Senior High School Teachers Research Articles

Research on the Consistency between English Curriculum Standards and Reading Questions under the Background of the New College Entrance Examination

Under the background of the new curriculum standard and the new college entrance examination reform, the consistency between the two has become one of the core issues of English educators. “SEC” consistency analysis mode is used to construct a consistency analysis framework. The consistency of the new curriculum standard and the new college entrance examination paper I from 2020 to 2022 is analyzed from the dimensions of overall consistency, cognitive level and content theme. The results show that, the consistency between the two is high on the whole; The three sets of test papers have the same focus on the cognitive level, but the scope is not comprehensive and the proportion is unbalanced; The focus of the three sets of test papers in the content theme is the same, but the proportion is unbalanced. Therefore, it is suggested that the English reading proposition of the college entrance examination should be based on the curriculum standard and balance the proportions of both cognitive level and content theme; English teachers in senior high school should study the curriculum standard, and the reading questions of the college entrance examination, to clarify the cognitive level and content theme requirements, then adjust the direction of reading teaching.

Exploration on the Cultivation of Senior High School Japanese Teachers in Colleges and Universities

With the deepening of foreign language curriculum reform in primary and secondary schools and the reform of multilingual foreign language college entrance examination, there has been a "Japanese craze for national college entrance examination". However, compared with the rapid growth of the number of candidates for the college entrance Japanese examination, the number of Japanese teachers in senior high schools is still significantly insufficient, and the cultivation of Japanese teachers in colleges and universities is still in its infancy. Based on "the knowledge requirements of Interpretation of Japanese Curriculum Standards", "the experience of front-line teachers" and "the expectation of Japanese candidates for the college entrance examination", this study believes that colleges and universities should cultivate senior high school Japanese teachers from the following aspects: (1) the curriculum should pay attention to interdisciplinary; (2) cultivate Japanese teaching ability in practice; (3) pay attention to Japanese education in senior high schools and the college entrance Japanese examination; (4) cultivate positive psychological quality.

A Study on Strategies for Cultivating Core Competencies in English Reading Teaching in Senior High School

English core competencies are the centralized embodiment of the value of discipline education, and they are the correct values, necessary character and key abilities that students gradually form through discipline learning. The development of core competencies not only promotes students to become well-rounded people, but also lays the foundation for their lifelong development. As the focus of English teaching, reading is the main channel to develop students' English core competencies. Teachers should explore and use various strategies to put the concept of core competencies of English subject into practice in the process of teaching English. In this thesis, the author will explore how to develop students' core competencies in senior high school English reading teaching by using situational teaching, adopting emotional experience, guiding multi-dimensional interaction, and focusing on strategy guidance in order to improve students' language competence, cultivate their cultural awareness, enhance their thinking quality, and develop their learning ability, so as to improve teachers' teaching efficiency and students' learning effectiveness.

Research on Mathematical Concept Teaching Strategies in Senior High School Based on the APOS Theory

Mathematical concepts are the basic elements of mathematics and the key for students to understanding and mastering problem-solving skills along with mathematical thoughts, so they are critical to learning and teaching mathematics. However, current mathematical concept teaching in senior high school is facing various challenges. For example, many teachers ignore the background against which these concepts were developed and fail to lead students to explore the essence of concepts, intentionally memorize mathematical concepts, or figure out their structure. The concept teaching based on the APOS (action, process, object, and schema) theory now prevails. This paper explores the strategies of teaching mathematical concepts in senior high school using the APOS theory, so as to provide a reference for teachers who also engage themselves in this field.

Application of ARCS Motivation Model in the English Writing Teaching in Senior High School

Writing is the main manifestation of students' language output ability and can also raise awareness of how language works. However, the current difficulties in English writing teaching, such as students' insufficient motivation, teachers' lack of attention to English writing teaching and imperfect English writing evaluation mechanism, have made the development of students' writing ability a major difficulty in English teaching. To address this situation, this paper attempts to integrate the four types of motivation strategies of ARCS model into senior high school English writing teaching in order to effectively motivate and maintain learners' enthusiasm for writing and improve the effectiveness of writing teaching.

关注学生能力的外语项目教学设计和实施——以中学德语学科为例

关注学生能力的外语项目教学设计和实施——以中学德语学科为例

Overall Promotion Strategy of Online History Teaching in Senior High School

Overall Promotion Strategy of Online History Teaching in Senior High School

The Application of Lexical Chunks Approach to English Writing Teaching in Senior High School

The Application of Lexical Chunks Approach to English Writing Teaching in Senior High School

A Study on the Application of Backward Design of Physics Unit Teaching in Senior High School —Taking “Electrostatic Field” Unit as an Example

A Study on the Application of Backward Design of Physics Unit Teaching in Senior High School —Taking “Electrostatic Field” Unit as an Example

Research on English Vocabulary Teaching in Senior High School under the New Curriculum Standards—Taking a Senior High School in Yingcheng Hubei as an Example

Research on English Vocabulary Teaching in Senior High School under the New Curriculum Standards—Taking a Senior High School in Yingcheng Hubei as an Example

Analysis of Research Papers on the Use of English Movies in Chinese Senior High School English Teaching in the Past Three Years

Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies.

