English Tutoring Research Articles

Students’ Perceptions on Communication Skills: A Case of EFL Learners at TTC Kirambo, Burera District, Rwanda.

In order to succeed in Rwanda’s and the rest of the world’s competitive and rising market economies, TTC Kirambo students must have good oral communication abilities in English language. Given that TTC Kirambo students often perform poorly in speaking English, the study was conducted to assess students’ perceptions on the importance of speaking abilities and the urgency of engaging in language-enhancement activities. Based on the data obtained from instruments, the findings show that the majority of students perceive English-speaking skills important. A sample of 38 participants comprising 30 students,4 English Tutors and 4 parents provided rich data analysed in the study. Data was collected through in-depth interviews and focus groups utilizing a qualitative approach technique. Responses to several questions reveal students’ perception on the value of oral communication skills, degree of oral communication, and the necessity of taking part in the extra coaching programs the college offers. Data collected demonstrates that participants are aware of the value of communication skills for achieving and surviving in the job market, developing one’s personality, and meeting social demands. It also demonstrates their need to attend additional language training sessions outside of their regular routine classes.

Is ChatGPT a "Fire of Prometheus" for Non-Native English-Speaking Researchers in Academic Writing?

Large language models (LLMs) such as ChatGPT have garnered considerable interest for their potential to aid non-native English-speaking researchers. These models can function as personal, round-the-clock English tutors, akin to how Prometheus in Greek mythology bestowed fire upon humans for their advancement. LLMs can be particularly helpful for non-native researchers in writing the Introduction and Discussion sections of manuscripts, where they often encounter challenges. However, using LLMs to generate text for research manuscripts entails concerns such as hallucination, plagiarism, and privacy issues; to mitigate these risks, authors should verify the accuracy of generated content, employ text similarity detectors, and avoid inputting sensitive information into their prompts. Consequently, it may be more prudent to utilize LLMs for editing and refining text rather than generating large portions of text. Journal policies concerning the use of LLMs vary, but transparency in disclosing artificial intelligence tool usage is emphasized. This paper aims to summarize how LLMs can lower the barrier to academic writing in English, enabling researchers to concentrate on domain-specific research, provided they are used responsibly and cautiously.

A Study of Junior High School Students' Motivations and Learning Effects of English Tutoring in Zhaoqing Zhixing Tutorial School

A Study of Junior High School Students' Motivations and Learning Effects of English Tutoring in Zhaoqing Zhixing Tutorial School

Pendampingan Penggunaan Kosakata Bahasa Inggris Menggunakan Media Pembelajaran Poster Pada Siswa SD N.100110 Siuhom

ABSTRACT
 
 Assistance in the use of Basic English Vocabulary in the village is one of the community service programs. The purpose of English learning assistance was to introduce to children of basic English material and able to pronounce basic words in English. The activities carried out during the training were the presentation of basic English material using poster learning media. Posters are learning media consisting of colors, pictures, graphics and writing to explain and express a concept, idea or message related to science. The location of Community Service on English tutoring for SD N.100110 in Siuhom Village, West Angkola Subdistrict, South Tapanuli District. The method of implementing Community Service regarding English tutoring for elementary school children is to use poster learning media. The results of the community service activities showed that the children were very excited and interested in the English learning assistance program and they could pronounce the English vocabularies well. Thus, assistance in the use of English vocabulary for elementary students can increase their knowledge of English.
 
 Keywords: Assistance, English, Posters

Is Tutoring Useful? The Influence of Junior School Students’ Family Socioeconomic Status and English Tutoring Time Growth Trajectory on English Learning Achievement

Is Tutoring Useful? The Influence of Junior School Students’ Family Socioeconomic Status and English Tutoring Time Growth Trajectory on English Learning Achievement

Teacher Talk in Classroom Interaction Used by English Tutor in Mr. BOB English Course Kampung Inggris Pare

This paper aims to describe the teacher talk in classroom used by English tutor and the types of teacher talk in classroom interaction used by English Tutor in Mr. Bob English Course Kampung Inggris Pare. The subject of the research is the regular student who take Pronunciation program in Mr, Bob English Course. This research was a qualitative research, the data collection is by observation and voice recording. The researcher conduct the observation in classroom and recording when the teaching learning process. The result of the study showed that teacher talk in classroom interaction and the types of initiation and follow up used by teacher talk in classroom interaction. The type of initiation involved; questioning, invitation and direction, the type of follow up involved; inform, prompt, encouragement, criticizing, acknowledgement, and comment.

