Tag Archives: English Language

Identity Loss in the Strict Religious Context of Saudi Arabian Schools (Published)

Saudi Arabia is experiencing an era of policy reform across different government departments, including the education system. However, these plans have attracted criticism from those who see these new educational paradigms as a threat to the vitality of the Islamic identity that characterizes conservative members of Saudi society. Adopting a descriptive discursive approach, this paper sheds light on the objections raised to the changes and considers whether fears that such reforms constitute attempts to reconstruct the religious ident, ity of the younger generation via the public-school curriculum are justified. The analysis shows that these reconstructive attempts can be seen as a way of exposing children to an unfamiliar culture by supplying teaching materials laden with ideological content, allowing a new policy of mixed-sex education, and reintroducing the teaching of previously banned subjects.

Citation: Khalid Hudhayri (2021) Identity Loss in the Strict Religious Context of Saudi Arabian Schools, British Journal of Education, Vol. 9, Issue 11, pp.16-22

 

 

Keywords: English Language, Identity, Islam, Music, Saudi Arabia, gender-mixed education

An Evaluation of the Implementation of the English Language Curriculum in Nigeria under the Nine-Year Universal Basic Education Curriculum (Published)

The major goal of the Universal Basic Education (UBE) curriculum is to realign all Primary and Junior Secondary School curriculum to meet the key target of the UBE programme.  Proficiency in the use of English language is the key to achieving this goal. However, it has been observed that many individuals, after spending a good number of years in primary and secondary school, still have problem in their use of English; especially the spoken form. Consequently, this study set out to find the reason for such incompetence among students. Four (4) research questions and four (4) hypotheses aided this study. A sample of eighty (80) pupils and eighty (80) students from primary and Junior Secondary Schools and forty (40) teachers from six (6) public schools (one from each of the six (6) states) in the South-South geo-political zones in Nigeria were used. Two questionnaires called Teachers’ Questionnaire and Students’ Competence Questionnaire were used to obtain data for the study. Validity and reliability of the instruments were carried out and data was analyzed using the Statistical Package for Social Science (SPSS) version 25. Descriptive Statistics and Pearson Product Moment Correlation was used to answer the research questions, while regression analysis was used to test the hypotheses. The findings indicate that the curriculum is well planned with the four language skills in consideration, however there is inadequate funds and infrastructures in schools. The study recommended that there should be availability of funds, infrastructures and instructional materials to aid effective teaching and learning of English language. Also, learners should consider and employ the appropriate teaching methods and endeavor to incorporate the four language skills in their teaching content in the classroom.

Keywords: Curriculum, English Language, Universal Basic Education

Students’ Perception of Their Competence and Teachers’ Teaching Method of English Language in Some Selected States in Nigeria (Published)

Teaching and learning objectives are targeted at producing students who are proficient in the use of the four language skills in English. Students’ perception of their learning competence and their teachers’ teaching methods is necessary feedback for the efficiency of the teaching and learning process. However, some teachers prefer to hold on to their old methods of teaching, while some students display negative attitude towards learning which adversely affect academic achievement. This study therefore, set out to examine students’ perception of their competence and their teachers’ teaching methods. Three research questions and two hypotheses were used, some of which include: What are students’ perception as regards their competence in the four language skills? What are students’ perception as regards the teaching methods used by their English teachers? Using simple random sampling techniques, a sample of eighty (80) pupils and eighty (80) students from primary and secondary schools from six (6) public schools (one from each of the six (6) states in Niger-Delta region in Nigeria was used. A 48 – item questionnaire called Students’ Perception Instrument (SPI) was used to obtain data for the study. Factor analysis was used to determine the content and construct validity and reliability of the instrument. Data were analysed using statistical package for social science (SPSS) version 25. Descriptive statistics and regression analysis was used to answer the research questions. The result indicates that teachers make effort to represent the four language skills in teaching of English in class; Use of appropriate teaching methods aids students’ understanding. The study recommends that teachers should consider their class size, subject matter, students’ level and employ the appropriate method for the optimum benefits of their students.

