Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

Muhamad, Maizatulliza; Kiely, Richard

doi:10.18533/journal.v7i1.1328

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…Even though they acknowledged the importance of vocabulary, this was not reflected into their classroom practice. This inconsistency between awareness and action echoes findings by Muhamad and Kiely (2018), who also documented that the respondents in their study considered vocabulary to be less of a priority in classroom settings. Other scholars (Attardo & Brown;2005;Mardali & Siyyari, 2019) have also found similar result where the instructors' beliefs and vocabulary instruction practices were not in line with each other.…”

Section: Discussionsupporting

confidence: 69%

“…The English Teacher, 53(1), 1-14 acknowledged importance translates into meaningful integration within classroom activities. The alignment of this finding with Muhamad and Kiely's (2018) study suggests a persistent pattern in educators recognizing the significance of vocabulary, yet it raises concerns about the gap between acknowledgment and effective implementation.…”

Section: Discussionmentioning

confidence: 57%

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Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Wong,

Lee

2024

TET

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Students’ lack of vocabulary knowledge has been an on-going concern among English as a Second Language (ESL) practitioners. Despite the consensus on the critical role of vocabulary instruction in language learning, many studies argue that teachers often dismiss vocabulary to focus more on grammar, reading and writing. It is unclear whether this neglect is due to overemphasis on exam- oriented system or teachers’ lack of awareness of lexical importance. The present study aims to investigate the vocabulary teaching strategies of twenty secondary school teachers and the pedagogical challenges they face in the classroom. A descriptive research design was employed, where data were gathered through a qualitative survey in the form of open-ended interview questions. Using grounded theory analysis (Charmaz, 2006) the data were then categorized and coded using thematic analysis. Findings from the current work suggest that teachers considered vocabulary to be significant, but they do not have a grounded approach in teaching it. Instead, they rely on a limited range of approaches in the classroom. Practical implications for effective vocabulary instructions in the ESL classroom are presented.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 57%

Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Wong,

Lee

2024

TET

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“…For instance, they will simply write the definition of a new word Arab World English Journal www.awej.org ISSN: 2229-9327 216 without the addition of language recall techniques. This strategy is similar to some of the schools in Malaysia, according to Muhamad and Kiely (2018). They argued that the data gained from their research indicated that teaching vocabulary in the classroom is limited only to discuss the definition of incomprehensible words.…”

Section: Purpose and Question Of The Studymentioning

confidence: 83%

Effectiveness of Using Poly Category Mind Map for Vocabulary Development

Prabha¹,

Aziz²

2020

AWEJ

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Despite learning English formally in primary classrooms, most of the Malaysian primary learners are incapable of conveying their ideas accurately in the target language since they have limited vocabulary. Action research based on the Kemmis and McTaggart Action Research Model was carried out to alleviate the vocabulary learning challenges. Thus, the study aims are to investigate the effects of the Poly Category Mind Map for vocabulary development of third-year students. Thirty students from the third-year suburban school in Mersing, Johor participated in the study. Vocabulary pre-test and post-tests used as the instruments of collecting the data. The results of the post-test at the end of the second cycle showed a significant difference between the mean scores before and after using Poly Category Mind Map to develop vocabulary (p>0.05).

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“…In this sense, promoting reflection as a method of developing teachers' competencies is an effective method to improve the quality of their teaching [27]. The reasoning for Rodgers's summary of Dewey's (1933) four criteria of reflective practice [28], is summarized in Rodgers [30].…”

Section: Literature Reviewmentioning

confidence: 99%

Issues and Challenges of English Teachers

Subramanian¹

2022

int. j. eng. mgmt. res.

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There have been many instances in which English has been referred to as the "global language" because it is used in many countries worldwide. As a major resource for the modern world, English is not only the universal language of the current era but it is the dominant language in every country in the world [1]. Considering the great ethnic and linguistic diversity of the nation, English is used not only for communication purposes but also for coordination purposes between states and within states as the country is characterized by a large ethnic and linguistic diversity. Although modern technology has played an important role in teaching and learning the language in schools and colleges in particular in small towns, it is inadequate and unproductive in the case of small towns and rural areas [2]. During the course of becoming an effective teacher, teachers are encouraged to practice a “reflective mind” so that they can gain insight into what is happening in the classroom and learn what works and doesn't work [1][3]. The global economy and the competitive market of English education will present many challenges for teachers, especially English language teachers, primarily because of the competitive nature of English education as a profession, but also because of the demanding nature of a teaching career [2]. The purpose of this study was to identify the issues and challenges encountered by fifteen teacher-trainees during their teaching practicum, as well as to examine the factors that assisted in the identification of those issues and challenges. It was identified that narrative inquiry was the best method to identify challenges and issues experienced in their teaching practice. It was found that students struggle with listening to and understanding English. The reason for this is unclear. How can these problems be alleviated? We are discussing the influence of rural pockets of India on second language acquisition, as well as the factors that slow its acquisition. These problems can be rectified successfully through appropriate and adequate remedial measures.

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Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

Cited by 6 publications

References 23 publications

Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Effectiveness of Using Poly Category Mind Map for Vocabulary Development

Issues and Challenges of English Teachers

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