Pub Date : 2022-02-15DOI: 10.37745/ijelt.13/vol10n53849
Abedrabu A. Abu Alyan
This study probed challenges of writing thesis among Palestinian English as a foreign language (EFL) master’s students (MA). A qualitative case study was employed, and the data were collected through in-depth semi-structured interviews. The participants were eighteen MA students and ten supervisors from the department of English at the Islamic University of Gaza. The main findings identified in the study included, among others, selecting an appropriate research topic, limited research and methodology training, linguistic and academic writing inadequacies, insufficient feedback from supervisors and course instructors, and limited resources and online digital materials. To minimize these challenges and empower MA students, the study offered some recommendations and suggestions for further future studies.
{"title":"Thesis Writing Challenges Facing Palestinian EFL Master’s Students: A Qualitative Case Study","authors":"Abedrabu A. Abu Alyan","doi":"10.37745/ijelt.13/vol10n53849","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n53849","url":null,"abstract":"This study probed challenges of writing thesis among Palestinian English as a foreign language (EFL) master’s students (MA). A qualitative case study was employed, and the data were collected through in-depth semi-structured interviews. The participants were eighteen MA students and ten supervisors from the department of English at the Islamic University of Gaza. The main findings identified in the study included, among others, selecting an appropriate research topic, limited research and methodology training, linguistic and academic writing inadequacies, insufficient feedback from supervisors and course instructors, and limited resources and online digital materials. To minimize these challenges and empower MA students, the study offered some recommendations and suggestions for further future studies.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127724173","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 : 2022-02-15DOI: 10.37745/ijelt.13/vol10no1pp.45-52
Active learning has gained momentum since the past decade as an effective instructional approach which draws students out of their comfort zone and drives them to take an active part into their own learning. This paper addresses the research proven metacognitive strategies that support the utilization of cognitive activators which encourages students to take a vital role in their own learning process. These cognitive activators are a set of meaningful activities which are embedded in the pedagogical framework to encourage more complex thought processes in students to promote language acquisition. This research is contextualized to English language teaching (ELT) in higher education institutions because ELT teaching has experienced a fascination towards the techniques and strategies applied in active learning. Furthermore, it emphasizes the use of these instructional interactive techniques in the classroom to have a strong impact upon students' learning to develop students’ writing, speaking and critical thinking skill.
{"title":"Active Learning: An Effective Metacognitive Strategy for Language Acquisition","authors":"","doi":"10.37745/ijelt.13/vol10no1pp.45-52","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no1pp.45-52","url":null,"abstract":"Active learning has gained momentum since the past decade as an effective instructional approach which draws students out of their comfort zone and drives them to take an active part into their own learning. This paper addresses the research proven metacognitive strategies that support the utilization of cognitive activators which encourages students to take a vital role in their own learning process. These cognitive activators are a set of meaningful activities which are embedded in the pedagogical framework to encourage more complex thought processes in students to promote language acquisition. This research is contextualized to English language teaching (ELT) in higher education institutions because ELT teaching has experienced a fascination towards the techniques and strategies applied in active learning. Furthermore, it emphasizes the use of these instructional interactive techniques in the classroom to have a strong impact upon students' learning to develop students’ writing, speaking and critical thinking skill.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"2008 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130219326","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 : 2022-02-15DOI: 10.37745/ijelt.13/vol10n51229
Shine Lillian Gifty Agbevivi
Positive attitude towards learning, ability to independently think and work, ability to inquire, good command over English language are often considered characteristics of a tertiary education student. To excel, the student must be able to read and make meaning out of what is read as reading underlies all forms of academic study and is crucial to academic success (Grabe, 2009). This study investigated the state of reading among tertiary education students. The sequential explanatory mixed method design was employed for the study. Systematic and convenient sampling techniques were used to sample 1169 students from which data was sought through the use of questionnaire and observation check list. Data was analysed using both descriptive (frequency counts, means and standard deviation) and inferential (t-test and ANOVA) statistics. The study findings indicated the existence of poor reading attitude among tertiary education students as the reading culture of majority of the students was the reading of their course materials only. To improve reading habits among tertiary students, recommendations provided include: sensitization of lecturers and students, giving tasks that require students to read beyond their course materials and presentation of greater sections of courses through individual and group presentation to enhance their development of good and critical reading skills and ensure improvement in their reading habits.
