Teaching Methods in English Language Instruction: Case of Selected English Language Teachers in General Santos City, Philippines

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.

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English Language Teaching Methods and Reforms in English Curriculum in Iraq; an Overview

Journal of University of Human Development ◽

10.21928/juhd.v3n3y2017.pp578-583 ◽

2017 ◽

Vol 3 (3) ◽

pp. 578

Author(s):

Momen Yaseen M.Amin

Keyword(s):

Teaching Methods ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

English Curriculum ◽

Complex Process ◽

History Of ◽

English Language Teachers ◽

Language Teaching Methods

Language teaching curriculum and teaching methods is a complex process. This process needs the utility of a number of linguistic, psychological, sociological, pedagogical, and political disciplines. Also, a curriculum-designer has to answer the need of the theory. It also needs cooperative efforts in which experienced English language teachers move together with specialists in the subject-matter. (Corder, 1973:13) This paper aims to shed light on the history of English curriculum in Iraq and on the phases of reform it has witnessed. English language teaching methods (traditional and recent) in this country will be discussed as well.

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An Evaluation of the "English for Iraq" Course for the Fifth Grade Secondary Schools

Al-Adab Journal ◽

10.31973/aj.v1i120.303 ◽

2018 ◽

Vol 1 (120) ◽

pp. 43-60

Author(s):

ضياء مزهر خريبط

Keyword(s):

Secondary Schools ◽

Teaching Methods ◽

Cultural Context ◽

English Language ◽

Language Teachers ◽

Fifth Grade ◽

Fifth Grade Students ◽

Appearance Design ◽

English Language Teachers ◽

English Textbooks

Providing Iraqi students with proficiency in English is the ultimate goal of the educational system which is a way of getting knowledge in the fields of arts, sciences, transferring knowledge and sciences to other communities. Therefore, conducting such a type of study is very important because the contents of English textbooks have a huge influence on learning of the students. Once the content of English textbooks contain errors as the correct one, this will effect on his/her learning. The present study is an attempt to evaluate the new course entitled “English for Iraq” for fifth grade students for secondary schools, by Olivia Johnston and Mark Farell. It aims to answer eleven questions relating to the following domains: strength, objectives, appearance, design and illustration, language components, social and cultural context, accompanying materials, teaching methods, language skills, teachability, and practice and testing. The sample which is randomly chosen consists of (64) English language teachers, Baghdad Al-Rusafa 2nd. A survey checklist employed as an instrument of the present study. The major results showed that English teachers of Baghdad Al-Rusafa 2nd were satisfied with only seven domains of the checklist out of eleven. They are: the general appearance, design and illustration, accompanying materials, social and cultural context, teaching methods, practice and testing, and language components.

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Factors Affecting the Management of Innovative English Language Teaching Methods at People’s Police Universities

Advances in Social Sciences Research Journal ◽

10.14738/assrj.810.10881 ◽

2021 ◽

Vol 8 (10) ◽

pp. 393-404

Author(s):

Nguyễn Ngọc Ân ◽

Nguyen Duc Danh

Keyword(s):

Teaching Methods ◽

Theoretical Basis ◽

English Language ◽

Influence Factors ◽

Language Teachers ◽

English Language Teaching ◽

Factors Affecting ◽

English Teaching ◽

English Language Teachers ◽

Language Teaching Methods

Based on the theoretical basis of the factors affecting the management of innovative English teaching methods, the paper focuses on researching and investigating the current situation of factors affecting the management of innovative English teaching at People’s Police Universities to assess the importance and influence on management. The results of a survey with 49 leaders and 119 English language teachers at at People’s Police Universities showed the degree of influence factors ranging from quite to very influential and the importance of these factors all reach 100% from important or more across the sample. This result can be useful sources for administrators and lecturers to pay attention and propose measures to manage effectively in the innovative English teaching methods at People’s Police Universities.

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Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

10.31235/osf.io/d2x6e ◽

2020 ◽

Author(s):

Lubna Khalil ◽

Brunhielda Kholofelo Semono-Eke

Keyword(s):

Saudi Arabia ◽

Teaching Methods ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

English For Specific Purposes ◽

Teaching Methodology ◽

Esl Teachers ◽

Teachers Perceptions ◽

English Language Teachers

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

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Native-speakerism and ‘hidden curricula’ in ELT training

Journal of Language and Discrimination ◽

10.1558/jld.36409 ◽

2018 ◽

Vol 2 (2) ◽

pp. 162-187 ◽

Cited By ~ 4

Author(s):

Robert J. Lowe ◽

Luke Lawrence

Keyword(s):

English Language ◽

Hidden Curriculum ◽

Native Speaker ◽

Language Teachers ◽

Diverse Range ◽

Beliefs And Practices ◽

Research Perspectives ◽

Norms And Values ◽

English Language Teachers ◽

Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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