Primary School English Teachers Research Articles

How Prepared are Ethiopian English Teachers to Teach Early Grade Reading?

Purpose. This paper examines how prepared Ethiopian public primary school English teachers are to teach early grade reading. Methodology. A descriptive research design of mixed methods was employed. A sample of 125 English teachers in 20 randomly selected primary schools in Hawassa City Administration was the source of data. The researchers employed a knowledge assessment test, focus group discussions, and questionnaires to gather the necessary data. The analysis of quantitative data was carried out by using Statistical Package for Social Sciences (SPSS version 25.0). Results. It has been learned from the findings that primary English teacher preparation paid little attention to coursework and practicum to teach early reading. The results also revealed that English teachers felt somewhat prepared to teach early grade reading. There is serious knowledge limitation among English teachers that (12)9.6% of primary English teachers scored 50% and above, whereas (113)90.4% of teachers scored below 50%; the teachers’ average knowledge test score was 36.4%. The results have clearly indicated that it is statistically significant, the direct relationship among teacher preparation coursework emphasis, practicum attention statistically significant, direct relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness at (p=0.001). Conclusions. The results have led to the conclusion that teacher preparation, both in its coursework and practicum, did not pay due attention to teaching early grade reading. That is, primary English teachers were inadequately prepared to teach early grade reading. Based on the results of this study, to improve the practice of early literacy instruction, English teachers’ knowledge and skills gaps need to be duly addressed. Further studies that investigate the current practice of early literacy teacher preparation and professional development should be conducted with a larger sample size and diverse contexts.

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

Innovations and Challenges in Primary School English Education in the Industrial Era 4.0

The existence, dynamics, and applicability of English language instruction at the basic school level to the disruptive technology era are all covered in detail in this study. This paper aims to characterize research problems using descriptive-analytical approaches and research methodologies of the literature study type, utilizing literature data from pertinent books, journals, papers, and scientific publications. This study outlines a number of prerequisites for English language instruction in the modern day, including infrastructure and technology, curriculum and instructional strategies, certified teachers, instructional materials and resources, and parental support. The results also show that there are opportunities that can be targeted, such as more extensive access to language learning materials, dynamic and interesting learning opportunities, global connectivity and language exchange, digital applications for language practice, and the provision of a useful system for evaluation and feedback. In the meanwhile, issues include unequal access to technology, unequal user technical proficiency, linguistic difficulties, students' short attention spans and lack of focus, and threats to digital security.

A Case Study on the Integration of Traditional Chinese Family Culture into Primary School English Teaching

The Chinese nation is a nation with a long history of culture, and traditional Chinese culture is like stars in the sky, brilliant and profound. It is the inexhaustible source of the development of the Chinese nation and the source of power to achieve its great rejuvenation. With the continuous strengthening of China s national strength and the rapid development of world economic integration, our traditional culture is moving towards the world and the international stage. More and more foreign friends are beginning to come into contact with and learn from our traditional culture. As the successors of the socialist cause, primary school students should integrate Chinese traditional culture into their daily learning. Based on this, this article will first analyze the characteristics of Chinese traditional family culture, and then analyze the significance of integrating Chinese traditional family culture into primary school English teaching. Finally, combined with the actual situation, we will analyze the specific integration. Strategy, I hope to combine traditional Chinese family culture with world languages and become an inexhaustible driving force for students life development.

The Role of AI Technology in Constructing Digital English Classrooms in Underdeveloped Areas

As a key part of basic education, English education in primary schools is of great significance to the personal development of students and the construction of society and has received extensive attention from society. However, primary English education in underdeveloped regions of China is still relatively backward. In recent years, the rapid development of AI technology has realized information communication in education, which has become the key force in promoting the digital transformation of English classrooms in underdeveloped regions and the potential to bridge the education gap between areas. This paper is based on the teaching characteristics of the current primary school English subject, combined with the current development of AI technology applied to English teaching, for building the digital classroom of primary school English in underdeveloped areas puts forward the following relevant recommendations. China should accelerate the implementation of infrastructure construction and technology introduction in underdeveloped areas, and strengthen the training of digital literacy and media awareness for primary school English teachers. Primary schools in underdeveloped areas should use AI technology as a teaching aid to build a "double-teacher" English classroom teaching mode and a curriculum feedback platform based on this technology, to effectively promote the digital transformation of English classrooms in underdeveloped areas.

