The Integration of Grammar Translation Method and Individualized Instruction Method in Teaching English for Grade 12 Students (Published)
This study aimed to study grade 12 students’ perceptions of the integration of grammar translation method and individualized instructional method in English subjects in academic year 2020. The participants were 131 students. The questionnaire was employed and was distributed to the participants at the end of academic year 2020 during their last periods in February 2021. The results revealed that 1) The overall level of perceptions towards the classroom management was excellent (4.74), and the most three perceptions were planning and preparing the lessons (4.80), collecting and grading homework regularly (4.79), and setting clear goals and expectations for students (4.76), 2) The overall level of perceptions towards the learning activities was excellent (4.77), and the most three perceptions were getting closer to the teachers for discussion (4.87), promoting the way to share ideas with others (4.83), and encouraging to respond the questions asked (4.76), and 3) The overall level of perceptions towards the learning outcomes was excellent (4.63), and the most three perceptions were expressing and sharing ideas freely (4.78), leaning by using grammar translation method and individualized instructional method better than teacher-centered (4.73), and being able to apply learning methods with other subjects (4.69).
Keywords: Integration, grammar translation method, individualized instruction method, teaching English language
Integrating English Language Skills at Under-Graduation Level through Principled Eclecticism Method (Published)
According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no single teaching method is good or bad or inherently superior to the others. The ground reality is that it is not always possible and appropriate to apply the same pedagogy to all learners, who have different objectives, environments and learning needs like Jazan University, Saudi Arabia. The modern teacher, in fact needs to use a variety of methodologies and approaches, choosing techniques from each method that he considers more effective and applies them according to learning context and objectives. A professional EFL teacher follows what is described as the Principled Eclecticism approach, where students are also encouraged to be autonomous in their learning. The teacher can integrate and develop all four skills of English, i.e. listening, speaking, reading and writing. English language learners should not expect the teacher to deliver everything to them ready-made but should realize their own sense of responsibility with self-motivation, self-direction and spirit of self-learning English as a second language through the techniques that suits to their needs of learning the target language. The present critical situation of teaching-learning English in Jazan University has been interrogated through questionnaire and opinionnaire developed for the teachers and the students for valid and reliable data.
Keywords: Integration, Needs, Pedagogy, Skills, learner, principled-eclectic-approach
Professional Updates for Language Teachers in A Digitally Infected Clime: The ICT Utilization Sensibility (Published)
The teaching profession in Nigeria is faced with a lot of problems which militate against the integrity of the profession. This is because educators have come to realize that any meaningful improvement in the education that students receive is highly dependent on the quality of the instruction that the teacher provides. The paper looks into the training and retraining needs of English language teachers for effective utilization of ICT in secondary schools in Ekiti State. The research design was descriptive. The population for the study comprised all English Language teachers (571) in the senior secondary schools in Ekiti State. Multistage random sampling technique was utilized in selecting the sample. In all, all (20) English Language teachers in the selected schools were used as the sample. A research instrument titled “Teachers’ Assessment of the Need for Information and Communication Technology (ICT) in English Language (TANICTENG)” was tested for both validity and reliability procedures and used for data collection. Reliability coefficients of 0.67was obtained. Conclusion was drawn and recommendations were made among which are that teachers should engage in personal development; Teacher Training institutions should see to effective teacher education programmes; government at all levels should create an enabling environment that could help the teachers to perform optimally, among others.
Keywords: Hyper-dynamism, ICT, Integration, Pedagogy, blended learning
Reading and Writing Connection: Insights into an Integrative Approach to Developing and Teaching Reading and Writing in EFL Classrooms (Published)
This article reviews and analyses four textbooks purportedly written for teaching reading and writing integratively. It attempts to shed light on the approaches and strategies adopted to establish the connection between reading and writing. This investigation is intended to help and provide guide to language material developers, more soundly and effectively, as they embark on designing ESL/ EFL courses, specifically, reading and writing. The analysis is based on whether each textbook maintains well-balanced activities in both domains throughout its sections or units, the types of reading and writing tasks and exercises manipulated throughout these textbooks and whether these textbooks address other language aspects such as grammar, vocabulary, speaking, listening, etc. The analysis has revealed that these books maintained, to a large extent, balanced activities in reading and writing throughout their sections or units, i.e., the reading activities were set to help students to write effectively using the lexical items and sentence structures they experienced in the reading texts. Activities such as review (an activity that discusses styles and writing techniques used by the author in the reading passage), summary, paragraph and essay writing, collaborative learning activities and topics for discussion were some of the main features of these textbooks. Some of these textbooks included activities in grammar and speaking skill. Language material developers as well teachers/instructors are advised to use the outcomes of this investigation as a guide to plan and prepare connected reading and writing activities for their language classrooms. The best situation for any language context is either using these strategies and approaches to produce their own materials, adopting or adapting these published materials to suit their students’ needs, taking into account the cultural and linguistic differences between their students and learners for whom these textbooks were written.
Keywords: Integration, developing reading/writing material, reading and writing relationships, vocabulary in context.
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