Primary School English Teachers Research Articles

Application of Hybrid Image Processing Based on Artificial Intelligence in Interactive English Teaching

Primary school English teaching resources play an important role in primary school English teaching. The information age requires that primary school English teaching should strengthen the use of multimedia resources and gradually realize the diversification of teaching content. Expanded reality innovation is a sort of mixture picture handling innovation, which is one of the significant innovations that would influence the improvement of fundamental schooling in the following five years. It can seamlessly output virtual objects to the real environment, which is convenient for this paper to obtain and absorb information. It can also help students to participate in exploration and cultivate their creativity and imagination. It can strengthen the cooperation between students and teachers and create various learning environments. It has an immeasurable prospect of development in the field of education. The primary school English teaching resources based on augmented reality create a realistic learning situation from two-dimensional plane to three-dimensional three-dimensional display, and enrich the presentation of primary school English teaching content. It can stimulate students’ interest in learning English and promote the transformation of English teaching methods. It is a useful attempt in the field of education. This paper made statistics on the test results of the experimental class and the control class. Most of the scores of the experimental group were between 71 and 100, a total of 27, accounting for 67.5%. The score distribution of the control class was relatively balanced, with the highest number between 61-70, and the number was 10, accounting for 25%. Therefore, it can be seen that hybrid image processing technology is important for interactive English teaching.

Story-based Grammar Teaching in Primary School English Education in China: A Mixed-Methods Study

Story-based Grammar Teaching in Primary School English Education in China: A Mixed-Methods Study

Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective

Teacher identity is an important concept that serves as a gateway to various aspects of teacher professionalism. A growing body of research in language education delves into the complexities of teacher identity. However, when viewed through a micropolitical lens, this crucial topic has received surprisingly little attention. This limitation hinders a deeper understanding of teachers' contextual satisfaction, well-being, and functioning. This paper reports on a qualitative study that explored how Vietnamese primary school English as a foreign language teachers construct their identities within the framework of educational micropolitics. Nine primary school English teachers took part in the study, and semi-structured interviews were used as the data collection tool. Their organizational power was investigated in relation to principals, colleagues in main subjects, students, and parents. The results reveal that in order to function as organizational individuals, the participants had to strategically perform either a main, subordinate, or extra role identity in power-related interactions with different agents.

Analysis of the application of Chinese excellent traditional culture in primary school English teaching activities from the perspective of new curriculum standards

Analysis of the application of Chinese excellent traditional culture in primary school English teaching activities from the perspective of new curriculum standards

Research on the Relationship between Digital Resource Construction and Students’ Core Literacy in Primary School English Teaching

Research on the Relationship between Digital Resource Construction and Students’ Core Literacy in Primary School English Teaching

Incorporating Hip-hop and Black Popular Culture in Korean Primary School English Teacher Training

This study illustrates how hip-hop and black popular culture can be integrated into primary school English teacher education and explores Korean teachers’ reactions to these elements. Within an intensive teacher training program where hip-hop and black popular culture were introduced and adapted for Korean ELT, the study analyzed Korean primary school English teachers’ responses to the pedagogical values of these elements within Korean context. The findings reveal mixed attitudes toward the inclusion of hip-hop and black popular culture. From the perspective of “teacher as learner,” there were positive responses in terms of interest in African American English features and the value of hip-hop and black popular culture as educational resources and their trendiness in literacy education. However, their practicality was viewed negatively. Within the “discourse of schooling” in Korea, the positive aspects included the value of teaching American culture through hip-hop and black popular culture, while doubts about their effectiveness in Korean ELT prompted a negative response. Regarding “teaching activities,” positive reactions emerged when teachers contextualized racial issues in the U.S. in relation to Korean multiculturalism, but concerns arose about the appropriateness of the language and imagery in hip-hop. This study encourages further discussion on this topic.

