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English teachers: 20% (one teacher) of the teachers claimed that large
student size is a dominant problem. This finding is consistent with the student
opinion as most of the students in both grades mentioned that lack of practice
was their main problem for learning English due to large class sizes.
Conversely, 33% of the students in grade 12 mentioned that their main problem
for learning English was the lack of specialized English teachers able to meet
their needs. Respondents also mentioned potential factors affecting quality
teaching, on the issue, they talked about; Structure of School System,
Classroom Conditions and Budget.
Dear Student,
As you know, I’m carrying out a survey under factors affecting the
quality of English language teaching and learning in Quelimane’s Secondary
Schools. I have organised the following questions as part of data collection. I
would appreciate if you would give me clear and honest response.
Armindo
José Mariquele
Factors
Affecting Negatively the Quality of English Language Teaching and Learning in
Quelimane’s Secondary Schools with focus at ‘’Escola Secundária 25 de
Setembro’’ Grade 11 and 12;
Honours
Degree in English Language Teaching with Abilities in Portuguese Teaching
Universidade Pedagógica
Quelimane
2015
Armindo José Mariquele
Factors
Affecting Negatively the Quality of English Language Teaching and Learning in
Quelimane’s Secondary Schools with Focus at ‘’Escola Secundária 25 de Setembro’’
Grade 11 and 12
|
Dissertation
Submitted to the Department of Language Sciences, Communication and Arts as
a Partial Requirement for Attainment of an Honour Degree
in E L T (Minor in Portuguese Teaching).
Supervisor: dr. Laurito Artur Bocage
|
Universidade Pedagógica
Quelimane
2015
Content
Page
List of Tables ………………………………………………….……………………………….i
List of
Figures……………...………………………………………………………………….ii
List of
Abbreviations and Acronyms…………………………………………………………iii
Declaration……………………………………………………………………………………iv
Dedication……………………………………………………………………………………..v
Acknowledgment……………………………………………………………………………..vi
Abstract………………………………………………………………………………………vii
Chapter
I
1.1.Introduction…..……………………………………………………………………….5
1.2.Rationale
and Significance of the Study……………………………………………...6
1.3.Objectives
of the Study………………………………………………………………..7
1.3.1. General………………………………………………………………………………..7
1.3.2. Specific……………………………………………………………………...…………7
1.4.Statement
of the Problem……………………………………………………………...8
1.5.Hypothesis……………………………………………………………………………..9
1.6.Delimitation
of the Study…………………………...…………………………………9
1.7.Limitations
of the Study……………………………………………………………….9
Chapter
II
2.1.Literature
Review………………………...……………...……………………..…….10
2.1.1. Factors
Affecting the Quality of English Language Teaching and Learning at Secondary
Schools……..……………………………….…………………..…..……10
2.1.2. Factors
Affecting Specifically Quality Teaching…………………………………….12
2.1.3. Teacher’s
Skills and Qualifications…………………………………………………..13
2.1.4. The
Teaching Process………………………………………………………………...14
2.1.5. Working
Condition and Organization Structure……………………………………..15
2.1.6. Monitoring
and Evaluation…………………………………………………………...16
2.2.Quality
Learning……………………………………………………………………..16
2.3.Quality
Learners……………………………………………………………………...17
2.3.1. Good
Health and Nutrition…………………………………………………………...17
2.3.2. Early
Childhood Psychosocial Development Experiences……….……..…………...17
2.3.3. Regular
Attendance for Learning…………………………...………………………..18
2.3.4. Family
Support for Learning…………………………………………………………18
2.4.Quality
Learning Environments………...……………………………………………19
2.4.1. Physical
Elements……………………………………………………………………19
2.4.2. Psychosocial
Elements……………………………………………………………….19
2.4.2.1.Teachers’
Behaviours that Affect Safety…..…………………………………20
2.4.2.2.Effective
School Discipline Polices………………………………………….20
2.4.2.3.Inclusive
Environments………………………………………………………21
2.4.2.4.Non
– Violence……………………………………………………………….21
Chapter
III
3.1.Research
Methodology……………………………………………………………….22
3.2.Research
Design……………………………………………………………………...22
3.3.Methodology…………………………………………………………………………22
3.4.Type
of Research…………………………………………………………………….22
3.5.Data
Collection Techniques………………………………………………………….23
3.5.1. Interview……………………………………………………………………………..23
3.6.Target
Population…………………………….………………………………………24
3.7.Inquiry
Duration………………………….…………………………………………..24
Chapter IV
4.1.Data
Analyses and Discussion….……………………………….………………...…25
4.2.Students
Opinion Analysis on Factors Affecting Negatively the Quality Learning…25
4.2.1. Factors………………………………………………………………………………..26
4.2.2. Motivation……………………………………………………………………………26
4.2.3. English
Syllabus Content…………………………………………………………….27
4.2.4. Contribution
of Modern Technology………………...………………………………28
4.2.5. Recommendation
to Improve the Quality of English Language Learning ….………29
4.2.6. English
Teachers Skills………………………………………………………………2
4.3.English
Teachers Opinions on Factors Affecting Negatively Quality Teaching…….29
4.3.1. Other
Potential Factors……………………………………………………………….30
4.4.Teachers
Recommendations to Improve Quality Teaching…………………,,……...31
4.5.English
Subject Delegate Opinion…………………………………………………...31
4.5.1. Possible
Changes of English Syllabus……………………………………………….32
4.5.2. Class
Supervision…………………………………………………………………….32
4.6.Discussion……………………………………………………………………………32
4.6.1. Summary
of the Findings…………………………………………………………….32
Chapter
V
5.1.Conclusion
and Suggestions……………...…………………………….…………….35
5.2.Conclusion……………………………………………………………………………35
5.3.Suggestions…………………………………………...………………………………39
6. References………………………………………………………….…………...………..40
7. Appendix…………………………………………………..……………………..………42
8. Attachments’…………………...………………………………………………………...45
List of Tables
Table -1 Other Potential
Factors………...………………..…………………….……………31
Table-2 Factors Mentioned by the Subject
Delegate…...………..………………….……….33
List of Figures
Figure 1 Factors Affecting
Negatively the Quality learning (students)………………….......26
Figure 2 Motivation ……………………………………………………………………..…...27
Figure 3- Opinion about Present
English Syllabus……………..……...……….…….….…..28
Figure 4-Contribution of Modern Technology
………………………..……………...…..….29
Figure 5- Recommendations to Boost
up English Learning Quality …………………..……29
Figure 6- Required English Skill for
English Teachers……………………..…...…...….......30
Figure 7- Factors Affecting
Negatively the Quality Teaching (teachers) …………...………31
Figure 8- Teachers Recommendations
to Improve Quality Teaching……………..……..….33
Figure 9- Possible Changes of
English Syllabus…………………….……………..…….…..34
Figure 10- Class
Supervision……………………...…………………………………..……..34
‘
List of Abbreviations
and Acronyms
UPQ- ‘’Universidade Pedagógica-Quelimane’’
T- Teacher
Ss-Students
or Group of Respondents’
ELTLQ-
English Language Teaching and Learning Quality
ELT-
English Language Teaching
G11S-
Grade 11 student
G12S-
Grade 12 student
L1-
First Language
UNESCO:
United Nations Educational Scientific and Cultural Organization
UNICEF:
United Nations Children's Fund
WHO: World Health Organization
IMAP-
Instituto Magistério Primário
Q-
Question
Declaration
I declare
that this monograph is the result of my personal research and guidance of my
supervisor, its content is original and all sources were properly consulted and
mentioned in the bibliography page.
Moreover, I
declare that this monograph has not been submitted to any other institution for
obtaining any degree and I’m responsible for any imperfection in it.
Quelimane, 4th March 2015
___________________________
Armindo José Mariquele
Dedication
Firstly, this Monograph is dedicated to the memories of my late
grandmother Flora and Brother Hilário Mariquele.
Secondly, I would like to offer my piece of work to my
beloved brother, Venâncio Mariquele, whom there is no disbelief in my brain
that without his incessant support I could not have studied and finished this
course. I am happy to present my development by this application even though
the reality that I have been living far away from him.
I also confer this piece of work to my former classmates in Quelimane,
without whose hold up, responsiveness and regard, it would not have been
up-and-coming to stay in Quelimane for 4 years and achieve the target.
Acknowledgment
Though it would be difficult to
recognise everyone who has contributed to this study, the author wishes to take
this opportunity to express appreciation and acknowledge assistance from many
people whose time, efforts, and cooperation have made possible the completion
of this study within the allotted time.
