The analysis of the factors affecting the teaching-learningprocess opened the opportunity for this research with the topic “Factors that affect the English language teaching-learningprocess in Ecua dorian public high schools” . Its purpose is to analyze the factors that affect the English language teaching-learningprocess. 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
The way the classroom is organized influences in the teaching-learningprocess as different arrangements can influence the atmosphere and help with the implementation of certain teaching strategies or activities. About it Gower, Phillips, Walters (1983) explain that the position of the teacher and the manner in which the students of the class are organized are very important in the teaching-learningprocess. They also say that different cultures prefer different forms of communicating, for example Arabs like to be close when they talk. The modern arrangements are presented by Harmer (2007), they include the horseshoe, separate tables, and orderly rows. Teachers choose the best method. The arrangement that the teacher uses should be flexible depending on the class size and the activity to be carried out. Classrooms have to be big enough in order to manipulate tables and chairs easily.
This research was directed to analyze the factors that affect the English language teaching-learningprocess 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.
From this research the expectations will be of educational transformation, the factors identified in this research such as the good communication between teacher and students, self confidence in students, discipline, good dynamics and the use of audio-visual tools will be introducing in the classrooms of the teachers and will have an acceptance by the teachers because they facilitate the development of the teaching-learningprocess to achieve excellent learning in their students, through the use of these factors will motivate their students to learn and the students are going to benefit in their English class as a foreign language, so this research project is made available to the directors of the institution Camilo Torres Monteria for their respective use to serve as pedagogical strategy in the institutional curriculum in the English language area.
Due to the large size of students in the observed class, the teaching-learningprocess and the development of the assignments were affected. For instance, not having enough space in the classroom to carry out the activities presented a problem. Consequently, students did not have enough space to move and do TPR activities or develop group work. According to Hayes (1997), the arrangement of the class in groups serves most of these purposes best and this would require a high degree of class control. Eggen (1989) establishes that the environment must be arranged so all the students can see the board, and other instructional aids all the time.
As we have seen in the graphs above the number of students is another decisive factor that teachers consider affect the development of a productive teaching-learningprocess. One of the int erviewed teachers said “As we know thousands of public schools across the country are seeing their class size swell because of budget cuts and teacher layoff, undermining a decade-long push not only by parents but administrator and policy makers to shirk c lasses’ size”. In fact, how the number s of students in classes have risen across the country has been directly affecting the teaching-learningprocess. Do you use teaching resources (TV, tape/cd recorder, computer(s), projector (s), smart board, and supplementary materials)?
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- learningprocess. 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.
Content and Language Integrated Learning (CLIL) is one of the most important methodologies, which embraces academic content and language proficiency. In Ecuador, CLIL methodology must be used since it is stated in the National Curriculum Guidelines (2016). Therefore, teachers are in charge of applying CLIL in order to give students the opportunity use the English language in different fields and situations. Despite of this statement, through a previous analysis it was determined as a problem that CLIL is not enhancing the vocabulary development in dressmaking students from Unidad Educativa Pcei De Formación Artesanal ¨Cruzada Social¨. According to their specialization all the subjects are related to tailoring, however, the contents and vocabulary taught in English class do not fit with students’ needs and interest. Hence, this study focuses on analyzing the Content and Language Integrated Learning Methodology in the Vocabulary LearningProcess in Unidad Educativa Pcei De Formación Artesanal “Cruzada Social”. In order to achieve the established objectives, one English teacher and fifteen students from First Year of Baccalaureate “A” were taken as a population. The type of the developed study is qualitative with an exploratory level; while, the qualitative method employed was ethnographic. Furthermore, the observation technique was used and an observation sheet was applied in order to collect the needed information. The research results are shown by a descriptive analysis of the importance, process and effectiveness of CLIL methodology in the vocabulary development.
On this same matter, Larsen-Freeman (2000) indicates that in Total Physical Response, the target language is used for communication in order to help students listen to it from the beginning of their learning. This author also states that teachers in Total Physical Response encourage the comprehension of the language being taught through the use of pictures and a few words introduced in the native language of learners. The same author points out that a teacher using Total Physical Response in his/her classroom considers to be important to make learners enjoy their learning experience while they learn to communicate in the target language.
Cooperative Learning could be an adequate strategy for the English learning in a large classroom with heterogeneous learners.- According to (Hall, 1994) “Cooperative learning explores the benefits to work in large groups with heterogeneous learners. Larger groups are good because they provide more people for doing big tasks; they increase the variety of people in a group in terms of skill, personalities, background, and they reduce the number of groups for the teacher to monitor”. This point has its advantages and disadvantages, Shindler, J. 2009 for example claims that a study showed that in groups of mixed ability, low-achieving students become passive and do not focused on the task.
Chen & Hung (2012) also investigated about the relationships between personality type and perceptual learning style preferences of EFL students and the relationships between personality type and language learning strategies of EFL students in Taiwan. For this research, the participants were364 senior high school students (157 males and 207 females) from rural areas in southern Taiwan. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella’s 1995 survey), an d the Strategy Inventory for Language Learning (Oxford, 1990). Chi-square test results indicated that there were no statistically significant relationships between perceptual learning style preferences and personality types in any of the four categories of extroversion/introversion.
