scholarly journals The Degree of Applying Active Learning Strategies – Field Study on English Language Teachers in Deir Alla Educational Directorate - Jordan–  : درجة توظيف استراتيجيات التعلم النشط – دراسة ميدانية على معلمي اللغة الإنجليزية في تربية لواء دير علا– الأردن –

2021 ◽  
Vol 5 (6) ◽  
Author(s):  
Bayan Ayed Alghragheer, Ola Ayed Alghragheer
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Grade Level ◽  
English Language ◽  
Language Teachers ◽  
Basic Stage ◽  
Significant Difference ◽  
Active Learning Strategies ◽  
English Language Teachers ◽  
Points Of View

This study aimed to reveal the degree of applying active learning strategies among English language teachers from the points of view of basic stage students in Deir Alla educational directorate. To collect the data, Active Learning Strategy scale was applied among English language teachers consisting of (41) items. The study sample consisted of (244) basic stage students in (7th, 8th, 9th) grade. The results of the study showed that the degree of applying active learning strategies among English language teachers from the points of view of basic stage students was (3.72) with relative importance of (74.4%). The results showed significant statistical differences were found in degree of applying active learning strategies due to the effect of gender variable in favor of females, but there was no statistically significant difference attributable to the effect of the grade level, Finally, the results of the study showed that there were statistically significant differences attributed to the effect of the interaction between gender and grade level was found.

scholarly journals Analysis of the Types of Classroom Questions Which Jordanian English Language Teachers Ask

2018 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Hamzah A. Omari
Keyword(s):  
Grade Level ◽  
English Language ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Public And Private ◽  
Basic Stage ◽  
Secondary Stage ◽  
Efl Teachers ◽  
Different Types ◽  
English Language Teachers

The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman- Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers’ questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open- ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level. 

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy

2019 ◽  
Author(s):  
Eidah Abdullah Al-malki
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Empirical Survey ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
Gender Based

Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students’ learning strategies, students’ motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.

scholarly journals Investigating the Interplay between Age Range and Vocabulary Learning among EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Hamed Barjesteh ◽  
Lida Farsi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
English Language Teachers ◽  
Age Range

The present study aimed to examine the relationship between age range and vocabulary learning among pre-intermediate Iranian EFL learners. To this aim, 50 pre-intermediate Iranian EFL learners, male (N= 20) and female (N=30), were selected from a private language institute based on their performance on the Oxford Placement Test (OPT). They were divided into two groups: teenager and adult learners. Before intervention, a pretest of vocabulary was conducted to determine students’ vocabulary knowledge.  Then, vocabularies were presentenced in dialog, word power and reading texts using a monolingual dictionary in five sessions interval for the both groups. After the intervention, a post-test of vocabulary was administered to examine the possible improvement. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The results revealed that there was no significant relationship between the performance of teenager and adult groups in their vocabulary learning; and there was no significant difference between the performance of teenager and adult groups in their vocabulary learning. This research potentially has some implications that may help English language teachers, students, EFL learners and educational syllabus designers.

scholarly journals The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

2017 ◽  
Vol 6 (7) ◽  
pp. 122
Author(s):  
Farshid Tayari Ashtiani
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Music Videos ◽  
Music Video ◽  
Control Group ◽  
Computer Assisted ◽  
English Music ◽  
Significant Difference ◽  
English Language Teachers ◽  
Experimental Group

The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers’ retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

scholarly journals Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

2016 ◽  
Vol 9 (5) ◽  
pp. 98
Author(s):  
Emrah Ekmekci
Keyword(s):  
English Language ◽  
Oral Proficiency ◽  
T Test ◽  
Language Teachers ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Significant Difference ◽  
Efl Students ◽  
English Language Teachers ◽  
Speaking Skills

<p>Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers’ evaluation of EFL learners’ speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of <em>independent samples t-test</em> and <em>Pearson product-moment correlation test</em>. Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students’ oral proficiency.</p>

scholarly journals Communicative Competence of College English Language Teachers: Using Results as Basis For An Action Plan

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Ma . Fe B. Belasoto ◽  
Keyword(s):  
Language Proficiency ◽  
Significant Relationship ◽  
English Language ◽  
Communicative Competence ◽  
Action Plan ◽  
Language Teachers ◽  
College English ◽  
Significant Difference ◽  
English Language Teachers ◽  
Language Exposure

This study determined the communicative competence of the college English language teachers of Northern Iloilo Polytechnic State College (NIPSC) in the 5th District of Iloilo through a researcher-developed instrument which had undergone validity and reliability testing. Utilizing mixed method approach and with forty-five (45) English language teachers who were chosen through complete enumeration, result showed that the respondents’ level of communicative competence in the areas of grammatical, sociolinguistic, strategic and discourse was “very good”, while the extent of their English language exposure was “sometimes” for the 95.56% and “always” for only 4. 44%. There was no significant relationship between the respondents’ number of years in teaching, written language proficiency, relevant seminars and trainings attended and all areas of communicative competence. Among the four areas of communicative competence, grammatical and sociolinguistic competence had significant relationship with their oral language proficiency and discourse competence had significant relationship with highest educational attainment. There was no significant relationship between their communicative competence and extent of English language exposure. There was no significant difference between the level of communicative competence of the respondents when they were grouped according to campus. The following factors were perceived to contribute to their communicative competence: the practice of the English language inside and outside the classroom, exposure to mainstream media, experience as English teachers, inherent intelligence, seminars or trainings attended, while the extent of their language exposure was perceived to be influenced by time, attitude or preference of the teacher, environment, teaching load, co-workers and students. Based on the result of the study an action plan was proposed to improve the efficiency, competence, and performance of the English language teachers at the College.