코로나 전·후 영어튜터링 프로그램의 성적향상도와 만족도 변화 분석: 대학교 운영 방식 사례를 중심으로

This study analyzed how the English tutoring operation (face-to-face vs. non-face-to-face) operated by K University affects students’ achievement and satisfaction. The Crosstab and t-test were utilized for analyzing whether there are some changes in tutees’ student achievement and level of satisfaction between face-to-face and non-face-to-face environments. The result revealed that the tutees’ overall satisfaction was higher in the face-to-face environment than in the non-face-to-face environment. In the case of tutors, there was no significant difference in satisfaction between the face-to-face and non-face-to-face methods. The grade also showed its improvement of 151.8 points in 2019, which was a face-to-face environment, but 112.4 points in 2021, a non-face-to-face environment. This can be seen that the face-to-face method is more effective than the non-face-to-face method in terms of grade improvement and satisfaction. These findings provide important implications when deciding face-to-face/non-face-to-face methods when operating non-curricular programs such as English tutoring programs in the future.

Aplikasi Bimbingan Belajar Bahasa Inggris Tingkat Sekolah Dasar (SD) Dengan Fitur Live Chat Dan Automatic Essay Scoring

In the current pandemic, parents want to do additional learning for their children. Therefore, a research was conducted with the title of Application of English Tutoring for Elementary School Level (SD) with Live Chat and Automatic Essay Scoring features and is expected to help the learning carried out by teachers and students. The hope of this application can be useful and can make it easier for teachers to find places to do learning. The system created today is a scoring system in the form of an essay where when students solve problems in the current system it will produce points per question worked on and the total points will produce the correct number of points. Experiments were carried out with several students with several similar questions to find out whether the designed system worked as expected or not. By conducting three trials on students with the same 10 questions and with K-Gram 3, 4 and 5. 4 which was carried out, the results were 70% and for the accuracy results from the K-Gram 5 experiments carried out, the results were 65%.

Motivational Strategies Applied by the English Tutors to Teach Young Learners

Young learners’ characters are different from adolescents and adults so their teachers need to apply some strategies to motivate them for studying English well. Some children’s motivated behavior such as high attention and participation in learning appeared at an English course institution in Palangka Raya, GLC. Therefore, this study aimed to describe the motivational strategies applied by the English tutors of GLC to teach young learners. The study used a qualitative approach with a case study. In collecting the data, it used observation, interviews, and documentation. The research findings showed when it was related to the motivational strategies in teaching English based on Dornyei, two tutors of GLC applied four aspects of motivational strategies. They were creating the basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and then encouraging positive retrospective self-evaluation. These strategies were applied in the learning process to bring out, preserve, and enhance their motivation.

"HELLO, I'M A NATIVE SPEAKER": NONNATIVE TUTORS' PERSPECTIVES ON NATIVE-SPEAKERISM IDEOLOGY

Native-speakerism is an ideology in foreign language teaching that believes that Native English Speaking Teachers (NESTs) have better competencies than Nonnative English Speaking Teachers (NNESTs). There are marked differences between NESTs and NNESTs in private classroom learning; for instance, the hourly fees of NESTs are much higher than NNESTs regardless of the long language teaching career. More importantly, there is hardly any research on Native-speakerism ideology from the perspective of nonnative English private tutors. This research, therefore, is conducted to give a broader conception of how NNESTs perceive the native-speakerism ideology in a private class context and contribute to the relatively unexplored area of language teaching. The data of this qualitative study were obtained through a small-scale interview with nonnative English private tutors. Results show that private learning, based on the informants' standpoints, is more oriented to making speakers able to use language skills to communicate fluently than to understand the target language culture, which NNESTs may not fully comprehend. The identity as a NEST and NNEST insignificantly affects tutors' linguistic and teaching competence. However, it significantly creates a massive gap in the teaching costs despite most NESTs' lack of classroom management skills and communication effectiveness to explain teaching materials due to language barriers.

Application of Decision Tree Algorithm Based on Data Mining in English Teaching Evaluation

In order to bring new opportunities and challenges to teaching and learning English. This paper proposes a study of the use of a data tree-based decision tree algorithm in English language learning assessment. Teaching and learning through online English learning platforms using data mining technology to analyze student learning data, create relevant models, and explore the relationship between English exams and various elements is important for student learning and teacher teaching. Firstly, this paper introduces the function, process, and common machine learning models of data mining. Finally, by using data created by college English tutors and measurements to create and identify student images, through image users, you can learn about student behavior, learning behaviors, etc., provide a foundation after the design experiment, technology training technology in logistic regression model, wooden model making, and postfusion modeling of two models and analyze the factors affecting students’ passing the exam according to the prediction results. The results show that the decision tree model predicts that the score of each question type occurs 72 times, the score of students’ examination occurs 70 times, and the completion of homework occurs 70 times. Trees determined by this approach can have a profound impact on a wide range of indicators of academic excellence and provide a fundamental and useful basis for measuring future improvement.

