Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

Alhamami, Munassir

doi:10.1177/21582440231172713

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…Teachers have a deep understanding of the students they teach. They know their strengths and weaknesses, their interests and motivations, their cultures, and their learning styles [6], [7]. This knowledge can help teachers to tailor their teaching methods to the specific needs of their students.…”

Section: Introductionmentioning

confidence: 99%

EFL teaching approaches in Saudi K–12 education: teacher-centered or student-centered

Alqahtani,

Alhamami

2024

EduLearn

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This study explores the educational methodologies employed by Saudi English as a foreign language (EFL) teacher, with a specific emphasis on contrasting teacher-centered approachand student-centered approach. Additionally, the research examines the teachers' personal beliefs regarding the most effective approach for implementation in EFL classrooms. To gather data, an online questionnaire was administered to 42 EFL teachers across Saudi K–12 schools in the Southern part of Saudi Arabia. The questionnaire comprised two sections: a demographic information segment and an inquiry into teachers' perspectives and practices. The results of the study showed a dichotomy. While a majority of participants professed that both teacher-centered and student-centered methodologies carry equal importance, a more nuanced picture emerged when examining their claimed practices versus actual classroom behavior. The majority of EFL K–12 instructors in Saudi classrooms leaned towards adopting teacher-centered approaches. These findings hold significant implications for EFL teacher training and professional development courses. This may be due to teachers' lack of confidence in implementing student-centered approaches, the traditional educational culture in Saudi Arabia, or pressure to prepare students for high-stakes exams. The study suggests that teacher education programs should focus on developing teachers' understanding and confidence in using student-centered approaches, and that the Ministry of Education should create a more supportive environment for student-centered teaching approaches.

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Section: Introductionmentioning

confidence: 99%

EFL teaching approaches in Saudi K–12 education: teacher-centered or student-centered

Alqahtani,

Alhamami

2024

EduLearn

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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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Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

Cited by 2 publications

References 42 publications

EFL teaching approaches in Saudi K–12 education: teacher-centered or student-centered

EFL teaching approaches in Saudi K–12 education: teacher-centered or student-centered

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

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