scholarly journals “Teaching Strategies and Techniques to Motivate Students Learning English in the Preparatory Schools – Qatar”, an Action Study

2022 ◽  
pp. 44-67
Author(s):  
منى الشاوي
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Modern Technology ◽  
Educational Process ◽  
Preparatory School ◽  
Motivation For Learning ◽  
Preparatory Schools ◽  
Active Learning Strategies ◽  
Teaching Learning ◽  
Learning English

Educational process has a great impact on the motivation of the learners, and these incentives (motives) are under the control of the teacher who directs the educational process. Accordingly, this action research is carried out to examine the effectiveness of certain teaching/ learning strategies and techniques applied for grade nine students chosen from Fatima Al-Zahra Preparatory School- Qatar to raise their motivation for learning English language. The findings show that external motivations (extrinsic) are among the most important factors in the success of learning English language, which are compensatory factors in the absence of the spontaneous desire to learn that language. The selected students have undergone varieties of active learning strategies, resources and tensive use of modern technology. The methods that are implemented in this study, include the designed questionnaire and the official exams sheets conducted on the targeted students. However, both qualitative and quantitative approaches are used to analyze the data. The present study shows that the students are academically weak in English language, not well motivated to learn English, the learning strategies, resources, and techniques utilized in the classroom proved to be effective to motivate the students and are reflected on the academic performance of the students. Therefore, the data analysis of the success ratio among the targeted students has shown an increase from 41.5% to 91.5% after the application of new strategies and techniques.

scholarly journals Moderated vs. Fossilized Modes of Teaching and Learning English in the Preparatory Classes in Iraq

2018 ◽  
Vol 1 (26) ◽  
pp. 531-564
Author(s):  
Abbas Idan Obaid
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Process ◽  
Learning Activities ◽  
Teaching English ◽  
Preparatory School ◽  
The Sixties ◽  
Teaching Learning ◽  
Classical Mode ◽  
Better Than

          The present study exhibits an outsight over the prominent problems that face the educational process and an outlook over the preparatory school syllabuses conducted in teaching English language in Iraq. Three syllabuses are to be concerned in the present study: the New English Course for Iraq (NECI), Iraq Opportunities (IO) and English for Iraq (EFI). The study propounds the main characteristics of each syllabus and their relativity to the variant approaches of teaching. The NECI conducted a classical mode of teaching, started with the sixties of the last century and continued until the year-study 2012-2013, for the sixth preparatory. English for Iraq, now replaced the "Iraq Opportunities",  is taught for 4th, 5th and 6th preparatory.          On the other hand, the study tackles the main problems that are also obstacles to teaching/learning progression in Iraq, such as those of using helping sketches diverting students from the syllabus trends and abolishing many learning activities. Iraq Opportunities proved to be better than the two other syllabuses, mainly in its being based on communicative method of teaching and more appropriate for teaching students in Iraq.         The educational system in Iraq, as the study recommends, needs more reforming, development and planning on the educational needs, at the variant levels of reliability.  

scholarly journals Methodology of implementing game situations in the lessons of the english language

2021 ◽  
pp. 33-39
Author(s):  
Iscander Topciu ◽  
◽  
◽  
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Educational Process ◽  
Motivation For Learning ◽  
Three Stages ◽  
Learning English

The article discusses the introduction of game situations in English lessons and the formation of communicative competencies in the process. The typology of game situations, examples of exercises, conditions of their use in practice and the result to which this leads are presented. The use of game exercises in English lessons is justified by the complexity and versatility of the process of forming students’ communicative competencies. The methodology for the formation of the communicative competence of students using game situations, implemented during the experiment, consisted of three stages: initial, informational, methodological. The essence of each stage is described in detail, as well as game technologies that can be used at each of them. Research has been carried out, by introducing certain pedagogical conditions into the educational process, a methodology for introducing game situations into the educational process has been developed. It has been proven that game techniques create quite natural situations of communication between participants in the educational process and increase motivation for learning English. The development of the communicative competence of students through the use of game situations has been proven experimentally.

scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

INVESTIGATION INTO OPEN EDUCATIONAL RESOURCES FOR LEARNING ENGLISH IN DEVELOPING FUTURE PHILOLOGISTS’ INSTRUMENTAL VALUES

2019 ◽  
Vol 3 ◽  
pp. 512
Author(s):  
Oleksandr Malykhin ◽  
Nataliia Aristova ◽  
Vasyl Kovalchuk
Keyword(s):  
American Literature ◽  
English Language ◽  
Real Life ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Computer Data ◽  
Instrumental Values ◽  
And Control ◽  
Learning English

The authors present the results of the research carried out in the 2016/2018 academic years among 338 students earning BA in the English language and literature regarded in our study as future philologists. Experimental work was conducted at four higher educational institutions in Ukraine. The aim of the study was to find out the influence of open educational resources for learning English on the development of future philologists’ instrumental values. We used methods of mathematical statistics, computer data processing and a descriptive method for interpreting experimental data. The authors theoretically substantiate and practically prove the efficiency of the use of open educational resources for learning English which influence the development of future philologists’ instrumental values necessary for adequate evaluating own activity and meeting various real-life and professional challenges. These open educational resources are The Internet Encyclopedia of Ukraine, Encyclopedia Britannica, The Cambridge History of English and American Literature, Learn English. The results obtained in the experimental and control groups are compared and conclusions on the efficiency of the use of open educational resources for learning English in the educational process of higher education institutions in the context of development of future philologists’ instrumental values are drawn. 

scholarly journals Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ramunė Vitalija Ilgūnaitienė
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Foreign Languages ◽  
Grammar Teaching ◽  
English Grammar ◽  
Motivation For Learning ◽  
Teaching Learning ◽  
Interest And Motivation ◽  
Insight Into

Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.

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