Computers and cell phones reaching every house hold in urban regions and spreading towards rural areas, e-teaching can be made use to impart teaching. T.V. and Multimedia should be used for Educational purpose definitely a picture is worth 1000 words. Animation technologies and 3D technologies can be used to impart effective teaching. Many difficult scientific and technical principles can be explained easily and effectively using e-learning methods, 3D technologies, animation and Multimedia techniques. Online Teaching is Integrated Communication Technology in a specified area or field. It is the technological development that reflects the new society and has its place within education. With many new initiatives, Online Teaching obviously has its problems that can be addressed over time. Online English Teaching requires the strenuous efforts of the teacher in preparing English lessons and delivering them online. The English Teacher has to update the scientific knowledge in the use of computers for teaching English. The objective of the study was to find out the effectiveness of Online Teaching Awareness among college students. In the present study, the investigator followed the normative survey method. The findings of the study are that the level of Online English Teaching Awareness among college students is moderate and there was a significant difference in Online English Teaching Awareness among college students with respect to Gender and Medium of Instruction.
Citation: Alhatim O.S., Elgoudman K.S., Yunus K. (2022) Impact of Online English Teaching Awareness among College Students, International Journal of English Language Teaching, Vol.11, No.1, pp.,1-7
Composition writing is a crucial component in assessing students’ mastery and proficiency of English language across all levels of the Ghanaian educational system. In this study, we sought to identify the impact of errors on the student-teachers’ written communication in Colleges of Education in Ghana. The study purposed to determine how the errors affected the students’ written communication. A qualitative approach, with a case study design was used for the study. The study targeted second-year College of Education students in Jasikan and St. Teresa’s Colleges of Education, with a total of 100 students and 5 tutors randomly and purposively sampled respectively. Text analyses and a semi-structured interview were employed to collect data and the data were analyzed thematically. It was found that these errors have significant impact on students’ written communication. Student-teachers’ errors transcend onto pupils in class and students’ communication is often not clear.
Citation: Silas Afeadie and Samuel Bruce Kpeglo (2022) Impact of Errors on the College of Education Students’ Written Communication, International Journal of English Language Teaching, Vol.10, No.1, pp., 23-34
Effects of Social Media on the Academic Achievement of Students: A Case Study of the Students of the Department of Arts Education, Kogi State University, Anyigba, Nigeria (Published)
Information and communication technology (ICT) has experienced a huge transformation over the past decade. This has culminated into the world becoming a global village. Today most people use the social media for a variety of purposes. With the number of social media users growing worldwide, it is important to ascertain its effects on students’ academic performance. This paper, anchored on the time displacement theory, investigated the effects of the social media on the achievement of students of the Department of Arts Education, Kogi State University, Anyigba. The sample consist 400 students across the 4 levels. The instrument for data collection was a questionnaire titled Social Media and Academic Achievement Questionnaire (SMAAQ) developed by the researchers. The data was analyzed using simple percentage. The result of the study reveals that majority of the students use social media, spending a lot of time which displaces their study time. Based on this finding, the paper recommends that tertiary institutions should devise strategies where students could utilize social media for academic use instead of other uses which have negative effects on their studies.
This work examined the readability of prose passages for Junior Secondary School II students reading to learn prose in order to ascertain the suitability of the text to the learners proficiency level. Eight (8) secondary schools were selected in Oyo State. Four (4) representing those in rural areas while the remaining four (4) represented the schools in urban areas. From each of the schools, fifty (50) subjects were randomly selected; totaling four hundred (400) subjects. Three research questions were formulated and cloze test was used as the main instrument for data collection. The findings revealed that the text recommended for the students is not suitable enough because majority of them read at frustration level. It was recommended that stakeholders should always select appropriate reading materials taking into consideration the cultural neutrality of the text and the standardized contemporary language; publishers and writers should use standardized readability formulas to grade texts and teachers should teach reading in line with other communication skills in order to assist the students in acquiring a wide range of vocabulary needed for reading a text.
Teacher as Mediator in the EFL Classroom: A Role to Promote Students’ Level of Interaction, Activeness, and Learning (Published)
Versus to old, traditional approaches and methods of teaching a language, recent and new approaches of teaching and learning a foreign language have focused on providing a learner-centred environment in which learners can have more control over their learning process and more autonomy on how to accomplish tasks and activities. This article highlights the position and role of the teacher as a mediator and the types of responsibilities he/she should take to successfully play this role and guarantee an interactive and interesting learning to the students.
TEACHING WRITING SKILLS IN ENGLISH: INVOLVEMENT OF STUDENTS IN THE ASSESSMENT AND CORRECTION OF THEIR OWN ERRORS (Published)
The paper reports on a small study in teaching of writing skills conducted in a classroom of an undergraduate course offered in a college at Mumbai, India. It was an attempt to sensitize the students to their own writing by training them in analyzing their errors themselves, followed by revision/rewriting, in order to improve their writing skills
USE OF MOTIVATIONAL EXPRESSIONS AS POSITIVE REINFORCEMENT IN LEARNING ENGLISH AT PRIMARY LEVEL IN RURAL AREAS OF PAKISTAN (Published)
The aim of this mixed method research is to find out positive changes in learning and behaviour of the rural students of the nursery class in the government schools at Tehsil Jaranwala district Faisalabad province Punjab Pakistan, by the use of motivational expressions within the context of behavioral perspective of Skinner’s (1957) model of reinforcement. The research makes hypothesis that the ELT teachers in government schools at primary level in Pakistan use such techniques and strategies that do not motivate the students in learning English as a second language (ESL) and the young learners especially in rural context are less interested to learn English because teachers do not motivate the students in the class. The researcher took a nursery class for 37 days and tried to motivate the students to learn English and establish their interest in studies through different motivational expressions. Moreover, a survey questionnaire, consisting of 13 close ended questions and 07 open-ended questions was distributed among 28 male and female teachers of different schools to know their views and comments regarding motivation and use of motivational expressions. The results were presented quantitatively in the form of tables, graphs, frequencies and percentages. The findings of the research results show that more than 75 % teachers agree to the view that there should be motivation in the learners and the use of different motivational strategies, for example motivational expressions, enhance the students’ interest in learning. Moreover, the classroom teaching and the questionnaire results show that students become more motivated towards learning English language when they are positively reinforced in the class. The results can be used as key for seeing the reasons behind the failure of the students at schools as well their misconduct in the society and can be a key to make improvements in both the areas.