The aim of this paper is to analyze whether a undertaking based totally studying technique improves oral conversation competences in English for lower secondary college students have a look at teachers' reflections after the use of the undertaking based totally studying method in coaching oral conversation talents. The emphasis in task-based learning is on meaning, and learners are required to use the language to learn. Students are seen to learn the target language better when activities are utilized as vehicles in the language classroom, hence teaching English through tasks has been regarded effective to use in the language classroom. In the field of language instruction, tasks involve language and provide a natural learning environment for pupils.
The instrument was grounded in the model of classroom teaching, students’ evaluations of teaching effectiveness research, principles of effective teaching and adult learning. Exploratory factor analysis was conducted to uncover factors that represented the data. The principle axis factoring extraction method and promax rotation procedure resulted in seven factor structures. Some of the factors were not well defined, thus the instrument was revised. Test-retest correlations were high (r ≥ 70) and internal consistency analysis indicated that students responded consistently to its eight sub-scales and items. Results of the correlational analysis suggested that all LISET’s scales contributed significantly to students’ perceptions of learning. The best predictors of students’ learning were Rapport with Students (β =.354 and Sig. = .000), Speaking Skills (β = 0.331 and Sig.= .000) and Clarity of Presentation and Explanation (β = 0.265 and Sig.= .002). Results of this study suggested that the LISET survey instrument has acceptable psychometric properties and it captures eight dimensions of teaching components namely, “Self-rated Learning Outcomes”, “Rapport With Students”, “Clarity of Presentation and Explanation”, “Organization of the Lessons”, “Stimulation of Student Interest”, “Effective Speaking”, “Questioning Skills” and “Lecturer Support for Student Assessment”. Some of the significant conclusions reached in the study were: (1) the results confirmed the multi-dimensionality of student evaluation of teaching, (2) the LISET instrument has reasonable content, construct and criterion validities, and (3) the LISET instrument can be used by teacher educators with reasonable degree of reliability.
This article deals with conveying the peculiarities of implementing technologies in the classroom. On the top of that teacher’s role in avoiding challenges on utilizing gadgets in teaching process. Forming TPACK and teacher’s accomplishments in the only condition and enhancing the quality of lessons.
The present article considers the peculiarities of using authentic materials in teaching English. Additionally, given the advantages and disadvantages of using authentic materials in FLT. Reasons to opt for real-world materials rather than classroom ones are analyzed deeply. Being able to use English outside the classroom, using real-world materials is important. It gives students the opportunity to know how English is in the real world. In this study, the positive effects of using authentic materials to enhance students' communicative competence are scientifically proved.
The goal of this study is to show frequent issues that educators confront while seeking to integrate technology into the classroom, as well as potential answers to those challenges. These concerns should be of interest to current and future educators, school administrators, and educational technology experts. The chapter opens by introducing the external (extrinsic) to the teacher hurdles to technology integration, such as access to resources, training, and support. We then provide internal impediments to instructors, such as their attitudes and beliefs, aversion to technology in the classroom, and knowledge and abilities
This composition discusses the readiness of children to learn and the change of leading exertion from playing to learning conditioning. Verbal chops were also explained with the help of different styles in order to attract learner’s attention in the classroom and in the process of literacy, scientific generalities are formed in youngish scholars.
The article is about culturally responsive teaching and learning. In this research culturally responsive teaching and learning is defined, and culturally responsive strategies to language teaching is applied. As we know, diversity in the classroom is becoming increasingly common, and it is important for teachers to recognize and value the different cultures and backgrounds of their students. Culturally responsive teaching and learning is an approach that recognizes and responds to the diverse needs of students in the classroom.
The teaching method is one of the basic categories of teaching methods. In the general didactic sense, the concept of a method includes the methods of interrelated activities of the teacher and students, aimed at achieving the goals of education, upbringing and development of students. In this understanding, the methods can be universal, applicable to teaching different disciplines, although they have their specific embodiment in each discipline. For a language teacher, methods are important as sources of knowledge, skills and abilities formation. These methods include: working with a text, a book, a teacher's story, conversation, excursion, exercises, the use of visualization in teaching. Depending on the independence of educational actions performed by students, active and passive methods are distinguished; by the nature of the work of students - oral and written, individual and collective, classroom (classroom) and home.
The purpose of this article is to distinguish among these different types of motivation and illustrate how to apply motivation-supportive instructional strategies in the classroom to create a dynamic environment where reading comes alive.
Meaningful learning should bring learners to meet their entire goals-both an achievement in academic skills and everyday life skills. This current article focused on the implementation of project-based learning (PBL) in language learning classroom. The investigation aimed at the development of students’ performance in learned language. The study also found that PBL played the role in the enhancement of language learning skills improvement. Majority of participants mentioned that projectbased activity engaged them to develop collaboration and teamwork skills, flexibility and adaptability skills and increased the better level of responsibility in learning.
