scholarly journals Impact of Multimedia Technology on the Teaching and Learning of Oral English in Osun State Secondary Schools, Nigeria

2020 ◽  
Vol 2 (1) ◽  
pp. 37-49
Author(s):  
Victor Oluwole Falola ◽  
Segun Bode Jolayemi
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
School Level ◽  
Multimedia Technology ◽  
Ict Skills ◽  
Information And Communication ◽  
English Language Teachers ◽  
The Impact

The paper sets to examine the impact of multimedia technology in the teaching and learning of oral English in secondary schools in Osun State. The researchers’ main objectives are to determine the availability of multimedia technology in secondary schools and also find out the Information and Communication Technology (ICT) skills possessed by oral English teachers. Further, the study explores strategies to improve on the usability of multimedia technology in secondary schools. Data were collected through questionnaires distributed among 80 teachers in Osun State central senatorial district. The results and discussions of findings are presented based on the demographic information of the respondents as well as their views towards the utilisation of ICT. Recommendations are made to the language planners, government, and the relevant agencies in the education sector as it was observed that challenges in pronunciation were not limited to students alone; it also affected teachers. This study further suggests that refresher courses be organised periodically for oral English language teachers and particularly, that the teaching of oral English should start at a primary school level.

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 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 The impact of material and moral motivation in the performance of English language teachers in secondary schools in Al-Mukhawa Educational Governorate: أثر الحوافز المادية والمعنوية في أداء معلمات اللغة الانجليزية في المدارس الثانوية بمحافظة المخواة التعليمية

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Halima Ali Al - Zahrani
Keyword(s):  
Statistical Analysis ◽  
Secondary Schools ◽  
English Language ◽  
Moral Motivation ◽  
Language Teachers ◽  
Incentive System ◽  
English Language Teachers ◽  
The Creation ◽  
The Impact

The present study aimed at identifying the effect of material and moral incentives on the performance of the English language teachers in the secondary schools in Al-Mukhawa Educational Governorate in terms of their degree of use, the clarity of the incentive system, and the obstacles to providing incentives. The study sample consisted of 40 English language teachers, The study tool was Astian verified its validity and stability, and after conducting statistical analysis, the study found that the physical and moral incentives have a significant and effective impact on the performance of English language teachers in secondary schools in Al-Mukhawa educational district. The study recommended a set of recommendations, the most important of which is the creation of a clear policy of incentives and be able to satisfy the wishes of teachers

scholarly journals ICT based Brain-Compatible Teaching in Adult Education

2019 ◽  
Vol 8 (12S) ◽  
pp. 459-462
Keyword(s):  
Adult Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Optimal Level ◽  
Language Teachers ◽  
Use Of Technology ◽  
Information And Communication ◽  
English Language Teachers ◽  
Brain Compatible ◽  
World English

We live in an age where many of us are wellgrounded in the field of education. It is evident that the adult learners are deeply entrenched by the use of technology in their everyday learning. The quality of education has progressed towards a learner- centered approach where the students are given more opportunities to self-learn subjects of their choice. By implementing Brain-Compatible teaching and learning methods with the use of Information and Communication Technology ( ICT) teachers can make their practices more professional and help adult learners meet their optimal level of learning a language to a greater extent. In this context, the study attempts to explore how teachers can make lesson content relevant for students with ICT tools. The main objective of this paper explains how English language teachers can help the adult learners in learning the real world English with the use of technology. Using qualitative method the collected data provides an overview of how the students are benefited and given opportunities to improve their knowledge in a productive way. The article gives an outline of how the use of technology by the students has highly developed their interpersonal skills, social skills and communicative skills which are the need of the hour..

Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽  
2021 ◽  
pp. 003368822097931
Author(s):  
Ulugbek Nurmukhamedov ◽  
Shoaziz Sharakhimov
Keyword(s):  
Teaching And Learning ◽  
Public Discourse ◽  
English Language ◽  
Language Teachers ◽  
Television Programs ◽  
University Professors ◽  
Word Families ◽  
Proper Nouns ◽  
English Language Teachers ◽  
Ted Talks

In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

scholarly journals THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Gunasegaran Karuppannan ◽  
Muhantha Paramalingam ◽  
Fazal Mohamed Mohamed Sultan ◽  
Hatnin Duari
Keyword(s):  
Special Education ◽  
Effective Teaching ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Effective Teaching Strategies ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Document Review

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 49-67
Author(s):  
Ángela Vanesa Duarte Infante ◽  
Sandra Milena Fonseca Velandia ◽  
Bertha Ramos Holguín
Keyword(s):  
English Language ◽  
Public University ◽  
Language Teachers ◽  
Pedagogical Intervention ◽  
Pedagogical Strategy ◽  
Educational Issues ◽  
Personal Experiences ◽  
Field Notes ◽  
English Language Teachers ◽  
The Impact

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

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. 

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

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