An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran

Abstract

Abstract-This study basically aimed at identifying the problems of teaching and learning English in the high schools of Isfahan, Iran. The data needed for the study were extracted from the standardized questionnaires given to 200 randomly selected students from the high schools of Isfahan and their English teachers constituting the two groups of participants in this study. The instruments used to gather the data were two closed questionnaires, one for the students and the other one for the teachers. The questions included in the questionnaires covered some major problems on the part of the students, teachers, textbooks, teaching methods, and the tests. To analyze the data and specify the problems, the chi-square test was applied. The test was performed to see if the differences among the proportions of the participants who chose different responses to the same questions were significant. Through the statistical analysis of the results, numerous problems regarding the teachers, the learners, the textbooks and the methods were revealed, such as: teachers do not use teaching aids during teaching, school libraries are not well equipped to be of service for the learners of English, classrooms are poor in terms of facilities and physical conditions, the teachers do not teach in English, the English textbooks are not suitable for the students' level of proficiency, and the Ministry of Education does not honor the hard-working teachers, and many more. To remove the problems to the extent possible, some suggestions were provided.Index Terms-City of Isfahan, high schools, Iran, problems of teaching and learning English

Teaching spoken English in Iran’s private language schools: issues and options

“…The problems Iranian learners of English have in learning English have often been raised at conferences and seminars in Iran and are generally attributed to obvious and well-documented factors such as the limited time available for English instruction in schools, issues related to the curriculum, tests, teaching resources, teacher competence, teacher and learner motivation as well as to lack of opportunities to use English outside of the classroom (Abbasi et al, 2009;Behroozi and Amoozegar, 2014;Fariadian et al, 2014;Tabatabaei and Pourakbari, 2012). For instance, Behroozi and Amoozegar's survey study with 180 EFL teachers coming from 150 schools indicated that English teachers' low proficiency in English, lack of technological resources at schools and insufficient teaching time are some of the factors responsible for the ineffective English education system in Iran.…”

Teacher’s Strategy in Solving EFL Students’ Problems in Learning English

“…In terms of facilities, we cannot leave aside the role of library as the heart of an institution is very vital. As a research from Tabatabaei (2013) proven that where a library at a school cannot provide proper learning sources it will become one of reasons of students' failure in learning such as teachers will use textbook which is not suitable for students' level. In short, this matter also needs to be highlighted by school management as it is one of potential places for students to reinforce what they learn in classroom.…”

“…Moreover, teachers also often deal with big classes their lack of capability in operating audio visual media or any simple teaching aid (Tabatabaei, 2013;Riyaz & Mullick, 2016). In this context, public schools including in Indonesia usually consist of thirty to forty students in one class.…”

A Qualitative Portrayal of the Problems of Teachers in Promoting English Language Communicative Competence among Intermediate Students

“…The creative ability of (English) language teacher helps him/her to make optimum utilization of available teaching and learning resources for promoting communicative competence among the students. The creative teachers use multiple instructional techniques (and technologies) and resources in promoting the communicative abilities of the learners (Tabatabaei & Pourakbari, 2012).…”