Challenges Faced by Teachers When Teaching English in Public Primary Schools in Kenya

Anyiendah, Mary Susan

doi:10.3389/feduc.2017.00013

Cited by 28 publications

(22 citation statements)

References 4 publications

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“…In relation to the first aspect of the research, the results portrayed that the teachers applied reflective practice to adjust and make changes to plan the lesson, during teaching and after teaching to reframe their teaching for future lesson [9,36,45]. Similar to Sua, et al [17] as well as Lee [36], the teachers in this study claimed that reflective activities support them to be more progressive and enable them to increase their teaching quality [2][3][4][5] but, the findings showed that, rather than practicing reflective practice on their own, the teachers need ample support from the school administration to improve their practices in schools [17]. The support and collaborative reflective activities [23] will motivate the teachers in implementing reflective activities in their teaching and learning process which could ease the teachers' stress in providing effective teaching [5,43] to increase students' learning performance and to fulfil the pedagogical, content and context demands [5,14] based on their own pace and significant to the context as suggested by Jejo and Haji [24].…”

Section: Discussionmentioning

confidence: 67%

“…Teaching english as a second language (TESL) has become a very rich area of research [1] as Malaysian teachers face a lot of obstacles and issues to teach the second language to the students [2]. In view of that, the Ministry of Education [3,4] encourages English language teachers to implement reflective practice in their teaching "as specified in Standard 4 of Standard Kualiti Pendidikan Malaysia Gelombang 2 (SKPMg2) to ensure effective teaching and learning is feasible in a conducive and non-threatening environment" [4].…”

Section: Introductionmentioning

confidence: 99%

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The use of reflective practice towards achieving effective English language teaching at primary schools

Hashim

Yusoff

2021

IJERE

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<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

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Section: Discussionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

The use of reflective practice towards achieving effective English language teaching at primary schools

Hashim

Yusoff

2021

IJERE

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“…Only a few selected items can be taught through this method, not all language items. After all, in English teaching-learning process, it is a usual condition when teachers face some challanges in and out of the classroom (Anyiendah, 2017).…”

Section: Discussionmentioning

confidence: 99%

Exploring English Teachers’ Perceptions on Using Situational Language Teaching Method in Teaching Vocabulary

Masna

Dahliana

Martaputri

2020

geej

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The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.

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“…Another barrier to integrating technology is lack of technical support to deliver training or to fix devices when needed (Muriithi et al, 2016; Ogembo, Ngugi, & Pelowski, 2012). Moreover, an extra challenge in the Kenyan context is an already overloaded curriculum (Anyiendah, 2017; Gudu, 2015; Mutai, 2012) that does not include digital literacy integration across it. If students do not develop digital literacy, research in the United States (Leu et al, 2019) and Kenya (Kimani & Onyancha, 2015) has indicated impediments to academic learning in future years.…”

Section: Review Of Research On Teaching Styles and Digital Literacy Instruction In Kenyamentioning

confidence: 99%

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya

Kerkhoff

Makubuya

2021

Reading Research Quarterly

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In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.

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Challenges Faced by Teachers When Teaching English in Public Primary Schools in Kenya

Cited by 28 publications

References 4 publications

The use of reflective practice towards achieving effective English language teaching at primary schools

The use of reflective practice towards achieving effective English language teaching at primary schools

Exploring English Teachers’ Perceptions on Using Situational Language Teaching Method in Teaching Vocabulary

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya

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