The results obtained were used to confirm learners difficulties on literal reading comprehension and to plan an accurate intervention. Before starting the pedagogical intervention, learners were informed about the process they were to start. Teacher- researchers presented and explained the importance of the project and encouraged them to participate in the process to improve their reading. The starting point for this stage was a session devoted to present and explain the importance of the project and motivate learners to participate in a process to improve their reading performance and become self-directed readers.Besides, instructions about the questionnaires and test development were given to
Preparing learners for tasks: the teacher prepares the learners for the task by introducing the topic, clarifying task instructions, providing demonstration of task procedures. The teacher may facilitate the accomplishment of the task by providing such hints explicitly or implicitly. c. Consciousness- raising: Also, the teacher needs to help/guide the learners in focusing on the critical features of the language they hear in doing a particular task. The teacher is assumed to employ a variety of techniques and activities to achieve this goal, e.g attention focusing pre-task activities, guided exposure to parallel tasks etc. 5.
The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
In this study, the instruction followed the criterial tasks of the K-12 Curriculum. The teacher was a facilitator guiding the learners to arrive at the meaning of a difficult word. While the teacher acted as a facilitator, the learners were involved in an activity of identifying the meaning of a difficult word using speed drawing and kinesics. Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners.
The limitations include low learning habits, lesser vocabulary and speaking in correct mode. The strategy analysis is later done so that the identified deficiencies can be removed. Further learning needs analysis and mean analysis is done so that the learning of English language can be done (Songhori, 2008). Pedagogic Need analysis therefore covers deficiency Analysis which helps in identification of the various drawbacks that are affecting the academic carrier of the student. It also covers strategy Analysis for the purpose of formulating various steps and methods for future ESL classrooms (Hutchinson & Waters, 1987).
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Teacher language awareness refers to pedagogical implications of teachers’ knowledge about language and can have effects on teachers’ behavior and their decision-making (Andrews, 2007). A teacher who has more knowledge about language can perform better in his/her practices. Wright and Bolitho (1993) believe that a teacher with sufficient language awareness is capable of preparing lessons and activities, assessing and evaluating learners’ performance, adapting / adopting / writing materials, and even designing the syllabus and curriculum for her/his class. A linguistically aware teacher has a powerful and safe position to fulfill different tasks (Wright & Bolitho, 1993). The manifestation of lack of teacher language awareness is obvious in different
As a result, they came up with a variety of recommendations in line with wide-ranging problems of the institutions. For instance, a research conducted by Meseret (2012) was confined teachers and students perceptions and practices in Haramaya University. His finding showed that instructors had favourable perceptions about the contribution of task-based writing to the development of students’ writing ability, but they lacked confidence to implement task-based writing because of their students’ poor writing. Tewodros (2014) carried out a study on the writing tasks in grade nine English textbook based on task-based approach principles in Gode SOS high school, and revealed that there was a variety of task-based writing tasks were explicitly provided in grade nine English textbook, which were categorized under controlled guided and free types of writing tasks. His study also revealed that only few writing tasks were provided in the textbook that encourage learners to perform writing through process approach to writing which was considered as major limitation of the writing tasks.
Professional development policies define the regulations, standards, assessment procedures, and resources for the provision of pre-service, induction, and in-service programs and the recruitment, retention, evaluation, and promotion of educators (Wilson, 2008; Wilson and Youngs, 2005). The stages are shown in figure 1. Figure 1. Stages of Professional Development 188.8.131.52 Pre-Service Pre-service education is offered when a person decides to take the responsibilities as a teacher and wants to choose teaching as a profession in future. He takes admission in a teacher training institution for a training programme, where he is exposed to psychological, philosophical, sociological and technological thoughts and ethics.
5.0 Conceptual/ theoretical Framework The conceptual framework are two types of approaches being practiced by teachers which are Communicative Language Teaching (CLT) and Grammar Translation Method (GTM) depends on teachers. Both approaches have different effects for the competency in speaking. Students gain high competency in speaking with the practice of CLT approach, but low competency with GTM approach. The study asses into the activities conducted in class and lesson presentation from teachers by practicing CLT. Data gathered through the classroom observation and interview and being analyzed based on the conceptual framework.