scholarly journals A Critical Evaluation of the Twelfth Grade English Language Textbook for Afghanistan High Schools

2021 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Mohammad Naim Rahim ◽  
Tawos Mohammadi ◽  
Aminuddin Hashemi
Keyword(s):  
High Schools ◽  
Language Learning ◽  
English Language ◽  
Critical Evaluation ◽  
Likert Scale ◽  
Current Status ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
12Th Grade ◽  
Twelfth Grade

Since textbook evaluation is a prominent task for educational development, hence, the study is motivated to extend the ideas towards the best of English as a foreign language teaching in high schools. Globally, the English language is taught aligned with 21st century skills, yet textbooks are lacking some of these skills and approaches in Afghanistan. Therefore, the study applied a mixed-method to critically evaluate the 12th grade English language textbook of high schools in Afghanistan. The data is collected using an adopted textbook evaluation checklist and a Likert-Scale ranging from “Poor” to “Excellent”. Content analysis is used to interpret and describe the meaning qualitatively from the number scale of the item in the checklist. Likert-Scale is also analyzed separately through SPSS. The results show that the aims of the course did not correspond closely to the aims of the teaching program and the needs of the learners in the textbook. However, the layout of the textbook is clear, and the students can find their way if an individual study is intended. In terms of the skills, the textbook stated that it covers all four skills of language learning, but the evaluation indicates a considerable focus on reading, grammar, and vocabulary. In conclusion, the study highlighted that the textbook requires to be updated to be focusing more on topic contents related to the needed skills and to make it more user-friendly. This contributes to promoting textbook development in the Ministry of Education and provides an in-depth understanding of the current status of the available textbooks in the high schools of Afghanistan.

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

The English Language Learning Progressions (ELLP): Challenge or opportunity?

2020 ◽  
Vol 16 ◽  
pp. 21-37
Author(s):  
Judith Anthony
Keyword(s):  
Language Learning ◽  
English Language ◽  
Future Research ◽  
English Language Learning ◽  
Learning Progressions ◽  
Ministry Of Education ◽  
Critical Policy Analysis ◽  
Challenges And Opportunities ◽  
Key Issues ◽  
Critical Policy

This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.

scholarly journals Mobile Educational SMSs as Supplementary Means to Teach Sentence Paraphrasing in EMP Course

2016 ◽  
Vol 10 (1) ◽  
pp. 52 ◽  
Author(s):  
Jafar Asgari Arani
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
English Language ◽  
Pilot Project ◽  
Likert Scale ◽  
Conventional Group ◽  
English Sentence ◽  
Paired Samples ◽  
Post Test ◽  
English Syntax

Digital media has been used to enhance language learning for decades. Since the aim of language learning is to develop communicative proficiency, using communication devices and channels that already exist in the classroom is a sensible way of exploiting opportunities for language practice. The ‘anywhere, anytime’ accessibility to educational contents that mobile SMSs, sometimes freely, offer users, means that mobile learning can extend the opportunities for study outside of the classroom. Given the importance of writing, especially for academic purposes in university, the study set a dual goal: firstly, to analyze the outcome of applying supplementary SMS activity to teach English syntax necessary to paraphrase sentences and secondly, to clarify the medical students' ideas about it. A quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study. Two groups (each 40-second year students of medicine) were randomly assigned to be the experimental and the conventional group. Both groups were taught the same syllabus materials designed for English for Medical Purposes (EMP) II course in a 17-week semester in Kashan University of Medical Sciences, Iran. The former received the SMS –based supplementary contents in a scheduled pattern of delivery two times a week to strengthen their learning while the latter only was taught in a face to face setting. An open questionnaire was used to examine students feedback towards their attitudes. The validity of the questionnaire was examined by giving to a number of professors of English language. The data were also collected and analyzed through an Attitude/ Motivation questionnaire consisting of 12 Likert-scale items, pretest& posttest, paired-samples t-tests, and one way ANOWA. The pretest and posttest data paired t-test likert-scale items analyzed results showed that differences between the experimental and control groups were statistically significant. It was found that the effect of practicing SMS on the students' English syntax learning was positive. According to the findings, students receiving the supplementary English syntax SMSs noticeably improved their sentence paraphrasing performance and acquired higher grades during the post-test than those in conventional group. Qualitative data from interviews and questionnaires indicate that students hold positive attitudes towards receiving paraphrase syntactic points via SMS. Majority of students in this pilot project considered the educational program offered to be efficient, useful and beneficial. The data gathered revealed mobile syntactic supplementary SMSs can be integrated into EMP II course to enable students to develop better English sentence paraphrasing skills. Mobile SMS; Sentence Paraphrasing; Educational Tool; English for Medical Purposes

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

scholarly journals Using cellphone-based games in EFL instruction

2020 ◽  
pp. 97-115
Author(s):  
Sandy T. Soto ◽  
◽  
Ligia Fernanda Espinosa Cevallos ◽  
José Pomavilla ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cell Phones ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Learning Standards ◽  
English Classes ◽  
English Class ◽  
Use Of Technology ◽  
The World

