scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

scholarly journals Controversies and Possibilities of Teaching and Learning EIL Approach: A Case Study in Indonesia

2021 ◽  
Vol 7 (1) ◽  
pp. 5-17
Author(s):  
Susi Andriani Simanjuntak ◽  
◽  
Hsi-Nancy Lien
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Teaching Beliefs ◽  
Learning And Teaching ◽  
International Language ◽  
Before And After ◽  
Teachers And Students ◽  
Diversity Curriculum

This study investigated the potentials and obstacles to learn and teach English as an international language (EIL) approach in one of senior high schools, in Tebing Tinggi. Indonesia. EIL is embracing the language variations among nations included native and nonnative English language. In our increasingly diverse communities, this approach is a talkback to the monolingual focus in ELT pedagogy and pay much attention to multilingual in the local and global communities and also situated English language education in global/local multilingualism. There were 6 English teachers and two classes (grade 1 and grade 2 which were approximately 60 students) in senior high school were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL) to get deep information about their tensions, conflicts, struggle, and challenges EIL teachers and students may experience before and after teaching and learning of EIL approach in five meetings. From this result, we could see there were some fertilities and infertilities that we got from implementing and acknowledging this approach. The fertilities that we cultivated were the students learned these topics as knowledge, embracing bright future of learning English, getting to know foreigners and countries, good experience with international friends, learn about their own country (transforming, reflecting themselves as Indonesia, proud to be Indonesia), well understanding the function of English, and fulfil the students’ needs. The other side, the infertilities of implementing EIL approach were they had deficit perspective toward themselves; they did not know about Englishes since it was never taught by their English teachers, bad environment from their community, their preferences and saw Englishes as an error and wrong perception about Englishes, and facilitation and resources as well. From the teachers’ perspective, there were also controversial and possibilities of teaching EIL in this school. They welcomed to the nature of English and getting to know EIL approach, well understanding of English as a tool for students’ future, and willing to pursue English teaching effectively. But, they concerned to the students’ problems, teaching beliefs, preferences, lack of understanding of English variation diversity, curriculum and textbooks. Those problems made them afraid to make any risk, little faith to apply EIL, and created two different worlds of English standard and nonstandard English. By seeing those results bear fruitful pedagogical implications for learning and teaching English, they are meta-awareness; broaden exposure of English learning and teaching, and open English pedagogy.

scholarly journals Code-switching in English Language Education: Voices from Vietnam

2016 ◽  
Vol 6 (7) ◽  
pp. 1333 ◽  
Author(s):  
Nhan Trong Nguyen ◽  
Peter Grainger ◽  
Michael Carey
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Code Switching ◽  
Language Teachers ◽  
English Only ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Competence

Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

scholarly journals Teaching and learning English in a second language situation: The case of some Igbo Teachers and students

2020 ◽  
Vol 16 ◽  
pp. 160-175
Author(s):  
Nkoli Nnyigide ◽  
Obiageli Anyaegbu
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Instructional Materials ◽  
Language And Literature ◽  
Government Education ◽  
Teachers And Students ◽  
National Life ◽  
Learning English

The English language, which is studied as a second language in Nigeria, is indispensable in all spheres of human endeavours. It is the language of government, education, the judiciary and indeed every aspect of national life. All ethnic groups in the country, the Igbo inclusive, embrace this all-important language for their various activities. Because this significant language is not a mother tongue in the Igbo environment, some students of English in a second language situation encounter problems because some learners study it against the background of their mother tongue in which they have attained a reasonable degree of competence. Again, teachers on their own part contribute to the problem owing to their pedagogical incompetence, lack of instructional materials, language interference, etc. To this end, this paper looks at the concept of teaching and learning English in a second language situation with a focus on the problems encountered by the Igbo teachers and learners as regards imbibing the intricacies of the language and possible solution. To get about this, fifty Year one Sandwich students of Department of English Language and Literature, Nnamdi Azikiwe University and their lecturers were directly observed in a classroom situation. It was discovered that they have interference problem amongst other problems inherent in studying English as a second language.

Availability and Utilization of Information and Communication Technology (ICT) Resources for English Language Teaching and Learning in Secondary Schools in Nsukka Urban: Implication for National Security.

2019 ◽  
pp. 210-217
Author(s):  
Nnamani A.P. ◽  
Ukoha E.O. ◽  
Nwachukwu V.N.
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Teaching English ◽  
Information And Communication ◽  
Research Questions ◽  
Descriptive Survey

The study examined the availability and utilization of ICT Resources for teaching English Language in secondary schools located in Nsukka urban of Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The design of the study was descriptive survey design. Purposive sampling technique was used to select 9 teachers out 29 English teachers from the 9 public secondary schools in Nsukka urban. One English teacher each from the nine schools making it a total number of 9 teachers were used for the study. Checklist and questionnaires were used to collect data. These instruments were validated by three experts from university of Nigeria Nsukka. Percentages, mean and standard deviation and t-test were used to analyse the data collected. The findings of the study revealed that only 3 ICT resources were available for teaching English language in secondary schools. The study also revealed that the very few that were available were grossly underutilized. This implied that the teaching of English which is known for its capacity to douse linguistic tension in our multilingual Nigeria is not effectively and efficiently taught and learnt. Recommendations made include that government should make available ICT resources for the purposes of teaching English in secondary schools in Nsukka urban and that teachers should be exposed on how to use the ICT resources.

scholarly journals The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region- Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Thobias Thobias Nyoni ◽  
Demetria Gerold Mkulu
Keyword(s):  
Cooperative Learning ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Positive Interaction ◽  
Inclusive Learning ◽  
Teachers And Students ◽  
Creativity And Innovation

Cooperative learning is a strategy that teachers can use in the classroom to help students achieve better performance and also help in building positive interaction among students, giving all the learners chances to be active in the learning process. The world today is facing challenges in attaining inclusive education for all. The aim of this study is to examine the role of Cooperative learning in attaining Inclusive Education in the classroom. During presentation the presenters will present on the importance of Cooperative learning in attaining Inclusive Education in the classroom. Also the presenter will present on the challenges that hinder cooperative Learning in attaining inclusive learning in the classroom. Lastly, this paper discusses the basic strategies that would be employed to improve Cooperative learning as the strategies to attain inclusive Education in the classroom. The study employed qualitative methods in data collection. The targeted population was teachers and students in five secondary schools, purpose sampling technique employed to select English teachers while randomly sampling to select students. This paper concludes that, in Oder to attain inclusive Education, it is a vital for every educator to attain training on how to develop cooperative Learning. Also teachers should invest more in research and accept radical changes in the teaching and learning processes.

Value of Non-native Speaker Teacher Acts in the Second Language Science Classroom

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Azian Abd Aziz ◽  
Abdul Halim Abdul Raof ◽  
Fauziah Ismail ◽  
Masputeriah Hamzah
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Science Classroom ◽  
Teacher Trainees ◽  
Teachers And Students ◽  
Group Interviews ◽  
Native Speaker Teacher

This study aimed to investigate actual non-native teacher talk in the second language (L2) science classroom and the value of the talk as perceived by students, who are English language learners. Twenty L2 science lessons conducted by ten non-native teacher trainees were analyzed for teacher acts. Feedback from the teachers was also obtained via stimulated recall sessions. Perceptions of the value of the teacher acts were obtained from sixty-one students via group interviews. The findings indicated that most of the teacher acts were identical to those occurring in other classrooms. Nevertheless, two of the acts, namely, overt repair and assist acts were newly identified acts generated by the teacher trainees, which suggest that some acts may be particular to specific classroom contexts. Students perceived certain acts, namely, the elicitation, follow-up, check, and conclusion acts, to be more valuable compared to others in aiding their understanding. Findings of this study offer a more realistic approach in implementing L2 science teaching and learning in the context where teachers and students are not proficient in the L2.

التخطيط اللغوي لنشر اللغة العربية في المدارس الابتدائية والثانوية الماليزية بعد الاستقلال: دراسة وصفية تحليلية (Language Planning for the Promotion of Arabic language in Primary and Secondary Schools in Malaysia since Independance: An Analytical Descript)

2018 ◽  
Vol 15 (2) ◽  
pp. 203-230
Author(s):  
زاليكا آدم ◽  
حنفي دوله الحاج
Keyword(s):  
Secondary Schools ◽  
Educational System ◽  
English Language ◽  
Language Planning ◽  
Language Education ◽  
Arabic Language ◽  
The Status

لقد وزَّع الاستعمار الإنجليزي المدارس الماليزية الجديدة على أربعة أنظمة لغوية؛ إنجليزية، وملايوية، وصينية، وتاميلية. ومن ثم ألغيت اللغة العربية من المنظومة التربوية في ماليزيا المستعمَرة، وتوِّجت اللغة الإنجليزية بوصفها لغة العصر؛ ما أدى بالمواطنين إلى التنافس فيما بينهم رغبة منهم في مواكبة العصر. من هنا تكمن أهمية هذا البحث؛ إذ يرمي إلى استعراض وضعية اللغة العربية منذ استقلال ماليزيا إلى الآن، والتخطيط لها في المدارس الماليزية الابتدائية والثانوية وفق رؤية استراتيجية. وهي دراسة لم تحظ كثيرًا باهتمام الباحثين الملايويين في شأن الثقافة العربية. الكلمات المفتاحيّة: التخطيط اللغوي، اللغة العربية، التعليم، المدارس، ماليزيا. Abstract English colonial regime classified the new Malaysian schools into four systems: English, Malay, Chinese and Tamil. As a result, the Arabic language was eliminated from the educational system in colonized Malaysia, and the English language flourished as the language of the time, and this led the citizens to compete among themselves with the aim of keeping up with the time. This is the significance of this study as it aims to review the status of the Arabic language since Malaysia’s independence until now. This study also proposes strategies for the primary and secondary Malaysian schools. Studies on Arabic culture is not so popular among Malaysian researchers. Keywords: Language planning, Arabic Language, education, schools, Malaysia

scholarly journals The Impact of Using Twitter as a Pedagogical Tool on Improving Writing Skills of English Language Education Students