{"title":"The State of Reading in Tertiary Institutions: A Pragmatic Analysis of a Ghanaian University","authors":"Shine Lillian Gifty Agbevivi","doi":"10.37745/ijelt.13/vol10n51229","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n51229","url":null,"abstract":"Positive attitude towards learning, ability to independently think and work, ability to inquire, good command over English language are often considered characteristics of a tertiary education student. To excel, the student must be able to read and make meaning out of what is read as reading underlies all forms of academic study and is crucial to academic success (Grabe, 2009). This study investigated the state of reading among tertiary education students. The sequential explanatory mixed method design was employed for the study. Systematic and convenient sampling techniques were used to sample 1169 students from which data was sought through the use of questionnaire and observation check list. Data was analysed using both descriptive (frequency counts, means and standard deviation) and inferential (t-test and ANOVA) statistics. The study findings indicated the existence of poor reading attitude among tertiary education students as the reading culture of majority of the students was the reading of their course materials only. To improve reading habits among tertiary students, recommendations provided include: sensitization of lecturers and students, giving tasks that require students to read beyond their course materials and presentation of greater sections of courses through individual and group presentation to enhance their development of good and critical reading skills and ensure improvement in their reading habits.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121288569","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 : 2022-02-15DOI: 10.37745/ijelt.13/vol10no1pp.12-35
This article contributes to the existing body of research on written corrective feedback (WCF) in foreign language (L2) writing classrooms by focusing on online learning environments. The study offers insight into the effective use of different WCF strategies in a Saudi context. This was achieved by investigating students’ perceptions of WCF and exploring the WCF strategies that students preferred in online writing classrooms. Data was collected through an online survey modified and administered for this study. SPSS version 26 was used to analyze the data. Descriptive statistics were used to describe the students’ responses. Results for the first research question indicate that Saudi students felt positive about using WCF in their EFL online writing classrooms as they found it a helpful tool to improve their writing. For the second research question, findings suggest that students found some WCF strategies to be more helpful than others. Electronic feedback was the strategy that students most preferred, while unfocused feedback was the second most favorable strategy. The study has pedagogical implications for EFL teachers regarding the integration of different WCF strategies to improve EFL online writing classrooms.
本文通过关注在线学习环境，对现有的关于外语写作课堂中书面纠正反馈(WCF)的研究做出了贡献。该研究为在沙特背景下有效使用不同的WCF策略提供了见解。这是通过调查学生对WCF的看法和探索学生在在线写作课堂上喜欢的WCF策略来实现的。数据收集通过在线调查修改和管理为本研究。采用SPSS version 26对数据进行分析。使用描述性统计来描述学生的反应。第一个研究问题的结果表明，沙特学生对在他们的英语在线写作课堂上使用WCF持积极态度，因为他们发现这是一种有助于提高写作水平的工具。对于第二个研究问题，研究结果表明，学生发现一些WCF策略比其他策略更有帮助。电子反馈是学生们最喜欢的策略，而非集中反馈是第二受欢迎的策略。本研究对英语教师整合不同的WCF策略以改善英语在线写作课堂具有教学意义。
{"title":"Written Corrective Feedback in Online Writing Classrooms: EFL Students’ Perceptions and Preferences","authors":"","doi":"10.37745/ijelt.13/vol10no1pp.12-35","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no1pp.12-35","url":null,"abstract":"This article contributes to the existing body of research on written corrective feedback (WCF) in foreign language (L2) writing classrooms by focusing on online learning environments. The study offers insight into the effective use of different WCF strategies in a Saudi context. This was achieved by investigating students’ perceptions of WCF and exploring the WCF strategies that students preferred in online writing classrooms. Data was collected through an online survey modified and administered for this study. SPSS version 26 was used to analyze the data. Descriptive statistics were used to describe the students’ responses. Results for the first research question indicate that Saudi students felt positive about using WCF in their EFL online writing classrooms as they found it a helpful tool to improve their writing. For the second research question, findings suggest that students found some WCF strategies to be more helpful than others. Electronic feedback was the strategy that students most preferred, while unfocused feedback was the second most favorable strategy. The study has pedagogical implications for EFL teachers regarding the integration of different WCF strategies to improve EFL online writing classrooms.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114869820","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 : 2022-02-15DOI: 10.37745/ijelt.13/vol10n55060
Nguyen Huynh Trang, N. Chi
Technology has been used for many years to enhance the quality of language learning and instruction. However, the introduction of technology into many contexts for language acquisition was hastened by the COVID-19 pandemic outbreak. Education professionals encountered a variety of new issues as a result of the abrupt change to online learning (Ghanbari and Nowroozi,2021). This study investigated students’ opinions of an English online assessment in terms of affective, cognitive, and behavioral factors. It aims to gauge students’ perspectives of the English online assessment currently employed at their institution and to find out their difficulties when taking online exams so that practical solutions can be recommended to the institution. The study recruited 110 students who have been attending General English courses at a public university in Ho Chi Minh City, Vietnam. The participants responded to a questionnaire including 28 items asking mainly about the advantages and disadvantages of the English online assessment that they experienced in their last course. The results revealed that most of the students had positive attitudes toward the online assessment mode although they also experienced several shortcomings when taking the English online exams.
