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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

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

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

“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 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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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

This research was directed to analyze the factors that affect the English language teaching-learning process in Ecuadorian public high schools. The sample analyzed consisted of fifteen students and fifteen teachers, who were surveyed and interviewed to determine their skills and competences and a similar number of classrooms observed to find out their physical conditions. The research was carried out at daytime and ev ening in four public high schools and one “fiscomisional” in rural and urban areas of Quito. To collect data, the techniques used were surveys and note taking; additionally, the applied instruments were observation forms, interviews and questionnaires. The quantitative analysis, description and interpretation of results were based on the information gotten from: Teacher’s and Student’s Questionnaires and Interviews, Observation Sheets and researcher’s field observations. The most relevant factors found were students’ basic level of English knowledge, use of few teaching resources and a high percentage of Spanish use in class, the overcrowded classrooms and inappropriate physical conditions, which affected negatively.
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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

Regarding Task-Based Language Teaching, Richards and Rodgers (2001) mention that it is an approach encouraging the use of tasks for teaching a language and for providing a better context for the activation of the students’ learning; it means that the core unit of planning and teaching is targeted at making students learn a language through the use of tasks that can be done in pairs of small groups in order to facilitate the process of learning. Additionally, Richards and Rodgers state that in Task-Based Language Teaching, the needs of a specific group of learners determine the teaching aims; hence, according to both authors, teachers have to select, adapt, and create the tasks to form them into a teaching sequence suited to the needs, interests, and language proficiency of students.
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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 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 , Pazmiño Paredes Diana Carolina declaro ser autor (a) del presente trabajo de fin detitulación: “Factors that influence the English language teaching- learning process in Ecuadorian privat e high schools” , de la Titulación de Ciencias de la Educación mención Inglés, siendo Mgs. Nina Nesterenko 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 private high schools

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

Nevertheless these advances, there are others aspects in the process of teaching English that have not even been considered. In addition, the low English level of graduate students attending universities demands for more investigation in this field. That was the motivation for researching the factors that influence the English language teaching-learning process in Ecuadorian private high school. The specific objectives were: (1) identify student´s English level and their needs in the classroom, (2) diagnose the classroom environment in which English lessons take place, (3) define the characteristics of in-service English teachers, (4) investigate institutional facilities and norms regarding quality education. The value of this research consists on discovering the situation of the teaching English language in high schools. Through the analysis from different perspectives: teacher, students, classrooms and institutions; this study has tried to meet how all these interrelated factors influence in the teaching.
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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

Feedback about the task is more effective when it clarifies misconceptions rather than adding more information about the assignment but the disadvantage is that it is only used in one task at a time. Feedback about the processing of the task guide students to do the activity; it is necessary that students assume roles to complete the given assignment. In Feedback about self-regulation, students are responsible for their own learning. Main problem is that this type of feedback is effective with learners that demonstrate and internal disposition to require more information in order to complete the task. Finally, feedback about the person shows several disadvantages because, as the author explains, it is not focused on the learning process. In addition, the use of this type of feedback tend to create a false believe on students that intelligence is a fixed
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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

Similarly, Harmer (2004) describes language aptitude as the fact that students learn languages better than others. There were several exercises to establish this paradigm by means of t ests that measured linguistic aptitude. They were carried out in the 1950’s and 1960’s. Although the concern of measuring how well a student can learn a language through these tests, they proved to be flawed in several aspects and became a test that measured general learning ability. Yet, the tests gave light to realizing that those who have a general, analytical way of learning in general have to struggle more to learn another language.
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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 terms Instrumental Motivation (language learning for more immediate or practical goals) and Integrative Motivation (language learning for personal growth and cultural enrichment), will help students to learn a second language for personal growth and cultural enrichment, on the first hand the communicative needs of learners; and, on the other, their attitudes towards the second language community. (Lightbown & Spada 2006, p. 63-64). Similarly, Attardo & Brown (2005, p. 228-229) argue that motivation is the interest of the students for their own learning or activities that lead to it. This interest may acquire, maintain, or increase depending on resultative and intrinsic elements “…learners get better at languages; then they want to study more.” and “…students need to be interested and challenged by the lessons.” On the other hand,
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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

