Implementing Innovative Lean Educational Method to Enhance English Language Achievement (original) (raw)
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AN EXPERIMENTAL STUDY ON ENHANCING EIGHT GRADE STUDENTS’ ACADEMIC ACHIEVEMENT IN TEOG ENGLISH EXAMINATION BY IMPLEMENTING INNOVATIVE LEAN EDUCATIONAL METHOD, 2018
The present study is the first experimental example of the application of innovative Lean Educational Method in middle school English classes in Turkey. How to learn and teach foreign languages has become the preoccupation of teachers, researchers, educational authorities, parents, and the students. All of the stakeholders in the education processes want to meet the learning needs of the students ideally. As a result of the relevant efforts, many teaching methods emerged in the field of ELT. In other words, related methods and techniques have caused uncountable changes on how to teach and learn English, but almost all of them could not meet the needs of all of the stakeholders who attend the educational processes. Nowadays, large scale standardized tests (i.e. TOEFL, IELTS, PET, KET, FCE, CAE, CPE, PTE, SAT, LYS, TEOG etc.) play a major role in the context of ELT, especially in Turkey. Exams are the indispensible component of all teaching processes, because exams provide the information about how much the language instruction in educational institutions is successful. In the second step of primary education, which is middle school contexts, when the students reach the grade of eight, Ministry of National Education place them into secondary schools (high schools) by applying TEOG (Transition from Primary to Secondary Education) examination. In TEOG English examinations, with the help of questions, not only the level of comprehension, but also the ability to reading more correctly, making coherent inferences, and the vocabulary knowledge of the students are also measured. Besides, the organization of the each question was in an understandable context, and generally in a question-answer format, which increases the quality of the questions. However, the results taken from TEOG English examinations are not in the expected levels (Average of 2016-2017 academic year was 57,371). Lean Educational Method (hereafter LEM), which is a methodological innovation in the field of ELT offers a remedy for this problem. In LEM, the measurement and evaluation process is completed with weekly small exams (quizzes) and achievement tests. With the help of weekly small exams, the errors and mistakes in the language learning and teaching process can be viii diagnosed on the spot, and they can be treated immediately, so the possibility of future learning problems can be prevented. In LEM, the main aim is to increase productivity and efficiency in all of the learning and teaching processes by eliminating the wastes of them. In this study, the effect of LEM was investigated on the eighth grade learners‟ vocabulary, grammar and reading acquisition in English classes. In order to question the effect LEM in English lessons, an experimental study was conducted. A control group, which contains 40 students, and an experimental group, which contains 40 students, were chosen through random cluster sampling in a public middle school. The experimental group subjected to foreign language instruction in line with LEM, and the control group took standard foreign language instruction. The analyses were carried out on total number of 80 students from a middle school context. The experimentation process continued 19 weeks, and before the experimentation both experimental and control groups took pre-test, after the experimentation two groups took a post-test, in order to see the effect of LEM on foreign language achievement. Statistical analyses of the collected data were conducted through descriptive statistics and the variance analyses carried out through one-way ANOVA. It has been found out that there is a statistically significant difference between the experimental and control groups in terms of their scores in the pre-test and post-test (control group‟s pre-test mean=8.9, sd=3.801 / post-test mean=8.775, sd=4.293; experimental group‟s pre-test mean=8.45, sd=4.437 / post-test mean=13.375, sd=3.998). In the post-test, it has been found out that the average achievement of the experimental group has increased by a mean of 4.925, approximately 60%, while the average achievement of the control group has decreased by a mean grade of .125, approximately 2%. Additionally, variance analyses of the pre-test and the post-test showed a statistically significant difference on the dependent variable (F=27.197, p<.05). The results showed that the implementation of Lean in middle school contexts is quite possible. It has been found out that LEM increases the foreign language achievement in nation-wide public exams. In addition, some clues about how to form efficient classroom practices by providing practical implications for foreign language teaching are also presented in this study.
—The suggested Lean centered-model has been designed to increase the achievement of the students in English Language Teaching (ELT). An experimental study was conducted to find the effectiveness of the model in the application of Lean as an innovative method in English language teaching. The participants of the study scored different achievements in both, the control and treatment groups. The end-result of the learners in the experimental group was statistically highly significant in the pre and posttests. The result was also statistically different between the pre-posttests between the two groups. The current model leads the stakeholders of an educational process to finish the syllabus on time,the program finished as it had been planned and resulting a better achievement. The model was a guide to finish the whole program in line with completing every step before starting the next. The lean-centered model helped to meet the needs of the learners. The learners also managed to get high achievements and develop their skills. The students had their roles as theculture of lean allows learners to be an effective part of the process. All the steps were eliminated which existed in the program and added no value to the end-result of the students according to the lean-centered model.
