Exploring Teachers' and Students’ Attitudes towards English Language Large Classes at Herat University, Afghanistan

Kakar, Ahmad Fawad; Sarwari, Kawita

doi:10.18196/ftl.v7i1.12281

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…While interactions in online language classes can be very challenging (Enkin & Mejías‐Bikandi, 2017), it has been proven effective for students' learning. Indeed, research indicates challenges in this area in Afghanistan and Egypt due to factors like large class sizes (Kakar & Sarwari, 2022; Takal et al., 2021). However, strategies like the flipped classroom in Egypt have shown promise (Ahmed, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learning in Afghanistan and Egypt. Survey (N = 82) and interview (N = 15) data showed that the teachers reported daunting challenges, including institutional malfunctioning, ineffective policies, absence of facilities and technical knowledge, large heterogeneous classes, students' low emotional investment, negative perceptions, and absence of rigorous and systematic assessment. The teachers also narrated their effective coping strategies to resolve the existing tensions, described how they incorporated the success elements, and how they improved student engagement and learning outcomes. The study provides surprising insights about how the move to emergency online teaching in under‐resourced non‐WEIRD contexts has changed and can inform teaching delivery. We conclude with implications for teachers to develop more effective e‐learning environments in such contexts.

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Section: Literature Reviewmentioning

confidence: 99%

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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“…Other studies have explored various aspects of English language education in Afghanistan, including the challenges faced by female students , instructors' perceptions of teaching methods , and the relationship between self-efficacy and speaking anxiety (Tahsildar & Kabiri, 2019). Furthermore, Kakar et al (2020) investigated the attitudes of both teachers and students toward large English language classes at Herat University, while Kakar and Sarwari (2022) explored the use of creative teaching methods in EFL classrooms in Afghanistan. These studies provide a comprehensive overview of the challenges and opportunities in ELT in Afghanistan and suggest areas for improvement.…”

Section: English Language Education In Afghanistanmentioning

confidence: 99%

How to Enhance the Communicative Ability of L2 Learners: A Case of Afghan Cadets

Dost Mohammadi

2023

BCT

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This qualitative study explored the perceived experiences of Afghan English language teachers teaching at the Afghanistan National Army Officers Academy in terms of the student’s communication, motivation, and willingness to communicate. The study also investigated the challenges faced by language teachers when teaching English communication skills to military students and the most effective instructional strategies for enhancing student communication skills and motivation levels. Data was collected through Skype interviews with five Afghan teachers and analyzed through deductive thematic analysis coding. The findings revealed the challenges faced by instructors and the most effective instructional strategies for enhancing communication skills and motivation among students. The study highlights the importance of considering the experiences and challenges faced by language teachers in enhancing the acquisition of English communication skills and motivation levels among students and the need for considering the context and challenges faced by instructors in developing effective pedagogical approaches.

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“…Several studies consider teaching in large classes requires special teaching competences (Mulryan-Kyne, 2010); (Chi & Kadandale, 2022) and demands effective teaching method (Carpenter, 2006;Kakar & Sarwari, 2022). However, it still needs more exploration on how the current findings show the dynamic of teaching reading in large classes, particularly in its difficulties and strategies.…”

Section: Introductionmentioning

confidence: 98%

Difficulties and strategies of learning English reading skills in large classes: A systematic literature review

Istiqomah

Indah

Aziz

2023

Journal of English Language Teaching and Learning

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Reading in large classes can lead to many difficulties demanding for various teaching strategies to overcome any difficulties. This research aimed to find the difficulties found in large classes of reading and analyzed the strategies used to overcome them. It used a systematic analysis method that identifies existing literature available online. The data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, and 5) interpreting the findings. The results show that students learning English in large classes particularly in secondary schools are always constrained in making inference, finding main idea, retention of detail information, understanding vocabulary, and locating reference. Concerning the strategies, junior and senior high school students must be involved in joyful and meaningful group fun activities forreading. However, at university level, the self and autonomous learning style must be implemented. The finding implies on the need for collaborative learning method and also group fun activities for reading. It can be also helped by utilizing the technology and digital platform to make the students have more experiences inlearning reading in large class.

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Exploring Teachers' and Students’ Attitudes towards English Language Large Classes at Herat University, Afghanistan

Cited by 4 publications

References 12 publications

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

How to Enhance the Communicative Ability of L2 Learners: A Case of Afghan Cadets

Difficulties and strategies of learning English reading skills in large classes: A systematic literature review

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