scholarly journals Communication Barriers in English Language Classroom: A Study of Teachers' Perceptions in Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 68-76
Author(s):  
Shahida Naz ◽  
Zahoor Hussain ◽  
Malik Adnan
Keyword(s):  
Secondary School ◽  
English Language ◽  
Relevant Information ◽  
Communication Barriers ◽  
School Level ◽  
Teachers Perceptions ◽  
Language Classroom ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Content Semantic

This study was an effort to explore the barriers of communication faced by the teachers and students in the English language classroom that cause problems in knowledge sharing. Effective communication is necessary to make teaching effective and successful as if the information is conveyed in a poor way would not result in effective teaching. Researcher through this study tried to explore what kind of communication barriers are faced by teachers and students while learning in the classroom. A questionnaire was used for data collection from teachers of English working at secondary school level in tehsil Shujabad of district Multan, Pakistan. Researcher through this study has identified various critical types of barriers of communication, including the psychological, content, semantic, physical and environmental barriers and the strategies to overcome these barriers. This research study provides relevant information on communication barriers and what procedures are needed to be followed to overcome them.

Critically examining the use of blog-based fanfiction in the advanced language classroom

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 40-55 ◽  
Author(s):  
Shannon Sauro ◽  
Björn Sundmark
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Role Play ◽  
School Level ◽  
Teaching English ◽  
Language Classroom ◽  
Secondary School Level

AbstractThis paper critically examines the integration of online fanfiction practices into an advanced university English language classroom. The fanfiction project, The Blogging Hobbit, was carried out as part of a course in the teacher education program at a Swedish university for students who were specializing in teaching English at the secondary school level. Participants were 122 students who completed the course in 2013 and 2014. In both classes, students were organized into groups of three to six to write collaborative blog-based role-play fanfiction of a missing moment from JRR Tolkien’s fantasy novelThe Hobbit. The 31 resulting pieces of collaborative fanfiction, the online formats they were published in, the 122 reflective essays produced by the two classes, and interviews with a focal group of participants were used to explore how technology and learners’ experience with this technology may have mediated the resulting stories. In addition, the classroom fanfiction texts were compared with comparable online writing published in the fanfiction site Archive of Our Own (Ao3) to identify thematic and stylistic differences. The results showed that students’ lack of familiarity with publishing in blogs often posed a challenge that some groups were able to overcome or exploit to facilitate or enhance the readability of their completed stories. Compared to online fanfiction, the classroom fanfiction was less innovative with respect to focal characters yet more collective in its focus, with stories being told from multiple characters’ perspectives.

scholarly journals Perception of Higher Secondary Schools Teachers towards Academic Performance of Students

2021 ◽  
Vol 2 (2) ◽  
pp. 41-46
Author(s):  
Sana Afzal ◽  
Faiza Qayyum
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Target Population ◽  
School Level ◽  
Graduate Degree ◽  
School Students ◽  
Teachers Perceptions ◽  
Secondary School Level ◽  
Key Factor ◽  
Spss Software

The world is becoming more and more competitive and for the performance and personal progress is the key factor. A study was designed to know teachers' perceptions regarding students' performance at the higher secondary school level. All the higher secondary school students (male and female) were the population of the study. The higher secondary schools of district Toba Tek Singh were considered for the target population. The 80 teachers (40 male and 40 female) were chosen as a study sample proportionate from the 17 higher secondary schools. The collected data were statistically analyzed using descriptive statistics frequency and percentages with Statistical Package for Social Sciences (SPSS) software. The demographic characteristic of respondents shows that the vast majority of teachers have a graduate degree, and half of the teachers belong to the 25-50 age category and have up to 10 years experience, respectively. The teachers’ response indicated that students of higher secondary schools have confidence in asking and answering questions.

scholarly journals Pengembangan Kurikulum Ekonomi dan Akuntansi Syariah di Sekolah (Studi atas Persepsi Guru dan Siswa di SMA Kota Gorontalo)

Al-Ulum ◽  
2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Niswatin Niswatin ◽  
Roy Hasiru ◽  
La Ode Rasuli
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Curriculum Development ◽  
School Level ◽  
School Students ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Strongly Agree ◽  
The City

This research aims to describe the perception of teachers and students to the curriculum development of Islamic economics and Islamic accounting at secondary school (high school) in the city of Gorontalo and forms of curriculum development. The method involves a survey of teachers and high school students in the city of Gorontalo by using random sampling with certain criteria. Criteria Teachers are teaching on the subjects of economics and accounting, amount of 17 people, while the student is enrolled as a student majoring in social studies subjects who have obtained economic and accounting totalling 200 students. Data were analysed using descriptive frequency test results. The results showed that 74.1% of teachers and 70.18% of students stated strongly agree and agree curriculum sharia economics and accounting is applied or taught at secondary school level (high school) in the city of Gorontalo. The poll results of the teacher find a form of curriculum implementation of economic and accounting sharia entered as a local content of 47%, incorporated into the lessons of Social Sciences (IPS) by 35%, and incorporated into the Standard competency or Basic competence in the subject of economics and accounting as much as 6%.

