International Journal of English Language Teaching (IJELT)

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Necessity of Need Based English Language Curriculum for Agriculture Students (Published)

Citation: Sarap N. S, Nilima Sarap Lakhade and Sawant P .A., (2022) Necessity of Need Based English Language Curriculum for Agriculture Students, International Journal of English Language Teaching, Vol.10, No.3, pp., 1-7

Abstract: This study investigates the needs of ESP (English for Specific Purposes) learners for English communication, particularly the needs of First Year B.Sc. (Hons) Agriculture Students from State Agricultural Universities (SAUs) in Maharashtra. This study was conducted with the specific objective whether to introduce ESP material in the agriculture curriculum. Learners’ responses clearly indicate that the current English course is vitally useful for them. According to them writing skill has the lion’s share in the course. While, listening, speaking and reading were got somewhat less allocation. Majority of the student respondents used to read books related to agriculture and several went for magazines, novels and newspaper. So also, some of the learners found to read materials like online materials, comics, literary works, poems, etc. Almost all the learners preferred supplementary material to be added to present English course. This means that the present English language course has a fair scope for improving to match the entire needs of the learners i.e. in-study, post-study, professional and social needs. The study implies that there is an imperative need of inclusion of ESP as supplementary material to present English course prescribed to B.Sc. (Hons) Agriculture degree course.

Keywords: Agriculture English, Curriculum, ESP, Needs

An Evaluation of the Implementation of the English Language Curriculum in Nigeria under the Nine-Year Universal Basic Education Curriculum (Published)

The major goal of the Universal Basic Education (UBE) curriculum is to realign all Primary and Junior Secondary School curriculum to meet the key target of the UBE programme.  Proficiency in the use of English language is the key to achieving this goal. However, it has been observed that many individuals, after spending a good number of years in primary and secondary school, still have problem in their use of English; especially the spoken form. Consequently, this study set out to find the reason for such incompetence among students. Four (4) research questions and four (4) hypotheses aided this study. A sample of eighty (80) pupils and eighty (80) students from primary and Junior Secondary Schools and forty (40) teachers from six (6) public schools (one from each of the six (6) states) in the South-South geo-political zones in Nigeria were used. Two questionnaires called Teachers’ Questionnaire and Students’ Competence Questionnaire were used to obtain data for the study. Validity and reliability of the instruments were carried out and data was analyzed using the Statistical Package for Social Science (SPSS) version 25. Descriptive Statistics and Pearson Product Moment Correlation was used to answer the research questions, while regression analysis was used to test the hypotheses. The findings indicate that the curriculum is well planned with the four language skills in consideration, however there is inadequate funds and infrastructures in schools. The study recommended that there should be availability of funds, infrastructures and instructional materials to aid effective teaching and learning of English language. Also, learners should consider and employ the appropriate teaching methods and endeavor to incorporate the four language skills in their teaching content in the classroom.

Keywords: Curriculum, English Language, Universal Basic Education

The Pronunciation Component in the Competence-Based EFL Curriculum in Cameroon Secondary Education (Published)

The shift from the objective-based approach to the competence-based approach in English at the secondary level in Cameroon places too much emphasis on real life situations and the vocabulary thereof, in its current field implementation. Apart from vocabulary, the other structural components are very shallowly dealt with, not only grammar, but, much more the teaching of pronunciation and speech sounds. Using the contents analysis theory, the paper brings up the shallow presence of English sounds, paramount element in pronunciation and ipso facto in oral communication in the curriculum. The paper justifies the need to stress the sounds of English in actual EFL pedagogy. It argues that the sounds of English must be significantly present in the classroom implementation of the curriculum and prescribes recordings, audio visual materials specially designed for the purpose of supporting and concretising the constitutional official bilingualism policy that is most current in the nation presently on the one hand, and worldwide intelligibility on the other hand.

Keywords: Curriculum, EFL, Pedagogy, Pronunciation, Sounds of English

Integrating Traditional and Critical Approaches to Syllabus Design: A theoretical study (Published)

Chronologically speaking, the view to syllabus design has been changed over the decades of development of the phenomenon of second language learning and teaching, as we go through from language centered methods to learner centered methods and to learning centered methods.  An attempt was made in this paper to revisit the concept and the types of syllabus approaches in the realm of second language learning and teaching.  Topics analyzed included, the definition of syllabus, the categorization of syllabi types, the introduction of an integrative approach to syllabus design and the presentation of the proposed model to syllabus design. In this paper, I focus on the traditional and critical approaches to syllabus design and introduce an integrative approach and finally I present the proposed model to teachers and syllabus designers to apply in practical contexts.

Keywords: Approach, Curriculum, syllabus design

The impact of experiential learning cycle on language learning strategies (Published)

This paper seeks to examine the effectiveness of the experiential learning theory by David Kolb in enhancing language learning strategies in an EFL context. Kolb’s four-stage model enables the learner to learn by experiencing, reflecting, conceptualizing and experimenting. The experimental group were selected through purposive sampling technique and comprised of 60, Undergraduate students registered for a Business programme. A series of tasks were designed to facilitate the development of skills at each stage of the cycle. A pre and post strategy evaluation was done using the SILL (Strategy Inventory for Language Learning) devised by Rebecca Oxford (1990).In addition to the SILL, data were collected through semi-structured interviews and students reflections through reflective learning journals. Findings revealed that there was an extremely significant difference between the pre and post SILL survey results after the period of intervention. It resulted in a rise in strategy use from medium to high. Implications for further research into innovative pedagogical approach that would develop high strategy users are discussed.

Keywords: Curriculum, Experiential learning cycle, language learning strategies, teaching methodology reflection

Diagnosis of Reading and Writing Skills in Primary School Students (Published)

Language is the vehicle for effective communication. Every student needs to develop the skills in listening, speaking, reading, and writing then only they will be able to communicate properly in the society. Reading is one of the ways people all over the world can enhance their knowledge hub and get exposed to the experiences of other people. Writing is a productive and active process of the mind by which the writer creates meaning. This paper is an outcome of diagnosis of reading and writing skills of primary school students. The study adopted survey technique for data collection. The participants of the study were 460 fifth grade students selected through simple random sampling technique from Wayanad. Out of 460 students, 178 were from Government and 182 were from Aided and 100 were from Private schools. The results revealed that there exists significant difference between government, aided and private Primary school students in their reading and writing skills. There is no significant difference in their reading and writing skills based on gender.

Keywords: Curriculum, Primary School Students, Reading and Writing Skills, Second Language


This paper is on human resource management and effective curriculum implementation in senior secondary schools in Ebonyi State, Nigeria. It is a survey research which employed a descriptive design. The study sampled 113 teachers drawn from 1045 English language teachers using stratified random sampling which include the principals, vice principals and deans of studies in Ebonyi State. Questionnaire was used as the instrument. A trial test was carried out and ascertained the validity and reliability of the instrument and a value of 0.89 was obtained from the test. Responses from all the questionnaire indicated that adequate human resources such as teachers language laboratory operators and school administers, motivation of teachers and school location can improve English language curriculum implementation in senior secondary schools in Ebonyi State. The hypothesis indicated that there is no significant difference in the opinion of teachers in the urban and rural areas. Some of the recommendations given were that the government should embark on recruitment of qualified English language teachers, workshops be organized for teachers and allow them attend other workshops organized outside their schools. Wages of secondary school teachers should be reviewed and that teachers should show more commitment in discharging their duties.

Keywords: Curriculum, English Language, Human Resource Management, Implementation, Motivation, Teacher

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