Camtree Digital Library (Univ. of Cambridge)
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Exploratory action research on difficulties in reading
Get PDFContext: This study investigates reading difficulties among Grade 9 female students, aged 14 to 15, at Babiker Osman Secondary School for Girls in Khartoum state, Sudan. It focuses on understanding and addressing the root causes of students' struggles with reading English.
Aims: To identify specific reading challenges faced by students, including issues with grammar, vocabulary, and comprehension, and to develop strategies to support improved reading skills.
Methods: Employing questionnaires, interviews, and reflective journals, the study engaged 30 students to explore their difficulties and perceptions regarding reading. The action plan included sign language for letter naming, visual aids, peer activities, and provision of texts in simple language.
Findings: Students experienced significant difficulties with grammar, vocabulary, and letter recognition, affecting their reading comprehension. Implementing targeted interventions resulted in improvements in letter naming, vocabulary understanding, and overall reading confidence among students.
Implications: This research highlights the importance of tailored reading support strategies that address specific learning barriers. Effective practices included using visual aids, engaging students in peer learning, and simplifying language to enhance comprehension and encourage active participation in reading activities
Seeing the kaleidoscope: Investigating whether Year 12 understandings of Christianity’s internal diversity can be enhanced through an ethnographic approach
No full textIn this paper I will explore how Jackson's interpretative approach to Religious Education can be used in A-Level lessons to help students grasp a religion's internal diversity. This paper will offer a potential framework for implementing this approach with A-Level students, followed by an analysis of how effective this method was in achieving my purposes
Exploring the use of smartphones for writing tasks in the English classroom
Get PDFContext: This research was conducted at a public secondary school in Khartoum, Sudan, focusing on Grade 9 students aged 16 to 18. The study addresses the potential of smartphones to enhance English writing skills, given students' limited resources and previous emphasis on reading skills over writing.
Aims: The study aims to explore the effectiveness of using smartphones in writing tasks, assessing students' perceptions, the frequency and manner of smartphone use for writing, and the specific writing tasks facilitated by this technology.
Methods: Data were collected through questionnaires, classroom observations, and a reflective journal, aiming to understand how smartphones could aid in managing writing tasks, accessing information, and collaborative learning.
Findings: Students used their smartphones to gather information, review vocabulary, and manage writing tasks collaboratively. Effective uses included writing short paragraphs, emails, and messages on social media. Challenges included distractions and difficulties with typing and managing pages. Interventions improved students' ability to locate letters and use smartphone features effectively.
Implications: The study highlights the potential of smartphones as valuable tools for engaging students in writing tasks, suggesting the need for strategies that minimize distractions while maximizing the educational benefits of mobile technology
Learning about gender biases through online discussions on WhatsApp
Get PDFContext: This study was conducted in a teacher education setting at Sikiru Adetona College of Education, Science and Technology in Ogun state, Nigeria. The context arose from the need to adapt to online learning during the pandemic and prepare future teachers to navigate gender biases in a highly gendered society. The use of WhatsApp as a teaching tool became a focal point due to its accessibility and low data usage, and the research explored gender differences in students' attitudes towards learning English on this platform.
Aims: The research aimed to examine the attitudes of male and female teacher-trainees towards learning English via WhatsApp and to assess their understanding of gender biases. It sought to explore the students' preferences for learning English online versus face-to-face, their engagement patterns, and to identify any differences in gender awareness among them. The study also aimed to encourage future teachers to reflect on gender issues as they prepare for their teaching careers.
Methods: A mixed-methods approach was used, including questionnaires administered to 100 students from a larger cohort of 250, classroom observations, and input from colleagues. The study included both male and female students aged 15 to 22 from various schools within the college. An action plan was also implemented to increase male students' participation and introduce gender discourse through targeted WhatsApp sessions over three weeks.
Findings: The study found minimal differences between male and female students' attitudes towards learning English on WhatsApp, with both genders expressing a preference for the platform due to its multimodal features. However, female students were generally more active, participating more frequently in discussions and using both text and voice notes, while male students engaged less actively unless explicitly instructed. Additionally, the study revealed a lack of gender awareness among students, which improved after the gender-focused action phase.
