scholarly journals Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students

2013 ◽  
Vol 04 (02) ◽  
pp. 117-123 ◽  
Author(s):  
Ebru Melek Koç
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
School Students ◽  
Affective Characteristics ◽  
English Language Teachers

scholarly journals The English teachers’ challenges in TOEFL preparation for senior high school students

2020 ◽  
Vol 10 (1) ◽  
pp. 25-45
Author(s):  
Saiful Akmal ◽  
Risdaneva Risdaneva ◽  
Habiburrahim Habiburrahim ◽  
Maulina Sari
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Senior High School ◽  
Language Teachers ◽  
School Students ◽  
Aceh Province ◽  
English Language Teachers ◽  
Senior High School Students

This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students including students’ different language proficiency, their lack of vocabulary mastery, their fatigue, their passive attitude, class size, and time limitation. The findings recommend the further idea to organize a more organized preparation TOEFL program for high school students that can be integrated into the existing curriculum, and thus it will no longer be viewed merely as an extracurricular program.

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 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.

Report on the Demographics and Language Groups of Thursday Island State High School Students at the State Esl (English as a Second Language) Conference, Brisbane, December 2001

2003 ◽  
Vol 31 ◽  
pp. 71-72 ◽  
Author(s):  
Mette Morrison David
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
English Language ◽  
The State ◽  
Language Teachers ◽  
School Students ◽  
English Language Acquisition ◽  
Language Groups ◽  
Island State

ABSTRACTThis report was originally delivered to the State English as a Second Language Conference held in Brisbane in December 2001. It was part of a team presentation made to a plenary session by representatives from Torres Strait (Terry McCarthy, Mette Morrison David, Judy Christian Ketchell, Raba Jobi, Keith Fisher, Kay Ahmat and Susan Shepherd). Its aim was to inform Queensland English as a Second Language teachers about the language situation at Thursday Island State High School shortly after the appointment of an Education Advisor English Language Acquisition. The report deals with the linguistic background of the students, the teaching of languages other than English and the urgent need for appropriate professional development in English as a Second Language or English as a Foreign Language insights and methodologies.

scholarly journals ENGLISH LANGUAGE TEACHERS' PRACTICES OF DEVELOPING DISCOURSE COMPETENCE THROUGH SPEAKING SKILLS FOR GRADE 10 STUDENTS: A CASE STUDY

2021 ◽  
Vol 37 (4) ◽  
Author(s):  
Vu Hai Ha ◽  
Nguyen Nha Uyen
Keyword(s):  
High School ◽  
High School Students ◽  
Private School ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Actual State ◽  
School Students ◽  
Discourse Competence ◽  
Speaking Skills

Being one of the compulsory foreign languages in Vietnam and recently regarded as one of the requirements for higher education enlistment, English has received growing attention from Vietnam high school students (Nguyen, 2021). In Circular 32 (2018), the Vietnam Ministry of Education and Training [MOET] officially recognised communicative competence as the primary outcome of the English National Program of which Discourse Competence (DC) is a crucial component (MOET, 2018). Although the program aims to achieve the outcome with more emphasis on listening and speaking skills, Vietnamese high school students remain to struggle to form extended spoken discourse (Le, 2011). With the view to gaining insights into the actual state of cultivating DC through speaking skills in students, the study investigates four Grade 10 teachers with varied backgrounds and teaching styles in a private school awarded twice by the MOET for educational reforms and their attempts to integrate CLT in the English language teaching curriculum. After conducting the interviews and classroom observation, the findings imply that teachers devised a combination of approaches that had implicit impacts on different aspects of DC-based on students' English proficiency while preserving their teaching philosophies. Such innovativeness could suggest a rudimentary framework for teaching and teacher training programs regarding fostering DC in speaking for EFL students.

scholarly journals Lebanese Students’ Attitudes toward English: An Exploratory Study

2021 ◽  
Vol 10 (2) ◽  
pp. 20
Author(s):  
Ghada M. Chehimi
Keyword(s):  
High School ◽  
High School Students ◽  
Middle Class ◽  
Exploratory Study ◽  
English Language ◽  
Social Classes ◽  
School Students ◽  
Lower Middle Class ◽  
Students Attitudes ◽  
Selection Of

This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.

scholarly journals Ethnocultural Competence Development in Teaching the English Language to Kalmyk High School Students

2021 ◽  
Vol 2021 (1) ◽  
pp. 182-192
Author(s):  
Tatiana V. Basanova
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
English Language ◽  
Competence Development ◽  
English Language Teaching ◽  
Complex Nature ◽  
School Students ◽  
Socialization Process ◽  
Related Information

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

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