I take this opportunity to express
my profound gratitude and deep regards to my supervisor dr. Laurito Artur
Bocage, for
his exemplary guidance and invaluable assistance and encouragement throughout
the entire line up.
The author is indebted to dr. Gregório
Jorge Gonçalves whom I kindly call Master Greg, dr. Américo Nhasssengo the so
called Malume, Mr Langa and Madala (dr.Sidonio) for their ceaseless cooperation
and fueling ideas in the monograph make ups.
Appreciation
is extended to all respondents’ of the study, especially Mr. Daniel Viano for
providing me vital data in the field and his total availability for any
inquiry, dr. Suzana Evali the current English course director at UPQ and dr. Manuel
Jossias the so called scope of linguistics during our first year studies, for
their motivation, faith and meaningful points of view along the project
designing and data collection. The author is grateful to Architect and
Consultant Won Seok Lee, for the printing of most of the drafts.
Although
busier with his PhD thesis in UK, recognition is extended to Boutiza and
‘’Scholar’’ Amade Mualaca my colleague of all the times during the academic
journal in Quelimane for their proof-reading of the manuscripts.
Last but not
least, I thank my parents, brothers and friends for their constant
encouragement without which this Monograph would not be possible.
Honey
(Leonilde Alexandre Cumbi), as my speech goes off, all I have to say is that I
real appreciated the way you supported me during this time. I remember when you
used to tell me not to disappoint you because you banked on me. Thanks for
having used your accountancy knowledge to guide me for the percentage
calculations.
Abstract
This study
was conducted to explore different factors affecting negatively the quality of
English language teaching and learning in Quelimane’s Secondary Schools with
focus at ‘’Escola Secundária 25 de Setembro’’ grades 11 and 12. The objectives
of the study were to find out factors affecting negatively the quality of
English language learning and teaching and to provide a base for improvement of
teaching and learning English as a Second Language at the school and grades
above mentioned. The target population comprised 5 teachers of English, 1
delegate of English Subject, 30 students of grade 11 and equal number from
grade 12 summing a total of 60 students
of both genders (male and female). The
survey was conducted by using interview for information gathering about
different factors affecting the quality of English language learning and
teaching. Secondary data was collected by reviewing closely linked
existing literatures and other written documents. A number of semi-structured
interviews were conducted in the written as well as recorded forms with every students and teachers. The main
findings of the study were; the teachers were not sufficiently English
qualified and had not adequate knowledge of modern methods to teach English,
students were not highly motivated to learn English because they found it
boring and difficult, the classes of both grades were somehow large with low
learning conditions and teachers were used to translate the lessons into
Portuguese and similarly they chose to explain them in Portuguese.
Keywords:
Factors, Quality teaching and
learning, Teaching methods.
Chapter I
1.1.Introduction
English
language is now becoming the walk of all trades and developments. It serves as
the window through which we can peep into the outside world and can get the
knowledge of the whole universe. The Global Information Technology Report
(2010-2011:249) reports that English became part of Mozambican education system
and yet English is beyond the reach of most of young people, which make for
highly unequal access. In Mozambique the quality of English Teaching is simply
not good enough. The support systems, such as the number of teachers or
materials for teaching, are neither adequate nor appropriate. The
implementation of English Language in Mozambique’s public education was done out
of the realisation that English is increasingly becoming the global language
with speakers in almost all parts of the world. Yet the fact that Mozambique
was a Portuguese colony for almost five hundred years (1505-1975) means a lot
on how Portuguese as a language has impacted and continues affecting Mozambican
People.
The present study
entitled ‘’Factors Affecting Negatively the Quality of English Language
Teaching and Learning in Quelimane’s Secondary Schools with focus at ‘‘Escola
Secundária 25 de Setembro-Quelimane’’ grade 11 and 12 under its scope intended
to find out factors affecting negatively the Quality of English Language
Teaching and Learning and examine the difficulties encountered by both
Mozambican teachers and students in the teaching-learning process at the school
and grades above mentioned. In order to identify the problems, the research was
carried out in Quelimane where, interview was mainly used as data collection
tool. Data was analysed quantitatively using frequency tables and analysed
qualitatively using evaluative descriptions.
This study consists of five chapters. Chapter I includes significance of
the study, objectives, statement of the problem, hypothesis, delimitation and
limitations of the study. Chapter II depicts review of relevant literature
across the country. Chapter III explains the methodology applied to this study,
sample area, sample school, duration, and procedure of the data collection and
analysis. Chapter IV focuses on analysis of the result and interpretation of the
data. Chapter V includes conclusions and policy recommendation and some
suggestions for future study.
1.2.Rationale and Significance
of the Study
The
knowledge of English is vital as well as significant in the context of global
marketplace that is, in education, trade, society and in the age of digital
information technology. GOLAM (2012:7) says ‘’ Proficiency in English is a must
for the nation to abolish poverty, hunger, disease, illiteracy and indignity.’’
This research was carried out to make contributions towards the quality
improvements of English language teaching and learning at ‘‘Escola Secundária
25 de Setembro-Quelimane’’ by clarifying the factors affecting the quality of
English language teaching and learning. This study also attempted to suggest a
way of how to improve achievement and effective policy input.
The
results of this study can be used for a variety of purposes. Principally, it
will help teacher-trainers, educational administrators, policy makers,
researchers and teachers in Quelimane to identify the factors likely to
increase English language teaching and learning quality, this study will try to
point out some areas where steps may be taken to promote English teaching and
learning conditions in Quelimane.
By
and large, the topic has been chosen because of the predominance of low quality
of English language teaching and learning at ‘‘Escola Secundária 25 de
Setembro-Quelimane’’ in grade 11 and 12 and across the country due to compound
factors. Some of those factors are clearly discussed as follows; for instance,
the functional aspect of language is totally ignored, thus, it results in
deteriorating the standard of English in the present generation and signal to
further decline. AHMAD et Al (2011:24) also observed that the condition of leaning
English at secondary level is worse and there is a need to address these
problems on priory bases. Leaning English is a subconscious process; the leaner
has few opportunities to absorb the language from the environment. It is not
the learner who lacks the capacity to learn the language, but the total
academic settings whose capacity need to built up. (The Global Information
Technology Report 2010-2011:249).
The
researcher’s view in alignment to KERSHNER (2000:71) supports that learning
difficulties of students are due to the lack of innate or cognitive abilities,
perceptual impairment, and learning disability, deficiencies in memory or poor
motivation. Most of researches focused on these fixed characteristics of
students who are least controllable. LOCKHEED & KOMENAN (1989:33) observes that
school characteristics have a greater effect on students’ achievement.
1.3.Objectives of the Study
1.3.1.
General
Ø To
find out the factors affecting negatively the quality of English language
teaching and learning.
1.3.2.
Specific
Ø To
identify the difficulties encountered by both teachers and students in the
teaching and learning processes;
Ø To
provide a base for improvement of teaching and learning English as a second
language;
Ø To
contribute with strategies on the teaching and learning quality in Quelimane
specifically at ‘‘Escola Secundária 25 de Setembro’’ grade 11 and 12.
1.4.Statement of the
Problem
Mozambique
took a bold step to introduce English as one of the subjects taught in public
schools. Yet, this has never been an easy task given to Mozambique’s crippling
poverty level and lack of adequate training for the teachers. While the problem
of English in public secondary education is widely known by Mozambicans, little
research has been done, particularly on the factors affecting the quality of
English Language teaching and learning at secondary schools. Yet, lack of
research on such important subject will always have negative impact to
society’s socioeconomic and political development that cannot be underestimated
or ignored. This is because although indigenous/local languages are as
important as any other language in the world, it is important to acknowledge
that English is increasingly becoming the most widely spoken language in
business, education, job markets and many other arenas the world over. As such,
it is now necessity for non English speaking people to acquire knowledge of
English if they are to be able to operate well and sensibly in the global
world.
To
give light to these compound problems, four (4) research questions were raised:
1. What
are the real factors affecting negatively the quality of English Language
Teaching and Learning and students’ achievement at ‘‘Escola Secundária 25 de
Setembro’’ in grade 11 and 12?
2. Which policy inputs are useful in improving
students’ English achievement and quality?
3. Are the teachers skilled enough to promote
quality learning and students language use?
