scholarly journals Factors Affecting the Application of Communicative Language Teaching CLT in Syrian Schools

2021 ◽  
Vol 2 (1) ◽  
pp. 1-14
Author(s):  
Moustafa Armnazi ◽  
Hussien Alakrash
Keyword(s):  
Public Schools ◽  
Learning Style ◽  
Quantitative Research ◽  
English Language ◽  
Cultural Knowledge ◽  
Language Teachers ◽  
Assessment Instrument ◽  
Authentic Materials ◽  
Factors Affecting ◽  
Data Collection Instrument

The main purpose of CLT is to help EFL learners to communicate with other Englishlanguage speakers. Practicing speaking and communication is limited in Syrian educationalinstitutions. Hence, to improve the communicative skills of learners, the CLT approach of the teachinglearning process is highly recommended. The study aims to identify the challenges that negatively affect the valid application of CLT in Syrian public schools in Aleppo governance. The study employed a fully quantitative research design. A survey questionnaire was used as a data collection instrument. A number of 50 English language teachers from 25 schools were randomly selected. The collected data were analysed descriptively using SPSS (25) software. Teachers despite their awareness of the importance of CLT, faced many challenges. The results showed four types of challenges namely; teachers-related challenges: lack of training, lack of authentic materials, lack of English cultural knowledge. Students related challenges: low proficiency, passive learning style, lack of motivation. Education system-related challenges: lack of support, too large classes, unsuitable curriculum. Finally, CLT related challenges: lack of effective and efficient assessment instrument, lack of teaching materials. The study provided a comprehensive approach towards better implementation of CLT in the EFL context. Implications and recommendations were discussed in light of the findings.

scholarly journals An Assessment on Factors Affecting Student –Teachers’ Inferential Understanding in Reading Comprehension Practice: The Case of GilgelBeles College of Teacher Education, BenishangualGumuz Region

2017 ◽  
Vol 4 (2) ◽  
pp. 148-153
Author(s):  
Shewa Basizew
Keyword(s):  
Reading Comprehension ◽  
Student Teachers ◽  
English Language ◽  
Teacher Commitment ◽  
Language Teachers ◽  
Sample Population ◽  
Authentic Materials ◽  
Factors Affecting ◽  
College Classrooms ◽  
Reading Activities

This study aimed to assess, identify and analyze factors affecting student-teachers’ inferential understanding in the reading comprehension practices in the English department of GilgelBeles College of teachers Education in BenishangulGumuz Regional State. It attempted to answer the following basic questions: - what factors influence inferential understanding,and how they influence inferential understanding. In order to achieve the objectives, a sample population is taken from the student-teachers and all three English language teachers in the department. Data collection instruments included questionnaire, interview and classroom observation. The collected data was analyzed quantitatively for close ended questions and qualitatively for open-ended questions, interviews and classroom observations. The study reveals that the main impediments that hinder student-teachers’ inferential understanding while practicing for reading comprehension are lack of regular practice, poor high school background knowledge , the physical environment ( high temperature) , lack of motivation, large class size and lack of teacher commitment in supporting students, loss of attention towards implied meanings and problem of using reading strategies effectively. The studies also indicate that, student –teachers need to develop their motivation and to practice reading activities more frequently. Furthermore, teachers need to commit to providing their students with more practice making use of authentic materials. In addition, installing fans in college classrooms would improve learning conditions and building more classrooms would help limit the number of students in a class. Int. J. Soc. Sc. Manage. Vol. 4, Issue-2: 148-153

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

scholarly journals Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

2016 ◽  
Vol 9 (11) ◽  
pp. 59
Author(s):  
Bushra Alamri ◽  
Hala Hassan Fawzi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Error Correction ◽  
Quantitative Research ◽  
English Language ◽  
Classroom Observation ◽  
Language Teachers ◽  
English Language Teaching ◽  
University College ◽  
Teachers And Students

