Classroom interaction pedagogy in teaching English First Additional Language to enhance learners' communicative competence

Maja, Margaret Malewaneng

doi:10.5785/35-1-861

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Table 1 illustrates that lecturers seem to dominate and control students in learning. This is in line with Liu & Le (2012), Husna (2015), Maja's (2015) findings that learning is still dominated by lecturers. In a class, the lecturers and students' roles may never be the same or asymmetrical (Walsh 2011: 24).…”

Section: Resultssupporting

confidence: 88%

Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation

Ngatmini¹,

Rustono²,

Subyantoro³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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A number of research finding results indicated that students' speaking ability is still below average. It is highly estimated, that the trigger was students' lack confidence, lack of understanding toward material, and lecturers less communicative. This study captured up learning patterns conducted in four different universities. The learning patterns were then reviewed from constructivism approach, for each learning pattern certainly assist students and enables them integrating their knowledge from the lesson learned. Because of that, students can speak fluently since they have both concept and experience making them to become more confident. This is a qualitative study, the data was taken by observation, interview, and documentation. The classroom discourse data were analysed by using Miles and Huberman's interactive models. The results found that the learning pattern of speaking subject at those studied universities dominated by lecturers. Lecturer was the one who initiates, inspires, asks, and evaluates. Lecturers have not succeeded in developing critical thinking skills, students only respond, correspond, and answer questions for clarification and confirmation. Lecturers were often called Teacher Talking Time (TTT) instead of Student Talking Time (STT). The average score of students' speaking subject was 76.

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Section: Resultssupporting

confidence: 88%

Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation

Ngatmini¹,

Rustono²,

Subyantoro³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

View full text Add to dashboard Cite

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“…Taylor (2014), reporting on findings from the Initial Teacher Education Research Project (ITERP), noted that "low levels of English proficiency among both teachers and learners [place] a fundamental limit on academic progress, since English is the medium of teaching and learning in around 90% of schools" (p. 6). For Maja (2015), in South Africa the majority of "teachers themselves are not native speakers of the English language [so] South African learners are challenged by being taught by teachers whose own English proficiency is limited" (p. 6). Wildsmith-Cromarty and Balfour (2019) noted that the majority of teachers, especially in the under-resourced schools, are not L1 [first language] speakers of [English] and neither do they have adequate competence in it sufficient to facilitate deep understanding and learning of concepts for their pupils.…”

Section: Introductionmentioning

confidence: 99%

Designing an English language and literacies knowledge and skills test for Initial Teacher Education students in South Africa

Roberts¹,

Mort²

2023

J. educ. (Univ. KwaZulu-natal)

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Since 2016 the Primary Teacher Education (PrimTEd) project has assessed first and fourth year student teachers' English language and literacies knowledge and skills with a view to optimising what is offered in teacher education courses. In 2021, after a critical review of these English language assessments, a process of test redesigning that also provides professional development opportunities for language teacher educators, was initiated. In this paper, we report on this process of modifying an existing test and discuss a new design that is still a work in progress, in order to make it more responsive to the English language needs of the student teachers. We argue that the emerging test has the potential to contribute to improved English language teacher education at universities and to improved teaching and learning of languages and literacies in South African primary schools.

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Pedagogical Strategies Limitations and Practices Leading to Improved Teacher-Learners’ Classroom Interactions through English in Lower Primary Schools of Rwanda

Ingabire,

Nizeyimana,

Mukingambeho

et al. 2024

AJERNET

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Strategies employed by teachers and learners in lower primary schools in Rwanda were judged insufficient and ineffective, as learners’ learning performance, especially in rural schools, was still unsatisfactory in examinations set in English. The study aimed to investigate the limitations of the strategies used by teachers and learners in their English classroom interactions and to propose effective practices to enhance teacher-learner interactions in lower primary grades. The constructivism theory guided this study, employing a mixed method with a sequential exploratory research design. The research population consisted of 56,691 people, including 56,125 learners, 449 teachers, and 117 head teachers of primary schools in Musanze District. A sample of 115 respondents, including 109 teachers and six head teachers, were randomly selected. Semi-structured interviews with 18 teachers and 6 school head teachers yielded qualitative data, while 91 teachers completed a written questionnaire, which provided quantitative data. Thematic analysis helped to treat qualitative data, and descriptive statistical analysis by cross-tabulation was utilized in quantitative data cleaning and analysis. Findings revealed that strategies employed in teacher-learner classroom interactions present some limitations to effective teaching and learning through English. Furthermore, various practices, including special preparatory programs in preschool centers, improved methodology for pre- and in-service teachers’ training on the English language, and an emphasis on practical tasks to equip learners with sufficient knowledge and skills to solve school and real-life problems, were suggested. The study recommended the collaboration and cooperation of multiple educational partners during the implementation of the proposed practices. The proposed practices are expected to have a great impact on the journey of re-examining and re-contextualizing teaching and learning in Rwandan schools.

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Classroom interaction pedagogy in teaching English First Additional Language to enhance learners' communicative competence

Cited by 3 publications

References 23 publications

Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation

Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation

Designing an English language and literacies knowledge and skills test for Initial Teacher Education students in South Africa

Pedagogical Strategies Limitations and Practices Leading to Improved Teacher-Learners’ Classroom Interactions through English in Lower Primary Schools of Rwanda

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