scholarly journals Moodle in English Language Teaching and Learning in Jordan: Instructors and Students’ Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 1280-1288
Author(s):  
Abdel Hameed Al Awabdeh
Keyword(s):  
User Satisfaction ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Factors Affecting ◽  
Qualitative And Quantitative Methods

To support the significance of instructor readiness for the adoption of E-learning, it is necessary to examine the factors affecting instructors’ integration of Moodle into their English classrooms, as well as the students' perceptions of those who are learning English by using Moodle. This study had chosen to implement both qualitative and quantitative methods of analysis. The study's subjects comprised 25 lecturers and 150 students. The findings revealed that the lecturers from the University of Amman's School of English used Moodle as part of the English language teaching method. The majority of them used the option of document uploading and sharing function to give assignments to students and encouraged them to access and download the course materials outside of learning sessions to better enhance their competencies in English learning skills. Additionally, it was later discovered that the positive impacts of adopting Moodle during English lessons are as follows: Moodle promotes student-centered learning engagement, anytime-anywhere learning, simplifies course management, and mitigates the expense and time constraint of delivering lessons. The drawbacks of using Moodle in English classes are linked to technological problems, mainly regarding access to the Internet, inadequate professional development given to instructors, and Moodle's efficacy. Students exhibited favorable views regarding English learning by using Moodle as a platform. This is shown through their great computer self-efficacy, system engagement, and user satisfaction.

scholarly journals Teacher-Based Assessment of Speaking in Cameroonian Secondary Schools: The Impact of Teacher Training

2021 ◽  
Vol 3 (2) ◽  
pp. 01-11
Author(s):  
Rudolf N. Akongoh
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Quantitative Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Variation Principle ◽  
Qualitative And Quantitative Methods ◽  
The Government ◽  
The Impact

Speaking is an important language skill that deserves a place both in English language teaching and English language assessment. However, the assessment of speaking in Cameroonian secondary schools is still neglected in many teacher-based English language tests. Often, attempts made to assess the skill are done either almost always indirectly or informally, leaving a wide gap between tenets professed in the Competency-Based Approach (CBA) to English language teaching and practice in the field. In 2012, the government of Cameroon officially introduced the CBA as the pedagogic paradigm for the teaching of English as a Second Language (ESL), and by extension, assessment in secondary schools. Eight years down the line, little seems to have changed concerning the way speaking has always been assessed, even though the CBA requires that learners practically demonstrate knowledge, skills and values in testing situations. This article set out to evaluate the contribution of teacher training to the assessment of speaking. Data was collected through qualitative and quantitative methods. A total of 259 questionnaires were administered to examiners of the June 2019 marking session of the Cameroon General Certificate of Education (CGCE) as well as members of the Cameroon English Language and Literature Teachers’ Association (CAMELTA). Also, four interviews were conducted with the maximum variation principle in mind. The findings revealed that teacher training, both pre-service and in-service, is a major factor responsible for the neglect of speaking in assessments. It was recommended that teacher-training institutions introduce or expand courses on testing to include direct assessment of speaking and that opportunities be created for in-service teachers to acquire certification on assessment within the framework of the CBA to English language teaching.

scholarly journals Describing The Way of Teaching English to Students with Hearing Impairment

2017 ◽  
Vol 5 (2) ◽  
pp. 75
Author(s):  
Aditya Pratama ◽  
Joko Nurkamto ◽  
Endang Setyaningsih
Keyword(s):  
Hearing Impairment ◽  
Research Finding ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Proficiency Level ◽  
Learning English

<p>Despite of the numerous researches of English language teaching, there are not many researches about teaching English to students with hearing impairment, thus this research is implemented. The objectives of the research are to: (1) describe the implementation of teaching and learning English in XI grade students of SLB-B in Surakarta (2) identify the problems faced by teacher and students in the process of teaching and learning English, and (3) find out the students’ proficiency level in English. This research used qualitative naturalistic method. The data were collected through observation, interview, and document collecting. Coding was used in analyzing the data. The research finding shows that the students with hearing impairment are also able to understand English as long as the teacher uses various teaching method which are suitable with them. The students’ problems are coming from of their lack of language input which results in their imperfect pronunciation and limited vocabulary.</p>

scholarly journals Stakeholder Perspective toward English Language Teaching in Pesantren

2018 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
M. Zuhri Fakhruddin ◽  
Fika Megawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Method Development ◽  
Teaching Method ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Learning Activity ◽  
Small Scale ◽  
Material Structure

In the teaching and learning activity, condusivity and effectivity are determined by various factors, such teacher and students’ behavior, teaching instrument, methodology and material structure. Each stakeholder may have different perspective upon these various aspects and –perhaps- will significantly influence their behavior toward the activity of teaching and learning. In a premise that a positive behavior and constructive collaboration is built on a linier perspective among stakeholders, this small scale research intends to investigate stakeholders’ perspective upon English Language Teaching in Pesantren Bilingual Al Amanah, Junwangi, Krian. Through a direct structured interview with stakeholders (teacher, head of language enforcement, and some representative students), researcher collects the data to be analyzed, interpreted and presented in an analytical descriptive report. The finding will be significant toward the foundation of stakeholders’ harmonization, enhancement of teaching method, development of English Language Teaching program in Pesantren as well as a milestone of further research and innovation.

