mildred nyamayedenga - Academia.edu (original) (raw)
Uploads
Papers by mildred nyamayedenga
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES
This study sought to establish the use of Feedback in Communicative Language Teaching (CLT) in Zi... more This study sought to establish the use of Feedback in Communicative Language Teaching (CLT) in Zimbabwe, using the interpretive case study design which is qualitative in nature. A population of 50 teachers in the Warren Park suburb of the Mabelreign District was used. Only three teachers from different schools were purposively selected. Data was collected using semi-structured interviews and observations and was analyzed using the inductive thematic approach. The study concludes that corrective/negative feedback was used more often than positive feedback when implementing the CLT. Teachers were aware of the significance of feedback. Some of the points that they raised were that feedback allowed them to correct and motivate students effectively. Besides the evidence that negative and positive feedback is important in the CLT, teachers should be encouraged to use positive feedback more often as negative feedback since giving both may have a helpful impact on the effective implementati...
March to April 2022
This study sought to explore the use of multilingualism as a classroom resource to implement Comm... more This study sought to explore the use of multilingualism as a classroom resource to implement Communicative Language Teaching at a primary school in Zimbabwe. The study employed a single case study design which is qualitative in nature. The population comprised of 21 teachers at the school. Three purposively selected teachers were used as the sample of the study. The study established that multilingualism has different roles that it plays in implementing CLT in the teaching and learning of English language. The learners’ inability to express themselves in English caused teachers to code switch. When code switching was used, learners communicated more effectively and this led to a conclusion that code switching is a powerful technique to use as a resource in a multilingual classroom. Teachers’ positive attitudes towards multilingualism and code switching provided learners with greater opportunities of collaboration in the classroom. It is therefore important for teachers to understand...
Journal of Education
Zimbabwe's new primary school curriculum aims at enhancing knowledge-building through the use... more Zimbabwe's new primary school curriculum aims at enhancing knowledge-building through the use of communicative language teaching (CLT) to assist both the teachers and the learners to solve problems. In this qualitative case study, we investigated the extent of teachers' inclination to use the CLT approach. To do so, the study was guided by Socio-cultural Theory (SCT) and the Experiential Learning Theory (ELT). Five purposively selected participants in the Warren Park/Mabelreign District in Zimbabwe responded to semi-structured interviews and were observed while they were teaching. The analysis revealed that although teachers understood that knowledge-building can be enhanced by CLT they are ill prepared to implement it because they lack the skills and the knowledge, and they have to cope with inadequate resources. Consequently, teachers still follow traditional pedagogic practices that do not lead to knowledge-building in learners. We recommend that a number of workshops be ...
The implementation of Communicative Language Teaching (CLT) has been debated by many researchers ... more The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES
This study sought to establish the use of Feedback in Communicative Language Teaching (CLT) in Zi... more This study sought to establish the use of Feedback in Communicative Language Teaching (CLT) in Zimbabwe, using the interpretive case study design which is qualitative in nature. A population of 50 teachers in the Warren Park suburb of the Mabelreign District was used. Only three teachers from different schools were purposively selected. Data was collected using semi-structured interviews and observations and was analyzed using the inductive thematic approach. The study concludes that corrective/negative feedback was used more often than positive feedback when implementing the CLT. Teachers were aware of the significance of feedback. Some of the points that they raised were that feedback allowed them to correct and motivate students effectively. Besides the evidence that negative and positive feedback is important in the CLT, teachers should be encouraged to use positive feedback more often as negative feedback since giving both may have a helpful impact on the effective implementati...
March to April 2022
This study sought to explore the use of multilingualism as a classroom resource to implement Comm... more This study sought to explore the use of multilingualism as a classroom resource to implement Communicative Language Teaching at a primary school in Zimbabwe. The study employed a single case study design which is qualitative in nature. The population comprised of 21 teachers at the school. Three purposively selected teachers were used as the sample of the study. The study established that multilingualism has different roles that it plays in implementing CLT in the teaching and learning of English language. The learners’ inability to express themselves in English caused teachers to code switch. When code switching was used, learners communicated more effectively and this led to a conclusion that code switching is a powerful technique to use as a resource in a multilingual classroom. Teachers’ positive attitudes towards multilingualism and code switching provided learners with greater opportunities of collaboration in the classroom. It is therefore important for teachers to understand...
Journal of Education
Zimbabwe's new primary school curriculum aims at enhancing knowledge-building through the use... more Zimbabwe's new primary school curriculum aims at enhancing knowledge-building through the use of communicative language teaching (CLT) to assist both the teachers and the learners to solve problems. In this qualitative case study, we investigated the extent of teachers' inclination to use the CLT approach. To do so, the study was guided by Socio-cultural Theory (SCT) and the Experiential Learning Theory (ELT). Five purposively selected participants in the Warren Park/Mabelreign District in Zimbabwe responded to semi-structured interviews and were observed while they were teaching. The analysis revealed that although teachers understood that knowledge-building can be enhanced by CLT they are ill prepared to implement it because they lack the skills and the knowledge, and they have to cope with inadequate resources. Consequently, teachers still follow traditional pedagogic practices that do not lead to knowledge-building in learners. We recommend that a number of workshops be ...
The implementation of Communicative Language Teaching (CLT) has been debated by many researchers ... more The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach.