The challenge of the teaching process with LADPP is that the classes work on drop-in bases. Students themselves choose their level. Although they are priory interviewed and advised a certain level, they sometimes choose to attend as many classes as possible regardless of the level of difficulty or just find a class according to the time convenient for them. This, together with some other further described factors, creates a mixture of students with very different abilities and requires from a teacher to be very flexible and adaptable in order to meet various learning needs.Read More
This research aims to find out if a specific speaking activity is time sensitive in that is it more appropriate, or efficient to use it at the beginning of the class, during the middle or nearer the end.Read More
After lengthy discussions with colleagues at my workplace we realized that there was a continuous pattern of Bangladeshi women returning to do courses over long periods of time. If we assume that action research is about initiating changes and improving practice then the problem of Bangladeshi women finding an English voice seems an ideal subject to investigate. For example this particular problem posed many questions. Why had teaching strategies been effective for the learners from Pakistan, but not the women from Bangladesh? Considering that all the women were of similar ages and had attained the same results at initial assessment why had learning not taken place?Read More
One of these issues is motivation towards target language, which is a critical area of concern itself for second language Teachers. A major concern to second or foreign language (L2) researchers has been the role played by motivational factors in L2 learning and it is a complex phenomenon as these factors are deep within the students’ mind. And this shall form the central focus of this study. As a teacher of these students, what matters most to me can be summed up in the simple question that forms the basis of my enquiry: What are the attitudes and motivation in Learning English?Read More
Recently, there was a significant increase in the number of international students in the UK. Many universities and college offer courses to international students but the figure shows international students don‟t show their full potential while they have good academic backgrounds from their native countries. It is hard for students to undertake course or research and write in the language that is not their first language i.e. English. Many students struggle with cultural or social as well as academic adjustment in the UK.
This paper will investigate the cultural and language barriers that prevent international students to show their full potential in the colleges and universities. It will also suggest the solution how to cope up the situation and assist students to get full advantages of education facilities in the UK.
An area that has fascinated and challenged me for several years is the approach to teaching pronunciation in the ESOL classroom. It is often neglected or mis-taught with little importance attached to its importance, which has given it a bad reputation among learners and teachers alike. Luckily, I believe, things are changing and the ESOL fields leading practitioners and theorists are focusing more on this skill and raising awareness of its crucial role in learners being understandable.Read More
The aim of the study is to examine the perceptions of the language teachers regarding Continued Professional Development at the Defence School of Languages, Chicksands, and then use it as intervention strategy to bring change.Read More