Tag Archives: English language teaching

Effects of Drama and Theatre on Students’ Achievement in Language Teaching (Published)

This study investigated the effects of drama and theatre as a teaching strategy on the achievement of students in English language in Ankpa Local Government Area of Kogi State, Nigeria. One research question guided the study. 100 students were used as subjects for the study from three different schools. The students in each school were divided into two groups (GA and GB). GA was used as the experimental group while GB was the control group. Both groups were taught a topic together using literature method. They were then subjected to a pre-test. In the next two lessons, GA was taught a topic through the drama and theatre method, while GB remained in the classroom and was taught the same topic using a traditional method. A uniform post-test was administered to both group. The result of the pre-test was compared with that of the post-test. The comparison formed the basis for the analysis, decision and conclusion in this work. The findings revealed that the group that was taught with the drama and theatre method performed better than those taught using the traditional method. Based on this finding, the paper recommends, among others, that all would-be-teachers should be trained in the skills of using drama and theatre as a teaching method.

Keywords: Drama and theatre, English language teaching, Students’ Achievement

Teachers’ Attitude toward a Foreign Language: Factors Effecting the Target Language Teaching Process (Published)

The purpose of this study is to find out the teachers’ attitude toward reaching effective teaching process as well as the key factors which influenced their attitude for selecting this profession. It was carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female English language teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English as a foreign language in different stages in Kuwaiti public elementary schools. The data was collected through a questionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on their passion to learn more about this language and its culture. Moreover, some teachers associate English language teaching with the language of the British Colonialization. Others see English simply as a means of doing business and making money.

Keywords: Effective Language Teaching, English as a foreign language, English language teaching, Teachers’ Attitude

How Can Asynchronous Computer Mediated Communications ACMC Be Exploited To Help Develop the Speaking Skills of the Saudi English Language Learner (Published)

Computer mediated communications cmc, are classified into two types, synchronous and asynchronous. Synchronous cmc are methods of communication in which communicators respond immediately to each other, e.g. chatline and SMS while asynchronous cmc has a time difference between the period of production and reception of messages, such as  emails and bulletin boards. These networking technologies have had an enormous impact on language learning at various parts of the world. Saudi Arabia, is witnessing an unprecedented increase in the importance of English as a lingua franca as an answer to its economic needs. However, Saudi community is basically conservative and sex-segregation is maintained at schools which result in limited opportunities for language interaction. Therefore, asynchronous cmc seems to be compatible and has a particular relevance to the Saudi learners because it cuts out the potential for the cultural problems which might be imposed by the above norms and practices of the society. This paper will investigate the viability of introducing asynchronous cmc as vehicle for interaction to the Saudi ELT classrooms from a linguistic, interactional, cultural and teaching perspectives.

Keywords: Asynchronous CMC, Cultural-sensitivity, English language teaching, Flaming, Language productivity, interaction

How Can Asynchronous Computer Mediated Communications ACMC Be Exploited To Help Develop the Speaking Skills of the Saudi English Language Learner (Published)

Computer mediated communications cmc, are classified into two types, synchronous and asynchronous. Synchronous cmc are methods of communication in which communicators respond immediately to each other, e.g. chatline and SMS while asynchronous cmc has a time difference between the period of production and reception of messages, such as emails and bulletin boards. These networking technologies have had an enormous impact on language learning at various parts of the world. Saudi Arabia, is witnessing an unprecedented increase in the importance of English as a lingua franca as an answer to its economic needs. However, Saudi community is basically conservative and sex-segregation is maintained at schools which result in limited opportunities for language interaction. Therefore, asynchronous cmc seems to be compatible and has a particular relevance to the Saudi learners because it cuts out the potential for the cultural problems which might be imposed by the above norms and practices of the society. This paper will investigate the viability of introducing asynchronous cmc as vehicle for interaction to the Saudi ELT classrooms from a linguistic, intractional, cultural and teaching perspectives.

Keywords: Asynchronous CMC, Cultural-sensitivity, English language teaching, Flaming, Language productivity, interaction

Testing and Evaluation in English Language Teaching – A Case of O level English in Nigeria (Published)

One of the ways through which feedback can be obtained from the learners on what the teachers had taught them is evaluation. Students’ achievement in a particular course of study can be determined through evaluation. This work observed various aspects of Ordinary Level English in which students’ achievement are often assessed in Nigeria with a view to assisting students in overcoming problems often encountered during such tests and evaluations. Purposes and forms of language tests were briefly discussed. This was followed by a discussion on characteristics of a good language test. The aspect of tests and examinations in West African Examination Council (WAEC) and National Examination Council (NECO) was exhaustively discussed to give insight into what both teachers and learners are expected to focus on. It was recommended that students should be encouraged to possess all the recommended textbooks and change their reading habits. Teachers were also encouraged to always make themselves available for the students and be willing to assist them in the areas of difficulties in O Level English.

Keywords: English language teaching, Evaluation, Nigeria, O Level English, Testing

Integrating Reading and Writing Instruction in English Language Teaching Programme to Enhance Learners Writing Performance (Published)

This paper titled integrating reading and writing instruction in English Language teaching programme to enhance leaner’s English writing performance examined the effect of applying skills integration strategy on the performance of trainees in written English in the areas of content, organisation, expression and mechanical accuracy. The study adopted the quasi-experiment with pre-test-post-test design to study the effect on two groups of students, the experimental and the control groups. Each groups consisted of eighty eight (88) subjects. The experimental group was exposed to integration of reading and writing strategy for six weeks while the control group was not given the treatment. The two groups were tested and the result revealed that the experimental group performed better than the control group because of the treatment given. The paper recommended among others that teachers should adopt integration of skills as a teaching strategy to enhance leaner’s performance in English writing exercises.

Keywords: English language teaching, Integration, Learner’s Writing Performance., Nigerian Certificate in Education (NCE), Reading and Writing Instruction

EFL PRESENTATIONS- INVESTIGATING THE EFFECT OF CONFIDENCE AND EXPERIENCE (Published)

In the majority of EFL curricula, students are required to give presentations in the target language. Although fluency might cause difficulty in presenting in English, other factors have shown to affect the students’ performances. This study investigates the effect of confidence on the students’ daily use of English generally, and during presentations more precisely. The study analyses questionnaires distributed to 156 students that aim at motivation, confidence and the amount of FL use. In addition, 36 students participated in group interviews to discuss the problems they face during presentations and the issues that they fear. After analyzing the findings and comments provided by interviews and questionnaires, the researchers found that the lack of confidence causes an enhancement in language mistakes. It was also found that the main reason behind the lack of confidence in presenting in English, among other reasons, was the lack of experience and practice. Hence, this paper recommends practice and constant encouragement by the teacher to improve EFL students’ presentations.

Keywords: Conversation, EFL, English language teaching, Fluency, confidence, practice