This is a very old and passive method of teaching, and students cannot apply the using when they communicate. In that problem shows that the process of teaching and learning English mostly focus on grammar, and do not spend enough time focusing on the four basic skills: listening, speaking, reading and writing. 5.1. Causes of Lack of Confidence The main cause is the lack of confidence of learners in their ability to speak English. In this case, the learners prefer keep silent while other learner showing they are talking to learner who lack of confidence.
Purpose of the Study The purpose of this study was to explore the leading teachers? roles and responsibilities in implementing formative assessment and to identify the difficulties and challenges the leading teacher encounter while implementing formative assessment in this school. To satisfy this purpose, leading teachers and teachers who look after or teach for Key-Stage One were interviewed to answer several questions to know their experiences
One of the biggest challenge is the shortage of teachers and lack of adequate infrastructure. In these cases we can expect that some of the teachers are not trained or does not have the required qualifications to teach the classroom. It is a widely accepted fact that some students who attend regularly will have no problems in studying whereas another half of the class who does not pay attention to what has been taught may not perform well. Moreover, it is noticeable that all the schools try to finish the curriculum instead of paying attention to what is really going on. So it is a daily challenge for the teacher trying to bring the weak students up to the accepted
I. Introduction In this age of technology and globalization, English has been an essential key for everyone in order to learn, work, communicate and succeed. It’s not an exception in Viet Nam. However, it seems that the educational system and students in Viet Nam are not fully aware of its importance, especially speaking and listening in general and pronunciation in particular. Due to the fact that vocabulary and grammar focus is so popular in teaching and learning English in Vietnam, many Vietnamese learners of English fail to use English in communicating even after years of studying English in secondary school, high school and even university due to shyness and fear of speaking.
ESL teachers and practitioners in early childhood and should continuously observe students progress for the purpose of evaluating the teaching strategies and to develop students interests in learning English. A meaningful participation of teachers is required with appropriate teaching strategies will develop students’ interest in learning English (Chumak- Horbatsch, 2004; Tabors & Snow, 2001). Students who are learn English in the classroom will benefit when their first language is valued by the school and teachers. Teachers and early childhood practitioners face challenges in teaching students who come to school without any English language background and also when families do not share the same language. Likewise to fulfil a student’s interest in learning they need sufficient knowledge to create learning opportunities for students to learn the core language in the classroom to a level which they can understand.
Teaching English at junior high school is directed to develop some communicative competencies with emphasizing on the spoken and written skills. The main target of the communicative competence is students are able to understand and produce oral and written functional text for students’ life in global world. In other words, teaching English at junior high school for all grades is oriented to the mastery on basic competence of four language skills that related to the environment namely listening, speaking, reading, and writing. These skills are expected to develop students’ potential in embracing the global era. They are also expected to get real experiences in learning.
As Luoma (2004) states “Speaking skills are an important part of the curriculum in language teaching, and this makes them an important object of assessment as well” (p. 1). Therefore, to develop students’ speaking skills, there must be enough speaking tasks and activities as well as proper speaking assessments. Speaking english is practiced by people, both who are native and who come from non-English speaking countries. Day by day the people get new information about the language bt their contacts to other people that they store in their mind. This is without a by designed place and a specific time to learn.
PBL is a type of teaching curriculum based on making students to face problems in certain framework then ask from them to find appropriate solutions by providing a good educational environment to them. The purpose from this strategy is to motivate the active independent learning and thinking of students, and to improve
rmnorziananasir.wordpress.com. The Challenges Encountered Among English Teachers In Teaching ESP: Vocational College in Malaysia INTRODUCTION 1.0 Overview English Language teaching has become very important because of the global status of English and people all over the world are learning this. Thus, in realizing the important of English Language, Malaysian government has introduced the National Education Blueprint 2013-2015 which aimed in preparing Malaysian students for a globalised world. English for Specific Purposes had been introduced in 2013 as a new subject in Vocational Colleges throughout Malaysia in relation with this new education system policy. The study will be conducted to investigate the challenges faced by the teachers in