Pub Date : 2023-02-15DOI: 10.37745/ijelt.13/vol11n23160
S. Hosseini
The practical results of even the so-called contemporary innovative pedagogical methods and approaches, which have been formulated based on Totalitarians’ theories, are falling short of expectation in current complicated world’s circumstances. This is because they not only have failed to conduce to effective learning, values, skills for personal and moral development, and civilized societies, but have contributed to detrimental-to-peace dictatorial rulying systems also. The present article, as such, sets out to outline this educationist’s seminal approach to emancipatory education (i.e., CTBL) that opposes with and is a panacea to established doomed-to-failure colonialist didactic methods and approaches. Most importantly, the article brings to the fore this educationist’s edu-political theories as the main theoretical building blocks of his revolutionary approach. Having bridged the gap between the-said theories and professional practice at class level, via the application of CTBL, the article seeks to throw into relief CTBL's distinguishing features that make it a catalyst for transformation and change. The article also casts light on the howabouts of CTBL’s contribution to the decline of the present methods and modes of education, and corrupt regimes as well. The findings of some researchers on the effectiveness of CTBL as well as some tectonic suggestions to the stakeholders have also found a place at the end of this article. CTBL is obviously this educationist’s active and strategic reaction to the socio-political circumstances he and his innocent family members along with other marginalized/impoverished communities and nations are suffering from for decades. This educationist’s 24th resource book has also been introduced.
{"title":"My Transformative Edu-political Theories and Liberating Approach to Teaching","authors":"S. Hosseini","doi":"10.37745/ijelt.13/vol11n23160","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n23160","url":null,"abstract":"The practical results of even the so-called contemporary innovative pedagogical methods and approaches, which have been formulated based on Totalitarians’ theories, are falling short of expectation in current complicated world’s circumstances. This is because they not only have failed to conduce to effective learning, values, skills for personal and moral development, and civilized societies, but have contributed to detrimental-to-peace dictatorial rulying systems also. The present article, as such, sets out to outline this educationist’s seminal approach to emancipatory education (i.e., CTBL) that opposes with and is a panacea to established doomed-to-failure colonialist didactic methods and approaches. Most importantly, the article brings to the fore this educationist’s edu-political theories as the main theoretical building blocks of his revolutionary approach. Having bridged the gap between the-said theories and professional practice at class level, via the application of CTBL, the article seeks to throw into relief CTBL's distinguishing features that make it a catalyst for transformation and change. The article also casts light on the howabouts of CTBL’s contribution to the decline of the present methods and modes of education, and corrupt regimes as well. The findings of some researchers on the effectiveness of CTBL as well as some tectonic suggestions to the stakeholders have also found a place at the end of this article. CTBL is obviously this educationist’s active and strategic reaction to the socio-political circumstances he and his innocent family members along with other marginalized/impoverished communities and nations are suffering from for decades. This educationist’s 24th resource book has also been introduced.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115977068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/ijelt.13/vol11n26171
Basemah Al-Senafi, Badria Al-Haji
This study explored how task-based learning was used in teaching advanced writing at the College of Basic Education in Kuwait. Students were able to submit a research paper based on task-based teaching methods and activities. The task-based learning program supported students in the advanced writing course to achieve the stated goal by incorporating the four language skills into the tasks of the classroom lesson. Moreover, the activities reflected in the task-based teaching method encouraged the students to think about the language they were using in a more holistic manner, synergizing the language skills through focused exercises. Other factors, such as learner motivation, group work, and culture are discussed in the paper.
