scholarly journals Examining the Existence of “Teaching to the Test” at SSC Level in Bangladesh

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Driving Forces ◽  
Test Results ◽  
High Stakes ◽  
Test Technique ◽  
Teacher Interview ◽  
Teaching To The Test ◽  
Teaching Context ◽  
Research Findings

The paper aims at examining the influence of Secondary School Certificate (SSC) English language test on teaching in the existing CLT-based teaching context in Bangladesh. It is a fact that SSC test results continue to influence the total educational career of a student including his admission into Higher Secondary Certificate (HSC) level and subsequently at tertiary level study. Later on, SSC result is one of the vital determinants of his employment. As a result, the washback effect i.e. effect of test (SSC EFL tests) on teaching and learning of this high stakes test cannot be ruled out. The overwhelming use of test results in different academic and professional affairs in the context of Bangladesh has made the effect of washback a distinctive educational phenomenon. This study presents preliminary research findings on the SSC EFL test’s influence on teaching in Bangladesh by applying various methodological techniques such as classroom observation and teacher interview in sampled schools located in Chittagong, Bangladesh. The analysed data revealed that SSC EFL test technique is one of the driving forces that shape teaching. Teachers’ teaching is confined to only those tasks and activities which are commonly set in the tests. Now it is difficult to deny that that teaching to the test is a harsh reality at SSC level classrooms in Bangladesh.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

scholarly journals Intercultural sensitivity and its effects on ELT curricula – Teacher insights

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walead Etri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
English Language Teaching ◽  
Original Research ◽  
Data Generation ◽  
Content Type ◽  
Teaching Context ◽  
Group Interviews

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university english language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System

CADMO ◽  
2009 ◽  
pp. 39-53
Author(s):  
Sarah Maughan
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Teacher Assessment ◽  
Test Results ◽  
High Stakes ◽  
Accountability System ◽  
The World ◽  
English System ◽  
Over Time

- The National Curriculum was introduced in England after the Education Reform Act of 1988. The compulsory curriculum is made up of four key stages, and until very recently there have been high stakes assessment at the end of each stage. Over time additional tests and examinations were added to the system leading to English children being some of the most tested in the world. In parallel to this, the use of test results to hold schools and teachers to account has emerged as one of the key purposes of the tests and examinations. This article describes the use of the results for accountability purposes, and the ever increasing criticism of this due to the distorting effects it has on teaching and learning. A number of recent changes to the system, in response to the criticisms, mean that test results are no longer available at all the stages to meet the accountability purpose. The article discusses whether the teacher assessment that has been proposed as a replacement could be used for accountability purposes in such a high stakes system, or whether the accountability system will be forced to change.

scholarly journals Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Sanitah Mohd. Yusof ◽  
Dalila Syazana Zainuddin ◽  
Abdul Rahim Hamdan
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Esl Teachers ◽  
Language Curriculum ◽  
Research Findings ◽  
Vocational Colleges ◽  
Positive Feelings

This qualitative research aimed to explore teachers’ experience in the implementation of the new English language curriculum in Malaysian vocational colleges. The research’s focus is on English as a Second Language (ESL) teachers’ perceptions on the new English language curriculum and its implementation, ESL teachers’ strategies in implementing the new English language curriculum, and the problems and challenges that they face in implementing the new English language curriculum. A full qualitative research paradigm was employed using a phenomenology design, where 6 ESL teachers from Negeri Sembilan participated to share their insights on the research topic. The research used purposive sampling method, and the participants were selected based on research location. The research instrument used to collect the data was a semi-structured interview administered via Facebook video call and recorded with Callnote application software. This approach was chosen for its feasibility and cost-saving nature. Research findings show that ESL teachers are receptive of the curriculum change and most of them understand the new curriculum well. They have positive feelings towards it despite acknowledging negative curriculum aspects, having curriculum concerns and dealing with problems and challenges. Teachers recommended for proper training and support in order to improve the teaching and learning process in ESL classroom. The implications of the research findings have been outlined and highlighted, followed by several suggestions for the stakeholders involved, including ESL teachers, policymakers, training division, and vocational college administrators. 

scholarly journals The Influence of Stream Selection with the Interest, Attitude and Perception of Form Three Students on Physics Subjects/ Pengaruh Pemilihan Aliran dengan Minat, Sikap Dan Persepsi Pelajar Tingkatan Tiga Terhadap Mata Pelajaran Fizik

