A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.

TAMIḺMOḺIK KAṞṞAL KAṞPITTAL [TAMIL LANGUAGE TEACHING AND LEARNING]

This article titled Tamil Language Teaching. Through this article, you can learn about the development of Tamil Language Learning in Teaching, the use of Tamil Language learning, teaching and strategies in Tamil Language. Furthermore, approaches such as thread review and insight used in this article to complete. Continuing, through this article, the importance of Tamil Language education can well understand. In addition, in this article we will able to briefly understand and realize the benefits that an individual achieves through learning the Tamil Language and the changes that take place in his life. You can also learn how teaching Tamil enhances the thinking of every Indian. It is important to note that all of the information for this article linked in the end of this article. Learning is a profession, teaching is a profession too. As Indian, we will do both willingly and let Tamil live; we will enrich.

Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

Evaluate the Use of Blog Sites in the Language Teaching and Learning

In the era of rapid development of information technology, an increasing number of educators involve blog sites in their language teaching process. Although blogs are incredibly effective in language teaching and learning, there is still space for growth. Students may be able to choose helpful learning content and share their thoughts with teachers and other language learners. Furthermore, as compared to traditional educational methods, blogs encourage students to communicate with their professors or other students in written form more frequently. As a result, it may help pupils enhance their reading and writing skills, as well as their learning initiative and vocabulary. Finally, it may allow students to track their learning progress, which may be beneficial in developing students’ self-assessment, self-management, and self-education skills.

Using Hangman Game Application For The EFL Classroom: It Efficacy for Learners to Master Vocabulary

In this era, technology has taken apart in every platforms, including in educational settings, especially Language Teaching and Learning (LTL). This study purposed to determine that the using Mobile-Assisted Language Learning (MALL) through Hangman Game as one of the games could significantly gave the effect for English Foreign Language (EFL) learners in Indonesia context to master the vocabulary. The participants of this study were the 10th grades students of SMA Negeri 1 Tebing Tinggi Kab. Serdang Bedagai in academic year 2018/2019 that consist of 20 students. The technique of analysis of that was used at this study were the analysis of qualitative data and the quantitative data. The qualitative data was taken from interview, observation of students’ learning process, researcher’s note. While, the quantitative data was collected from the mean score of test that given to the learners in Pre-Cycle, Cycle I and Cycle II. The findings of this study found that Hangman Game gave the new achievement for the EFL learners when they were doing the activities of learning process in the class. So this situation made the learners had good motivation during the language teaching and learning process and they also actively and enthusiastically in the class. These things indicated that the application Hangman Game could improve the EFL learners’ vocabulary mastery.

Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis

Classroom research has long been recommended as a fruitful avenue for English language teaching (ELT) in applied linguistics. Yet recognition of the value of practitioners exploring their own praxis has only recently come to the fore. In this plenary, I focus on Exploratory Practice, a form of ‘fully inclusive practitioner research’, in which learners as well as teachers are invited to integrate research and pedagogy. Drawing on studies from around the world, I spotlight the potential of learners and teachers to contribute to debates in the fields of language teaching and learning, applied linguistics and social sciences alike. This co-production between learners and teachers illuminates the nexus of research and pedagogy (praxis), providing plentiful puzzles for exploration.

A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.