Multitasking, is executing more than one task at the same time. Students believe that doing this is a great way to get work done. What they don’t see is how it compromises the quality of their product. Take for one when a student is switching back and forth between homework and streaming through social networks, their ability to focus on either task erodes. The outcome of such actions may not turn to their favor, it may cause complications in the cases of their grades.
However, group work can be a major motivation for quiet students. It encourages them to be more active and show themselves in small groups rather than being passive and being vulnerable to loss of interest. (Weimer, 2013) states that, productive students stick to their assigned task, stays punctual and supports each other. Dividing the work between each other is less time consuming and can be a
In addition to that, the teacher may speak or read too fast for the level of the learner`s understanding. As a result learners suffer from lack of knowledge while all the due requirements at school are provided by the parents such as fees. It therefore implies that while interpersonal communication is vital to teachers, the competence of the teacher may determine the academic
Based on the study done by Husna, Zainil and Rozimela (2013) the students often found some difficulties in writing a descriptive text, although they have been guided by their teachers to write it. Some difficulties are as follows: First, students are not able to develop the ideas; some students wrote many main ideas in one paragraph; the idea of the paragraph was still ambiguous and sometimes not clear. Second, students found it difficult in organizing the ideas to write a descriptive text. Most of the times, the paragraph needs more than a unified point. It means that a paragraph needs a reasonable organization or sequence.
Learning in this approach can exist in social situations and reverse a special reasons, imitation and analyses create conscious learning to ease the explicit instruction. The approach supporters think that the understanding of different text with various structures by the students is successful and the original text improves the involvement of students in the writing process to become good writers, students require a knowledge about the topics as well as knowledge about forms of writing and its various reasons. This approach has a negative side is when the students express what they have in mind to communicate with audience they may not have the appropriate language or vocabulary or enough knowledge. Another weak point of this approach as Badger and White (2000) point out is that learners are mainly passive in the genre writing approach because of the writing production and the ignorance of writing
Too often, students don’t know what good behavior is, or how important it is. Focusing on good behavior also reduces the resentment that comes when the teacher must address problem behavior. 5. Peer and self-assessment are musts in large classes. Peer and self-assessment do not ask students to grade each other.
Blackouts, Panic Attacks, Stress, Exam fear and test anxiety. Those are just a view of the symptoms many students who are beginners have and cause them not to enjoy learning English. Nonetheless this affection of anxiety can no longer be ignored while teachers have multiple choices to teach their students a new language. The educator’s preferred method has a very big impact on their student’s language achievement. The best method of English language teaching to solve this problem would be the Community language learning (CLL).
However, some researchers believe that class size doesn’t have any great impact on student’s achievements. This essay will critically assess the different types of evidences based on projects and anecdotal and researches elaborated that class size reduction have remarkable affect on student achievements. Reduction of class size helps teachers to provide different activities in order to make students understand the subject. Students can engage and participates more in the class and having more activities, which that would help student to learn more. In small class size there is no place to hide, some students have not that much courage to speak and talk in a large class so this is a very great opportunity for the teacher to give courage and promote students to talk and participate in class activities (Kennedy, 2015).
This statement is similar to what is found in the results of research conducted by Zubaidah et al. (2000). Lecturers are not too exhausted in presenting the material, because students already have the concept through independent learning. Concept maps can help students in terms of strengthening memories of the concepts studied, so by creating a concept map students are invited to learn while interpreting the learning material
Students can use the language to fulfil a real purpose, which can make students both more independent and confident. • Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. • CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. • Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other