Implications: The findings suggest that teacher educators might consider integrating explicit instructions and targeted activities to engage all students actively, particularly in online settings. The use of platforms like WhatsApp can facilitate multimodal learning, but deliberate efforts may be required to ensure equitable participation. Moreover, introducing gender education in teacher training programs could enhance future teachers' awareness and sensitivity to gender biases, potentially influencing their classroom practices
Effectiveness of using the flipped classroom strategy at Sudanese tertiary level
Get PDFContext: This study investigates the flipped classroom strategy at Sudanese tertiary level, particularly among Aviation Engineering students at Safat College. Prompted by the challenges of online teaching during the Covid-19 pandemic and technological constraints, the research explores the effectiveness of the flipped classroom approach in a context where traditional online teaching methods were not feasible.
Aims: The primary aim is to explore the perceptions and performance of students regarding the flipped classroom strategy. The research seeks to understand students' feelings about this teaching method, their performance expectations, and colleagues' views on its application.
Methods: The methodology includes distributing questionnaires, conducting focus group interviews with selected students based on their questionnaire responses, and interviewing expert lecturers. These methods aim to gather comprehensive insights into the effectiveness of the flipped classroom strategy from multiple perspectives.
Findings: Findings reveal that approximately 80% of students responded positively to the flipped classroom strategy, appreciating the shared responsibility in the learning process. However, challenges were noted concerning the timing of material distribution and vocabulary comprehension. Modifications were made, such as earlier sharing of materials and the use of simplified texts and subtitled videos, which subsequently improved student participation, confidence, and performance.
Implications: The study underscores the importance of adaptability in teaching strategies to enhance student engagement and learning outcomes. A flipped classroom approach can be valuable, particularly in contexts with technological limitations. Emphasis is placed on early material sharing, simplification of texts, incorporation of engaging tools like Kahoot to facilitate learning and comprehension, and systematic evalaution and adjustment of teaching practices based on student feedback and performance data
How to enhance students' reading comprehension skills?
Get PDFContext: A study in Saparachinee Trang School, Thailand, focused on Grade 11 students (16 years old) with strengths in science and mathematics but weaknesses in English, specifically in reading comprehension.
Aims: The goal was to improve students' reading comprehension skills, addressing difficulties in skimming, scanning, and summarizing texts.
Methods: Employing Exploratory Action Research, the teacher used observation, questionnaires, and reflective journals to investigate students' reading strategies, preferences, and challenges.
Findings: Challenges included difficulties in skimming, selecting keywords, comprehending key information, and summarizing texts. The study introduced strategies such as SIP (Set the purpose, Integrate prior knowledge, Preview texts and predict), 'My Keywords Activity', and graphic organizers to aid comprehension.
Implications: Reading instruction may need to incorporate strategies that enhance skimming, scanning, and summarizing skills. Activities like setting reading purposes, integrating prior knowledge, and using graphic organizers can improve students' ability to comprehend and summarize texts
Students' difficulties in learning vocabulary in reading and writing classes
No full textContext: This study was conducted at Ammartpanichnukul School in Krabi Province, Thailand, focusing on Grades 10-12 students (16-18 years old). It explored students' difficulties in learning vocabulary for reading and writing classes in an environment rich in domestic and international tourism.
Aims: To enhance students' vocabulary acquisition, aiming to speed up the understanding of word meanings and improve reading comprehension skills.
Methods: Focus group discussions, peer observations, and reflective journals were employed to understand students' learning methods and the effectiveness of various vocabulary teaching strategies.
Findings: Students used a variety of methods to improve their vocabulary, including internet surfing, watching movies, and doing online exercises. Innovations in teaching strategies, such as using pictures for word meaning association and activities for understanding word forms and pronunciation, led to students understanding difficult vocabulary without dictionaries and correctly using vocabulary in sentences, although idiomatic expressions remained challenging.
