scholarly journals Interplay between Beliefs about Reading Stratagems and Classroom Practices of Secondary School Teachers in Teaching Reading Comprehension

2020 ◽  
Vol 1 (3) ◽  
pp. 56-62
Author(s):  
Itbar Khan ◽  
Farooq Nawaz Khan ◽  
Nazia Saeed
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
English Language ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Belief System ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teachers

The current study is built on the idea that teachers’ classroom practices are influenced by their belief system. The research investigated the beliefs of teachers about the position of reading stratagems, and their classroom implementation among 141 secondary school English teachers and found the association between their beliefs about the position of reading comprehension stratagems and their classroom application. It is a descriptive study, data were collected through a questionnaire. Means and Pearson correlation were calculated for finding out the relationship between the variables. The study found that reading stratagems in reading comprehension and their practices in classrooms are positively correlated. The study recommends understanding the conceptions of English language teachers in schools for the effective teaching of English in general and reading stratagems in particular.

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

scholarly journals Deployment of Background Knowledge and Performance in Comprehension Passage Reading among Primary School Learners in Vihiga County, Kenya

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes W. Kibui
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
English Language ◽  
Background Knowledge ◽  
Study Data ◽  
Language Teachers ◽  
Control Group ◽  
English Language Teachers ◽  
And Performance ◽  
Experimental Group

Background. Primary school learners in Vihiga County have been recording a lower mean score in English language examinations than their counterparts in neighbouring counties, with the score being lower in comprehension passage than in grammar sections. Few previous studies conducted in Kenya have investigated the issue from the instructional dimension, thereby limiting stakeholders’ understanding of the issue and delaying appropriate interventions. Aim. To determine how the deployment of learners’ background knowledge influences performance in reading comprehension passages. Method. Solomon Four-Group Design guided the study. Data were sourced in mid-2017 from standard six learners and English language teachers. Regression analysis generated two models, one for the experimental and control groups, each. Results. In both models, deployment of background knowledge had a significant positive effect on the performance in reading comprehension passages, which prompted rejection of the null hypothesis. However, the effect was stronger in the experimental group than in the control group. The variation was attributed to training provided to the experimental group teachers, which improved their skills in activating learners’ background knowledge. Conclusions. Activating learners’ background knowledge is a vital antecedent to better performance in reading comprehension passages and the English language. Although prereading vocabulary is vital for the activation of learners’ background knowledge, overreliance on a single strategy to activate learners’ background knowledge undermines optimal deployment of background knowledge skills in reading, albeit with implications on performance.

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 Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 375-381
Author(s):  
Dr. Liaqat Iqbal ◽  
Sahibzada Aurangzeb ◽  
Farooq Shah
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Classroom Practices ◽  
Language Teachers ◽  
Local Context ◽  
Dialogic Teaching ◽  
Social Entity ◽  
English Language Teachers ◽  
Negative Impacts ◽  
And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.

scholarly journals Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

2020 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes Kibui
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
English Language ◽  
Language Teachers ◽  
Primary Data ◽  
Control Group ◽  
Group Design ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Experimental Group

Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.

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 Analysis of Item Writing Flaws in a Communications Skills Test in a Ghanaian University

2021 ◽  
Vol 10 (2) ◽  
pp. 121-143
Author(s):  
ATO KWAMINA ARHIN ◽  
Jonathan Essuman ◽  
Ekua Arhin
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Pearson Correlation ◽  
Multiple Choice ◽  
Language Teachers ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Item Writing ◽  
English Language Teachers

Adhering to the rules governing the writing of multiple-choice test items will ensure quality and validity. However, realizing this ideal could be challenging for non-native English language teachers and students. This is especially so for non-native English language teachers because developing test items in a language that neither they nor their students use as their mother tongue raises a multitude of issues related to quality and validity. A descriptive study on this problem was conducted at a Technical University in Ghana which focused on item writing flaws in a communication skills test. The use of multiple-choice test in Ghanaian universities has increased over the last decade due to increasing student intake. A 20-item multiple-choice test in communication skills was administered to 110 students. The test items were analyzed using a framework informed by standard item writing principles based on the revised taxonomy of multiple-choice item-writing guides by Haladyna, Downing and Rodriguez (2002). The facility and discrimination index (DI) was calculated for all the items. In total, 60% of the items were flawed based on standard items writing principles. The most violated guideline was wording stems negatively. Pearson correlation analysis indicated a weak relationship between the difficulty and discrimination indices. Using the discrimination indices of the flawed items showed that 84.6 % of them had discrimination indices below the optimal level of 0.40 and above. The lowest DI was recorded by an item with which was worded negatively. The mean facility of the test was 45%. It was observed that the flawed items were more difficult than the non-flawed items. The study suggested that test items must be properly reviewed before they are used to assess students’ knowledge.

scholarly journals Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Zohur Ahmed ◽  
Faheem Shahed ◽  
Mohammad Rahman ◽  
Abdul Mohamed
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Structured Interview ◽  
Language Teachers ◽  
Small States ◽  
Policy Makers ◽  
School Based ◽  
Service Training ◽  
Funded Project ◽  
English Language Teachers

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.

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