Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Exploring the Coalescence of Language and Literature through A Stylistic Analysis of Cristina Pantoja Hidalgo's “When It's A Grey November In Your Soul”
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Oral Communication in Accounting Practice: Perspectives from the Philippines
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Move Sequences In Graduate Research Paper Introductions And Conclusions
Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
The Relationship Between Iranian EFL Learners' BeliefsAbout Language Learning And Language Learning Strategy Use
Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh
The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This paper highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital part of this research. This research ensures the need for developing the framework for curriculum evaluation by involving 7 curriculum officers. They stress the need for it in the Omani context.
What this paper is meant to do is share illustrations and insights into how English learners and teachers alike can benefit from using corpora in their work. Arguments are made for their multifaceted possibilities as grammatical, lexical and discourse pools suitable for discovering ways of the language, be they regularities or idiosyncrasies. The reader will be able to reflect on the great potential of electronic corpora in learning English, and draw on illustrations from a specific online venue where such explorations can take place at the user’s convenience — the ideal user being preferably an advanced student taking on the role of a young researcher. Corpus-driven learning is seen as an inspirational, resourceful and intelligent way of exploring English as it accompanies and reinforces traditional styles of teaching and learning. When advanced students embark on this journey, which is both linguistically and cognitively challenging, they will encounter ample linguistic evidence and contextual information offering guidance and precision often greater than that found in textbooks. The application of corpora deserves no less than to stand side-by-side with other tried and tested methods of teaching and learning English at university level.
In Vietnamese secondary education, translation and visuals are traditionally used as major techniques in teaching new English lexical items. Responding to the Vietnamese government policy issued in 2008 on using IT for a quality education, the application of PowerPoint has been considered the most prevalent type of technology used in the classrooms throughout in Vietnam as Rickman (2000) stated. This paper reports the impact of implementing PowerPoint in teaching vocabulary in English classes in a Vietnamese secondary education setting. The study, with a two-group pre-test and post-test design aimed to test the effects of PowerPoint on learners’ vocabulary retention and to investigate their attitudes towards the use of PowerPoint-based materials in teaching and learning vocabulary. 68 grade 10 students in an upper-secondary school in the Mekong Delta participated in the study. Three instruments were used to collect data: English vocabulary tests, questionnaire on students’ perceptions toward the use of PowerPoint, and interview questions on teachers’ evaluation of the contributions of PowerPoint to vocabulary teaching and learning. Results indicated that participants in the experimental group outperformed those in the control group in terms of vocabulary retention and their attitudes towards the use of Powerpoint in teaching and learning vocabulary were positive.
This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher’s perception and practice of assessing the reading skills of young learners were explored. The research participants included one early years’ English Language teacher along with four students of grade II as a focused group. Data were generated through observations, semi-structured interviews, document review and a reflective diary maintained by the researcher. The findings revealed that a teacher’s belief and perception influenced her choice of assessment strategies and also her practice of reading assessment in the classroom. The teacher believed that assessment led to perfection in the reading skills of young learners. For her, assessment was undertaken to polish the weak areas of children’s reading. Once the weak area was identified, children needed rigorous practice of the specific area until they gained mastery in it. Moreover, it was found that the teacher applied multiple assessment strategies to assess the reading skills of her children but she had her own perceptions and purposes for choosing a particular assessment strategy which may or may not be supported by the research and literature on reading and assessment of young learners. Based on the findings, recommendations are given for teachers, teacher educators and early childhood practitioners.
The low literacy rate of Scheduled Tribes is a serious threat to Indian education. It is significant even to Kerala, the state with highest literacy rate. The intensity of the problem is reflected by the SSLC (Secondary School Leaving Certificate) examination results of March 2010 where the Palakkad district has scored the less pass percentage of 83.04. The increase in the number of failures and drop outs in the schools of Attapady is pointed out as major cause of the fall by educators and proponents of the State. A Pilot study is carried out in Attapady, the most educationally backward tribal pocket of Palakkad District. The lack of proficiency in English language is identified as a major obstacle to the education of Schedule Tribe learners. The inappropriate syllabus and teaching method of English develops a negative attitude in learners towards learning. The fear of learning a foreign language is one of the factors to stop their education because English language is a criteria rather than an option at higher level. It is clear that tribal learners are not motivated well. They have adjustment problems with school curriculum and teaching of English language. Though the Government can provide grants and scholarships for the betterment of learners, the responsibility of their educational development are ultimately in the hands of teachers. The paper is based upon the pilot study conducted to understand the educational backwardness of tribal learners with special reference to English language. It describes the language learning problems of tribal learners and analyzes the causes of backwardness.
Language is the most important instrument for communication. It enables and facilitates both the speaker and the listener to exchange their thoughts and feelings. It is the basis for social, cultural, aesthetic, spiritual and economic development and growth of every human being. Unless the spoken language is free from errors and barriers, it can never be recognized and comprehended properly. Broadly speaking, the usage of contextual vocabulary, correct pronunciation, stress, intonation and other elements is essential for cultivating the speaking skill. Skill of speaking is very vital as it plays a pivotal role in each and every field, especially in education. This skill of speaking must be developed among the student community, particularly the student-teachers. Schools and colleges for years together follow various techniques and approaches in teaching English, but students in large number struggle to communicate in English as their of regional vernacular interrupts or throttles their flow of the alien language. Why is this problem? Who are responsible for it? How can it be rectified? What are the solutions to it? This research paper throws lights on these interrogations and finds answers for them. It also highlights the importance and effectiveness of multimedia in offering practice to develop the speaking skill of the student-teachers who are going to be the teachers in the future and carving their wards in developing this skill. The investigators have employed experimental method using Pre-test — Post-test Equivalent Group Design. The selection of 70 student-teachers from one of the colleges of education of Kanyakumari District, Tamil Nadu, has served both the sample groups. They have used two tools namely S. Jalota’s Test of Intelligence for College Education Adults (JTICEA) and ReWi’s Achievement Test in English Language Skills (RATELS) for the experiment. The multimedia module consisted of 30 units was prepared. The collected data were analysed by employing t-tests for dependent and independent variable and ANCOVA. It proves that the Multimedia Modular Approach is statistically more effective than the traditional method in developing speaking skill.
