PDF superior Factors influencing motivation in the English teaching-learning process

Factors influencing motivation in the English teaching-learning process

Factors influencing motivation in the English teaching-learning process

Motivation is an important factor in creating self-confidence; therefore it is indispensable to develop a good learning in students, so that they can feel more confident in the development of any didactic activity. This is achieved with a cordial relationship of respect, but always remembering that the teacher is an instrument for student learning, it is not the last word, nor does it possess an absolute knowledge in the world. To be friends of our students is basic, it is necessary to be at the same level. This inspires confidence, self-confidence and this leads us to have motivated environments. According to Spaulding (1992) "Students should feel from the first moment that we are interested in them, in their needs ..." (pag. 123).
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Factors that affect the English language teaching - learning process in Ecuadorian public

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

second questionnaire was designed to measure teacher s’ sense of efficacy in relation to instructional strategies, efficacy for classroom management, and efficacy of stude nts’ engagement. The third and last questionnaire evaluated teaching style in terms of intellectual excitement and interpersonal rapport. Moreover, students also were evaluated at the end of the year in the areas of spelling, vocabulary use, language functions, pronunciation, reading comprehension, and scrambled sentences. The results showed a high correlation between teacher reflectivity and stude nts’ achievement. Other variables that also influenced stude nts’ achievement were teacher s’ sense of efficacy and teaching style. Students commented that their teachers demonstrated knowledge of language structures and had good skills in classroom management therefore they felt motivated to learn the L2. In conclusion, the researchers state that the three studied variables had a powerful effect in stude nts’ achievement.
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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 lesson, block and annual plans as the base, which allows them going forward, backward, or even remain more time than planned on a determined lessons to review, repeat and reinforce, if it was necessary. In addition, since a plan gives a wide view of the total school year, the lessons can continue faster depending on the level of students assimilating the topics. Moreover, planning permits teachers to have a historical report of the past and coming lessons, besides having a complete view of the whole year, considering teachers and students ’ roles and needs to adjust changes and improvements to have a successful teaching- learning process. About this Butt (2009, p. 1-2) states, “The key to good teaching, purposeful class management and the achievement of sustained educational progress lies in effective planning. Learning does not occur by chance ”
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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 results showed in this study were: the availability of the instructional resources varies from school to school. Another factor was the class size influence in the achievement of the students, the effect was very negative because in classroom overcrowded teacher need more materials and resources, and they have no available enough materials in the schools. It was found in Nepal that only a few high schools have a policy about how many students they receive in their high schools. It was determined that in larger classes the teachers not give individual attention to each student. As recommendation, the researcher suggested: include leasing space, collaborative, recollecting, administrative space, and district-wide redistribution of the space.
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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

This study was carried out in Ecuador, province of Pichincha in Quito city. The five public high schools which were chosen for observations are in the urban area of Quito. Two high schools are well recognized by people from the city, because of the transcendence that they have achieved through the time. The numbers of students these two institutions have make them relevant. The other three public high schools do not have important recognition. However these three high schools qualify to be studied because they are public high schools. Three teachers from each institution were selected to be observed, and one student from each observed class was randomly chosen to fill the student’s questionnaire.
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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

This research started with the investigation of the literature about topics like: Importance of Teaching English as a Foreign Language in Ecuador, Teaching Methods and Approaches, Teaching Techniques, Managing Learning, Lesson Design, Class Size, Classroom Spaces, Seating Arrangement, Classroom and/or Teaching Resour ces, Classroom Observation, Students’ Motivation, Learning Styles and Students Intelligence. It was also required to investigate five previous studies related to the researched topic. The information was obtained from several sources as journals, Google books, books from different authors and the didactic guide provided by the university.
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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.

According to the information collected during this study it can be stated that the teachers observed considered their student’s prior knowledge of the language when it came down to planning their lesson; mainly beacuse, there were designed in such away that it contained a diverse group of student’s activities, such as listening, direct instruction, reading, writing, discussing, illustrating, and as a result it created an interesting mixture of tasks that produced a high participation level in the classroom, which is the objective of every teacher, to have all students engage in class activities, assuring in this way that at least every single student leaves the classroom with some kind of knowledge of English, even if it is a couple words.
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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

These recommendations came from the teachers themselves as they reflected on classroom conditions and how they use classroom space, such as: construct adequate storage to house materials for instructional programs, particularly in laboratory sciences, plan for flexible arrangements of people, furnishings, and equipment by limiting built- ins and immobile fixtures, locate all technology resources together and away from windows, construct larger classrooms in secondary schools to accommodate student mobility and support instructional programs, construct additional space for computer workstations located in classrooms, build separate workspaces for teachers to use for planning and conferencing with parents, students, and colleagues and, create
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Factors that affect the English language teaching - learning process in Ecuadorian public high schools, estudio realizado en 5 colegios públicos de la ciudad de Cuenca, provincia del Azuay, en el período Abril - Agosto 2012

Factors that affect the English language teaching - learning process in Ecuadorian public high schools, estudio realizado en 5 colegios públicos de la ciudad de Cuenca, provincia del Azuay, en el período Abril - Agosto 2012

According to Alexander (2012), when managing learning, there are three basic points to take in mind as a teacher: giving instructions, feedback, and time management. When the teacher is supposed to give instructions, it is a good idea to catch the attention of his/her students. Avoid any kind of distractions and check that all the students are listening and watching. It is important to use simple language that students will truly understand. The use of gesture, eye contact and the voice are essential because they help us get across what we want to say.
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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

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.
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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

Currently English Teaching in Ecuador is becoming substantial, which prevents improvement, quality and performance of English language in the classroom. The Ministry of Education (2011) has modified the English teachers’ requirements. For example, if teachers belong to the Ministry of Education; they have to acquire a minimum of B2 Level of European Common Setting of Reference for languages (MCER) or its equivalent. Also, the Government is designing a Consolidation English Project which has several goals that include creating, validating and socializing a new English Curriculum. It also develops a new design of English texts, a new form of evaluation, and also to institute a continuous training system for English teachers guaranteeing the credibleness of Government Consolidation English Project.
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Factors that influence the English language Teaching-Learning process in ESL/EFL classrooms.

