Methods of Teaching Reading to EFL Learners: A Case Study

This research investigated students’ perceptions of tutors’ teaching methods applied in one of grammar tutoring classes in an English Education study program at one of the universities in Yogyakarta. The students’ preferences on grammar teaching methods were also discovered. This research employed a quantitative approach. Fifty-seven students participated in this study and filled out the questionnaire. Their activities during tutoring program were observed. Then, the interview was used to gather further information. The result of the questionnaire revealed a mean score of four point twenty-nine. It showed that the participants of this study shared their positive perceptions of tutors’ teaching methods in grammar tutoring classes. They felt that the tutors were able to build a comfortable learning experience and motivate them to have a language exposure. Additionally, the students desired to learn grammar by using the audio-lingual method and communicative language teaching (CLT) method. This study implies the need for a well-prepared peer tutoring program to help students effectively. Additionally, the administrators can address individual learning differences and provide insights for improving grammar instructions.

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

English has been taught over decades in different countries as L1, L2 and Foreign language. In Afghanistan, it has been taught as a foreign language over the past years at universities and schools with different methods. The application of grammar translation method was the new subject in Afghanistan. In English Department, the instructors applied direct method, communicative language teaching and other methods, but grammar translation method was applied in the first and second classes. In junior and senior classes, in most cases, the teachers applied direct method because the learners had the knowledge of English language to get the information in the class in the best way. This research was based on quantitative and the data were collected via questionnaire. The findings showed that the instructors used grammar translation method in the fresh and sophomore classes. For the learners who came from the rural areas had difficulties in understanding the written and spoken English in the classes. In the junior and senior classes, instructors used direct method because the learners had the knowledge of English language. Finally, the empirical research concluded the application of grammar translation method used more the in the first and second classes of English Department. Key words: grammar translation method, performance, application, teaching and learning.

Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR

This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.

Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

The aims of this study are to analyze the materials and activities used in teaching reading and the result is to describe the process of improving students’ reading skill using communicative language teaching (CLT) used by the teacher at tenth grade of SMAN 10 Depok. The approach used in this study is qualitative, that is by doing observation, interviewing, and giving questionnaire. Through descriptive qualitative approach, the data of observation, interview and questionnaire are analyzed in description. Based on finding of the study,the reading material in class X MIA 1 at SMAN 10 Depok using English book 2013 curriculum. The activities in the class the teacher divided the students into groups to discussing the reading material and give conclusion or suggestion for students, it can be concluded that teaching reading using communicative language teaching can improve the student English reading skill in an English class, because the class activities were communicative. As show by the score the highest score is 95 and the lowest score 65, the average of students score in class X MIA 1 at SMAN 10 Depok is 82,2. The result from questionnaire, most students enjoy in reading class using CLT because, the teacher clearly and always gives opportunity to the students to ask the question it make students easier for understanding the text reading.

Over the past few decades, “the field of applied linguistics and second language acquisition and teaching have accumulated a respectable repertoire of teaching approaches” [1] for language education. Approaches including Grammar-Translation Method (GTM), the Audio Lingual Method (ALM), the Direct Method, the interactional approach and the CLT approach thus have enabled language education professional and researchers to reach to a variety of methods to be utilized in English language education to effectively improve learning and teaching. This paper aims to provide an in-depth discussion on relevant theories of second language instruction understood and appreciated in a more applicable manner if applied in particular research settings. Pedagogical suggestions are expected to be drawn on how these theories could effectively support the potential research centering on the study of teachers’ questioning practice in ELT classrooms in mainland China’s universities. A proposed study is preliminary designed with a clear guided conceptual framework indicating potential results and contributions.

Students of tourism vocational schools require mastering speaking skills in English to be able to handle guests from various backgrounds. Yet, the preliminary research showed that 60% of students in SMKN 27 Jakarta Pusat could not speak English fluently. This study aimed at describing the design, teachers' plan, teaching methods, materials, teachers' role, and students' role, and assessment techniques of English speaking teaching and learning. This study used a case study with observation and interview as the research technique. The findings of this study showed that the syllabus design used in SMKN 27 was a functional-based syllabus that was suitable for the vocational high school students. The teaching methods used in teaching and learning were the Direct Method and Audiolingual Method. The materials used by the teachers in teaching and learning process were videos and an English coursebook in most of the observations' meetings. Teachers acted as a prompter and a feedback provider, helped the students when they found any difficulties in expressing themselves using the target language and gave feedback directly. The assessment techniques used were summative and formative assessment and the teachers used mid-term test and final-term test as the assessment techniques. 
 

An increasing number of international students, whose teaching and learning practices are very different from that of the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is the most optimum language teaching approach in today’s multicultural society regardless of cultural differences. The Japanese teaching method (Japanisation) was presented as an alternative teaching method to CLT, and the study investigates any impacts on multicultural students in Japanese language teaching at a university in the South of England. The study was conducted for one semester using two classes in 2009/2010. Two teaching methods, Japanisation and CLT, were applied. The concept of Japanisation is drawn from the study of the Japanese car manufacturing industry and transferred to the language teaching context. Three tests provided quantitative data to generate data. The quantitative results showed that there was no statistically significant difference between the two teaching methods regarding the attainment in the first two tests. However, Japanisation was associated with significantly higher results in the final test, compared with CLT. The implication of this study is embedding elements of Japanisation and Japanese educational culture in the Japanese language teaching will possibly enhance students’ learning of reading and written skills. Those who develop the teaching curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-Anglophone countries and assess how they may be combined with CLT to reflect new international characteristics of teaching and learning environments.

