scholarly journals Application Educational Board Game in Senior High School English Class: A Case Study of Can Anne Go Upstairs

2014 ◽  
Author(s):  
Bin Zhu
Keyword(s):  
High School ◽  
Senior High School ◽  
Board Game ◽  
High School English ◽  
Class A ◽  
English Class

Mask-making as identity project in a high school English class: a case study

2005 ◽  
Vol 39 (2) ◽  
pp. 60-75 ◽  
Author(s):  
Peter Smagorinsky ◽  
Michelle Zoss ◽  
Cindy O’Donnell-Allen
Keyword(s):  
High School ◽  
High School English ◽  
Class A ◽  
English Class ◽  
Mask Making

scholarly journals An Analysis of the English Class Discourse in the Iranian High Schools

2016 ◽  
Author(s):  
Reza Khany ◽  
Saeedeh Mohammadi
Keyword(s):  
High School ◽  
Language Learning ◽  
Second Language Learning ◽  
Structured Interviews ◽  
High School English ◽  
Dialogic Discourse ◽  
English Class ◽  
Interactive Strategies ◽  
Students Success

One of the decisive factors of students’ success in second language learning is employing interactive strategies related to Bakhtin’s notion of dialogic discourse. Following Bakhtin’s conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher’s discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview’s findings in which a teacher’s classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context.

Teaching to the Golem: A Pedagogical Intra-Action

2017 ◽  
Vol 49 (3) ◽  
pp. 321-341 ◽  
Author(s):  
Samuel Jaye Tanner
Keyword(s):  
High School ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
School Administrators ◽  
High School English ◽  
Final Project ◽  
Literacy Teaching ◽  
Class A ◽  
English Class ◽  
Narrative Scholarship

This article considers the pedagogical nature of an intra-action involving the author, his high school student’s final project in an English class (a golem), and his school administrators. The author relies on narrative scholarship to both tell and interpret a story of his experience as a high school English and drama teacher, to illustrate the process, the product, and the result of an intra-action that emerged from his nontraditional literacy teaching practices concerning the plays Hamlet, Rosencrantz and Guildenstern Are Dead, and No Exit. Ultimately, he argues that educators—both teachers and administrators—should be more receptive of emergent, improvisational literacy teaching and learning, and careful in their participation with co-constituted intra-actions that come from such approaches to literacy pedagogy.

scholarly journals A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaohui Sun ◽  
Liu Yang
Keyword(s):  
High School ◽  
Emotional Development ◽  
Ecological Factors ◽  
English Teachers ◽  
Senior High School ◽  
Ecological Perspective ◽  
High School English ◽  
Teacher Emotion ◽  
Narrative Case Study

Teacher emotion research is of great significance to teachers’ teaching effectiveness, professional development, and physical and mental health. Taken from an ecological perspective, this narrative case study used purposeful sampling to select two Chinese senior high school English teachers as research participants. Various data collection methods were used, including narrative framework, teacher interview and teacher reflection log, to describe the emotional episodes of Chinese senior high school English teachers before and after collective lesson presentation, trial teaching, and formal teaching in a teaching improvement project. The purpose of this collection of data was to explore the dynamic emotional development process and characteristics of Chinese senior high school English teachers in the interaction with ecological systems and those ecological factors that may influence their emotional development. Results indicated that the two participants developed 68 emotions: 39 positive and 29 negative emotions. At exosystem, they developed the most emotions (28 emotions). Teacher emotion changed with time quite obviously. They evolved from positive to negative and, finally, predominantly positive. Personal antecedents, contextual antecedents, and teachers’ emotional capacity are the main ecological factors that may influence the development of teacher emotion. Based on the research findings, implications for teachers’ professional development and teacher education were also provided.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

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