Secondary Level English Language Teachers' Pedagogical Skills: A Case Study in Bangladesh

Autor/inn/en	Rouf, Md. Abdur; Mohamed, Abdul Rashid
Titel	Secondary Level English Language Teachers' Pedagogical Skills: A Case Study in Bangladesh
Quelle	In: MEXTESOL Journal, 46 (2022) 4, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Teachers; Homework; Grammar; Memorization; Foreign Countries; Teaching Methods; Teaching Skills; Constructivism (Learning); Case Studies; Language Teachers; Teacher Attitudes; Classroom Techniques; Teacher Student Relationship; Attention Control; Vocabulary Development; Teacher Effectiveness; Instructional Materials; Bangladesh + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hausaufgabe; Grammatik; Gedächtnistraining; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Lehrerverhalten; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Aufmerksamkeitstest; Wortschatzarbeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bangladesch
Abstract	The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL teaching-learning. Following the constructivist research paradigm and a multiple case study approach, qualitative data were collected through direct non-participant classroom observations and face-to-face interviews with six EL teachers and other secondary informants. The collected data were analysed by a qualitative data analysis software, NVivo 11 Pro, using thematic analysis. The main findings of the study substantiated that the participating EL teachers had poor pedagogical skills in classroom management, ignored the four skills, built no rapport with learners, failed to retain learners' attention, encouraged memorization, could not motivate the learners, assigned ritualistic homework, taught grammar and vocabulary without contextualization, used teaching aids insufficiently and ineffectively, and exhibited poor planning and preparation for classroom teaching. The paper also discusses the implications of the key findings and proposes some recommendations for the EL teachers and other stakeholders concerned. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01