scholarly journals A Breath of Fresh Air into Iranian English Textbooks Evaluation of English Textbook “Vision2” for Iranian High School Students from Teachers’ Perspectives

2019 ◽  
Vol 1 (2) ◽  
pp. p89
Author(s):  
Boshra Mallahi ◽  
Shahram Afraz
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
School Students ◽  
High School English ◽  
Points Of View ◽  
English Textbooks ◽  
Teachers Perspectives ◽  
Iranian High School Students ◽  
11Th Grade

The Purpose of this study was to investigate the appropriateness of newly developed Iranian high school English textbook “Vision2” from teachers’ points of view. 25 male and female high school English teachers were randomly selected from Hormozgan province, Iran to participate in the study. The evaluation of textbook was conducted quantitatively through a 3-points Likert scale checklist which was proposed by Dr. Montasser Mohamed AbdelWahab (2013). The data was subjected to analysis through descriptive statistics. Findings indicated that although the book has some strong sides, teachers pointed to major weaknesses in textbook in terms of lack of glossary list, shortage of time to cover the stated objectives and a need to recycling the newly learned vocabularies in subsequent lessons. In the light of these findings, the researcher reported some recommendations to address the slight drawbacks of the English language textbook for 11th grade. The findings of the study would be useful for teachers and material developers.

scholarly journals Gender Role in Saudi Arabian Female High School English Textbooks Traveller 1 and Traveller 2

2019 ◽  
Vol 12 (4) ◽  
pp. 96
Author(s):  
Waleed B. Al Abiky
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Roles ◽  
Gender Bias ◽  
Mixed Method ◽  
English Language ◽  
School Students ◽  
High School English ◽  
Female High School ◽  
English Textbooks

In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely Traveller 1 and Traveller 2, which has been taught since 2013. To achieve the study goals, a mixed method was used; Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance; 2) males were predominant whereas females were completely absent or marginalized; 3) females’ pictures and participations in dialogues were very limited; 4) dialogues were largely male-male predominant and were about various topics; 5) males signed to gender roles significantly higher and more aggressive; 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures.

scholarly journals Teaching English Pragmatic Features in EFL Context: A Focus on Request Speech Acts

2018 ◽  
Vol 8 (7) ◽  
pp. 829
Author(s):  
Marzieh Saadatmandi ◽  
Shahram Modarres Khiabani ◽  
Natasha Pourdana
Keyword(s):  
High School ◽  
High School Students ◽  
Speech Acts ◽  
Control Group ◽  
Teaching English ◽  
School Students ◽  
High School English ◽  
English Textbooks ◽  
Experimental Group ◽  
Iranian High School Students

This study attempted to explore the possible impacts of teaching English pragmatic features to Iranian high school students’ use of request speech acts. To this end, a sample of Iranian female high school students (n=50) between 12 to 18 years range of age participated in the study. The students with the same level of proficiency were assigned into two experimental and control groups. The data were collected by administering Multiple-Choice Discourse Completion Test (MDCT) as both the pre and the post-tests. The pragmatic features were selected from the high school English textbooks and the excerpts taken from the Top Notch series (2A, 3A, 2B). With the focus on request speech acts, the control group received conventional instructions whereas the experimental group was exposed to the researchers’ request speech act interventions. After statistical analysis of the findings, the data revealed that teaching pragmatic features has significant impact on the Iranian high school students’ performance on request speech acts. Besides, the overall responses by the experimental group showed that indirect request speech acts were more widely used than direct request speech acts as the sign of social and cultural politeness.

scholarly journals Implications of Interrelationship among Four Language Skills for High School English Teaching

2018 ◽  
Vol 9 (2) ◽  
pp. 418 ◽  
Author(s):  
Chengyu Nan
Keyword(s):  
High School ◽  
System Theory ◽  
High School Students ◽  
Whole Language ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
School Students ◽  
High School English ◽  
Simple Combination

Theoretically, four language skills of listening, speaking, reading and writing are interrelated and interactive in real communication. According to the system theory, the improvement of whole language ability can not be achieved by a simple combination of the four skills, but results from the interaction and coordination among the four skills. On the basis of some theories of physiology and psychology as well as principles of system theory, this paper analyzes the interrelationship among four language skills and finds that they have close and strong an impact upon one another. Then the paper inquires into the necessities and feasibility of improving overall English language skills of high school students by comprising four language skills in a more economic and effective way.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

scholarly journals A Model for Determining Students’ and Teachers’ Perspectives on the Turkish 11th Grade English Language Curriculum in Terms of Achieved Learning Outcomes

2021 ◽  
Vol 7 (1) ◽  
pp. 184
Author(s):  
Gürbüz Ocak ◽  
Burcu Karafil
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
English Language ◽  
Reading Skill ◽  
School Students ◽  
Language Curriculum ◽  
English Curriculum ◽  
Teachers Perspectives ◽  
11Th Grade

In the current study, it was aimed to evaluate the Turkish 11th grade English language curricula implemented in Turkey in terms of achieved learning outcomes. In the study, case study model was employed. The data were obtained from 20 11th grade high school students and an English language teacher in the spring term of 2018-2019 academic year. “Learning Outcomes Questionnaire for Students” was prepared by the researchers in order to obtain data from the students to determine their self-efficacy perceptions about achieving the Turkish 11th grade English curriculum learning outcomes. The second data collection tool was “Learning Outcomes Questionnaire for Teachers”. This questionnaire was also prepared by the researchers for the teachers to determine teachers’ opinions about the degree that students achieved the learning outcomes. Open-ended questions were prepared and asked to the teacher to obtain the qualitative data Moreover, classroom observations were carried out during four weeks, and one class hour of observation was made per week. The findings of the study showed that the students’ self-efficacy perception on “Pronunciation” skill was at highest level (X = 3.68) while their perception on “Reading” skill was at lowest (X = 2.94). Similarly, the teacher’s mean score was at highest level for “Pronunciation” skill while it was lowest for “Reading” skill.

scholarly journals Insights into EFL Teachers’ and Students’ Perspectives on Communicative Skills Represented in English Textbooks

2020 ◽  
Author(s):  
Tran Phan Ngoc Tu ◽  
Tran Quoc Thao
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Communicative Skills ◽  
Efl Teachers ◽  
Teachers And Students ◽  
English Textbooks

Course books play an integral part in the process of teaching and learning in general and that of English language teaching and learning. Additionally, it is vital to choose appropriate course books for students to develop their communicative skills. In the context of Vietnam, the new English textbooks for high school students have been designed in an attempt to enhance the communication competence among Vietnamese high school students. Within such a context, this study aims at exploring EFL teachers and students’ perspectives on communicative skills represented in the new English textbooks grade 10. This study involved 42 students in answering a questionnaire and 5 teachers in responding the interview questions. The findings indicated that the new English textbooks grade 10 could improve their communicative skills. Specifically, the activities designed in the textbooks reinforced the communicative skills among students. Furthermore, language provided in the textbooks is appropriate and conducive for students, and the subject and content could aid students’ communicative skills. Such preliminary findings are hoped to contribute to a better understanding of the new English textbooks in English language learning in Vietnamese context.

Student and Teacher Attitudes Towards Junior High School English Language Speech Contests in Japan

2015 ◽  
Vol 4 (1) ◽  
pp. 26-38
Author(s):  
Philip Head
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Attitudes ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
High School English

English speech contests are popular in Japan for junior high school students. However, despite the popularity of these contests, there is little published research regarding student and teacher attitudes towards them, particularly at the junior high school level. In order to bring these views to light, a survey of student participants in local and prefectural speech contests in Japan, and their teachers, was conducted. In particular, the perceived benefits of speech contest participation, as well as student motivation and anxiety in relation to these contests were investigated.

scholarly journals Mind Mapping and Teaching Strategies of English language in High School under the Guidance of Key Competence

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yujuan Zhao
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Ability ◽  
English Language ◽  
School Students ◽  
Mind Mapping ◽  
High School English ◽  
English Reading ◽  
Reading Teaching ◽  
Current Stage

Under the key competence, high school English teachers shall strengthen the use of mind mappings when developing reading and teaching activities, thus making English reading, and teaching more intuitive and logical. In this way, high school students can be more interested in English, and more active and autonomous in improving their English reading ability. This article explores and analyzes the problems existing in high school English reading teaching at current stage, and puts forward an effective strategy for using mind mappings to develop high school English reading and teaching under the key competence, with the hope of facilitating the development of English reading and teaching in high school.

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