The advent of technology has influenced education, even in the most remote parts of the world. Nowadays, it is totally normal for a person to have some technological devices such as laptops, iPads, tablets, and especially cell phones. Ecuador is not far from this reality. Moreover, in the English Language Learning Standards, the Ministry of Education suggests using technological resources in teaching (eg internet, software, computers and related devices). Given this warm welcome to the use of technology in Ecuador’s English classes, as well as the number of students using cell phones in Ecuador, this chapter is intended to provide basic information on the use of cell phone games within English class.

scholarly journals Difficulties in English Language Learning for Students with Dyslexia

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 196-206
Author(s):  
Alma Lama
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
English Language ◽  
Science And Technology ◽  
Learning Difficulties ◽  
Ministry Of Education ◽  
The Right ◽  
Education Science ◽  
Specific Learning

Abstract Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!

Relationship Between the Socio Education Factors to English Language Learning in Albania High Schools and Pupil’s Final Grades in English Course

2016 ◽  
Vol 6 (1) ◽  
pp. 19
Author(s):  
Valbona Softa
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Parental Support ◽  
English Language ◽  
English Learning ◽  
Learning Context ◽  
Language Orientation ◽  
Final Grades ◽  
The Relationship

This paper aimed to study the relationship between the socioeducative factors from Attitude Motivation Test Battery, (AMTB, Gardner R.C. 2004) for learning English as a foreign language in high schools in Albania and the pupils` achievement, the final grades in English course. The study found that the correlation with Spearman Rho coefficient was significant at p"smaller than".05 and the grades in English course were moderately related with four variables: first, the integrative language role r=.404, p"smaller than"0.001, second, motivation r=.361, p"smaller than"0.001, third, parental support r=.313, p=0.001, and fourth, instrumental language orientation r=.305, p"smaller than"0.001. It was found a smaller correlation value between grades and pupils’ attitudes towards the English learning context at the value: r=.164, p"smaller than"0.001. A small negative, but significant correlation was found between pupils` anxiety to learn the language and the grades in English course: r=-.130, p"smaller than"0.001.

scholarly journals Implementing the Core Curriculum of English Language in Preparatory Classes in Gjakova

2019 ◽  
Vol 5 (1) ◽  
pp. 6
Author(s):  
Sindorela Doli Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Core Curriculum ◽  
Scientific Discipline ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
The Core ◽  
Development Processes ◽  
Education Science

Pre-school education represents the first level of education whereby children are educated in their families or in pre-school institutions (age 0-3 and age 3-6) or preparatory classes (age 5-6). First of all, there are dialectal differences from their everyday language, from low variety to high variety that implies the standard of Albanian language. It is understood that through communication children's development can be stimulated, encouraged and accelerated through the appropriate techniques used by the teacher. The number of English language speakers is increasing every day by reinforcing its geographic position as one of the most spoken languages around the world. In the same rate, it is noted that the number of institutions providing English language teaching as a foreign language is increased. According to the Core Curriculum of the Ministry of Education, Science and Technology in Kosovo, it is envisaged to necessarily have classes of English language learning for elementary communication in preparatory classes (age 5-6 years). Linguists define the language in different ways, the first thing that comes to mind is that through communication start all the development processes of the human being. Apart from linguistic communication an inalienable element is also the psychological one. Given that Psycholinguistics is a scientific discipline between linguistics and psychology, this paper is carried out by treating the standard Albanian from the psycholinguistic perspective. The purpose of this research is to get acquainted with the level of standard language learning at pre-school children, and how the English language influences this age.

scholarly journals Scrutinizing Values-Based Education in Secondary Grade EFL Coursebooks

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Gülşah Tikiz Ertürk
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Equal Distribution ◽  
Area Of Interest ◽  
Teaching Community ◽  
Raising Awareness ◽  
Target Values ◽  
Analysis Design

The study aims to expand the understanding of values and values-based teaching in the English language teaching community by scrutinizing English as a foreign language (EFL) coursebooks and the secondary grade curriculum. This is a qualitative study with a document analysis design. The data in the form of EFL coursebooks were examined, interpreted and coded to elicit meaning and gain understanding about the presentation of values residing in four coursebooks. The results of the study indicated that the values presented in secondary level EFL coursebooks do not show an equal distribution and the target values serve the purpose of raising awareness of learners about different values rather than allowing them to understand, internalize and discuss these values at higher levels of learning, which makes the process only superficial. Integrating the teaching of values into the curriculum of language learning classes has been an area of interest in recent years and the Turkish Ministry of Education (MoNE) revised its curriculum in 2018 and textbooks were written in 2019 in accordance with the requirements of the national curricula. Detailed analysis of the teaching of values and their distribution in these coursebooks might help curriculum planners and coursebook writers as well as teachers.

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