The Impact of a Global Englishes Course on Teachers’ Attitudes Towards Teaching English as a Global Language (Published)
In this study I aimed to investigate the impact of a Global Englishes for Language Teaching course on teachers’ attitudes towards teaching English as a global language. I employed an intervention research design to make a comparison between a control group and an intervention group. Forty-four Saudi preservice and inservice teachers participated in the study. The findings of the pre-questionnaire for both groups showed positive attitudes towards global perspectives on English language teaching and a slight attachment to traditional perspectives on English language teaching. The statistically significant difference between the pre-questionnaire and post-questionnaire of the intervention group showed the Global Englishes course could raise the intervention group’s appreciation of global perspectives on English language teaching and encourage a willingness to detach from traditional perspectives on English language teaching.
Keywords: English language teaching, Global Englishes, Teacher Education, attitude
English Language Teaching in Saudi Arabia: A Book Review (Published)
English Language Teaching in Saudi Arabia: An Introduction is a book by Yousif A. N. Alshumaimeri published in 2019 in Riyadh, Saudi Arabia. The first part of the book provides an overview of the study of the English language. The second part analyses the various approaches and teaching methods used in English language instruction. At the end of each chapter, discussion activities for teachers and students are outlined. English is currently being taught in most public learning institutions worldwide. Despite this, there are not enough books available to assist international student teachers from various backgrounds and cultures with different first languages who are studying to be English teachers. Alshumaimeri’s book identifies several methods and approaches that can be used when teaching English, discusses their advantages and disadvantages and describes the roles of teachers and students in these methods. While it targets students of English, this book provides a rich history of teaching English as a foreign language in Saudi Arabia. These factors make the book relevant for student teachers of English.
Keywords: EFL, English language teaching, Saudi Arabia, Teacher Education, Teaching Methods, Undergraduate Students
Effects of Drama and Theatre on Students’ Achievement in Language Teaching (Published)
This study investigated the effects of drama and theatre as a teaching strategy on the achievement of students in English language in Ankpa Local Government Area of Kogi State, Nigeria. One research question guided the study. 100 students were used as subjects for the study from three different schools. The students in each school were divided into two groups (GA and GB). GA was used as the experimental group while GB was the control group. Both groups were taught a topic together using literature method. They were then subjected to a pre-test. In the next two lessons, GA was taught a topic through the drama and theatre method, while GB remained in the classroom and was taught the same topic using a traditional method. A uniform post-test was administered to both group. The result of the pre-test was compared with that of the post-test. The comparison formed the basis for the analysis, decision and conclusion in this work. The findings revealed that the group that was taught with the drama and theatre method performed better than those taught using the traditional method. Based on this finding, the paper recommends, among others, that all would-be-teachers should be trained in the skills of using drama and theatre as a teaching method.
Keywords: Drama and theatre, English language teaching, Students’ Achievement
Teachers’ Attitude toward a Foreign Language: Factors Effecting the Target Language Teaching Process (Published)
The purpose of this study is to find out the teachers’ attitude toward reaching effective teaching process as well as the key factors which influenced their attitude for selecting this profession. It was carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female English language teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English as a foreign language in different stages in Kuwaiti public elementary schools. The data was collected through a questionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on their passion to learn more about this language and its culture. Moreover, some teachers associate English language teaching with the language of the British Colonialization. Others see English simply as a means of doing business and making money.
Keywords: Effective Language Teaching, English as a foreign language, English language teaching, Teachers’ Attitude
Testing and Evaluation in English Language Teaching – A Case of O level English in Nigeria (Published)
One of the ways through which feedback can be obtained from the learners on what the teachers had taught them is evaluation. Students’ achievement in a particular course of study can be determined through evaluation. This work observed various aspects of Ordinary Level English in which students’ achievement are often assessed in Nigeria with a view to assisting students in overcoming problems often encountered during such tests and evaluations. Purposes and forms of language tests were briefly discussed. This was followed by a discussion on characteristics of a good language test. The aspect of tests and examinations in West African Examination Council (WAEC) and National Examination Council (NECO) was exhaustively discussed to give insight into what both teachers and learners are expected to focus on. It was recommended that students should be encouraged to possess all the recommended textbooks and change their reading habits. Teachers were also encouraged to always make themselves available for the students and be willing to assist them in the areas of difficulties in O Level English.
Keywords: English language teaching, Evaluation, Nigeria, O Level English, Testing
Integrating Reading and Writing Instruction in English Language Teaching Programme to Enhance Learners Writing Performance (Published)
This paper titled integrating reading and writing instruction in English Language teaching programme to enhance leaner’s English writing performance examined the effect of applying skills integration strategy on the performance of trainees in written English in the areas of content, organisation, expression and mechanical accuracy. The study adopted the quasi-experiment with pre-test-post-test design to study the effect on two groups of students, the experimental and the control groups. Each groups consisted of eighty eight (88) subjects. The experimental group was exposed to integration of reading and writing strategy for six weeks while the control group was not given the treatment. The two groups were tested and the result revealed that the experimental group performed better than the control group because of the treatment given. The paper recommended among others that teachers should adopt integration of skills as a teaching strategy to enhance leaner’s performance in English writing exercises.
Keywords: English language teaching, Integration, Learner’s Writing Performance., Nigerian Certificate in Education (NCE), Reading and Writing Instruction
EFL PRESENTATIONS- INVESTIGATING THE EFFECT OF CONFIDENCE AND EXPERIENCE (Published)
In the majority of EFL curricula, students are required to give presentations in the target language. Although fluency might cause difficulty in presenting in English, other factors have shown to affect the students’ performances. This study investigates the effect of confidence on the students’ daily use of English generally, and during presentations more precisely. The study analyses questionnaires distributed to 156 students that aim at motivation, confidence and the amount of FL use. In addition, 36 students participated in group interviews to discuss the problems they face during presentations and the issues that they fear. After analyzing the findings and comments provided by interviews and questionnaires, the researchers found that the lack of confidence causes an enhancement in language mistakes. It was also found that the main reason behind the lack of confidence in presenting in English, among other reasons, was the lack of experience and practice. Hence, this paper recommends practice and constant encouragement by the teacher to improve EFL students’ presentations.
Keywords: Conversation, EFL, English language teaching, Fluency, confidence, practice