Malaysian Primary School ESL Teachers’ Questions during Assessment for Learning

Sardareh, Sedigheh Abbasnasab; Saad, Mohd Rashid Mohd

doi:10.5539/elt.v6n8p1

Cited by 5 publications

(3 citation statements)

References 8 publications

(5 reference statements)

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“…Teachers' creativity in designing learning activities: Sustaining students' motivation a high level of motivation since the teachers employed various strategies such as autonomysupport and controlling. This finding is in line with Lai and Ting (2013) who state the teachers should use various strategies to enhance students' motivation.…”

Section: Lailatul Khikmahsupporting

confidence: 88%

Teachers� Creativity in Designing Learning Activities: Sustaining Students� Motivation

Khikmah

2019

ERJEE

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Sustaining students� motivation during teaching and learning process, unquestionably, is considered as the most challenging task. Therefore, the teachers have to be mindful and creative in designing an activity as it is the core of the lesson. However, in practice, some teachers are sometimes found to aimlessly use an activity as they run out of idea. Thus, this study is conducted to serve as a reference for the teachers in designing a specific activity that helps the students stay motivated. A descriptive qualitative was employed as the research design to gain deeper analysis on types of activity that encourage the students to learn English. The data were collected through interview which involved 5 professional English teachers as participants. The result revealed that the design of the activity should be appealing and correspond to the students� interest, age, level of proficiency, school policy, materials and media availability. Thus, it is suggested that the teachers should be brave to try out new activity and attend some teachers� training, such as CELTA or DELTA, to improve their teaching skills.

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Section: Lailatul Khikmahsupporting

confidence: 88%

Teachers� Creativity in Designing Learning Activities: Sustaining Students� Motivation

Khikmah

2019

ERJEE

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“…Negative effects of poor rapport, peer and social pressure and closed ended questioning (see Fisher, Milne & Bull, 2011;Milne et al, 2010) need to be avoided by classroom teachers and best practices can result in higherquality information gathered to assess students (Abbasnasab-Sardareh, & Saad, 2013;Memon, Meissner, & Fraser, 2011;Lamb, Orbach, Hershkowitz, Esplin, & Horowitz, 2007). According to Cotton (1983) questions asked by teachers can be lower cognitive questions that include closed, knowledge, factual and recall questions.…”

Section: Introductionmentioning

confidence: 99%

ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic?

Sardareh¹,

Saad²,

Othman³

et al. 2014

IES

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As a crucial feature of assessment for learning (AfL), questioning technique plays an important part in student learning. In an AfL classroom, questioning technique is not merely a pedagogical tool to elicit evidence of students' understanding but also a means to improve their understanding. Effective classroom questioning underpins AfL; However, research into AfL raises significant doubt about the efficiency of teachers' questioning during AfL especially in Malaysian primary schools where AfL is still in its infancy. The current study illuminates the process of classroom questioning during AfL in a Malaysian primary school ESL context. This qualitative case study was conducted in a selected primary school around Selangor, Malaysia. Three ESL teachers teaching in the selected school took part in the study. In order to collect data, twenty periods of each teacher's classroom were observed. Then, interview was conducted with each individual teacher. Interviews and observations were tape-recorded verbatim and transcribed for further analysis. The results indicated that the low-cognitive level of questioning techniques and strategies were utilized by the three teachers. Many findings of this study point to the fact that teachers are still practicing teacher-centered syllabus. The results of the current study showed that the traditional concept of questioning was maintained and classroom questioning did not seem to fulfill the promise of enhancing learner autonomy which is the focus of AfL. The students were not encouraged to ask questions and engage in self-reflection. Many of them were silent oftentimes during classroom questioning and questions were usually answered by a specific group of students or the teachers themselves. Recommendations were made based on the results of the study.

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“…Meanwhile, the higher scorer alleged that she '…use[s] different kinds of questions…' to assess the pupils' understanding. This finding challenged Sardareh and Mohd Rashid (2013) data, whereby the lower primary teachers were claimed to have used questions '…below the pupils' Zone of Proximal Development (ZPD) and did not help their thinking skills. '…”

Section: Higher Aflai Scorementioning

confidence: 87%

“Assessment for Learning” Practices Amongst the Primary School English Language Teachers: A Mixed Methods Approach

Mohamed

Aziz

Ismail

2021

JSSH

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This study aimed to investigate the practices of the AfL strategies and the stages of assessment in pedagogy by English language teachers in primary schools. In Phase I: the Quantitative Strand, the Assessment for Learning Audit Instrument (AfLAi) was distributed to a total of 89 primary schools in the Hulu Langat district. The AfLAi results determined the cut-off points and the divergent categories to be further investigated in Phase II: Qualitative Strand. The 244 respondents were clustered into two subset participants of four higher and four lower scorers in the AfLAi who were investigated via a semi-structured interview and/or observation. The results from the AfLAi cum the cut-off points were Mean=3.7 on QCD (SD=0.74), sharing LOSC (SD=0.79) and FB (SD=0.77), and mean=3.3 on PSA (SD=0.87). From Phase I, 15 divergent categories were selected. Phase II findings on the 115 recurring categories were divided into three profiles: the higher scorers (29 categories), the lower scorers (26 categories) and the consensus (60 categories). Consequently, the 15 divergent categories were explained in a joint display to observe the similarities and the differences of practised amongst the higher and the lower scorers in the AfLAi. The joint display affirmed that 11 categories were practiced similarly. The four differences were on the “Availability of LOs”, “Questioning strategies”, “Compliment with FB”, and “Pupils’ progress report/self-assess”. It indicated that regardless of their scores, the participants had contributed some practical approaches to the study framework, which were beneficial beyond disciplines and classroom situations.

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Malaysian Primary School ESL Teachers’ Questions during Assessment for Learning

Cited by 5 publications

References 8 publications

Teachers� Creativity in Designing Learning Activities: Sustaining Students� Motivation

Teachers� Creativity in Designing Learning Activities: Sustaining Students� Motivation

ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic?

“Assessment for Learning” Practices Amongst the Primary School English Language Teachers: A Mixed Methods Approach

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