DEMOGRAPHIC FACTORS AND ACADEMIC ANXIETY AMONG FILIPINO SENIOR HIGH SCHOOL STUDENTS

Academic anxiety has been considered one of the leading causes of disease and disability among senior high school students (Zhang et al., 2020). It refers to the feelings of worry, tension, and dread related to academic settings or tasks. This includes exams, assignments, the subject itself, and even the social pressures they experience in completing schoolwork, or uneasiness with the idea of studying or working in a group in a classroom setting. This study determined the significant difference between demographic factors and academic anxiety among Filipino senior high school students; these demographic factors include age, gender, and grade level. The demographic factors were determined through a survey while the levels of academic anxiety were measured through the Academic Anxiety Scale (AAS) to 270 respondents. Using mean and standard deviation for demographic factors, results showed that 15- 17 years old and 18- 20 years old reported moderate levels of academic anxiety while 21- 22 years old experienced low levels of academic anxiety. Moreover, in terms of the respondent’s gender and grade level, results showed moderate levels of academic anxiety. The level of academic anxiety of the respondents measured by AAS revealed that the majority of them, which consist of 89 (32.96%) reported moderate levels of academic anxiety followed by 83 (30.74%) reported high levels of academic anxiety. Statistical analysis using F-test and t-test revealed that there are significant differences in the demographic factors and academic anxiety among Filipino senior high school students garnering computed p-values of the following: age- 0.003, gender- 0.001, and grade level- 0.016. This means that there are significant differences among the demographic factors of the respondents and the level of their academic anxiety. The results called for senior high school students, parents, teachers, school personnel, and mental health practitioners in providing a community of psychologically healthy environment in school and other areas of life.

Teaching in the New Normal through the Lenses of English Teachers

This study looked into the challenges that two Senior High School teachers of English and four Junior High School teachers who taught in a Schools Division in one of the cities in the Philippines encountered in teaching English to high school students, into their coping strategies, and into the insights they gained into such experiences vis-à-vis lesson preparation, lesson delivery, modular teaching modality, and assessment of students’ outputs in the New Normal during the School Year 2020-2021. Narrative research design was employed, and thematic analysis was used to identify, analyze, and interpret patterns of meaning within the data provided by the participants who composed the entire population. The findings reveal the following themes that were gleaned from the participants’ responses. As for the challenges the participants encountered, the following themes were obtained: (1) Preparing Learning Activities that Best Suit Students’ Needs; (2) Finding Ways and Means to Reach Out to Students; (3) Lack of Supervision Engenders Unanswered Retrieved Modules or Unreturned Modules; and (4) Ensuring the Authenticity of Students’ Answers. As regards the coping strategies the participants employed in dealing with the challenges they encountered, the following themes were derived: 1) Functioning at an Optimal Level by Engaging in Favorable Plans of Action; (2) Strategizing Ways to Promote Transfer of Learning; (3) Exuding Optimism and Providing Avenues to Facilitate Distance Learning; and (4) Making Room for Students to Submit Well-thought-out Outputs. With respect to the insight gained by the participants into the challenges they came up against and into the coping strategies they utilized to face up to those challenges, the following themes were attained: (1) Flexible and Enthusiastic Teaching Lead to Successful Lesson Planning; (2); Communication, Creativity, and Corroboration Foster Comprehension Amongst Students (3) Communication and Patience Cultivate an Environment Conducive to Modular Distance Learning; and (4) Devising a Course of Action for Evaluating Students’ Work is Propitious. Indeed, the teachers had the fortitude to face the difficulties that the New Normal brought and discovered that communication, creativity, corroboration, patience, and a plan for evaluating students' outputs could all contribute to effective teaching and learning.

Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal

Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal

Measuring Indonesian EFL Teachers‘ Digital Creativity: Validation of Hoffmann‘s Digital Creativity Scale

The current study was part of a larger project on Indonesian EFL teachers’ digital creativity. Specifically, the aim of the current research was to validate the digital creativity proposed by Hoffmann et al. by assessing the reliability of the instrument, its unidimensionality, the effectiveness of the instrument rating scale, and the differential item functioning used to gather data related to the Indonesian teachers’ digital creativity. Quantitative methods were employed throughout the research. A total of 422 Indonesian EFL teachers of different ages, genders, and educational backgrounds participated in an online survey, which was then filtered until a sample size of 132 EFL primary school, 162 EFL junior high school, and 104 EFL senior high school teachers remained. The findings of this study showed that first, statistical results indicated that the instrument used was reliable, obtaining a Cronbach’s alpha value of 0.99. Second, the instruments have achieved their research objectives in that there is an aspect of digital creativity which is considered in the teaching activities of Indonesian teachers. The results also suggested that there are differences in gender and age in EFL teachers’ digital creativity. This paper can be a useful reference for further research related to aspects which need to be fulfilled by teachers in the development of online teaching, considering the deficiencies found and offering solutions in subsequent research papers.

