Language Teaching In Schools Research Articles

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

Resourceful Solidarity and Classroom Liability of Language Teachers in Public Secondary Schools

This study examined the relationship between resourceful solidarity and classroom obligations among public secondary school language teachers in Manay District, Davao Oriental, Philippines. Utilizing a correlational research design, data were collected from all 131 language teachers in the district. Mean, Pearson r, and regression analysis were employed to analyze the data. Results indicated high levels of resourceful solidarity and moderate levels of classroom obligations among teachers. A significant positive relationship was found between these two variables, with specific dimensions of resourceful solidarity influencing classroom obligations. Based on these findings, it is recommended that school administrators provide ongoing professional development to enhance teachers' collaborative capacity and implement supportive systems to strengthen their classroom practices.

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

Javanese Class Harmony : Inclusive Strategies for Special Needs Students

This study aims to explore the classroom management strategies used by Javanese teachers in teaching children with special needs at Tegal Regency Junior High Schools support inclusive learning. The research used was qualitative approach, through direct classroom observations and interviews with Javanese language teachers who have experience teaching students with special needs. Data analysis used interactive analysis and to test the validity of the data uses triangulation of data sources. The findings showed that Javanese teachers had developed flexible strategies according to the needs of each child with special needs. Students in the deaf-speech category would be treated differently, especially for learning that requires speaking and reading skills, such as tembang and pacelathon. Students in the slow learner category will be required to be more patient to understand the material, supported by the use of interactive learning media and by being given practice questions according to their capacity, whereas for the physically disabled category, there is no special treatment regarding learning material. Thus, the conclusion of this research highlights the important role of Javanese language teachers in Tegal Regency junior high schools in supporting the learning of children with special needs. Through a flexible approach, attention to student involvement, and collaboration between friends in the class, have succeeded in creating an inclusive and empowering learning environment, where every student has the same opportunity to grow and develop optimally in understanding and using the Javanese language.

Phonological Errors in Reciting the Quran among Madrasah Diniyyah Students: Identifying Sources and Solutions |Al-Akhthā Al-Shauthiyyah fī Qirāah Al-Qurān Al-Karīm lada Thullāb Al-Madāris Al-Dīniyyah: Tahdīd Al-Mashādir Wa Al-Hulūl

The purposes of this research are to identify phonological errors among students and the sources of these problems, as well as to find solutions to address these errors in Quranic reading among second-grade students at Madrasah Diniyyah Miftahus-Sholihin. Many students are unable to read the Quran correctly. This phenomenon is influenced by various factors, such as the pronunciation of different letters between Arabic and Indonesian languages. The method used is qualitative through descriptive analysis. Data collection methods include observation, interviews, testing, and documentation. The results of this research show that the qiraah al-tahqiq method helps improve Quranic reading among students.This can be seen from the results of the first and second tests. In the first test, students' phonological errors amounted to 1055 errors. While in the second test, students' phonological errors amounted to 197 errors. These findings have important implications for Arabic language learning, particularly in the context of learning tajweed and correct pronunciation of Arabic letters. It suggests that a structured approach and a focus on phonological errors can improve Arabic language teaching in school. For further research, it is recommended to expand this study with a larger sample and different grade levels to obtain a more comprehensive picture of phonological errors and the effectiveness of learning methods.

Negotiating the complexities of English language teaching in a religiously rooted environment: Indonesian pesantren teachers’ perspectives

Abstract. In the dynamic landscape of language education, understanding the perspectives of educators within unique cultural and educational contexts becomes imperative for fostering effective learning environments. This qualitative study explores the perceptions and challenges faced by English language teachers in pesantren schools in Indonesia, where cultural, religious, and linguistic dimensions intricately influence language education. Through in-depth interviews, the research uncovers the complexities teachers navigate in balancing cultural preservation with the imperative of equipping students with English language skills. Findings highlight how English language teachers navigated the integration of ELT practices with students’ context and needs, primarily aiming to convey the importance of learning English, aligning it with Islamic teachings and dispelling misconceptions about its compatibility with religious principles. The study underscores the necessity for tailored pedagogical strategies and contributes insights to the discourse on language education in culturally rich settings.Keywords: English language teaching, teachers’ experiences, Indonesian pesantren

English teachers’ views of EFL education in private educational institutions in Tunisia: A qualitative investigation

This research study focuses on the status of English language education in private educational institutions in Tunisia, an area that has received limited attention. Qualitative investigation, utilizing one-to-one interviews with English language teachers in private schools and universities, was conducted to understand the conditions of Teaching English as a Foreign Language (TEFL) in the private sector. Interviews were conducted online and transcribed for analysis. Findings indicate that the quality of English language teaching in private institutions surpasses that of state schools, with students benefiting from early exposure and ample practice opportunities. Teachers in private institutions have access to better resources due to stable financial situations, but they tend to be less experienced compared to their counterparts in public schools. Despite the study's limited scope, it provides valuable insights into Tunisian English teachers’ perceptions of working conditions and highlights their need for professional development and improvements in TEFL. The instrument used in the study has been validated and could serve as a basis for future research. This research, part of a larger PhD dissertation, contributes to understanding the differences between state and private language education and has pedagogical relevance for EFL education in similar contexts.