Keywords: Competence, English Language, Students’ Perception, Teaching method

The Saudi Government’s Resistance to the Proactive Death of the Arabic Language (Published)

The power of English as a globalized language has always been a threat to the social identity, cultural beliefs, and native language of whatever community it enters. The literature has cited tremendous examples of nations whose heritage has ceased under the influence of contact with the English language. This situation has prompted governments to urgently respond and pass policy to combat the invasion. This research sheds light on the attempts taken by the Saudi Arabian government to shield the Arabic language from future replacement by the English language, which has started to become a social reality, especially among the young. Studies of real-life naturalistic data from the domains of commerce, sports, and education were undertaken using a descriptive discursive approach. The analysis shows that Saudi government has opted to employ the Arabic language instead of English, aiming to call for its supremacy and social generalization.

 

Keywords: English Language, Saudi Arabian government, commerce, education Arabic language, schooling., sports

Connecting United Nations Sustainable Development Goals (SDGs) with Global Learning (Published)

This paper looks at the nexus between the United Nations’ (UN) Sustainable Development Goals (SDGs) and global learning in the area of English teaching to explore how the Sustainable Development Goals influence learning outcomes of the English language programs to foster responsible citizenship. In addition, the paper looks at how SDGs could be used mould curricular and co-curricular experiences for students learning English language. Focus will also be made on the opportunities that have been availed by the SDGs to synthesize learning across the educational experience in place-based and virtual learning environments. The paper will wrap up by delving on how language programs institutions utilize SDGs so that students learning English concentrate on addressing world challenges meaningfully. The argument in this paper takes into account that “the impact of English as a global language in many spheres of international life has been both rapid and dramatic” (Wong & Dubey-Jhaveri, 2015, p. 1).

 

Keywords: English Language, Learning, Sustainable Development Goals, Teaching, United Nations, global learning

Use of Activity-Based Learning to Improve Students` Outcomes in Basic Education Subjects, (Published)

The study deals with Activity-Based learning to improve students` outcomes in English language and Basic Science. The study examines how the use of the activity-based learning strategy enhances students` outcomes in the two core subjects taught in the upper basic levels in Nigeria. Quasi-experiment research design was used to conduct the study. The target group comprised six hundred and forty-three (643) Junior Secondary School Students (JSS II) in two selected schools. One Hundred and ten (110) were sampled using a stratified sampling technique. Self-developed instrument entitled `Basic Education Performance Scale` was deployed to assess the experimental and control groups` outcomes. The data collected were analysed using independent t-test. The study’s findings indicated that activity-based learning significantly affects the students` outcomes in English language and Basic science subjects. Therefore, it is recommended that teachers should promote active learning through the use of hands-on activities.

Keywords: Activity-Based Learning, Basic Education, Basic Science, English Language

Use of Instructional Media as Determinant of Students’ Achievement and Attitude in English Language (Published)

This paper examined the use of instructional media as determinants of students’ achievement and attitude towards English Language. Specifically, the purpose of the study was to find out whether the use of instructional media is a determinant of SS2 students achievement and attitude towards English language. Two research questions and two hypotheses guided the study. The study adopted the descriptive research design. The population comprised 1600 teachers and 2800 SS2 students in 217 public secondary schools in Ebonyi state. Through the simple random sampling technique a sample size of 540 respondents was selected for the study. The instrument for data collection were three structured questionnaires which dealt with instructional media, students achievement and students attitude to English language. Data were analyzed using descriptive statistics of frequency counts and percentages. Result of the findings showed the following: There is a significant relationship between the use of instructional media and students achievement in English language. 2. There is a significant relationship between the use of instructional media and students’ attitude towards English Language. Based on the findings, one of the recommendations was that the government should provide audio and audio-visual aids in all the schools in the federation for improved students achievement in English language and the development of positive attitude towards the subject.