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Noorzana Khamis ◽  
Fatin Aliah Phang
Keyword(s):  
Social Science ◽  
Rasch Model ◽  
Teaching And Learning ◽  
Critical Issue ◽  
Test Results ◽  
Validity And Reliability ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Research Findings ◽  
Students Attitudes

The decline in the percentage of students into science streams and subsequently taking physics subjects is a critical issue in the country. This study aims to identify the level of interest, attitude, and perception of Form 3 students in learning Physics and the influence of these variables on the post Form 3 stream enrolment selection. A total of 112 students in the district of Johor Bahru responded to a set of questionnaires on students’ interests, attitudes, and perceptions towards physics. The validity and reliability of the instrument were analyzed using Rasch model analysis. Descriptive and inferential statistical analyses were computed using Statistical Package for Social Science (SPSS) version 15.0 software to determine the means, standard deviations and t-test results. Results show that the level of students’ interest in Physics is moderate (mean = 3.52, SD = 0.64), while the level of students’ attitudes toward Physics is high (mean = 3.89, SD = 0.67) and the students' perceptions on the teaching and learning of Physics is also high (mean = 3.80, SD = 0.60). There are significant differences between the stream selection with interest, attitude, and perception on Physics (interest (t=5.135), attitude (t=4.798) and perception (t=3.664)). Therefore, the research findings show that these variables influence the Form 3 students' stream selection in Form 4. This shows that students' involvement in science and physics can reach a 60:40 ratio for science to non-science, with higher interest, positive attitudes and perceptions towards physics.

What does Text Selection in the HKDSE Reading Comprehension Paper Say about the Exam?

2021 ◽  
Author(s):  
Helpe Pape
Keyword(s):  
Hong Kong ◽  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Teaching ◽  
High Stakes ◽  
English Reading ◽  
Reading Abilities ◽  
Text Selection ◽  
Local Students

The Hong Kong Diploma of Secondary Education (HKDSE) examination is a high-stakes matriculation system that determines the opportunity for higher education and social mobility for most local students. This means that content featured in the tests poses strong washback effects on classroom teaching and learning. Despite the fact that the Hong Kong Examination and Assessment Authority (HKEAA) recognizes the effects of washback and the necessity to use it in a positive way, certain aspects within the HKDSE English Language Reading Comprehension paper might have been overlooked. This paper looks at the genres, text sources and topics featured by the HKDSE examination since its inception in 2011. It finds that while there is an effort to diversify the topics featured and ensure their appropriacy to local candidates, the Authority falls short in utilizing a wide enough range of text genres in its examinations, possibly leading to narrowed English reading abilities in the population. Additionally, texts are also usually selected from sources that favor affluent, professional demographics, which has possible implications for the fairness of the test.

scholarly journals The Problem of Teaching of English Pronominal Pronouns in Genderless Society as Applied Linguistic Domain

2019 ◽  
Vol 5 (1) ◽  
pp. 83-91
Author(s):  
Mariam Akopian
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Institutions ◽  
Negative Attitudes ◽  
Language And Gender ◽  
Research Findings ◽  
And Gender ◽  
Generic Pronouns ◽  
Stereotypical Roles ◽  
Specific Degree

The paper demonstrates one of the most recent problems in research of grammatical and natural genders in language. The targets of the article are to research gender representations in English from the perspectives of speakers in genderless society and the ways EFL professionals identify the existence of gender-related problems of teaching and learning of English pronominal usage in EFL settings. Literature review discusses how the field of language and gender is becoming re-conceptualized under the influence of theory of language of signs in society construction. The purpose of this paper is to explore how the generic pronoun and he/man approach have been used to perpetuate negative attitudes towards women, exclude them or relegate them from stereotypical roles. The objectives of this paper are to identify the use of gender-insensitive English language use and to suggest ways of making the gender-exclusive language a gender-inclusive one. In order to figure out the awareness and convention of generic pronouns among Georgian speakers of English, a questionnaire was conducted and distributed among EFL professionals working at higher educational institutions in Tbilisi, Georgia. According to the research findings, genderless languages are sexist to a specific degree and representatives of genderless languages might apply biased forms of discourse.

