English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

Managing the Process of Developing Intellectual Skills of Primary School Students When Teaching a Foreign Language

10.12737/7839 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 36-41
Author(s):  
Ромашина ◽  
Svetlana Romashina ◽  
Горнаева ◽  
M. Gornaeva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students ◽  
Primary Schoolchildren ◽  
Intellectual Skills

The paper considers the effects of foreign language learning on the ability of primary schoolchildren to develop intellectual skills. Theoretical grounds of the research are featured, the potential of learning assignments in English for developing intellectual skills is revealed.

Přehledová kapitola výzkumů jazykových učebních stylů

2019 ◽  
pp. 75-92
Author(s):  
Petra Langerová
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Elementary School Students ◽  
International Research ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
School Students ◽  
Research Studies

The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

2016 ◽  
Vol 7 (5) ◽  
pp. 851 ◽  
Author(s):  
Ebrahim Khodadady ◽  
Nader Bagheri ◽  
Zeinab Charbgoo
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Cognitive Styles ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Field Independent ◽  
Field Dependent

This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students’ conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants’ scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the field-dependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students’ EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

scholarly journals THE SURVEY OF NORTH BALI PRIMARY SCHOOL STUDENTS’ ATTITUDE TOWARD EFL

2020 ◽  
Vol 8 (1) ◽  
pp. 44-52
Author(s):  
Tia Dwi Pradipta
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Primary Students ◽  
Survey Method ◽  
Survey Questionnaire ◽  
Primary School Students ◽  
School Students ◽  
Quantitative Design

This study aimed for investigating the primary students attitude toward EFL . The  study employed a quantitative design in which the data were collected by means of a survey method. The context of the study was in one of primary schools in North Bali. The survey questionnaire was developed based on Wutz and Wedwick (2005) which shows the aspects of attitude. It can was found out that the primary students’ demonstrate moderate attitude toward EFL. They were neither notably motivated nor unmotivated in learning English as a Foreign Language at school. This needs further studies to explore factors that could improve the quality of EFL classes in primary schools

scholarly journals PEDAGOGICAL CONDITIONS OF USING THE GAME ACTIVITIES IN THE DEVELOPMENT OF ORAL ENGLISH SPEECH OF PRIMARY SCHOOL STUDENTS

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Lyubov Nos ◽  
◽  
Svitlana Dongi ◽  
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Primary School Students ◽  
School Students ◽  
Methods And Techniques ◽  
The Law ◽  
School Concept

The pedagogical conditions of development of oral English speech of primary school pupils by means of game are investigated. It is shown that the development of oral English speech of primary school students by means of games should be carried out in accordance with the Law of Ukraine "On Education", the Law of Ukraine "On General Secondary Education", the provisions of the Concept of Foreign Language Learning, the New Ukrainian School Concept primary education. It is proposed to carry out the process of development of students' oral English by means of games, taking into account the tendency of humanization of the educational process in primary school. The specifics of the use of game methods and techniques in the process of revealing the meanings of foreign words intended for receptive assimilation by students are studied; the influence of various methods and techniques on the effectiveness of the formation of different types of speech activity in schoolchildren is analyzed; the process of functional mastering of oral speech by students of different ages is studied taking into account the regularities of speech expressions; games and exercises of game character for development of oral English of pupils of elementary school are developed. It is proved that a special place in the development of oral English speech of primary school students is given to pedagogical conditions that have a positive effect on the dynamics of this phenomenon. It is shown that for the development of oral English of primary school students by means of play activities special attention should be paid to the following pedagogical conditions of this process: the use of innovative methods and technologies for the development of oral English of students; taking into account in the process of developing oral English speech age and psychological characteristics of primary school students; use of the potential of play activities in the process of developing oral English of primary school students. It is offered for the purpose of check of the specified pedagogical conditions of development of oral English speech of pupils of elementary school by means of game to organize and carry out formative pedagogical experiment and to define its efficiency.

scholarly journals The Dramatization of Children Literature Books for the Development of the Second/Foreign Language: An Implementation of a Drama-Based Project to Students of Primary School

2014 ◽  
Vol 2 (2) ◽  
pp. 188 ◽  
Author(s):  
Isaak M. Papadopoulos
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Literature ◽  
Fifth Grade ◽  
Primary School Students ◽  
School Students ◽  
Interactive Drama ◽  
Post Test ◽  
Motivation To Participate

<p>This paper presents and outlines the design and implementation of a pilot program based on activities of dramatization of children literary books aiming at developing language skills of primary school students in English as a foreign language, participating in interactive, drama play and creative activities This project was implemented to students of the fifth grade of primary schools of Larissa (Greece) in a sample of 15 students. The collaboration, creativity, and the engagement with English literature were the main features of the program. The learning environment of the program was either the municipal center of creativity “Kalikatzoura Pasalidou” or the municipal gym. When the center of creativity was the place of learning, students analyzed the English children’s literature books, achieving the acquisition of the new vocabulary and participating in creative writing activities. When the municipal gym was the place of instruction, students participated in activities of performing theatrical plays developing spoken language and intonation of the words. The evaluation and feasibility of the program has been realized through a) a pre- and a post - test and b) by keeping a Journal by the teacher. It became so obvious that the particular application had a beneficial effect on the development of speaking and writing skills of learners and enhanced their motivation to participate in drama activities.</p>

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

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