scholarly journals An Assessment on Factors Affecting Student –Teachers’ Inferential Understanding in Reading Comprehension Practice: The Case of GilgelBeles College of Teacher Education, BenishangualGumuz Region

2017 ◽  
Vol 4 (2) ◽  
pp. 148-153
Author(s):  
Shewa Basizew
Keyword(s):  
Reading Comprehension ◽  
Student Teachers ◽  
English Language ◽  
Teacher Commitment ◽  
Language Teachers ◽  
Sample Population ◽  
Authentic Materials ◽  
Factors Affecting ◽  
College Classrooms ◽  
Reading Activities

This study aimed to assess, identify and analyze factors affecting student-teachers’ inferential understanding in the reading comprehension practices in the English department of GilgelBeles College of teachers Education in BenishangulGumuz Regional State. It attempted to answer the following basic questions: - what factors influence inferential understanding,and how they influence inferential understanding. In order to achieve the objectives, a sample population is taken from the student-teachers and all three English language teachers in the department. Data collection instruments included questionnaire, interview and classroom observation. The collected data was analyzed quantitatively for close ended questions and qualitatively for open-ended questions, interviews and classroom observations. The study reveals that the main impediments that hinder student-teachers’ inferential understanding while practicing for reading comprehension are lack of regular practice, poor high school background knowledge , the physical environment ( high temperature) , lack of motivation, large class size and lack of teacher commitment in supporting students, loss of attention towards implied meanings and problem of using reading strategies effectively. The studies also indicate that, student –teachers need to develop their motivation and to practice reading activities more frequently. Furthermore, teachers need to commit to providing their students with more practice making use of authentic materials. In addition, installing fans in college classrooms would improve learning conditions and building more classrooms would help limit the number of students in a class. Int. J. Soc. Sc. Manage. Vol. 4, Issue-2: 148-153

scholarly journals Factors Affecting the Application of Communicative Language Teaching CLT in Syrian Schools

2021 ◽  
Vol 2 (1) ◽  
pp. 1-14
Author(s):  
Moustafa Armnazi ◽  
Hussien Alakrash
Keyword(s):  
Public Schools ◽  
Learning Style ◽  
Quantitative Research ◽  
English Language ◽  
Cultural Knowledge ◽  
Language Teachers ◽  
Assessment Instrument ◽  
Authentic Materials ◽  
Factors Affecting ◽  
Data Collection Instrument

The main purpose of CLT is to help EFL learners to communicate with other Englishlanguage speakers. Practicing speaking and communication is limited in Syrian educationalinstitutions. Hence, to improve the communicative skills of learners, the CLT approach of the teachinglearning process is highly recommended. The study aims to identify the challenges that negatively affect the valid application of CLT in Syrian public schools in Aleppo governance. The study employed a fully quantitative research design. A survey questionnaire was used as a data collection instrument. A number of 50 English language teachers from 25 schools were randomly selected. The collected data were analysed descriptively using SPSS (25) software. Teachers despite their awareness of the importance of CLT, faced many challenges. The results showed four types of challenges namely; teachers-related challenges: lack of training, lack of authentic materials, lack of English cultural knowledge. Students related challenges: low proficiency, passive learning style, lack of motivation. Education system-related challenges: lack of support, too large classes, unsuitable curriculum. Finally, CLT related challenges: lack of effective and efficient assessment instrument, lack of teaching materials. The study provided a comprehensive approach towards better implementation of CLT in the EFL context. Implications and recommendations were discussed in light of the findings.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 25
Author(s):  
Ziad Abdulrahman Al-Muwallad
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Vital Role ◽  
Language Teachers ◽  
The Internet ◽  
King Saud University ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

2020 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes Kibui
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
English Language ◽  
Language Teachers ◽  
Primary Data ◽  
Control Group ◽  
Group Design ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Experimental Group

Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals Graphic Materials as Catalyst in Reading Comprehension

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Samuel S. Poliden
Keyword(s):  
Reading Comprehension ◽  
Language Teachers ◽  
State University ◽  
Authentic Materials ◽  
Bachelor Of Science ◽  
Comprehension Skill ◽  
Effective Media ◽  
Significant Difference ◽  
Reading Materials ◽  
Thematic Units

The study embarked on graphic materials as a catalyst in reading comprehension. Unknown to many, graphic materials are effective media in teaching the language. The study was conducted in 2010 to Bachelor of Science in Applied Statistics students at Benguet State University, La Trinidad, Benguet, Philippines. A 50-item test which consisted of comprehension of tables, graphs/charts, instructions, diagrams, pictorial illustrations, maps and notices/common signs was administered to determine their comprehension level with 10 items each. The test on graphic materials was taken from various local and national reading materials. Results showed that the most difficult task to comprehend by the respondents was the tables while instructions were the easiest. A significant difference was noted in the performance of the students as influenced by their year level. Based on the result of the study, it is recommended that any authentic material should be used in teaching the language. Language teachers should also utilize any graphic materials, multiple media, art, multidisciplinary thematic units, and even games in designing classroom tasks to promote reading comprehension skills. They should likewise provide interesting language lessons using newspapers, magazines or any graphic materials as input in developing comprehension skills.Keywords: Graphic Materials, Reading Comprehension, Authentic Materials, Reading Materials, Reading Comprehension Skill, Philippines

scholarly journals Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

2019 ◽  
Vol 8 ◽  
pp. 218-237
Author(s):  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
English Language ◽  
Teaching Method ◽  
Language Teachers ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Student Teams

AbstractThe study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.   Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension      

scholarly journals Formative Assessment: The Malaysian English Language Primary School Teachers’ Pedagogical Beliefs and Values

2021 ◽  
Vol 3 (4) ◽  
pp. 52-66
Author(s):  
Stephania Albert Jonglai ◽  
Mark Pike ◽  
Martin Lamb
Keyword(s):  
Primary School ◽  
English Language ◽  
Contextual Factors ◽  
Implementation Process ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Factors Affecting ◽  
Beliefs And Practices ◽  
Knowledge And Beliefs ◽  
Teaching Learning

This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

scholarly journals Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite

2019 ◽  
Vol 2 (5) ◽  
pp. 44-53
Author(s):  
Amado Montera Cadiong
Keyword(s):  
Reading Comprehension ◽  
Data Gathering ◽  
Factors Affecting ◽  
Instructional Level ◽  
Reading Materials ◽  
External Stakeholders ◽  
Level Of Significance ◽  
Reading Activities ◽  
Home Teacher ◽  
Academic Year

This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically

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