{"title":"EFL Students’ Attitudes Towards the English Online Assessments","authors":"Nguyen Huynh Trang, N. Chi","doi":"10.37745/ijelt.13/vol10n55060","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n55060","url":null,"abstract":"Technology has been used for many years to enhance the quality of language learning and instruction. However, the introduction of technology into many contexts for language acquisition was hastened by the COVID-19 pandemic outbreak. Education professionals encountered a variety of new issues as a result of the abrupt change to online learning (Ghanbari and Nowroozi,2021). This study investigated students’ opinions of an English online assessment in terms of affective, cognitive, and behavioral factors. It aims to gauge students’ perspectives of the English online assessment currently employed at their institution and to find out their difficulties when taking online exams so that practical solutions can be recommended to the institution. The study recruited 110 students who have been attending General English courses at a public university in Ho Chi Minh City, Vietnam. The participants responded to a questionnaire including 28 items asking mainly about the advantages and disadvantages of the English online assessment that they experienced in their last course. The results revealed that most of the students had positive attitudes toward the online assessment mode although they also experienced several shortcomings when taking the English online exams.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129743655","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}
Writing is the pivotal skill for the communicative purposes. In the tertiary level, the learners in Bangladesh encounter different types of problems in developing writing skills. However, this is very essential for them to recognize the problems and work out with that. This study is qualitative in nature, analyzes the problems in developing writing skills at the tertiary level in Bangladesh. This is based on secondary data. The data are collected from the other researchers’ research papers. Due to the pandemic situation, it could not be possible to collect primary data. The paper starts with describing the background of the writing skills, and approaches in Bangladesh. It also discussed the perspectives of the learners’ and teachers’ about the developing process of writing skills. Based on the previous research, it represents that lack of enthusiasm of instructors, lack of motivation of learners, institutional constraints hinder the process of developing writing skills at the tertiary level. The paper provides some proposals for resolving the problems that inhibit the process of developing writing skills. At last, this study suggested the implications of further research for identifying the other’s challenges and find out the infusion of the challenges. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
{"title":"Tertiary Students' Perceptions Regarding the Challenges to Develop Writing Skills","authors":"Susmita S. Shuvra, Sukanto Roy","doi":"10.5430/ijelt.v9n1p46","DOIUrl":"https://doi.org/10.5430/ijelt.v9n1p46","url":null,"abstract":"Writing is the pivotal skill for the communicative purposes. In the tertiary level, the learners in Bangladesh encounter different types of problems in developing writing skills. However, this is very essential for them to recognize the problems and work out with that. This study is qualitative in nature, analyzes the problems in developing writing skills at the tertiary level in Bangladesh. This is based on secondary data. The data are collected from the other researchers’ research papers. Due to the pandemic situation, it could not be possible to collect primary data. The paper starts with describing the background of the writing skills, and approaches in Bangladesh. It also discussed the perspectives of the learners’ and teachers’ about the developing process of writing skills. Based on the previous research, it represents that lack of enthusiasm of instructors, lack of motivation of learners, institutional constraints hinder the process of developing writing skills at the tertiary level. The paper provides some proposals for resolving the problems that inhibit the process of developing writing skills. At last, this study suggested the implications of further research for identifying the other’s challenges and find out the infusion of the challenges. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126502407","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 article is devoted to the role of grammar in an ESP class – to students who don’t specialize in English and need English primarily for professional reading. The authors argue that the most important language skill in English for special purposes in the framework of tertiary education is academic reading, which serves as a basis for developing academic speaking and academic writing skills. Teaching academic reading is impossible without a formal and systematic study of grammar. The principal grammatical phenomena needing special attention are outlined and several types of exercises which can be used in teaching grammar are recommended. It is shown that in some cases grammatical analysis provides cues for contextual guessing.
