PDF superior Factors that influence the English language teaching - learning process in Ecuadorian p rivate high schools

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

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

It was witnessed that almost all of the observed private schools generally grouped their students based on language proficiency: basic, intermediate and advanced. Coordinators prepare the proficiency tests and give them to their students to evaluate their knowledge of the language. Also they determined the proficiency of the students based in what they see in classroom, whether the interest of student is to learn the language or just to pass the subject. Teachers take into account that some students are fast learners and keen to learn languages. In spite of the tests results, teachers commented that it is common to find students placed in a certain level due to their parents‟ requirements or based on the students‟ request; it makes the learning process difficult for them.
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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 method used for this research was quantitative and the student´s questionnaire was used for this analysis; here the results were tabulated and statistically organized by graphics. In addition, the information was converted into percentages for easier analysis of the three different sections, during the analysis of the information obtained from the questionnaires; these were different aspects to consider. The first aspect was the purpose of study. The second aspect to remember was which section was being worked with (academic, social or psychological), finally, any radical variation or conflicting data needed to be analyzed with scrutiny to understand its correlation to the whole.
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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

teachers develop their own style of teaching according to their personality. Gower & Walters (1995) give some practical advice to follow when referring to instructions. They suggest to primary create a center of attention in the student to make sure everyone is listening and watching, to employ simple language and short expressions, and to use language at a lower level than the language being taught. Furthermore, teachers should use visual or written clues whenever possible utilizing real objects, pictures, gestures and mime. Making demonstrations if possible, illustrating what to do; break down instructions if the activity requires a series of procedures, provide simple commands in sections and check for understanding, rather than giving out all instructions at the start of the activity. It is also a good idea to target instructions in the sense of explaining the content only to the students who need it, instead of giving complete directions to the class as a whole. In addition, discipline is a very important issue in the classroom. It depends on a number of factors such as: age of students; evidently children require more discipline than adults. Usually young teenagers are considered to be the most complex when it comes to classroom control. Discipline is intimately related to the causes for learning and student motivation whether they are forced to be in class or whether they are there voluntarily. Class size plays an important role, as it is more difficult to keep an orderly atmosphere in a large class than in a smaller one.
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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

Groves (2009) states that lesson design is our daily plan into the classroom and it is useful in the teaching process. When we are planning our classes, we should develop different activities because we have different students with several ways of learning. Planning lessons help to establish a sequence among all the lessons. When you plan a lesson, you save time in the sense that your students can understand in a better way the subject to be taught. Before you design a lesson plan, you should know your students and their needs, you need to know the employment of several techniques according the learning style of each student, and you should have enough knowledge about the subject matter. In the lesson design, you must give enough time for each activity to do, and you always should remember introduce retro alimentation for your students. A lesson plan must have the following steps: general aims, specific aims, previous knowledge, introduction, development, presentation, exposition, and recapitulation, and arrangement. If you have many students in your classroom, you can give a group feedback or note the errors more relevant and write them on the board.
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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

Then fifteen observations, fifteen surveys, and fifteen interviews were carried out too. Thus, to perform all these activities, official requesting authorizations were needed to the principals and to the teachers of each of the educational institutions. All these documents were provided by the Universidad Técnica Particular de Loja. After that, the decision to look for educational institutions to allow me to do this research was taken. The support of some teachers and the indisposition of others were obtained during the observations of their classes of the English language; however, the research work had been started. Some teachers were surveyed by email, because they had told me they had not had time to answer the questions in classes. The students had helped me with the research work and they had participated actively in the classes and in the interviews. Finally, the data was collected and the statistical graphs were done. Parallel to these activities the theoretical framework had begun. With the data that was obtained, the analysis, interpretation, and discussion had begun. The activity had proved to be somewhat difficult due to the complexity of the results.
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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

