scholarly journals English language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State Secondary Schools

2018 ◽  
Vol 7 (3) ◽  
pp. 86-91
Author(s):  
Rose Nwakaego Umezinwa ◽  
Christiana Obiageri Udogu
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teachers ◽  
Test Statistic ◽  
Teaching Materials ◽  
Male And Female ◽  
Anambra State ◽  
Significant Difference ◽  
English Language Teachers ◽  
Research Questions

The study investigated English Language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State secondary schools. The area of study was Anambra State. The study was guided by two research questions and two research hypotheses. The design of the study was descriptive survey. A sample of one hundred and twenty-six (126) teachers were drawn from the six education zones in the state comprising of seventy-nine (79) female and forty-seven (47) male. To select this number of teachers, the researcher adopted simple random sampling technique using hat and draw method. A structured questionnaire with four-point scale was used as the instrument for data collection. The validation of the instrument was carried out by three experts – two experts in measurement and evaluation and one expert in English Language. The reliability of the instrument was 0.76 using Pearson Product Moment Correlation. Data analysis was done using mean and standard deviation for the research questions and the t-test statistic for the hypotheses. Results of the analysis indicated that there is no significant difference in the attitude of male and female English language teachers towards utilization of improvised teaching materials in secondary schools in Anambra State. There is significant difference in the challenges to utilization of improvised teaching materials by male and female English  language teachers in Anambra State Secondary schools. Based on the findings of the study, recommendations were made. Prominent among them is that Federal and State Government should arrange training and workshops for English language teachers on improvisation and utilization of improvised teaching materials.Keywords: Attitude, Challenges, Improvisation and Utilization

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

scholarly journals Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽  
2018 ◽  
Vol 13 ◽  
pp. 93-102
Author(s):  
Md Morshedul Alam
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Policy Makers ◽  
Large Class Size ◽  
Rural Bangladesh ◽  
English Language Teachers ◽  
Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

scholarly journals Investigating the Interplay between Age Range and Vocabulary Learning among EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Hamed Barjesteh ◽  
Lida Farsi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
English Language Teachers ◽  
Age Range

The present study aimed to examine the relationship between age range and vocabulary learning among pre-intermediate Iranian EFL learners. To this aim, 50 pre-intermediate Iranian EFL learners, male (N= 20) and female (N=30), were selected from a private language institute based on their performance on the Oxford Placement Test (OPT). They were divided into two groups: teenager and adult learners. Before intervention, a pretest of vocabulary was conducted to determine students’ vocabulary knowledge.  Then, vocabularies were presentenced in dialog, word power and reading texts using a monolingual dictionary in five sessions interval for the both groups. After the intervention, a post-test of vocabulary was administered to examine the possible improvement. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The results revealed that there was no significant relationship between the performance of teenager and adult groups in their vocabulary learning; and there was no significant difference between the performance of teenager and adult groups in their vocabulary learning. This research potentially has some implications that may help English language teachers, students, EFL learners and educational syllabus designers.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals ANALYSIS OF PRINCIPALS’ MANAGEMENT ACTIVITIES FOR SUSTAINABLE QUALITY ASSURANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

2020 ◽  
Vol 8 (1) ◽  
pp. 294-304
Author(s):  
Ugwu Ifeanyichukwu ◽  
Oparaji Israel Chijiuka ◽  
Chime Gladys O.
Keyword(s):  
Quality Assurance ◽  
Secondary Schools ◽  
Performance Monitoring ◽  
Learning Needs ◽  
Continuous Assessment ◽  
Female Principals ◽  
Anambra State ◽  
Significant Difference ◽  
Research Questions ◽  
Special Learning Needs

The persistent decline in the quality of education in Nigeria in general and in Anambra state in particular gives serious cause for concern. Something has to be done about it and urgently too. This prompted the study to analyze principals’ management activities for sustainable quality assurance in secondary schools in Anambra state. Two research questions guided the study and two hypotheses were tested. Descriptive survey research design was adopted for the study. The population of the study comprised all the 257 public secondary school principals in Anambra State. No sampling was done due to the relatively small size of the population of the study. A 21-item questionnaire titled ‘‘Analysis of Principals’ Management Activities for Sustainable Quality Assurance Questionnaire (APMASQAQ)’’ was the instrument for data collection. The instrument was subjected to face validation by three experts from Faculty of Education, NnamdiAzikiwe University. Cronbach alpha method was used to ascertain the reliability of the instrument. The overall coefficient of 0.84 was obtained.  Mean was used to answer the research questions, while Z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study, among others revealed that principals’ students’ academic performance monitoring activities for sustainable quality assurance in secondary schools in Anambra state was low. It also revealed that there was no significant difference in the mean ratings of male and female principals on the extent of their engagement in management activities for sustainable quality assurance in secondary schools in Anambra State. Based on the findings it was recommended among others that principals should encourage the teachers to take the continuous assessment exercise very serious and also make provisions for learners with special learning needs to bring about all inclusive learning.

scholarly journals The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

2017 ◽  
Vol 6 (7) ◽  
pp. 122
Author(s):  
Farshid Tayari Ashtiani
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Music Videos ◽  
Music Video ◽  
Control Group ◽  
Computer Assisted ◽  
English Music ◽  
Significant Difference ◽  
English Language Teachers ◽  
Experimental Group

The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers’ retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

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