... Never tried regularly sometimes (%) (%) 37 68 64 25 35 56 14 39 39 34 68 72 (%) 42 30 28 25 37 26 36 26 35 26 12 17 21 50 28 18 50 45 26 40 20 11 Table 2 .3: Teachers’ experiences using classroom ... participants that were surveyed Gender Age Years of Experience Male Female 22 -30 31 -35 40-50 1-5 6-10 11-20 18 13 13 Table 2.1: Participants’ age, gender and years of experience In response to ... peers as the students are the centre of the knowledge transmission, the 20 26 43 11 47 38 21 45 23 26 45 16 12 26 53 18 23 61 25 58 16 teacher is a facilitator helping the students to generate information...
... experience the text by listening and or reading and focusing on specific content in the text Stage 3: Preliminary Response Learners give their initial response to the text - spoken or written Stage...
... happen next l Retell the story with a new ending Mean Median Mode 2.55 3 4 3. 66 4 2 .33 4.55 4.44 2.77 1.44 3. 33 3 2, 5 3, 2 2 2 2 26 In pre-teaching, students need to get familiar with the story ... Based on the story, invent a new one with a new ending Mean 4.2 Median Mode 3. 2 2.9 3. 2 2.7 2.1 3. 1 3 2.5 3. 5 2, 4 2.5 33 Comparing the scores of all the items, it can be concluded that the activity ... 16 3. 2 Data collection instruments 16 3. 2.1 Questionnaires 18 3. 2.2 Interviews 17 3.3 Procedure of data collection 18 3. 4 Procedure of...
... http://radicalpedagogy.icaap.org/content/issue3 _3/ 7-thanasoulas.html Page 13 of 25 The Importance Of Teaching Culture In The Foreign Language Classroom 1/14/10 11 :34 PM culture, and to help establish ... http://radicalpedagogy.icaap.org/content/issue3 _3/ 7-thanasoulas.html Page 21 of 25 The Importance Of Teaching Culture In The Foreign Language Classroom 1/14/10 11 :34 PM Kallenbach, W W & Hodges, H M 19 63 Education and Society ... http://radicalpedagogy.icaap.org/content/issue3 _3/ 7-thanasoulas.html Page 23 of 25 The Importance Of Teaching Culture In The Foreign Language Classroom 1/14/10 11 :34 PM Samovar, L., Porter, R & Jain,...
... DR 3. 12 A 2. 83 A 3. 07 A 2.82 A 3. 04 A 2.76 A 3. 26 SA 2.86 A 3. 21 A 2. 93 A 3. 13 A 2.80 A 2.68 A 2.69 A 2.78 A 2.74 A 2.69 A 2.71 A 3. 04 A 2.89 A 3. 01 A 2.87 A 2.99 A 2. 73 A 3. 16 2.98 2.66 3. 14 ... College 12 39 32 8 11 31 97 139 Thai Nguyen College of Economics and Finance 14 36 31 2 12 28 92 132 Vietnam – Germany Industrial College 13 32 30 9 12 25 91 128 107 949 35 84 280 39 9 TOTAL 39 *A- administrators; ... Group Group WM DR WM DR 3. 32 ACO 3. 00 3. 22 MCO 3. 06 3. 27 ACO 2.99 MCO 3. 16 MCO 2 .34 VSCO 3. 09 MCO 2.42 VSCO 3. 13 MCO 2.41 VSCO 2.72 MCO 2.54 2.71 MCO 2.58 MCO 2.48 VSCO 2 .34 VSCO 2.60 MCO 2.48...
... – data (6) – form (3) Process (3) – result (2) – processing (2) – information (2) Memory (3) – program (3) – main memory (2) – computer system (3) – central processing unit (3) – instruction (2) ... vocabulary 32 PART C: CONCLUSION 35 Recapitulation 35 Limitations of the study 36 Suggestions for further studies 36 REFERENCES ... while some units have integrated the genders effectively (Nguyen Hoa, 2000: 33 -34 ) 17 1 .3 General features of ESP texts 1 .3. 1 Characteristics of ESP First of all, there should be a need to figure...
... 29 3. 2.5 .3 Analysis of the interview 30 3. 2.6 Fidings and discussions 33 3. 2.6.1 Inappropriate teaching condition 33 3. 2.6.2 Inappropriate teaching material 33 ... 33 3. 2.6 .3 Students’ low English proficiency 34 3. 2.6.4 Students’ resistance in engaging in tasks 34 3. 2.6.5 Students’ overuse of mother tongue during tasks 35 3.3 Recommendations ... tasks is 35 , 93% 38 , 83% 0% 12,65% 13, 59% 32 ,00% 6,80% 10,70% 14,60% too difficult for me, for my English proficiency is low I find it difficult to complete speaking tasks if I am not allowed 36 ,90%...
... 34 3. 1.1 Advantages 34 3. 1.1.1 From the students 34 3. 1.1.2 From the teachers 34 3. 1.1 .3 From the administrators 35 3. 1.2 Disadvantages 36 ... 36 3. 1.2.1 From the students 36 3. 1.2.2 From the teachers 37 3. 1.2 .3 From the administrators 37 3. 1.2.4 From the syllabus 38 3. 2 Recommendations ... .28 2 .3. 3.1 The interview for teachers 28 2 .3. 3.2 The interview for students 31 2.4 Conclusion 33 CHAPTER THREE: FINDINGS AND RECOMMENDATIONS 34 3. 1 Findings...
... 34 3. 1.1 Advantages 34 3. 1.1.1 From the students 34 3. 1.1.2 From the teachers 34 3. 1.1 .3 From the administrators 35 3. 1.2 Disadvantages 36 ... teaching English speaking Alternatives a b c d e 16,7% 50% 23, 3% 10% 0% 23, 4% 40% 23, 4% 13, 2% 0% 16,7% 46,7% 26,6% 10% 0% 6,7% 36 ,7% 33 ,3% 13, 3% 10% Questions In question 1, most of teachers (15 teachers ... 2 .3. 1.1.2 Students’ attitudes of learning English speaking Table 3: Students’ attitudes of learning English speaking Alternatives a b c d e 16,7% 40% 23, 3% 8% 12% 63, 4% 23, 3% 8% 5 ,3% 0% 36 ,7% 34 ,7%...