{"title":"The Impact of Using Task-Based Learning as a Pedagogical Tool to Imporve Advanced Writing Skills of Students in College of Basic Education Kuwait","authors":"Basemah Al-Senafi, Badria Al-Haji","doi":"10.37745/ijelt.13/vol11n26171","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n26171","url":null,"abstract":"This study explored how task-based learning was used in teaching advanced writing at the College of Basic Education in Kuwait. Students were able to submit a research paper based on task-based teaching methods and activities. The task-based learning program supported students in the advanced writing course to achieve the stated goal by incorporating the four language skills into the tasks of the classroom lesson. Moreover, the activities reflected in the task-based teaching method encouraged the students to think about the language they were using in a more holistic manner, synergizing the language skills through focused exercises. Other factors, such as learner motivation, group work, and culture are discussed in the paper.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129745109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/ijelt.13/vol11n27291
Cynthia Ratnadewi Abdul Jalil
This paper discusses the challenges of ensuring equal access to education for diverse students in English speaking classrooms and the potential benefits of using culturally and linguistically responsive pedagogy (CLRP). The study aims to investigate the use of CLRP in English speaking classrooms, its impact on student learning outcomes, teacher pedagogy, and classroom dynamics. The research used a qualitative case study approach involving interviews with teachers, classroom observations, and a CLRP-incorporated lesson plan. The findings suggest that CLRP positively impacted students' motivation, engagement, and speaking skills, and helped bridge cultural differences. The study provides insights into the potential benefits of incorporating CLRP in English language classrooms in Malaysia and offers recommendations for teachers and policymakers on how to effectively integrate CLRP practices into their pedagogy.
{"title":"The Application of Culturally and Linguistically Responsive Pedagogy in English Speaking Classrooms – A Case Study","authors":"Cynthia Ratnadewi Abdul Jalil","doi":"10.37745/ijelt.13/vol11n27291","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n27291","url":null,"abstract":"This paper discusses the challenges of ensuring equal access to education for diverse students in English speaking classrooms and the potential benefits of using culturally and linguistically responsive pedagogy (CLRP). The study aims to investigate the use of CLRP in English speaking classrooms, its impact on student learning outcomes, teacher pedagogy, and classroom dynamics. The research used a qualitative case study approach involving interviews with teachers, classroom observations, and a CLRP-incorporated lesson plan. The findings suggest that CLRP positively impacted students' motivation, engagement, and speaking skills, and helped bridge cultural differences. The study provides insights into the potential benefits of incorporating CLRP in English language classrooms in Malaysia and offers recommendations for teachers and policymakers on how to effectively integrate CLRP practices into their pedagogy.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121316780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/ijelt.13/vol11n21830
Zaldy Maglay Quines
Many researches claimed that motivation is a great factor in the teaching-learning-process. On the other hand, only few researches investigated the impact of demotivation in learning. There are many factors that demotivate learners and affect English language classes. This study aimed to investigate the perceived topmost factors that cause demotivation in English language learning. The data for this study were collected by means of a questionnaire about factors that demotivate learners. Newly hired English teachers from ELPYI- JTI, Royal Commission for Jubail and Yanbu responded to the questionnaire. They were chosen as respondents because they can literally connect to the younger generation. The collected data were analyzed by arranging the rating and ranking given for each factor. The analysis of the gathered data revealed a number of results. First, “Students’ Behavior” and “Teacher’s Behavior” are rated and ranked as the leading demotivating factors in English language learning. Second, “Poor Teaching Style” and “Poor Learning Style” are categorized as the topmost demotivating factors related to teachers and students. Third, “convenience” of the classroom is also perceived as a high factor of demotivation. Last, “Course/Lesson”, and “Course Requirements” are classified as the least demotivating factors that affect learning the English language.