The Ecuadorian government has acknowledged there are issues hindering the growth of English as a foreign language amongst high school students in the public sector. The average pupil leaving a public secondary school graduates with an average of 65% in English according to the National Secretariat for Higher Education, Science and Technology (SENESCYT). The government is acting proactively in fighting the low level of English found throughout the public school system. Some recent examples of this are the mandatory B2 level, according to the Common European Framework of Reference for Language, of all English teachers where Ecuador has teamed up with the world renowned nonprofit organization English Testing Service (ETS) to ensure English teachers have the appropriate level to be instructors. Also there has been the implementation of the program "Go Teacher" assisted by the University of Mississippi in the United States of America where Ecuadorian teachers receive training and scholarships to become better at their profession.
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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

classroom and hinderthem in improving their methodology, a fundamental aspect within the teaching-learning process. The concern to improve the quality of education in the area ofEnglish, in Ecuador, has led educators to consider, among other factors, the important role that the teacher plays in the education process. Even though, it is complicatedthe participation of the teacher has a fundamental role dealing with the limitations of educational institution. Paredes(2012)states that it is important that the government ensures that all the English language teachers take the TOEFL exam. The TOEFL is an international exam that provides a result of the level of knowledge of the English Language. There is no level of difficulty, it is an exam that gives a result, demonstrating in what level one is at, said the academic director.
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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.

Aspects such as: discipline, timing, feedback, and instructions are carefully considered when teaching a lesson. This graph shows that the 100% of teachers answered they consider the aspects mentioned above to teach their lessons. It was noticeably observed because there was no sign of indiscipline by the students in spite of the number of students that sometimes exceeded 30, in contrast, all of them were paying attention to the teachers and to the classes. Gower, Phillips & Walters (2005) mention the importance of keeping discipline by establishing rapport among motivating students, giving feedback, trying to find areas of improvement in individual students´ work and using proper timing during 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 the teachers consider students’ level to tea ch English successfully, because if they know their level and knowledge they can prepare the class according to the contents for their age and activities they like. In the same class they can have different level of students and they should prepare different activities, in this case everybody can work. They should also evaluate in a different way with charts or phases to motivate the learners that are at a different level until they reach the level of their classmates. Teachers must also prepare their lessons because students like different games, songs, readings, topics according to their age in this way they will take advantage of the learning activities.
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Towards a better EFL learners’ management of their independent English language learning at University level

Towards a better EFL learners’ management of their independent English language learning at University level

Autonomy is often referred to as a multi-dimensional construct. It is therefore, difficult to be defined and to be distinguished from the other concepts related to it. In this study, we have associated the term autonomy to the one of independent learning as we think learners need to be shown how to be autonomous in their way of becoming independent. Since the 1970’s, the pedagogical field research interest in EFL has shifted from teacher-centred methodologies to a greater focus on students’ learning. Increasing numbers of studies have been undertaken from the students’ perspective, and teachers and researchers started to recognise the importance of the role students can play in their learning of a language. For language researchers and teachers, language learners are becoming the main source of information for classroom activities. The concept of LA became then, an area that has moved the ideas of teaching and learning professionals into more responsibility sharing on the part of the learner with the educational team.Therefore, the focus today is on learners being able to assume a more active and participatory role than is usual in traditional language teaching approaches. Students are more and more being given practice in decision-making, and thus accepting responsibility for their own learning and gaining experience in managing and self- assessing their progress.
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Factors that influence the English language teachin g-learning process in Ecuadorian private high schools

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

Carhill, Suarez and Paez (2008) examined in adolescents immigrant students that social factors affect English language proficiency outcome considering the effect of the social context factors on English language proficiency varies as a function of home, exposure to English, or school quality factors. This study was made in five years using interdisciplinary and comparative approaches, mixed methods, and triangulated data in order to document patterns of adaptation among recently arrived immigrants. To measure the English language proficiency, the subtest of the BVAT was used because it represents the best measure available at the time of students´ linguistic competitiveness in school with English speaking peers. It was individually administered to participants in English by bilingual RAs (research assistants) in the 5th year of the study. The test measures conceptual knowledge of academic English including discrete lexical meaning, lexical relations, and conceptual relations. Standardized fixed-choice question formats were used to measure the parental education with help of RAs in the language of the parents´ preference at home. To measure the English language use, the demographic interview embedded in the BVAT was utilized. To determine the school quality, three indicators were used: the school ELA proficiency, the school poverty rate and the school minority representation rate.
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Teaching and learning another language strategically

Teaching and learning another language strategically

The uses learners make of language learning strategies mark the difference between the L2 and L1 acquisition processes. It has been assumed that language learning strategies help individuals evaluate their learning process when approaching an L2. In this manner, students reflect on their efforts to learn a second language. Consequently, the fact that language learning strategies can be taught makes them appealing for language learners and teachers (Pavičić Takač, 2008). It also provides

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