Strategi Pemulihan dan Penguatan Bahasa Ibu: Studi Kasus pada Perubahan Penggunaan Bahasa Bali di Masyarakat Bali

Balinese, as the mother tongue of the Balinese people, faces challenges in its survival. Although the number of Balinese speakers is still relatively large, there is an alarming shift among the younger generation in the use of this language. This phenomenon creates the need for more serious efforts to strengthen the position of the Balinese language, especially in the family environment and early education. The method used in this research is a qualitative descriptive approach, with data collection carried out through a literature review. Analysis shows that Balinese is included in the category of endangered languages according to language typology by Michel Krauss. The use of Balinese as the language of instruction in initial education at school level is also an important focus. However, national policies and globalization pressures often lead to a decline in the use of regional languages in schools. The importance of using the mother tongue in education, especially at the initial level, has been supported by international organizations such as UNESCO. Efforts to strengthen the Balinese language can be carried out through several strategies, including strengthening the use of the Balinese language in the family environment, using Balinese as the language of instruction in schools at the educational level beginning, holding family-level Balinese language competitions, and reviving the "Dina Mabasa Bali" program as part of a policy that strengthens the habit of using the Balinese language. Through these steps, it is hoped that the existence of the Balinese language as the mother tongue of the Balinese people can be maintained and strengthened.

PERSEPSI PARA PENDIDIK TERHADAP TANTANGAN – TANTANGAN DALAM PENGAJARAN BAHASA INGGRIS

This study aims to explore teachers' perceptions of challenges in English language teaching and the strategies they use to overcome these challenges. This study used a qualitative approach with a judgement sampling method. The participants selected were 23 teachers who teach English at all levels of education, ranging from primary school to university. The data was collected through a survey distributed using google form, the survey was conducted to gather the experiences, and opinions of the teachers regarding the challenges they face in teaching English. The results showed that the different ability levels of students, time constraints, availability of teaching resources, and the perception of English as a foreign language were the main challenges faced by the teachers. To overcome these challenges, teachers use various strategies, including attending training and seminars, using technology in teaching, and conducting continuous evaluation and assessment. In addition, collaboration among teachers and increased professional training are also considered important in overcoming challenges in English language teaching. The findings provide valuable insights for the development of more effective strategies and policies to improve the quality of English language teaching in schools.

The Extent of Using Intensive Reading Skills by Tenth Grade English Language Teachers in Amman Second Directorate Schools, from Their Point of view

The goal of the study was to investigate how many English teachers in Amman's Second Directorate of Education practiced intensive reading skills based on their point of views. A descriptive-analytical methodology was used. A questionnaire was prepared the data. To collect Its validity and reliability were assured. All tenth grade English language teachers (101) at Amman Second Directorate of Education Schools for the academic year (2020/2019) were included in the study. There were no statistically significant differences in the application of intensive reading skills by English language teachers due to gender or experience. The researcher made several recommendations in light of the findings, including designing training programs for English teachers that match the criteria for intensive reading comprehension skills.

Research on Language Teaching Models under the Background of New Generation Information Technology

With the rapid development of the new generation of information technology, education has also ushered in the opportunity for change. In school language teaching, the application of new-generation information technology can provide students with more flexible and diverse learning methods, and promote the improvement of students' innovation and practical ability. At the same time, school language teaching, as an important part of basic education, also needs to constantly explore new teaching methods and technologies to further realize scientization in order to improve teaching effectiveness and quality. In this paper, we will discuss the research on the application of new generation information technology in school language teaching from the needs of school language teaching, respectively, from the learning content, teaching methods, evaluation methods and other aspects,And we have a further deep understanding of the diversity, science, fun and interactivity brought by the new generation of information technology in the field of teaching and learning.

