The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms

2020 ◽  
Vol 2 ◽  
pp. 22-33
Author(s):  
Neda Moradi
Keyword(s):  
High School Students ◽  
Classroom Management ◽  
Communication Skills ◽  
Student Development ◽  
English Language ◽  
Management Style ◽  
English Language Teaching ◽  
School Students ◽  
Learning Abilities ◽  
The Impact

The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.

scholarly journals Effectiveness of Flipped Classroom (FC) Method on the Development of English language learning of the High School Students in Ahwaz

2019 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Majid Hamdani
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Communication Skills ◽  
Flipped Classroom ◽  
English Language ◽  
Research Result ◽  
English Language Teaching ◽  
Cluster Sampling ◽  
School Students ◽  
9Th Grade

Given its being international, English language teaching methods are very critical in non-English speaking countries. This study examined the effect of the FC method compared to traditional method on the English course of 9th grade using pre-test, post-test and follow-up. The study was done using two classes as control (39 subjects) and two classes as the experimental group (38 subjects) selected using multi-stage random cluster sampling from both male and female genders in a three-month period. The four basic communication skills - reading, writing, speaking and hearing - were examined. The results indicated that FC method developed the communication skills of the 9th grade students of Ahwaz regarding two skills of speaking and reading. Based on the research result, it is recommended to use flipped classroom method to develop students’ English learning in speaking and reading skills.

Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020

2021 ◽  
pp. 1-22
Author(s):  
Larissa Aronin ◽  
Maria Yelenevskaya
Keyword(s):  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Orthodox Jews ◽  
Current Approach ◽  
English Language Teaching ◽  
Teaching English ◽  
School Students ◽  
The Impact

Abstract This article presents research on teaching English in Israel, a vibrant multilingual country, in the period between 2014 and 2020. After a brief introduction to the current approach to English language teaching around the world, it outlines the studies investigating: (a) learners of English, (b) English teachers, and (c) methods that are used in the country for teaching English. We explore how various student populations, Arabs, Bedouins, Circassians, Druze, Charedi (ultra-orthodox Jews), Jews, and foreign students, are taught English as well as their attitudes to this language. Then, we discuss research investigating different categories of English teachers in Israel, including teachers in Arab and Jewish sectors, the teachers labeled as ‘native speakers’, and also teacher trainers and teacher-training principles. We look at secondary and high school students, including those in special education, as well as those who take English courses in tertiary educational institutions. Finally, we are interested in whether innovative teaching methods compete with the conventional ones and which groups of learners have access to the former. Throughout the article, we aim to show to what extent practitioners and researchers are aware of the present-day realities of the interconnectedness of ‘teacher, student, and method’ elements and the impact of multilingualism on English teaching in Israel. This Country in Focus report also considers the current holistic perspective on English language teaching. This language should not be taught in isolation but work in concert with other contact languages.

scholarly journals Ethnocultural Competence Development in Teaching the English Language to Kalmyk High School Students

2021 ◽  
Vol 2021 (1) ◽  
pp. 182-192
Author(s):  
Tatiana V. Basanova
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
English Language ◽  
Competence Development ◽  
English Language Teaching ◽  
Complex Nature ◽  
School Students ◽  
Socialization Process ◽  
Related Information

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 109-119
Author(s):  
Parsaoran Siahaan ◽  
Ermawati Dewi ◽  
Endi Suhendi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Oral Communication ◽  
Learning Model ◽  
Average Score ◽  
School Students ◽  
Physics Learning ◽  
Collaboration Skills ◽  
The Impact

The 21st-Century skills are skills that must be possessed by students to compete in the era of globalization. The provisioning of these skills to students can go through the physics learning process at school. Introduction, Connection, Application, Reflection, and Extension (ICARE) learning model is one of the learning models that can be applied in Physics learning in high school to train students' skills in critical thinking, creative thinking, communication, and collaboration. The purpose of this study was to determine the improvement of communication and collaboration skills of students after applying the ICARE learning model. The research method used was quasi-experimental with a single-group interrupted time series design. The sample were high school students in one of the Karawang districts, consisting of 12 male students and 15 female students. During the learning activities, students will be given a worksheet with several different questions each meeting tailored to the material being studied, and the answer will be used as a source for analyzing their written communication skills. These questions lead students to be able to communicate the results of their experiments following scientific principles. Experimental activities conducted by students will be analyzed to measure their collaborative skills, and students' presentations will be used to measure their oral communication skills. The improvement of those three aspects was analyzed at each meeting. The results showed that the implementation of learning using the ICARE approach was able to improve the ability of students to collaborate with an average score of 7.87 at the first meeting to 15.93 at the second meeting. While the communication, especially report-writing skills of students, increased from the average of1.53 at the first meeting to 3.6 at the second meeting. The aspect of making presentation material increased from 1.67 to 3.17, and the aspect of oral presentation increased from 1.53 to 3.53 at the second meeting. Based on the results obtained, it can be concluded that students' communication and collaboration skills improve after the ICARE learning model implemented

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

scholarly journals The Lacuna of Secondary Skills Among High School Students of South Coastal Andhra Pradesh

2021 ◽  
Vol 9 (5) ◽  
pp. 123-134
Author(s):  
Palle Manohar ◽  
Dr.G.Chenna Reddy
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
English Language ◽  
School Level ◽  
High School Level ◽  
School Students

The present paper covers the teaching and learning process of English language teaching in government schools of Andhra Pradesh. As the aim of the syllabus by the SCERT, Andhra Pradesh, the learners of English are expected to achieve proper communication skills to apply it in the global context. Bright and Marc Gregor (1978) have remarked that “there is no language learning without exposure” At this juncture mere knowledge of English, based upon listening, speaking, reading and writing directed towards acquisition of communication skills among high school students. The present study intended to find out the lacuna of secondary skills in English language among the students at high school level. An Oxford dictionary defines lacuna as ‘an absent part’. This paper portrays the percentage of expected and achieved skills of the students which is technically the term called as ‘Lacuna’. Most of the students are promoted to the next classes without adequate all the skills expected by the SCERT. Gradually the differences between expected and achieved skills have been increasing by the students year by year. At this juncture, it is very much needed to fill the lacuna between expected and achieved skills among the students for the strong foundation of the students in the field of communication skills.

scholarly journals An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students

2019 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Muhammad Affan Ramadhana ◽  
Opik Dwi Indah ◽  
Suhardi Suhardi
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
School Students ◽  
Instructional Activities ◽  
Senior High School Students ◽  
Language Type

English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.

scholarly journals Receptive vocabulary measures for EFL Costa Rican high school students

2017 ◽  
Vol 17 (2) ◽  
pp. 81
Author(s):  
Damaris Castro-García
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Costa Rican ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
English Language Teaching ◽  
School Students

<p>The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.</p>

The Impact of Pre-Service Teachers' Reflection on Their Instructional Practices

2018 ◽  
pp. 223-233
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

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