Tag Archives: Teaching English

Consonants: a quick way to improve /B/ AND /V/; /D/ AND /L/ Pronunciation for Thai Students (Published)

The aim of this study is to improve pronunciation of two pairs of English consonants for Thai students at Thai Binh University of Medicine and Pharmacy by using various language games and exercises. The researcher randomly selected 14 students in 10 at Thai Binh University of Medicine and Pharmacy, then divided them into two equal different groups called the experimental group and the control group.  Those respondents took part in pre-test and post-test by reading a passage aloud and listening to a short text to assess their pronunciation focusing on two pairs of consonants /b/ and /v/; /d/ and /l/. While pronunciation games and exercises were practiced with the experimental group, the control group were corrected with imitating and dictation and whenever they produce those sounds wrongly. This study lasted an hour to each group inside the classroom. The finding implies that both of these groups succeed in enhancing the pronunciation of some confusing consonants, but the experimental group is likely to be better at pronouncing compared to the control group.

Keywords: Teaching English, Thai students, confusing consonants, games and exercises, pronunciation improvement

Consonants: A Quick Way to improve /B/ and /V/; /D/ and /L/ Pronunciation for Thai Students (Published)

The aim of this study is to improve pronunciation of two pairs of English consonants for Thai students at Thai Binh University of Medicine and Pharmacy by using various language games and exercises. The researcher randomly selected 14 students in 10 at Thai Binh University of Medicine and Pharmacy, then divided them into two equal different groups called the experimental group and the control group.  Those respondents took part in pre-test and post-test by reading a passage aloud and listening to a short text to assess their pronunciation focusing on two pairs of consonants /b/ and /v/; /d/ and /l/. While pronunciation games and exercises were practiced with the experimental group, the control group were corrected with imitating and dictation and whenever they produce those sounds wrongly. This study lasted an hour to each group inside the classroom. The finding implies that both of these groups succeed in enhancing the pronunciation of some confusing consonants, but the experimental group is likely to be better at pronouncing compared to the control group.

Keywords: Teaching English, Thai students, confusing consonants, games and exercises, pronunciation improvement

PROFESSIONAL DEVELOPMENT IN ENGLISH LANGUAGE TEACHING: A TEACHERS’ VIEW (Published)

This study investigates the different aspects that determine teacher professional development in teaching English language. It aims at explaining the concept of professional development, pin-pointing the necessity for teacher professional development in today’s world, and exploring the field of teacher development in order to find out the best opportunities and activities. The study hypothesizes that teacher professional development leads to greater achievement in education. The data were collected through a questionnaire from teachers of English language in secondary schools. The results revealed that: Teachers have their own role to play in their professional development along with the role to be played with the government. In today’s changing world, ongoing professional development is very crucial, teachers become highly confidential with their positive beliefs in what they are doing , for professional development both experience and reflective teaching are required, sharing experience and ideas between colleagues gives teachers a feeling of community and belonging . The study recommended that teacher professional development should be seen as a necessity in teacher’s growth and student’s achievements; and teachers should take part in the responsibility for their professional development.

Keywords: Professional Development, Teaching English, teacher’s growth.

FICTITIOUS CHARACTERS IN THE CLASSROOM- USING LITERARY CHARACTERS IN TEACHING ENGLISH LANGUAGE (Published)

The aim of this study is to explore the ways in which literary characters can be used in teaching English to speakers of other languages. The study is an interpretive qualitative in nature. The findings indicate that there are numerous ways to make use of literary characters in English language lessons. There are a lot of activities that can be used to develop students’ writing, others enhance reading skills. However, all these activities can be utilized to practice and develop listening and speaking as well. So they have to be as interactive as possible. For this reason class work is supposed to be conducted in pairs or groups. Some activities are in a form of interviews, others produce posters or letters. The ones compiled in this article are but prototypes subject to adjustment, modification, simplification or a combination of several ideas, so as to suit different teaching and learning situations. The main recommendation, however, is not to let characters go without being exploited to the maximum for the benefit of the language learner

Keywords: Classroom Activities, Literary Characters, Literature, Teaching English

OBSTACLES TO TEACHING ENGLISH IN SAUDI ARABIA PUBLIC SCHOOLS: TEACHERS’ AND SUPERVISORS’ PERCEPTIONS (Published)

This study aims at identifying the obstacles to teaching English in public schools in Saudi Arabia from the perception of teachers and supervisors. A mixed-method approach was adopted: two instruments were used for data collection, a close-ended questionnaire and an open-ended interview. A total of 50 copies of the questionnaire have been distributed to teachers and supervisors of English language, followed by open-ended interviews with six chosen English language teachers and supervisors. Qualitative and quantitative data have been elicited to aid in the evaluation. The findings of the study have revealed that: There is a scarcity of development programs, scarcity of in-service training, weakness of in-service training programs, low students’ motivation, overuse of traditional teaching methods, scarcity of using teaching aids and modern technology, weakness of school supplies, and scarcity of language laboratories. These are the major obstacles to teaching English in public education schools in Saudi Arabia from the teachers’ and supervisors views

Keywords: Public Schools Teachers, Saudi Arabia, Teaching English