Keywords: Achievement, English Language, Students, attitude, instructional media

Impact of Classroom Environment on Students` Performance in English Language (Published)

The objectives of the study are to examine impact of classroom environment on the academic performance of students in English language as well as their performance difference by gender. Survey and Correlation research designs were employed. The population of the study involved 183 teachers and 2003 SS III students in the selected schools. 401 students representing 20% and 183 teachers were randomly selected. Self-developed questionnaire and profoma were used for collection of data for this study. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and Multiple Regression Analysis. The findings of the study revealed that classroom environment has strong impact on the academic performance of students in English language. On the gender basis, there was no significant difference in the performance of students. Therefore, it was recommended that school management should provide all necessary facilities in the classroom in order to create enabling environment for students overall development.

 

Keywords: : Academic Performance, Classroom Environment, English Language, Students

Gamification – Influence on Elementary Pupils’ Learning Outcomes and Engagement in English Language (Published)

This research examined the influence of gamification on the learning outcomes and engagement of English Language Pupils in Bonny Local Government Area of Rivers State, Nigeria. It adopted the two (2) group pre-test post-test quasi-experimental research design. The sample comprised forty-four (44) primary three pupils. Twenty (20) for the experimental group and twenty-four (24) for the control group. Two (2) sets of instruments were employed to gather data from the sample namely: English Language Achievement Test (ELAT), and Gamification Questionnaire (GQ) which had two (2) sections: Demographic data of pupils, and games engagement. Three objectives, three research questions, and two hypotheses were used for the study. Mean and standard deviation were employed to answer the research questions. Hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using independent sample t-test. Kuder-Richardson (KR20) was employed to test the ELAT and a reliability coefficient of .857 was obtained. Cronbach Alpha was used for the GQ with a reliability coefficient of.689. The findings revealed that learners taught with games had a higher mean score than those taught without games but the difference was not statistically significant; and their engagement level was high. Recommendation was therefore made that gamification be used in classrooms because it has a positive influence on learners’ learning outcomes.

Keywords: English Language, Gamification, Learning Outcome, engagement

Contrastive Study of the Phonological Systems of the English Language and the Izzi Dialect of the Igbo Language (Published)

This exploration is a contrastive assessment of the sound systems of the English language and the Izzi dialect of the Igbo language. It highlights areas of similarities and differences of the two tongues in order to predict the difficulties that Izzi speakers of the English language would experience in the study of the English Language as a second language.   This inquiry therefore, concentrates on the similarities and differences found at the segmental level of both languages. The Primary, Secondary and the cannons of Contrastive Analysis are employed in the course of this investigation, and this survey reveals that some sounds in the English Language such as /ʌ/ɜ:/and /∂/ are absent in the sound system of Izzi dialect, and recommends that Izzi speakers of the English Language should make keen efforts to master the correct pronunciation of the English sounds in order to make themselves intelligible to other users of the English Language.

Keywords: Contrastive Analysis, English Language, Izzi Dialect, Segmental Sounds

The Challenges Facing the Students of the Higher Basic Stage in Jordanian Public Schools in Writing English (Published)

The study aims to identify the challenges facing the tenth grade students in Jordanian public schools in writing the English language. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis, While the sample of the study consisted of (50) teachers of English language. The study found that there are a number of challenges facing students in writing the English language was the most prominent Letters followed by a vowel, the researcher recommended The need for many of the studies on different regions of the Hashemite Kingdom of Jordan to find out the real reasons for poor students in learning English writing.

Keywords: Challenges, English Language, writing

Quality of Teaching English and Factors Influencing Chinese Students to Prefer English as Their Major in University Education: An Example of School of Foreign Languages at Northeast Normal University; China (Published)