Gower, Phillips, and Walters (2005) state that short instructions are entirely appropriate to this situation where the students accept their authority. Also, they usually realize that a firm directive manner is necessary in order to make a good language practice and to avoid confusion and uncertainty. Sometimes students need a little time before they get going while others get on with the task immediately. By providing ongoing feedback you can help your students evaluate their achievement and progress. Feedback can take a number of forms: giving praise and
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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 last three adequate activities for overcrowded classrooms are described by Benwell (2008). The team spelling contest refers to a competition in which the student who gives the correct spelling wins a point for his or her team. At writing the question game, the teacher forms several teams and mentions an answer, the student who writes the corresponding question receives a point. Finally, the categories activity begins when the teacher names a category, then each student is required to call out an example of the category. If the learner does not give an instance for more than five seconds, he or she has to select other new category and gets out the game. The last student remaining in the contest is the winner
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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

Kral (1994) argues that time is very important for our lives but it is really important inside the classroom, because in the classroom we have different types of students and the different way how they apply the knowledge and time has an important role. Teachers must keep in mind the algorithm to be used, it means explain students the steps to follow in the class including the time assigned for each activity, also the class must include a warm-up, introduction to the topic, and all the steps considered in a lesson plan; besides this, students must have the time to copy the important information from the board at the end of the lesson, but ¨slower students¨ must have more time to copy the necessary information.
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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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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

Griffith and Kocsis (2010) suggested that there are seven essential parts in lesson design: title, pre-assessment, objective, techniques and sequencing, motivation, evaluation and follow-up, and classroom management. The title allows to know and give an overview about the lesson. The pre-assessment means that teacher has to know the students’ prior knowledge on the subject before continuing with the lesson. The objective draws on that teacher must have a clear purpose about how to teach English appropriately and how to get students to capture his explanations. Additionally, teacher has to bear in mind that each lesson almost always has secondary goals. It means that teacher has to have students develop skills about vocabulary, listening, speaking, and writing. The development of social skills like teamwork and politeness, and the development of a quantitative thinking are important too. On the other hand, the use of techniques and sequencing provide a great help to teacher. These include activities, demonstrations, questions, and reinforcements. The use of audiovisual aids, materials, grouping, etc., are also used here. Following with the parts of a lesson design, the motivation is very important. The motivation means that teacher has to motivate students by looking for attractive activities since through these ones, students will be able to learn the lessons more easily and quickly. Into the lesson design, it is also
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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

A similar point of view is exposed by Savage & Savage (2010), for whom high number of students in a space is known as a student density. According to them the high student density in reduced spaces increases levels of anxiety, conflict and social interaction among learners. Moreover, students who do not work well alone tend to misbehave to obtain more attention from their teachers. Therefore, it is exhausting and difficult for teachers to work in overcrowded classrooms because they confront behavior problems and low levels of attention very frequently. In order to avoid that teachers and students feel stressed out in overcrowded classrooms, Mergen (n. d.) indicates, “The room needs a focus for the teacher's instruction and students need to be able to move around easily. The room must be spacious enough to accommodate everyone and allow for reconfiguring desks while maintaining clear lines of visibility ”. Therefore, it is necessary to have enough space for accommodating students without affecting lines of visibility. In addition, the author explains that the position of elements in the classroom must be arranged in such a way that promotes effective 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

Sánchez (2010) directed a study in order to know what the factors that influence the English learning as a foreign language in Retalhuleu were. The research was carried out by taking as a sample three institutions (high schools), from the official morning area in Retalhuleu-Guatemala, where the students from the third grade of basic, the principals of the institutions, as well as the staff laboring with those grades (teachers) were selected as participants. Only one questionnaire was applied for collecting enough information since the different points of view of all the participants in all of the chosen high schools. In conclusion, the results collected from the surveys, among others, were that the little interaction in English classes, the lack of methods` application, too short English-class periods, few didactic resources, overpopulation in classrooms, the lack of monitoring upon the instructors, and the teacher´s predomination within the classroom, these are all factors that influence especially the poor learning and instruction of English.
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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

Harmer (1998) states some of the principal learning skills that may be affected by a large number of students; even though for listening comprehension or reading lessons, class size is not a real obstacle, for speaking and writing lessons do present serious problems because teachers do not have enough time to check all of the activities, and due to the group is really big, classroom management will become a real problem for the teacher, especially if it is an inexperienced teacher. Regarding this topic Snow (2006) also states that the main purpose of speaking practice is to have students work in pairs and small groups rather than having dialogues with the teacher and in big classes; they may not have the opportunity to make sure and check if students are in fact using the language while they are not near them. He also claims that concerning writing classes, correction may become a big issue for teachers, since they will have to respond to each piece of writing done by the 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

