scholarly journals Exploring the Motivational Strategies Practiced by Pakistani EFL Teachers to Motivate Students in Learning English Language

2017 ◽  
Vol 7 (2) ◽  
pp. 117
Author(s):  
Sehrish Khan Kakar ◽  
Zahid Hussain Pathan
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Research Question ◽  
English Language Teaching ◽  
Motivational Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Efl Teachers ◽  
Research Questions ◽  
Learning English

The purpose of this study was to investigate motivational strategies which EFL teachers employ to motivate students in learning English language and to determine the significant difference if any across male and female teachers in practicing motivational strategies in an EFL classroom. A quantitative research design was employed. An adopted questionnaire by Cheng & Dornyei (2007) comprising of 48 close-ended items ranging from “Hardly ever” to “very often” was administered among 96 male and female EFL teachers who were teaching in government secondary schools in Quetta, Balochistan, Pakistan. To answer the two research questions of the study, both descriptive and inferential statistics were performed in SPSS (version, 21). The findings of the first research questions revealed that to promote learners’ autonomy emerged as the most influential source of motivational strategy practiced by EFL teachers followed by Familiarization learners with L2-related values as the second most practiced motivational strategy. The findings of second research question revealed no statistical significant difference between male and female EFL teachers in terms of practicing motivational strategies. The findings of the present study have implications on effective English language teaching and enhancing teachers’ experience and knowledge in order to motivate EFL learners by using different motivational strategies in learning English in context of Pakistan.

scholarly journals Perceptions of EFL Intermediate Students Toward Authentic Material: A Comparative Study of Two Colleges of Quetta, Balochistan

Al-Burz ◽  
2016 ◽  
Vol 8 (1) ◽  
pp. 81-92
Author(s):  
Muhammad Aamir Ishaq ◽  
Faria Saeed Khan
Keyword(s):  
College Students ◽  
Quantitative Research ◽  
English Language ◽  
Research Question ◽  
English Language Teaching ◽  
Public Colleges ◽  
Intermediate Students ◽  
Authentic Material ◽  
Significant Difference ◽  
Efl College Students

This study intends to investigate the perceptions of EFL college students toward the use of the authentic material in EFL classroom. A total of 311college students in which 160boys and 151 girls students participated from two public colleges of Quetta, Balochistan province of Pakistan. The researcher employed quantitative research design to answer two research questions of the study. The quantitative data was obtained through the survey questionnaire. Initially, to respond to the first research question of the study, descriptive statistics was performed in SPSS, and to answer the second research question,independent simplest-test was also run in SPSS to check thestatistical significant difference between boys and girls college students. The findings revealed that college students showed positive response towards the use of the authentic material in the EFL classroom. In addition, the results of independent samples t-test showed the boys’ college students emphasized more use of authentic material than girls’ students. These findings have implications for both curriculum designers and English language teaching in the Pakistani context.

scholarly journals Use of First Language in the Classroom: Non-native EFL Teachers’ Beliefs in Teaching English to Adult Learners in Bilingual Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Iftikhar Ahmad ◽  
Noor Raha Mohd Radzuan ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Adult Learners ◽  
Adult Students ◽  
Quantitative Research ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
English Language Teaching ◽  
Significant Difference ◽  
Efl Teachers

This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers’ and adult learners’ beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students’ questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers’ use of Arabic is extensive, while non-Arab EFL teachers’ use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.

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 The Effectiveness of Jigsaw Method in Improving Students Reading Comprehension

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Nurbianta Nurbianta ◽  
Hana Dahlia
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
English Language ◽  
Sampling Technique ◽  
First Grade ◽  
Language Instruction ◽  
English Language Teaching ◽  
Significant Difference ◽  
Jigsaw Method ◽  
Learning English

Reading comprehension is a major objective of language instruction in English learning concept teaching in senior high school. As one of macro skill of English it is being important part in English Language Teaching. So, the teacher should teach actively to helpstudents get the ultimate goal of reading instruction. Jigsaw is one of cooperative learning which is interesting to be applied to boost students’ motivation in learning English especially to reading skill. The activities is centered to the students, so it can stimulated students activeness because they involved in active learning.Based on the tittle, the formulation of the problem was: 1) Is the prepared test curricularly valid and reliable?,2) What are the results of pretest and posttest using jigsaw method?, 3)Is there any significant difference result of pretest and posttest using jigsaw method? Design of this research was pre-experimental design by pretest-posttest one group.  Research subject was students in SMPN 13 Berau while object of the research was the use of jigsaw method in reading instruction. The population of this research was 100 students of seventh grade of SMPN 13 Berau, and the sample was 30 students taken by random sampling technique. The instrument was test then analyzed by scoring, normality, homogeneity, mean, t test and hypothesis testing. The results of this research are; 1) The test instrument used in this research was appropriate in term of the objective and applicable in this particular situation because the prepared test curricularly valid and reliable, 2)The result of posttest slightly higher than pretest in conducted jigsaw method in SMPN 13 Berau, 3) There is significant difference of jigsaw method used that exists on respondents specifically students in SMPN 13 Berau during learning English as Second Language (ESL) specifically for reading instruction.The hypothesis of this researchis accepted because there is significant effect of Jigsaw Method in Improving Students Reading Comprehension to the First Grade At SMPN 13 Berau 2017/2018. 

scholarly journals The Perception of MSU TESL Practicum Students Towards the Idea of Using English Songs with Written Lyrics in Teaching Vocabulary.

2021 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Norhafiza Azween Binti Sumali ◽  
Mohammed Mohammed Ali Abdulkhaleq
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Curriculum Developer ◽  
Practicum Students ◽  
Significant Difference ◽  
Teaching Curriculum ◽  
Potential Use

Despite the fact that English songs with written lyrics are already familiar in Malaysia, however only a few that recognizes the potential use of the material in teaching vocabulary especially among Malaysian English teachers. The researcher finds it necessary to understand the perception towards the idea of using English songs with written lyrics in teaching vocabulary especially in Malaysian context. This quantitative research aims to identify the MSU TESL practicum students’ perception towards the idea of using English songs with written lyrics in teaching vocabulary and to find out if there is any difference according to gender and program (DTESL/BTESL) in the practicum students’ perception. A total of 164 TESL practicum students are used as the sample in this research where an online questionnaire is distributed to collect data. The results reveal that the practicum students exhibit a positive perception towards the idea of using English songs with written lyrics in teaching vocabulary. No significant difference in perception is found regardless the gender and programs. The findings are hopefully to give significant to the English teachers and the English Language Teaching curriculum developer. Further recommendation is given for a better understanding of the perception.

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 A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Writing News Item in English Language Teaching Context: Line Apps Platform for Senior High School Students

2020 ◽  
Vol 2 (1) ◽  
pp. 24-28
Author(s):  
Tia Dwi Risani
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
News Item ◽  
Learning English

Learning English nowadays is a process of giving learners not just skills its also an innovative learning technique, and creative ways are needed as well. The  Information Communication Technology (ICT) device such as social media, i.e., Line provides students to explore more in learning English. This research aimed at proving social media such as Line today can be used as virtual support for English language Teaching (ELT) process of writing news item in senior high school. This descriptive qualitative research was conducted on classroom during the subject news item. In this study, the research belongs to the interpretivism paradigm or related to the explaining or understanding the meaning of a sentence or passage. The result of this research is using a virtual or electronic device not only could help students as a learner but the essential things in learning process namely teachers also need virtual to support teaching process and even virtual assessment help teachers and even students to develop learning process especially by using Line apps for writing news item.

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