scholarly journals The Influence of SMS Language on Academic Writing: A Study at University Level in South Punjab, Pakistan

2019 ◽  
Vol IV (IV) ◽  
pp. 178-186
Author(s):  
Akbar Ali ◽  
Abdul Khaliq ◽  
Fazal Hanan
Keyword(s):  
Academic Writing ◽  
Text Messaging ◽  
English Language ◽  
Negative Influence ◽  
Study Data ◽  
Language Teachers ◽  
Sentence Structure ◽  
Teachers And Students ◽  
English Language Teachers ◽  
University Level

Text messaging language is taking the place of Standard English language which is applied as a source of communication via cell phone. It is emerging in the form of a new language. It is influencing the formal writing of the learners. Keeping in view the above-mentioned purpose, the current study was planned to find out the influence of it on academic writing.27 University English language teachers and 160 students were the Participants of the study. Data were collected through two questionnaires. Collected data was analyzed through the Statistical Package for Social Sciences (SPSS). The results revealed that students are inclined to the use of SMS language as it is easy to use. It is an easy, convenient and speedy way of communication. The findings also showed that teachers and students are fully aware of the negative influence of text messaging on their academic writing. It is spoiling the punctuation, spelling and sentence structure of the English language.

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 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 Prospective English Language Teachers’ Grammatical Awareness Development to Undertake Academic Writing

2018 ◽  
Author(s):  
Jennifer Jaramillo Delgado ◽  
Erika Marcela Restrepo Bolívar
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Private University ◽  
Language Teachers ◽  
Focus Group Interviews ◽  
Grammatical Awareness ◽  
Grammatical Errors ◽  
English Language Teachers ◽  
Group Interviews ◽  
Internal And External Factors

This study examines prospective English language teachers’ grammatical awareness development, and its impact on the production of academic written texts in an English teaching undergraduate program at a private university in Colombia. Data were collected through semi-structured individual and focus group interviews, as well as participants’ academic written production. Results reveal the internal and external factors which affect pre-service teachers’ grammatical awareness development in this context, in addition to the frequent grammatical errors found in their work. This research highlights the importance of establishing useful strategies to help future English language teachers develop grammatical awareness to succeed in academic writing.

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 A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Salma Niazi, Farida Azim Lodhi, Huma Mahmood
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Bloom's Taxonomy ◽  
Language Teachers ◽  
English Language Learning ◽  
Bloom’S Taxonomy ◽  
English Language Teachers ◽  
University Level

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

scholarly journals Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

2016 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Julia Sevy
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
English Language ◽  
Language Teachers ◽  
English Language Learning ◽  
Sentence Structure ◽  
Work Task ◽  
English Language Teachers ◽  
Common Problems ◽  
Multi Level

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

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 AN INVESTIGATION INTO THE EXTENT AND CHALLENGES OF ASSESSING STUDENTS’ SPEAKING SKILLS IN SELECTED SECONDARY SCHOOLS: THE CASES OF WOLAYITA ZONE, ETHIOPIA

2018 ◽  
Vol 11 (1) ◽  
pp. 78
Author(s):  
Mebratu Mulatu Bachore ◽  
Amare Satenaw
Keyword(s):  
Statistical Analysis ◽  
English Language ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Language Teachers ◽  
Teachers And Students ◽  
Speaking Skill ◽  
English Language Teachers ◽  
Descriptive Survey ◽  
Speaking Skills

The main objective of this study was to investigate the assessment of students’ speaking skill in some selected preparatory schools. It was a descriptive survey. The data was collected from teachers and students using questionnaire, interview and classroom observations.  Taro Yemane (1996) formula was used to determine the sample size. Accordingly, 254 students were selected as samples using simple random sampling technique. But, six English language teachers who teach grade 11 students were selected using availably technique. The data collected via questionnaire was filled into SPSS and then, different statistical analysis such as frequency and percentage were computed from the data inserted in to SPSS. The result of statistical analysis was presented in the tables and pie chart. Besides, data obtained from interview were transcribed and categorized according to related themes. The study revealed that English teachers assess speaking skills of their students at different times. But, it was noted that the most teachers assess speaking skill during speaking lessons only. Regarding the frequency, many EFL teachers assess their students always, however, it was disclosed that there are teachers who assess their students speaking once in a month and even in a semester. The findings of the study also disclosed that different factors such as lack of adequate time, lack of sufficient material, large number of students per class, and teacher’s inappropriate way of assessing speaking skill affect the assessment of speaking skill.

scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

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