scholarly journals MPhil Scholars’ Views about the Use of Humor in English Language Classroom in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Rabbia Nayyar ◽  
Muhammad Zeeshan
Keyword(s):  
Content Analysis ◽  
Social Life ◽  
English Language ◽  
Future Research ◽  
English Department ◽  
Research Directions ◽  
Language Classroom ◽  
Language Classrooms ◽  
Future Research Directions ◽  
English Language Classrooms

The element of humor is one of the important elements in a person’s social life and when used in the English language classroom by teachers, it could affect the students’ learning. This study investigated MPhil scholars’ views being student and teacher regarding the use of humor in English language classroom. The research was qualitative using purposive sampling. The sample consisted of eight female MPhil scholars of English department of two universities in Quetta, Balochistan, Pakistan. Interviews and observations were the instruments used for data collection. The data were analyzed through content analysis and for this purpose NVivo (Version 10) was used. The participants’ views and teaching practices suggested humor to be beneficial in the English language classrooms to motivate students. The results of this study recommend using humor in English language classroom as it may make teaching more effective. The future research directions are also suggested.

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

scholarly journals Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 331-338
Author(s):  
Zulfiqar Ali ◽  
Farzana Masroor ◽  
Tariq Khan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Attitudes ◽  
Important Variable ◽  
Gender Perceptions ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Impact ◽  
English Language Classrooms

The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.

scholarly journals Using Wikis for Collaborative Writing in the ELT Classroom

2018 ◽  
Vol 2 (2) ◽  
pp. 413 ◽  
Author(s):  
Jolanta Hudson
Keyword(s):  
English Language ◽  
Collaborative Writing ◽  
Writing Skills ◽  
L2 Writing ◽  
Future Research ◽  
Work Related ◽  
Wiki Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
Depth Study

<p>This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.</p>

scholarly journals Interaction In the English Language Classroom: A Review of Teacher Questions

2021 ◽  
Vol 6 (9) ◽  
pp. 513-520
Author(s):  
Bala Salisu Abubakar ◽  
Shamala A/P Paramasivam ◽  
Lee Geok Imm ◽  
Sharon Sharmini
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Question Type ◽  
Target Language ◽  
Future Research ◽  
Teaching English ◽  
Knowledge Based ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Classroom

Teachers' questions in the English language classroom are an essential way of teaching English. Teachers must be aware of the types of questions that can help students learn the target language. Students, on the other hand, did not actively participate in learning, especially when responding to questions from teachers. To address this issue, teachers must modify their questions using various techniques in order to elicit responses from students. This study examines twenty studies selected from the Google scholar on the role of teacher questioning pattern in motivating students' participation in English language classrooms, as well as the classification of modification questions used by teachers when teaching English. We examine current teachers' questioning patterns before reviewing previous research on the most common question type activity in the English classroom. According to the findings, display questions are frequently used by English language teachers as a better approach than referential and other questioning types. Other knowledge-based analyses were discovered to be carried out in order to extract useful features that reduce the risk of better activity, demonstrating that students continue to struggle with high-dimensional and important subjects when answering referential questions. Finally, we highlight some outstanding issues for future research in this area that researchers should consider.

scholarly journals Social Workers’ Management of Child Interpreting: A Qualitative Study

2020 ◽  
Author(s):  
Siân E Lucas
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Language Proficiency ◽  
English Language ◽  
Social Constructionist ◽  
Future Research ◽  
Research Directions ◽  
The Social ◽  
Future Research Directions ◽  
Depth Interviews

Abstract Spoken language interpreters are commonly used to facilitate communication for emergent bilingual service users in social work. Children often have greater English language proficiency than their parents and may interpret for family members in a variety of contexts, including social work. This article approaches the topic of child interpreting from social workers’ perspectives and presents findings from in-depth interviews about child interpreting. Social constructionist theories are used to examine the way social workers manage child interpreting. The findings indicate that social workers manage child interpreting by monitoring, scaffolding or stopping encounters. Through talking about child interpreting, the social workers conceptualise children as passive, vulnerable or untrustworthy. Social workers recognised the potential contributions that child interpreters offered but remained concerned about their ability to translate technical and emotionally laden messages. Given that child interpreting was found to be unavoidable in social work, there is scope to develop a framework for safe and effective child-interpreting practice. Future research directions include an exploration of children’s perceptions about interpreting in social work contexts.

