Phonemic awareness instruction
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The document summarizes a study on the effects of phonemic awareness instruction for young English language learners in rural Malaysia. The study found that direct phonemic awareness instruction for 6 weeks accelerated students' acquisition of literacy and numeracy skills compared to a control group, as shown by higher scores on post-tests. A regression analysis also confirmed that receiving the phonemic awareness treatment versus being in the control group was one of the most significant factors influencing post-test performance. The study provides support for using direct phonemic awareness instruction as part of teaching early literacy skills to young English language learners.
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The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.THESIS POWERPOINT.pptx
This study aimed to determine the effectiveness of using the mother tongue language as a tool for teaching mathematics to grade 3 pupils in Hondagua Elementary School. A total of 115 grade 3 pupils were surveyed about their performance in examinations on the four fundamental operations. Most respondents were 8 years old females. Examination results showed that half of respondents scored 10 out of 10 in multiplication, making it the most learned operation, while division was least learned with most scoring below average. The study concluded that using the mother tongue language benefits learning as it allows pupils to easily understand concepts.
103.2.Individual Presentation
This study investigated the effects of implicit and explicit corrective feedback on Persian-speaking EFL learners' grammar accuracy and awareness. Sixty pre-intermediate learners were divided into explicit and implicit feedback groups. Both groups received grammar tests, instruction on simple past and present tenses, and post-tests. Results showed that both feedback types improved learners' grammar, but explicit feedback led to greater gains. The study concluded that corrective feedback, especially explicit feedback, can help EFL learners improve their language proficiency and grammatical accuracy.
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Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.Nambiar washback in press
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The effects of form focused instruction
The document discusses a study on the effects of form-focused instruction (FFI) on ESOL learners' accuracy in written production. There were two types of FFI studied: implicit FFI which incidentally draws attention to forms, and explicit FFI which directly teaches grammar rules. Two teacher participants delivered lessons using either implicit or explicit FFI to experimental groups. Accuracy in writing was measured before, right after, and 3 months post-instruction using controlled and free writing tasks. Questionnaires and interviews with teachers found that most supported explicit FFI and formal instruction to help improve accuracy, though acknowledged learners benefit differently. The study found some short-term benefits to accuracy from FFI but not sustained long-term effects. Overall, the document examines the impact
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The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
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This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English. 2013.IJAS
Thai elementary school teachers struggle with English pronunciation, specifically identifying stressed syllables in multisyllabic words. A study assessed 147 teachers' pronunciation skills through a stress identification test of 50 words. On average, teachers had difficulty identifying stresses. The only teacher variable that significantly impacted test scores was their major subject of study. The findings suggest teachers need professional development to improve pronunciation and effectively teach English to students for international communication.
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Spring 2012 capstone
Xiaoye Xie's MA-TESL capstone presentation covered three main topics: (1) teaching techniques and skills in EFL settings, drawing from authors like Ashton-Warner, Mutoh, and SIOP model lessons; (2) addressing learners' errors through error correction techniques and students' preferences, citing Tedick and Katayama; and (3) the challenges of teaching children in EFL settings. The presentation provided an overview of challenges managing large EFL classes and principles for teaching speaking skills. It concluded by thanking faculty and colleagues for their support.
Motivation and Attitude in Learning English among UiTM Students in the Northe...
This study examined the motivation and attitudes of UiTM students in northern Malaysia and their relationship to English language performance. A questionnaire was administered to 620 students measuring their intrinsic/extrinsic motivation and attitudes. Results showed students were more extrinsically motivated but motivation did not directly influence performance. Attitude was found to significantly correlate with performance, with more positive attitudes relating to higher grades. Female students had slightly better attitudes and outperformed males. The study concluded positive attitudes affect language learning more than motivation alone.
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Education, discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).