1.5.Hypotheses
Ø H1:
Lack of qualified teachers and relevant materials (like English textbooks,
dictionaries and audiovisual lessons are among the major factors affecting
negatively the quality of ELT and learning;
Ø H2:
The difficulties (lack of motivation, learning disability, and lack of innate
or cognitive abilities, perceptual impairment) that students of ‘‘Escola
Secundária 25 de Setembro-Quelimane’’ grades 11 and 12 have affect the quality
of English Language Teaching and Learning;
Ø H3:
English Language learning is a conscious process; the learners have few
opportunities’ to absorb the language from achievement.
1.6.Delimitation of the Study
Studies under factors affecting the
quality of English language teaching and learning may be carried out under
different approaches, circumstances and perspectives. This study sought finding
out these factors at ‘‘Escola Secundária 25 de Setembro’’ in grades 11 and 12
based on field work. This school is located in Quelimane city, making boarder
with Amed Sekoul Touré Avenue in south, National Liberation Avenue in East with
Liberty Avenue and in north with Piloto neighbourhood and Eduardo Mondlane
Avenue.
1.7.Limitations of the
Study
The
study was carried out only in 1 school; 60 students, 5 teachers, and 1 delegate
were interviewed. Due to unexpected issues some respondents were not totally
available for interviews henceforth it was needed to go and meet them out of
school, sometimes at the weekend.
Moreover,
as the study was conducted in one chosen school the results of the research
cannot describe the entire picture of the secondary English education in
Quelimane.
Chapter II
2.1.Literature review
2.1.1.
Factors
Affecting Quality of English Language Teaching and Learning at Secondary
Schools.
“Quality teaching and
learning never occur accidently, they always result from high intention,
sincere effort, intelligent direction and skilful execution representing the
wise choice of many alternatives”
WILLIAM
A. FOSTER cited in IVANA & VESNA (2009:702)
The
author has tried to make an intensive review of related literature about the
factors affecting Quality of English Language Teaching and Learning at
Secondary Schools across the city and beyond. Several researches on this topic
were conducted in developing as well as in developed countries (Japan, Germany, Italy, Canada and South Korea). In developing countries, for
instance, Bangladesh, Nigeria, Vietnam and Pakistan, school
factors were more important for students’ English Quality and achievement than
family factors.
As
put on in the Global Information Technology Report (2010-2011: 249), linguists
like HUSAN (2005:98), conducted a linguistic study on “English language Curriculum at the Secondary
Level in some African Portuguese Speaking Countries (Angola, São Tome Principe
and Guine Bissau)” he discovered that 82% of rural and urban secondary school
students complain that English is not sufficiently used in the class; with an
average of 68% of teachers admitting that they do not arrange the practice of
the four skills (reading, writing, listening and speaking) of English language
in the classroom.
According
to JOHSON (2001) in GLOBAL INFORMATION TECHNOLOGY REPORT (2010-2011: 200) another
survey shows that trained teachers are more efficient than non-trained teachers
at the secondary levels. Of course, this point is credible, as known there is
no achievable proficiency without skills and specific knowledge. Moreover,
KRASHEN (2002:40) discusses under the effective
filter that consists of various physical
factors, such anxiety, monetization, and self-confidence which can strongly
enhance or inhibit secondary students’ language learning.
That
is to say that once learners do not carry with them the complexity of effective
filters they may by and large fail meeting the goals as referred above.
The
researcher’s particular view on the issue above is that students of any age and in any culture will differ from one another in
various intellectual and physical abilities. In alignment to this point, the
researcher views that this is noticed in general and specialised prior
knowledge, interest, motivation and in personal styles of thought. Furthermore,
these differences often relate directly to differences in students learning
process.
KAVALIAUSKIENE
(2008) in MALAKA (2001:33) has explored the motivation
problems in teaching secondary school students at high school level with a
particular reference at 9th, 10th, 11th standard in Brazil.
Now,
this point stressed by the author above, sounds interesting and obvious because
tends to resemble Mozambican reality.
According
to IVANA (2009:201) citing WILKINS (1994) ‘’a teacher is an important variable in foreign
language, and teacher’s skills and personality are instrumental in creating
the condition for learning a language’’.
Actually
this view leads us to understand that in fact where we do not have skilled
teachers we cannot expect to have mature language users or models. A trained
teacher plays a very powerful role in the process of language teaching and
learning.
KRASHEN
(2002:100) contends that learners with high
motivation, self-confidence, self-efficacy, a good self image, and a low level
of anxiety are well equipped for successes in second language acquisition.
It
seems that the role of English in Quelimane is or will be characterized by a
multipurpose functionality. For instance, English has been used for years and
for different purposes, i.e. for communication beyond the country and important
subject of school levels, and gradually it is becoming part of the
socio-cultural system, that is, the society is nowadays seeing the importance
of English and people in general are already learning English.
WALBERG
(1984) in GOLAM (2012:12) approaches theory of educational productivity that
requires nine (9) factors to increase students’ achievement of cognitive and
affective outcomes and quality learning itself. These factors are:
a) Student’s
aptitude variables or prior achievement;
b) Age;
c) Motivation;
d) Quality
of instruction;
e) Quality
of instruction experience;
f) Home environment;
g) Classroom
or school environment;
h) Peer
group environment, and;
i)
Mass media (especially
Television).
2.1.2.
Factors
Affecting Specifically Quality Teaching
As
teaching is mainly unpredicted and dynamic process, since it involves people
with all their human needs, aspiration
and pre-knowledge, achieving and maintaining quality is a difficult task.
Therefore, a careful planning is crucial. Getting to know students better is
the first step, and the final one is getting their feedback about what they
have learned. UNICEF (2000:86) puts on that the complex quality assurance can
be examined from main aspects:
1) Teacher’s
skills and qualifications;
2) Teaching
process;
3) Working
conditions;
4) Evaluation
and monitoring.
Each
of them is equally important in quality assurance, and if they are successfully
integrated into one optional process which is constantly being upgraded, we can
say that a real learning is surely taking place.
2.1.3.
Teacher’s
Skills and Qualifications
While
many things can be done to create a context for good teaching, teachers
themselves are the ones who ultimately determine the success of a program. Good
teachers can often compensate the deficiencies in the curriculum or the
resources they use in their teaching. These should have the following
components;
a) Practical knowledge: the
teacher’s repertoire of classroom techniques and strategies;
b) Content knowledge:
the teacher’s competence of grammar, phonology, second language acquisition,
teaching theories;
c) Contextual Knowledge: familiarity
with the school context, norms, cultural and other relevant information;
d) Pedagogical knowledge:
ability to restructure content knowledge for teaching purposes and to plan,
adapt, improvise.
e) Personal knowledge:
the teacher’s personal beliefs and principles, and her/his individual approach
to teaching;
f) Reflexive knowledge: the
teacher’s capacity to reflect on and access his/her own practice when
describing teacher’s skill it is possible to compare teachers according to
whether they are novice or experienced. For example, basing on (UNESCO: 2000:85)
the UCLES Certificate in Language
Teaching to Adults is a widely thought
initial qualification for language teachers focuses on 6 areas of basic
teaching skills:
1) Language
awareness;
2) The
learner, the teacher and the teaching/learning context;
3) Planning
for effective teaching of adult learners of English;
4) Resources
and materials for teaching;
5) Classroom
management and teaching skills;
6) Professional
development
It
is suggested that, compared to experienced teachers, non native teachers tend
to work from the textbook rather than in terms of pupils achievement levels;
they lack routines to keep pupils a task, they are less able to select which
information is more important when planning a lesson, and they lack knowledge
of what to expect of pupils, with challenging to set and what difficult to
anticipate. (UNESCO: 2000:86)
Opportunities to develop these
skills and try obtaining more teaching can be provided in different ways,
including observation of more experienced
teachers, practice teaching under the mentor’s supervision, taking specified
courses (ELTA or seminar), watching training videos.
If
teachers are expected to teach well and maintain quality teaching, they
definitely need ongoing support. In addition to this point, HARMER (2001:99) says
that this requires the following forms:
Adequate
Materials: nothing is more de-motivating to
teachers than having to use a textbook that no one likes, or poorly prepared
and presented materials.
Division
of Responsibilities: teachers have many
different responsibilities apart from teaching, like course-planning, testing,
course-coordination, administration work. Deciding when and how to do these is
important, as well as developing such tasks to different members of a team.
Further Training:
it is important for teachers to be sent to workshops or sessions (specialized,
form the staff or not) were new skills should be adopt.