scholarly journals Factors Affecting the Quality of English Language Teaching in Preparatory Year, University of Jeddah

2017 ◽  
Vol 10 (7) ◽  
pp. 43
Author(s):  
Maysoon A. Dakhiel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Rapid Expansion ◽  
Factors Affecting ◽  
Efl Teaching ◽  
Preparatory Year

Several Universities in Saudi Arabia have recently made it their priority to pursuit excellence in effective EFL teaching-learning starting from the Preparatory Year Program (PYP). That is due to the rapid expansion of English as a lingua franca in tertiary education especially in science and technology, scientific and educational publication, technology, internet communication, etc. The present study will examine the current situation in EFL teaching and learning to identify the factors affecting the quality of English language teaching in the PYP at Jeddah University. When studying quality in EFL teaching, the concentration is usually put on the teacher where in fact the success of the operation is collaboration between three major constituents of the program triangle, the learners, the teachers and the institution. Therefore, these three constituents were asked to first identify what they think is important in regards to the quality of the EFL program, and what impedes achieving its goals. In order to identify and analyze the factors, this study applied the following survey: Quality in Language Teaching for Adults developed by Grundtvig Learning Partnership (2009-2011), on teachers, learners, and administrators. Slight variations in wording of the survey statements was implemented in order to suit each group. For data analysis, SPSS software was used. Recommendations and further fields of study presented were based on the findings.

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 “Lá vem a aula que eu não aprendo nada”: insucesso na aprendizagem de língua inglesa como segunda língua

2020 ◽  
Vol 6 (2) ◽  
pp. 298-306
Author(s):  
Ueverson Mendes Oliveira
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
English Learning ◽  
Learning And Teaching ◽  
The Public

This article deals with the reasons that may influence the English language teaching and learning failure in the public school context. This research aimed to understand the factors that can influence the malfunction in the interaction between teacher and student in the classroom. Theoretical contributions to the teaching of English as a foreign language were used to understand the ways that the teaching has been understood. The data presented were obtained through a search in the available academic material concerning English language teaching in public schools. Three factors were found and highlighted as meaningful and which are directly hooked to the English learning and teaching failure.

scholarly journals Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin

2021 ◽  
Vol 2 (1) ◽  
pp. 12-19
Author(s):  
Ulrich Orlando Sèna Hindeme ◽  
Katchédé Etienne Iwikotan ◽  
Arlette Joséline Arlette Hounhanou
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Efl Learners ◽  
Qualitative And Quantitative Methods ◽  
Efl Students

This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.

scholarly journals The Reflections of the English Language Teaching Department Students on Internship Programs: A Case of Erbil

2020 ◽  
Vol 10 (6) ◽  
pp. 372
Author(s):  
Ali Bala ◽  
Emine Bala
Keyword(s):  
Quantitative Methods ◽  
English Language ◽  
Language Teaching ◽  
Private University ◽  
Teaching Quality ◽  
English Language Teaching ◽  
Qualitative And Quantitative Methods ◽  
Practice Teaching ◽  
Internship Programs ◽  
Teaching Programs

Practice teaching for pre-service teachers is a crucial affair before starting their carrier. It is considered one of the fundamental elements of whole teaching programs of education faculties since the teacher candidates find the opportunities to observe and practice their theoretical knowledge through practice teaching programs in schools. Within this context, the present research sought to reveal the reflections of the education faculty&rsquo;s seniors on practice teaching course utilizing both qualitative and quantitative methods. A private university&rsquo;s English Language Teaching department&rsquo;s seniors in Erbil were selected by convenience sampling as research sample, and 31 students participated in the questionnaire. A semi-structured survey used for this study including the parts of demographics, knowledge, skills and dispositions, field experiences and practice teaching, quality of instruction and two open-ended questions. The results indicated that most of the students expressed their positive reflections on their internship program. They believe the internship programs enable them to enhance their teaching skills and prepare them for real classroom atmosphere before graduation.

scholarly journals Pedagogical Tools in the 21st Century

2014 ◽  
Vol 5 (5BIS) ◽  
pp. 16
Author(s):  
Meryem Aherrahrou
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Classroom Teacher ◽  
English Language Teaching ◽  
Personal Life ◽  
Pedagogical Tools ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Increase Productivity

Neuro-Linguistic Programming has attracted considerable attention in many different areas of life mainly in education. In this context, the major aim of this paper was to explore the implications and effect of Neuro-Linguistic Programming (NLP) techniques in English language Teaching and Learning in the Moroccan context. Qualitative and Quantitative methods are used. In this study, we included 2 teachers with and without NLP experience as well as 2 groups including 43 students. Our results stated that after implementing NLP techniques in the classroom, teacher and learners participate together to create a positive atmosphere, increase productivity, motivate themselves to achieve excellence and reach their desired outcome not only inside the classroom but also in their personal life.

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