Designing English Pronunciation (EPRO) Android apps for Beginner Level

The ability of teachers and lecturers to understand and teach technology greatly affects the ability of students in the learning process. With the development of technology can improve the quality of education in schools. Therefore, the researcher aimed to design instructional media for and course students at the student and twelfth grade level. This study designs learning media through applications to learn English pronunciation in speaking skills at the beginner level. In this study using the Research and Development (R&D) method and through the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). This learning media is called EPRO (English Pronunciation). This learning media is an audio designed to develop a product in the context of a feasibility test as an alternative learning media that can help students understand English Pronunciation in speaking skills. The research instrument was interviews with English tutors and the distribution of questionnaires to 13 students studying at AEC as a sample. The results of this study indicate that: (1) the media expert score is 4.44 (2) The material expert score is 4.57 (3) The product test result to students is 4.25 The researcher concludes that English Prounciation (EPRO) is suitable for use in the process learning speaking in class. From these results, there is a suggestion that the product be revised as suggested by the expert.

A Quantitative Approach to the Study of Deviant Usage of Mood and Modality in Argumentative Essays of Second Year Students of Berekum College of Education

The aim of the study was to find out the quantitative approach to the study of deviant usages of mood and modality in argumentative essays of second year students of Berekum College of Education in the Ashanti region of Ghana. The main objectives of the study were to investigate the causes of Berekum College of Education students’ inability to use mood and modality features appropriately to write good argumentative essays, identify the specific challenges the students are confronted with and the main causes of their lack of interest for argumentative essays. Data were collected from a purposive sample of 150 second year students of Berekum College of Education by way of questionnaires, an in-class essay test, summary test and objective test. These were analysed using Statistical Package for Social Sciences (SPSS). The findings reveal that there was no exposure to the appropriate use of mood and modality as well as argumentative essays at the pre-college level of their education. The findings also indicate that students were simply of the view that their tutors must serve as role models in the use of the features of mood and modality in all their discussions and deliberations to enable students learn the practicalities of the usage of the concepts from them. It also discloses that second-year students of Berekum College of Education lack interest in writing argumentative essays, and are unable to make appropriate use of mood and modality to be successful in the writing of such essays. It is therefore recommended that students should practise the concepts they are taught to enhance their understanding of mood and modality and their usage in argumentative essays while English tutors avail themselves for in-service training, workshops and seminars to abreast themselves of new trends of teaching language classes, especially in dealing with mood and modality in argumentative essays.

Cross-Age Tutoring: Experimental Evidence from Kenya

Tailoring teaching to students’ learning levels can improve learning outcomes in low-income countries. Cross-age tutoring, where older students tutor younger students, is a potential alternative for providing personalized instruction to younger students, though it comes at the cost of the older students’ time. We present results from a large experiment in Kenya in which schools were randomly assigned to implement either an English or a math tutoring program. Students in grades 3–7 tutored students in grades 1 and 2 and preschool. Math tutoring relative to English tutoring had a small positive effect (.063σ; p-value of .068) on math test scores. These results do not hold for English tutoring: relative to math tutoring, it had no positive effect on English test scores (we can rule out an effect greater than .074σ with 95% confidence). There is heterogeneity by students’ baseline learning levels: the effect was largest for students in the middle of the ability distribution (.13σ for students in the third quintile; p-value of .042), while the effect was close to zero for students with either very low or very high baseline learning levels. We do not find any effect (positive or negative) on tutors.

Transcending Lockdown: Teaching and Learning EFL during Covid-19 Crisis

This study investigated the effectiveness of the adopted and adapted teaching methods, procedures and techniques in the virtual EFL classes during Covid-19 from the viewpoint of both learners and tutors. Data in the study were collected through two instruments: a tutor survey that elicited information from 42 randomly selected English language skills tutors, teaching at the English language foundation program at the nine branches of the Arab Open University (AOU); and a student survey that elicited information from 911 responding EFL learners enrolled in the foundation program. The tutor survey drew data pertaining to the teaching practices utilized by the tutors in their virtual teaching, their effectiveness, the extent to which learners were receptive to such practices, etc. The data collected through the learners' survey pertained to such matters as quality of internet connectivity, the effectiveness of the teaching procedures, interaction with tutors, assessments, etc. The study demonstrates that the tutors utilized a variety of teaching methods, techniques and procedures that were, as reported by participating tutors and learners, conducive to effective teaching and learning English despite some obstacles and that the tutors were quite pleased with the overall practice and outcome of the virtual teaching-learning process. The students' responses showed that, despite some technical hurdles, they were generally comfortable with the online mode of teaching and learning. This virtual style of teaching and learning is perceived to have more advantages than originally thought. The paper delineates the major findings of the study and concludes with implications and recommendations.