scholarly journals Elementary Mathematics Teachers’ and Coordinators’ Perceptions about Teaching Problem Solving in North Lebanon Private Schools: an Exploratory Mixed Study

2018 ◽  
Vol 14 (31) ◽  
pp. 130
Author(s):  
Lina Ramez Amanatallah ◽  
Dalal Michel Moukarzel
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Private Schools ◽  
Mathematics Teachers ◽  
English Language ◽  
Analytical Skills ◽  
Active Learning Strategies ◽  
Teaching Problem ◽  
Teachers Training

The purpose of this mixed research study was to explore how teaching problem solving is taking place at the elementary level in north Lebanon private schools, and to understand the challenges students were facing from the teachers’ and coordinators’ perspective. Four instruments were used: An inventory sent to 273 private schools, a teacher’s questionnaire, a coordinator’s interview, and class observations. Findings revealed that out of 129 Mathematics teachers who responded to the inventory, 126 (97%) affirmed using active learning strategies (ALS). To examine how Mathematics teaching is taking place, five private English speaking schools were purposefully selected to participate in the study with five Mathematics coordinators and ten teachers. The results showed inconsistency between the inventory, coordinators’ interviews, teachers’ responses to the questionnaire, and class observations. While responses to the inventory and teachers ‘questionnaires showed that at least 60% of teachers use ALS, class observations revealed that teachers did not make use of strategies that engage students in learning or in monitoring their progress and understanding. Moreover, teachers’ and coordinators’ responses to some questions showed that students’ difficulties were due to two main reasons: language barrier and poor analytical skills. Recommendations for teachers’ training on specific active learning strategies and adequate English language usage to teach mathematics were suggested.

scholarly journals The Effectiveness of Using Blended Learning in Developing Self-Regulated Learning Skills for Basic Stage Students from the English Language Teachers' Point of View

2022 ◽  
pp. 25-43
Author(s):  
بيان عايد الغراغير
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
School Students ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Self Organized ◽  
Basic Stage ◽  
English Language Teachers

The study aimed to identify the effectiveness of the use of blended learning in developing self-organized learning skills for basic stage students from the perspective of English language teachers. A teacher and a teacher were chosen randomly. The results showed the reality of education about the effectiveness of using blended learning in developing self-organized learning skills among primary school students from the perspective of English language teachers. They are also keen on the basic stage because of its great role in refining the students’ personality and thought, in addition to the ease of electronic communication with students at any time, especially at this time and the developments in the region. In light of the findings of the study, it recommends conducting more educational studies on blended education and a role in the self-organized learning process in terms of its dimensions and applications in educational institutions and other institutions.

scholarly journals The Effect of Interaction between Active Learning Strategies of Random Excitement and Rolling Stone and Audio and Visual Learning Styles in Developing English Conversation Skills Among 9th Graders in Gaza governmental Schools

2021 ◽  
Vol 29 (2) ◽  
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Strategies ◽  
Ninth Graders ◽  
Conversation Skills ◽  
Significant Difference ◽  
Rolling Stone ◽  
Active Learning Strategies ◽  
Group 2 ◽  
Experimental Group

The aim of the study is to explore the impact of interaction between two active learning strategies (random excitement and the rolling stone) and the learning styles (auditory and visual) in developing the oral, and performance aspects of the English conversation skills among ninth graders in Gaza. The mixed approach was used. The sample contained (207) ninth graders and was chosen randomly from Al-Aysheya Basic Elementary School for Girls. To collect data, a conversational skills rating scale and an oral conversation test were used. The results showed a significant difference between the average scores in the experimental group 1 which was taught through the random excitement and the experimental group 2 taught through the rolling stone in the posttest of the oral side of the conversation skill due to the effect of the interaction between (random excitement and the rolling stone) and the learning styles (auditory and visual). The results also proved that a significant difference between the average scores in the experimental group1 which is taught through the random excitement and the experimental group 2 taught through the rolling stone in the posttest of the performance aspect of the conversation skill due to the effect of the interaction between (random excitement and the rolling stone) and the learning styles (auditory and visual). Considering the outcomes, the study proposes creating managing materials to furnish educators with the required information to utilize dynamic learning techniques, building up instructors' capacities in picking the perfect discussion exercise procedure to meet diverse learning styles, and concentrating on all conversation skills such speaking rate, volume, and accuracy in teaching conversation.

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