Teaching is a career in the modern era where teachers operate in social settings in addition to academic ones. We have included lessons on gender issues in our curriculum. Therefore, a teacher needs to have solid understanding of gender issues. A teacher is a force for change; they uphold gender equality in the classroom and, by influencing the next generation of thinkers, eradicate stereotypes from society. Based on instructional materials, a teacher develops techniques to build a gender-friendly attitude. Gender constructivist educators embrace innovative approaches, scrutinize classroom procedures, and cultivate a shift in perspective to establish a school environment that affords equal treatment to males and girls. Education institutions must provide a program where teachers receive training on gender issues and are made aware of the concerns in order to empower students to challenge societal gender stereotypes and biases. This will help students develop good attitudes toward gender issues. Encouraging gender equality in our society is a well-organized program on gender issues. Thus, the knowledgeable instructor needs to promote and draw attention to a culture that is gender-friendly.
In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic competence and other types of competence.
Interaction in society involves interaction between people that might be identified as intercultural
communication. Spontaneous communication where speakers might be of various intercultural origin the interaction has to be flexible in language skills i.e. take into account the language ,thinking, traditions , intellection and beliefs.
Modern learning and teaching a language suggests concentration not only on language acquisition, accuracy and fluency as well as the massage sent by each member of the conversation ,i.e. the cultural origin of co-speakers. Using a technology of working with video tasks in the classroom is one of the beneficial approaches to develop communicative
skills in EFL learners.
Currently, the use of digital technologies in the field of education is also in demand by teachers and students. Teachers must master not only the traditional form of teaching in the classroom, but also the use of computers and digital laboratories, platforms and mobile applications. In the course of the study, having familiarized ourselves with various sources of information, we came to the conclusion that this issue is very relevant for research. One of the online programs Edpuzzle has been studied on how it works effectively in terms of math teaching methodology. This is a digital technology that will help teachers develop video guides, special exercises and explanations on topics, and provides statistics for the teacher to track student progress. This article describes why it is effective and instructions for use in school. American students learn the whole subject easily and free of charge on the basis of an inverted classroom using the Edpuzzle platform. This idea of teaching mathematics has many benefits not only for schoolchildren, but also for use in universities. In order to assess the contribution of the Edpuzzle platform to improving the quality of education, we considered two main groups in the study: Control class 10d, class 10E conducted our research in the form of an experiment. Research to analyze the research work of scientists abroad and in the country and to study the effectiveness of digital technology in the wkl on the basis of experience.
Teaching and learning are two basic processes underlying the activity of students and teachers nowadays. The learning process puts both parties toward each other,what it teaches, and what it takes, the teacher and the student. Today training students to teach themselves, and their education, equipping them with the skills of independent work with the most advanced methods of conscious, sustainable, active, and creative learning takes great importance. The purpose of this topic is to know the importance of usage of all skills during a lesson hour. The teacher is free to use a variety of methods and strategies for teaching and learning to suit the needs of students in different classes. He combines these methods during the learning process and adapts according to the increasing development of linguistic competence and independence of student development, the consistency of this process. Teaching has at its center the method of communication, task-based methods, functional methods, and situations as real life, etc. These methods are realized through various strategies and techniques, according to language skills (listening, speaking, reading, writing). Teachers and students collaborate on the organization of teaching and learning. To facilitate teaching/learning, the teacher finds efficient ways to organize communication activities and provides and suggests source materials for students. In contemporary teaching, the teacher does not only play the role of teacher but also plays the role of supervisor. Together they establish cooperative relations in the process of learning.The teacher clarifies the students and takes their understanding of what happens in the classroom. This means clarifying the rules of the line of work and the responsibilities of students in the process of activities. The teacher suggests and provides the use of audiovisual means, electronic, and helps students to use various forms of information technology within and outside the classroom. It gives students the website in accordance with their age and educational requirements. In teaching, an hour should be applied to all four language skills strategies, but they escalate from level to level depending on the objectives. Setting the students in the spotlight makes the student participate actively in linguistic interaction, preparing them for a new phase of their education or being able to face the demands of the labor market.
The emotional experiences of teachers in the classroom have a significant impact on their well-being, job satisfaction, and instructional effectiveness. However, there is a need for a reliable and valid measure to assess these emotions comprehensively. This paper presents the development and validation of the Teacher Academic Emotions (TAE) Scale, a self-report instrument designed to assess the range of emotional experiences of teachers in the context of their teaching practices. The scale was developed through a rigorous process, including item generation, expert review, pilot testing, and psychometric analysis. The final version of the TAE Scale consists of multiple dimensions, capturing positive and negative emotions experienced by teachers during instructional activities. The psychometric properties of the scale, including reliability and validity, were examined through a large-scale survey of teachers. The findings demonstrate that the TAE Scale is a reliable and valid instrument for assessing teacher academic emotions. The scale has implications for teacher professional development, well-being, and the understanding of the complex interplay between emotions and teaching practices.
The approach of "Communication Language Teaching," which focuses on increasing language learners' communicative abilities, is discussed in this article. CLT approach which is well known among foreign language teachers as a practical teaching approach to create the context of authentic language use in the classroom. The research is aimed to evaluate the effectiveness of our effort to change traditional teaching practice. Furthermore, it discusses the challenges of putting the most successful strategies into practice. A number of suggestions have been included to apply the most advanced methods of interaction into the teaching process.