The Practice of “Online + Offline” Mixed Teaching Mode in Primary School English Curriculum and Teaching Theory

The Practice of “Online + Offline” Mixed Teaching Mode in Primary School English Curriculum and Teaching Theory

Application of Mind Mapping in Primary School English Teaching

With the continuous progress of society and the continuous development of education, English teaching in primary schools has also been reformed. In order to make primary school English teaching more in-depth, primary school English teachers need to actively innovate teaching ideas and improve the efficiency of English teaching. Therefore, this study focuses on the application of mind mapping in primary school English education, from the aspects of learning methods, letter teaching, word teaching, conversation teaching, reading teaching, discourse teaching and writing teaching, in order to improve pupils' English learning ability and lay a solid foundation for future English learning.

درجة استخدام معلمي اللغة الإنجليزية للمرحلة الأساسية لوسائل التواصل الاجتماعي في مديرية جنوب الخليل خلال جائحة كورونا

This study aimed to identify the degree of using social networking sites by the basic stage English language teachers in the South Hebron Directorate during the Corona Pandemic. This study was conducted on a simple random sample of (150) male and female of primary school English language teachers in the Directorate of Education in South Hebron. The researcher used the descriptive approach, where the tool of the study was used after verifying their validity and stability. The results of the study indicate the overall degree of using social networking sites by the basic stage of English language teachers was significant. They also indicate that teachers mostly depended on the social networking sites (WhatsApp and Facebook) in distance learning during Corona pandemic. However, the existence of differences in the using of social networking sites by the basic stage of English language teachers to the variable of gender, the benefit of males, for the variable of academic qualification, in favor of a Master and higher, for the variable of specialization, and for the specialization of English Methods. Based on the previous finding, the researcher recommends training the teachers and the students on using social networking sites and mixing them in learning process, while diversifying the social network platforms which used and not being one platform, as well as benefiting from local and international experiences in employing social networking in learning process, especially distance learning.

Improving English Teaching Skills: An Online Course for Non-English Major Teachers in Southern Thailand’s Rural Primary Schools

The mixed-methods study addressed the needs and challenges faced by first-grade English teachers in rural primary schools in Southern Thailand (for example, lack of pedagogical training). The study’s primary objectives were to investigate these teachers’ needs and difficulties, develop a 15-hour online pedadgocial training course, and evaluate its effectiveness after the training was completed. The research involved 33 teachers and 153 students and employed various tools, including questionnaires, an online pedagogical training and language course, pre-and post-tests, and semi-structured interviews about the experience. The findings highlighted the importance of training in speaking, vocabulary, materials, games, and communicative language teaching (CLT) for these teachers. Statistically significant improvements (p < 0.001) were observed in post-test scores for both teachers and students, indicating the positive impact of the customized online training course on teachers’ English skills and teaching performance and improvement in student learning outcomes.

Research on the Strategies of Using Situational Teaching Method to Improve Primary School Students' Interest in English Learning

With the development of science and technology, the information age of education has been produced, and the teaching based on situational teaching has also been favored by the majority of teachers. The situational teaching method based on stimulating students 'emotion plays a very important role in mastering students' language knowledge and improving their language ability, especially in primary school English teaching. This paper aims to discuss how to improve pupils' interest in English learning by using situational teaching method. Interest is the best motivation of learning, especially for primary school students, interest excitation is crucial to improve English learning efficiency and skills, can to a certain extent to mobilize students' classroom participation, situational teaching method as an effective means of teaching, by creating vivid and specific situation in class, make the students learn English knowledge in the situation, exercise oral English expression ability, to enhance the enthusiasm of English learning and self-confidence.