Background and Aim: This study aims to explore the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. Given the challenges students face in reading comprehension, it is essential to develop effective teaching methods to enhance their skills. The researcher is interested in examining whether CLT and active learning activities can enhance students' reading abilities and what students' attitudes are toward these approaches. This study will compare students' reading comprehension abilities before and after teaching English reading using CLT and active learning activities. Additionally, it will assess students' attitudes toward the learning process. Materials and Methods: This study employed a one-group pretest-posttest design to evaluate the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. A total of 13 students were selected through cluster random sampling, and the study followed a one-group pretest-posttest design over 12 weeks. Thirteen students participated in 12 weeks of instruction, with two hours of class per week. The instruments used included 12 lesson plans, an English reading comprehension test, and an attitude questionnaire. Data were analyzed using descriptive statistics (means, percentages, standard deviations) and inferential statistics (one-sample t-tests, dependent samples t-tests) to assess changes in reading comprehension and student attitudes. The findings provide insights into the potential of CLT and active learning to improve student engagement and reading comprehension in English. Results: The results of this study revealed a significant improvement in students' English reading comprehension after the implementation of CLT and active learning activities. The pretest mean score increased from 11.61 (29.05%) to 32.30 (80.77%) in the posttest, exceeding the criterion of 70%. Statistical analysis revealed a significant difference in scores, indicating that the teaching methods effectively enhanced reading comprehension. Additionally, students demonstrated a positive attitude toward the use of CLT and active learning, reflecting high levels of engagement and satisfaction with the learning process. These results suggest the effectiveness of CLT and active learning strategies in improving reading comprehension skills. Conclusion: The implementation of Communicative Language Teaching (CLT) and active learning activities significantly improved English reading comprehension among Prathomsuksa 6 students. The results highlight both increased reading proficiency and positive student attitudes, demonstrating the effectiveness of these teaching methods.

Paradoxically, the only real in language teaching methodology that has been gradually spreading its roots into the profession at large during the last two decades has been the very lack of some revolutionary coming forth and being proclaimed as the ultimate panacea. Until recently, the historiography of methodology in this century has recorded a succession of revolutions which always seemed to go through an initial period of enthusiastic implementation followed by one of disenchantment and eventual rejection. Some method would gain currency for a period of time, implanting itself firmly into the modus operandi of both classroom practice and textbook construction, only to be replaced by some other method that would assert itself as the solution to all the pedagogical problems created by the previous method. Eventually, the new method would itself be replaced by some other methodological solution in exactly the same fashion.' And so, from the turn of this century to the mid-seventies, one finds the vast literature on language pedagogy replete with arguments for and against some specific methodological practice (e.g. the grammar-translation method, the direct method, the audio-lingual method, etc.). This climate inevitably engendered a feeling of expectancy in classroom practitioners that sooner or later one method was bound to emerge as the only truly scientific and sure way of teaching a language with maximum effectiveness and success. But experience has persistently shown otherwise. In fact, it can now be said without hesitation that the last two decades have witnessed the demise of the concept for the simple reason that it has always been epistemologically unsound. What does this quiet revolution imply for the ordinary language teacher? Does it suggest that randomness in classroom routine is to be preferred to the systematicity of the method approach? The answer to this query can be found in the reality of the classroom. In fact, the realization has been dawning upon both researchers and practitioners that the so-called systematicity of previous methods was more of a

Romanian is a Romance language and it is not a widely spoken language. Twenty seven universities out of over eighty public and private universities in Romania offer the preparatory year for learning Romanian for foreign citizens. The present article focuses on methods of using English as a tool in teaching Romanian language for foreign students. It also provides recent theoretical literature and practice in the area of teaching methodology and approaches the issues arising while teaching Romanian language, using traditional methods: the direct method, grammar-translation, audio-lingual, the structural approach, total physical response, communicative language teaching, the silent way, community language learning, immersion, task-based language learning, the natural approach, the lexical syllabus, just to mention few of them suggested by Dave Willis.

The research aims to find out whether the students reading comprehension can be improved through the use of the Communicative Language Teaching(CLT) method. In order to achieve the objectives, the researcher held action research at SMA N 5 Lhokseumawe, from 16- 19th March 2021. There were 2 cycles in which 2 meetings were held for each cycle. The subject of the study is the second year with the numbers of population 32 students. The instruments used were observation sheets, questionnaires, and tests. The result of the study is the problem of motivating students to read. This can be solved by using Communicative Language Teaching(CLT). Based on the questionnaire, all of the students said that the use of the Communicative Language Teaching(CLT) method was interesting. In line with the questionnaire result, the observation sheet also showed excellent results on students’ study habits. There was an improvement in students’ comprehension, it can be seen in cycle 1 which was 89.06 points, and cycle II which was 95.6 points. In this study, I suggest that the teachers should be able to use Communicative Language Teaching(CLT) as an alternative to motivating students learning.