Feedback:
teachers need to be told when they are doing well and when they have
problems with their performance. Good teaching sometimes goes unnoticed. In
case of negative feedback ways need to be found for providing contraction
feedback.
Mentors: a
system of mentoring is often helpful in a school where there are teachers of
different levels of experience or training. Mentor is typical a colleague in
whom the teacher has confidence and trust to get ideas and advice.
2.1.4.
The
Teaching Process
In the report of UNESCO (2000:11)
it is said that the focus in this part is on the teaching process itself and
how quality teaching can be achieved and maintained. A language curriculum can
be viewed as a network of interesting systems involving teachers, learners,
materials, administration, and curriculum planners at one level after other
elements in the system. Thus, the choice based on particular curriculum
philosophy implies a particular model of teaching. Teaching models are often
based on particular methods or approaches. HARMER (2001:101) proposes
the following examples:
-
The
communicative approach: the focus of teaching
is authentic communication, fluency is a priority, and extensive use is made of
pair and group and activity.
-
The
cooperative learning model: students work in
cooperative learning situation and encouraged to work together on common tasks,
to coordinate efforts.
-
The
whole-language approach: language is taught as
a whole and not through its separate components. Students are encouraged to
read and write naturally with a focus on real communication, authentic texts,
and reading and writing for pleasure.
According
to HARMER
(2001:101) ‘’no matter which approach a teacher chooses, there is a set of
principles that reflect how quality teaching and learning should be approached’’.
The following statements describe the teaching philosophy;
-
Students are engaged in
particular task to use English.
-
Teachers serve as
facilitators of learning rather as presenters of information.
-
Realistic and
communicative users of language are given priority.
-
Students develop the
ability to monitor their own learning process and ways of setting personal
goals for language improvement.
-
Maximum use is made of
pair and group activities where students complete tasks collaboratively.
At the same time teachers should
have the opportunities to teach in way that reflect their own preferred
teaching styles. Teachers teach in different ways. Even though two teachers
work towards identical goals they may choose different ways of getting there.
As put on by HARMER (2001:102), many authors such as; FAROOQ (1999), CHAUDHRY (2005) and SHAFIQ
(2007) agree that successful learning takes place when:
1.
Learners are exposed to
rich input of the target language;
2.
They have many
opportunities to interact with the
language;
3.
They are motivated to learn.
2.1.5.
Working
Condition and Organization Structure
Secondary
schools vary greatly in terms of how they view their educational mission.
Hopefully, majority of schools are committed to providing quality educational
services. Each of them has a strategic plan, a description of the long-term
vision of an institution and the means it undertakes for fulfilling them.
Quality assurance mechanisms are thus needed to ensure the quality of the
practices. According to UNESCO (2000:11) some of the issues concerning this
problem are given as follows:
Equipment -
where investment is lacking (DVD, stereo, photocopier) there may be a negative impact on teacher’s work.
Teaching Facilities –
where does teaching take place? How adequate are the facilities? Is there a
multi-media lab, or a self-access centre?
Class size - common
sense suggests that the class size should not exceed 15 although you sometimes
have to work bigger groups. GIAUQUE
(1984:96)
Support Staff – adequate
support staff can also facilitate teacher’s work. Is there administrative stuff
to help with typing, duplicating and administration?
2.1.6.
Monitoring
and Evaluation
Quality
teaching cannot simply be assumed to happen. One of the final, but greatly
important steps in the quality assurance cycle is monitoring and evaluation.
According to AHMAD et all (2013:77) information needs to be collected regularly
on all aspects of the program to find out the quality teaching is taking place.
It is usually done through formal and informal mechanisms such as group meeting
written reports, classroom visits, and student evaluation.
As
GOLAM (2012:17) says, the teaching evaluation is the key in quality English
teaching. Teaching assessments, to be precise, should contain the feedback in
the light of the students’ feedback, it is important to be positive and accept
complains or suggestion, and as a result, some challenges in teaching should be
made.
2.2.Quality Learning
As
known, and put on by KAVALIAUSKIENE
(2008:88) quality learning is learning that
fosters the individual’s ability to
acquire knowledge and understating which is then utilized within real
situations’ to make valid, informed decisions, and also enhances the individual’s
ability to be positively involved in the sharing of ideas, understanding and
opinions.
Additionally,
Educational services are often not tangible and are difficult to measure
because they result in the form of transformation of knowledge, life skills and
behaviour modifications of learners (TSINIDOU, GEROGIANNIS, & FITSILIS,
2010 in AHMAD et all 2013:77).
The
environment and the proposal characteristics of learners
play an important role in the academic success.
According to GODDARD: 2003 in AHMAD et all 2013:77, schools personnel,
members of the families and the communist provide help and support to students
for the quality of their academic performance.
Besides
the social structure, parents’ involvement in their child’s education increases
the rate of academic success of their child (FURSTENBERG & HUGHES, 1995 in
AHMAD et all 2013:100). Therefore, as teachers we must be aiming to develop in
our pupils:
Ø The
growth of knowledge and understanding;
Ø The
ability to apply knowledge and understanding in real life situation;
Ø The
ability to make valid, appropriate and insightful decision;
Ø The
ability to share competently their understanding, opinions and ideas.
Quality
Learning includes:
Learners who are
healthy, well-nourished and ready to participate and learn, and supported in learning
by their families and countries;
Environments that are
healthy, safe, protective and gender-sensitive, and provide adequate resources
and facilities;
Content that reflected
in relevant curriculum and materials for the acquisition of basic skills, especially
in the areas of literacy, numeracy and skills for live and knowledge in such
areas as gender, health nutrition, HIV/AIDS prevention and peace. Processes
through which trained teachers use child-centred teaching learning in such
areas and well-managed classrooms and schools and skill assessment to
facilitate learning and reduce disparities in outcomes that encompass
knowledge, skills and attitudes, and are linked to national goals for education
and positive participation in society, UNICEF (2000:4).
2.3.Quality Learners
According to UNICEF (2000:5) ‘’school systems work
with the children who come into them. The quality of children’s lives before
beginning formal education greatly influences the kind of learners they can be.
Many elements go into making a quality learner, including health, early
childhood experiences and home support’’.
2.3.1.
Good
Health and Nutrition
Basing on MACLEAN (1966:54) thoughts, physically and psychosocially healthy
children learn well. Healthy development in early childhood, especially during
the first three years of life, plays an important role in providing the basis
for a healthy life and a successful formal school experience. Adequate
nutrition is critical for normal brain development in the early years, and
early detection and intervention for disabilities can give children the best
chances for healthy development. Prevention of infection, disease and injury
prior to school enrolment are also critical to the early development of a
quality learner.
2.3.2.
Early
Childhood Psychosocial Development Experiences
As referred by MACLEAN (1966:44), positive early
experiences and interactions are also vital to preparing a quality learner. A
large study in L2 Latin American countries found that attendance at day care
coupled with higher levels of parental involvement that includes parents
reading to young children is associated with higher test scores and lower rates
of grade repetition in primary school. Evidence from the Philippines, Sri Lanka
and Turkey have shown that children who
participate in early intervention programmes do better in primary school than
those who do not benefit from formal early child programmes, and studies from
India, Morocco and Latin America demonstrate that disadvantaged children
benefit the most from such programmes (UNICEF, 1998 cited in UNICEF 2000:5). In
addition to cognitive effects, the benefits of good early childhood programmes
include better psychosocial development. Effective and appropriate stimulation
in a child’s early years influences the brain development necessary for
emotional regulation, arousal, and behavioural management.
On the other side, GIAUQUE (1984:96) approaches that a
child who misses positive stimulation or is subject to chronic stress in the
pre-school years may have difficulty with psychosocial development later in
life. A high level of quality in early childhood development programmes can be
achieved when health and nutrition components are combined with structured
psychosocial development in the pre-school years.
2.3.3.
Regular
attendance for Learning
According to LARSEN (1983:109) ‘’to achieve
academically children must attend school consistently. A child’s exposure to
curriculum — his or her ‘opportunity to learn’ — significantly influences
achievement, and exposure to curriculum comes from being in school. A study of village-based schools in Malawi found
that students with higher rates of attendance had greater learning gains and
lower rates of repetition, a finding consistent with many other studies’’.
2.3.4.
Family
Support for Learning
Parents may not always have the tools and background
to support their children’s cognitive and psychosocial development throughout
their school years. Parents’ level of education, for example, has a
multifaceted impact on children’s ability to learn in school.