{"title":"Demotivating Factors in English Language Learning as Perceived by Newly Hired English Language Teachers","authors":"Zaldy Maglay Quines","doi":"10.37745/ijelt.13/vol11n21830","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n21830","url":null,"abstract":"Many researches claimed that motivation is a great factor in the teaching-learning-process. On the other hand, only few researches investigated the impact of demotivation in learning. There are many factors that demotivate learners and affect English language classes. This study aimed to investigate the perceived topmost factors that cause demotivation in English language learning. The data for this study were collected by means of a questionnaire about factors that demotivate learners. Newly hired English teachers from ELPYI- JTI, Royal Commission for Jubail and Yanbu responded to the questionnaire. They were chosen as respondents because they can literally connect to the younger generation. The collected data were analyzed by arranging the rating and ranking given for each factor. The analysis of the gathered data revealed a number of results. First, “Students’ Behavior” and “Teacher’s Behavior” are rated and ranked as the leading demotivating factors in English language learning. Second, “Poor Teaching Style” and “Poor Learning Style” are categorized as the topmost demotivating factors related to teachers and students. Third, “convenience” of the classroom is also perceived as a high factor of demotivation. Last, “Course/Lesson”, and “Course Requirements” are classified as the least demotivating factors that affect learning the English language.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129894673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.37745/ijelt.13/vol11n117
Odeh Sahmi Alhatim, Khatmeh S. Elgoudman, Kamariah Yunus
Computers and cell phones reaching every house hold in urban regions and spreading towards rural areas, e-teaching can be made use to impart teaching. T.V. and Multimedia should be used for Educational purpose definitely a picture is worth 1000 words. Animation technologies and 3D technologies can be used to impart effective teaching. Many difficult scientific and technical principles can be explained easily and effectively using e-learning methods, 3D technologies, animation and Multimedia techniques. Online Teaching is Integrated Communication Technology in a specified area or field. It is the technological development that reflects the new society and has its place within education. With many new initiatives, Online Teaching obviously has its problems that can be addressed over time. Online English Teaching requires the strenuous efforts of the teacher in preparing English lessons and delivering them online. The English Teacher has to update the scientific knowledge in the use of computers for teaching English. The objective of the study was to find out the effectiveness of Online Teaching Awareness among college students. In the present study, the investigator followed the normative survey method. The findings of the study are that the level of Online English Teaching Awareness among college students is moderate and there was a significant difference in Online English Teaching Awareness among college students with respect to Gender and Medium of Instruction.
{"title":"Impact of Online English Teaching Awareness among College Students","authors":"Odeh Sahmi Alhatim, Khatmeh S. Elgoudman, Kamariah Yunus","doi":"10.37745/ijelt.13/vol11n117","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n117","url":null,"abstract":"Computers and cell phones reaching every house hold in urban regions and spreading towards rural areas, e-teaching can be made use to impart teaching. T.V. and Multimedia should be used for Educational purpose definitely a picture is worth 1000 words. Animation technologies and 3D technologies can be used to impart effective teaching. Many difficult scientific and technical principles can be explained easily and effectively using e-learning methods, 3D technologies, animation and Multimedia techniques. Online Teaching is Integrated Communication Technology in a specified area or field. It is the technological development that reflects the new society and has its place within education. With many new initiatives, Online Teaching obviously has its problems that can be addressed over time. Online English Teaching requires the strenuous efforts of the teacher in preparing English lessons and delivering them online. The English Teacher has to update the scientific knowledge in the use of computers for teaching English. The objective of the study was to find out the effectiveness of Online Teaching Awareness among college students. In the present study, the investigator followed the normative survey method. The findings of the study are that the level of Online English Teaching Awareness among college students is moderate and there was a significant difference in Online English Teaching Awareness among college students with respect to Gender and Medium of Instruction.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123366319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.37745/ijelt.13/vol11n1815
Abdullah Alghamdi
This paper Investigates the beliefs and practices of the subject area teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to explore the specific vocabulary teaching strategies VTS they use to achieve their teaching goals Methodologically, a qualitative study under the case study tradition was conducted. Six Content Area Teachers (CATs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that CATs stated that they directly and frequently use the following strategies: definitions, exemplifications and pictures. These three strategies, according to all the CATs interviewed, are used jointly most of the time to present the meaning of novel ETV items directly. Secondly, the data also shows that CATs use most of the strategies to teach directly. Thirdly, some strategies were also reported to be used jointly. The study suggested some educational implications and recommended experts in the area to carry out future scrutiny to understand this topic from different dimensions.