Pax Populi: Empowering Afghans through Virtual Tutoring

I began tutoring two Afghan high school students through Pax Populi as a service-learning component of HONR 39900: Virtual Abroad Central Asia. This semester, I will be assisting Purdue students with developing successful tutoring partnerships with Afghan refugees through Pax Populi. The non-profit Pax Populi seeks to empower Afghans through virtual, one-on-one English tutoring. Originally, the program matched young people living in cities across Afghanistan with volunteer tutors, but in light of the Taliban’s rise to power, the organization is now working to provide virtual English lessons to newly arriving Afghan refugees. Many of the refugees speak little English. They will benefit from the help of volunteers to improve their speaking, reading, writing, and listening skills, so they can more easily find work and adjust to life in the United States. Since 2015, Purdue students have been involved in this tutoring project through a partnership between Dr. Liz Brite of the Purdue Honors College and Dr. Robert McNulty, director of Pax Populi. This year, Purdue students are having the opportunity to continue this work through a service-learning experience in HONR 39900: Beyond Afghanistan. This article seeks to inform others about the work Pax Populi has done to serve those in Afghanistan as well as Afghan refugees coming to the United States. This article also emphasizes the benefits volunteers gain from the program, including lasting friendships and a more complex understanding of the world.

Research on English Curriculum Reform of New Oriental under the “Double Reduction” Policy

The “double reduction” policy is a major initiative in China’s education reform in 2021, which has caused a great impact on today’s English tutoring institutions. As a leading enterprise in the English tutoring industry, New Oriental actively responded to the policy, made rational decisions in a timely manner, and constantly explored feasible solutions. This paper sets New Oriental as an example to study its course reform under the “double reduction” policy with in-depth investigations into the English curriculum system of three tutoring brands: POPKIDS English, junior high school section of the U-can Secondary School and Lexue Oriental. According to the research, it is found that the reformed Lexue Oriental is superior to the conventional curricula in terms of its curriculum structure, curriculum objective and learning mode, which serves as a successful example of flexible transformation under the “double reduction” policy. It is hoped that this paper can provide other English tutoring institutions several suggestions on the reform of curriculum system, transformation direction and development prospects in the future.

Local Perspectives on English Language Teaching in Private Tutoring in Thailand: Re-examining Roles and Implications

Private tutoring has, over the past decades, been a key educational phenomenon for Thai college-bound students. having received both praise and condemnation. This qualitative case study shows that private English tutoring in Thailand has expanded beyond the ‘shadow education’ discussed by Bray (1999). Five tutor-student pairs were interviewed via Zoom video conference and the interviews were analyzed by theme. Results indicate the social, educational, and economic benefits of private education, as well as its far-reaching effects on personal growth, professional development, and life prospects. Concerns about educational inequality introduced by the tutoring industry, and its uneasy co-existence with mainstream education, are also discussed.

HOTS in Reading Activities of Modules 1 to 5 Easy English for Package B

Package B uses a flexible learning principle. The learning process uses a modular learning system. Learning used the latest modules based on the 2013 Curriculum Equivalency Education. This study belongs to qualitative research. The research method is content analysis. This study attempts to analyze the incorporation of analyzing level and evaluating level in reading activities presented in Modules 1-5 Easy English for Package B by referring to Revised Bloom's Taxonomy. The research participants are three English Tutors of Package B. From 168 reading activities, there are 164 LOTS reading activities or 97% and only 4 HOTS reading activities or 3%. The detail is one analyzing reading activity in Module 3, one evaluating level reading activity in Module 1, one evaluating level reading activity in Module 2, and one evaluating level reading activity in Module 3. The knowledge dimensions found in HOTS reading activities are factual and conceptual. The details are a factual knowledge reading activity in Module 1 and three conceptual knowledge reading activities in Module 2 & 3. The result of this study is expected to benefit English tutors to improve or add supplementary materials and reading activities from other sources, the module's author to develop HOTS reading activities in the module, and further researcher to conduct research related to the effectiveness and development of reading activities.

An English Online Homework Tutoring System Supported by Internet Database

College English tutoring is an important content of current research, and how to provide more effective methods for teaching tutoring is currently a hot research topic. Therefore, this paper designs an Internet-based online tutoring platform for college English teaching, which is accelerated by using the K-means clustering algorithm. The data processing efficiency and processing methods to improve user satisfaction require more practical experience to summarize. In the business logic layer, the uploaded information is mined through the K-means clustering algorithm to form an online tutoring university English database to provide platform data support, realize the business logic judgment of the data, convert the data in the database, and return to the user interface of other formats, to provide users with browsing and consulting. In the data access layer, the data from the business logic layer is processed. After the processing is completed, data can be added, deleted, modified, and checked in the database. Finally, the operation result of the database is fed back to the business logic layer for processing. Experimental results show that the designed platform has good data mining performance, low connection speed and low response delay, good compatibility, low CPU usage, fast resource sharing speed, and high user satisfaction. It can be connected to different operating systems.