PDF superior The Use of Supplementary Materials in EFL classes: A comparative analysis of public and private High School

The Use of Supplementary Materials in EFL classes: A comparative analysis of public and private High School

The Use of Supplementary Materials in EFL classes: A comparative analysis of public and private High School

In the first study, which focus was the impact of video in the ESL classroom on students’ interest and motivation, two groups were established: a control group and a test group. All classes were comprised of 30 students who were chosen randomly by the registrar´s office. Both groups managed the same materials, but the test group had a video component added to the teaching materials. The course consisted of fifteen 90-minute classes. The test group used a video component in eight classes which consisted of eight comedy sketches covering basic grammar patterns and functions. Both groups had the same instructor and followed the same curriculum, with the exception of the supplementary video component. They also had the same evaluation forms by tests and assignments. An identical questionnaire was distributed to the 120 students at the end of the term. The questionnaire had several statements regarding the students´ attitude towards the class and was applied to indicate the level of agreement or disagreement by selecting one response out of five possible responses. There was also a section where students could make any
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools.

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools.

69 In relation to variety, this study proposed to analyze and compare the use of eighteen kinds of supplementary materials grouped in five main categories: visual, audio, audio- visual, realia and Online, in order to determine if there is variety of use of these materials in EFL classes. With this in mind, it can be observed in graph 2 that in both high schools the supplementary material were limited to the use of the flash cards, pictures, handouts, posters, word cards, songs, dialogues, realia and of course, the white board that was the mostly used, leaving out the use of audio-visual materials and online resources. However, it is seen that the larger variety of use of supplementary material was in the public high school. This means that the teacher from this educational institution was more aware of the benefits of using supporting aids to reach the objective of the class as well as to help the learning process of the students.
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

according to the teacher, the topic of the lessons did not require to use those types of materials. 10 th grades The frequency of supplementary materials used in 10 th grade shows that teaching aids were used 6 times in the public high school and 11 times in the private high school. In the public school the whiteboard was used 5 times that is 83.3% and dialogues were used once that is 16.7%. The whiteboard was mainly used though the teacher remarked that he preferred to utilize flashcards, pictures, and posters. He did not give any explanation to support those results but it was observed that the whiteboard was pertinent to the objective in almost all classes. Students commented that they preferred to learn by means of songs, pictures, flashcards, or any type of material that make the classes more motivating.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

1 ABSTRACT This study explores the use of supplementary materials in EFL Classes. The purpose of this study was to determine which were the most frequent supplementary materials used by teachers. Qualitative and quantitative methodologies were used in order to ensure the best results. The Literature review was based on a wide-range of text references; classes were structurally observed and data was collected in the observation matrixes. Moreover, surveys were administered to students and English teachers. Two high Schools, one public and one private were chosen randomly to do the research in the north of the city of Quito, Ecuador. The sample was a group of students from first, second, and third year as well as their teachers. As conclusion, it may be said that both schools used supplementary material. In private school, supplementary materials were used slightly more often than in public education. Visual aids rated as most commonly used in both schools since teachers do not realize the importance of use different
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools.

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools.

The frequency of use of materials in the 3 rd year shows that the public high school used flashcards once and the whiteboard was used twice. Regarding the private high school, pictures, whiteboard and flipchart were used once respectively. According to this, the private high school used more resources than the public high school mainly because the teacher considered that it is important to take into account students’ learning styles. Supplementary material helps to understand the class and motivate to the students to participate, considering the correct use of each one. However, McIntyre (2009) reports that research done about the use of supplementary materials in classrooms revealed that learners consider the materials used by teachers as very effective tools for their learning process. According to those students, each time that teacher used teaching aids the pace of teaching flows fast but it was adequate. Moreover, the students knew exactly how to define the role of those materials applied in the classroom
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

1 Abstract This study is about the use of supplementary materials in English foreign language (EFL) classes with a comparative analysis of public and private high schools in Guayaquil. Its purpose is to find out whether or not teachers use supplementary materials, and if they do, how pertinent, appropriate, and qualified they are. This research was conducted in private and public high schools. It consisted of observing 30 EFL classes from 1st, 2nd and 3 rd Senior years. This study was qualitative and quantitative approached. Data was collected through observation forms, questionnaires, and surveys. For the analysis and interpretation of results, the qualitative analysis was done taking into consideration pertinence, appropriateness and quality of each type of supplementary material used. And quantitative analysis was done to determine and analyze the frequency of supplementary materials used in the three observed courses.
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The use of Supplementary Materials in EFL Classes: A Comparative Analysis of Public and Private High Schools.