{"title":"Grammar Translation Method in ESP: Traditions and Innovations","authors":"Tatiana Sallier, Tatiana Samsonova","doi":"10.5430/ijelt.v9n1p40","DOIUrl":"https://doi.org/10.5430/ijelt.v9n1p40","url":null,"abstract":"The article is devoted to the role of grammar in an ESP class – to students who don’t specialize in English and need English primarily for professional reading. The authors argue that the most important language skill in English for special purposes in the framework of tertiary education is academic reading, which serves as a basis for developing academic speaking and academic writing skills. Teaching academic reading is impossible without a formal and systematic study of grammar. The principal grammatical phenomena needing special attention are outlined and several types of exercises which can be used in teaching grammar are recommended. It is shown that in some cases grammatical analysis provides cues for contextual guessing.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126967303","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}
K. D. Joshi, Laxman Gnawali, R. Giri, D. Mayer, M. Dixon
Professional development for English as a Foreign Language (EFL) teachers has gained increasing relevance worldwide. This study reports on issues of Nepalese EFL teachers’ professional development (needs, interests, enablers and barriers). Data from 257 EFL teachers were used to assess and explore these issues. Quantitative data were used to describe the needs, interests and their relationships with the teachers’ socio-demographics; while qualitative data were used for exploring the enablers of and barriers to teacher professional development. More than half of the teachers reported their professional development needs for various instructional skills to be high to very high. Similarly, more than two thirds of the teachers reported their PD interests for all professional development activities to be high to very high. The EFL teachers also highlighted a number of environmental, institutional and personal enabling and challenging factors in pursuing their professional development. This study concludes that Nepalese EFL teachers demonstrated a considerable need of and interest in TPD despite experiencing several types of challenges.
{"title":"Needs, Interests, Enablers and Barriers to Professional Development: Findings from the Nepalese EFL Teachers","authors":"K. D. Joshi, Laxman Gnawali, R. Giri, D. Mayer, M. Dixon","doi":"10.5430/ijelt.v9n1p25","DOIUrl":"https://doi.org/10.5430/ijelt.v9n1p25","url":null,"abstract":"Professional development for English as a Foreign Language (EFL) teachers has gained increasing relevance worldwide. This study reports on issues of Nepalese EFL teachers’ professional development (needs, interests, enablers and barriers). Data from 257 EFL teachers were used to assess and explore these issues. Quantitative data were used to describe the needs, interests and their relationships with the teachers’ socio-demographics; while qualitative data were used for exploring the enablers of and barriers to teacher professional development. More than half of the teachers reported their professional development needs for various instructional skills to be high to very high. Similarly, more than two thirds of the teachers reported their PD interests for all professional development activities to be high to very high. The EFL teachers also highlighted a number of environmental, institutional and personal enabling and challenging factors in pursuing their professional development. This study concludes that Nepalese EFL teachers demonstrated a considerable need of and interest in TPD despite experiencing several types of challenges.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"2 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130051568","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 : 2022-01-15DOI: 10.37745/ijelt.13/vol10.no1pp.13-22
This study investigated the perception of English language teachers concerning digital pedagogy in teaching oral English in Ekiti state government Colleges. The underpinning objective encompasses a survey of teachers’ perception concerning digital instructional style. This study is descriptive research of the survey type. The population of the study consisted of 78 English language teachers in Ekiti state Government Colleges. Using multistage sampling procedure, four government colleges were randomly selected comprising forty English language teachers from the four Ekiti state government colleges. Questionnaires were administered on the sample of the study. Descriptive statistics was used in analysing data. The findings of this study revealed that 65% of the teachers could distinguish between digital and conventional pedagogy while 65% experienced no significant challenges with digital pedagogy during oral English lessons. Furthermore, majority of the English language teachers admitted that students feel bored when taught oral English with charts. These findings explicate the need to sustain digital pedagogy for teaching oral English. It was recommended that English language teachers should be retrained and trained in digital skills for teaching oral English in government colleges in Ekiti state.