{"title":"Direct and Indirect Technical Vocabulary Teaching Strategies used by Subject Teachers in a Saudi Industrial College","authors":"Abdullah Alghamdi","doi":"10.37745/ijelt.13/vol11n1815","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n1815","url":null,"abstract":"This paper Investigates the beliefs and practices of the subject area teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to explore the specific vocabulary teaching strategies VTS they use to achieve their teaching goals Methodologically, a qualitative study under the case study tradition was conducted. Six Content Area Teachers (CATs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that CATs stated that they directly and frequently use the following strategies: definitions, exemplifications and pictures. These three strategies, according to all the CATs interviewed, are used jointly most of the time to present the meaning of novel ETV items directly. Secondly, the data also shows that CATs use most of the strategies to teach directly. Thirdly, some strategies were also reported to be used jointly. The study suggested some educational implications and recommended experts in the area to carry out future scrutiny to understand this topic from different dimensions.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121715557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.37745/ijelt.13/vol11n14156
D. Ky
The study is aimed at investigating the influence of using teacher’s direct corrective feedback on second-year cadets’ writing performance in a foreign language writing class. It is an action research, employing interviews, writing analysis and survey as research instruments, which was conducted with 3 English teachers and 16 second-year non-English major students of Tran Quoc Tuan University of 2018/2019 academic year. The findings revealed through writing analysis that, firstly, the overall accuracy score tended to increase in the subsequent texts, which partially supports the conclusion that the use of direct corrective feedback (hereafter, DCF) may help the students enhance their writing accuracy over a period of treatment. Secondly, it could be said that DCF could be advantageous for tense, S-V agreement and spelling, but it brought few benefits to the use of articles in the cadets’ writings. Finally, through the survey and interview, most students responded that they got significant progress in their writing after the teacher’s DCF intervention. In addition, the students believed that teacher’s DCF improved their English competence as well as their writing performance.
{"title":"Direct Teacher Corrective Feedback in EFL Writing Class at Tran Quoc Tuan University in Vietnam: To What Extent Students’ Writing Performance Affected","authors":"D. Ky","doi":"10.37745/ijelt.13/vol11n14156","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n14156","url":null,"abstract":"The study is aimed at investigating the influence of using teacher’s direct corrective feedback on second-year cadets’ writing performance in a foreign language writing class. It is an action research, employing interviews, writing analysis and survey as research instruments, which was conducted with 3 English teachers and 16 second-year non-English major students of Tran Quoc Tuan University of 2018/2019 academic year. The findings revealed through writing analysis that, firstly, the overall accuracy score tended to increase in the subsequent texts, which partially supports the conclusion that the use of direct corrective feedback (hereafter, DCF) may help the students enhance their writing accuracy over a period of treatment. Secondly, it could be said that DCF could be advantageous for tense, S-V agreement and spelling, but it brought few benefits to the use of articles in the cadets’ writings. Finally, through the survey and interview, most students responded that they got significant progress in their writing after the teacher’s DCF intervention. In addition, the students believed that teacher’s DCF improved their English competence as well as their writing performance.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114998941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.37745/ijelt.13/vol11n13440
Tahani Asim Eltaib Mohammed, Tahiya Alshaikh Alhameem Yousif, Mohamed Ahmed Tom Ali
This research article is aiming at investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill. Subjects were 40 male university students in the English Department, College of Education, SUST. They were randomly assigned into two groups: The experimental group using cooperative reading strategies and the control group using a traditional method of instructions. The study reached the following findings: firstly, students of first year can develop batter reading skills by implementing cooperative learning in the learning process. Secondly, students' performance improved significantly, and they developed better attitudes towards learning English via cooperative learning strategy. Finally, in cooperative learning, students are motivated and less reluctant. Also, the study recommends the following: first, teachers of English should adopt cooperative learning methods in the teaching and learning process. Second, students should be provided with enough opportunities in the learning process, and more importantly, they should be encouraged to implement cooperative learning methods both in and out the classroom.
