Afghan EFL Instructors’ Use of Teaching Methods

Orfan, Sayeed Naqibullah; Noori, Abdul Qawi; Hashemi, Aminuddin; Akramy, Sayeed Asif

doi:10.32996/ijels.2021.3.5.5

Cited by 9 publications

(3 citation statements)

References 16 publications

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“…That is, they do not know what the purpose of CLT is or what it wants the learners to know. The only thing they know is that CLT focuses on communication, but teachers are not capable of preparing materials for their students (Akramy, 2021;Orfan et al, 2021).…”

Section: Students' Attitudes Towards Communicative Language Teachingmentioning

confidence: 99%

“…English has been a major subject in Afghan schools and universities for years. It's taught as a foreign language, starting in primary grades and extending to higher education, where it's mandatory for all majors (Orfan, 2020;Orfan, Noori, Hashemi, & Akramy, 2021). The demand for English proficiency has further fueled the growth of private language centers across the country since 2001, catering to learners of all ages .…”

Section: Introductionmentioning

confidence: 99%

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Attitudes of EFL learners towards communicative language teaching

Akramy,

Daqiq,

Orfan

2024

Am J Edu Learn

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The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire that consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.

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Section: Students' Attitudes Towards Communicative Language Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attitudes of EFL learners towards communicative language teaching

Akramy,

Daqiq,

Orfan

2024

Am J Edu Learn

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“…Relating this to the Afghan teaching context, the teachers usually make use of the teacher-centered approach while teaching vocabulary to their students (Akramy, 2021;Orfan et al, 2021aOrfan et al, , 2021b. It can be accounted for by the fact that Afghanistan has gone through decades of conflicts, which has greatly affected its educational system (Akramy, 2020;Noori, 2021;Orfan, 2022).…”

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confidence: 99%

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Akramy

Noori

Orfan

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

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The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan

Noori

2021

Heliyon

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COVID-19 pandemic has been a global serious issue that adversely impacted humans' life. This study aimed to investigate the impact of the COVID-19 pandemic on students' learning in higher education in Afghanistan. A mixed method research design was employed in conducting the study. The quantitative data were gathered using an online survey questionnaire from 592 randomly selected students and 6 semi-structured interviews were conducted to collect qualitative data. Statistical Package for Social Sciences (SPSS) was used to analyse the quantitative data and the qualitative data were coded and analysed thematically. The quantitative finding showed that the students did not experience a constant online teaching and learning during the COVID-19 pandemic. It also revealed that the COVID-19 pandemic devastatingly affected students’ learning in higher education in Afghanistan. In addition, the qualitative finding revealed that the students had problems with Internet and technological facilities in their learning and they suggested that the Ministry of Higher Education should design and introduce a practical online platform which will be free and accessible with a poor Internet connection because some of the students live in areas where the Internet speed is very slow. The finding of the study will help educational managers and higher education leaders to review and adopt policies for teaching and learning in emergency cases. It will also help lecturers to design a proper plan and improve their instruction.

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Afghan EFL Instructors’ Use of Teaching Methods

Cited by 9 publications

References 16 publications

Attitudes of EFL learners towards communicative language teaching

Attitudes of EFL learners towards communicative language teaching

Effective techniques of teaching vocabulary in Afghan EFL classrooms

The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan

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