The use of Supplementary Materials in EFL Classes: A Comparative Analysis of Public and Private High Schools.

In the second year of the private high school, supplementary materials such as the whiteboard, handouts, dialogues, and songs were used to develop exercises for two learning styles that students of this year preferred in their EFL classes. The teacher used the visual style of learning the foreign language through the use of the whiteboard and handouts to allow students to understand easily vocabulary and grammar exposed on these materials, and he used the aural style of learning the foreign language through the use of dialogues and songs to get students’ development of listening and speaking skills.; thus, the teacher taught his EFL classes taking into account the different abilities, capabilities, and preferences of his students what allowed them to learn the foreign language using their own style. According to Candlin and Mercer ( 2001, p. 35) notes, “that a learning style has been used to describe an individual’s natural, habitual, and preferred way of absorbing, processing, and retaining new information and skills”.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

1 ABSTRACT The use of supplementary materials is of particular importance for Second and Foreign Language learners who frequently are not sufficiently motivated to learn English despite years of formal study. Consequently, this study “The use of supplementary material in EFL classes: A comparative Analysis of a Public and a Private High School in the city of Quito- Ecuador” is focused on the extra material used in the classroom that is different from that which is part of the course book and workbook. The sample chosen for this research was the selection of 1 st , 2 nd , and 3 rd years which consisted of male gender class whose students were around 14 and 17 years old. It was also necessary to develop a survey which was conducted to collect data that was analyzed in order to evaluate the students’ and teachers’ opinions on using supplementary materials. Teachers are not willing to use them every day, because they consider the student book is enough and the teachers must been
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The Use of Supplementary Materials in EFL Classes: A comparative analysis of public and private high schools

The Use of Supplementary Materials in EFL Classes: A comparative analysis of public and private high schools

The private high school used more audio visual and online materials than the public high school in the second year of senior high school. The teacher from the public high school, showed that extra material helped students to keep the attention and interest in learning a second language. The teacher mentioned that she would like to use the Cd player and the TV, but the school has only one of these two supplementary materials for all the teachers. She said the learning styles depend on the class she is teaching and she also indicated that students prefer the TV because students can watch, listen and comment about the scenes. She thought that supplementary materials should be used in s 90 percent in classes because students feel motivated to learn the language.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

pedagogically because they break the routine and get learners involved in what they like, at the time that they permit them discover their real abilities and their skillfulness in a foreign language. Dorph (2009) also states that when teaching a foreign language, extra materials can influence to have a practical English teaching learning process. The author considers that a learning process should involve action and movement, especially when teaching children. Dorph also argues that it is not a recommendable idea to have students sit for long periods of time, because they become bored, which results in an evident reluctance to doing their academic tasks. Thereby, she asserts that English language classroom should rather be a work-shop-like activity, in which learners feel self-confident and willing to work and show their true colors. This in turn, enables language teachers to
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The white board was used with pertinence in relation with the topic and objective. Firstly, teacher wrote useful expressions in the order in which they were used in the conversation: love, hate, like, into, can’t stand etc. After she reviewed the grammar and listened to expressions with strong stress because students would practice the dialogue at the end of the class. The teacher focused on the pronunciation of the words and explained about the simple present of the verb like in affirmative, negative and Interrogative form through examples. After working with some new language, teacher wrote all these words in spare parts on the board. Then, teacher asked students to read the words out loud to make the original pattern or a variation such as “she likes to dance belly dancing”, etc.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

Dash (2007) explains that didactic materials can create a real meaning of the words and join abstract concepts with concrete experiences. There are a wide variety of aids to choose but the selection and application imply a crucial decision for teachers due to some aspects must be taken into account. In this section, some topics related to this will be analyzed; teaching a foreign language, learner differences, learning styles, teaching techniques and contexts, the role of supplementary material as well as a preview of theoretical studies.
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The Use of Supplementary materials in EFL classes: a comparative analysis of public and private high schools

The Use of Supplementary materials in EFL classes: a comparative analysis of public and private high schools

29 well as to five websites that the learners could use to practice their language skills on their own. Before the training session started, the students were asked to fill out an anonymous questionnaire in their native language. Then, the students were given two weeks to complete a series of homework activities using the websites presented after the training session. The students worked in pairs on the computers at the learning center. The activities included exercises on slang expressions, idioms, phrasal verbs and vocabulary as well as reading, writing and listening practice. Moreover, students were asked to join a discussion thread in the student forums of Dave‟s ESL Café. They were also encouraged to play some of the language games found at the different sites. Two weeks after the training session, the students were asked to hand in their assignments and to complete an anonymous questionnaire concerning their perceptions of the experience.
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

22 The methodology was used when five students were chosen as they had a longer experience in studying literature and had all the texts and genres chosen for the program. The use of a questionnaire divided into two parts: the first section focused on responds´ demographic profile such as their grade, gender and socio-economic status. The second part used a five points Likert scale to gauge student´s attitude towards text selection and teaching methods. As a conclusion the data from this study suggested that students were generally satisfied with the short stories but were less enthusiastic about the poems and novels.
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools.