{"title":"Sustainable digital pedagogy in language teacher education: Perception of teachers in Ekiti state government colleges","authors":"","doi":"10.37745/ijelt.13/vol10.no1pp.13-22","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10.no1pp.13-22","url":null,"abstract":"This study investigated the perception of English language teachers concerning digital pedagogy in teaching oral English in Ekiti state government Colleges. The underpinning objective encompasses a survey of teachers’ perception concerning digital instructional style. This study is descriptive research of the survey type. The population of the study consisted of 78 English language teachers in Ekiti state Government Colleges. Using multistage sampling procedure, four government colleges were randomly selected comprising forty English language teachers from the four Ekiti state government colleges. Questionnaires were administered on the sample of the study. Descriptive statistics was used in analysing data. The findings of this study revealed that 65% of the teachers could distinguish between digital and conventional pedagogy while 65% experienced no significant challenges with digital pedagogy during oral English lessons. Furthermore, majority of the English language teachers admitted that students feel bored when taught oral English with charts. These findings explicate the need to sustain digital pedagogy for teaching oral English. It was recommended that English language teachers should be retrained and trained in digital skills for teaching oral English in government colleges in Ekiti state.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115442497","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 : 2022-01-15DOI: 10.37745/ijelt.13/vol10.no1pp.35-40
Evaluation is the important phase in the process of teaching learning of English as a Second language. It provides feedback to both the teachers and students. But it is a neglected area in our teaching learning process. Our syllabus is completely silent on method of evaluation. The teachers are left to evaluate in their own way which is often affected by individual teacher’s personality, approach and attitude. Teaching mode is a dominant aspect in our teaching learning process. Because of teaching mode our teachers evaluate what the students have not learnt and try to find out errors made by the students so that there will be a scope for teaching. This negative approach to evaluation demotivates our learners and the teaching mode prevents our teachers to switch over to other method of teaching/learning according to the feedback received from evaluation. So there is a need for effective teacher training programme to make the teachers aware of the objectives of evaluation and the method to be followed to evaluate the language skills of the learners.
{"title":"English Language Teaching (ELT) and Evaluation at Higher Secondary Level","authors":"","doi":"10.37745/ijelt.13/vol10.no1pp.35-40","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10.no1pp.35-40","url":null,"abstract":"Evaluation is the important phase in the process of teaching learning of English as a Second language. It provides feedback to both the teachers and students. But it is a neglected area in our teaching learning process. Our syllabus is completely silent on method of evaluation. The teachers are left to evaluate in their own way which is often affected by individual teacher’s personality, approach and attitude. Teaching mode is a dominant aspect in our teaching learning process. Because of teaching mode our teachers evaluate what the students have not learnt and try to find out errors made by the students so that there will be a scope for teaching. This negative approach to evaluation demotivates our learners and the teaching mode prevents our teachers to switch over to other method of teaching/learning according to the feedback received from evaluation. So there is a need for effective teacher training programme to make the teachers aware of the objectives of evaluation and the method to be followed to evaluate the language skills of the learners.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115863495","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}
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