Theoretical and methodological recommendations on the organization of Russian language teaching in schools in the new regions of Russia

Theoretical and methodological recommendations on the organization of Russian language teaching in schools in the new regions of Russia

Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers

This research aims to explore the autonomy orientation of English language teachers in the western province of Saudi Arabia, home to numerous secondary schools. The study, grounded in Self-Determination Theory (SDT), examines the impact of two primary variables: the teachers' genders and their levels of teaching experience. A cohort of 102 Saudi secondary school language teachers participated in the study, with 10 engaging in a qualitative follow-up. Data were collected via a questionnaire and analyzed using statistical techniques such as t-tests and analysis of variance (ANOVA). The findings indicated that the autonomy orientation among Saudi language teachers was moderate, with female teachers showing more supportive tendencies towards their students. Moreover, the study uncovered a discrepancy between the teachers’ autonomy orientations and their perceptions of the concept, attributing their perceived constraints and roles to the national education system. In light of these findings, the study advocates for pre-service and in-service training programs designed to enable English language teachers to foster an autonomy-supportive environment for their students. Additionally, the study calls for further research to deepen the understanding of English language teachers' autonomy orientations in Saudi Arabia and the interplay between autonomy orientation and teachers’ perceptions of autonomy.

The educational text in integrative teaching of Russian as a native language in schools of Kazakhstan

Relevance. Language teaching in schools of the Republic of Kazakhstan (RK) is implemented considering all current trends and includes the use of innovative methods. Special attention in the process of language education in schools of the Republic of Kazakhstan is paid to the study of Kazakh, English, and Russian languages.Purpose. The purpose is to conduct an investigation on the linguodidactic possibilities of integrated learning among students in educational institutions with Russian as the language of instruction and to assess the effectiveness of the author�s integrated course in teaching the Russian language as a native language.Methodology. To achieve this goal, methods of analysis and synthesis, comparison, observing the educational process, and a specially developed author�s experimental programme of integrative teaching of the Russian language in communication lessons were used.Results. The study describes the linguodidactic possibilities of integrative teaching of the Russian language in the conditions of updating the content of school education in the Republic of Kazakhstan. The possibilities of the educational text in teaching Russian as a native language are described. An attempt is made to identify the educational potential of the educational text as an integrative category. A study was conducted among tenth-grade students of the Municipal State Institution �Secondary School No. 125� of Almaty, which demonstrated the effectiveness of the developed experimental programme of integrative learning. Examples of specific tasks from the tested experimental programme are given and their effectiveness is determined. The views of teachers and schoolchildren on the approved programme and its effectiveness are identified.Conclusions. The results can be used by teachers of the Russian language in schools of the Republic of Kazakhstan to improve the quality of the educational process, by the management of educational institutions when compiling a school educational programme and introducing integrative courses into it.

Classroom Activities and English Grammar Learning among students

The objective of this study is to examine the effectiveness of integrating games into grammar instruction for young learners, as perceived by English as a Foreign Language (EFL) teachers in primary schools. A questionnaire was distributed to collect opinions from a sample of English language teachers (n=15). The results of the research showed that EFL teachers have varied perspectives on the use of games in grammar teaching, consistent with existing literature. The study suggests that while EFL teachers recognize the effectiveness of incorporating games for grammar instruction, they do not incorporate games into their classrooms as frequently as expected. Additionally, the study delved into the factors influencing teachers' decisions regarding game integration. Analysis indicated that time constraints, curriculum demands, and perceived challenges in managing classroom dynamics were significant considerations. Despite recognizing the potential benefits of gamified grammar instruction, teachers faced practical obstacles in implementation. The study recommends targeted professional development to address these challenges, emphasizing practical strategies for seamlessly incorporating games into the curriculum. By bridging the gap between theoretical acknowledgment and practical application, educators can enhance the integration of games, fostering a more engaging and effective grammar learning environment for young EFL learners in primary schools. Further research could explore specific training interventions and their impact on teachers' game integration practices.

АКТУАЛЬНЫЕ АСПЕКТЫ СОВЕРШЕНСТВОВАНИЯ МЕТОДОЛОГИИ ИССЛЕДОВАНИЯ ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ

The relevance of the problem outlined in the title of the article within the framework of improving the methodology of studying the communicative competence of students largely concerns a constant renewal of educational environment of participants interaction in education. The latter is currently focused on the key aspects of the preservation of traditional Russian values, reflected in the critical consideration of topical issues of improving the communicative culture of the individual. The purpose of the study is to develop and test a value model based on the conceptual design of the information and educational environment in the system of continuing professional education of a teacher as an important factor and condition for improving the communicative competence of a person. The research material selected includes teaching aids and methodological recommendations for the system of continuous professional education of teachers, as well as material products of expert activities of foreign language teachers in schools in Novosibirsk and the Novosibirsk region. The research methods include corpus technology, modeling and design of the interaction space based on the analysis of the existing corpus of methodological techniques and developmental tasks of a modern lesson, as well as the analysis of linguistic tools in the process of examination of linguistic and cultural concepts in terms of Intelligence Methodology within the actual aspects of developing the methodology of the research of the constantly renewing educational environment of interaction of participants of educational process. The results can be of use for those who are in the scientific space.