Factors that influence the English language Teaching-Learning process in ESL/EFL classrooms.

instruction followed by the collection of the required data, an interpretation and an analysis of the results were conducted to draw many conclusions. From these, it was acknowledged that a majority of English teachers working in New York State school districts hold masters or higher degrees in English education. Most teachers in New York schools are well-trained and employed current methodologies based on communicational and group procedures for second language instruction. A great number of classrooms are spacious and well equipped with advanced technologies. Student’s perception of the learning process is optimistic and motivated. It can also be stated that institutions are involved in teachers’ and learners’ progress. Hence, in general, these factors had great influence on the results of English teaching and learning and in most cases, with outstanding outcomes.
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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

Learners need quality instruction, input, interaction, and opportunities for meaningful output, not only to make progress, but also to maintain motivation for language learning. A good teacher, then, must tap into the sources of intrinsic motivation and find ways to connect them with external motivational factors that can be brought to a classroom setting. This is especially significant when English is not seen as important to the students' immediate needs, other than to pass exams. Because learners have different purposes for studying a language, it is important for instructors to identify students' purposes and needs and to develop proper motivational strategies. Students should understand why they need to make an effort, how long they must sustain an activity, how hard they should pursue it, and how motivated they feel toward their pursuits.
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Analyze the influence of the use of ict in the motivation of the learning process of a foreign language.

Analyze the influence of the use of ict in the motivation of the learning process of a foreign language.

In this sense, the English area has as its purpose the achievement of communicative competence in a foreign language, which will allow the student to acquire information on the most recent and latest scientific and technological advances, whether digital or printed in English, as well as access to new information and communication technologies to broaden their cultural horizon. In addition, it is important to create the conditions and opportunities for the use of innovative methodologies that strengthen the student's autonomy in learning other languages. Vivar M. (2014).
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Factors that influence the English Language teaching-learning process in Ecuadorian private high schools 2013 - 2014

Factors that influence the English Language teaching-learning process in Ecuadorian private high schools 2013 - 2014

in order to be effective at giving instructions. Moreover, the research emphasizes that some important tools teachers should use to catch students alert are real objects, flashcards, gestures, mimes, and pictures to get a better understanding of the target language. To this concern, Nunan (1995) considers that classroom management and the interaction between educators and learners are good teaching techniques. In addition, he says that teachers must use an advanced language level instead of a low one and they should repeat and paraphrase adequately by using the correct grammar structures and vocabulary. The study also implies that giving instructions and handing feedback when students develop class activities, are the most effective strategies teachers need to use to manage learning.
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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

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.
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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 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.
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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

Regarding the results above, before explaining the results of observations did in the observed classes it is important to describe characteristics of some of the methods that teachers indicated to use in class. Nunan (1999) refers to the Task-Based language teaching (TBL) as an approach that focuses more in the use of language to explain different tasks rather than teach the linguistics features. In the observed classes, teachers assigned tasks to students such as completing charts, filling in the blanks, read texts and discuss answers, etc. However, teachers neither used English to explain the tasks nor students used the language to develop the activities; both used the Spanish language. About the Natural Approach, Richards & Rodgers (2001) remark that exposure to the target language and the amount of input received by learners is an important issue in this approach. Students in the observed classes did not receive appropriate language input because their teachers spoke in Spanish and only read instructions and pronounce vocabulary using the English language.
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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

From 6 monitored institutions, 2 had smart board systems in the classrooms. It was surprising to find out that it was troublesome for some teachers to work with this powerful resource. Teachers felt that they did not have enough training to use this technology device. Some teachers appeared to be afraid of technology. It was difficult to face and to understand that teachers were provided with these sophisticated devices and even though they were not familiar to its operation so that they preferred to use material that was more familiar to them. This makes evident that teachers who are provided with this resources need to be trained so they can use technology properly and get the maximum benefit from this useful tools which enhance the students’ learning process.
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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

Harmer (1991) describes five components that make an efficient and more organized lesson. The first component is the description of the class, where teacher has to include the physical conditions and/or restrictions of the group which includes a description of the students, time of the lesson, frequency and length of the class; the second component is the teaching process itself, here the teacher needs to control the activities done by students, this component includes the activities they have been involved in, the subject, content of their lessons and, the language skills that they have studied; the third component is the objectives, which have to be written in general terms as skills and language that are going to be learned; the fourth component is the contents, here the teacher spells out exactly what he/she is going to do in class. Moreover, this section has seven topics: context, activity, class organization, aids, language, possible problems and finally, the fifth component is additional possibilities, in this section the teacher should write other activities that can be used in case it is necessary.
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