In one study by LITTLE (1983:51), children whose
parents had primary school education or less were more than three times as
likely to have low test scores or grade repetition than children whose parents
had at least some secondary schooling. Parental education not only influences
parent-child interactions related to learning, but also affects parents’ income
and need for help in the home or field-help that often comes at the expense of
keeping children in school. Furthermore,
parents with little formal education may also be less familiar with the
language used in the school, limiting their ability to support learning and
participate in school-related activities.
By and large, healthy children with positive early
learning experiences and supportive, involved parents are thus most likely to
succeed in school. Quality teachers need similar support for their tasks in
schools. Another essential ingredient for a successful educational system is a
quality learning environment.
2.4.Quality Learning
Environments
Leaning
can actually occur everywhere but they are those said to be best places to
learn languages.
2.4.1.
Physical
Elements
Physical learning environments or the places, in which
formal learning occurs, range from relatively modern and well-equipped
buildings to open-air gathering places. The quality of school facilities seems
to have an indirect effect on learning, an effect that is hard to measure.
LITTLE (1983:51) argues that “extant empirical evidence is inconclusive as to
whether the condition of school buildings is related to higher student
achievement after taking into account student’s background”. According to
LOCKHEED (1989:19) a study in India, however, sampled 59 schools and found that
of these only 49 had buildings and of these, 25 had a toilet, 20 had electricity,
10 had a school library and four had a television. In this case, LOCKHEED
(1989:19) says that the quality of the learning environment is strongly
correlated with pupils’ achievement. According to WILLIAMS (1998:103) in Latin
America there was a study that included 50,000 students in grades three and
four found that children whose schools lacked classroom materials and had an
inadequate library were significantly more likely to show lower test scores and
higher grade repetition than those whose schools were well equipped.
2.4.2.
Psychosocial
Elements
Within schools and classrooms, a welcoming and
non-discriminatory climate is critical to creating a quality learning
environment. In many countries, attitudes discouraging girls’ participation in
education has been significant barriers to providing quality education to all
students. According to SUTTON (1999:29)
in UNICEF (2000:8), the Republic of Guinea provides an example of how this
barrier can begin to be overcome. Between 1989 and 1997, Guinea was able to
increase the percentage of school-age girls’ enrolment from 17 per cent to 37
per cent. This was done through the establishment of a high-profile Equity
Committee, research to better understand various communities’ needs and
attitudes, policy reforms related to pregnancy of school-age mothers, the
building of latrines for girls in schools, institutional reform that brought
more women into teaching and administrative positions, and a sensitization
campaign to raise community awareness about the value of girls’ education.
Although curricular reform and other issues remain to be acted upon, and girls’
persistence and achievement have not yet reached the level of boys’, this case
shows that efforts to improve the learning environment for girls and all students
can lead to real.
Once girls gain access to schools, however, they may
experience both direct physical threats and more subtle assaults on their
confidence, self-esteem and identity PIGOZZI (2000) in UNICEF (2000:9). The
journey to school may be unsafe, since many girls experience harassment and
physical attacks either on public transportation in cities or remote paths in
rural areas.
2.4.2.1.Teachers’ Behaviours
that Affect Safety
Relative to both girls and boys, parents, educators
and researchers express important concerns about teachers who create an unsafe
environment for students. In some schools in Malawi, for example, male
teachers’ sexually harassed girls even with outside observers present. MISKE, DOWD,
et al. (1998) in UNICEF (2000:9). When parents in Burkina Faso, Mali and
Tanzania were asked about reasons they might withdraw their children from
schools, they most often cited a lack of discipline, violence of teachers
towards pupils (corporal punishment), and the risk of pregnancy due to the male
teachers’ behavior.
As stated by VERWIMP (1999:53) a study in Ethiopia
found that nearly 50 per cent of teachers interviewed reported using corporal
punishment at least once a week, with 11 per cent saying they use it every day.
Just over one third said they never use corporal punishment. That means, teachers
behaviors affect the quality of the learning environment since the learning
process cannot take place when the basic needs of survival and self-protection
are threatened.
2.4.2.2.Effective School
Discipline Polices
HALLINGER (1998:17) says that well-managed schools and classrooms contribute to
educational quality. Students, teachers and administrators should agree upon
school and classroom rules and policies, and these should be clear and
understandable. Order, constructive discipline and reinforcement of positive
behavior communicate a seriousness of purpose to students. It is important not
to mistake small group cooperative learning for disorder, however; although
noise levels may increase, task-orientation and focus on learning signal
effective practices. Policies are also needed on bullying, harassment, drug and
tobacco use, and anti-discrimination with regard to disabilities, HIV/AIDS and
pregnancy.
2.4.2.3.Inclusive Environments
Reducing other forms of discrimination is also
critical to quality improvement in learning environments. Most countries, in
all parts of the world, struggle with effective inclusion of students with
special needs and disabilities. An examination of special education policies
and practices in China, Indonesia, Japan, Malaysia, New Zealand, South Korea,
Thailand and Vietnam found that although most educational policies include some
philosophy of inclusion, significant gaps between policies and actual practices
in schools and classrooms exist (MITCHELL, 1995 cited in UNICEF (2000:9).
Children of ethnic and language minorities, politically or geographically
disfavored groups, and groups at low socio-economic levels may also suffer from
discriminatory policies and practices that hinder the advancement of quality
education for all children. MITCHELL, 1995 cited in UNICEF (2000:10) says that
can occur by excluding such children from school or by excluding their
participation in school once they are attending. In general, continued
restructuring of most learning environments needs to occur to improve learning
opportunities for children of all abilities and background.
2.4.2.4.Non – Violence
According to WHO (1998) cited in UNICEF (2000:10), war
and other forms of interpersonal and group conflict clearly have an impact on
children’s mental health and their ability to learn. Many young victims of
violence suffer lasting physical, psychological, social-emotional and
behavioral effects. Although it is difficult for schools to provide safe
havens from some forms of violence, other forms can be effectively
prevented through interventions.
Chapter III
3.1.Research Methodology
This
chapter depicts the research setting along with research respondents,
instruments, procedures of data collection and data analysis. This study was designed
to recognise the potential factors that might have impacts on English language
quality teaching and learning at ‘‘Escola Secundária 25 de Setembro’’ grade 11
and 12.
3.2.Research Design
In
this study, the qualitative and quantitative research designs were used to
describe the collected data in their natural settings.
3.3.Methodology
According
to GILL (2006:60), a method is the way to reach to a certain destination. This
idea mainly highlights that if we need to achieve some goals we need first to
select a method for the concern.
Additionally, HAWKINS & SWANNELL (1991:407) stress that methodology
is used in a particular activity. As known to carry out a study it is vital to
determine a methodology that will guide to the knowledge in question. For the
effectiveness of the study, it was mainly based on Descriptive
or Qualitative methodology and Quantitative to some
extent. This
type of research method involves describing in details specific situation using
research tools like interviews, surveys, and observations. It focuses on
gathering of mainly verbal data rather than measurements
of literature review and interview. Furthermore, inductive thematic analysis
was employed to analyse the interview data.
3.4.Type of Research
As known and put on by HAWKINS
& SWANNELL (1991:400) there are two major
types of research which can be done to develop a
thesis or monograph namely: Practical
Research and Theoretical Research. So, this study was based on practical research
that consists of the empirical study of the topic under research and
chiefly consists of hands on approach. This involved first hand research in the
form of interview.
3.5.Data Collection
Techniques
In this study, the researcher used
‘note taking’ technique while conducting the interview because there are some unexplained cases
participants’ did not want the interview to be recorded, the researcher took
notes and filled in the forms after or during the interview. To the students,
teachers and delegate interviews were conducted individually basing on face to
face method. It would be an hour (1)
face to face interview when the participants were willing to share their
experiences without strains and embarrassment. The data collected was tabulated
and graphed down to have a clear overview of the factors affecting
teaching-learning English quality. The simple percentage method was used for
calculation of results in the study.
3.5.1.
Interview
As
previously mentioned, interview as a tool for data collection was used to find
out factors affecting negatively the quality of teaching and learning English
at ‘‘Escola Secundária 25 de Setembro’’ grade
11 and 12. In order to guide the interview session an interview script for all
respondents was developed. Students’ interview script had 6 questions and the
types of questions were selected according to the research objectives. For
instance, Q1 was focusing on factors affecting
negatively the quality of English language teaching and learning,
Q2 dealt with the sorts of motivation required to learn English and improve the
quality, Q3 had to do with how much the English syllabus content would meet
social demand, Q4 was more concerned about the contribution of modern
technology to learn English, Q5 focused on skills required for the English
teachers to increase the quality learning and Q6 gave opportunity to students
to make their recommendations to increase
English learning quality.
