scholarly journals The Effectiveness of Using Blended Learning in Developing Self-Regulated Learning Skills for Basic Stage Students from the English Language Teachers' Point of View

2022 ◽  
pp. 25-43
Author(s):  
بيان عايد الغراغير
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
School Students ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Self Organized ◽  
Basic Stage ◽  
English Language Teachers

The study aimed to identify the effectiveness of the use of blended learning in developing self-organized learning skills for basic stage students from the perspective of English language teachers. A teacher and a teacher were chosen randomly. The results showed the reality of education about the effectiveness of using blended learning in developing self-organized learning skills among primary school students from the perspective of English language teachers. They are also keen on the basic stage because of its great role in refining the students’ personality and thought, in addition to the ease of electronic communication with students at any time, especially at this time and the developments in the region. In light of the findings of the study, it recommends conducting more educational studies on blended education and a role in the self-organized learning process in terms of its dimensions and applications in educational institutions and other institutions.

scholarly journals The Status of Using Blended Learning in Teaching the English Language at the Primary Stage from Teachers’ Point of View: واقع استخدام التعلم المدمج في تدريس اللغة الإنجليزية في المرحلة الأساسية من وجهة نظر المعلمين في مدارس محافظة البلقاء

2021 ◽  
Vol 5 (35) ◽  
pp. 159-145
Author(s):  
Rania Ratib Samawi Rania Ratib Samawi
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Validity And Reliability ◽  
Teaching English ◽  
Primary Stage ◽  
The Status ◽  
English Language Teachers ◽  
Training Courses

  The present study aimed to identify the degree of using blended learning in the teaching English language at the primary stage from teachers’ point of view. The researcher followed the analytical descriptive approach, which is compatible with the variables and objective of the study. The questionnaire was used as a tool to collect information after making sure of its validity and reliability. The sample was selected using random sampling method. The number of the sample was (109) male and female teachers. The results of the study showed that the degree of using blended learning in teaching English at the primary stage from the teachers' point of view was "moderate" and the average of the use of reality as a whole was (3.14). The obstacles facing English language teachers of Ain Al-Basha schools regarding using blended learning in teaching English are mostly represented in the lack of training courses related to blended learning.

scholarly journals Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students

1970 ◽  
Vol 5 (1) ◽  
pp. 22-30
Author(s):  
DESMA YULISA
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teachers ◽  
School Students ◽  
Text Book ◽  
English Language Teachers ◽  
Listening Strategies ◽  
Learning To Listen ◽  
Senior High School Students

The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997) and modified by Ho (2006) (as cited Golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.

scholarly journals Use of Action Songs and Total Physical Response to Promote the Development of Listening Skills among Year 4, Low Enrolment-Tamil Vernacular Primary School Students in Malaysia

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Uthaya Kumar, S. ◽  
Sandaran, S. C.
Keyword(s):  
Primary School ◽  
English Language ◽  
Language Teachers ◽  
School Type ◽  
Listening Skills ◽  
School Students ◽  
Post Intervention ◽  
Listening Skill ◽  
Physical Response ◽  
English Language Teachers

Total Physical Response (TPR) is built around the coordination of speech and actions. Action songs promote dance or acts while singing. In this study, we look at action songs as part of TPR to investigate its effectiveness in enhancing students’ listening skills to develop their mastery of the English Language. Seven Year 4 students from a Low Enrolment (SKM) Tamil Vernacular Primary school type (SJKT) were selected as the participants of a within-group experimental design. Upon completing a pre-test on listening skill, students were given six treatment lessons, whereby one hour per lesson was allocated. The treatment was conducted once a week, for every listening lesson. The data was collected while and after the pupils were taught through a series of lessons or interventions that incorporated songs and TPR to complete a variety of listening tasks. The finding shows that even though action songs and TPR are not commonly used among English Language teachers, teachers should implement the method especially for students from Low Enrolment Vernacular Primary School Type as the students in this study showed a significant increase in their post intervention scores of the listening test. The findings also discusses SJKT English Language teachers perceptions on the use of songs and TPR and suggests that there is still a lack of understanding among the teachers on the potential benefits of action songs and TPR for their particular students who have high levels of anxiety and inhibitions to learning English. 

scholarly journals Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan

2019 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Muhammad Din
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Learning Tools ◽  
College Teachers ◽  
Efl Learners ◽  
English Class ◽  
English Language Teachers

Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

2020 ◽  
Vol 11 (01) ◽  
pp. 20674-20691
Author(s):  
Sofian Herouach
Keyword(s):  
High School Students ◽  
English Language ◽  
Field Work ◽  
English Teachers ◽  
Language Teachers ◽  
School Students ◽  
Approach To Learning ◽  
English Language Teachers ◽  
Communicative Approach

The present study is an attempt to investigate the impediments that stand against implementing the communicative approach among high school students. The study focuses on 2ndyear baccalaureate students: their prospective year of graduation, taking two regions as case studies Taza and Taounante cities. This paper tends to tackle the approaches that English language teachers tend to apply, the reasons that prevent English language teachers from implementing the Communicative Language Approach (CLA) and the measures that can be applied to enable teachers so as to execute the CLA. The review of literature is inclusive and refers to English theories that first introduced the communicative approach to learning. The field work is conducted through distributing a representative number of questionnaires and interviews. Questionnaires were distributed for both second baccalaureate students and English teachers and conducted interviews with them. This research paper argues that overcrowded classes, time constraints, lack of appropriate materials and the students’ low level of English are the main reasons that make English teachers abstain from implementing the CLA.  Additionally, based on the findings, the study argues that having limited number of students, maintaining in-service trainings for the teachers and the availability of appropriate materials are the measures that should be met to implement the communicative approach in teaching.

English language teachers’ literacy competence in literature

2021 ◽  
Vol 2 ◽  
pp. 103
Author(s):  
Prasetyo Hazairin Eko ◽  
Kurniati Victa Sari Dwi ◽  
Kusuma Adhi
Keyword(s):  
High School Students ◽  
English Language ◽  
Language Skills ◽  
English Literature ◽  
Group Discussion ◽  
Language Teachers ◽  
Educational Values ◽  
School Students ◽  
English Language Teachers ◽  
Quantitative Descriptive

The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to high school students was important and useful to improve their language skills as well as their character educational values.

scholarly journals The Degree of Applying Active Learning Strategies – Field Study on English Language Teachers in Deir Alla Educational Directorate - Jordan–  : درجة توظيف استراتيجيات التعلم النشط – دراسة ميدانية على معلمي اللغة الإنجليزية في تربية لواء دير علا– الأردن –

2021 ◽  
Vol 5 (6) ◽  
Author(s):  
Bayan Ayed Alghragheer, Ola Ayed Alghragheer
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Grade Level ◽  
English Language ◽  
Language Teachers ◽  
Basic Stage ◽  
Significant Difference ◽  
Active Learning Strategies ◽  
English Language Teachers ◽  
Points Of View

This study aimed to reveal the degree of applying active learning strategies among English language teachers from the points of view of basic stage students in Deir Alla educational directorate. To collect the data, Active Learning Strategy scale was applied among English language teachers consisting of (41) items. The study sample consisted of (244) basic stage students in (7th, 8th, 9th) grade. The results of the study showed that the degree of applying active learning strategies among English language teachers from the points of view of basic stage students was (3.72) with relative importance of (74.4%). The results showed significant statistical differences were found in degree of applying active learning strategies due to the effect of gender variable in favor of females, but there was no statistically significant difference attributable to the effect of the grade level, Finally, the results of the study showed that there were statistically significant differences attributed to the effect of the interaction between gender and grade level was found.

scholarly journals Classroom practices of English language teachers at the primary stage in the Southern Mazar Directorate, and their impact on gender and experience

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Rabaa Mohammed Sulaiman Al - Eidi
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Classroom Practices ◽  
Teaching Experience ◽  
T Test ◽  
Language Teachers ◽  
Classroom Teaching ◽  
Primary Stage ◽  
Basic Stage ◽  
English Language Teachers

The study aims to identify the level of classroom teaching practices of the English teachers of the primary stage in the Southern Mazar Directorate in Karak governorate and their impact on the gender variables and the teaching experience (short, medium and long). The study sample consisted of (43) teachers and teachers of the English language who studied the basic stage in the Directorate of Southern Mazar in Karak governorate were randomly selected cluster. To measure the classroom teaching practices of the sample members, a five-step questionnaire was used (19) after verifying its validity and stability. In order to answer the study questions, the arithmetical averages, the standard deviations of the study sample as well as the T-test and the ANOVA were calculated. The results of the study showed that the level of the teaching practices of the teachers in the English language came at the macro level, The results of the analysis of the binary variance showed that there were statistically significant differences due to the sex variable (male, female) and for the females, and there were no statistically significant differences due to the variable of teaching experience (short, medium or long).

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