THE USE OF FLIPPED CLASSROOM TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF ENGLISH IN PRIMARY SCHOOLS

The relevance of the study stems from the change in the educational paradigm from traditional to information and communication using various computer technologies as a result of the global pandemic and martial law in Ukraine. The organisation of the educational process has undergone significant adjustments and updates, in particular, the introduction of blended learning in primary schools. The article explores and clarifies the concepts of "distance learning" and "blended learning" based on the views of various national and foreign scholars. The authors of the article focus on one of the types of blended learning – the method of "flipped learning" or "flipped classroom".
 The history of this approach and its improvement by various innovative teachers are analysed. In the course of the study, the definition of the concept of "flipped learning" is clarified and it is found that there are different forms of organising this type of learning. It has been proved that the pedagogical phenomenon of the "flipped classroom" as a form of teaching English in primary school has not received sufficient coverage in the system of professional training of future primary school teachers of English, so this topic is relevant.
 The article analyses the content of the concept of professional competence of an English teacher in primary school and finds out that its information component is of particular importance. In accordance with the requirements of professional standards, a graduate of the pedagogical profile should possess and operate the necessary information and communication techniques, including: the ability to apply various means of communication, use non-standard forms and techniques in solving pedagogical tasks in the classroom in online/offline modes. On the example of the training of the Masters of the Institute of Pedagogy of Zhytomyr Ivan Franko State University in the speciality "Primary Education and English Language", examples of the use of the "flipped classroom" as a form of teaching various educational components were given: "Methods of teaching English in primary school", "Innovative technologies of teaching English", "Theory and practice of teaching a foreign language using information and communication technologies".

Storytime in English Language Teaching – Teachers’ Practices, Attitudes, and Challenges

The research paper explores how primary school English language teachers in Croatia (N=110) use authentic literature in teaching. The survey examined the teachers’ attitudes, the frequency of use, criteria for text selection, and teaching methods. Additionally, teachers assessed their competences and readiness for using authentic children’s literature. The study found that teachers predominantly choose texts available in coursebooks, on average once a month. They present stories by combining reading aloud and storytelling, with only a few engaging in storytelling alone. Stories are mainly used for teaching vocabulary, but teachers also use them for activities such as dramatizations or discussions. Generally, the teachers reported feeling competent in using stories for teaching English language skills. However, the research revealed some areas that require more attention and support, especially regarding story selection, techniques for implementing stories, and time management. Some aspects of using authentic stories in teaching could be improved by being addressed in pre- and inservice teacher training.

The Application of Formative Assessment to Primary School English Teaching

With the deepening of the new curriculum reform, the pursuit of the quality of primary school English classroom teaching is the teaching goal of every English teacher. In order to improve the quality of English teaching, teachers not only need to innovate teaching methods and change teaching concepts, but also need to attach great importance to effective teaching evaluation. Teaching evaluation is an indispensable part of teaching activities, and a scientific evaluation system is a powerful guarantee for achieving teaching goals. This article mainly introduces the application of formative evaluation in primary school English teaching, the significance of formative evaluation and the problems that should be paid attention to in the application process, so as to help primary school English teachers fully understand and use formative evaluation to evaluate primary school students. English learning stimulates students' interest in learning English and improves the level of English teaching in primary schools.

Design Thinking for English Teachers: The Unique Value of Improving Teaching Practice

English teachers usually decide on the direction and methods of teaching improvement based on their usual thinking. The current interdisciplinary-themed teaching has become a new requirement for implementing core competencies in English curriculum teaching, posing more significant challenges to teachers. Design thinking for educators can provide ideas for solving this problem. By using design thinking, teachers can choose specific challenging problems to improve teaching. Through a series of processes, they collect issues and ideas, identify the best methods to solve problems, and through prototype testing and improvement, create feasible solutions for teaching to overcome the most challenging issues at present. Through in-depth interviews with teachers and students, research has found that design thinking can play a role as a methodology in primary school English teaching, helping teachers design appropriate interdisciplinary English learning activities stimulating students' interest in English learning, creating new ideas for teaching improvement.

Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method

This study aimed to explore how minute paper method (MPM) reconstructs the attitude towards the collaborative reflection among ten primary school English teachers with different levels of achievement goal (AG) and community identification (CI). Through a half-year intervention and a semi-structured interview, the following results were obtained: (1) Teachers with different AG and CI levels identified different difficulties and obstacles based on their prior collaborative reflecting experiences. The low AG and CI group expressed substantial fear of bonding with other team members, while the high level group expected more external resources and professional training; (2) MPM significantly improved teachers' overall attitude towards their reflective engagement and critical thinking, while the effectiveness of MPM was significantly affected by the level of teachers' AG and CI. Specifically, MPM was found to be most effective for the group with medium AG and CI levels. This study provides some valuable insights on collaborative reflection and teacher development research.