According to studies recently conducted in Ecuador, English has been considered as one of the most important subjects in all schools. The main reason to include English as a core subject is because relevant information from different fields, such as mathematics, chemistry, technological advances are written in this language. The desire to learn English is increasing every day because English can open doors to new opportunities in our life, such as getting a better job, traveling around the world, meeting people from different cultures, being able to do a business, and so on. Nevertheless, there are many factors that influence the teaching process. One of the factors is that teachers do not use different methodologies and they just focus on using one. If they use a single method, the classes can be monotone and the student then do not pay enough attention.
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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

by Oxford (1990) and a background questionnaire. In order to identify the language learning strategy patterns used by Thai and Vietnamese students when learning English, the scores gained from the SILL was calculated. To determine the three factors, the data obtained from the background questionnaire were analyzed. This study concluded that it is not clear which gender uses a wider variety of strategies to acquire another language. Although other factors affect the type of strategy chosen by them, highly-motivated students tend to reach a better proficiency in English than those lowly-motivated. Khamkhiem also refers to the strong goals that a highly- motivated student can have in order to learn a foreign language, such as complete course requirements, study abroad, etc.
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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

However, in the observed classes it was found that teachers placed more emphasis in studying and following the contents and activities from the book, which are mostly resolve individually than group activities. However, in few classes was observed group work and group presentations, although the instructions were not clear, causing confusion and disorder. Therefore, the data expressed on the graph does not agree with the field observations, because the activities carried out in class did not involve, in the great majority of the cases, group interaction. On the contrary, students were limited to individual performance. If there was any effort of group work, it was only in a couple of classes. In addition to this, in the student’s questionnai res, it was found that most of them consider that their teachers make use
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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

One hundred percent of teachers according to the questionnaires use whole-group activities for the students to interact with the whole class, to encourage fluency, to explain new ideas, to play some motivating games and to summarize a lesson. Cooper (1993) suggested that students learn more from whole class teaching which involves explanations and questioning techniques. Using whole class activities teachers organize students in such a way to make all of them participate together. The larger the group more variety there is in ideas, opinions and experiences which can contribute to the learning process. Whole class activities ensure teacher’s access to all students. It works
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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

Abu-Rabia (1996) conducted other a research to determine how students’ attitudes and cultural backgrounds affect their reading comprehension of familiar and unfamiliar information in their first and second language. Eighty three students from two intermediate schools in southern Israel participated in the study. Most of the participants in both schools were from families of low socioeconomic status, and they studied English 5 hours a week. The method used was quantitative. Data was collected through reading tests and questionnaires. During the research process, the participants completed a 15-rain pretest about the stories they were to read in the investigation. A week after the pretest, the participants were administered a 20-rain questionnaire to assess their attitudes toward learning English. The reading tests were administered 2 days later; each group of participants received one story a day for 3 days.
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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

According to Haycraf (1996) there are different aids for each specific purpose, for instance objects can be more evocative than pictures, on the other hand, some pictures can be more motivating than objects and it could be easily to handle; to make dialogues or situations the teacher can use wall chart with objects at the same time. Haycraf (1996) describes some teaching resources: objects that can be found in every place and in the classroom, there are hundreds of simple ones; drawing where the teacher draw simple objects on the board and students try to determine what was drawn. Using mimic, It could be useful to teach verbs or actions such as eating, drinking, jumping, tripping, etc; pictures can be found in magazines, newspapers, books, etc to teach specific vocabulary such as: kitchens, clothes, cars, inside and outside parts and so on; the blackboard provides a focal point of attention for the whole class, it is inexpensive, available and one of the most important visual aids; flash cards can be drawn or printed and they are used for consolidating vocabulary, practicing structure and word order or for a variety of games; wall charts are useful for practicing present continuous, prepositions, questions words as well as for drills. Wright (1976) added that wall charts illustrate aspects of a topic involving reading and writing.
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