On the Fields of the Motor City: Underserved Athletes’ Perceptions of Their Coaches

2011 ◽  
Vol 4 (3) ◽  
pp. 97-121 ◽  
Author(s):  
Meredith Whitley ◽  
Eric Bean ◽  
Daniel Gould
Keyword(s):  
Content Analysis ◽  
Qualitative Interviews ◽  
Developmental Outcomes ◽  
Children And Youth ◽  
Future Research ◽  
Young Athletes ◽  
Research Directions ◽  
Coaching Behaviors ◽  
Future Research Directions ◽  
Sport Organization

This study examines young athletes from an urban sport organization, looking at their overall perceptions of their coaches, perceptions of the best and worst coaching actions, behaviors, and attitudes, and how these varied between practice and game environments. Twenty-three athletes (10 males, 13 females) between the ages of 10 and 18 years participated in semi-structured, qualitative interviews. Content analysis of the interviews indicated that these young athletes preferred a positive coaching orientation with a mastery-oriented environment, while the coaches identified as the worst generally fostered an outcome-oriented environment with a negative coaching orientation. These findings suggest that coaching educators should feel confident about using the guidelines provided by Smith, Smoll, and colleagues (Smith, Smoll, & Curtis, 1979; Smith, Smoll, & Barnett, 1995; Smoll, Smith, Barnett, & Everett, 1993) when working in underserved settings with children and youth. The need for future research in this area is discussed, along with future research directions on the link between youth developmental outcomes, perceptions of coaching behaviors, and observed coaching behaviors.

scholarly journals EWALUACJA NARZĘDZI BADANIA NUDY NA ZAJĘCIACH PRAKTYCZNEJ NAUKI JĘZYKA ANGIELSKIEGO Z PERSPEKTYWY MAKRO I MIKRO

Neofilolog ◽  
2019 ◽  
pp. 299-314
Author(s):  
Joanna Zawodniak ◽  
Mirosław Pawlak ◽  
Mariusz Kruk
Keyword(s):  
Data Collection ◽  
Empirical Studies ◽  
Future Research ◽  
Research Directions ◽  
Academic Emotions ◽  
Methodological Choices ◽  
English Classes ◽  
Language Classroom ◽  
Future Research Directions

Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that can be used for examining boredom in practical English classes. It will start with a brief overview of the causes and manifestations of boredom in the language classroom. This will be followed by the presentation of the methodology of three empirical studies which will serve as a basis for highlighting the strengths and  weaknesses of the data collection tools employed. Finally, an attempt will be made to delineate future research directions in the study of boredom in the L2 classroom and to illuminate the methodological choices available to researchers in this respect.

scholarly journals Systematic Map of the Social Impact Assessment Field

2019 ◽  
Vol 11 (15) ◽  
pp. 4106 ◽  
Author(s):  
Ricardo J. Bonilla-Alicea ◽  
Katherine Fu
Keyword(s):  
Impact Assessment ◽  
English Language ◽  
Social Impact ◽  
Future Research ◽  
Social Impact Assessment ◽  
Systematic Map ◽  
Research Directions ◽  
Online Databases ◽  
Starting Point ◽  
Future Research Directions

Social impact assessment (SIA) provides a methodology for defining, monitoring and employing measures to demonstrate the benefits and/or harms created for target communities through evidence of social outcomes and impacts. Although a recent increase in the number of applications is seen, SIA lacks consensus in its methodology, which increases ambiguity and complicates the generalization of any results obtained from individual studies. The objectives of this study are to investigate the methodology of SIA in order to define trends, state of the art, limitations, knowledge gaps, and to recommend future research directions. This study employs a systematic mapping to determine the methods available to perform SIA, and more importantly to identify a set of fundamental challenges faced by practitioners using SIA. Articles are searched through online databases, and are limited to the English language. A total of 81 articles published between 2009 and 2019 were selected, of which 49 included a case study application. A total of 12 fundamental challenges were identified, based upon the screened articles, which serve as a starting point for future research directions to further enhance the SIA methodology.

scholarly journals Contingent Socialization and the Process of Engagement

2019 ◽  
Author(s):  
Jaymes Pyne
Keyword(s):  
Social Class ◽  
Social Theory ◽  
Social Life ◽  
Future Research ◽  
Downward Mobility ◽  
Research Directions ◽  
Future Research Directions ◽  
The Many ◽  
Intergenerational Transmissions ◽  
Social Backgrounds

Individuals can experience substantial upward and downward mobility despite persistent and widespread intergenerational transmissions. I lay the theoretical groundwork for the hypothesis of contingent socialization to help explain these empirical phenomena. In this framing, institutions of secondary socialization do not seek to socialize all candidates, nor do they seek to simply socialize viable candidates from various social backgrounds differently. Rather, powerful actors in these institutions determine the worthiness of candidates by evaluating whether those candidates engage in the work and social life of the institution. Those evaluations are shaped by race and social class distinctions, and perceptions of engagement are important for the candidate’s future successes. I present preliminary descriptive evidence in favor of this hypothesis and detail the many diverse future research directions necessary for confirming or disconfirming its viability as a useful social theory that can help address a range of empirical questions.

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