Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR (original) (raw)

Instructional Methods Used in English Teaching as a Foreign Language (EFL) Classroom Practice at the University Level in Thailand

Rajapark Journal, 2023

A decrease in Thai English language proficiency in the previous years is a mirror of ELT in Thailand. This study examined indispensable elements that reflect an effective EFL classroom practice. The samples included 74 Thai EFL teachers obtained through purposive sampling and 15 key informants specializing in ELT, TESOL, TEFL, TESL, and ESP. Instrumentations included a set of questionnaires for gathering quantitative data validated by three experts (α = 0.92) and a semistructured interview for gathering qualitative data. Descriptive statistics were used for quantitative data analysis, and an inductive summary was applied for qualitative data analysis. It was found that the lesson was presented in a logical procedure (̅ = 4.31, SD = 0.64), an opening (̅ = 4.33, SD = 0.62), sequencing (̅ = 4.30, SD = 0.70), pacing (̅ = 4.16, SD = 0.69), and a closure (̅ = 4.47, SD = 0.55). The interviews revealed that a meaningful activity enabling students to maximize their ideas, intellectualities, and creativity was underlined, along with the use of authentic commercial books, while the teacher played multiple roles as a role model, a facilitator, and a monitor. The results implied that communicative and interactive classroom practice should not only trigger students' potential but also enrich their autonomous learning.

ng Methods, Approaches and Strategies used in EFL Classrooms in English Language Centers and Schools of Mahabad

Qalaai Zanist Scientific Journal, 2018

The qualitative research goals are to investigate the EFL teaching methods, approaches and strategies which are used in English as a foreign language classes in Mahabad. Qualitative research methods, observations and interviews were administered with 8 English teachers to obtain the data from schools and English Language Centers in Mahabad. The results of the study regarding senior high schools revealed that Grammar Translation Method (GTM) and the Audio-lingual Method (ALM) were used dominantly in the English classes. Concerning English Language Centers in Mahabad, the Audio-lingual Method (ALM) and the Communicative Language Teaching (CLT) were the dominant methods applied in English classes. Being compared with senior students of the high schools, the activities

EXPLORING EFL TEACHERS' TECHNIQUES IN TEACHING ENGLISH IN JUNIOR HIGH SCHOOLS OF SHAHROOD, IRAN: A QUALITATIVE STUDY

The negligence of teaching writing, reading, and spelling skills and grammar in schools has led teachers to focus on students' speaking skill. Recognition of these problems and the possible remedies are beneficial for teachers, which will equip them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method. Through open-ended interviews and in line with the sampling procedures of Grounded Theory, this study theoretically sampled fifteen experienced EFL teachers' techniques to uncover the conditions that help teachers' adopt suitable techniques to cater for individual differences. The careful coding schemes of the grounded theory method yielded a set of categories – "Techniques of Teaching Conversation and Techniques of Teaching Speaking Skill" as the main categories, coupled with some sub-categories such as "The Use of Mother Tongue in Teaching Conversation", " Warm-up", and "Role-play" that are used for conversation skills; " Summarizing and Storytelling", "Picture Describing" and "Practicing Linguistic Patterns " for speaking skills. Further studies need to be undertaken to uncover other pertinent skills and strategies in other contexts. Only then can the field replace skills of CLT which are assumed to be applicable across numerous of conditions. It is hoped that these findings may be useful for students, teachers, syllabus designers and educational managers to give more attention to CLT.

Exploring English Language Instruction at a Local Thai Teachers College: A Qualitative Case Study

LEARN Journal: Language Education and Acquisition Research Network, 2016

This qualitative case study investigated how local Thai teachers came to view opportunities and challenges they faced in teaching foundation English to Thai university students. Specifically, this study explored EFL teaching in a provincial university in Thailand by focusing on six Thai EFL teachers, selected by means of purposive sampling. Data was collected through in-depth interviews. The interview protocol consisted of four general domains: the pedagogy, teaching materials, evaluation, and general points of view toward EFL teaching in Thailand. Salient findings revealed that effective pedagogy needed to address local contexts and concerns which encompasses such key components as appropriate teaching approaches, teaching materials, assessment. Last but not least, the participants realized that there is considerable room for improvement as far as their teaching contingencies were concerned.

Perceptions of English Language Primary School Teachers in Vietnam Towards the Implementation of English as a Medium of Instruction

Education and New Developments 2019, 2019

The implementation of English as a medium of instruction (EMI) in English-as-a-foreign-language (EFL) classrooms is beneficial to the amelioration of students’ English skills. It is assumed that the earlier EMI is engaged in teaching, the more effectively English language students can enhance their skills. Because of this assumption, EMI is being implemented in many EFL classrooms, starting from primary schools. Recently, Vietnamese primary school teachers of English have been encouraged by the Ministry of Education and Training (MOET) to implement more EMI in their classrooms with the belief that its implementation helps students develop their communicative competence, contributing to the realisation of making English as a competitive advantage for Vietnamese high school/college/university graduates by the year of 2020. Teachers’ implementation of EMI depends on many factors, one of which is their perceptions of EMI. This study surveyed English language primary school teachers abou...

The Implementation of English as A Medium of Instruction in An Indonesian Efl Setting

2020

The effectiveness studies for content subjects in an EFL and ESL using monolingual or bilingual approach has been inconclusive. This descriptive research was designed to examine the implementation of English as a Medium of Instruction (EMI) in non-English Department. The researchers analyzed fifty-eight undergraduate university students enrolled in International class program in non-English department in one of the state universities in Indonesia. They have been given a fill in Likert-scale questionnaire on how they perceive the use and and function of English instruction within English-only (monolingual) and English-Indonesia (bilingual) L2 classroom. The analysis revealed that bilingual approach was more favored than monolingual approach due to the proficiency that the L2 effects. Moreover, discussion and implication of this study are presented. Keywords—monolingual, bilingual, English as a medium of

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

International Journal of English Language Education, 2013

It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR). This paper has a main purpose to explore students-teachers’ weakness towards English language learning as a foreign language of a Continuing Summer Program for Bachelor’s degree of Teacher Education in English at the Faculty of Education (FOE), the National University of Laos (NUOL) in Lao. A study focuses on the reasons that impact on their poor English performance. Data were drawn from the question “Why Lao students weak in English?”. This question was administered to 30 English students-teachers in order to respond with their own views. Each respondent listed ten reasons that mentioned why students are poor in English language performance. Based on the findings of this research, main causes have been included namely: first, the majority of students stated that the English teachers are not well-trained; for instance, they use Lao language when teaching, so they cannot perform well to attract the interest of the student. Secondly, students lack of English foundation background. Third, students lack of confidence to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is inappropriate for helping students to improve their English proficiency. Last but not least, English language is difficult to learn due to students are not well-motivated, encouraged and gained learning strategy. Furthermore, students do not practice speaking English with English native speakers, and the class environment is crowded and noisy that is not fulfilled with teaching pedagogy.