Relationship between Gender and Vocabulary Teaching Methodology among Iranian EFL Children: A Comparison of TPR and Direct Method

Naeini, Nazgol Nekoui; Shahrokhi, Mohsen

doi:10.7575/aiac.alls.v.7n.1p.60

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…The result of this study showed that both groups experienced an improvement measured through the scores of pre-tests and post-tests with the note the experimental class developed higher than the control group taught using the Direct Method. This study is similar to a study conducted by Naeini and Shahrokhi (2016) which resulted in the same.…”

Section: Introductionsupporting

confidence: 89%

Students’ and Lecturer’s Perception of the Implementation of Direct Method in EFL Classroom: A Case Study in a Tertiary Level

Hazmi¹,

Lengkanawati²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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Teaching English using Direct Method (DM), which only uses the target language and refrains from using the learners' native one, does not always seem understandable for some students, especially those who are in the first year of study in a tertiary level context. Responding to such an issue, this study was aimed at investigating students' understanding and perceptions of the implementation of DM in an EFL classroom. This study applied a case study of qualitative research design, where the researcher took one experienced-English lecturer who is an expert in using DM and thirty students of English major in the first year of study. The data of the study were gained through interviewing the lecturer, and questionnaires with open-ended questions distributed to forty-one students. The result of this study showed that the causes of difficulty are lack of vocabularies, infrequent practice, and inability to understand the explanation in a fast tempo, and unfamiliar pronunciation. Moreover, there are three proposed suggestions to effectively implement the DM, namely a lot of exposure, reading the materials before the class is begun, and working in a group consisting of high and low achievers.

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Section: Introductionsupporting

confidence: 89%

Students’ and Lecturer’s Perception of the Implementation of Direct Method in EFL Classroom: A Case Study in a Tertiary Level

Hazmi¹,

Lengkanawati²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-COVID- 19 era in Higher Education

Ncanywa

Magadana

Matolengwe

et al. 2022

EHASS

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South African higher education institutions (HEIs) are engaged in the transformation process and one area of interest is curriculum transformation. Some of the focus areas in the transformation process are developing effective curriculum teaching methods and illustrating how technology is infused into the curriculum. This theoretical paper observes that teaching commercial subjects currently has significant challenges. The negative effects of COVID-19 in implementing effective teaching strategies have endorsed the transformation process. The paper aims to provide literature debates and a scholarly background on perspectives of adopting a practical and technological approach in the teaching and learning of commercial courses in the post-COVID-19 era in higher education. The conceptual paper adopts a thematic qualitative approach. The themes discussed in the literature review are: Perspectives of teaching methods in accounting,business studies, computer applied technology, economics, and technology integration and experiences in the post-COVID-19 era. The paper documents how a practical and technologically infused approach can be employed in the teaching and learning of commercial courses for the benefit of all stakeholders, and additionally, lessons from the COVID-19 pandemic implemented in the post-COVID-19 era. In conclusion, in teaching commercial subjects, there is a switch from a traditional lecturer-centred approach to a hybrid delivery mode. It is therefore recommended that HEIs provide thorough strategic planning at an institutional level and provide major changes in resource allocation and organizational processes and structures for an effective hybrid mode of delivery. In addition, instructional designers should generate the best hybrid learning system that empowers all relevant stakeholders. Keywords: Practical approach, Technology integration approach, Teaching and learning, Commercial courses in Higher Education

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Relationship between Gender and Vocabulary Teaching Methodology among Iranian EFL Children: A Comparison of TPR and Direct Method

Cited by 2 publications

References 19 publications

Students’ and Lecturer’s Perception of the Implementation of Direct Method in EFL Classroom: A Case Study in a Tertiary Level

Students’ and Lecturer’s Perception of the Implementation of Direct Method in EFL Classroom: A Case Study in a Tertiary Level

Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-COVID- 19 era in Higher Education

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