scholarly journals Teacher-Based Assessment of Speaking in Cameroonian Secondary Schools: The Impact of Teacher Training

2021 ◽  
Vol 3 (2) ◽  
pp. 01-11
Author(s):  
Rudolf N. Akongoh
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Quantitative Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Variation Principle ◽  
Qualitative And Quantitative Methods ◽  
The Government ◽  
The Impact

Speaking is an important language skill that deserves a place both in English language teaching and English language assessment. However, the assessment of speaking in Cameroonian secondary schools is still neglected in many teacher-based English language tests. Often, attempts made to assess the skill are done either almost always indirectly or informally, leaving a wide gap between tenets professed in the Competency-Based Approach (CBA) to English language teaching and practice in the field. In 2012, the government of Cameroon officially introduced the CBA as the pedagogic paradigm for the teaching of English as a Second Language (ESL), and by extension, assessment in secondary schools. Eight years down the line, little seems to have changed concerning the way speaking has always been assessed, even though the CBA requires that learners practically demonstrate knowledge, skills and values in testing situations. This article set out to evaluate the contribution of teacher training to the assessment of speaking. Data was collected through qualitative and quantitative methods. A total of 259 questionnaires were administered to examiners of the June 2019 marking session of the Cameroon General Certificate of Education (CGCE) as well as members of the Cameroon English Language and Literature Teachers’ Association (CAMELTA). Also, four interviews were conducted with the maximum variation principle in mind. The findings revealed that teacher training, both pre-service and in-service, is a major factor responsible for the neglect of speaking in assessments. It was recommended that teacher-training institutions introduce or expand courses on testing to include direct assessment of speaking and that opportunities be created for in-service teachers to acquire certification on assessment within the framework of the CBA to English language teaching.

scholarly journals Moodle in English Language Teaching and Learning in Jordan: Instructors and Students’ Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 1280-1288
Author(s):  
Abdel Hameed Al Awabdeh
Keyword(s):  
User Satisfaction ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Factors Affecting ◽  
Qualitative And Quantitative Methods

To support the significance of instructor readiness for the adoption of E-learning, it is necessary to examine the factors affecting instructors’ integration of Moodle into their English classrooms, as well as the students' perceptions of those who are learning English by using Moodle. This study had chosen to implement both qualitative and quantitative methods of analysis. The study's subjects comprised 25 lecturers and 150 students. The findings revealed that the lecturers from the University of Amman's School of English used Moodle as part of the English language teaching method. The majority of them used the option of document uploading and sharing function to give assignments to students and encouraged them to access and download the course materials outside of learning sessions to better enhance their competencies in English learning skills. Additionally, it was later discovered that the positive impacts of adopting Moodle during English lessons are as follows: Moodle promotes student-centered learning engagement, anytime-anywhere learning, simplifies course management, and mitigates the expense and time constraint of delivering lessons. The drawbacks of using Moodle in English classes are linked to technological problems, mainly regarding access to the Internet, inadequate professional development given to instructors, and Moodle's efficacy. Students exhibited favorable views regarding English learning by using Moodle as a platform. This is shown through their great computer self-efficacy, system engagement, and user satisfaction.

scholarly journals Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin

2021 ◽  
Vol 2 (1) ◽  
pp. 12-19
Author(s):  
Ulrich Orlando Sèna Hindeme ◽  
Katchédé Etienne Iwikotan ◽  
Arlette Joséline Arlette Hounhanou
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Efl Learners ◽  
Qualitative And Quantitative Methods ◽  
Efl Students

This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.

scholarly journals The Reflections of the English Language Teaching Department Students on Internship Programs: A Case of Erbil

2020 ◽  
Vol 10 (6) ◽  
pp. 372
Author(s):  
Ali Bala ◽  
Emine Bala
Keyword(s):  
Quantitative Methods ◽  
English Language ◽  
Language Teaching ◽  
Private University ◽  
Teaching Quality ◽  
English Language Teaching ◽  
Qualitative And Quantitative Methods ◽  
Practice Teaching ◽  
Internship Programs ◽  
Teaching Programs

Practice teaching for pre-service teachers is a crucial affair before starting their carrier. It is considered one of the fundamental elements of whole teaching programs of education faculties since the teacher candidates find the opportunities to observe and practice their theoretical knowledge through practice teaching programs in schools. Within this context, the present research sought to reveal the reflections of the education faculty’s seniors on practice teaching course utilizing both qualitative and quantitative methods. A private university’s English Language Teaching department’s seniors in Erbil were selected by convenience sampling as research sample, and 31 students participated in the questionnaire. A semi-structured survey used for this study including the parts of demographics, knowledge, skills and dispositions, field experiences and practice teaching, quality of instruction and two open-ended questions. The results indicated that most of the students expressed their positive reflections on their internship program. They believe the internship programs enable them to enhance their teaching skills and prepare them for real classroom atmosphere before graduation.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

Learning to Teach for Next-Generation Education

2017 ◽  
pp. 153-174 ◽  
Author(s):  
Muriel M. Grosbois ◽  
Cédric G. Sarré
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Next Generation ◽  
Education Department ◽  
Online Surveys ◽  
Professional Skills ◽  
Future Directions ◽  
Online Tutoring

This chapter examines how pre-service teachers specializing in English Language Teaching (ELT) in secondary schools can learn to teach for Next-Generation Education by developing professional skills that are in line with today and tomorrow's technology-mediated environments. To face this challenge, some specific CALL-based ELT training combining action and reflection has recently been introduced in the Education Department at Paris-Sorbonne University. In order to examine the specific CALL-based ELT training offered in light of the set objective, its theoretical underpinnings will first be considered. The design and content of a CALL-based ELT course and of an online tutoring module will then be studied. The pre-service teachers' perception of this CALL-based ELT training will then be explored through the results of online surveys. Conclusions will be drawn from these results and future directions will be outlined.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals التعليم العالي تجديد في التعليم العالي: نشر الديمقراطية اللغوية في تدريس اللغة

لارك ◽  
2019 ◽  
Vol 1 (36) ◽  
pp. 257-249
Author(s):  
د. إيمان علي الراشد
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Study Data ◽  
English Language Teaching ◽  
University Lecturers ◽  
The Impact ◽  
Case Study Data

ABSTRACT The present study is a focus on the importance of linguistic democracy in English Language Teaching (ELT). The paper discusses the need for utilizing democracy in the educational practices in language teaching. The study is a qualitative case study. Data were collected using interviews, classrooms observations and fieldnotes. The present study examines the conceptions of three participants, university lecturers who were chosen from three faculties, on the role of democracy in language teaching. Additionally, the paper presents the impact of the lecturers' conceptions on their practices in classrooms. In accordance with the obtained data, it was observed that there is a limited knowledge on understanding the role of democracy in language teaching. This was clearly manifested in the classroom practices.

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