Learning situations conducted in ULEs usually happen across multiple contexts between people, devices and resources (physical and digital). As a consequence, ULEs require the gathering of pieces of evidence (i.e., data) from the different spaces in order to achieve a global view of the learningprocess . However, ULEs pose severe difficulties for collecting and centralizing all the pieces of evidence from the multiple spaces, devices and resources. Data to be collected may include not only events registered by learning platforms, but also sensor information (e.g., geolocation, orientation) or even learning products generated across spaces by participants . The heterogeneity of such pieces of evidence may require a multimodal analysis due to their diverse nature (e.g., logs analysis, location analysis, content analysis). Participants in learning situations conducted in ULEs could benefit from these multimodal learning analytics (MMLA), e.g., by receiving a global vision of the learningprocess, warnings about existing and potential problems, or predictions about future behaviors and results .
Afterwards, the research titled Fortalecimiento de la competencia léxica del inglés como lengua extranjera a través de diferentes técnicas artística from Universidad De La Salle developed by Bedoya, Lozano, Muñoz, Forero & Sarmiento (2007). It addresses to the improvement of students’ vocabulary, pronunciation and writing in English through artistic techniques such painting, drawing and color to achieve the apprehension of basic elements of English language. As a result the author’s main conclusion note first that the successful in vocabulary acquisition must be developed taking into account the students’ interests and second, an instruction designed with artistic techniques are fundamental for enhancing the English learningprocess in a EFL context. It means that comprehensible and striking inputs which involve draws and paintings are relevant for dealing with oral and writing comprehension. The contribution of this study is that artistic techniques within EFL classroom facilitate students’ learning of vocabulary, pronunciation and writing comprehension of some expressions in English worked along the classes.
Motivation in teaching English plays an important role today, learning a new language without motivation will not be successful. Nakata (2006) defines motivation as internal and external factors that present the desire and energy in learners to be interested in doing something to achieve a goal. Also, motivation lies in the relationship between some elements such as cognition, feelings, emotions that will help learners to have a deeper interest in the learningprocess. Dornyei (1998, p. 117) states “motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate in success of second language learning. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long- term goals”.
Piano, the king of instruments, has entered many Chinese families. However, the painstaking learningprocess often induce negative emotions and even psychological problems, which seriously dampen the learning effect. This paper attempts to identify the negative emotions and psychological problems that may arise in piano learning, and put forward an effective solution. First, the piano education was investigated in the light of psychological theory, revealing the signs of negative emotions. Then, a questionnaire survey was conducted on 300 piano learners of all ages in Tianjin, China, to find the causes of negative emotions in piano learning. Finally, several countermeasures were proposed to cure the negative emotions. The results show that piano learners often have six kinds of negative emotions and psychological problems, such as fear, inferiority, tension and laches; these emotions and problems are attributable to the lack of learning interests, excessive academic pressure and improper teaching methods, and should be resolved in three aspects, i.e. families, teaching model and society. The research results provide the clues to advance the piano education.
The fact of providing participants with the opportunity to be immersed in a controlled educational context where English was not their first or second language agrees Berent (2001), Janakova (2005), and Call (2006). Those authors analyzed the circumstances that teachers of students with hearing impairments have to deal with and the responsibilities they should handle to boost learning. They also mention the importance of applying new technologies to integrate and facilitate up- to date practices in the teaching and learningprocess. Specifically, Call (2006) addresses that learning a foreign language improves cognitive and educational goals, promotes metacognitive awareness, denies confusion that a student with hearing impairments might suffer when learning three languages, rather highlights that this process boosts child self-esteem. 6.3 Significance of the results
In our pedagogical practice we faced diverse situations in regard to the learning and teaching process. One of the biggest phenomena that we saw in the classroom is a series of chaotic behavior of students versus the learningprocess. We noticed a lot of indiscipline, lack of respect for the teacher and among the students themselves, lack of interest in taking notes, asking questions, or working in class, etc. When we confronted students about their lack of interest, most of their answers revealed adaptation to the new rules of promotion, motivation decreased, indifference toward learning, etc. In the case of English class, some of the students said they did not like the subject stating that they did not need it because what they were interested in was other subjects or they just wanted to finish school soon so they could start working to help their parents financially.
Another author who comments about a technique to use for cultural awareness in the process of language learning is Like Prodomou. He says, ―I have found useful for drawing on local culture in a natural ‗communicative‘, way, is a team game which reverses the usual roles of teacher and learners. The students in teams prepare questions about local culture for the native-speaker teacher to answer. The group which asks most questions to which the teacher does not know the answer wins. (If the innocent teacher is new to the country, he or she maybe allowed to select a student as informant/advisor). This kind of activity makes for a more reciprocal relationship between the culture of the teacher and that of the students. It involves a built-in recognition of the value of the learners‘ culture and the value of their contribution to the learningprocess―(Luke Prodromou).