Implications: Effective vocabulary teaching may require engaging, multifaceted approaches that include visual aids, morphological instruction, pronunciation practice and reference to students' interests and everyday life
Challenges faced by teachers in the implementation of Agile pedagogy among Grade 12 students in a Dubai public school and leadership practices that could support Agile teaching
Get PDFBackground: This study explores the challenges faced by Grade 12 teachers in implementing Agile teaching methodologies in a Bedouin school in the United Arab Emirates (UAE). The existing literature highlights the benefits of Agile teaching in promoting lifelong learning, collaboration, and critical thinking skills among students. However, there is limited research on the specific challenges faced by teachers in implementing Agile teaching in the UAE context.
Aims: The aim of this study is to identify the challenges faced by Grade 12 teachers in implementing Agile teaching methodologies and to provide recommendations for leaders to support teachers in overcoming these challenges. The study also aims to explore the perceptions of school leaders and teachers regarding the effectiveness of Agile teaching in meeting the demands of the 21st-century education system.
Methods: Semi-structured interviews were conducted with 15 participants, including school leaders and teachers. The interviews were designed to elicit qualitative responses and explore the participants' perspectives on the knowledge, relevancy, and relatability of Agile teaching, as well as the challenges and recommendations for its implementation. Thematic analysis was used to analyze the interview data and identify common themes and patterns.
Findings: The findings of the study reveal several challenges faced by Grade 12 teachers in implementing Agile teaching methodologies. These challenges include limited time, inflexible curricula, lack of leadership support, limited professional training, cultural influences, and the need for clearly outlined objectives and coherence across departments. The study also highlights the importance of professional learning communities (PLCs) and the benefits of self-reflection and peer reflection for teachers, and the need for clearly outlined objectives and coherence across school departments to ensure a cohesive implementation of Agile teaching practices.
Implications: The findings of this study have implications for educational leaders and policymakers in the UAE. The study suggests that curriculum adjustments should be made to accommodate Agile teaching methodologies and provide teachers with more flexibility. It also emphasizes the importance of leadership support, regular meetings, and the establishment of professional learning communities to facilitate the implementation of Agile teaching. The study recommends training programs to raise awareness about the benefits of Agile teaching among school leaders, teachers, students, and parents
Deaf students' challenges with reading comprehension in the reading language class
Get PDFContext: This study takes place at a Special Education Center Secondary School in Cross River State, Nigeria, focusing on deaf students aged 15 to 17 years. It explores the challenges these students face in reading comprehension in English language classes.
Aims: The research aims to understand the difficulties deaf students encounter with letter-naming during reading comprehension and to develop strategies to enhance their reading skills.
Methods: The study employs focus group discussions using American Sign Language, lesson observations, and reflective practice to identify and address the challenges deaf students face in reading comprehension.
Findings: Deaf students struggled with letter-naming, particularly with letters that look similar but have different orientations, such as 'b' and 'd'. Interventions that involved shifting reading comprehension lessons to the morning, using visual aids, and increasing peer group reading activities showed positive impacts on students' reading comprehension abilities.
Implications: The study highlights the importance of adapting teaching strategies to meet the specific needs of deaf students, such as incorporating visual aids and peer-assisted learning. These interventions can improve deaf students' engagement and performance in reading comprehension tasks
The appropriacy of reading texts to develop reading skills
No full textContext: This study was conducted at the Ethiopian Police University Peacekeeping Language Centre, focusing on adult intermediate-level police officers in Addis Ababa, Ethiopia. These officers were being prepared for English-speaking UN peacekeeping missions.
Aims: To improve the reading comprehension skills of the students by addressing the appropriacy of reading texts used in class, considering cultural relevance and vocabulary difficulty.
Methods: The research utilized questionnaires, focus group discussions, and a reflective journal, involving 30 students. It aimed to understand students' perceptions of the reading texts, the difficulties they faced, and their suggestions for improvement.
Findings: The study identified that the reading texts were culturally inappropriate for the students, making them difficult to engage with. Additionally, the vocabulary was too challenging, and the allocated time for reading practice was insufficient. Following adjustments to make the texts more culturally relevant and simplify vocabulary, students reported improved comprehension and engagement.
Implications: The research underscores the importance of selecting culturally appropriate and linguistically accessible reading materials to enhance language learning. Materials should be adapted to the cultural context of students and there is a need to ensure vocabulary is comprehensible, facilitating better engagement and learning outcomes