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Factors that influence the English language teaching-learning process in Ecuadorian private high-schools

Factors that influence the English language teaching-learning process in Ecuadorian private high-schools

The aim of this research is to inform about the factors that influence English language learning. The purpose is to analyze the aspects that influence the English language teaching- learning process. This research was done in Valle de los Chillos- Quito, Pichincha Province. The sample selected was a group of 15 teachers in 7 different private High Schools. The age of students varied from 13 to 18 years old. There was a quantitative method applied for showing the exact results of this research. Different instruments such as questionnaires, interviews, and observations were used. The data was tallied, categorized, and analyzed based on four factors: teachers, student, classroom, and educational institutions.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Nowadays, the learning of English language is considered something very essential. It is used in almost all areas of knowledge and human development. Regrettably, most of the students of Ecuador that finish high-school recognize that they do not have a good level of English that will allow them to have an effective academic development. Consequently, students often lose a lot of opportunities such as jobs with better payment, trips, immersion programs, opportunities to improve their creativity and self-confidence to develop any work that involves English. For this reason, it is essential to do a research about the factors that affect the English language-teaching learning process, especially in Ecuadorian public high schools, in order to find out some practical alternatives that will help to the improvement of the students’ English level and to the teaching - learning process.
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Bilingual teaching and learning english in colombian settings

Bilingual teaching and learning english in colombian settings

Talking about language learning strategies, it is imperative to define what it refers to in the field of teaching and learning English. Considering Oxford (1990) explicitness, learning strategies are concrete actions that any language learner employs to facilitate or overcome his or her learning. In addition, Oxford (1990) emphasizes that good learning strategies ensure a series of features which mention that they (1) contribute to the main goal, which is the communicative competence, (2) allow learners to become more self-directed, (3) Expand the role of teachers, (4) are problem oriented, (5) are specific actions taken by the learner, (6) involve many aspects of the learner, not just the cognitive, (7) support learning both directly and indirectly, (8) are not always observable, (9) are often conscious, (10) can be taught, (11) are flexible, (12) and are influenced by a variety of factors. Similarly, Rubin (1987) cited in Hedge (1993) explains that learners strategies are a “set of operations, steps, plans, routines, used by the learner to facilitate the obtaining, storage, retrieval and use of information” (p.93).
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

interviewed were not fully aware of the use of these strategies which suggested that strategy training was not introduced in their teaching. This study offered an understanding about the difficulties students face when dealing with learning English and how they try to overcome them to succeed in their learning process. They create mental linkages, deduct, compare and contrast; and doing this requires a plenty of time and previous preparation. As a result teachers need not only to master the language they are teaching, they must have also a full understanding of the procedures and techniques that can be used for students to learn effectively.
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Factors that affect the English language teaching-learning process in Ecuadorian private high schools

Factors that affect the English language teaching-learning process in Ecuadorian private high schools

suitability of his resources for teaching English. Although the teacher is himself or herself the most important resource in class, using adequate teaching materials can support learning and increase student success. When teachers were asked about this issue they expressed shared reasons to support their answers. First, using these resources helps teachers to keep the students´ attention. Learners focus on what is being taught and they are involved in the lesson topic. Second, language skills of listening, speaking, reading, and writing can be better developed by manipulating or exploring these resources. Third, when students´ senses are stimulated through interesting elements, they fell motivated to learn a language. Fourth, teachers found it easier for them deliver instruction and that were relaxed to students. Finally, some teachers indicated that they used technology and other materials because of the availability in their schools.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

communication, and that to achieve success in learning a second tongue, students have to be encouraged to take risks and practice speaking and understanding of the target language. At this point, some methods to teach a foreign language such as the Audiolingual Method, The Communicative Language Teaching, among others agree with the prior statement. In this way, the Audiolingual Method, which according to Richards and Rodgers (2001) corresponds to an approach focused on drills usage and patterned input reception, to help students to achieve communicative competence through memorization. It is essential to say that the role of the teacher is central and active. Additionally, the other method to take into account is Communicative Language Teaching where communicative competence is the goal trough fluency in the foreign language, (Richard & Rodgers 2001). In the observed classes there was seen that 40% of the observed teachers used English in their classes. The problem was that they used the foreign language to express basic ideas and used elemental vocabulary. In other words, even though instructors stated they used English in class the failure comes when they do not use the language accurately in some cases.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Other teaching method taken into account is Cooperative Language Learning, and 10% of the educators said that this method is used in their lessons. Through the observations it was verified that the educators actually taught English by using this method in the percentage outlined by them in the survey. While using CLL, the teachers were able to explain both the academic task and the cooperative structure to students by creating groups and then supervising and intervening when it was required, so the students seemed engaged to the topic and were able to be an important part of the class. Additionally, 6% of the teachers affirmed that they used Task Based Language Teaching in their lessons; nevertheless, this method was used in16% of the observed classes. This method allowed the educators to teach the target language by carrying out meaningful tasks that involved real communication.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

