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.
The teachers that responded affirmatively to this question stated that they use whole group activities because it helps students to become more confident using the language with fluency for communicating their ideas. They remarked also that this teaching technique allows students to interact and they can develop the natural communication skills that are needed when learning another language. However, it was observed that those teachers did not use whole group activities in their classes though they consider them as a fundamental element for the learningprocess; instead, teachers began their classes assigning students activities from the textbook.
Harmer (2000) states that the different seating arrangements are seen under different approaches that show the advantages and disadvantages in the teachinglearningprocess, and their influence on the different activities like group or individual work, debates, etc., therefore, the author mentions that classrooms with orderly rows make possible a clear view of the students from the teacher and vice versa, if there are aisles between rows, this will help the teacher to make personal contact with individual students and thus reinforce the pupils´ learning. By the same way, Harmer says that orderly rows allow teachers work with the whole class in suited activities to this kind of classroom arrangement like grammar explanations, audiovisual activities, board tasks, practice of language under controlled conditions (i.e. repetitions), it is important that teachers involve the whole class when they asks questions even students at the back, and even more the quiet students. Also, the author recommends that teachers should ask learners from all parts of the room in a randomly way, that is, to avoid that students know when they are going to be asked, so they will be attentive all the time. In conclusion, orderly rows have their
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.
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.
Throughout the observations, it was possible to evidence that actually most of the classrooms had a great number of students just as the teachers stated in the survey. In these bigger classes, with 25 or more students, it was more difficult for the teachers to control the class, give effective feedback, and create effective group work activities. This big number did not help so much to the teaching-learningprocess because the teachers could not check the class work. Also, there were students who did not practice their language skills since they showed a deficit of attention because of the large number of pupils and the teacher as well. In this regard, Strevens (1978) explains that it is not only the students who suffer from oversized classes but also
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 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
This research analyzes the influence of large classes in the teachingandlearning of English language in schools in Ecuador; the purpose of the study is to determine whether or not large classes affect the English language teaching-learningprocess, and the implications of classes with many students in academic, social and psychological aspects. The study was conducted in the Santa Elena province. The population of this research included students of a public high school. This research was carried out in three basic general education classrooms and two classrooms of higher Secondary education in the public high school. There were forty to sixty students per course where the questionnaire was administered. The method was quantitative. The variables considered for research focused on the influence of large classes in the English language teaching- learningprocess; they included class size, teaching approaches and methods, managing learning, activities for working with large classes, and classroom space and the different levels of proficiency. The data was collected in statistical tables. This study allowed to know that interaction in the English classrooms.
At the end of each observed class a questionnaire was applied to each student. The questionnaire had some questions that would determine whether or not large classes affect the English language teaching-learningprocess. Students could give ideas and suggestions about the management of the English classes and how teachers could motivate them to learn English. Students were not worried about its large classes. They mentioned that teachers have to innovate their teaching methods and make English fun. A personal notebook or field journal was also used to take notes during each observation.
45 On the contrary, the 20% of teachers who answered that there were 26 to 30 students worked at night. In the same way, 7% of teachers who indicated that classes have between16 to 25 students also worked in evening hours. In the observed public high schools with night schedules there were adult students who work during the morning, they have not completed their studies, and need a High School Diploma to enter the university. Similarly, there were young students who help their parents at home or private business and they study at night. An important aspect observed in these classes was the high amount of absent students. That fact influenced class size because there were fewer students than usually and it was not possible to observe the teaching- learningprocess under real conditions.
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 learningprocess. 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.
Writing is perhaps, the most difficult skill to be acquired, even in the mother tongue, as it requires the ability of the learner to take the pencil appropriately and drive it correctly to spell the different graphemes of the words. On the other hand, to organize and put the ideas from the mind to paper requires to have a wide knowledge of vocabulary and to know how to write the words correctly, and it is not always easy to find the right word in the right moment for the right place. It also “involves (…) the application of grammatical rules of a language to form grammatically correct sentences and the selection of correct grammar and vocabulary to achieve the communicative purpose.” (Rodríguez Ruiz.1999: 2) Besides the statements above, from the writer view point the motivation of the students to get involve in the teachingandlearningprocess of writing brings them many possibilities which are related to the improving of their level of consciousness over the linguistic processes characteristics from students´ mother tongue in general and of their way of writing in particular; it also helps to develop the abilities to learn the foreign language, as writing becomes a way to express their thoughts and feelings better; writing increases their ability to organize their ideas and allows students to understand better other cultures, which helps them to respect and accept other people the way they are.
Before keep on indicating the results obtained in the survey, it is necessary to state that there are students that never raise their hand when a teacher asks them a question despite the fact that they know the right answer. This sometimes happens because some students are shy and are also afraid of being embarrassed if they make a mistake. This limits their participation in EFL classes and does not enable the teacher to give feedback when needed. As a result, the teacher cannot use questions as a means of identifying the strengths and weaknesses of the students who are shy and who do not like to participate in class very often.
The author found that motivation seems to be the most significant predictor of overall performance in English as a foreign language. Also attitude does not seem to correlate with high achievement in English as a foreign language; early first language acquisition correlates highly with aural skills, but has a relatively low correlation with reading and writing. Besides, early exposure to English has a high correlation with natural skills, but a lower correlation with reading and writing. However, social background has a moderate correlation with overall achievement in English as a foreign language. Initiating motivation is one thing and maintaining it is another huge task. That is why teachers have to experiment and come with new ideas that can involve the whole class.
comfortable with the number of students in their classrooms. The rest of teachers representing 37 % of the group of 15 teachers claimed they were comfortable with the number of students they had to work with. This last group has a reason why they said it; those teachers had groups with less than 20 students. There is a direct relationship between the number of students in a classroom and the rate of success a teacher will have in having students learn according to the number of students in a classroom. The reduced number of students gives ample options of activities, as well as a more personalized focus on students’ needs and individual traits to help the teacher teach better. Savage and Savage (2010) claim the teacher-student ratio needs to be considered as well as the student density ratio for a successful class.
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.
Online threaded discussions are used within the teachingandlearningprocess to support students‟ interactions and knowledge sharing in some Cuban higher education settings, especially in Information Sciences and related fields. It can support the instructional activities such as lectures, workshops and online learning (Borges-Frias, 2009; García-Garay, 2005; Rodríguez-Torres & Anta- Vega, 2006). Although quite a lot of studies have recognized the effectiveness of OTD in teachingandlearning, its applications in the Cuban higher education context are not yet widely spread. This is on the one hand related to teachers‟ familiarity with traditional, face-to-face teachingand monitoring students‟ learning processes, and on the other hand related to the limited internet access among Cuban universities. In order to overcome the hurdle of limited internet access, many universities use intranet to host social software applications and online tools including OTD tools in Cuban universities.
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.
Social network sites, as web based services, allow users to make open or semi-open profiles within the systems they are part of, to see list of other people in the group, and to see the relations of people within different groups. The terminology and structure of such communication networks are different between different sites (Boyd & Ellison, 2007). With the growing use of social networking sites like Facebook and twitter, the methodology of education for students is finding new and improved ways. Students are getting more prone to the commodities these platforms offer. Therefore this advancement in social networking platforms is providing students with much better options to engage with their contemporaries, enhance their skills and access a wide variety of academic tools and resources which will most definitely add up to their convenience. (Christina James , 2014)