The goal of this study was to investigate methods for teaching English vocabulary to ninth-grade students in private schools in order to identify learning obstacles in the acquisition of vocabulary instruction and to propose suitable solutions. Hence, a phenomenological qualitative research approach was used to accomplish the goals of the study. This phenomenological analysis of classroom instruction provides important insights into the design of vocabulary-building exercises for English as a Second Language (ESL) learners and discusses several important considerations that must be taken into account. Children learning English as a second language who have a slower than average rate of vocabulary acquisition also have a more difficult time comprehending literature written at the ninth grade level. In-depth interviews with four ESL educators were recorded, transcribed, and evaluated thematically. The findings suggest that ESL educators are employing a wide range of methods to boost students' vocabulary in their lessons, but more research into the effectiveness of these methods is needed. This study confirmed the need of providing ongoing assistance to ESL learners as they work to increase their vocabulary. More research in these areas is needed to improve ELTs' vocabulary instruction, ESLs' vocabulary acquisition and understanding, as this study found that vocabulary training and other linguistically based interventions improved reading and education results for ESL students. Teachers also need to be familiar with and equipped to use contemporary methods of vocabulary instruction that take into account their students' abilities and background knowledge.
This study examined how aspiring educators describe technological pedagogical content knowledge, how its components relate to one another, and how far along the competency spectrum elementary school teachers are in their capacity to integrate technology into their classes. The 21st century has unified curricula, cutting-edge technologies, and comprehensive comprehension. To achieve educational excellence and student achievement in a rapidly modernizing society, teachers must learn new instructional methods and technologies. "Technological pedagogical and content knowledge" (TPACK) is a framework of collective and composite knowledge needed by teachers in technology-integrated classrooms. This study assessed pre-service teachers' technology integration knowledge and behaviors. This cross-sectional survey assessed future educators' TPACK and associated expertise. This survey uses questionnaire-based purposeful sampling. Surveys assessed technology, content, instructional techniques, and pedagogy. Each series of questions established a 5-point Likert scale, with 1 representing strongly disagreed and 5 representing strongly agreed. Smart PLS and SPSS analyzed data. Future educators are confident and able to use technology to fulfil student needs, according to the study. All three predictions were proven when all prospective educators surveyed understood TPACK. This shows that they understood the role of technology in each allegory or were confident in combining all three TK, PK, and CK structures. Findings determined implications.
This investigation sought to find out how primary school teachers felt about the value of professional development and how it affected students' academic achievement. Specifically, the researchers were interested in how teachers perceived the value of professional development. The researchers utilized a quantitative research methodology and a self-developed survey questionnaire in order to collect data for the purpose of evaluating teachers' professional development and students' academic success. This allowed the researchers to accomplish the goal of the study and fulfil its purpose. The data were analyzed through SPSS and Smart PLS. According to the study's findings, teachers expressed their level of satisfaction with the effectiveness of professional development at all levels because all three hypotheses were supported, which showed that there is a positive significant effect of effective teaching strategies, well planning and subject-matter knowledge on students' achievement. The study recommends that professional development programs should be enhanced and integrate new technologies for the capacity building of teachers at school levels in the province. On the basis of the conclusion, it is further recommended that academicians and higher authorities should take attentive steps to enhance professional development models as per the need of the 21st century with critical thinking, integration of new technologies and 21st-century skills for better teaching-learning.
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