International Journal on Recent and Innovation Trends in Computing and Communication, 2017
The suggested Lean centered-model has been designed to increase the achievement of the students in English Language Teaching (ELT). An experimental study was conducted to find the effectiveness of the model in the application of Lean as an innovative method in English language teaching. The participants of the study scored different achievements in both, the control and treatment groups. The end-result of the learners in the experimental group was statistically highly significant in the pre and posttests. The result was also statistically different between the pre-posttests between the two groups. The current model leads the stakeholders of an educational process to finish the syllabus on time,the program finished as it had been planned and resulting a better achievement. The model was a guide to finish the whole program in line with completing every step before starting the next. The lean-centered model helped to meet the needs of the learners. The learners also managed to get high achievements and develop their skills. The students had their roles as theculture of lean allows learners to be an effective part of the process. All the steps were eliminated which existed in the program and added no value to the end-result of the students according to the lean-centered model.
Lean Tools for Improving the Teaching Process in Serbia - Empirical Research
Management:Journal of Sustainable Business and Management Solutions in Emerging Economies, 2020
Research Question: This article identifies the most prominent lean wastes in the education process in primary schools in Serbia and the most efficient lean tools for their reduction. Objective: Lean management has been recognized as a valuable strategy suitable for application in various fields. Its implementation in the field of education has shown a rather slow progress, and the Serbian education system is not an exception. Idea: The idea of the research was to investigate the possible outcomes of the lean management implementation in primary schools in Serbia, and its possible benefits. Data: For this purpose, a specialized questionnaire concerning lean wastes and lean tools was designed intended for class and subject teachers. Tools: Statistical data analyses were used to determine the relationships between variables, and the Weighted Scoring method was applied to identify the most represented lean wastes in the education process, as well as the prioritization of lean tools. Fin...
Innovative Methods of Teaching English Language
This paper analyses the innovative and quite interesting methods we have in teaching English language. We may have a number of teaching methods in between traditional and modern. Everybody has their own understanding and conclusions on teaching English language. But this paper portrays combining this two types how we can make our teaching very effective. We have been completely bounded with traditional methods of teaching and understanding where the present day learners felt uncomfortable a bit. Learner's mind will never be static it is ever growing and ever changing. Whatever the teaching methodology can be, but teaching must be leaner's centred. However, this paper scrutinizes the difference between traditional and practical teaching and thereafter learning. This treatise practically examines that how learners are being affected by the traditional methods of teaching as well, besides it has portrayed that how learners expect teaching and learning process. There has been a misunderstanding between traditional methods and practical methods always. Somehow teachers and learners should agree eachother in order to fill the gap between the generations of these methods.
Educational Research and Reviews, 2019
English language teaching is an area that the Turkish Ministry of Education (MNE) tries to enhance with utmost priority. The 21st century, also known as the Information Age, is an era during which communication is mainly established in English. The main problem encountered by students while learning foreign languages is that teachers focus mostly on correcting grammar mistakes rather than improving communication skills. This has a negative effect on students learning of English and results in the development of negative attitudes among them toward their success in English classes. The aim of this study is to identify how the Boray Technique (BT) affects sixth grade secondary school students' levels of success in their English classes and their attitudes toward English classes. This study collects and compares students' English exam scores, attitude scale scores, and the teachers' opinions about students. The findings of the study showed that BT had a positive effect on both level of success and the attitudes of students toward their English classes.
Educational Research and Reviews, 2019
English language teaching is an area that the Turkish Ministry of Education (MNE) tries to enhance with utmost priority. The 21st century, also known as the Information Age, is an era during which communication is mainly established in English. The main problem encountered by students while learning foreign languages is that teachers focus mostly on correcting grammar mistakes rather than improving communication skills. This has a negative effect on students learning of English and results in the development of negative attitudes among them toward their success in English classes. The aim of this study is to identify how the Boray Technique (BT) affects sixth grade secondary school students' levels of success in their English classes and their attitudes toward English classes. This study collects and compares students' English exam scores, attitude scale scores, and the teachers' opinions about students. The findings of the study showed that BT had a positive effect on both level of success and the attitudes of students toward their English classes.
