scholarly journals A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh

2020 ◽  
Vol 9 (3) ◽  
pp. 11
Author(s):  
Md. Masud Rana ◽  
Md. Mahmud Hasan Chowdhury
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Modern Language ◽  
Metropolitan Cities ◽  
Teachers And Students ◽  
Efl Students

This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

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 THE ANALYSIS OF INFORMATION TECHNOLOGIES USAGE FOR ACADEMIC PURPOSES IN ENGLISH LANGUAGE TEACHING AND LEARNING AT UNIVERSITAS BANGKA BELITUNG

2019 ◽  
Vol 4 (2) ◽  
pp. 177-184
Author(s):  
Herland Franley Manalu
Keyword(s):  
Teaching And Learning ◽  
Information Technologies ◽  
English Language ◽  
Industrial Revolution ◽  
Language Teaching ◽  
English Literature ◽  
Great Influence ◽  
English Language Teaching ◽  
Teachers And Students ◽  
Language Teaching And Learning

The use of Information Technologies (IT) tools has become very important requirements for teachers and students nowadays in achieving academic goals in higher education. The harness of computers, internet, e-mail, multi-media and other IT tools is indispensable and has a great influence on the process of language teaching and learning in an effort to improve the quality of education and to produce best human resources that not only having good competence in foreign language but also possessing great capabilities in the use of Information Technology to face the Industrial Revolution 4.0 era. The study seeks to find out the frequency and the purposes of IT usage by students and lecturers in the English learning environment. A questionnaire containing questions about the frequency and the use of IT in the teaching and learning process was disseminated to the students and the lecturers of the English Literature department at the University of Bangka Belitung. The study reveals that the lecturers and students show a positive attitude towards the use of IT tools and the harness of the tools in the process of teaching and learning is believed to be very useful.

scholarly journals PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 20 (2) ◽  
pp. 67-79
Author(s):  
Cicih Nuraeni
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. 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 consist of 6 students which their age was around  5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they 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 early childhood. It was proved by the score from pre-test and post-test.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 75-78
Author(s):  
Fina Aufar
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

scholarly journals THE IMPORTANCE OF TEACHER – STUDENTS INTERACTION IN COMMUNICATIVE LANGUAGE TEACHING (CLT)

2019 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Mohammad Abraham Akbar Eisenring ◽  
Margana Margana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Student Centered ◽  
Teacher Students ◽  
Important Means ◽  
Crucial Part

<p><em>Interaction takes crucial part in English language teaching and learning. It could determine the successfulness of teaching and learning in the classroom. Relying on the fact, interaction becomes the main means for teacher and students to exchange their ideas, feelings, opinions, insights, and etc. Especially for the teachers themselves, maintaining interaction with students is considered to be very important thing. In this case, teachers need to employ some proper strategies and approaches in order to deal with such kind of activity. Nowadays, a great number of teachers apply student-centered approach more than teacher-centered one in the way they teach English. Student-centered approach is believed to be able to encourage the teachers to raise their awareness to interact more with the students by implementing Communicative Language Teaching (CLT). In this library-based research paper, the writers would like to elevate the importance of classroom interaction in Communicative Language Teaching (CLT) as an important means for teachers in their respective classrooms.</em></p>

scholarly journals An analysis of three curriculum approaches to teaching English in public-sector schools

2017 ◽  
Vol 50 (4) ◽  
pp. 441-482 ◽  
Author(s):  
Kathleen Graves ◽  
Sue Garton
Keyword(s):  
Public Sector ◽  
English Language ◽  
Curriculum Implementation ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
List Type ◽  
Approaches To Teaching

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including:•the view of language and language acquisition underlying the approach•how learners’ needs are construed•the nature of the content and materials•the teacher's role•the context•how language is assessedThis is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

scholarly journals Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

2021 ◽  
Vol 4 ◽  
pp. 107-120
Author(s):  
Yam Nath Adhikari
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Educational Goals ◽  
Integrating Technology ◽  
Teachers And Students ◽  
Language Teaching And Learning

Integrating technology into language teaching and learning is getting popularity in Nepal. Many educational institutions claim that they are adapting to technology in their curricular activities. This study aims to find out the secondary students’ and teachers’ perspectives on the integration of technology in English language teaching (ELT). As a qualitative research, it employs the semi-structured interview to investigate the participants’ experiences of technology integrated language teaching in English as a Foreign Language (EFL) classroom. The findings of the study reported that technology integrated teaching promotes teachers’ and students’ performances, enriches student-centred teaching strategies, develops learning opportunities and brings pedagogical changes. Technology also supports both teachers and students to be productive in language teaching. Technology integrated language teaching and learning advances coordination, cooperation, and collaboration among teachers and students. Various Information and Communication Technology (ICT) tools support both teachers and students to search and use different online materials relevant to their text. However, insufficient ICT infrastructures, poor bandwidth of internet and limited skill of ICT among teachers and students have become the obstacles to incorporate technology in the Nepali education system. To develop students’ and teachers’ skill of adapting to ICT in their language classroom, the concerned authority needs to provide a minimum ICT infrastructure to achieve the educational goals in Nepal.

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