<p>Error correction has been one of the core areas in the field of English language teaching. It is “seen as a form of feedback given to learners on their language use” (Amara, 2015). Many studies investigated the use of different techniques to correct students’ oral errors. However, only a few focused on students’ preferences and attitude toward oral error correction techniques, which determine students’ success in language learning. This quantitative research explored teachers’ and students’ preferences as well as students’ attitude toward the use of oral error correction techniques in the language classroom. The participants of the study were English language students and English language teachers at Yanbu University College (YUC) in Yanbu Industrial City, Saudi Arabia. A classroom observation checklist and questionnaires were used to collect the data. The study findings revealed that recast and explicit correction are the preferred techniques by the majority of the students and teachers. The findings also indicated that students have positive attitude toward oral error correction. As the classroom observation revealed that recast was highly used by teachers, it is recommended that teachers should also use other techniques to correct students’ oral errors. In addition, it is recommended that before correcting students’ oral errors teachers should always take into account the purpose of the activity and the proficiency level of students.</p>

scholarly journals Current Teaching Methods Used for English Language Teaching in Upper Elementary School and the Preferred Ones for the Lower Grades

2021 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Shereen Alhindi ◽  
Maha Halabi
Keyword(s):  
Public Schools ◽  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Upper Elementary ◽  
Elementary Grades ◽  
English Language Teachers

There is no doubt that the teaching method has a significant effect on the student`s outcome and the responsibility for choosing the right method falls on the teacher. With experience, the teacher will be able to decide which method will fit the student’s needs. This research examines the most popular teaching methods and materials for teaching the English language in Saudi public schools, particularly in the upper elementary grades. It also aims to explore the perceptions of English language teachers of the methods and materials they consider to be the most effective in the teaching of lower elementary grades in Saudi public schools, who will be exposed to the English language for the first time. The sample of the study comprised 44 English teachers in Saudi public schools. The findings show that the majority of the English language teachers use Communicative Language Teaching (CLT) either alone or with other teaching methods. Moreover, most of them are willing to use it with the low grades of elementary. The findings also show that the most used materials in the classroom are videos, pictures, audiovisuals and the least used are written texts. These were the same materials that the teachers would like to use (with the same order of preference) for teaching the lower elementary grades. The findings have implications for current English language teachers who are willing to change their way of teaching and future teachers who would benefit from being aware of the effective methods of teaching the elementary grades in particular.

scholarly journals Discovering Students’ Preference for Classroom Activities and Teachers’ Frequency of Activity Use

2017 ◽  
Vol 19 (1) ◽  
pp. 51 ◽  
Author(s):  
Nahum Samperio Sanchez
Keyword(s):  
Research Methodology ◽  
Quantitative Research ◽  
English Language ◽  
Teaching Styles ◽  
Numerical Data ◽  
Language Teachers ◽  
Classroom Activities ◽  
English Language Teachers ◽  
The Common ◽  
Spss Software

Choosing what activities to include in a class is not an easy task. Teachers often tend to include activities based on their teaching styles and sometimes students are not included in these decisions. This paper explores the preference students have for classroom activities and the frequency in which teachers include certain classroom activities in their practicum. The study followed a quantitative research methodology by collecting numerical data through a 62-items questionnaire developed from a pool of items gathered from different questionnaires. Analysis indicate a coefficient of reliability of α=.907; data were analyzed with the SPSS software. 20 English language teachers and their 263 students of a language school were included in the study. Students’ levels ranged from 1 to 6, being the 6th the equivalent to B1 of the Common European Framework (CFE). Results indicated a mismatch between teachers’ frequently used activities and students’ preference of activities, however, there is a match in speaking activities.

scholarly journals Promoting Learner Autonomy

2020 ◽  
Vol 2 (2) ◽  
pp. 156-167
Author(s):  
Said OUSSOU
Keyword(s):  
Quantitative Data ◽  
Quantitative Research ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
English Language Teaching ◽  
Know How ◽  
Efl Context ◽  
Efl Teachers ◽  
English Language Teachers

Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.

scholarly journals Formative Assessment: The Malaysian English Language Primary School Teachers’ Pedagogical Beliefs and Values

2021 ◽  
Vol 3 (4) ◽  
pp. 52-66
Author(s):  
Stephania Albert Jonglai ◽  
Mark Pike ◽  
Martin Lamb
Keyword(s):  
Primary School ◽  
English Language ◽  
Contextual Factors ◽  
Implementation Process ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Factors Affecting ◽  
Beliefs And Practices ◽  
Knowledge And Beliefs ◽  
Teaching Learning

This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS

2020 ◽  
Vol 17 (1) ◽  
pp. 318-335
Author(s):  
Lorena Lins Damasceno ◽  
Mariana Gomes Fontes Bethônico
Keyword(s):  
Professional Development ◽  
United States ◽  
Public Schools ◽  
English Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Cultural Experience ◽  
The Usa ◽  
English Language Teachers

In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.

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