Attitude of College Teachers towards the Utilization of Language Laboratories for Learning English

With globalization, there has been a rise in demand for employees with good communication skills. With the growing demand for excellent communication skills, there have been explorations in the area of technology to meet this purpose. And one such experiment has been in the field of language laboratory (Smiriti singh, 2014), which is an instructional technology tool consisting of a source unit that can disseminate audio materials to any number of students at individual seats. The purpose of this study is to investigate teachers’ attitude towards the utilization of Language laboratories for learning English. The respondents in this study are sixty English language teachers from different types of colleges. A descriptive method with a survey technique was adopted. The findings of this study reveal that the teachers have a positive attitude towards the use of Language laboratories in an ESL classroom. Also, this study infers that students seemed have high motivation when Language laboratories are used in the ESL classroom.

Download Full-text

Analysis of Item Writing Flaws in a Communications Skills Test in a Ghanaian University

African Journal of Teacher Education ◽

10.21083/ajote.v10i2.6762 ◽

2021 ◽

Vol 10 (2) ◽

pp. 121-143

Author(s):

ATO KWAMINA ARHIN ◽

Jonathan Essuman ◽

Ekua Arhin

Keyword(s):

Communication Skills ◽

English Language ◽

Pearson Correlation ◽

Multiple Choice ◽

Language Teachers ◽

Choice Test ◽

Multiple Choice Test ◽

Test Items ◽

Item Writing ◽

English Language Teachers

Adhering to the rules governing the writing of multiple-choice test items will ensure quality and validity. However, realizing this ideal could be challenging for non-native English language teachers and students. This is especially so for non-native English language teachers because developing test items in a language that neither they nor their students use as their mother tongue raises a multitude of issues related to quality and validity. A descriptive study on this problem was conducted at a Technical University in Ghana which focused on item writing flaws in a communication skills test. The use of multiple-choice test in Ghanaian universities has increased over the last decade due to increasing student intake. A 20-item multiple-choice test in communication skills was administered to 110 students. The test items were analyzed using a framework informed by standard item writing principles based on the revised taxonomy of multiple-choice item-writing guides by Haladyna, Downing and Rodriguez (2002). The facility and discrimination index (DI) was calculated for all the items. In total, 60% of the items were flawed based on standard items writing principles. The most violated guideline was wording stems negatively. Pearson correlation analysis indicated a weak relationship between the difficulty and discrimination indices. Using the discrimination indices of the flawed items showed that 84.6 % of them had discrimination indices below the optimal level of 0.40 and above. The lowest DI was recorded by an item with which was worded negatively. The mean facility of the test was 45%. It was observed that the flawed items were more difficult than the non-flawed items. The study suggested that test items must be properly reviewed before they are used to assess students’ knowledge.

Download Full-text

The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

10.31219/osf.io/ahpzp ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Zarina Othman ◽

Shahizan Shaharuddin ◽

Azizah Ya’acob

Keyword(s):

Language Learning ◽

English Language ◽

Mother Tongue ◽

Language Teachers ◽

English Language Teaching ◽

English Teacher ◽

English Language Teachers ◽

Native Speakers Of English ◽

Profile Characteristics ◽

Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

Download Full-text

Articulation of English Consonants, Vowels and Diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan

International Journal of English Linguistics ◽

10.5539/ijel.v7n5p19 ◽

2017 ◽

Vol 7 (5) ◽

pp. 19

Author(s):

Afzal Khan ◽

Wasima Shehzad ◽

Inayat Ullah

Keyword(s):