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools.

Woolfolk (2007, p. 124) explains the definition of learning styles: “The way a person approaches learning and studying is his or her learning style.” There are different learning styles that Bogod L. (1998) explains the characteristics of the learners. First, in the visual learning, the learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. This kind of learners may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. Second, in the audio learning, the students learn best through verbal lectures, discussions, talking things through and listening to what others have to say. And finally in the tactile/kinesthetic learning the students learn through, moving, doing and touching... Tactile/Kinesthetic persons learn best through a hands- on approach, actively exploring the physical world around them.
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

that presenting learners real objects motivates them and allow them to be creative when practicing the target language while Baldry (2010) refers to realia as a way to turn English classes into something memorable for them. Realia can be used in almost any subject and ages. It is a way to save time when learners recognize immediately instead of having long explanations or using other techniques which can consume much more time. The use of realia promotes elicitation in students. In the case of adults, they are very receptive to this resource and find it refreshing. Bringing realia to the class could also be a tool to prompt conversation. They can be used in role-plays to obtain the most realistic situations or promote speaking activities.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools.

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools.

They can also be aids such as maps and drawings. The audiovisuals can be grouped into the following categories, projected and non-projected. In education, realia are objects from real life used in classroom instruction by teachers to improve students' understanding of other cultures and real life situations. In EFL terms refers to any real object we use to bring the class to life and vice verse, life to life. Every day, objects that surround us by relating them to language and looking at them in new ways. Munford (2008) agrees that “real objects make a connection between objects and authentic language materials: they provide current language on all topics imaginable and provide constant reinforcement of grammatical forms learned in the classroom”. A foreign languageteacher often employs realia to strengthen students' associations between words for everyday objects and the objects themselves. In many cases, these objects are part of an instructional kit which includes a manual and is thus considered as being part of a documentary whole by librarians. Realia is increasingly being utilized in new and interesting ways.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools.

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools.

38 level of understanding of the students. The quality of this material was good; the things written on the board were clear and easy to read. In class 3, the topic was The Black Bull and the objectives were to develop extensive and intensive listening skills and to re-tell stories. The first task was to read the instructions and look at the pictures in the book, before reading the script about the story the teacher demonstrated the task with the given example from the textbook. The teacher read the legend and the students had to match the information with the pictures in their books. After that, the teacher wrote the answers on the board about the sequence of the legend. Then she read the text again for the second part of the task that was about completing verbs in past. Finally the teacher copied the answers on the board for everyone to compare, they had to retell the story with these clues.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

In the fourth class, the teacher used realia to explain about Occupations in order to develop the speakingskill about items people in different occupations use. To do that, the teacher gathered certain realia from the students, like: cell phone, make-up,lipsticks, calculators and mirrors to create sentences in the simple present regarding how people use these objects in their jobs.For example, the teacher said the following sentence:„She is an architect, s he uses a calculator ‟ . Then, she asked the students to say oral sentences like the examples given, using occupations they were familiar with, such as „farmer‟, „driver‟, „artist‟, „policeman‟, „carpenter‟, and „secretary‟, combining them with the objects she collected from the students. It was also related to the content and the objective of the class.
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

52 Learning Styles Despite it is a teacher‟s task consider the different learning styles of the students in order to motivate them to learn the English language, the teacher of tenth grade did not consider the learning styles of her students since her classes were boring and not interesting. However, she should have focused on the following kind of learners in order to increase students participation: the visual-spatial learner who visualizes images to remember information, the physical-kinesthetic learner who learns best by using all the senses, sounds are very important to this kind of learner, the musical learner who responds to rhythm and likes activities which involve e music and songs, the interpersonal learner who likes to work with other people, and the intrapersonal learner who prefers to work alone. In fact, according to the student‟s survey her students prefer to learn by using power point presentations, pictures, whiteboard, songs, movies, realia, and dialogues.
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