Application of Learner-Centered Methods in Developing Reading Skills Among Standard I and II Pupils in Hanang District, Tanzania (Published)
This study investigated the application of learner-centered methods in developing reading skills among standard one and two pupils in the Hanang District, Tanzania. The study was guided by social cultural theory developed by levy- Vygotsky of 1896 to 1934. The study adopted a convergent design under the mixed method research approach. The target population of the study consisted of all public primary schools in the Hanang district, whereby Purposive and Simple random sampling techniques were used to sample 57 respondents, including the 18 head teachers, and 38 teachers. Interviews guide was conducted for the District Education Officer and the head teachers, while questionnaires was administered for teachers and an observation guide was used to observe classroom teaching among standard one and two pupils primary schools in Hanang district., The content validity of the instruments was determined by giving the instruments to the research experts from Mwenge Catholic University, while the reliability coefficient was calculated using Cronbach’s Alpha. Quantitative data were analyzed using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS). The qualitative data were summarized, coded, analyzed, and presented in narration form according to the themes generated from the research questions. Finding indicates that LCM was applied in developing reading skills and most of the teachers, heads of schools and district education officers agreed that teachers apply LCM in teaching and learning process though some methods are not applied due to different challenges like lack of enough skills about certain method example the use of simple word cards most teachers can not differentiate between simple word cards and wall words, also some teachers did not apply LCM because of lack of resources and facilities especially the use of audio clip in teaching and learning because many schools in Hanang district lack electicity.The study concluded that LCM is applied in developing reading skills though there are still some challenges need to be considered so that LCM can be effectively applied by the teachers in developing reading skills. Study recommends that number of classroom should be added so that the number of pupils can balance so that LCM can be effectively applied, also the study recommend that in-service training should be conducted so teachers can update their skills in application of LCM.
Citation: Gloria Msafiri Nyaki, Bahya Abdi and Emmanuel Kileo (2022) Application of Learner-Centered Methods in Developing Reading Skills Among Standard I and II Pupils in Hanang District, Tanzania, British Journal of Education, Vol.10, Issue 12, pp.17-31
Influence of Libraries in Building a Virile Reading Nation: Challenges and Strategies in Starting Early (Published)
That the nation Nigeria is continually being described as a nation with poor reading culture with declining standard of education is a painful fact we have lived with for years. To reverse this trend and develop virile reading culture in the country, the paper examined the role and influence of the libraries as institutions with the mandate to support teaching, learning and doing research through the instrumentality of language and reading. The paper also examined the roles the stakeholders could play individually and collectively as a viable strategy in developing enduring reading culture in Nigeria through systemic thinking as theoretical construct. With the centrality of libraries the various influences of such stakeholders as governments, parents, teachers, booksellers, publishers, authors, and non-governmental organizations could easily be coordinated for positive and desired effect. The paper recommends adequate funding of libraries being the central player that is saddled with the responsibility of driving the acquisition of reading skills among citizenry of the nation.
Enhancing Skills of Teaching and Learning EFL at Tertiary Level Using Culture-Based Approach and Cognitive Perspective (Published)
Today, Englishes is concerned with the expansion of English around the world and with its development into distinctive first, second and foreign language varieties, these having been subject to different classifications and models of analysis. In most universities in Vietnam English is the compulsory subject and the requirement set for English level among graduate students is getting more demanding. The reason is policy makers and curriculum designers are oriented by international exams to modify their English programs. Hence, students are required to produce free writing as well as achieve an adequate reading ability and some other skills. Nonetheless, many of them cannot cope with the program as they encounter difficulties both objective and subjective. This paper examines possible subjective and objective hindrances among Vietnamese students as well as Asian students, the goals they should hit in today era and solutions to tackle with the problem. Here it proposes the use of culture-based approach and cognitive perspective to pinpoint Asian thinking and its influence on English performance and to find an answer to improving students’ skills with detailed analysis on activities to be implemented in English classes. More importantly, the paper also gives implications for curriculum designers in order to make teachers, learners and topic learning into consideration as it is a significant factor in determining quantity, quality, and nature of classroom interaction. The aim of this paper is to raise stakeholders’ awareness of TESOL professionals about the cultural issues related to language education and to provoke further research, thought, and discussion about ways in which theories and practices can be applied in ESL/EFL teaching situations.
The past few years have seen much discussion about the teaching of reading comprehension to EFL learners. What has traditionally occurred in the average EFL classroom appears to be more like the testing, rather than the teaching, of reading comprehension. This paper discusses how far EFL teaching of reading comprehension has kept up with the research, and specifically, whether EFL teaching has remained in touch with some of the more recent views that have led to the development of new methods of teaching reading skills. The paper examines how EFL course-books published during the past two decades address the teaching of reading comprehension at intermediate levels and beyond. In particular, it considers the selection of texts, the types of activities used, and the reflection of current views on the teaching of reading comprehension.
Analyzing Classroom Strategy: Improving Comprehension and Reading Skills by Evaluating the Concept Mapping Technique at SSC Level in Pakistan (Review Completed - Accepted)
This study documents the usage of Concept Mapping in the teaching-learning situation of English at SSC Level. The study is descriptive and analytical in nature which tries to investigate the effects which Concept Mapping renders in the academic environment in the context of ESL classroom setting. The research offers strategies for the adopting certain techniques and up gradation of the content taught at the mentioned level by the inculcation of such techniques. Overall, the study produced a range of implementable outcomes by a pervasive discussion of Concept Mapping, the role of the textbooks, the importance of adding the technique to the contents of ESL classroom setting. For data collection and data analysis, two classes were selected. Both were taught the same content under controlled conditions. The concept mapping technique in the class guided the learners towards the improved way of learning the text of second language