2022 ◽  
Vol 9 (1) ◽  
pp. 129-141
Author(s):  
Risnawati . ◽  
Abdurrachman Faridi ◽  
Sri Wuli Fitriati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Education ◽  
Sampling Technique ◽  
Education Students ◽  
English Language Education ◽  
Study Program ◽  
Pedagogical Tool ◽  
The Impact

This study was a qualitative research method focused on a case study approach. This study aimed to find out the impact of pedagogical Twitter on improving the writing skills of English Language Education students at Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong. The sample of this study was 27 students of the English Language Education Study Program in the academic year 2020/2021. The sampling technique of this study used a purposive sampling technique. Invalidating the data, I used methodological and investigator triangulation. The instrument of this study had validated by expert judgment invalidating the data. The data of this study had collected through students writing text, tweets from Twitter, and interviews. After collecting the data, I used Brown’s rubric score to analyze students’ writing text, and tweets from their Twitter accounts as a pre-test and post-test. The interview item became the last instrumental in exploring the impact of Twitter on improving students writing skills. The analysis found that Twitter became an effective tool in enhancing students’ writing skills. The result showed from five categories of Brown’s assessing writing skills: students writing content of 83.33%, the organization was 81.48%, grammar structures of 85.19%, vocabulary had 82.41%, and mechanism had 100.00%. The result concluded that Twitter was more influential in improving students writing skills. The average of each category was an outstanding category. In short, Twitter became an effective pedagogical tool in helping students to improve their writing skills. In addition, Twitter has functioned as social media, but it has integrated into the teaching and learning process. Keywords: Twitter, Pedagogical Tool, Writing Skills.

scholarly journals Authentic materials in online teaching to improve students
 involvement

2021 ◽  
Vol 127 ◽  
pp. 01018
Author(s):  
Maria Dmitrievna Inkova ◽  
Irina Valerievna Pronina ◽  
Ludmila Petrovna Timoshenko ◽  
Daria Alekseevna Prusakova ◽  
Yana Borisovna Adasova
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Poor Performance ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Teacher Student ◽  
Teachers And Students

Online education is not an innovative product nowadays but when COVID-19 pandemic resulted in total lockdowns, many teachers and students registered numerous challenges in virtual classrooms among which the level of a teacher-student interaction is a focus of this paper. The research shows that isolation, distraction, and lack of immediate connection can actually pose a big problem. As a result, many students lose interest and become passive learners with poor performance. To revive scholars’ involvement research was conducted integrating authentic materials in online classes. A quasi-experimental method was used to collect data. A questionnaire among the students allowed to consider their attitude to studying online while semi-structured interviews and self-written reflections provided rich material for analysis. On the whole, the study revealed positive gains. Being a natural source of practical English, authentic materials bring meaning back into the classrooms and offer teachers an inexhaustible source of relevant language. They help regain students’ engagement if applied thoughtfully. Though there are certain difficulties, with due experience and practice they can be overcome. The results of this study contribute to providing useful guidelines for English teachers and students to enhance the efficacy of teaching and learning activities, particularly in virtual ELT (English Language Teaching) classrooms.

scholarly journals Exploring the Potential of online English Websites In Teaching English To Non-Linguistic Major Students: BreakingNewsEnglish As Example

2019 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Saad Boulahnane ◽  
Viktoriia S. Abramova
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
The Internet ◽  
Authentic Texts ◽  
Communicative Skills ◽  
News Website ◽  
Teachers And Students ◽  
Learning Projects

The Internet has captured the attention of teachers and language instructors from all over the world due to its online teaching materials. The Internet-based material has allowed distance-learning projects. This article explores the potential role of EFL websites as a supplement in classroom instruction. As an example, an English-language based news website, www.breakingnewsenglish.com, has been designed to teach English to non-linguistic major students. The authors of this article offer methodological recommendations on using Internet-based materials, describe stages of work with authentic texts, and note linguistic and communicative skills developed in the course of work. The recommendations have been formed based on teachers and students’ descriptions of the materials provided by the website in question. This descriptive article will hopefully contribute to the literature on online teaching and learning materials, particularly in the field of EFL.Keywords: foreign languages, online educational resource, news website, communicative skills

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