331
Author(s):  
Dr. Yambo John M. Onyango ◽  
Obonyo Samson Odhiambo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Qualitative Data ◽  
Survey Design ◽  
School Level ◽  
System Level ◽  
Successful Implementation ◽  
Qualitative And Quantitative Methods ◽  
Ict Tools

The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The objective of this study was to examine availability of ICT tools for use in enhancing teaching and learning.A descriptive survey design was used. Data from the field was collected through the use of questionnaire and an observation schedule. From the sample area of study, there were 320 students drawn from form four. In addition, 24 teachers, and 8 principals were purposively selected to fill questionnaires designed for them. Reliability of the instruments was addressed through piloting in 5 schools and reliability coefficients were obtained by subjecting the instruments to a Split-half Technique and Spearman “Brown Prophesy formula” .To ensure face and content validity of the research instruments, 2 experts in the department of curriculum studies, faculty of education were requested to scrutinize the research instruments so as to validate them. Data was analyzed using both qualitative and quantitative methods. Qualitative data was analyzed using likert scale and other qualitative data were analyzed in an ongoing process as themes and sub-themes emerged.The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Micro-level), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.

scholarly journals Students’ Perceptions and Information-Sharing Patterns in Learning Authoring System Course through Blogging

2020 ◽  
Vol 15 (19) ◽  
pp. 187
Author(s):  
Nur Izzah Abdul Kadir ◽  
Zaidatun Tasir
Keyword(s):  
Quantitative Data ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Positive Outcomes ◽  
Authoring System ◽  
Structured Interviews ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Usage Patterns ◽  
Sharing Patterns

The use of blogs in teaching and learning has emerged as a useful education-al technology resource. Hence, this study’s objective is to investigate the students’ perception of blogs and the blog usage patterns from the educa-tional aspect. Eighteen samples were chosen purposively in this study. The study collected both qualitative and quantitative data. The research instru-ments were questionnaires, semi-structured interviews and students’ blogs. Using both qualitative and quantitative methods, the data collected was an-alysed descriptively and thematically. The results revealed the positive outcomes of students’ perceptions of blog aspects such as writing, reading and making comments. In terms of blog usage patterns, student frequencies in writing and sharing information in blogs were high when they were given tasks or activities that would be evaluated by an instructor. This showed that instructors play an important role in motivating the students to be ac-tively involved in blogs. Therefore, rewards or marks need to be given as an encouragement to the students for them to continuously and actively use blogs for learning.

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