{"title":"Investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill: A Case Study of First Year Students of English at College of Education- Sudan University of Science and Technology","authors":"Tahani Asim Eltaib Mohammed, Tahiya Alshaikh Alhameem Yousif, Mohamed Ahmed Tom Ali","doi":"10.37745/ijelt.13/vol11n13440","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n13440","url":null,"abstract":"This research article is aiming at investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill. Subjects were 40 male university students in the English Department, College of Education, SUST. They were randomly assigned into two groups: The experimental group using cooperative reading strategies and the control group using a traditional method of instructions. The study reached the following findings: firstly, students of first year can develop batter reading skills by implementing cooperative learning in the learning process. Secondly, students' performance improved significantly, and they developed better attitudes towards learning English via cooperative learning strategy. Finally, in cooperative learning, students are motivated and less reluctant. Also, the study recommends the following: first, teachers of English should adopt cooperative learning methods in the teaching and learning process. Second, students should be provided with enough opportunities in the learning process, and more importantly, they should be encouraged to implement cooperative learning methods both in and out the classroom.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122635997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.37745/ijelt.13/vol11n11633
Majed Abu
This research study attempts to find out the best practices that can make a Native English teacher an efficient and effective teacher in Saudi Arabia and the cultural difference that can effect students’ learning process. English teaching by native English teachers is preferred due to their high fluency and proficiency on the language, however they bring their own set of cultural norms and perspectives in the classroom that they value the most. Cultural milieus must be given much attention, when a foreign language is taught, as children are still in the early stages of internalizing their own culture and values. A mixed approach was utilized for the study. A questionnaire on a 5-point scale was distributed to students to understand their perceptions on the effectiveness of native English teachers in the classroom. A semi-structured interview with open ended questions was also conducted with native English teachers to understand how they perform in classroom. Three themes were generally focused on teacher effectiveness, cultural difference, and preferred language in classroom. Overall, the students were satisfied with the teaching capabilities of NESTs having neutral opinions about cultural difference. Cultural barrier was considered as a hurdle by the teachers but at the same time teacher’s nativity was reflected as significant in learning. Where students’ preferred bilingual methods in the classroom, teachers considered the use of mother tongue an impedance in English learning and therefore should be avoided.
{"title":"The Effective a Native Teacher of English Language in Saudi Arabia EFL Classroom","authors":"Majed Abu","doi":"10.37745/ijelt.13/vol11n11633","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n11633","url":null,"abstract":"This research study attempts to find out the best practices that can make a Native English teacher an efficient and effective teacher in Saudi Arabia and the cultural difference that can effect students’ learning process. English teaching by native English teachers is preferred due to their high fluency and proficiency on the language, however they bring their own set of cultural norms and perspectives in the classroom that they value the most. Cultural milieus must be given much attention, when a foreign language is taught, as children are still in the early stages of internalizing their own culture and values. A mixed approach was utilized for the study. A questionnaire on a 5-point scale was distributed to students to understand their perceptions on the effectiveness of native English teachers in the classroom. A semi-structured interview with open ended questions was also conducted with native English teachers to understand how they perform in classroom. Three themes were generally focused on teacher effectiveness, cultural difference, and preferred language in classroom. Overall, the students were satisfied with the teaching capabilities of NESTs having neutral opinions about cultural difference. Cultural barrier was considered as a hurdle by the teachers but at the same time teacher’s nativity was reflected as significant in learning. Where students’ preferred bilingual methods in the classroom, teachers considered the use of mother tongue an impedance in English learning and therefore should be avoided.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133547710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research is devoted to semantic changes undergone by adjectives accompanying abstract nouns in English and Russian. The article is aimed at proving that such adjectives lose their concrete lexical meaning and become intensifiers, that is undergo delexicalization. The nouns themselves serve as units of both lexical and syntactic context suppressing the elements of concrete meaning and enhancing the intensifying meaning. As a result of this process, synonymous relationship develops between adjectives which are not synonyms in other contexts. The process runs parallel in the two languages, with similar lexical sources, which makes it possible to assume that it is part of a general trend of semantic evolution from concrete to more abstract meanings.
{"title":"Semantic Shifts Displayed by Adjectives Accompanying Abstract Nouns","authors":"Tatiana Sallier","doi":"10.5430/ijelt.v9n2p1","DOIUrl":"https://doi.org/10.5430/ijelt.v9n2p1","url":null,"abstract":"The research is devoted to semantic changes undergone by adjectives accompanying abstract nouns in English and Russian. The article is aimed at proving that such adjectives lose their concrete lexical meaning and become intensifiers, that is undergo delexicalization. The nouns themselves serve as units of both lexical and syntactic context suppressing the elements of concrete meaning and enhancing the intensifying meaning. As a result of this process, synonymous relationship develops between adjectives which are not synonyms in other contexts. The process runs parallel in the two languages, with similar lexical sources, which makes it possible to assume that it is part of a general trend of semantic evolution from concrete to more abstract meanings.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126229889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：