In
order to get clear and cogent information from the teachers 3 questions were organised. Q1 was as the
one addressed to students. It focused on factors affecting negatively the quality of English language teaching
and learning, Q2 was under potential factors affecting the quality teaching and
Q3 covered teachers’ recommendation to increase English quality of secondary
level students. Other contact
was with the English subject delegate who strategically and methodologically
shared his insights on 5 questions raised to him. Q1 focused on factors affecting negatively the quality of English language teaching
and learning, Q2 was on any possible change on English syllabus in grade 11 and
12, Q3 was more specifically on the supervision of English classes, Q4 was on
how often he supervised students’ English class’s each month and Q5 dealt on
his recommendation to increase English quality of secondary level students.The purpose of conducting personal interview survey was to explore the
responses of the respondents and to gather more and deeper information. It
was also used to probe the answers of the respondents and at the same time, to
observe the behaviour of the respondents, either individually or as a group.
3.6.Target Population
It
is assumed by the researcher that this study would even be deeper and based on
national findings sources. Nevertheless, the main respondents of the study
were:
Ø Five
(5) experienced teachers of English teaching grade 11 and 12 at ‘‘Escola
Secundária 25 de Setembro - Quelimane’’ grade 11 and 12. These teachers are
said to be experienced due to long years in the teaching field, that is, they
have more than 5 years teaching although did not have further training in
English after the ones held in ‘’IMAP’’
and UP (12+1).
Ø Thirty
(30) students in each level summing a total of 60 students. These were selected
randomly from different shifts and streams, that is, during the period of
teaching practices and data collection, meanwhile
in the last semester of the 4th year, the researcher registered and
kindly went for ‘’a cup of coffee’’ with
those students who were willing to go for an interview. Most of them were found
directly while attending morning and night shifts classes with their teachers.
In the first stage the researcher had an ear to girls who greatly shared their
thoughts on the researcher’s concern. Among these students, the ages, social or
economic backgrounds varied. Some were
from low level backgrounds (academic and economic) only few of them were socio
and economically balanced.
Ø One
(1) responsible delegate of English subject (grade 11 and 12) holding honour
degree in English language teaching by ‘’Universidade
Pedagógica Delegação de Maputo’’ and
master degree in MBA by ‘’Universidade
Católica de Quelimane’’. This respondent is said to be one of the first
qualified teachers with many years of working experience.
3.7.Inquiry Duration
As previously designed, the data collection was
carried out from September 2014 to November 2014. In this period, the researcher worked hand on
hand with the respondents basing on first hand evidence. That is, vast ranges
of the interviews were conducted on face to face circumstances.
Chapter IV
4.1.Data Analyses and Discussion
As
the author mentioned in Chapter 3, the evidences were collected from students,
English subject teachers, 1 delegate of English subject at ‘‘Escola Secundária
25 de Setembro’’. Inductive Thematic Analysis was employed to analyse the data.
In this chapter, the author would like to describe the aggregated analysis from
the above-mentioned respondents in order named earlier:
The
author adopted a semi-structured interview (which consisted on different
questions focusing on factors affecting negatively the quality of English
language teaching) for collecting the qualitative data to craft information
from individuals. During this field work, the author interviewed 60 students
from both grades, that is, 30 students for each grade
4.2.Students Opinion
Analysis on Factors Affecting Negatively the Quality Learning
4.2.1.
Factors
The students in
grade 11
were asked to identify the main factors responsible for creating barriers to
learn English and consequently low quality learning.
On the issue, a group of 6 students (S1) said, ‘‘our education system, ways of teaching are liable for low English
quality learning’’. S2 mentioned, ‘‘our environment was not favourable to learn
English. S 3 ''Advocated, ‘we are many and teachers cannot manage the
classes’’.S4 said, ‘‘teachers are teaching in traditional methods, they speak
much Portuguese than English, they tell us to make copies from books ’’ S5
Said, ‘we cannot understand the contents and the language in its self’’.
The
same question was raised to Grade 12 students. S1 Replied, ‘‘our teachers are
not specialists in English language teaching.’’ S2 said, ‘’most of the times we
do not have classes and we stay long time focusing on the same topics’’ S3
said, ‘’ as students, we have never seen any advantage to learn English’’.
Other respondents (S4) said, ‘‘quality English learning can be gained properly
by practicing English more and more and also reading’’. S (5) said ‘’ we never had
chance to listen to a native speaker in the class and no English textbooks
available in the library at all’’.
Figure
1- Factors
Affecting Negatively the Quality Learning (students)
|
Grade 11
|
|
Grade
12
|
Source: Author, 2014
The above figures, show that the
identified factors can be categorised as five main groups namely – (1) lack of practice corresponding to
33 % and 17 % of the 30 respondents of each grade (2) lack of specialised English teachers 7%
and 33 % (3) teaching methods 20% and 23 % (4) lack of a
conducive
environment 17 % and 10%) lack of library facilities 23% and 17%. In grade 11, the result shows that the lack
of practice was the main factor affecting the quality English language learning
different from grade 12 whereby the main factor was viewed as lack of
specialised English teachers.
4.2.2.
Motivation
Students
hailed from grade 11 and 12 were asked on ‘‘what sorts of motivation are
required to learn English and improve the quality?’’
Some
of the respondents (S1 ) from grade 11 said, ‘‘students should be motivated to get a better job in the future by
learning English, and others from grade 12, asserted, ‘‘students should be motivated positively to learn English to serve the
nation’’.
Figure 2:
Motivation
|
Grade 11
|
|
Grade 12
|
Source: Author, 2014
The result shows that 67 % of the students
in grade 11, that is, in 30 students 20 were motivated to learn English for
instrumental aspects which is utilitarian in
nature. Learners may acquire a second language to obtain employment or a
promotion, or help their children’s education while in grade 12, as the figure 2 on
right shows, 23 % (7 students) were motivated instrumentally. Conversely, 33% and 77% of
learners were integrative motivated, that means;
they lent English to affiliate with a different language community. Such
learners wished to join in with the minority or majority language’s cultural
activities, find their roots, or form friendships
4.2.3.
English
Syllabus Content
Grade
11 and 12 students were asked on ‘’how much they think the offered English
syllabus content meat social demand’’. The opinions of students were as
follows;
Figure 3: English Syllabus Content
Source: Author, 2014
The
above figures demonstrate that most of the respondents of both grades identified the existing English
syllabus as ‘not effective’ (70 % which correspond to 21 students and 67 %
which is 20 students in grade 11 and 12). Few students (5 students from grade
11 and 3 from grade 12) identified the present syllabus as ‘very effective’
which was17 % and 10 % and 4 students from grade 11 said it is ‘effective’
which is 13 % and 23 % (7 students).
4.2.4.
Contribution
of Modern Technology
Students
in both grades were asked to answer on the contribution of modern technology
for the English language leaning quality. One of the pupils (S1) in grade 11
articulated, ‘‘I think modern technology
is very essential because students can learn more about English by modern
machines like, T.V, computer, etc. " S2 said, ‘‘It is essential, as modern
technology helps us to improve English, develop our mind’’. S3 told, ‘‘Teacher cannot use it; I think’’. On the
issue, one of the respondents (S1) from grade 12 advocated, ‘‘If we would like
to develop ourselves and our country, we should make the best use of modern
technology. It is very much essential for us now and future’’. S2 mentioned,’
it is essential, as we can learn about the world, and we can easily learn
English’’. S3 said, ‘‘I cannot use
it; we have no computer room’’.
Figure 4 Contribution of modern Technology
|
Grade
12
|
|
Grade
11
|
Source: Author, 2014
The above figure shows that the contribution of modern technology was
found ‘very essential’ by 73 % (23 students) in grade 11and 57 % (17
students) in grade 12, ‘essential’
10% (6 students) and 30 % (9 students) ,
‘ not essential’ 3% (1 student) of grade
11 and 13 % (4 students) in grade 12.
4.2.5.
Recommendation
to Improve the Quality of English Language Learning
Students were asked to recommend how to improve the quality
of english language learning. With a view on the issue, respondents’ recommendations varied
substantially across the grades.
