English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition

Hashim, Haida Umiera; Yunus, Melor Md

doi:10.24042/tadris.v3i2.2941

Cited by 28 publications

(24 citation statements)

References 16 publications

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“…He or she should create a stimulating environment for language learning. The ideas of Ellis (2003), Castello (2015), Hashuni and Yunus (2018) fall in line with this. They stated that interaction during the ESL class would do students a lot of good.…”

Section: Teaching English As a Second Languagementioning

confidence: 66%

Students’ Perception on the Indices of Teaching Effectiveness Among Some Senior Secondary School ESL Students in Ibadan Metropolis

2020

JEP

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The teaching of English language in Nigeria is a herculean task given the fact that models and students operate in a second language environment with its many disadvantages. Many teachers do not seem to understand what is involved in teaching effectiveness as many have different conceptions of teaching. The result is that many evade the intricacies of teaching, to the detriment of students' achievement in the subject. This paper investigated students' perception on the indices of teaching effectiveness of ESL in Ibadan metropolis. The descriptive design of the ex post facto type was adopted for the study. Through multi-stage sampling procedure, a total of 500 Senior Secondary School two students was drawn from six coeducational institutions. A self-structured questionnairequestionnaire on indices of teaching effectiveness (QOITE) (r=.79) was used to collect data. Three research questions and one hypothesis were raised. Descriptive statistics of frequency counts, percentages, mean and standard deviation were used to analyse the data collected. T-test statistic was used to test the only hypothesis stated at 0.05 level of significance.Findings revealed that students perceived the indices of teaching effectiveness to include revision of previous topics, teachers' friendly disposition, use of instructional materials and take-home assignments. The study however revealed that the most commonly perceived indices of teaching effectiveness are teachers' knowledge of subject matter (65.8%) and teachers' ability to provide detailed explanation (57.8%). In addition, more female students perceived that revision of previous work was needed for effective teaching than their male counterparts.The study recommended, among other things, that teachers should make revision of previous work a regular practice and teachers of ESL should exhibit high level of friendliness in class.

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Section: Teaching English As a Second Languagementioning

confidence: 66%

Students’ Perception on the Indices of Teaching Effectiveness Among Some Senior Secondary School ESL Students in Ibadan Metropolis

2020

JEP

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“…Since then, English has become the second most important language to master regardless of learning the language itself in school or a daily conversation during work or with the public. In Malaysia, English is heavily used as a medium of instruction in both formal and informal settings (Haida & Melor, 2018). The ability to converse in English is very important.…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies Applied by Primary Pupils From A Suburban School Are in Improving their Speaking Skills

Robin¹,

Nii²,

Sandak³

et al. 2021

IJARBSS

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Pupils have different ways of learning the English Language. It is important for teachers to be able to identify pupils' application of learning strategies. This enables teachers to better craft lessons depending on the pupils' needs in order to maximise the language learning process in the classroom. Language Learning Strategies (LLS) is the key factor in putting together the needed aid in the English Language Learning. It aids learners during their English Language Learning. Thus, study was conducted in a suburban primary school in Kapit, Sarawak to explore the language learning strategies of learners in a suburban primary school. It involved a total of 40 pupils as respondents. Pupils are enthusiastic in learning the English Language apart from their mother tongue. Pupils resolved to other ways of trying to understand the English Language. However, only limited language strategies were employed by learners in this study, for example, translating to their mother tongue, initiating conversation using simple English and using body gestures to convey messages. The findings reveal that pupils are rather enthusiastic in English Language Learning despite the lack of resources and unfavourable environment. Pupils are creative in sorting out ways to learn the English Language.

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“…When students learn a language, they will not only apply the understanding of the concept of the language, but they will also be able to use it in their daily life (Hashim & Yunus, 2018). Teaching and learning English is a success when students are able to competently use the English language skills inside and outside the classroom (Jenkins, 2012).…”

Section: Introduction 1backgroundmentioning

confidence: 99%

EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

Akmal

Masna

Tria

et al. 2020

ijeltal

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Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers’ perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High School in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher’s face constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students’ lack of vocabulary, school environment and facilities, and teachers’ difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.

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English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition

Cited by 28 publications

References 16 publications

Students’ Perception on the Indices of Teaching Effectiveness Among Some Senior Secondary School ESL Students in Ibadan Metropolis

Students’ Perception on the Indices of Teaching Effectiveness Among Some Senior Secondary School ESL Students in Ibadan Metropolis

Language Learning Strategies Applied by Primary Pupils From A Suburban School Are in Improving their Speaking Skills

EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

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