Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Alumbungu, Marta Ndakalako; Mpofu, Nhlanhla

doi:10.1080/09500782.2023.2292597

Language and Education

2023

DOI: 10.1080/09500782.2023.2292597

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Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Marta Ndakalako Alumbungu,

Nhlanhla Mpofu

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2024

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E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learning in Afghanistan and Egypt. Survey (N = 82) and interview (N = 15) data showed that the teachers reported daunting challenges, including institutional malfunctioning, ineffective policies, absence of facilities and technical knowledge, large heterogeneous classes, students' low emotional investment, negative perceptions, and absence of rigorous and systematic assessment. The teachers also narrated their effective coping strategies to resolve the existing tensions, described how they incorporated the success elements, and how they improved student engagement and learning outcomes. The study provides surprising insights about how the move to emergency online teaching in under‐resourced non‐WEIRD contexts has changed and can inform teaching delivery. We conclude with implications for teachers to develop more effective e‐learning environments in such contexts.

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E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

View full text Add to dashboard Cite

show abstract

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Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Cited by 1 publication

References 29 publications

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

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