He participates in the situation observed. He observes the students teaching and learning process of the Double-Degree classroom program to write the information of the observation. The researcher applies semi-structured interview, the interview is conducted after the teaching and learning activities. The researcher asks about what types of motivation the students have in learning English as EFL on Double-Degree program of Foreign Language Academy (ABA YW-UMI Makassar), how the motivation emerges in the classroom during the teaching and learning processes on Double-Degree program, and their perceptions of Double-Degree program on Double-Degree program and the impact on their achievement. Qualitative data analysis is a way by the researcher to summarize the collected data in dependable and in accurate manner.
The “Experience” section provides detailed reports of classes which the teacher employs the method. Classes of young children to adults, from EFL to ESL and beginner to advanced proficiency levels. “Thinking about the experience” showcases the observations and the principle that motivated the teacher’s action. In “Reviewing the Principles”, a series of questions are answered to discover the goals on each method, teacher and students roles, teaching/learning process and interaction, the view on language and culture, emphasized skills, role of a student’s native tongue and evaluation. The section dedicated to “Reviewing the Techniques (and the Materials)” provides details on several techniques and how to implement them to help professionals.
Research approach Qualitative research approach is defined as an approach that answers questions regarding the complex nature of the actions with the purpose of describing and understanding human behavior (De Vos, Strydom, Fouche, & Delport, 2011). Therefore, a qualitative research approach was appropriate in that the research aimed at finding in-depth understanding of the impact of lecturers’ negative attitude on students’ academic achievement. 3.3. Research design According to Mouton (1996, p. 175) the aim of research design is to assist with planning, organizing and completing the research. Which ensures the sincerity of the findings.
c) Literature review In the research, a number of teaching approaches and strategies will be reviewed. For instance, pedagogical approaches in second language teaching, Communicative Language Teaching (CLT) approach, task-based language teaching approach, content-based language teaching approach and instructional strategies. These theories or approaches written by other educators will definitely be helpful to assess modern practices the ESL teachers are now using. d) Research plan and methodology A mixed-method exploratory research design (see Figure 1) will be chosen to better comprehend ESL teachers’ teaching approaches. A mixed-method exploratory research design means to lay results of a qualitative study as a foundation to further develop a quantitative study.
CHAPER VI: CONCLUSION 6.1 Introduction This chapter begins with a restatement of the purpose of this study and then a reflection of the research procedure. Next, the answers for the research questions were provided. Limitations of the study and recommendations for further research are included. 6.2. Purpose of the Study The purpose of this study was to explore the leading teachers?
10. Inquiry through discussion: It is a form of inquiry in which teacher teaches the students through discussion. The teacher secures feedback as opposed to inquiry through questioning. 11. Inquiry through laboratory work: This strategy is based on the experiences generated in the various social encounters by the learners themselves and which aims to influence attitudes and develop competencies towards learning about human interaction (Schein and Bennis, 1965).
The abstract discusses the purpose of the study which is, to take a closely look at how classroom assessments are carried out at primary level in Pakistan by two types of teachers; subject and General teachers. Readers are given a description of how the authors intends to collect data, their findings having carried out the research, as well as the recommendations. The introduction of the article speaks to the importance of assessment and the benefits for both teacher and student when carried out on a continuous bases. Key terms, like summative and formative assessment, single and subject classroom teacher, were mentioned and clearly explained to help readers follow throughout the article; this allows persons who are not familiar to the education profession to be able to read and understand the article clearly. The body of the article is divided into a two-part review of literature.
Content and Language Integrated Learning (CLIL) method facilitates learning both subject and language simultaneously in the language classroom. The paper focuses on the uniqueness of CLIL method in imparting reading skills to secondary level students. The samples were of two different schools from 9th standard classroom which consisted of 58 students from each school focusing on social science subject along with reading skills. The experimental study showed that students were able to learn various types of reading skills, vocabulary and pronunciation along with their subject matter. Keywords: Content and language integrated learning (CLIL), Reading skills, vocabulary, Pronunciation, subject, secondary level students.
The questionnaire was created based from the questionnaires given to the students to know the teacher’s perception towards the student’s motivation and attitude towards second language learning. 3.4 Data Collection This section will discuss on how the data will be analyzed. The data are collected through questionnaires. 3.4.1 Questionnaires The questionnaire given to the subjects was to determine and identify the subjects’ type of motivation and attitude towards second language learning. The data were collected and tabulated in a table form.
10) suggest that washback study on teaching materials focuses on material production, the use of materials, students and teachers’ view of the exam material, and the content of the materials. Another thought comes from Andrew (2004, cited in Maniruzzaman and Hoque 2010, p. 63) suggested that a test-related material resulted from: 1) Teacher’s need resulting from familiarity/unfamiliarity of the test, 2) test format and content, and 3) the purpose of test use. Based on this, Washback on teaching material can be seen based on following