It is worth starting this topic by remarking that class size implies teachers to work with a different number of students who attend their English lessons; that is, teachers have to focus on teaching large and small groups. Regarding small classes, they allow teachers to get effective results, provide them greater opportunities for personalized education and individual attention, and help students to learn English effectively (Blatchford et al. 2003). Furthermore, teaching small classes makes management learning easy to be handled and enables teachers to establish a good relationship between them and their learners (Jeffries & Huggert, 2010).
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

“Yo Torres Falcón Christian Oswaldo declaro ser autor(a) del presente trabajo de fin de titulación: “Factors that influence the English language teaching-learning process in Ecuadorian private high schools” , de la Titulación de Ciencias de la Educación mención Inglés, siendo Lisset Vanessa Toro Gallardo director (a) del presente trabajo; y eximo expresamente a la Universidad Técnica Particular de Loja y a sus representantes legales de posibles reclamos o acciones legales. Además certifico que las ideas, conceptos, procedimientos y resultados vertidos en el presente trabajo investigativo, son de mi exclusiva responsabilidad.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

The analysis of the factors affecting the teaching-learning process opened the opportunity for this research with the topic “Factors that affect the English language teaching-learning process in Ecua dorian public high schools” . Its purpose is to analyze the factors that affect the English language teaching-learning process. The specific objectives that are tried to reach with this study are determine the classroom conditions in which English lessons take place, identify the characteristics of in- service English teachers , and determine teachers’ instructional compete nce. Previous researches related to the theme have been conducted in different countries. One of the studies was conducted by Oyinloye (2010) and the purpose of the study was to establish the teachers’ and students’ perception about classroom
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

English is one of the most spoken languages in the world. It is used in different environments such as businesses, education, organizations and traveling. That is why many people are learning English as a foreign or second language. However, when teachers do not use appropriate methods, techniques and materials, students may not learn it effectively. Thus, the main topic of this research has to do with the different factors that influence the teaching-learning of English as a foreign language. In order to develop this study, it is necessary to obtain theoretical support about themes related to this topic like the importance of teaching English in Ecuador, teaching methods, managing learning, lesson design, class size, classroom space, seating arrangement, teaching resources, classroom observation, learning styles and language aptitude. Also, there is information of previous studies which were carried out at different educational institutions referred to the factors affecting foreign language teaching and learning around the world.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

The present study is about the factors that affect the English language teaching- learning process in Ecuadorian public high schools. The purpose is to analyze which factors are affecting it. This research study was conducted in Quito and Guayaquil, Ecuador. Five public high schools were selected for this study. The sample included 15 teachers and students between 8th to 3rd year of high school. The data was collected through questionnaires, interviews and observation sheets in order to obtain information related with the English teaching-learning process in the five public high schools. The teachers’ questionnaire was analyzed quantitatively. The results of this analysis were
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Be

Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Be

The importance of teaching- learning English as foreign language in Ecuador has been widely recognized in the last years due to its everyday use in all fields. Having an advanced level of English has become into a tool, which allows facing the accelerated advance of globalization and the galloping development of technology. The unlimited access to the countless educational resources published in this language, as well as, to the information available in internet, updated every day; furthermore, a great deal of scholarships offered abroad directed toward students who master English language are the strongest reasons for students to achieve a B1.2 (CEFR) level at the end of third year of high school.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

adequate and a variety of instructional media. As a conclusion teachers in Nigeria should become more familiar with a variety of supported instructional media. Instead it can be seen that they have been relying on textbooks, chalkboard and lecture method. Using other equipment such as technology, language laboratories, audio and video can be more effective in the process of English Language learning. Thus, it is highly recommended by the author that the federal government give priority attention to this issue therefore allowing the children to improve their learning.
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Teaching resources influence in the students’ motivation for english language learning in 1ero de bachillerato general unificado at unidad educativa “Riobamba” in the city of Riobamba, province of Chimborazo, during the academic year 2015 2016

