scholarly journals An Evaluation of Mastering English Series within the CBA Classroom in Cameroonian Secondary Schools

2020 ◽  
Vol 3 (4) ◽  
pp. p79
Author(s):  
Amah Eyovi Ntongieh espe Njwe ◽  
Diangha Anthony Yuh
Keyword(s):  
Secondary Schools ◽  
Great Improvement ◽  
Dynamic Process ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Context ◽  
Textbook Evaluation ◽  
Teachers And Students ◽  
Teaching Learning

Textbooks provide an indispensable framework on which teachers and students build upon. Evaluation on its part, is a dynamic process which investigates the suitability and appropriateness of an existing practice. It is a useful device for both teachers and material writers as an underlying element in the development of innovations and modifications within the teaching/learning context. Therefore, it is obvious that textbook evaluation constitutes a crucial factor in addressing cumulative deficiencies associated with our teaching/learning institution in general and in our English Language Teaching endeavours. It has been observed that Mastering English series pose several problems to both teachers and learners of English language in Cameroon. This article sets out to investigate the Mastering English series with a focus on the students’ book 5 to find out the extent to which the book aligns with the stipulations of the CBA in Cameroon. The analysis in this study was predicated on the hypothesis that Mastering English book 5 needs great improvement to really meet both the needs of learners and the requirement of the CBA. Both the theoretical and empirical findings reveal general misgivings about Mastering English book 5 and the implementation of the CBA in the context of Cameroon.

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals Multimedia Aided Language Teaching: An Ideal Pedagogy in the English Language Teaching of Bangladesh

2018 ◽  
Vol 3 (1) ◽  
pp. 39-47
Author(s):  
Md. Kawser Ahmed
Keyword(s):  
Third World ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Modern Equipment ◽  
Face To Face ◽  
Tremendous Progress ◽  
Teachers And Students ◽  
Teaching Learning

Teaching English language around the globe is not only concentrated on grammars, series of writings and face to face interviews through conventional style but also centralized on the modern equipment, information and technology. Day to day updated accessories have made a tremendous progress in the pedagogy of English and ensured maximum benefits and acceptability among teachers and learners simultaneously. Observing the global usability and frequency, English language has appeared as a technology-but not as a language only but also as a channel of communication and language teaching. Application of multimedia in teaching-learning of English has earned best appreciation at any level of education and students have found English as an easy means of communication, conversation and interact with teachers with the blessing of multimedia and updated materials of language teaching. On the contrary, it is pitiful to observe that unavailability of modern accessories and elements in teaching English shows the namesake picture of multimedia used in third world countries especially in Bangladesh. This paper will focus on the significant progresses in the application of multimedia; take up of class with the aid of modern equipment and practical scenario of the use of multimedia in schools, colleges and universities of Bangladesh where multimedia based classroom is getting popular between teachers and students equally.    

scholarly journals Investigating Teacher’s Sense of Humor in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Dzakia Tunnisa ◽  
Murni Mahmud ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Effective Interaction ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Teaching English ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Data Collections

This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students’ perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer & Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher’s humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students’ attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.

scholarly journals AN ANALYSIS OF CONVERSATIONAL IMPLICATURE STRATEGY IN A DRAMA “THE BEAR” BY ANTON CHEKHOVAND ITS APPLICATION IN ELT

2019 ◽  
Vol 7 (2) ◽  
pp. 82
Author(s):  
Hendra Suryadi ◽  
Muslim Muslim
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Sampling Technique ◽  
Real Data ◽  
English Language Teaching ◽  
Learning Activity ◽  
Specific Information ◽  
Conversational Implicature ◽  
Teachers And Students ◽  
Teaching Learning

This study was aimed at finding analysis of conversational implicature in a drama “the bear” by Anton Chekhov and its application in English language teaching". This research was conducted in a descriptive qualitative method. The source of data is a script of drama, The sampling technique used was purposive for the sample is chosen based on a certain purpose to reach the objective of this research. The data analyzed based on the theory’s Grace (1975), Yule (2005), Levinson (1992), Jacob L. Mey (1998) and Paltridge (2000). And then each Extract was analyzed based on Types and functions of conversational implicature. After that, the real data are displayed using table and particular. Here, the researcher analyzed several applications of conversational implicature in drama. In analyzing the data the researcher finds the idea from the drama that can be used for improving speaking the students in English language teaching. Based on the analysis, the outcome of this study indicated that all Grice’s proposed conversational implicatures applied to the drama entitled “The Bear”. 28 utterances are consisting of 9 types of generalized conversational implicature, 5 types of particularized conversational implicature, 2 functions of self-protections, 6 functions of power and politeness, 3 functions of giving information, 1 function of entertain the audience and 2 functions of lack specific information. The study was enriching the knowledge of conversational implicature for the teachers and students who should be able to improve speaking skill in teaching-learning activity.

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 O trabalho com uma sequência didática de receitas em língua inglesa em uma escola pública

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Ana Paula Marques Beato-Canato ◽  
Vera Lúcia Lopes Cristovão
Keyword(s):  
Public School ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Year ◽  
Pen Pal ◽  
Interactionist Perspective ◽  
Development Of Language ◽  
Teaching Learning ◽  
Learning Language

Em uma perspectiva interacionista sociodiscursiva, advogamos que, para alcançar seus objetivos, o trabalho com línguas na rede regular pública de ensino pode ser planejado em sequências didáticas organizadas em torno degêneros textuais. Tais unidades visam ao desenvolvimento de capacidades de linguagem, entendidas como “aptidões requeridas para a realização de um texto numa situação de interação determinada” (DOLZ; PASQUIER; BRONCKART, 1993, p.30). A partir desses pressupostos, sequências didáticas foram aplicadas a alunos de uma escola municipal de Joinville, ao longo de um ano escolar, com o objetivo de possibilitar a participação efetiva em um projeto de troca de correspondências. Dentre os gêneros abordados, selecionamos receitas culinárias para o escopo deste artigo, que visa, assim, descrever o material elaborado e analisar as produções de um aluno de modo a ilustrar oportunidades (ou não) de desenvolvimento de capacidades de linguagem possibilitadas por um trabalho dessa natureza. Palavras-chave: Interacionismo Sociodiscursivo; gênero textual receita culinária; sequência didática; ensino-aprendizagem de língua inglesa; desenvolvimentode capacidades de linguagem.The work with a didactic sequence of recipes in English as an additional language in a public schoolAbstract In a sociodiscursive interactionist perspective, we advocate that, to achieve its goals, the work with languages in public regular schools can be planned in didactic sequences towards genres. Such units aim at the development of language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Based on these principles, didactic sequences were employed with students of a public school in Joinville, during a school year, with the objective of contributing to their effective participation in a pen pal Project. Among the genres handled, cooking recipeswere taken as scope of this paper, which aims at describing the material planned and analyze the productions of one student in order to illustrate the opportunities of language capacities development enabled by a work of thisnature.Keywords: Sociodiscursive Interacionism; genre cooking recipe; didactic sequences; English language teaching/learning; language capacities development.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

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