scholarly journals Developing English Reading Skills of the Students of Business Administration at Private Universities in Bangladesh: Prospects and Problems

1970 ◽  
Vol 5 (2) ◽  
pp. 180-190
Author(s):  
Md Golam Hoshain Mirza
Keyword(s):  
English Language ◽  
Reading Skills ◽  
Private Universities ◽  
Business Administration ◽  
Language Teachers ◽  
Language Class ◽  
Qualitative Approaches ◽  
English Reading ◽  
Student Interview ◽  
English Language Teachers

This paper examines the efforts of the English language teachers who are working to develop English reading skills among the students studying in the Business Administration departments at ten of the English-medium private universities in Bangladesh. Adopting both the quantitative and the qualitative approaches, it analyses the data collected through student interview-schedule. The study identifies that, in spite of having good classroom facilities and necessary supplementary materials, the reading classes are not as effective as they could be. It is mainly because unsuitable materials are inappropriately used in a class of students with significantly different levels of proficiency. The paper finally suggests some measures that can be taken to make the reading class more effective. Among others, it recommends that the English teacher should involve first the university administration in forming the language class with students of similar proficiency level and then the BBA teachers in developing appropriate materials for it.DOI: http://dx.doi.org/10.3329/jbt.v5i2.9989  Journal of Technology (Dhaka) Vol. 5(2), July-December, 2010 180-190   

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals English Language Teachers’ Perspective of Using L1 in TEFL Class

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yella Dezas Perdani
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
West Java ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

scholarly journals Need analysis on the usage of multimodal reading assessment among secondary school teachers

2021 ◽  
Vol 5 (S1) ◽  
Author(s):  
Bhavarita Subramaniam ◽  
Azlina Abdul Aziz ◽  
Mohd Effendi Ewan Mohd Matore
Keyword(s):  
Secondary School ◽  
English Language ◽  
Reading Skills ◽  
Secondary School Teachers ◽  
Reading Assessment ◽  
Language Teachers ◽  
School Students ◽  
Need Analysis ◽  
English Language Teachers ◽  
Consistent Assessment

Strategically developed assessment rubrics are essential to ascertain fair and consistent assessment grading. Nevertheless, devising assessment rubrics poses certain drawbacks as scores that determine students’ capability are awarded holistically. In order to assure that students’ grades indeed reflect their current capability and to provide effective feedback on aspects that demand improvement, rubrics must accurately evaluate and measure the performances displayed by students. Hence, this study identified the suitability and acceptability of multimodal reading assessment upon assessing reading skills among secondary school students. This study, which involved English language teachers from several schools located across Negeri Sembilan, Malaysia, had adopted the survey research method to design a multimodal reading assessment rubric and to obtain teachers’ views on multimodal reading and viewing (MMRV). The study outcomes signified that although the teachers acknowledged and were aware of the advantages of applying MMRV, the absence of such rubric that specifically assesses MMRV seemed to limit this practice in classroom. This study concludes that it is imperative to formulate a comprehensive MMRV-based rubric to enable teachers assess their students’ reading skills in a more accurate manner.

scholarly journals Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context

2021 ◽  
Vol 3 (3) ◽  
pp. 198-206
Author(s):  
Prakash Bhattarai
Keyword(s):  
Lived Experience ◽  
English Language ◽  
Phenomenological Study ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Class ◽  
Analysis Technique ◽  
English Language Teachers ◽  
The Right

This phenomenological study explores how English language teachers become information and communication technology (ICT) literate and why they make use of ICT in English language class and find out challenges in integrating ICT in English language teaching (ELT). For this purpose, two secondary-level English teachers were selected purposively, and in-depth interviews were conducted to collect data. The collected data were analyzed using the thematic analysis technique. The findings drawn from the lived experience of the teachers reveal that teachers become ICT literate and updated by taking formal classes, training, and teaching their students; they make use of ICT in ELT for students' language development, motivation, and autonomy. The challenge of keeping the students on the right track is the major challenge English language teachers encounter while integrating ICT in ELT. Though there are challenges, every English language teacher should try to teach the English language integrating ICT.

A Practical Guide to Queering the Adult English Language Classroom

2019 ◽  
Vol 30 (4) ◽  
pp. 160-166 ◽  
Author(s):  
Christy M. Rhodes
Keyword(s):  
Sexual Identity ◽  
English Language ◽  
Language Teachers ◽  
Adult Educators ◽  
Heterogeneous Environments ◽  
Practical Guide ◽  
Language Class ◽  
Language Classroom ◽  
English Language Teachers ◽  
Do So

There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students’ diverse ethnic and linguistic identities, they less frequently incorporate practices to be inclusive of another important element students bring into the classroom, their sexual identity. Evidence suggests that while educators want to be inclusive, they are reluctant or unsure of how to do so. The purpose of this article is to supply English language teachers of adults with strategies to positively address sexual identity in ways that establish an inclusive environment for all learners.

scholarly journals Investigating the Appropriateness of Reading Passages of Grade Seven English Textbook: Tsehay Chora Primary School in Focus, Addis Ababa, Ethiopia

2020 ◽  
Vol 10 (4) ◽  
pp. 372
Author(s):  
Simachew Gashaye ◽  
Manyazewal Girma
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Reading Skills ◽  
Addis Ababa ◽  
Sampling Technique ◽  
Language Teachers ◽  
Quantitative Research Methods ◽  
Descriptive Research ◽  
English Language Teachers ◽  
Students Success

The purpose of this study was to assess the appropriateness of reading passages of Grade Seven English textbook suitability in developing students’ reading comprehension Descriptive research design with both qualitative and quantitative research methods were employed. In the study, 42 Grade Seven students randomly and four English language teachers with comprehensive sampling technique were included. The instruments used to collect data were document analysis, students’ questionnaire, and teachers’ interview. The data gathered through document analyses and students’ questionnaires were analyzed with frequency, percentages and mean; whereas, teachers’ interview data were analyzed through narration. The finding of study showed that, the reading passages of the current Grade Seven English textbook lack interestingness, authenticity and sufficient vocabulary. These deficiencies could hamper the appropriateness of reading passages so that the reading texts could not be adequate to develop the students’ reading skills. Hence, the reading passages should be revised to be appropriate for students’ success in reading.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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