The purpose of this study is to understand the quality of teaching at school of foreign languages, Quality of teaching in terms of (Teachers’ Classroom Preparation, Subject Knowledge, Teaching Methodology, Assessment, Time Taken for Assessment, Course Contents, Classroom Environment, Consultation Hours, Learning Material used, Pace of Course, Course Requirements and Outcomes, and Students’ Respect). And to identify the factors that influence the Chinese students to prefer English as their major at undergraduate and graduate level of their study programs at university; rather than choosing other languages; such as Korean, German; French, Russian or other; as their major. The scope of this study is limited to the school of foreign languages; Northeast Normal University; where students come from different parts of China; most specifically from Southern, Central and Southeastern parts of China. Research Design: Mixed method research design is adopted in this study; in which “four point likert scale questionnaire” and “structured interview” are used to collect data. Quality of teaching is measured through questionnaire; which measures the “Teacher’s Performance” on the basis of twelve factors: Teachers’ Classroom Preparation, Subject Knowledge, Teaching Methodology, Assessment, Time Taken for Assessment, Course Contents, Classroom Environment, Consultation Hours, Learning Materials (Lesson Plans, Course Notes etcetera), Pace of Course, Course Requirements and Outcomes, and Students’ Respect. While structured interviews were conducted to identify the factors that influence Chinese students to prefer English as their major. Findings: Out of these twelve evaluation bases for teaching quality; almost every base has different rankings but the; Pace of Course; is ranked good and pedagogy and classroom environment; ranked poorly.  Study also shows that there are three main factors which influence Chinese students to choose English as their major in university education, First and most common factors are the psychological factors; such as ‘getting new experience and wish to see other countries, preferably western countries. Second are the social factors; such as high school teachers and friends and family influence specially the suggestion of parents make Chinese students decide to learn and choose English as their major in university and prefer English over other languages. Third are the economic factors; that Chinese students perceive that after getting 4 years undergraduate and graduate degrees in English as major language will increase the job opportunities for them locally in China as well as in other countries

Keywords: Chinese students, English Language, Influencing Factors, Quality of Teaching

Effective Teaching of English Language Using Communication Package: How Prepared are the Teachers in Ogun State Nigeria (Published)

The poor achievement of students inn English Language has continued to be a major cause for concern to all those in the main stream of education in Nigeria and particularly to stakeholders in Ogun State Nigeria. In spite of the fact that English Language is the language of instruction at all educational levels, teaching and learning of it in schools have continued to suffer setbacks unabated as reflected by students’ poor performances. A number of factors are responsible for students’ poor performance, they include: poor methods of teaching among the teachers of English language, dearth of qualified teachers, inadequate teaching resources, lack of interest on the part of the students, mother tongue interference, poor motivation, poor self-concept, poor study habit among others. Four hundred and twenty (n=420) teachers were randomly selected for the study; in-depth interview guide and questionnaire: (KICTQ r=7.00; AICTG r=7.32; PITSQ r=8.22; PITSQ r- 8.22; IAISAQ r 8.01; GIIUQ r=8.65) were used for data collection while chi-square and t test were used to test the five postulated hypotheses at 0.05 level of significance. The study revealed that teachers of English in Ogun State were not significantly equipped to use communication package in teaching English Language and many of them also agreed that there is no significant information on the importance of the use of communication package in the effective teaching and learning of English language and that there is no significant difference in the knowledge and preparedness of both male and female teachers. It was recommended that teachers of English language should be trained and retrained on the application of innovative teaching strategies including communication packages.

Keywords: Communication Package, Computer, English Language, effective teaching.

The Challenges Faced By Instructors and Learners While Adopting Task-Based Instruction in the Learning of the English Language (Published)

This paper explores the existing challenges that hamper instructors’ and learners’ efforts while adopting task-based instruction in their contexts of learning the English language. Teaching and learning English as a second language continues to draw attention regarding the appropriate approach that instructors should adopt particularly in the case of Sudan where Arabic is the first language. A mixed method was embraced to answer research objectives of this study. In the study, questionnaires and interviews were administered to the research subjects who were recruited from the University of Khartoum using convenience sampling technique. Data from the study was analyzed using the SPSS software where descriptive and inferential statistics to test research objectives of the study. Results of the study indicated a correlation between the need to adopt the task-based instruction with 18% of the students interviewed attributing that task-based instruction approach failed to foster students’ speaking skills.

