scholarly journals Discovering Writing Difficulties of Malay ESL Primary School Level Students

2021 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Nurul Jannah Ahmad Ghulamuddin ◽  
Siti Khadijah Mohd Mohari ◽  
Kamisah Ariffin
Keyword(s):  
English Language Learners ◽  
Primary School ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Study Data ◽  
School Level ◽  
Writing Difficulties ◽  
Interview Session ◽  
Primary School Level

Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

Improving Process Writing with the Use Authentic Assessment

2016 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Muhammad Noor Bin Abdul Aziz ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Authentic Assessment ◽  
Study Data ◽  
English Language Teaching ◽  
Primary School Children ◽  
Process Writing ◽  
Interview Session ◽  
Language Classroom

<p>The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of observations, an interview session was conducted. The results of the study revealed thatusing authentic assessment to assess young learners’ writing skills is beneficial and effective in helping them to write better in the English Language classroom. The presentation will therefore provide suggestions for the use of more authentic assessment in the classroom, particularly in English Language teaching and learning.</p>

scholarly journals Students’ Self-reflections of Own Participation in English Language Oral Class

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Lin Han ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Self Reflection ◽  
Self Confidence ◽  
Language Communication ◽  
Skills Learning ◽  
Higher Institutions

The English language learners’ needs changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Learners are expected to use the English language in daily communication and to learn the workplace English language communication skill. Due to this demand, language lecturers at higher institutions are expected to assist English language learners to use the language fluently rather than to concentrate heavily on form. Nevertheless, instigating speaking activities in Malaysian classrooms has never been easy and successful. This research was conducted with an aim to identify the underlying factors that motivate or demotivate students’ participation in an English oral classroom. The data were qualitatively collected via students’ self-reflection reports on their own participation in the English language oral class. It was found that teacher’s personality traits, students’ communication skills, learning environment, students’ motivation, self-confidence and topical knowledge, and fascinating discussion topics play significant roles in students’ participation in the English oral class. Thus, these findings could guide language teachers to consider relevant and creative oral activities to encourage students’ active classroom participation.  

scholarly journals IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL

2009 ◽  
Vol 6 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Primary School ◽  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
School Level ◽  
The World ◽  
Natural Science Education ◽  
Primary School Level

Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Improving Oral Communicative Competence in English Using Project-Based Learning Activities

2019 ◽  
Vol 12 (4) ◽  
pp. 73
Author(s):  
Noor Idayu Abu Bakar ◽  
Nooreen Noordin ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Teaching Strategy ◽  
Peninsular Malaysia ◽  
Study Data ◽  
Project Based Learning ◽  
English Language Teaching ◽  
Quasi Experimental

The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners&rsquo; overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.

scholarly journals Challenges Facing the Nigerian Teacher of English Language.

2019 ◽  
pp. 265-271
Author(s):  
Oguamanam Ann Dibugo
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Effective Teaching ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Environment ◽  
Effective Teaching And Learning

This paper sets out to investigate the challenges facing the Nigerian teacher of English language in order to boost effective teaching and learning of the language. The importance of English language in our Nigerian society is glaring and the teacher of English is an important agent in the achievement of proficiency in the spoken and written English. The teacher encounters a lot of challenges in the process of imparting knowledge to English language learners in a second language environment. This study also examines the place of English language in Nigeria, the expected roles of the teacher and proffers some recommendations to these challenges facing the Nigerian teacher of English language.

scholarly journals The Relationship between English Language Learners’ Perceptions towards Classroom Oral Error Corrections and Their Pronunciation Accuracy

2016 ◽  
Vol 6 (7) ◽  
pp. 1
Author(s):  
Afshin Peerdadeh Beiranvand ◽  
Ali Entezamara
Keyword(s):  
English Language Learners ◽  
Error Correction ◽  
Language Learners ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Error Corrections ◽  
Positive Attitudes ◽  
Correction Strategies

<p>Inevitably, language learners make mistakes, and teachers correct them. It is, also, crystal clear that language learners have different attitudes towards error and error correction strategies. Needless to say, language teachers’ awareness of language learners’ perceptions towards error and error correction strategies can heighten the quality and the quantity of language teaching and learning process. This study based on the findings of a questionnaire and a test given to 82 male and female English language learners in Iran Language Institute (ILI) investigates: 1) whether ILI English language learners have positive or negative attitudes towards classroom oral error corrections; 2) whether there is a relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy; 3) if there is a relationship between ILI learners’ gender and their attitudes towards classroom oral error corrections. The findings of this study show that ILI English language learners have absolutely positive attitudes towards classroom oral error corrections, which means they want to be corrected. The findings, also, show that there is not any significant relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy. The findings, also, show that there is not any significant relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their gender.</p>

Perspectives on English Language Learners

2018 ◽  
pp. 325-343
Author(s):  
Isela Almaguer ◽  
Michael Whitacre
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
English Language ◽  
Language Instruction ◽  
Literacy Skill ◽  
Student Centered ◽  
Literacy Skill Development

With an increasingly culturally and linguistically diverse school-age student population, there is a need to understand the extent and support needed for English language learners' (ELLs) reading and literacy success, and the scope that these students are provided with equitable and effective reading and literacy instruction as a common classroom pedagogical occurrence to support their reading and literacy development as well as academic achievement. Specifically, ELLs require more interactive and engaging pedagogy that actively involves them in the learning process with many and varied opportunities for academic and linguistic proficiency development. There is an increased emphasis on native language instruction (L1) as a foundation for literacy skill development. Also, several constructivist and student-centered approaches for literacy instruction and strategies for reading should be implemented for English language learners' linguistic and academic success. A classroom scenario sets the platform for culturally responsive teaching and learning through practical and authentic classroom application.

Sign in / Sign up

Export Citation Format

Share Document