Study on the Role of English Picture Books in Primary School English Education

English is an important tool for international communication. With the accelerated development of globalization, the significance of learning English has been increasingly prominent. It is common for students in China to learn English from primary school, so it is a key stage to lay a foundation for English learning. The traditional way of teaching English in primary school tends to be boring and for a variety of reasons, the teaching result is not that satisfied in this way. This essay explores the influences of involving English picture books in English teaching for primary school through a method of literature review. In the key part of this essay, there are three main parts including the definition of English picture books, the impacts of involving English picture books in primary school English education, and strategies for Applying English Picture Books to English education in primary school. This essay is trying to illustrate that involving English picture books in primary school English education can benefit students in many dimensions and give some suggestions of what educators can do to promote English learning in the future.

Primary School English Teaching Strategy with Information Technology as the Carrier

With the rapid development of information technology, its application in the field of education is increasingly extensive, which has brought new opportunities and challenges for primary school English teaching. This paper aims to explore the primary school English teaching strategy with information technology as the carrier, aiming to improve the quality and efficiency of English teaching in primary schools by making rational use of information technology. This paper first analyzes the characteristics of pupils' thinking and learning, and the advantages of information technology in primary school English teaching, including resource richness, strong interaction, and convenient situation reproduction. These advantages provide a more vivid and intuitive teaching environment for English teaching, and help to stimulate students' interest and enthusiasm in learning. Then, the paper elaborated the primary school English teaching strategy with information technology as the carrier, namely, interest stimulation, new lesson introduction; micro course teaching, focus on the difficult points, create the situation, create atmosphere, enrich resources, expand horizons, store resources, accumulate precipitation. In short, information technology can not only enrich the teaching content, improve the teaching effect, but also stimulate students 'interest in learning and cultivate students' information support. Therefore, combining information technology with primary school English teaching is an effective way to improve the quality of English teaching in primary school.

The Application of TPR in Primary School English Teaching

The Application of TPR in Primary School English Teaching

An exploration of microlearning as continuous professional development for English language teachers: initial findings and insights

ABSTRACT This article reports on a qualitative study conducted at primary schools in Hong Kong exploring the use of microlearning to support the self-directed continuing professional development (CPD) of English language teachers. Microlearning refers to short, concise, and easily consumable segments of learning about a knowledge point or skill. These activities tend to be multimodal and delivered through digital platforms, making them accessible anytime and anywhere. Currently, little is known about teachers’ perceptions of microlearning. To address this gap, we developed and delivered a mobile course that followed a microlearning approach and covered various aspects of digital technologies and English language teaching. Eight primary school English teachers engaged in the course and shared their perceptions of the experience in semi-structured interviews. The findings suggest that they found microlearning to be more enriching and conducive to developing their digital competence than traditional CPD. It allowed them to address their immediate needs, develop practical skills, and integrate technology into their practices. The study provides important insights into the use of microlearning to support self-directed CPD.

English Teachers’ Perceptions of the Importance of Essential Components and Early Grade Reading Instruction

This study examines English teachers’ perceptions of the importance of essential components and early grade reading instruction: Ethiopian context. To this end, the researchers chose a descriptive research design of quantitative-qualitative approaches. Twenty (20) randomly selected primary schools were the sources of data; 125 primary school English teachers of Hawassa City Administration filled in a questionnaire. Among the twenty schools, two were selected randomly and interviews were conducted with six English teachers of grades one to three (1-3). The quantitative data analysis was done by using software for data analysis (SPSS Version 25.0), descriptive statistics. The data gathered through semi-structured interview were analyzed descriptively in words. The results have shown that participant teachers were not practicing the strategies appropriate for literacy instruction although they have positive perceptions of importance of the critical components of early grade reading instruction. Therefore, it is strongly recommended that teacher preparation programs should reconsider the level of emphasis placed on early grade reading instruction, and practice focused trainings should be given to Ethiopian lower grades English teachers on early grade reading instruction and assessment.