A Study on the Application of Picture Book Teaching in Elementary School English Teaching

Under the influence of the double reduction policy and new curriculum standards, the total number of classes has been reduced and the language competence has been put in great emphasis, English teaching is facing new challenges. This paper uses the literature research method and survey research method, choosing some primary school English teachers as the research target, to investigate the current picture book teaching situation and existing problems, according to that, several countermeasures are given. The research results suggest that many teachers are willing to choose picture books teaching in primary school English classrooms. However, there still exist problems such as a lack of innovation ability and a lack of thinking about the content of picture books. This paper proposes some countermeasures, such as regular teacher training and exchange meetings, and timely adjustment of English teaching classroom planning.

Primary School Teachers’ Views on Integrating Technology in English Language Instruction in Rural School Contexts in the Lubombo Region of Eswatini

The realization that traditional methods of teaching have become inadequate hence can no longer be exclusively used when teaching, has seen technology being integrated in instruction for all curricula. This study intended to explore the views of primary school teachers on the integration of technology when teaching English language in rural school contexts in the Lubombo region of Eswatini. The study was based on the following research questions: What are the views of primary school English language teachers on the integration of technology in English language instruction in rural school contexts? What are the benefits of integrating technology in English language instruction in rural school contexts? How do primary school teachers integrate technology in English Language instruction in rural school contexts? What challenges do primary school English language teachers encounter when integrating technology in English language instruction in rural school contexts? The study adopted the interpretivist research paradigm which was used with the qualitative research approach and the case study research design. While the simple random sampling technique was used to select four (4) schools that took part in the study, purposive sampling was used to select eight (8) teachers that took part in the study (two teachers from each school). Data were gathered using an interview guide where teachers were interviewed on a one on one. The data were analyzed using Thematic Content Analysis. The study found that some teachers had a misconception about technology integration in instruction as they view it as the teaching of basic computer skills. Another finding was that integrating technology in English language instruction was viewed as very beneficial as it resulted in optimum lesson delivery since learners generally have a big interest in technology. Challenges that teachers encountered when integrating technology in instruction included lack of training and unavailability of technological gadgets as well as poor internet connections. The study therefore recommends that The Ministry of Education, through the In-service department should train the teachers on how they can integrate technology in their teaching. Another recommendation is that Headteachers should organize teachers from other schools who are known to be effectively using the approach to come and assist teachers in rural schools.

The Research on the Present Situation and Countermeasures of Primary School English Teaching Design Under “the New Curriculum Standard”

The Research on the Present Situation and Countermeasures of Primary School English Teaching Design Under “the New Curriculum Standard”

ALGERIAN THIRD YEAR ENGLISH COURSEBOOK SCRUTINY: ‘MY BOOK OF ENGLISH’ AS A SAMPLE

It is widely acknowledged that coursebooks can be a useful source of information and knowledge for both teachers and learners. They are frequently written by subject-matter experts and can provide a logical and exhaustive overview of the target topic. Referring to the 2022-2023 academic year and with respect to the integration of English in Algerian primary school education, it was noticed that the circumstances in which the decision has been taken might need much more time because the interval between the decision of English integration and coursebook design was too short for a well-thought teaching material. Therefore, the major issue that is being questioned is how well ‘My Book of English’ meets the learners’ age, interest, and attractiveness. The issue under investigation seeks to scrutinize the un/suitability of the current English coursebook content and its impact on 3rd-year primary school learners as regards their competency, needs, and preferences. To answer the research questions and dis/confirm its hypotheses, the study relies on a mixed method, ensuring credible and valid data. Consequently, one questionnaire was put online, and addressed to primary school English teachers, and only fifty-four (54) respondents willingly responded. Besides, the coursebook evaluation grid was filled out by two experts, i.e., primary-school English teachers’ trainers. The results reveal that the coursebook content contains some shortcomings such as poor representation of the language culture, authentic material, grammar logical order, and glossary. In fact, these deficiencies should be palliated for high-quality instruction and successful achievement.

Integrating Chinese Traditional Culture into Rural Primary School English Teaching: A Multimodal Approach

Language is the carrier of culture, and culture can be inherited and developed through language. Chinese traditional culture has profound cultural details and important educational value. Therefore, promoting the integration of Chinese traditional culture into English teaching has become a necessary trend of educational development. The combination of Chinese traditional culture education and English teaching can not only improve students’ second language learning, but also deepen their understanding of traditional culture and evoke their love for national culture. However, there is a certain lack of traditional culture education in primary school English teaching, especially in rural areas. In order to solve the phenomenon of “Chinese Cultural Aphasia” and better help students understand and learn traditional culture, teachers can realize the effective penetration of the elements of Chinese traditional culture in rural primary school English teaching based on the multimodal perspective, thus further implementing the educational concept of cultural education.

Research on the Application of Mind Mapping in English Teaching in Primary Schools

This study discusses the application of mind mapping in English teaching in primary schools. Through literature review and case analysis, it is found that mind mapping plays an important role in improving the effect of English teaching in primary schools and students' interest in learning. Specifically, mind mapping can be applied to vocabulary, grammar, reading and writing teaching, which can help students improve their English listening, speaking, reading and writing ability, stimulate their interest in learning and cultivate their autonomous learning ability. Through the rational use of mind mapping, teachers can help students better master basic knowledge such as vocabulary and grammar, and improve their reading and writing abilities. At the same time, mind mapping can also cultivate students' thinking ability, autonomous learning ability and creativity. Therefore, in actual teaching, teachers should flexibly use mind maps to assist teaching according to the teaching content and the actual situation of students, so as to improve the effect and quality of English teaching in primary schools. Generally speaking, mind mapping has a broad application prospect in primary school English teaching, which is of great significance to improve the quality of primary school English teaching and students' English application ability. This study has extensive application value.

Teachers’ Attitudes Toward Primary School English Teaching Reform in Japan

In Japan, following several other English language education policy reforms, English language instruction was formally introduced to the elementary school curriculum as a subject in 2020. This change affects not only elementary school pupils but, perhaps more drastically, elementary school teachers, who are now required to teach English as a subject in their role as homeroom teachers. This paper reports on a study of Japanese teachers of English enrolled in in-service training workshops, and examines the degree to which the teachers feel prepared to implement the new curriculum, the challenges they may face in their classrooms, and the degree to which they feel these workshops help prepare them to implement the curriculum changes. The findings suggest that while many of the participants perceived that there was a necessity for the policy changes, they recognized how their agency may be constrained due to a variety of factors at the micro- and macro-level. A concerted effort at the level of policy planning, teacher training, and curriculum design is needed to help teachers develop their professional identities to enable the necessary changes.

A Comparative Study on the Design of Reading Teaching Activities for Novice and Experienced Primary School English Teachers: Based on the “View of English Learning Activities”

From the perspective of English learning activities, based on the three dimensions of the classification framework: learning and understanding activities, application and practice activities, transfer and innovation activities, this paper compares and analyzes the design of teaching activities in reading class between a novice teacher and an experienced teacher. Based on research results, this paper puts forward the following suggestions: 1. Teachers should pay attention to different types of activities and balance the proportion of different activities. 2. Teachers should focus on the use of transfer and innovation activities, and pay attention to the cultivation of students’ thinking quality. 3. Novice teachers should learn more from experienced teachers and attach importance to the connection and progression of activities.

Exploring Teachers' Knowledge and Practices of Self-Regulated Learning: A Case Study in China

This paper reports the knowledge and practice of self-regulation of English teachers in public primary and secondary schools in South-East China. The data were collected from multiple classroom observations of and in-depth interviews with two English language teachers working in Chinese schools. This study reported that despite limited knowledge of Self-regulated learning teachers’ classroom practices reflected an extensive use of SRL strategies positively impacting students’ learning engagment. However, the workload and the traditional grade-focused assessment systems influenced teachers’ consideration of self and their students’ learning motivation, metacognition, and cognition. These findings indicate a need to strengthen English teachers’ metacognition, cognition and motivational-emotional regulation to support student learning.