Teaching resources influence in the students’ motivation for english language learning in 1ero de bachillerato general unificado at unidad educativa “Riobamba” in the city of Riobamba, province of Chimborazo, during the academic year 2015 2016

The use of audiovisual resources made the class interactive and dynamic. It brought variation in the class. These also helped the teachers to draw the attention of the students. Teacher could clarify the subjects to the students clearly and easily with the help of the audio-visual aids. It made the class alive and participatory. Moreover, it lessened the pressure of the teachers. Teacher could easily convey the message to the students by using different audio-visual aids which would otherwise be difficult. Besides, different audio-materials helped the teacher to check the listening skills of the students which could also be difficult in additional ways. Thus, the use of audio-visual aids helped the language teachers in teaching language skills. Audio- visual aids help the teachers to bring a significant change in the class environment as well as in the teaching process. By using audio-visual aids in the class, teachers can present a topic both verbally and visually which is very helpful for the learners to pay more attention in the lesson. They can make a correlation between the verbal and non-verbal as well as abstract and concrete issues. There are some abstract things in language which is difficult to explain verbally. The subject matter may not be clear to the learners and they may struggle to catch what the teacher is going to mean. However, by using different visual aids, teachers can make the learners understand better. If the verbal and visual things are presented together, learners can get the information quickly.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

Managing learning implies creating a conductive environment to optimum learning, which requires careful and detailed lesson planning particularly in large classes. Such planning needs to consider that overcrowded classrooms are not only numerous but they are inevitably diverse in terms of students ’ proficiency level, needs, learning styles, and expectations. Additionally; feedback, the way instructions are given, discipline, and time management are other key aspects to take into account for achieving English learning in large classes, for this reason, the importance of the last four factors will be described in brief.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

On the other hand, there were teachers who did not agree in using group work activities in class because, as they commented, only one or two of the student work and the others do not help. Moreover, it was observed that group work was used only in three classes; in fact, not all students worked as they should because the majority of them talked between them and did activities not related to the class. About this, teachers who used group work activities failed in organizing students, giving clear rules, and monitoring groups. Therefore, students without appropriate supervision of their group activities did not take advantage of the benefits of the technique for their own learning. Do teachers use English most of the time in their classes?
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

All 15 teachers, representing the 100% of the group studies, claim they have access and use supplementary and complementary material and resources for an effective lesson. Despite this statement, the observation proved most classes only used the textbook as a resource. The few remaining lessons were taught using a cd player and only 1 used a TV set. Regarding this factor, Ur (1999) suggests the effective use of various tools such as computers, software, reference books, handbooks of activities and even subscriptions for teachers from where many complementary activities can be planned and delivered for a successful English lesson.
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Teachers and Students’ perceptions of teaching and learning English as a second language in small classes

Teachers and Students’ perceptions of teaching and learning English as a second language in small classes

Carter and Nuan state “Not giving enough wait-time for learners to process a question and formulate an answer is another reason for the lack of response from students” (2001, p.124). Besides recommending modifying questions so that students can understand them, the above authors assert that English language teachers must provide students with extended wait-time to respond to questions and after errors are committed. Some ways to accomplish this are telling them beforehand what the lesson will be about, giving them time to compare their notes and rehearse their responses with others, and giving time for students to write their responses to the teacher’s questions. These techniques facilitate students’ correct responses, and so they feel less anxiety. As a result, teachers receive direct feedback on their instruction and reduce their fear that extra wait-time may slow down the flow of the lesson and cause disruptions.
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:Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

:Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

In contrast, other teachers who have both a lively and amusing personality, are good entertainers, but are far from being considered teachers. Feedback can be very powerful if done well. All the above steps are essential if teachers are to manage learning appropriately, but it is far from being complete if there is not feedback from the students. Brookhart (2008) suggests that the power of formative feedback rests in its double-barreled approach, which deals equally with cognitive and motivational issues at the same time. Good quality feedback offers students the information they need so they can recognize where they are in their learning and what to do next. Good quality feedback holds information that a learner can make use of, which indicates that, the student ought to be able to hear and comprehend. Woolfolk (2010) concluded that the goal of classroom management is to preserve a positive,
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