scholarly journals Should teachers use L1 in EFL classroom?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 25-39
Author(s):  
Shahnaz Mahmud
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
Teaching English ◽  
University Teachers ◽  
Teachers And Students ◽  
English Language Teachers ◽  
English Classroom ◽  
Method Approach ◽  
Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies

2018 ◽  
Vol 5 ◽  
pp. 28-40
Author(s):  
Jnanu Raj Paudel
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Mother Tongue ◽  
Language Teachers ◽  
Strong Belief ◽  
Multilingual Education ◽  
Depth Interview ◽  
English Language Teachers ◽  
Language Promotion

 Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28-40

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

scholarly journals Syllabus Design for Pre-service English Language Teachers in Spain

2018 ◽  
pp. 26
Author(s):  
Gloria Luque Agulló
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Programs ◽  
Language Teachers ◽  
Teaching Program ◽  
Teaching English ◽  
Educational Law ◽  
Self Confidence ◽  
Language Classroom ◽  
English Language Teachers

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE).  Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zarina Othman ◽  
Shahizan Shaharuddin ◽  
Azizah Ya’acob
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
English Language Teachers ◽  
Native Speakers Of English ◽  
Profile Characteristics ◽  
Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals L2 Learners’ Problems in Speaking English of Rural Background Engineering Students in Ap

2019 ◽  
Vol 8 (3) ◽  
pp. 5942-5946
Keyword(s):  
Second Language ◽  
Rural Area ◽  
English Language ◽  
Engineering Students ◽  
Mother Tongue ◽  
Language Teachers ◽  
Communication Tool ◽  
Structured Interviews ◽  
Teachers And Students ◽  
Time To Learn

In Indian education system, learning English language is a second language (L2) which is unavoidable and undividable apart from their mother tongue (L1). An intellectual, physical and emotional contribution is necessary to learn a second language successfully and to communicate a linguistic message. Especially, the rural area of engineering students used L1 (Telugu) as a way of communication tool in some of the engineering colleges as they are facing many challenges while speaking English as a second language (L2). The present study would investigate the causes, problems and difficulties faced by the rural area students who came to study engineering courses in VIIT (A) College in Visakhapatnam, AP. The researcher has used a questionnaire and semi-structured interviews for 40 students includeing 32 male and 8 female rural area students for data collection. The collected data analyzed statistically and graphically. In the data analysis, the results revealed the reasons for failure like due to less time to learn English in the classroom, inadequate encouragement from teachers, family and friends. It is also found that the Teaching of English language in bilingual method and late foundation of English medium studies in previous academics. This piece of writing also facilitates the researchers who aim to investigate similar problems in speaking skills for rural area engineering students. The study also presented some of the suggestions and recommendations to overcome the struggle for the language teachers and students.

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