International Association of Educators   |  ISSN: 1308-951X

Volume 9 Issue 3 (September 2018)

Original Articles

Wash-backEffects of National Higher Education Entrance Examinations on Students’ EnglishLanguage Learning:  In Selected Schoolsof North Western Ethiopia

Zeleke Workneh Ayele Ayele

pp. 1 - 8


The main purpose of this study was toassess wash-back effect of English grade 12 national examinations on students’ English Language learning. The research design was descriptive survey. Questionnaires, document analysis and interview were employed as methods of data collection. The obtained data was analyzed quantitatively and qualitatively. The quantitative data were analyzed by using mean and percentage. The finding of this research indicates that the university entrance examination influenced English teachers not to teach English Language skills like listening skills, oral speaking skills and paragraph and essay writing skills. English Foreign Language in the classroom tailored by higher education entrance examinations.Based on the findings the following recommendations were made. Firstly, English teachers should consider that they are teaching to improve their students’ communicative competence. Hence, the neglected skills in the entrance examination in English subject are highly importance to use the language for communicative purpose and they should treat those contents equally with other portions of the course. Next, the school principals should create awareness for the students to learn all English course contents that will important for them to be effective in all other academic courses in their future endeavor. Finally, ministry of Education should give value for grad 11 and grade 12 transcripts while students are being assigned to universities and field of studies and teachers should consider all the course contents in the classroom assessments.

Keywords: wash back effect; English language learning; standardized examination; multiple choice; essay writing; oral speaking; paragraph writing; national exam

Affecting Factors of Job Satisfaction of B.Ed. CollegeTeacher Educators in West Bengal, India

Pranab Barman

pp. 9 - 20


Job Satisfaction of employees of any organization is a key factor in the overall progress of that organization. That’s why many researchers has considered Job Satisfaction as one of the most important motivating factors which motivates employees to perform their job positively and increases the level of performance as well as their productivity. But it is not very easy to ensure Job Satisfaction of employees because it depends on so many factors. Through the present study an attempt has been made by the investigators to identify the different factors which affect directly or indirectly the level of Job Satisfaction/Dissatisfaction of Teacher Educators who are working in different types of B.Ed colleges in West Bengal. The investigators have used Descriptive Survey method for the present study. The sample consists of 150 Teacher Educators who are working in different Government-Aided and Self-Financed or Private-unaided B.Ed colleges in West Bengal. The random sampling technique has been used for the selection of sample. The investigators have developed a Rating Scale by themselves to identify the different factors which affect directly or indirectly the level of Job Satisfaction/Dissatisfaction of Teacher Educators. For the analysis of data Mean, Frequency and Percentage have been used by the investigators in the present study. The overall results of the study explore so many factors such as Individual or Personal Factors, Job related Factors and Institution related Factors which are responsible in determining the level of Job Satisfaction or Dissatisfaction of B.Ed College Teacher Educators in West Bengal.

Keywords: Affecting Factors, Job Satisfaction, Teacher Educators, B.Ed. College

Technology and Role-Play Task to Improve Students’ Speaking Performance

Jotıram Gaıkwad & Trıptı Karekattı

pp. 21 - 36


 The main purpose of teaching English language is to drive learners to communicate effectively in real life situations. Teaching to communicate in real life situations is often challenging as students get little chance to practice the target language in class. The aim of the present research is to find the effectiveness of technology and role-play to improve students’ speaking performance. The present experimental research was conducted on forty students of First Year of Bachelor of Commerce (F.Y.B.COM.) course. These selected forty students were randomly divided into two groups – the Controlled Group (CG) and the Experimental Group (EG). English was taught to both the groups over a period of one academic year as per the designed teaching/learning module (TLM) developed by the present researcher. The students in the experimental group received technology enhanced training on the module where as the controlled group just had the usual classroom training on the module. Data was collected through role-play task at the end of the teaching to assess, evaluate and compare their performance. The findings of the study show positive impact of technology based activities and role-play on the performance of the Experimental Group.

Keywords: Technology, Role-Play, Experimental Research, Controlled Group (CG), Experimental Group (EG), Teaching/Learning Module (TLM)

PeerTeaching Approach in ELT to Engineering Students

Rashmi Rekha Borah

pp. 37 - 43


The pupose of this paper is to highlight a framework for peer teaching and learning of English as a foreign language in engineering institute within India as English is not considered a core subject in the technical institutes .The students consider that their sole aim is to pass the final examination which leads to miserble failure in fetching a job for themselves.Large classrooms stand as a bottleneck in peer teaching.It could be overcome by a small size classroom where effective peer teaching possible will take place with minimum interferance from the teacher and learner autonomy.The teacher just needs to facilitate and engage the students in productive language learning process.

Keywords: Peer teaching, LS, ELT, peer tutoring, peer collaboration

Corpus Linguistics Approach to In-Service Teacher Development

Mogahed Abu Al-Fadl

pp. 44 - 63


This study provided 10-week training in corpus linguistics and its relation to language teaching. Nineteen English teachers were randomly selected.  It sought to give content for the training course in using corpus linguistics in language teaching. It also tried to find the effect of corpus linguistics on language teaching. The study adopts the quasi-experimental design in terms of using a pretest/ posttest design: paired sample t-test.  A Corpus Linguistics Test was used as a pretest/posttest. It proved that there are statistically significant differences between the mean scores the corpus linguistics pretest and posttest in favour of the posttest scores.

Keywords: Teacher education, in-service, development, corpus linguistics