scholarly journals Appraisal of Competency Improvement Needs of English Language Educators in Teaching Reading and Writing Skills with Multimedia Aids

2019 ◽  
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Teaching Reading ◽  
Reading And Writing

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

scholarly journals STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA

2019 ◽  
Vol 2 (7) ◽  
pp. 01-12
Author(s):  
Khalijah Mohd Nor ◽  
Masliza Mohd Razali ◽  
Nashrah Talib ◽  
Nurbarirah Ahmad ◽  
Siti Rosnita Sakarji ◽  
...  
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Higher Learning ◽  
Language Experience ◽  
Reading And Writing ◽  
Office Management ◽  
Learning Institutions ◽  
Learning English

This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.

scholarly journals THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDANTHE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN

2021 ◽  
Vol 5 (1) ◽  
pp. 36-47
Author(s):  
Mohammad Ahmad Bani Amer ◽  
Majid Mohammad Al-Khataybeh
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Language Curriculum ◽  
Reading And Writing ◽  
First Semester ◽  
Secondary Stage ◽  
Efl Teachers ◽  
English Language Teachers

This study aims to investigate whether or not the goals of English language curricula for secondary stage have been achieved from the perspectives of EFL teachers and supervisors in Jordan. The participants were 101 EFL teachers and 8 supervisors in Al_Karak educational directorates of Education during the first semester 2020/2021. The researchers designed a questionnaire consisting of fifty-nine items in four areas: listening, speaking, reading and writing skills, used to collect the data for this study. The findings of this study showed that English language teachers and supervisors were mostly satisfied with the goals of English language curriculum for secondary stage. The means for all the areas according to English language teachers was 3.31 while the means for all the areas according to English language supervisors was 3.27. This implies that English language teachers and supervisors were satisfied with the goals of English language curriculum for secondary stage.

scholarly journals Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

2010 ◽  
Vol 1 (2) ◽  
pp. 34-54
Author(s):  
Nwachukwu Prince Ololube ◽  
Teinye Briggs ◽  
Peter James Kpolovie ◽  
Salome Uwaoma Ezindu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Active Role ◽  
Reading And Writing ◽  
Childhood Education ◽  
Communicative Approach ◽  
Teaching Responsibilities

Abstract This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.

scholarly journals Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 13-27 ◽  
Author(s):  
Miguel Farías ◽  
Leonardo Véliz
Keyword(s):  
Social Media ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
Teaching Reading ◽  
Ministry Of Education ◽  
Online Surveys ◽  
Multimodal Texts ◽  
Reading And Writing ◽  
English Teaching

Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers’ and educators’ approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.

Teaching Reading and Writing Skills to a Teenaged Spastic Cerebral Palsied Person: A Long-Term Case Study

1978 ◽  
Vol 46 (1) ◽  
pp. 31-41 ◽  
Author(s):  
James D. Block
Keyword(s):  
Strain Gage ◽  
Reading Speed ◽  
Writing Skills ◽  
Task Orientation ◽  
Teaching Reading ◽  
Feedback Mechanisms ◽  
Reading And Writing ◽  
Time Scheduling

After a 2-mo. combined reading and writing training period followed by a 1 1/2-yr. lapse, an initially 16-yr.-old paraplegic cerebral palsied boy received 1 yr. of reading training followed by 2 3/4 yr. of writing training. Reading speed increased from 5 pages/hr. to about 40 pages/hr. Tolerance for protracted reading increased from a maximum of 15 min. to well over 2 hr. Writing progressed from the printing of letters more than 1/2 in- high with a fist grasp of the pen, to cursive writing of letters 1/8 to 1/4 in. high. Writing speed increased to about one-third of the normal rare. Training modes ranged from biofeedback methods employing EMG, electrooculogram, inertia detector, strain gage, contact detector, and amplified-image closed-circuit TV to discussions of attitudes, task orientation, and time scheduling. Intermediate were methods employing intrinsic feedback mechanisms. Results demonstrate the effectiveness of this approach, as well as trainability of this spastic boy well beyond childhood. The methods devised provide a base for further application and investigation.

scholarly journals THE NEED OF ENGLISH AT HIGHER EDUCATION

2017 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Yulia Hapsari ◽  
Esti Junining ◽  
Devinta Puspita Ratri
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Academic Support ◽  
Writing Skills ◽  
Support Staff ◽  
Reading And Writing ◽  
The University ◽  
English Language Skills ◽  
Speaking Skills

Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education

scholarly journals Developing Productive Skills Through Receptive Skills – A Cognitive Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 669
Author(s):  
S. Sreena ◽  
M. Ilankumaran
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Communication Skills ◽  
English Language ◽  
Writing Skills ◽  
Cognitive Learning ◽  
Thought Processes ◽  
Cognitive Approach ◽  
Reading And Writing ◽  
Classroom Activities

Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some classroom activities by the way of giving task to the students for listening. Teachers give assignments to the learners to develop their writing skills. Cognition refers to the mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation and using a language. The understanding and learning of information and concept is known as the cognitive approach. It is an approach that maintains how a person feels and behaves. Cognitive learning is about developing true understanding and is a way of learning that helps the learners to use their brains more effectively. The configuration of thought processes and psychological activities like problem solving and decision making from early childhood to adulthood is called as the cognitive development.  This article deals with the ways and means of enhancing the speaking skills by intensive practise, writing through different activities and improving the receptive skills of the learners through cognitive approach.  

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