scholarly journals Investigation of Teacher Support and Teacher Training During the COVID-19 Pandemic: Tools and Skills Moving the Classroom Forward

2021 ◽  
Vol 15 (1) ◽  
pp. 118
Author(s):  
Wannaprapha Suksawas ◽  
Sita Yiemkuntitavorn
Keyword(s):  
Teacher Training ◽  
Mixed Methods Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Technological Support ◽  
The Social ◽  
Research Findings ◽  
Basic Functions ◽  
Training Demands

Teaching remotely from home is now compulsory for lecturers as schools across the globe have closed due to the COVID-19 pandemic. A marriage of technology and teacher training is required to help educators deliver lessons effectively online. This research aimed to 1) investigate the type of technological support teachers need to teach online during and after the COVID-19 pandemic; 2) identify the type of teacher training needed during and after the pandemic; and 3) assess teachers’ satisfaction towards their training in relation to their needs. This study utilized a mixed methods research design and included a sample of 59 teachers studying for a Master’s degree in Curriculum and Instruction, majoring in English language at an open university in Thailand. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to compute means and standard deviations. In addition, qualitative data derived from a questionnaire were analyzed using typological analysis. The research findings showed: 1) the “fundamental technologies” teachers need for online teaching include computers or other computing devices, a reliable and stable-as-possible internet connection, a microphone, and a headset and camera; and 2) the task of implementing engaging lessons online and supporting students to use ICTs for projects or class work placed particular training demands on teachers. Specifically, they required: (1) training to build knowledge of the basic functions for undertaking virtual teaching and learning; (2) access to meaningful and relevant content to create lessons for students, and (3) online worksheets and projects for students.   

scholarly journals PENGARUH PENGGUNAAN MEDIA GAMBAR BERSERI TERHADAP KEMAMPUAN MENULIS KALIMAT SEDERHANA SISWA SEKOLAH DASAR

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Arif Widodo ◽  
Vivi Rachmatul Hidayati ◽  
Asri Fauzi ◽  
MUhammad Erfan ◽  
Dyah INdraswarti
Keyword(s):  
Teaching And Learning ◽  
Hypothesis Test ◽  
Test Results ◽  
Simple Sentence ◽  
Test Technique ◽  
Ability Test ◽  
Writing Ability ◽  
Average Value ◽  
Inferential Analysis ◽  
Simple Sentences

The media's role greatly affects the success of the teaching and learning process, which is no exception to writing. One of the stages in writing lessons is to compose a simple sentence. This research aims to determine the influence of the use of image media in the ability to write simple sentences of class IV students at SDN Repok Puyung Tengah Lombok. The main problem in this study is the low ability of students to write simple sentences. This research was designed in the form of experimental research using one group pretest-posttest design approach. Data collection is conducted with test and observation. Research Instrument in the form of writing ability test and observation guideline. Data on research results were analyzed by statistic inferential analysis techniques. The hypothesis was tested with a two-on-average test technique of Paired Sample T-Test. The average pretest value is 65.65 whereas the average value of Postest = 77.05. Based on the hypothesis test results, Sig. = 0.000 < α = 0.05. Based on the results it can be concluded that the use of the serial image media has enough effect on the ability to write simple sentences of students at SDN Repok Puyung.

The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges

2017 ◽  
Vol 7 (1) ◽  
pp. 111-118 ◽  
Author(s):  
Noureddine Azmi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Careful Planning ◽  
Ict Use ◽  
Language Classroom ◽  
Efl Teachers ◽  
Tangible Evidence ◽  
Research Findings ◽  
Learning Research

Abstract Research has shown that the use of Info-Tech in the EFL classroom can improve and enhance students′ language acquisition and substantially motivate them to continue their learning and stimulate their creativity and passion. However, the challenges and barriers that many EFL teachers and professors encounter while attempting to incorporate ICT in their teaching have triggered debates and growing concerns about the real utility of ICT use in the language classroom. So, do these benefits provide tangible evidence for the improvement of English language teaching and learning or are they just knickknacks that are beautiful rather than useful? Does the use of ICT in the EFL classroom boost learning and provide an environment for a more productive and varied learning? Research findings show that the use of information technology in the language classroom boosts autonomous learning, maximises targeted outcomes, motivates learners and helps them improve their performance in the EFL classroom. However, using ICT without careful planning and well-defined objectives will more likely be a waste of time and effort.

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