Effects Of Teaching Techniques On Effective Teaching And Learning Of English Language

Project and Seminar Material for English Education

Effects Of Teaching Techniques On Effective Teaching And Learning Of English Language


Abstract


This study was carried out to examine the effects of teaching techniques on effective teaching and learning of English Language using some selected secondary schools in Ado-Ekiti, Ekiti State as a case study. The study was specifically carried out to identify the various teaching techniques of teaching English Language in secondary schools, find out whether English Language teachers adopt effective teaching techniques during teaching process in secondary schools, and determine whether an adopted teaching techniques determines the effective teaching and learning of English Language secondary schools. The survey design was adopted and the simple random sampling techniques were employed. The population size comprise of teachers of some selected secondary schools in Ado-Ekiti, Ekiti State. In determining the sample size, the researcher conveniently selected 53 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the various teaching techniques of teaching english language in secondary schools includes: project teaching method, lecture teaching method, discussion teaching method, inquire teaching method, activity teaching method, and problem solving teaching method. The study also revealed that English Language teachers do not adopt effective teaching techniques during teaching process in secondary schools. Therefore, it is recommended that teachers should continue to home their skills by attending workshops seminars and other teaching enhancing programmes that can enable them be on top of their game, Teachers should be aware of the right teaching methods to apply in teaching when one method is not effective since a combination of methods is considered most appropriate. To mention but few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

English is a global language. With the advent of global shrink, there is a demand of good command over this language. In addition to the technical or domain specific knowledge, the proficiency in English as a language has become indispensible (Falk, 1978). Unfortunately for the native learners, English is a second language and it was found that the students in large numbers failed to express their views and ideas in English in both general and specific terms. In the modern neo-liberal scenario of Nigeria, the necessity of competence in English has become increasingly vital. The globalization has necessitated the learning of English Language in an international perspective. Moreover, the text materials on the subjects of technical education, science and medicine are available in English. The advance of multinational companies in all sectors of economy such as production, distribution and service sectors require personnel with a fair degree of language competence. In this backdrop, the necessity of acquisition of not only spoken English but also written English has become the need of the hour. Salman Rushdie, (2009) the renowned novelist says that the English language ceased to be the sole possession of the English some time ago. And it grows from many roots. No one community can claim sole ownership over the English language, which has gone genuinely global. In this precept, it is high time to have a holistic approach to learn and teach English as Second Language. English language learners who are academically proficient in their first or native language represent differing levels of academic experiences, abilities and interests in addition to their language proficiency (Bachman 1990). Some students read above their grade levels; others struggle with daily instruction. Some have highly supportive home environments for language and literary development; others live without access to books or literary rich environments. Many English language learners spend most of their academic life with teachers who speak only English and who are not prepared to fully understand their varying needs as English language learners (Adjemian, 1976).

Robinson, & Ellis (2008) In order for today’s teachers to meet the challenge of educating a richly diverse generation of children, they need to learn a great deal about Second Language acquisition and effective pedagogy for English language learners by using various types of innovative teaching methods and technique in the environment of school or college for the learning of English as the Second Language. It is an acclaimed fact that teaching and learning a foreign language can’t be reduced to the direct teaching of linguistic skills like phonology, morphology, vocabulary and syntax. The contemporary models of communicative competence show that there is much more to learn in a language. Teaching requires creativity, there are lots of different methods, strategies and techniques that can be applied and brought into classroom. Any teaching technique or method including portfolio based instruction will not be successful if students are not engaged in the process. Techniques are closely related to methods and approaches (Robinson,& Ellis, 2008).


1.2 Statement of the Problem

It was found that the conventional pattern of teaching English was just producing rote learners or mug pots. This pattern appeared obsolete for the pragmatic usage of the language. No qualitative assessment of students was planned as per the old pattern. (Trask, 2003). The old method was based on stereotypical English grammar study (the same concepts like parts of speech, tenses, subject verb agreement, conditionals etc. with no practical implications. The teaching approach was teacher centered which led to a one way process which lacked interesting interaction and therefore demanded a change. It required a shift from ‘teacher centered to learner centered’. The existing problem was analyzed and it was found that that there was a need to overhaul the conventional teaching methodology (Orlich 1998) . This paper aims to discuss the application and results of this experimental procedure of effective techniques that were employed in teaching English.


