scholarly journals Changes and Challenges in the Teaching of Grammar in the Age of Disruption

2021 ◽  
Vol 1 (1) ◽  
pp. 01-06
Author(s):  
Luisito M. Nanquil

The teaching of grammar during classroom meetings is entirely different from the grammar instruction in the new normal. The learning and teaching atmosphere has been more challenging in the contemporary time because people want to be safe and secure as they do transactions. The widespread threats of the pandemic forced humanity to observe mandatory policies and protocols in work, school, and home. Development of language skills is a long time thrust by which ESL teachers carry among their schools. In the Philippine setting, both private and public school teachers share common problems in a different context and situation. The importance of grammar skills can be reflected on the various tasks and activities performed by people in the worksite, academe, and industry. As such, language teachers confront the issues and challenges in the actual ESL classroom where students are expected to learn and master grammar skills among others. Not all students have a good language facility as shown by poor performance in the English language assessments. Some students dislike inclusion of grammar lessons in the curriculum for fear of being unable to participate in the class and produce outputs. This paper aims to identify and describe the challenges (in the time of pandemic) experienced by language teachers on the teaching of grammar in the local Philippine context. Before the study culminated, the researcher has decided to get the views of experts and experienced ESL teachers about this problem and/or issue. It is a fact that has been observed and proved by many teachers not just ESL area but other majors that having grammar competence can help both students and professionals to achieve their goals and perform communicative tasks in the workplace. Results of the study provided insights and tips on how language teachers can make grammar teaching effective and relevant despite changes in setting and environment.

2019 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Luluk SETYOWATI

<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>


2019 ◽  
Vol 2018 (1) ◽  
pp. 214
Author(s):  
Kyonmi You

Even though grammar teaching plays a central role in most language classrooms, few investigations of teachers’ beliefs and practices in grammar teaching have been conducted. Hence, our understanding of how teachers teach grammar and of the thinking informing their instructional decisions is still underdeveloped. This study was conducted with two language teachers who were teaching at a private English language institute in Hawaii. Using multiple data sources, I investigated how the teachers approach grammar in their classrooms and explored the beliefs behind their instructional decisions. Even though the teachers reported positive beliefs about communicative methods, they relied on traditional teaching methods for grammar in the classroom. The teachers’ personal learning and teaching experiences were major factors in shaping their beliefs and eventually affected their practices in regards to grammar teaching. 文法指導は多くの場合、語学授業の中で中心的な役割を果たしている。しかしながら、文法指導や文法指導に対する教師の考え方に焦点を絞った研究は多くなく、結果、それらに対する私たちの理解は十分とはいえない。本研究は、ハワイにある私立の英語学校で教える、二人の語学教師を対象に行われた。複数のデータ収集方法を使いて、文法の指導方法、文法指導に関する教師の考え方について調査し考察を行った。それにより、対象となった教師たちは、コミュニカティブな指導法について肯定的な反応を示していた。しかし、実際の文法指導においては伝統的な指導方法に頼っていた。また文法指導に関する考え方や実際の指導方法の形成には、教師自身の言語学習の経験や、それまでの教育経験が大きな影響を与えていることが明らかになった。


Author(s):  
Ziad Abdulrahman Al-Muwallad

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.


Author(s):  
Elyanora Yusufovna Menglieva ◽  
Fareeha Manzoor

The rapid shift to virtual teaching in response to the COVID-19 pandemic has resulted in emergency remote teaching (ERT) and has highlighted the numerous multilevel challenges associated with it in the countries from the Global South. This chapter aims to explore how this shift to remote teaching has affected English language teachers' level of motivation and how they have adapted to it. In addition, this study offers quantitative and qualitative insights into the effectiveness of the resources employed by EFL/ESL teachers. This is done by analyzing the surveys of 34 teachers and interviews of four teachers from Uzbekistan and Pakistan. Through thematic analysis of the interviews, a detailed account of the challenging factors and their coping strategies were found. This chapter concludes with a discussion on the lessons learned and recommendations on how to make a relatively smoother transition to remote teaching.


Author(s):  
Jenny Ang Lu

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.


2013 ◽  
Vol 47 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Xuesong (Andy) Gao ◽  
Yanyi Liao ◽  
Yuxia Li

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.


Author(s):  
Mustafa Zülküf Altan

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>


2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nasim Ghanbari ◽  
Sima Nowroozi

AbstractFor many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.


Feedback has been an important topic of discussion in language learning. Although research on written corrective feedback is available, there is little research on the specific strategies employed by teachers in order to provide feedback on their students’ essay writing. This paper reports part of a larger research. One of the objectives of this study was to explore corrective feedback strategies employed by the English as a second language (ESL) teachers and English language expert raters when assessing their students’ written essays. This study used qualitative case study which involved 12 participants. Data were collected through interviewing nine English language teachers and three English language expert raters to obtain their pedagogic practices in providing written corrective feedback. The strategies identified are based on Ellis’s typology of strategies for providing written corrective feedback. The findings showed that the preferred written corrective feedback strategy used by the teachers and raters was Metalinguistic Corrective Feedback with Direct Corrective Feedback and Focused Corrective Feedback used by only a few of them. This study has pedagogical implications in that it explains the ESL teachers/expert raters’ pedagogical attitude and practices towards error correction and their preferred written corrective feedback strategies in dealing with error correction.


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