Teaching Grammar : A Survey of Teacher’s Beliefs and Attitudes in Bhutan

Dorji, Jigme

doi:10.18823/asiatefl.2018.15.2.21.530

Cited by 2 publications

(3 citation statements)

References 9 publications

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“…Gobel [26], Martirosyan et al [42] and Al-Khawaldeh et al [2] also found out the similar findings that not enough opportunities to listen to spoken English affects the spoken competency of the students. The findings is consistent with [22] and Dendup [18] who sated that students must be exposed to the target language to speak faster through watching movies, reading books and watching television. As a result, it's crucial for both teachers and parents to create opportunities for the students to speak English.…”

Section: Lack Of Opportunitiessupporting

confidence: 86%

“…This aligns with Kirkpatrick and Gyem [36] who stated that in the Bhutanese setting, despite the fact that English is the medium of teaching, teachers ignore the perverse culture that prevails in today's schools, where English is only spoken in class and never outside of it. Dorji [22] also stated in his study on Teaching Grammar: A Survey of Teacher's Beliefs and Attitudes in Bhutan that Bhutanese students may far less accessible to an English-speaking environment due to which they students need the help of teachers. Therefore, it concludes that to enhance speaking English skills in students, the teacher should create an English speaking environment which is absent in both rural and urban schools.…”

Section: Lack Of English Speaking Environmentmentioning

confidence: 99%

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Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools

Wangmo

Daker

Wangmo

2023

AJESS

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The study aimed to examine the factors affecting the spoken competency of rural and urban students in Bhutanese Middle Secondary schools. The study employed a convergent mixed method design with the data collection tools of classroom observations, student survey questionnaires, and semi-structured interviews with teachers and students. Five English teachers (3 Males, 2 Females) and 243 students (114 Males, 129 Females) from both rural and urban areas participated in the study. The quantitative data were analyzed using descriptive (mean and standard deviation) analysis by means of a statistical package for social science (SPSS) and the qualitative data were analyzed thematically. The results indicated that the spoken competency of rural and urban students is affected by factors both inside and outside of the school. Language teachers, other subject teachers, non-teaching staff such as librarians, peer influence, teaching strategy, and student attitude are the factors. Furthermore, findings showed that there is no English-speaking environment and no strict policies in both rural and urban schools. If there are strict rules and policies with proper follow-up; there will be an improvement in English-spoken competency. The mean difference from quantitative findings displayed that rural students are not encouraged to speak English as much as urban students. The findings also confirm that both rural and urban students do not have adequate opportunities to speak English. Therefore, the findings recommend that despite the difference in family background, parents, as well as teachers, could motivate the students to speak English even outside the school. The finding also recommends that the school could develop substantial policies such as guidelines or language policies at school that will genuinely help students to develop their spoken competency. Moreover, the respective school teacherscreate a conducive environment so as to expose the students to the target language as the teacher is exemplary to create an English-speaking environment.

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Section: Lack Of Opportunitiessupporting

confidence: 86%

Section: Lack Of English Speaking Environmentmentioning

confidence: 99%

Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools

Wangmo

Daker

Wangmo

2023

AJESS

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“…The method employed by teachers to teach grammar to the students is critically important for meaningful learning. Numerous studies have investigated beliefs and attitudes of teachers in teaching grammar [14,15], Strategies and approaches to teach grammar [16], and Bhutanese Teachers' conceptualization of Communicative Language Teaching [17,18]. In addition, several studies report that grammar instruction in English as Foreign Language (EFL) classrooms is still based on the traditional methods [19][20][21].…”

Section: Purpose Of the Studymentioning

confidence: 99%

Benefits of Communicative Method of Teaching Grammar in a Bhutanese Higher Secondary School: A Qualitative Study

Lhadon

Daker

Wangmo

et al. 2023

AJESS

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The effective method to teach grammar to students has been a point of disputation between advocates for language acquisition and linguistics. The study investigated the benefits of the Communicative Method of Teaching Grammar (CMTG) in a Higher Secondary School under Thimphu Thromde. The study was based on the constructivist paradigm and adopted a qualitative case study research design. The study involved twelve students and three English teachers selected purposefully from a Higher Secondary School in Thimphu. The data was collected through one-on-one interviews, Focus group discussions (FGDs), and lesson observations. The data collected was analysed employing the thematic analysis procedure of Creswell & Creswell [1]. The findings revealed the benefits of CMTG. The results showed that the benefits of CMTG included enhancing speaking abilities, fostering creativity, comprehensible input, and the ability for effective communication. This study recommends that English teachers pursue professional development in the Communicative Method of Teaching Grammar (CMTG) and maintain an average class size of 20 to 25 students. This study also suggests providing classrooms with a sufficient variety of technologically advanced instruments. The CMTG should be used to teach grammar to students, and relevant stakeholders in education should provide policy recommendations on how to train in-service and pre-service teachers on its use. The benefits of CMTG could be thoroughly investigated in future studies utilizing a quasi-experimental design.

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Teaching Grammar : A Survey of Teacher’s Beliefs and Attitudes in Bhutan

Cited by 2 publications

References 9 publications

Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools

Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools

Benefits of Communicative Method of Teaching Grammar in a Bhutanese Higher Secondary School: A Qualitative Study

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