Sumerianz Journal of Education, Linguistics and Literature

    
Online ISSN: 2617-1201
Print ISSN: 2617-1732

Archive

Volume 3 Issue 8 (2020)

Effects of Product Process and Genre Approaches of Teaching Writing on Senior Secondary School Students’ English Composition Achievement in Edo State

Authors : Itohan Ethel Ekhator (PhD)
Abstract:
This study was undertaken to investigate the effectiveness of three approaches to teaching writing (product, process and genre approaches) on Senior Secondary School Students’ English composition achievement. The research design adopted for the study was the (Pretest-Posttest Non-Equivalent Control Group) Quasi-Experimental Design. The population of the study comprised all the nineteen thousand two hundred and eighty-eight (19,288) students in Senior Secondary Schools in Edo South Senatorial District. Using the stratified sampling procedure, four hundred and fifty-seven (457) students in Edo South Senatorial District (Oredo, Egor, Ikpoba Okha, Uhumwonde, Ovia North East, Ovia South East, and Orhiomwon Local Government Areas) of Edo State formed the sample of this study. The instrument used for data collection was an Achievement Test in Composition Writing (ATCW) adopted from the West African Examination Council (West African Examination Council, 2013) past composition questions. The validity of the instrument was not determined by the researcher. Rather, the researcher relied on the fact that the West African Examination Council conducts standardized examinations which have been subjected to content validity.  The reliability was carried out to ensure that there was a degree of agreement or consistency in the scores given by the rater. For this purpose, the scripts of the writing achievement test of twenty students were rated twice by the researcher within an interval of two weeks. The intra-rater reliability of the scores which was calculated using Intra-class Correlation Coefficient (ICC) yielded an ICC of 0.965. The data collected were analyzed using the Analysis of Variance (ANOVA) and the Analysis of Co-variance (ANCOVA) statistics. Five hypotheses were tested at 0.05 level of significance. The results revealed that the genre approach was the most effective approach in the teaching of composition writing in Senior Secondary Schools, as students taught with this approach performed best in composition writing, specifically, in the areas of expression, content, organization and mechanical accuracy.  On the basis of these findings, it was concluded that the genre approach to teaching composition writing is superior to both the process and product approaches. The study recommended, among others, that English Language teachers should be given formal training in the use of genre approach to teaching composition writing for enhancing students’ achievement in English Language composition writing. Thus, it is pertinent that workshops, seminars, conferences and other forms of in-service training be organized for English Language teachers to acquaint them with the use of the genre approach in English Language composition writing.

Pages: 208-222

The Gap of Social-Emotional Learning in Bilingual Contexts: A Literature Review

Authors : Jazmin Azeneth Gibeaut ; Tonya Huber
Abstract:
An interest for incorporating social-emotional learning (SEL) into classrooms across PreK-12 has been on the rise. However, there are concerns as to whether it is “anchored in the notion of justice-oriented citizenship, with issues of culture, identity, agency, belonging, and engagement” (Collaborative for Academic and Social Emotional Learning, 2020). The aim of this systematic literature review is to examine the landscape of SEL in the United States—particularly with a bilingual education lens. To understand the breadth and scope of the literature, a search for peer-reviewed articles using a variety of keywords, Boolean operators, and databases was conducted. Findings point to gaps in taking bilingual contexts into consideration for SEL purposes. The lead researcher’s positionality and lived experience as a Chicana and future bilingual teacher parallels implications for this work.

Pages: 200-207

A Linguistic Analysis of Presupposition in Arabic

Authors : Mahmud Hussein Wardat
Abstract:
The paper looks upon the linguistic nature of presupposition in Arabic. Following Lyons (1977), Yule (1996), and Beaver (2010), Beaver (2001), among others, the researcher finds that Arabic presuppositions displays eight linguistic categories in addition to their triggers: existential, factive, counter-factive, lexical, structural, iterative, sortally restricted, and structural. This sortally devices indicate the argument   structure of what is presupposed. Arabic presuppositions are lexically and structurally motivated and controlled. The speaker uses these devices to indicate to the listener what is presupposed.

Pages: 192-199

Quality Teaching for Quality Learning in South Geo-Political Zone of Nigeria

Authors : Obowu-Adutchay V. ; Ubani S. N.
Abstract:
The study investigated quality teaching for quality learning in the south-South Geo-political zone of Nigeria correlational research design was adopted in this study. They usually show the direction of the relationship weather positive or negative relationship. The essence to determine how they relate. The population of the study was made up of all teaching staff of secondary schools. Out of this numbers only three hundred and forty eighty (348) were gotten through stratified random sampling. The instrument for data collection was a self-made questionnaire, titled “Teachers quality teaching and quality learning of students inventory” (T QT QLSI), the instrument had four sections were administered to the respondents. The instrument was validated using face and content as validities as yard stick. The reliability of the instrument was ascertained by the use of  test-retest reliability. The instrument was administered to two group of persons with a fortnight interval after which the outcome was subjected to person product moment correlation statistics Moment and it produced a reliability coefficient of 0.8 and for quality learning of secondary school students it gave 0.76. The data collected was analyzed   by the use of Pearson Product Moment Correlation Coefficient which was used to answer and test the hypotheses at 0.05 level of significance. The findings of the study shows that a high positive relationship exists between quality of instruction of the teachers and quality learning of the secondary school students. Based on these findings the following recommendations were also made. Teachers should be provided with more incentive and motivate them with teaching aid/audio as to drive home the subject content.

Pages: 186-191

Traditional and Artificial Learning Theories and Teaching Methods

Authors : Michael Gr. Voskoglou
Abstract:
The present article studies the main traditional learning theories and teaching methods and compares them to the recently developed with the help of computers and Artificial Intelligence (AI) teaching and learning methods. Innovative teaching techniques are examined like the 5E’s procedure, the APOS/ACE insdtructional treatment of mathematics, flipped learning, etc. Also machine learning methods are studied like the smart learning systems using ontological engineering and case-based reasoning as authoring shells, the use of social robots in future education, etc. The new role of the teacher in a modern classroom and other perspectives of future research on artificial teaching and learning approaches are also discussed.

Pages: 178-185

Re-Examination of Hofstede’s Cultural Value Orientations Among Beginner Palestinian Arab Teachers in Israel

Authors : Ismael Abu-Saad ; Mahmood Khalil ; Ifnan Haj-Ali ; Yaser Awad ; Waleed Dalasha
Abstract:
The purpose of the study was to examine the cultural values orientations of beginner Palestinian Arabs teachers in Israel using the four main dimensions of Hofstede’s model of national culture. Cultural value orientations were measured using The Cultural Attitudes Inventory Instrument. Beginner Palestinian Arab teachers in Israel scored high on collectivism and uncertainty avoidance, while scoring relatively low on masculinity and power distance.  MANOVA controlling for demographic variables indicated that beginner Palestinian Arab teachers differed by age, and the interaction between gender and marital status or age on specific dimensions. Older teachers (aged 30+ years) expressed higher uncertainty avoidance than younger teachers. The findings indicate that beginner Palestinian Arab teachers in Israel have maintained some of the values found to typify Arab societies traditionally (e.g., collectivism, uncertainly avoidance); but also deviate in some areas (e.g., power distance), perhaps due to their exposure to Western-oriented Israeli educational and organizational influences.

Pages: 169-177