A Qualitative Research on the Teaching Strategies and Class Applications of the High School Teachers who Teach English in Turkey as a Foreign Language., 2010
Nowadays. whichever position the individuals work in. they feel the need to learn a foreign language even a second foreign language. In parallel with the need for a foreign language, the importance of the foreign language teaching increases. In language teaching, conditions such as the facilities of the environment, learner's features, the social dimension of the learning environment, benefiting from the technological materials in language teaching, teacher qualities, etc. hold great importance. Careful determination of the strategy and the method which will be followed during the learning and teaching process, and making the environment interesting for the students can be shaped with the knowledge and experience of the teachers. For that purpose, the pedagogical background of the teachers holds a great importance in language teaching. In this study, it is aimed to determine the language teaching strategies and class applications of the teachers who teach Eng-lish as a foreign language in Turkey. Problem (sentence): How are the teaching strategies and class applications of the teachers who teach the English in Turkey as a foreign language? Method and results: In the research, interview and observation methods have been used in the scope of qualitative approach, and it has been tried to obtain certain results.
The Impact of Implemented Teaching Strategies on the English Learners' Performance at KIP, Kediri
Teaching strategy is one of the fundamental elements influencing the teaching and learning process. In English learning atmosphere, the implementation of the appropriate teaching strategies is one of the major purposes to enhance the students' English learning performance. This research aimed at finding out the impact of the implemented teaching strategies on the English learners' performance in Kampung Inggris Pare (KIP), Kediri, Indonesia. KIP Kediri, Indonesia is one of the reputable places for learning English in Indonesia as it can be a sample course place to obtain a model for effective learning environment for English learning. This research utilized qualitative method using basic interpretative study. It was held at INTERPEACE English Course, KIP, Kediri. The subjects of the research were two teachers who taught vocabulary and pronunciation. The instruments employed were observation, interview, and documentation of the process of language teaching in vocabulary and pronunciation classes. The data were descriptively analyzed by drawing on three steps of Thematic Content Analysis (TCA) which involved Pre-analysis, Exploration and Treatment and Interpretation. From the findings, it could be revealed that that the implemented teaching strategies by ELT Teachers in KIP, Kediri impacted on the three aspects of learner's performance including their learning performance, confidence, and learning spirit or motivation. In terms of learning performance, the learners considered that the whole implemented teaching strategies (dominated by student-centered learning) significantly influenced their oral skill performance both in vocabulary acquisition and phonetic recognition. Then, only two of the implemented strategies from each vocabulary and pronunciation instruction can increase the students' level of confidence in learning in the classroom and all of the strategies were dominated by student-centered learning approach. Lastly, the students' learning motivation increased with the implementation of teaching strategies in vocabulary class employing student-centered learning approach while the pronunciation class was only dominated by two teacher-centered strategies.
A Systematic Observation of Execution of Approaches to Teaching English at Secondary Level
Zenodo (CERN European Organization for Nuclear Research), 2017
Education is that equipment which can properly mould the shape of human beings. While leading the life many difficulties are faced by man. These difficulties enable man to find the solutions through day to day experiences. Once man is able to solve the difficulties, he can change his behaviour and change in behaviour means education. As education is continuous and comprehensive process in the same way to experience throughout the life is of the same importance. Experience is a natural process of education. The education which is earned through experience is called formal education. In informal education teaching and learning processes are very important. For this teacher and learner both factors are equally important. Teacher is the enlightened person who enriches learners by providing all type of knowledge, which makes the learner intellectually, emotionally, socially, spiritually and physically developed. The work of teacher is not limited around providing bookish knowledge to learner but the ideal teacher always tries to give something new and innovative to his students. The teacher who transforms the behavioural character of the students is the best teacher. So in today's modern teaching process the following fundamentals are to be pressed more: 1) Emphasis on learner 2) Guidance for learner 3) Development of learner In the process of teaching and learning it is language which plays a very vital role. The best teacher is that who has a good command over language with its powerful weapon of command over language. The teacher can impress the students. Language is the most important aspect for those who want to do their career in speaking because a good speaker can attract a large number of audiences if he has a good treasure of language. Language is the key factor in gaining any type of knowledge. As we observe the curriculum we can notice that language was taught by memorizing grammatical rules and by translating passages from the second language