LANGUAGE REGULATORY PRACTICES IN THE ESL CLASSROOM: AN ANALYSIS OF LESSONS IN SOME PUBLIC SENIOR HIGH SCHOOLS IN GHANA

Language regulation is perceived as positive because it makes learners more aware of their errors and allows for learner-generated repairs. Despite this evidence, studies in language regulation place little emphasis on language regulation in the classroom. This study examined the practices of language regulation in the ESL classroom. Using purposive sampling, data consisted of classroom lesson recordings and interviews from 8 classrooms (360 students; 24 teachers) in senior high schools in the Koforidua township. The findings showed that second language speakers reject the notion of “anything goes” and take on language expert roles, resulting in explicit and implicit regulation of language. Based on the findings, it is argued that teachers should design a system that provides learners the opportunity to practice English in the form of negotiating for correctness and acceptability within and outside of the classroom.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0202/a.php" alt="Hit counter" /></p>

EMOTIONAL GEOGRAPHIES OF EFL SENIOR HIGH SCHOOL TEACHERS IN ONLINE TEACHING IMPLEMENTATION DURING THE COVID-19 PANDEMIC

This study was carried out to know what emotional geographic experiences EFL senior high school teachers experienced while teaching online during the Covid-19 pandemic and how they dealt with these emotional geographic problems. This research is qualitative research using the descriptive method. The participants in this study were 4 high school EFL teachers from 4 different high schools in Banjarmasin. Data were collected through an interview process. The study results show that of Hargreaves' 5 emotional geographies frameworks, each participant expresses various emotions. Some negative emotions such as anger, irritation, or dissatisfaction, and some positive emotions such as satisfaction or pleasure. In addition, the participants also shared their various ways of dealing with the emotional geographies problems according to each of the problems they raised such as reporting the problem to the counseling teacher, giving the student motivation, and more.

EFL Teachers’ Perceptions and Strategies in Fostering Learner Autonomy during the COVID-19 Pandemic

Learner autonomy is required when studying English as a Foreign Language (EFL). In fact, teacher-centered learning is still dominating the learning activity, where the students still depend on the teacher as the source of knowledge in the classroom, including in Indonesian context. Unfortunately, the world is now facing serious pandemic COVID-19 which has caused the teachers not able to do the teaching and learning process conventionally. This research sought two senior high school teachers in Lampung. In this study, questionnaires and semi-structured interviews were used as instruments. This qualitative research aimed to describe the EFL teachers’ perceptions and strategies to foster learners’ autonomy during the COVID-19 pandemic. Both EFL teachers agreed that autonomy meant that students could choose how they learned and be in charge of their own learning. The EFL teachers fostered learner autonomy by using some strategies such as assigning e-diaries, asking for a presentation based on certain tasks, and allowing students using educational apps as it is one of a tool to reach students’ learner autonomy. The result showed that teachers had positive perspectives and the eagerness to foster learner autonomy. Furthermore, the teachers’ strategies affect positive responses for their students during online learning due to the COVID-19 pandemic.

English teachers blended learning teaching competencies in Angono national high school: Basis for school learning action cell

Blended learning became increasingly popular particularly with the introduction of COVID-19 which posed a significant issue in the field of education. Because schools in the Philippines were closed, instructors' pedagogies evolved into remote learning modalities in various forms and platforms and blended learning was introduced. Confronted with such scenario, the purpose of this study was to look at the English teachers' blended learning teaching skills at Angono National High School which served as the foundation for the School Learning Action Cell, or SLAC. Particularly, it aimed to investigate the English teachers’ level of blended learning teaching competencies with respect to online integration, data practices, and personalization by applying the descriptive type of research. Participants of this study were ten (10) Senior High School teachers of Angono National High School who were teaching English for the School Year 2021-2022. Findings of the study connotes that demographic profile of the respondents are not significant thus this failed to reject the hypothesis. Based on the findings, the paper concludes that planning and preparation are the keys in providing effective blended learning teaching. Moreover, in expectations for blended learning, student involvement should be clearly communicated and structured to complement the blended learning mode. Still, as a work in progress, this study suggests future investigation in a different location and the use of other factors in teaching competences in blended learning.

Translanguaging as a Resource for Teaching and Assessment:

The scant research on translanguaging in teaching and assessment in senior high school contexts in the Philippines prompted this research to explore the perception of teachers of classes where English is the required medium of instruction. The present study investigated the perspectives of 24 senior high school (SHS) English teachers in a focus group discussion from selected schools in Region VI-A, Philippines and 65 SHS teachers who completed a survey questionnaire adapted and modified from the studies of Nambisan (2014) and Turnbull (2018). Findings reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, problem-solving, and meaning-making. In addition, the participants allow translanguaging in formative assessment but not in summative assessment tasks. This paper argues for the need to explore the role of translanguaging in teaching and assessment to ensure equity for all students.