Teaching And Learning ◽

English Language ◽

Sound Production ◽

Mother Tongue ◽

Great Difficulty ◽

Language Teachers ◽

Standard English ◽

Khyber Pakhtunkhwa ◽

English Language Teachers ◽

Learning English

This paper aims to examine the articulation of English consonants, vowels and diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan, and explores the problems they face in their English articulation due to the influence of mother tongue. A detailed experiment has been carried out to analyze the articulatory properties of /θ/ /ð/ /ɪ: /, /ɪ/ and /еɪ: / sounds spoken by Pashto speakers in Pakistan. The research reveals that Pashtun speakers of English language have a distinct pronunciation pattern of /θ/ and /ð/ sounds. This research provides a scientific justification to establish Pashto English as an independent deviant variety of RP Standard English Language. Based on the findings of the data collected from the recordings of 50 participants, it was concluded that thickness is low and frequencies of formants are considerably low as compared to RP sounds. In this regard, consonant phonemes of /θ/ and /ð/ sounds articulated by Pashto speakers are dissimilar to their Standard English (RP). They are produced as “Dental Plosives” instead of “Dental Fricatives”. The participants face great difficulty in pronouncing these English dental fricatives /ð/, /ɵ/ sounds, and they also face insurmountable problems in the regular plural forms. In relation to vowels and diphthongs in English language, major problems largely appeared in misunderstanding between /ɪ:/, /ɪ/ and /еɪ:/ sound production. The results of this study shall provide assistance to English language teachers and learners in teaching and learning English Language, especially in teaching and learning English pronunciation. It has been ascertained that special consideration should be given to these problematic consonants, vowels and diphthongs in order to avoid misunderstandings/confusion on the part of the listener.

Download Full-text

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

Malaysian Journal of Science Health & Technology ◽

10.33102/mjosht.v7i.116 ◽

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.

Download Full-text

Perspectives of Using Interactive Slides in ESL Classroom among Primary School English Language Teachers in Pasir Gudang

International Journal of Engineering and Advanced Technology - Regular Issue ◽

10.35940/ijeat.e1171.0585c19 ◽

2019 ◽

Vol 8 (5C) ◽

pp. 1208-1217

Keyword(s):

Primary School ◽

English Language ◽

Descriptive Analysis ◽

Language Teachers ◽

Analysis Method ◽

Structured Interviews ◽

School Teachers ◽

Primary School Teachers ◽

English Language Teachers ◽

Esl Classroom

In technological society, technology plays a crucial role as an integral part of teaching. This research aimed to know teachers’ perspective of using interactive slides in ESL classroom. The population of this research comprises national primary school teachers from Pasir Gudang district. A total of 179 respondents participated in this research. This calculation on the number of respondents was based on Krejcie and Morgan’s (1970) table. The data were gathered via questionnaires and semi-structure interviews. The gathered data were analysed using descriptive analysis method in terms of frequency, percentage, mean and standard deviation. The researchers conducted saturated semi-structured interviews to support the findings through questionnaires. The findings of the research revealed that Interactive Slide (IS) is effective to use in the ESL classroom. The study also showed the challenges faced by teachers in using IS. The implication of this research suggested that schools should provide adequate facilities in encouraging teachers to use IS in ESL classrooms and organise activities or programs for teachers to enhance their IS skills. In future researches, it is recommended to widen the population of respondents to other districts or states.

Download Full-text

Special Designed Activities for Learning English Language through the Application of WhatsApp!

English Language Teaching ◽

10.5539/elt.v9n2p199 ◽

2016 ◽

Vol 9 (2) ◽

pp. 199 ◽

Cited By ~ 4

Author(s):

Niveen Mohammad Zayed

Keyword(s):

Mobile Phones ◽

English Language ◽

Language Teachers ◽

Intermediate Level ◽

English Language Teachers ◽

Smart Mobile ◽

Learning English

<p>Students nowadays have strong passion towards the smart mobile phones with all their smart applications. The researcher believes that English language teachers can use the mobile phones, from each now and then, to increase the students’ motivation. In this paper, the researcher designed a number of special activities that can be delivered to the students through the application of Whats App on the smart mobile phones. The activities are designed for intermediate level but can be modified to suit other levels and contexts.</p>

Download Full-text

Incorporating Visual Arts into English Language Teaching

Shanlax International Journal of English ◽

10.34293/english.v8i4.3320 ◽

2020 ◽

Vol 8 (4) ◽

pp. 52-56

Author(s):

U Thulasivanthana

Keyword(s):

Experimental Study ◽

English Language Learners ◽

Language Learning ◽

Visual Arts ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

English Language Teachers ◽

Learning English

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.

Download Full-text

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

Global Regional Review ◽

10.31703/grr.2020(v-ii).21 ◽

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.

Download Full-text