Figure
5: Recommendations in order to have
quality English Learning
|
Grade
12
|
|
Grade
11
|
Source: Author, 2014
The result in the above figure shows that
50 % (15 students) of the respondents in grade 11 recommended ‘skilled teachers, 17 % (5 students) on ‘practice’ 17 % on ‘use of
modern technology 9 % (3 students) on ‘curriculum’.
From the respondents
7 % (2 students) did not recommend anyone of the above-mentioned factors. On the
other side, the result shows a closely related scenario in
grade 12 where
most of the respondents (50%) recommended the necessity of ‘practice’ as an
influential factor. 23% (7students) English
skilled teachers. 13%
( 4 students) the use of ‘modern technology’ , 7% (2
students) appointed ‘appropriate curriculum’. None of the above-mentioned
factors were recommended by only 7 % (2 students) of the respondents. Thus, the
most influential factor for increasing the
quality in English learning was ‘practice’ and
‘skilled teachers.
4.2.6.
English
Teachers Skills
Students
were questioned about the required skills for the English teachers to increase
the quality learning.
Figure 6: Skills for English Teachers
|
Grade 12
|
|
Grade 11
|
Source: Author, 2014
The effectiveness of appropriate skills
required for English teachers were examined by dividing into five broad
categories, which were (1) Problem of content (2) Proper knowledge of the teachers (3) Friendly
attitude (4) Creativity and (5) Teaching by technology. The above figures show that
the skills of the teachers to ‘change content', and the ‘proper knowledge’ was supported
by 33 % (10
students) and 30 % (9 students) in grade 11, moreover, 7% (2 students) supported
Teaching by Technology, 10% (3 Ss) Creativity and 20% (6 Ss) Friendly Attitude. In grade 12 the scenario differs, 40 % (12
students) and 33 % (10 Ss) supported Problem of Content
and Proper Knowledge, 10% (3 Ss) Teaching by Technology and Creativity and 7%
Friendly Attitude.
4.3.English Teachers
Opinion on Factors Affecting Negatively Quality Teaching
The
author interviewed 5 English teachers of both grades as motioned in the
previous chapters.
The English subject teachers at ‘‘Escola
Secundária 25 de Setembro’’ were asked to identify the main factors affecting negatively
the quality teaching. Teachers shared answers in common because some of them
teach both grades simultaneously.
Figure 6: Factors
Affecting Negatively the Quality Teaching (Teachers)
Source: Author, 2014
The above figure illustrates that the main
factors was categorized as four main groups such as – (1) Large student size
40% (2 teachers), (2) Lack of qualified
teachers 20 % (1 teacher), (3) Lack of
training 20 %, (4 ) Few English subject teachers with honour
degree 20 %. The result shows that a
large student
size was the main factor.
4.3.1.
Other
Potential Factors
Apart from the above factors, teachers’
were once more asked to identify those considered as being potential factors
affecting the quality teaching consequently their effectiveness’. The answers are as tabulated;
Table 1: Other
Potential Factors
|
Nr R
|
Answers
|
%
|
|
2
|
Structure of School System
Respondents’ stressed that the organization of the
school system affects how well the teacher is supported.
|
40%
|
|
1
|
Classroom Conditions
The behavior, motivation and personality of the
students can either enhance teacher effectiveness or hinder the positive
qualities of the teachers. If students are excited about learning, motivated
to excel academically, determined to reach long term goals such as college
and their personality and culture complement the teacher, then the teacher is
able to focus better on teaching. UNESCO (2000:11)
|
20%
|
|
2
|
Budget
The school's budget limits the amount of funding that
teachers can use to supplement and improve the classroom lessons. A low pay
grade can inadvertently lower the quality of teaching. The stress from trying
to survive financially and the feeling of being unappreciated can reflect
negatively in the classroom. However, a larger budget enables teachers to expose
their students to real life experience through field trips, conduct
interesting experiments in science class, use less of their own money to
purchase teaching materials and ease the stress of budgeting for their own
lives. GOLAM
(2012:17)
|
40%
|
Source: Author, 2014
4.4.Teachers Recommendation
to Improve Quality Teaching
Teachers
were asked about the recommendation to have English quality teaching. One of the participants (T1) said, ‘‘they should be taught by trained teachers;
teachers should be selected through demonstration class.’’ T2 mentioned, ‘‘all sorts of modern facilities should be
ensured for them’’ to teach them all the lessons’’. T3 said, ‘‘offered curriculum must be changed because there
are some short-coming in this course’’. T4 depicted, ‘‘Conversational English must be included in examination, and private
tutoring must be stopped’’.’’ T5
told, ‘‘we expect technological support
from the government and ‘‘Courses
should be reshaped. Proper concentration should be given on achieving 4 skills.
Figure 8:
Teachers Recommendation to Improve Quality Teaching
Source: Author, 2014
By
and Large, The
result in the above figure shows that 20 % (1 teacher) of the respondents
recommended ‘skilled teachers, 20 %, on ‘use of modern technology, 20 % on
‘change the curriculum’, 20 % ‘to stop private tutoring’ and the rest of 20 %
‘to introduce oral English exam
on the
above-mentioned issues.
4.5.English Subject
Delegate Opinion
The English Language subject delegate of
grade 11 and 12 at ‘‘Escola Secundária 25 de
Setembro’’ was
asked to identify the main factors responsible for low English quality
achievement. He replied as follows;
Table 2: Factors mentioned
by the subject delegate
|
Factors
|
|
|
Grade 11
|
Grade 12
|
Teachers and Students
Personalities
|
Self motivation
|
|
School
Resources
|
Student empowerment in class
activities
|
School Attendance
|
The overuse of students L1
|
Source: Author,
2014
4.5.1.
Possible
Changes of English Syllabus
The
question was ‘’Is there an indication of whether the delegate supports any
possible change of English syllabus?’’ The delegate believed, ‘‘Present syllabus is not up to the mark to
address the present challenges, is ineffective, needs to be changed for the
betterment of the pupils ’’. The results indicate that present
syllabus is not effective because it cannot meet the social demand.
Figure 9:
Possible Changes of English Syllabus
Source: Author, 2014
The above
figure shows that the delegate support changes in the syllabus of both grades.
4.5.2.
Class
Supervision
The
other question was; ‘’Is there any indication of whether you visited the
classes? The delegate depicted, ‘‘Frequently, I supervise the teachers and
students performance ’’’. The results indicate that he regularly supervises the
classes to fuel their regular performance.
Figure 10:
Class Supervision
Source: Author, 2014
The above figure shows that both in grade 11 and 12 the
the delegate frequenty supervised classes.
4.6. Discussion
4.6.1.
Summary
of the Findings
The
study intended to find out significant factors that affect negatively the
quality of English language teaching and learning in Quelimane’s Secondary
Schools with a specific focus on ‘‘Escola Secundária 25 de Setembro’’, grades
11 and 12. 60 students for both grades, 5 teachers of English subject (grade 11
and 12) and 1 delegate were selected as
respondents for this study. Three categories of respondents such as students in
grade 11 and 12, English teachers, English subject delegate, were selected for
conducting the study and the sample size for each category for each region was
60, 5, and 1 respectively. The survey was conducted from September, 2014 to
October, 2014.
This
study is descriptive in nature. The study revealed important findings, which
can provide policy implications and suggestions to improve the quality of
English language teaching and learning in Quelimane’s Secondary Schools and
across the city.
Students:
Research results showed that lack of practicing English is the dominant factor
in both grades. Still, it is more severe in grade 11. The lack of integrative
motivation and the size of the class was found equally bigger in both grades,
for example, on average 65 students were found in grade 11 and 50-55 on grade
12. This means; students in grade 11 got less friendly environments to continue
their English practice with their teachers. However, students with appropriate
opportune moment to conduct practice among themselves within the large size of
students in the classes were pair work or group work.
However,
the lack of specialised or qualified
teachers of English were found to have a less significant factor in learning
English regarding both grades because of their teaching experience. The study
revealed that most of the teachers teaching grade 11 and 12 at ‘‘Escola
Secundária 25 de Setembro’’ do not have needed qualifications (for instance,
holding honour degree in English language teaching) to work with students of
those levels.
The
differences of the motivational aspects with learning English between grade 11
and 12 students can be explained by the differences in the socio economic
backgrounds of the students’ families. Most of the families are characterized
by large family sizes and most of the students especially at night shift, grade
12 are engaged in blue -collar jobs.