(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)
Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture. Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society. In the most primitive cultures, there is often little formal learning—little of what one would ordinarily call school or classes or teachers. Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
Britannica Money Britannica Money
Money basics for kids: 5 skills to teach them now
This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education. For a description of education in various specialized fields, see historiography; legal education; medical education; sci
Ed_Psych 508Quantitative Research Worksheet1. Citatio.docx
This study examined the needs of 972 non-English major university students in Taiwan enrolled in English for General Purposes (EGP) courses or English for Specific/Academic Purposes (ESP/EAP) courses. Students completed a survey assessing their reasons for enrolling, perceived language skill needs, wants and lacks. Results showed students' top reason for EGP enrollment was to improve language skills, while for ESP/EAP it was career preparation. Students' perceived needs differed across skills and course types. In EGP, reading was seen as more necessary than listening, despite a greater listening deficiency. ESP/EAP showed a similar mismatch. The specific language tasks needed also differed between course types.
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Enhancing English skills by using CLIL article
1) The document discusses using Content and Language Integrated Learning (CLIL) to improve English skills for Thai high school students.
2) A study was conducted with 40 students and found their listening, reading, speaking, and writing skills significantly improved after learning through three CLIL English lesson plans compared to pre-tests.
3) CLIL helps students learn content and a second language simultaneously in an engaging way that motivates learning. This results in better language skills compared to traditional language-only teaching methods.
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Phonemic awareness instruction
- 1. Could Phonemic Awareness Instruction Be (Part of) the Answer for Young EFL Learners? A Report on the Early Literacy Project in Malaysia Presenter: Yi-Chen Alison Tsai Instructor: Dr. Pi-Ying Teresa Hsu Date: March 23, 2011 1
- 2. Johnson, R. C., & Tweedie, M. G. (2010). Could phonemic awareness instruction be (part of) the answer for young EFL learners? A report on the early literacy project in Malaysia. TESOL Quarterly, 44(4), 822-829. 2
- 3. 3
- 4. Introduction 4 The Ministry of Education Malaysia syllabus: The Curriculum Specifications for English “… instruction in phonemic awareness (PA) should be part of the acquisition of word recognition skills”
- 5. 5
- 6. 6 Location: rural Malaysia difficult to achieve these specifications frustrations for teachers and teacher-trainers Can direct instruction in PA be helpful?
- 7. 7 Literature Review PAacquisition, and its application in reading and writing, were found to be accelerated in the group receiving treatment. (Stuart, 1999)
- 8. 8 Literature Review Phonics instruction significantly improved students’ ability to ready in English. (Takeda, 2002)
- 9. 9 Purpose
- 11. 11 Methodology
- 12. 12 English language coordinators (ELCs) Early Literacy Project (ELP) Purpose of the project (ELP): to create a contextually suitable approach for schools and teacher Value of the approach: to be conducted in entry-year classrooms long after the research study was completed Background Information
- 13. 13 Participants
- 14. 14 Treatment Procedure 15 randomly selected students in each class 6 weeks students in treatment group receive direct PA instruction
- 15. 15 Instruments (5 tests) lower-case letters write what they hear read words and short sentences mox, nup -from a page -fingers held up by the examiner
- 16. 16 Results
- 17. 17 Can the acquisition of phonemic awareness in entry-year rural Malaysian English language learners be accelerated through direct phonemic awareness instruction? Test for Group Differences Between ELP and Control Group ELP students (E) Control students (C) ELP was successful in accelerating the acquisition of numeracy and literacy skills
- 18. 18 1a. Letter recognition: Students name letters of the alphabet 3a. Numeracy: Students name numbers presented as digits (e.g., “1”)
- 19. 19 Liner Regression Analysis for ELP Group and Control Group Combined the 3 most significant factors influencing performance on the posttest: 1. Pretest total t = 35.100 p = 0.000 2. ELP/control t = -8.923 p = 0.000 3. Preschool t = -5.957 p = 0.000
- 20. 20 Liner Regression Analysis for ELP Group Alone 3 most significant factors influencing performance on the posttest among ELP students: 1. Pretest total t = 31.165 p = 0.000 2. Preschool 3. Teacher t = -4.774 p = 0.000 t = -2.910 p = 0.000
- 21. 21 Conclusions
- 22. 22 Conclusions
- 23. 23 Reflections
- 24. 24 Reflections
- 25. 25 Reflections
- 26. 26 Act as if what you do make a difference. It does. William James