Vol. , No. 6, 2022, e-issn: 2 -6990 2022 hrmars 1956 Full Terms & Conditions of access and use can be found at
Yüklə 0,54 Mb. Pdf görüntüsü
|
- Bu səhifədəki naviqasiya:
- Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
- Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1966 12
- Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1967 faced in teaching English Challenges in teaching English in rural settings
- Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1968 5
|
2
Aziz et al (2019) • To find out teachers’ perceptions about teaching English in the rural areas • To identify the sources of stress for teachers in teaching English Language in rural schools • To investigate the strategies used by teachers in coping with stress Qualitative (interview & observation ) 10 preschool English teachers Malaysia 3 Milon (2016) • To examine the current situation of teaching English in rural primary schools in Bangladesh • To investigate the challenges to implement the English curriculum in rural primary schools in Bangladesh • To give some recommendations to overcome the challenges of teaching English in rural primary schools in Bangladesh Mixed method (questionna ire, observation checklist & interview) 20 primary English teachers Banglad esh 4 Febriana et al (2018) • To investigate challenges encountered by English Qualitative (case study - questionnai 17 SM-3T English teachers Indonesi a International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1964 Language teachers in conducting classroom activities in rural Indonesian schools re, in-depth interview) 5 Martiana (2019) • To find out the challenges in teaching English Language skills in a rural school Qualitative (questionna ire, English test, field observation note, teaching reflection) The researcher (English teacher) Indonesi a 6 Halik & Nusrath (2020) • To investigate challenges encountered by ESL teachers in teaching English to rural students in the Kinnuya Education Zone • To identify factors affecting teaching and learning English in the Kinniya Education Zone • To give suggestions and recommendations to overcome the challenges encountered by ESL teachers in teaching English to rural students and to improve their English education Mixed Method (questionna ire, interview) 12 ESL teachers Sri Lanka 7 Salahuddin et al (2013) • To investigate the present situation of English teaching and learning in rural primary schools in Bangladesh • To find out the issues to implement English curriculum in rural primary schools in Bangladesh Mixed method (questionna ire, observation checklist, interview) 10 English teachers Banglad esh International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1965 • To suggest ways to overcome challenges of implementing English curriculum in rural primary schools 8 Endriyati et al (2019) • To identify the challenges faced in teaching English in rural and urban schools • To find the solutions to all the challenges encountered Qualitative (semi interview & questionnai re) 4 English teachers Indonesi a 9 Cheng, Yunus & Mohamad (2016) • To identify issues leading to low achievement of English • To determine overlooked issues leading to low achievement of English according to their impacts • To make comparison between students with low English proficiency and students with high English proficiency based on the issues identified Qualitative (case study - semi- structured interview) 4 teaching staff of English Malaysia 10 Sarnou- Kenza Belatrech (2018) • To investigate difficulties faced by EFL novice teachers in some Mostaganem rural schools Quantitativ e (questionna ire) 14 EFL novice teachers Algeria 11 Sharmin (2019) • To identify the main barriers of teaching English in the rural primary schools in Bangladesh • To examine the teachers’ views to overcome the barriers encountered Qualitative (interview, classroom observation & focus group discussion) 19 teachers who teach English (English educational background or non- English educational background ) Banglad esh International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1966 12 Saiful & Triyono (2018) • To study the reflections of EFL teachers in teaching EFL to students in rural settings • To explore the challenges encountered by EFL teachers when teaching EFL to students in rural settings • To provide recommendations by EFL teachers about teaching EFL to students in rural settings Qualitative (case study – reflective journal & semi- structured interview) 2 EFL service teachers Indonesi a 13 Hossain (2016) • To investigate the challenges of teaching English Language in rural settings in Bangladesh • To examine the factors affecting students’ English Language performance in rural settings Qualitative (interview, classroom observation & questionnai re) 30 English teachers Banglad esh 14 Khulel (2021) • To investigate the difficulties faced by English teachers in teaching English to elementary students in rustic primary schools in Baureno Qualitative (semi- structured interview) 6 elementary school English teachers Indonesi a 15 Kuwat & Ghozali (2018) • To examine the degree of the use of English by teachers in teaching English • To explore the teaching techniques used by the teachers in teaching English • To investigate the problems teachers Qualitative (case study – classroom observation , field note & in depth- interview) 4 English teachers Indonesi a International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1967 faced in teaching English Challenges in teaching English in rural settings Table 3 Challenges in teaching English in rural settings No Authors (Year) Findings 1 Masturi et al (2022) • Teachers’ insufficient knowledge and skills in teaching English • Lack of English proficiency among students • Parents’ lack of facilitation and engagement • Issues related to English curriculum 2 Aziz et al (2019) • Difficulties in educating students with low English proficiency • Difficulties in coping with students’ negative attitudes • Work burden • Lack of support in terms of teaching resources and social support 3 Milon (2016) • Lack of facilities to support learning • Ineffective strategies used by English teachers • Lack of support from schools • Teacher’s lack of training • Teachers’ inadequate knowledge and awareness about the English curriculum • Issues related to assessment and giving feedbacks • Lacking and ineffective use of teaching tools • Insufficient contact hours for English • Teachers’ limited English proficiency • Lack of English teachers 4 Febriana et al (2018) • Lack of facilities and infrastructure • Insufficient learning resources • Language barriers • Lack of parental awareness about the importance of education • Insufficient English teachers • Students’ low competence in English • Students’ negative mindset towards learning English International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS 1968 5 Martiana (2019) • Students’ low proficiency in English • Students’ low concentration span • Challenges in teaching the four English Language skills • Limited use of English dictionary • Lack of internet access • Insufficient interesting teaching and learning materials • Students’ lack of motivation in participating in English classes • Inadequate facilities 6 Halik & Nusrath (2020) • Students’ lack of interest and motivation in learning English • Students’ negative attitudes towards learning English • Inadequate facilities and equipment to support teaching and learning • Lack of teaching and learning materials • Lack of parental support • Inconducive learning environment • Poor family background 7 Salahuddin et al (2013) • Inadequate facilities for learning • Less emphasis on English learning • Insufficient English teaching and learning materials • Teacher’s lack of knowledge and training about English Language teaching • Teachers’ lack of awareness about the English curriculum • Teachers’ heavy workload • Lack of teaching aids and instruments • Insufficient English teachers • Teachers’ lack of skills in conducting English Language classes and assessing students • Parents’ lack of education 8 Endriyati et al (2019) • Students’ lack of motivation • Lack of parental support • Students’ poor vocabulary mastery • Teachers’ inadequate IT knowledge • Teachers’ lack of skills and training in conducting English lessons • Insufficient school facilities 9 Cheng et al (2016) • Lack of parent’s involvement in children’s education • Students’ lack of motivation in learning English • Parents’ lack of education • Low socioeconomic status • Negative perceptions towards English teachers 10 Belatrech (2018) • Insufficient training during undergraduate studies • Pedagogical problems International Journal of Academic Research in Business and Social Sciences Yüklə 0,54 Mb. Dostları ilə paylaş:
|