The Cultivation of Intercultural Communication Competence in the Unit Integrity Teaching of the Primary English

As China's international status rises, the country needs more and more talents with intercultural communication skills. This paper finds that primary school English teaching materials neglect the cultivation of students' intercultural communication competence, teachers lack the awareness of intercultural communication, teachers' own intercultural literacy is insufficient, and students lack the interest of intercultural communication. The author puts forward suggestions on these aspects, hoping to provide help for elementary school English teachers regarding the cultivation of students' intercultural communicative competence.

Views on Situational Teaching Method

Situational approach is widely used in English teaching. Up to now it has great achievements in the English teaching of primary schools. Under the circumstances, based on a teaching experiment and a questionnaire survey, the author is to discover the main points we should pay attention to when applying the situational teaching method to English teaching in primary schools. Focusing on primary school English teaching, this study aims to explore how to create effective situational teaching approach in primary school English learning by creating effective situations, such as intuitive teaching method, the description method, the using of multimedia, the play method, the song method. The research results showed that situational teaching method is valuable to English learning and teaching.

The teachers’ readiness to incorporate Information and Communication Technology (ICT) in the teaching and learning of English as a Second Language in Zimbabwe’s Urban Primary Schools

Any nation's ability to educate its citizens depends on its teachers, thus teacher preparation is essential to the integration of ICT in teaching. The success of ICT integration in the classroom therefore depends on the teachers' readiness to incorporate these tools into the curriculum. No paradigm shift in the educational process can be successfully imagined without teachers being the first participants of the intention. This study set out to find out how urban primary school English teachers in Zimbabwe felt about their own preparedness to use ICTs in the classroom. The resources that are available, the abilities of the teachers, our urban primary schools in the Bulawayo Metropolitan Province were the target population. Qualitative research methodology was employed in the study. Data were gathered for this study using ten randomly chosen English teachers from 3 selected primary schools of Bulawayo. The teachers' preparedness was investigated using semi-structured interviews. The results demonstrated that English teachers lacked the necessary preparation to both integrate ICT into the teaching and learning process and execute blended learning. Teachers view ICT in blended learning positively, however the existing ICT tools were insufficient for teaching and learning since there was little to no technical support available to assist teachers who needed it. The study provided several recommendations, including that teachers should receive ongoing training, be aware of the value of ICT, and ensure that schools have working ICT resources that are available to them.

An Empirical Study on the In-service Training for Primary School English Teachers—The Case of a City in Northeast China

An Empirical Study on the In-service Training for Primary School English Teachers—The Case of a City in Northeast China

“Cansada, agobiada, frustrada”: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica

Introduction. COVID-19’s health crisis put a hold on all educational processes worldwide. This was not the exception for Costa Rica at the Ministry of Education. In March 2020, it was proposed that distance education was going to be put into practice. Purpose. This paper focuses on the feelings the participants communicated during the study. This was part of a principal investigation that used a case study methodology based on inductive qualitative research. It had the purpose of describing the perceptions of four English primary school teachers from the Dirección Regional de Educación San Carlos (San Carlos Regional Education Office) regarding distance education during the sanitary emergency of COVID-19. Methodology. Data were collected through in-depth interviews, lesson plans, and video recordings of pedagogical mediation and professional contexts. The data were analyzed using semantic categories from content analysis (Hatch, 2002) and the Web Qualitative Data Analysis (webQDA) software (Costa et al., 2019). Results. Results suggest that teachers reported experiencing a range of emotions before and during the pandemic, with the majority being negative in nature. Among the most notable were uncertainty, stress, confusion, overwork, a sense of difficulty, sadness, and worry. Other feelings included discrimination, impotence, and disrespect towards the teachers and the families’ specific contexts. This study presents the teachers from their human dimension as professionals who endured the pandemic within their own educational contexts. The study also shows the importance of effective communication and taking into consideration psychological support to strengthen the emotional integrity of the teachers.