Mind Your Gap between Entry English Proficiency and Graduation Expectation

In recent years, the trend of teaching and learning English as a foreign language in Thai universities have changed drastically. This can be seen by the changes in the English as a foreign language curriculum and the manner it is being taught in schools as well as in the universities. The main objective of these changes is to prepare students to participate more aggressively in the ASEAN community, where English is the universal language. Thai universities launched a new policy about English graduation requirements aligned with the Common European Framework of Reference (CEFR). One area of interest is whether there is a gap between the entry English proficiency and English graduation expectation. Thus, this study sought to gauge the gap between English oral proficiency among the Thai 1st year undergraduates and the expected exit proficiency level (B2 CEFR). Results suggest that almost all 1st-year university students in Thailand have a tremendous gap between the real entry English oral proficiency level and the high expectations exit proficiency level. This information about the gap would allow the universities to prepare their students accordingly.

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The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

English Language Teaching ◽

10.5539/elt.v10n6p190 ◽

2017 ◽

Vol 10 (6) ◽

pp. 190 ◽

Cited By ~ 3

Author(s):

Sarah Al LHassan ◽

Nadia Shukri

Keyword(s):

Foreign Language ◽

Blended Learning ◽

Teaching And Learning ◽

English Language ◽

Female Students ◽

Proficiency Level ◽

Level Of Satisfaction ◽

The Future ◽

Efl Students ◽

Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

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Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v2i4.7458 ◽

2019 ◽

Vol 2 (4) ◽

pp. 485-492

Author(s):

Sabri Thabit Saleh Ahmed ◽

Bushra Thabit Ahmed Qasem

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Teaching Aids ◽

Proficiency Level ◽

Efl Teaching ◽

Learning English ◽

Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

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TEACHERS’ PERCEPTIONS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSES: A CASE AT COLLEGES IN THE MEKONG DELTA, VIETNAM

European Journal of Foreign Language Teaching ◽

10.46827/ejfl.v5i2.3322 ◽

2020 ◽

Vol 5 (2) ◽

Author(s):

Ngan Kim Tran ◽

Cang Trung Nguyen

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Language Teaching ◽

Corrective Feedback ◽

Mekong Delta ◽

College Teachers ◽

Teachers Perceptions ◽

Area Of Interest ◽

Language Classes ◽

Oral Corrective Feedback

Corrective feedback has received much attention in language teaching and learning, including English as a foreign language. However, little research has been done with regard to college teachers’ perceptions about this area of interest in speaking language classes. The present study, therefore, focuses on teachers’ perceptions about oral corrective feedback and its types at tertiary contexts within a local province of the Mekong Delta, Vietnam. This paper draws on data collected as part of a larger study consisting of questionnaires. The findings indicate that teachers had positive perceptions about oral corrective feedback. However, some considered oral corrective feedback as optional since they were concerned with learners’ uptake when provided with corrective feedback. Elicitation was the most favored technique, followed by meta-linguistic feedback. Furthermore, implications are also presented. Article visualizations:<img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" />

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Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

Journal of Education ◽

10.53819/81018102t5030 ◽

2021 ◽

Vol 4 (7) ◽

pp. 104-122

Author(s):

Girimbabazi Serge ◽

◽

Mrs Adegoke Oyebimpe ◽

Dr. Hesbon Opiyo Andala ◽

◽

...

Keyword(s):

Secondary Schools ◽

Language Proficiency ◽

Teaching And Learning ◽

English Language ◽

English Proficiency ◽

English Language Proficiency ◽

Language Teachers ◽

Teaching English ◽

Proficiency Level ◽

English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

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КУЛЬТУРА У ВИВЧЕННІ ІНОЗЕМНИХ МОВ

Humanities journal ◽

10.32620/gch.2019.4.13 ◽

2020 ◽

pp. 124-129

Author(s):

Charles O. Nwarukweh

Keyword(s):

Foreign Language ◽

Political Development ◽

Teaching And Learning ◽

Cultural Knowledge ◽

Language Learner ◽

Language Curriculum ◽

Teaching Culture ◽

Language Class ◽

The People ◽

Target Culture

Language is the bearer of human thoughts and reasoning. Culture should become an integral part of teaching and learning foreign languages. Both society and its culture change over time. The language of this culture is being invigorated by new elements. Effective integration will help the teacher professionally present the content of his lesson by selecting appropriate cultural tools that will facilitate teaching and learning.Language and culture are inseparable, so any change in language threatens culture. Because language is a means of preserving the culture of the people, promoting social interaction and unity of both. Use of language means the transfer of people’s culture. Language expresses, preserves, and transmits the entire set of patterns, behaviors, beliefs, traditions, and customs of the thinking patterns of one group of people different from another.It has been repeatedly found that many students who have studied Russian and have visited Russia have differed significantly from those who did not have the opportunity. A foreign language learner also learns the cultural knowledge and skills necessary to be competent in learning a foreign language. Therefore, it is considered necessary to include culture in a foreign language curriculum, as this helps to avoid the stereotypical notion that language is not part of culture.Teaching culture creates awareness of the geographical environment, the historical or political development of a foreign culture, its customs and the literary achievements of its members. The task of the teacher is to stimulate students’ interest in the target culture and to promote the creation of a foreign language class. Love for one’s language is an aspect of cultural consciousness. Everything that a person thinks is expressed in language and embodied in our lives. The main purpose of teaching culture in a foreign language class is to raise students’ awareness and develop their interest in the target culture on their own.

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Do Teachers Facilitate the Strategies their Pupils Need?