Keywords: English Language, Language Fluency, Second Language Acquisition, Task-Based Instruction Approach

Improving Teaching of English Language through ICT for National Curriculum Consciousness: Limitations of Teachers in Nigeria (Published)

In Nigeria today, almost all human endeavours have imbibed the culture of Information and Communication Technology (ICT) to boost the process of activities, but education sector is yet to optimally utilize the multidimensional opportunities inherent in computer use in pedagogy as it is done mostly in the western world. This review has identified the use of computer by developing software to teach English language contents. Teachers’ motivation has also been located as one of the indices that can improve teachers’ utilization of ICT facilities to achieve the pedagogical goals. Lack of existing localised programme and software plus dearth of computer in Schools, coupled with insufficient knowledge of computer use among practitioners have been identified as limiting factors to the use of ICT by Teachers. It is recommended that the training and retraining of teachers on ICT is very pertinent in achieving optimal goal of ICT utilization among teachers in Nigerian Schools.

Keywords: English Language, Information, Technology, communication

The Influence of Reading Comprehension on Reading Fluency (Published)

This paper presents an argument regarding whether Arabic language is useful in supporting the learning process of English language in Saudi Arabian classes. The paper address the literature review in the area regarding languages as supportive tools in learning English. Finally, the paper conclude that Arabic language is of extreme importance and act as a supportive tool for learning English language. Arabic language is very important for the process of learning English especially for English beginners.

Keywords: Arabic, Education, English Language, Saudi Arabia

Wrong Usage as Threat to English Language in Nigeria (Published)

: English is a second language in Nigeria because it is non-indigenous, it was introduced by British Colonialists and Missionaries into the country. The roles and functions English language has assumed since its introduction into the country are outlined. Since Nigeria functions in virtually all spheres of life in English language, a variety known, internationally acceptable and intelligible exists as the Standard Nigerian English. What is really of concern is the increasing deviations noticeable in the speech and writings of Nigerians from the grammar of English. The error laden English spoken by many people in the country may well be replacing the Standard Nigerian English if the situation is not checked. The root causes of the problem are pointed out recommendations are made towards curbing the negative trend.

Keywords: English Language, Errors, Grammar, Mother tongue, Second Language, Standard Nigerian English, varieties of English

Does Arabic Language Act As a Supportive Tool for Learning English in Saudi Arabian Classes (Published)

This paper presents an argument regarding whether Arabic language is useful in supporting the learning process of English language in Saudi Arabian classes. The paper address the literature review in the area regarding languages as supportive tools in learning English. Finally, the paper conclude that Arabic language is of extreme importance and act as a supportive tool for learning English language. Arabic language is very important for the process of learning English especially for English beginners.

 

Keywords: Arabic, Education, English Language, Saudi Arabia

The Impact of Learning Motivation Strategy on the Academic Achievement of the Southern Ghor District Students in English Language (Published)

This study aims at identifying the impact of learning motivation strategy on the academic achievement of the Southern Ghor District students in English language as well as the response of the Southern Ghor students to new and unfamiliar learning strategies and the identification of the Southern Ghor district teachers use of modern learning strategies. The population of the study was represented by the secondary stage students of the Southern Ghor district where a random sample of (50) students was chosen from that population. Of the most important results produced by the study was the existence of statistically significant effect of using learning motivation strategies on the academic achievement of the students. The study presented several recommendations most importantly holding educational training courses for the secondary stage teachers explaining the significance of learning motivation and ways of stimulating their students for learning through the available strategies which fit in the surrounding environment of their schools

Keywords: Academic Achievement, English Language, Learning, Motivation Strategy, Southern Ghor District, Students

Developing The English Teacher’s Expertise to Implement the New Nigerian National Curriculum (Published)

This paper is written to assist the English Language teacher trainers in Nigeria universities and the Secondary school English teachers to come to term with the reality on ground with reference to the New Senior Secondary School English Language Curriculum. It is a position paper resulting from the experience of the writer as a resource person in the nation – wide curriculum sensitization workshop of the Nigerian Educational Research and Development Council (NERDC), the makers of the Curriculum. For five years (2011-2015) the writer handled the “Humanities” aspect of the teachers’ workshop in the Western Zone of the nation (Lagos, Oyo, Ondo, Ogun, Ekiti and Oshun). While this is not another workshop paper, nor a summary of the three years’ workshop, it certainly contains the major highlights of the new curriculum presented from the point of view of a researcher with clear emphasis on what the roles of the English teacher should be as against what it used to be.

Keywords: Curriculum Teachers, Development, English Language, professionalism