scholarly journals The Impact of Language Policy in the Basic Education Core Curriculum in Thailand

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Khattiyanant Nonthaisong ◽  
Miguel Mantero
Keyword(s):  
Secondary School ◽  
Language Policy ◽  
Teaching Practices ◽  
English Language ◽  
Core Curriculum ◽  
School Level ◽  
Case Study Methodology ◽  
English Language Policy ◽  
Secondary School Level ◽  
The Impact

Over the last 10 years, much research has been completed in the area of English language policy in Thailand. The majority of studies have focused on the pedagogy and methods involved in the teaching practices of Thai EFL educators at primary school level (Prapaisit de Segovia & Hardison, 2009; Tongpoon-Patanasorn, 2011) and secondary school level (Darasawang & Watson Todd, 2012; Nonkukhetkhong, Baldauf, & Moni, 2006). The present study delves deeper into teaching practices and addresses how English language policy is perceived and interpreted at the classroom level through the practices of Thai English teachers in a rural government secondary school in the northeast part of the country. To date, there is only one study which examines the impact of English language policy in the core curriculum on the teaching practices of EFL teachers at both primary and secondary school level has been completed (Fitzpatrick, 2011).In an effort to frame the present study, we apply Hornberger’s (2006) integrative framework as an attempt to support case study methodology. This approach provided us the opportunity to research “one or more instances of a phenomenon in its real-life context that reflect the perspective of the participants involved in the phenomenon” (Gall, Gall, & Borg, 2007, p. 447). And, it offered a grounded view of how this English language policy is being enacted in Thailand.

scholarly journals Explanatory Notes on the Problems of Equivalence in the Translation of Academic Certificates and Diplomas

2020 ◽  
Vol 3 (11) ◽  
pp. 124-132
Author(s):  
Servais Martial Akpaca
Keyword(s):  
Secondary School ◽  
English Language ◽  
Target Language ◽  
School Level ◽  
Comparative Approach ◽  
Language And Culture ◽  
Secondary School Level ◽  
French Speaking ◽  
The One ◽  
The Impact

The aim of this paper is to discuss the impact of the multicultural dimension of English on the translation of academic diplomas issued at secondary school level in French-speaking countries. Translators have difficulty in finding the equivalents of the diplomas in English (the target language). The methodology of the paper is both descriptive and comparative. On the one hand, the polycentric nature of the English language is described and its implications for translation are underlined. On the other hand, a comparative approach is used in comparing the diplomas from both linguistic communities. The findings of the paper revealed that translating from the source language (French) into English is both a linguistic and, particularly, a cultural transaction. There are three circles of English in the world, making the search for equivalents particularly complex. Translation under these conditions needs to adopt a functional approach by taking into account the realities of the target language and culture.

scholarly journals Relating the Slovenian secondary school English language national examinations to the CEFR: findings and implications

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 293-308
Author(s):  
Gašper Ilc ◽  
Andrej Stopar ◽  
Veronika Rot Gabrovec
Keyword(s):  
Secondary School ◽  
English Language ◽  
English Education ◽  
School Level ◽  
External Assessment ◽  
National Examination ◽  
Technical Schools ◽  
Secondary School Level ◽  
Vocational Courses ◽  
The Impact

The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical secondary schools, vocational-technical schools, and vocational courses) and the General Matura (for general secondary education programmes). The focus of the paper is on the interpretation of the findings of the project, the significance of relating the aforementioned exams to the CEFR, the implications of project results for future language test development and, most importantly, the impact of the findings on the development of secondary school-level English education programmes in Slovenia.

scholarly journals Re-invigorating the Teaching of Continuous Writing in Secondary Schools

2021 ◽  
Vol 12 (5) ◽  
pp. 654-660
Author(s):  
Ibrahim Juliet Olufunke
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
West African ◽  
School Level ◽  
Modern World ◽  
The West ◽  
Tertiary Institutions ◽  
Secondary School Level ◽  
Nigerian Students

Mastering the writing skill especially poses enormous, but surmountable challenges to learners of English language as a second language. A good grounding in writing is however a sine qua non to any academic achievement. At the centre of the performance of Nigerian students, especially in English language in SSCE, is the aspect of continuous writing which carries highest mark in the examination. This was discovered after going through some of the Chief Examiners reports on the performance of candidates in the SSCE in English language submitted to the West African Examination Council in Lagos. It has been observed that this abysmal failure is as a result of the fact that this aspect has not been given its deserved attention in the teaching of English language in secondary schools. The general fall in the standard of the education at the tertiary institutions is the general fall in the standard of the composition skills on the secondary schools. This paper intends to suggest re-energizing of the teaching of continuous writing in Nigerian secondary schools because of its utilitarian roles in educational and other life-long pursuit of the modern world. Some practical suggestions which are hoped to be of immense benefits to both the teachers and learners of composition writing, especially at the secondary school level are proffered along this line.

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