1.3 Objective of the Study

The broad objective of this study is to examine the effects of teaching techniques on effective teaching and learning of English Language.

Other specific objectives includes:

  1. Identify the various teaching techniques of teaching English Language in secondary schools.
  2. Find out whether English Language teachers adopt effective teaching techniques during teaching process in secondary schools.
  3. Determine whether an adopted teaching techniques determines the effective teaching and learning of English Language secondary schools.

1.4 Research Questions

The study will be anchored by the following question;

  1. What are the various teaching techniques of teaching English Language in secondary schools?
  2. Do English Language teachers adopt effective teaching techniques during teaching process in secondary schools?
  3. Does adopted teaching techniques determines the effective teaching and learning of English Language secondary schools?

1.5 Research Hypothesis

  • Ho: Teaching techniques has a significant effect on effective teaching and learning of English Language.
  • Ha: Teaching techniques has a significant effect on effective teaching and learning of English Language.

1.6 Significance of the Study

The result of this study will be of immense benefit to English Language teachers, curriculum planners, Ministry of Education, teacher training institution and researchers and psychologists. The outcome of this study will expose English Language teachers to more effective techniques of promoting learning, which help to minimize student’s low achievement in the subjects. Since guided inquiry method is interaction-oriented, it will equally enable them see the need why they should ensure that their classes posses qualities of guided classroom which include being democratic, and allowing active participation of learners. In a class where all these qualities exist, students will be active, inquisitive and will be able to transfer what they learnt in the classroom to real life situation The findings will be of use to the curriculum planners, to plan English Language curriculum in such a way that the contents will be filled with activities which teachers and students will do together. The federal ministry of education and other researchers will through this study organize workshops, seminars and conferences for review of pedagogy in teaching to address the issue of integrating new ideas on teaching of English Language. The study will also serve as a reference material to scholars and student who wishes to conduct further studies in related field.


1.7 Scope of the Study

The scope of this study boarders on the effects of teaching techniques on effective teaching and learning of English Language. Hence the study will be delimited to some selected secondary schools in Ado-Ekiti, Ekiti State.


1.8 Limitation of the Study

This research project, like all human endeavors, had some challenges that threatened to derail the study’s completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents’ interview schedules, several of whom fell into the incomprehensible age group. Also, there were financial and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview).


1.9 Definition of Terms

Teaching:

Teaching often involves inquiring, listening, providing information, explaining a phenomena, showing a skill or process, testing understanding and ability, and enabling learning activities

Teaching Method:

Teaching method comprises the principles and methods used by teachers to enable student learning.


1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, abnd selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effects of teaching techniques on effective teaching and learning of English Language using some selected secondary schools in Ado-Ekiti, Ekiti State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the effects of teaching techniques on effective teaching and learning of English Language using some selected secondary schools in Ado-Ekiti, Ekiti State as a case study. The study was specifically carried out to identify the various teaching techniques of teaching English Language in secondary schools, find out whether English Language teachers adopt effective teaching techniques during teaching process in secondary schools, and determine whether an adopted teaching techniques determines the effective teaching and learning of English Language secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were teachers of some selected secondary schools in Ado-Ekiti, Ekiti State.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The various teaching techniques of teaching english language in secondary schools includes: project teaching method, lecture teaching method, discussion teaching method, inquire teaching method, activity teaching method, and problem solving teaching method.
  2. English Language teachers do not adopt effective teaching techniques during teaching process in secondary schools.
  3. The adopted teaching techniques determines the effective teaching and learning of English Language secondary schools.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Teachers should continue to home their skills by attending workshops seminars and other teaching enhancing programmes that can enable them be on top of their game, Teachers should be aware of the right teaching methods to apply in teaching when one method is not effective since a combination of methods is considered most appropriate.
  2. School owners and administrator should employ qualified teachers, train and retrain them from time to time so that they can meet up to the set standards.
  3. School owners and administrators should create a conducive teaching a learning environment, particular in the area of class size.
  4. Government should provide incentives that can boost the educational sector which the schools fait under in terms of infrastructure and basic amenities like, Water table, electricity supply, desks and chairs, chalk boards improved toilet facilities etc.

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