Practice and Theory in Systems of Education ◽

10.1515/ptse-2017-0001 ◽

2017 ◽

Vol 12 (1) ◽

pp. 1-11

Author(s):

Ivana Hrozková

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Vital Role ◽

Learning To Learn ◽

Unique Role ◽

Language Curriculum ◽

Strategic Teaching ◽

Study Results ◽

Learner Strategies

AbstractLearner strategies play an important and unique role in second or foreign language teaching and learning. Knowledge of effective steps and techniques helps pupils reach better study results and become more independent and autonomous learners. The role of a teacher shifts and changes in autonomous learning; rather than a teacher, he or she is a consultant, helper and facilitator of learner strategies. The study brings an insight into strategic teaching of 13 Czech teachers who taught 202 pupils with completed primary education and who also focused on the strategies teachers facilitate, but their pupils do not apply. The study aims at a model of strategy facilitation which helps teachers implement strategy-based teaching into a foreign language curriculum. The article also aspires to address teachers of different subjects as giving advice on learning to learn plays a vital role in teaching. Furthermore, learner strategies are an important part of competence to learn, which helps teachers to understand why some learners are more successful than their peers.

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Teaching and learning English in Uzbekistan

English Today ◽

10.1017/s0266078407001022 ◽

2007 ◽

Vol 23 (1) ◽

pp. 3-9 ◽

Cited By ~ 6

Author(s):

Dilbarhon Hasanova

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Educational Institutions ◽

Iron Curtain ◽

Soviet Republic ◽

Teaching Resources ◽

Language Curriculum ◽

Western Imperialism ◽

International Role ◽

Former Soviet Republics

Only A couple of decades ago, few could imagine that one of the most powerful countries in the world – the Union of Soviet Socialist Republics (USSR) – would collapse, and Russian – the most prestigious and predominant language of the Soviet people – would be overtaken by English, the language once considered ‘the language of Western imperialism’ (Dushku, 1998:372). Today, because of both its unique international role and the fall of the Iron Curtain, English has become the most popular foreign language taught in schools and other educational institutions in former Soviet republics. The present paper will focus on the teaching and learning of English in Uzbekistan – a Soviet republic until 1990. In addition, issues related to foreign-language curriculum innovations, to teacher training, and to teaching resources will be discussed.

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Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2011.39.1.91 ◽

2011 ◽

Vol 39 (1) ◽

pp. 91-100 ◽

Cited By ~ 25

Author(s):

Cevdet Yilmaz

Keyword(s):

Foreign Language ◽

Instructional Strategies ◽

Language Proficiency ◽

Self Efficacy ◽

English Proficiency ◽

Teaching Efficacy ◽

Language Teachers ◽

Foreign Language Teachers ◽

Teachers Perceptions ◽

Proficiency Level

The main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy.

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General English Proficiency or English for Teaching? The Preferences of In-service Teachers

RELC Journal ◽

10.1177/0033688217691446 ◽

2017 ◽

Vol 49 (3) ◽

pp. 339-352 ◽

Cited By ~ 1

Author(s):

Pham Thi Hong Nhung

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Large Scale ◽

English Proficiency ◽

Language Teachers ◽

Ministry Of Education ◽

Teachers Perceptions ◽

Teaching Context ◽

Implementation Level ◽

English Training

At the implementation level of the national project ‘ Teaching and Learning Foreign Language in the Public-Sector Educational System for the 2008–2020 Period’, the Vietnamese Ministry of Education and Training (MOET) provided large-scale general English proficiency training for key English teachers and classroom English training for a pilot group of teachers. This research explores in-service teachers’ perceptions of the usefulness of the training and of the changes which occurred in their classrooms as a result of the training. The findings have shown that although in-service teachers across different levels of proficiency appreciate both sets of training, they found classroom English training more relevant and practical to their teaching context. The results of the study also suggest that in contexts with insufficient numbers of qualified foreign language teachers, high proficiency standards for teachers compared with their current level of proficiency, and limited support for in-service teachers to achieve and maintain the required proficiency, classroom English training can be considered as a strategic choice and hence, should be prioritized.

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FOREIGN LANGUAGE EDUCATION IN NIGERIA AND THE DEVELOPMENT OF ENTREPRENEURIAL SKILLS AMONG LEARNERS

Sokoto Educational Review ◽

10.35386/ser.v17i1.12 ◽

2017 ◽

Vol 17 (1) ◽

pp. 8

Author(s):

Araromi Maxwell Olakunle ◽

Aminat Oladunni Yinusa

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Negative Attitude ◽

Language Education ◽

Foreign Language Education ◽

Foreign Languages ◽

Curriculum Content ◽

Language Curriculum ◽

Erroneous Belief ◽

The Mind

Foreign language education has not been given a pride of place in Nigeria due to poor policy implementation and negative attitude towards the teaching and learning of the languages. The rate of unemployment experienced by graduates of foreign languages has reached an alarming level and this has generated a concern among stakeholders in the field of foreign languages in Nigeria. Graduates of foreign languages are not expected to be redundant, jobless or unemployed or rely entirely on teaching jobs to survive as some people in some quarters frequently claim. Stakeholders in foreign language education have failed to take critical look at the curriculum content of the various foreign languages on the curriculum to see whether they are relevant to the socio – economic realities and values in Nigeria. This paper however seeks to examine the curriculum content of the foreign languages on the curriculum with the view to ascertaining their relevance to the socio-economic realities and values in Nigeria. It was affirmed that the content of the foreign language curriculum should be able to meet the vocational and entrepreneurial needs of the teeming unemployed youths in Nigeria. There is urgent need to disabuse the mind of people on the erroneous belief that the only career available for graduates of foreign languages is teaching career. We therefore recommended that government should focus more attention on the teaching of foreign languages for specific, technical and vocational purposes in order to resolve the problem of unemployment ravaging Nigeria as a country and African continent in its entirety.

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