Teaching Internship Programme’s Impact on English Language Teaching Skills: Evidence from Student-Teachers in Ghana’s Universities and Colleges of Education (Published)
Diverse opinions on the value of student internships in Ghana are expressed in the literature. This study examined the effects of the teaching internship program on the English language teaching abilities of student teachers. The Experiential Learning Theory (ELT) was used in the study. The research is a descriptive survey that was conducted in Ghanaian universities and Colleges of Education (CoEs). We used a basic random sampling procedure to select a sample of 286 respondents. A closed-ended questionnaire with an excellent internal consistency and a reliability coefficient of 0.75 was used to obtain the data. Frequency, percentage, mean, and standard deviation were used to analyze the data. The results of the study showed improvements in all areas assessed, including the capacity to explain English language concepts, employ a variety of communication techniques, involve students in class discussions, give constructive criticism, answer questions from students with assurance, and convey lesson objectives. The findings also revealed positive effects across all measured domains including improvements in the ability to maintain classroom discipline, manage time during lessons, deal with disruptive behaviors, create an engaging and inclusive learning environment, organise classroom activities and assignments, and use positive reinforcement to manage student behavior. The study concludes that the teaching internship meme is highly effective in developing communication and managerial skills of interns essential for successful English language instruction in Ghanaian classrooms. It was recommended that the institutions should enhance the teaching internship program by integrating advanced communication techniques, comprehensive classroom management training, and increasing mentorship and resources for lesson planning. Introduce regular evaluations and reflective practices to improve student-teachers’ skills. Additionally, management should promote collaboration between the University of Education, Winneba, and affiliated CoEs to standardize effective teaching practices.
Keywords: Effects, English Language, communication, internship programme; student-teachers, teaching skills
The Influence of Reading Comprehension on Reading Fluency (Published)
This paper presents an argument regarding whether Arabic language is useful in supporting the learning process of English language in Saudi Arabian classes. The paper address the literature review in the area regarding languages as supportive tools in learning English. Finally, the paper conclude that Arabic language is of extreme importance and act as a supportive tool for learning English language. Arabic language is very important for the process of learning English especially for English beginners.
Keywords: Arabic, Education, English Language, Saudi Arabia
Does Arabic Language Act As a Supportive Tool for Learning English in Saudi Arabian Classes (Published)
This paper presents an argument regarding whether Arabic language is useful in supporting the learning process of English language in Saudi Arabian classes. The paper address the literature review in the area regarding languages as supportive tools in learning English. Finally, the paper conclude that Arabic language is of extreme importance and act as a supportive tool for learning English language. Arabic language is very important for the process of learning English especially for English beginners.
Keywords: Arabic, Education, English Language, Saudi Arabia
An Investigation into Undergraduates’ Errors in the Use of the Indefinite Article at Omar Al-Mukhtar University (Published)
The purpose of this study was to examine the use of English articles as well the errors made by the students at Omar Al-Mukhtar University. The research objectives consists of : To identify the types and sources of errors made by Libyan EFL Undergraduates at Omar Al-Mukhtar University in the use of the indefinite article during their written composition, To determine the major types of errors in which larger numbers of errors have been committed by the students in their written composition. Based on previous studies, A qualitative method of data collection represented by an essay-writing composition is implemented in this study. Moreover, they were asked to write essay writing composition of the following topics “Discuss The Problems You Face In Learning English Language?” The results provide of this study, reporting the information collected from Compositions and analyzed by using descriptive statistical percentages in terms of errors numbers and percentages of errors occurrences under their major types, which enabled the researchers to put these in an order of their occurrences. In other words, data were organized using categories given to each of these errors. Regarding the length of compositions, a total of (2194) English words were written by the students across their university levels. Freshmen wrote a total of (1193) words which represents (54.37%) whereas sophomores wrote (1001) words which represents (40.62%). These research also suggest that there is a significant and negative impact of the use of English Articles. Since majority of students agreed that the English Articles are important, and we should look at the importance of English language as well as how students improve their proficiency in English articles towards mastering the use of English language.
Keywords: Articles, English Language, Grammar, Language Acquisition, Morpheme, communication, writing
A COMPARATIVE SELF-ASSESSMENT OF DIFFICULTY IN LEARNING ENGLISH AND GERMAN AMONG SUDANESE STUDENTS (Published)
It is generally assumed that Self-assessment plays a profound role in autonomous language learning und accordingly leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language Departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency.The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German Grammar was also rated as more difficult. However, Students rated that pronunciation and spelling of German language as easier than in English Language. Concerning the language skills, reading and speaking skills reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.
Keywords: English Language, German Language, Learning Difficulties, Self-assessment