Education in the New Normal: The Plight of Junior High School English Language Trainers

The purpose of this study was to document the problems, coping strategies, and key learnings of the junior high school language instructors. To analyze the lived experiences of junior high school language teachers during the “new normal,” this study used a phenomenology analysis, making it qualitative research. Ten junior high school English teachers from Panabo City Division who are either teaching or have experience with language education were the participants. These renowned teachers have first-hand experience training children for various competitions in the contemporary period. The tool utilized after a verified Interview Guide Questions (IGQ) was an in-depth interview. It was decided to use reflexive thematic analysis to produce the study’s findings. Furthermore, the findings revealed the various themes about the lived experiences of the study participants: difficulty in conducting online coaching, issues navigating online platforms, inadequate monetary support, intermittent internet connectivity, constrained training period, and multitasking with overlapping tasks. Secondly, their coping mechanisms are patience toward students’ capacity, effective time management, preparing resources beforehand, soliciting peer support, and participating in skills enhancement webinars. Lastly, the meaningful insights generated from the study infuse students with inspiration, maintain open communication, engage experts collaboratively, and decrease the excessive paperwork load of the teachers who are language trainers at the same time.

Language in Education: Impact of English Medium Instruction on Indigenous Languages in the Kandyan Kingdom and the Colonial Ceylon

This research investigates the profound role of language in education within the context of the Kandyan Kingdom and colonial-era Sri Lanka. Specifically, it scrutinizes the impact of adopting English as the medium of instruction on the preservation of indigenous languages. The study delves into the primary languages employed in the traditional education system of the Kandyan Kingdom and their vital contributions to knowledge transmission and cultural heritage preservation. It also examines the language policies enacted during the colonial period and their repercussions on the language of instruction in schools. Moreover, the research explores the consequences of adopting English as the medium of instruction, analyzing its influence on the proficiency, usage, and status of indigenous languages. Meticulous investigation is conducted into the attitudes and responses of the local population, especially educators, towards this transition. Furthermore, the study assesses the implications of the shift to English medium education on access to education for various socio-cultural groups within the Kandyan Kingdom. The research also delves into the efforts undertaken during the colonial period to promote and safeguard indigenous languages within the education system. The analysis extends to the post-colonial education system in the Kandyan Kingdom, evaluating the current status of indigenous languages and any initiatives aimed at their revival and promotion. By drawing comparisons between historical language policies and practices in the Kandyan Kingdom and those in other colonial regions or countries, this research aims to provide valuable insights that can inform contemporary language policies and practices in Sri Lanka.

English as a Medium of Instruction (EMI) in Learning Practice: Perspectives and Strategies of Educators

In Indonesian education, English as an Introductory Language (EMI) is gaining recognition as an approach that uses English as the main language of instruction in schools and universities. EMI is designed to help students improve their English language skills while studying various subjects. This approach has been favored in countries where English is not the mother tongue, offering many advantages, such as preparing students for global communication, improving access to English academic resources, and increasing the competitiveness of educational institutions. However, EMI also provides challenges related to teachers' skills, pedagogical knowledge, and the effectiveness of EMI learning strategies. This study aims to explore the perspectives of 37 educators in Jakarta through descriptive qualitative research on EMI. The educators strongly believe that EMI is an efficient tool to improve student's English proficiency and their understanding of the subject matter. To support the implementation of EMI, this study recommends additional training in EMI, fostering collaboration between experienced and new teachers, and implementing innovative teaching methods. The study concluded that the successful implementation of EMI in the Indonesian educational context depends on the collective commitment of educators, students, educational institutions, and authorities. Continuous support, evaluation, and emotional support for educators and learners are crucial to ensure the effectiveness of EMI in a better education landscape.

Performative language in Bertolt Brecht’s Life of Galileo. Didactic reflections on dialogue and interpretation

There are nowadays a whole series of publications on the staging or productive use of theatre, all of which show that the theatrical learning medium has long since been used not only in mother-tongue or foreign language teaching in schools, but also in the field of dialogue interpretation. What is striking, however, is that it is not the drama text but preferably theatrical techniques that are used to initiate a better way of dealing with complex language situations. Theatre has developed into a relational medium par excellence because of its play character and not because of its literary text substrate; in fact, the theatrical genus is form-giving and formable, sometimes so formable that one of its ostensible constituents, i.e. the text, is often perceived as a negligible one. The approach adopted here is different: With its dual focus – on a specific drama text and on the prosodic design –, it adopts a holistic perspective that considers both language and gestural awareness of dialogical interactions.