Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment

There is scarcity of research on classroom management and lesson planning at tertiary level, so the current research investigates these dimensions at tertiary level in Pakistan’s context. This research article is an investigative attempt of understanding lesson planning and proactive classroom management strategies for teaching English at tertiary level in Pakistan. In this regard, the current research analyses primary data collected from the research participants. Moreover, this research paper is qualitative, because it answers open-ended questions using cross-sectional survey as a data collection tool. The investigator has made use of purposive sampling for selecting research participants from different sections of Pakistan’s tertiary level education institutions. The researcher has also employed thematic analysis method to study the collected data. The study reveals that many teachers set objectives, such presentation stage, production stage, and practice stage while planning their lessons. Similarly, the teachers at tertiary level employ behaviour and discussion-based strategies to bring forth proactive classroom management. These findings contribute to the understanding of educationists and bring about further research work at tertiary level from different dimensions. Overall, this research contributes to the pool of knowledge as a qualitative attempt of studying pedagogical management and planning at tertiary level.

Section: Introductionmentioning

confidence: 99%

Lesson Planning and Proactive Classroom Management Strategies for Teaching English at Tertiary Level in Pakistan

Ali

2021

“…In spite of the fact that the demand of learning English in Indonesia has been bloomed, EFL teachers still find it difficult to develop students' English communicative skill (Purwati, 2019). This can be influenced by both internal and external factors such as students' lexical resources, pronunciation, motivation, school facility, and so on (see Batubara et al, 2020;Nursafira, 2020;Nur Aisyah, et al, 2021). To assist EFL teachers to improve their professional capacity and practice, particularly in the rural area, it is essential to have special treatments referring to strategy and approach, learning materials, teaching methodology and learning speed (Saiful & Triyono, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review

Purwati

Nurhasanah

Ramli

2022

The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.

“…Communicating activity has the purpose of enhancing the learning experience of the students by conveying the results of their finding, the conclusion from the analysis data which obtained either orally, in writing, or through other ways or media (Fathurrahman, 2015). This is aimed so that the students have the opportunity to develop their competency in terms of developing the honest, thorough, tolerant, critical thinking, express the opinion, and have the ability to speak properly and correctly (Batubara et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Difficulties in Implementing Scientific Approach Based on 2013 Curriculum: A Case Study on One English Teacher

Madina

Kardena

2021

This case study investigated the difficulties faced by an English teacher in implementing the scientific approach at one selected school in the district of Agam in West Sumatera, Indonesia. This qualitative research used semi-structured interview questions and an observation checklist as the instruments, with an English teacher as the data source. This study showed that the selected secondary English teacher in MTsN 3 Agam encountered eight significant difficulties in dealing with the implementation of stages of the scientific approach based on the 2013 curriculum in classroom activities. The English teacher’s difficulties included: (1) to determine the object that will be observed; (2) to determine how the way data recorded; (3) encouraging the students to ask; (4) to make the various media as the information resources; (5) deciding the duration of students to do the experiment activity; (6) to divide the time for evaluation; (7) to organize the student to analyze; (8) encouraging the student to present their work in front of the class. This study serves as a reminder for the preparation suitable strategies needed in adapting not only to the general teaching process, but also to the possible changes in the curriculum.