As
referred by WALBERG (1984) in GOLAM (2012:15) these factors are mainly
responsible for creating differences between instrumental and integrative
motivation. For example, the instrumental motivation for learning English is
higher in grade 11 because the students of that grade are motivated to learn
English for getting job and to meet their immediate needs in grade 12.
Similarly, the integrative motivation for learning English is higher in grade
12 because most of their families are able to meet their basic needs and they
have already a choice for their future. As a result, some students of this
grade want to learn English not only for gaining employment but for other
purposes.
Students
in both grades dominantly want to learn English to complete their grades. As a
result, English becomes one of the most important factors when students want to
continue their studies at University.
English teachers: 20% (one teacher) of the teachers claimed that large
student size is a dominant problem. This finding is consistent with the student
opinion as most of the students in both grades mentioned that lack of practice
was their main problem for learning English due to large class sizes.
Conversely, 33% of the students in grade 12 mentioned that their main problem
for learning English was the lack of specialized English teachers able to meet
their needs. Respondents also mentioned potential factors affecting quality
teaching, on the issue, they talked about; Structure of School System,
Classroom Conditions and Budget.
English
Subject delegate: Research results
revealed that the School Resources, School Attendance, The overuse students L1,
Student
empowerment in class activities, Teachers
and Students Personality, Self motivation were the leading factor
for low English quality at ‘‘Escola Secundária 25 de Setembro’’.
From
this discussion, the factors affecting the quality of English language teaching
and learning quality at ‘‘Escola Secundária 25 de Setembro’’, grade 11 and 12’
can be summarised as follows;
1. Lack
of skilled and specialised English teachers;
2. Lack
of practice;
3. Lack
of conducive environment;
4. Large classes;
5. Lack
of teaching manuals;
6. Lack
of using particular grammar books
7. Self motivation;
8. The overuse of L1;
9. Structure
of School System;
10. Classroom
Conditions;
11. Budget.
Chapter V
5.1.Conclusion and
Suggestions
5.1.1.
Conclusion
The
present study has been conducted to scrutinize the factors towards the quality
of English language teaching and learning at secondary school levels. The study
is expressive in nature, it tried to find out the factors affecting negatively
the quality of English language teaching and learning in Quelimane’s Secondary
School with focus at ‘‘Escola Secundária 25 de Setembro’’ grade 11 and 12. A
qualitative method was used to assemble evidence from the school under
surveyed.
For
addressing the specific research questions, regarding the earlier mentioned in
‘’chapter I’’ an important finding in this study is that the quality of English
language learning is affected by the teachers’ factors. The second significant
findings of the study were; the teachers were not sufficiently English
qualified and had not adequate knowledge of modern methods to teach English,
students were not highly motivated to learn English because they found it
boring and difficult, the classes of both grades were somehow large with low
learning conditions so, the teachers in both grades demand further training,
social status, and budget for effective lesson planning, well structured school
and reduction of class sizes.
During
classes in this period, it was revealed that pupils learning English at the
secondary levels showed more dependency on the textbook. The textbook, in
response, was not found very interesting to the students as most of the
students from both grades said their textbooks were rather boring. It was found
that teacher-domination and teacher-talking remarkably were featured in English
language classroom. The teachers at ‘‘Escola
Secundária 25 de Setembro’’ grade 11 and 12 relayed on translation of the
lessons into Portuguese and similarly they chose to explain them in Portuguese.
Students’ learning grammar rules were stressed. Students were found used to
memorizing questions and answer as means of preparing for their tests. Also,
they practiced writing and reading in their classes. However, the students did
not seem to get sufficient opportunities to practice their speaking and writing
skills in groups with their peers.
It
was also found that the students could not freely ask questions to their
teachers and got inadequate opportunities to practice grammar rules through
contextualization of them. Teachers appeared not to have a friendly attitude
towards the students.
It is important to note that
students wish to enhance classroom academic
performance in English but they did not attend class regularly. When they face
difficulties they remained absent minded as they do not have adequate trained
teachers.
It
is heartening to note that a range of activities can ensure learners’
involvement in their English education; make the class interactive and enjoyable.
At the same time, we also need to take initiatives for the improvement of slow
learners and irregular students in English learning.
5.1.2.
Suggestions
Based on the findings, the
following Suggestions can be made for
the policy makers, education planners, and teachers in order to contribute for improvement of English language teaching
and learning quality at ‘‘Escola Secundária 25 de Setembro’’ grade 11 and 12
and cross Mozambique;
Ø Government
should appoint skilled teachers in Quelimane to mitigate the imbalanced
teacher-student ratio;
Ø Government
should take initiatives to make available need based English teaching aids and
teaching materials, for using these aids professionally. Providing such
teaching materials should be followed by an appropriate training for the
English teachers so that they can use these materials efficiently in the
classrooms.
Ø There
is room for improving the quality of education, English, in particular, by
provision of long term teacher training. Teachers should be trained for
English, especially for those who do not have the language background.
Ø The
modern effective techniques, i.e. question-answer, pair-work, group-work,
role-play, storytelling, simulation and so on should be introduced in the
class.
Ø English
textbooks should be introduced on an international scope based along with an
attractive setup so that the students can enjoy through reading and
understanding. Also, specific grammar books need to be introduced in the
secondary level.
Ø Smaller
class-size should be rationalized in all educational institutions especially at
''Escola Secundária 25 de Setembro'' grade 11 and 12, the ideal class size
would range between 30-35 students per class/ section.
Ø The
audio-visual aids and other study material may be provided to the school and
grades above mentioned.
Ø This
study is indicative in nature. However, as Quelimane is a profoundly populated
city and in it they are many secondary schools, the sample or target population
size is small; many findings have and have not yet been empirically proven.
More detailed studies on various factors which are affecting the quality of
English language teaching and learning are to be developed.
6.
References
AHMAD.N.S.
Ahmad, M.A. Bukhari. The nature of
difficulties’ in learning English by the
at
Secondary School Level. 2011
AHMAD
et al. International Journal of English Language and Literature Studies. 2013
GIAUQUE, G. S. Teaching
Extra-Large Foreign Language Classes: 1st ed. ERIC. 1984
GIL.A. Método e
Técnicas de Pesquisa Social. 5ed. São Paulo.Atlas.2006
GOLAM.
Azam Md. Factors Affecting Students’
English Achievement at Secondary Level in
Bangladesh:
The Comparative Study of Narayanganj and Bhola. 2012
HALLINGER,
P. & Heck, R. H. Exploring the
principal’s contribution to school
effectiveness.
4th ed C.U.P. 1998
HARMER, J. The
Practice of English language Teaching, 3rd edition, Longman Pearson
Education,
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HAWKINS.J
& SWANNEL.J. The Oxford Study Dictionary. O.U.P.1991
KAVALIAUSKIENE G, Issues
of quality in teaching/learning English at tertiary level,
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KERSHINER.
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ed. UK. 2000
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language).6th
Research/Expert.2009
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Internet
edition. University of Southern California. 2002
LARSEN, F.D. Technique
and principles in language teaching. New York: Oxford
university
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LITTLE, L. F. & Thompson, R. T: How parents and teachers contribute. 2nd
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LOCKHEED.
M. E & A. KOMENAN. Teaching Quality
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MACLEAN, I. C. Child
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The
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7. Appendix:
Interview Questions for Students
Dear Student,
As you know, I’m carrying out a survey under factors affecting the
quality of English language teaching and learning in Quelimane’s Secondary
Schools. I have organised the following questions as part of data collection. I
would appreciate if you would give me clear and honest response.
|
Teachers Interview Questions
Dear Teacher,
Here I have
organised few questions for interview. They are easy to answer and they actually
seek to explore essential factors
affecting the quality of
English language teaching and learning as well as the desired outcomes in any teaching job.
|
1 What factors affect negatively the quality of English language teaching
and learning?
2. What are the potential factors affecting the quality teaching?
3. What is your recommendation to increase English quality of
secondary level students?
|
English Delegate Interview Questions
Dear Delegate,
Here I have prepared few questions for data
collection. The questions are as follows;
|
1.
What
factors affect negatively the quality of English language teaching and
learning?
2.
Do you support any possible change on
English syllabus in grade 11 and 12
3.
Do you do
supervision of English classes?
4.
How often
do supervise students’ English class’s each month?
5.
What is
your recommendation to increase English quality of secondary level students?
|
8. Attachments
Study Site Main View
Library Main View
Library
Resources’
Library
inside View
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