In the recent decades, English has become an indispensable part of the Yemeni primary and secondary school curriculum. It is not only a matter of being a compulsory subject within the school curriculum but it is also an area of study that many students/ pupils want to develop. Many Yemeni parents have recently recognized the importance of English as a key to science, technology and business in our modern world and want their children to get mastery over English. Unfortunately, though its recognized importance by teachers, schoolmasters, students and parents, the outcomes, especially within the rural Yemeni context, are still low and most students can’t cultivate a good level of English during their pre-tertiary education due to many challenges that obstruct English language teaching in the Yemeni schools.
This study was an attempt to survey challenges of English language teaching in AL-Dhalea primary and secondary schools from the viewpoints of 20 EFL senior teachers and supervisors for the purpose of identifying such challenges and suggesting some solutions and strategies for better English language teaching. Findings show that large classes, lack of teaching aids, teachers’ low proficiency in English and their limited experience with communicative language teaching are considered as major challenges of English language teaching in the concerned Yemeni primary and secondary schools.
Table of Contents
1. Introduction
2. Objectives of the study
3. Significance of the study
4. A brief history of English language teaching in Yemen
5. Research Methodologies
5.1 Participants
5.2 Research instruments
6. Discussion of the Findings
6.1 Lack of teaching aids and materials
6.2 Large classes
6.3 Teachers’ low proficiency in English and their limited experience with communicative language teaching
6.4 Overemphasizing written skills at the expense of oral skills
6.5 Cheating habits in the final year of primary and secondary school
6.6 Lack of motivation
7. Conclusion and Recommendations
Objectives & Topics
This study aims to identify the primary challenges hindering effective English language teaching in AL-Dhalea primary and secondary schools by surveying the perspectives of senior EFL teachers and supervisors. The research seeks to formulate actionable strategies and recommendations for the Yemeni Ministry of Education to improve language acquisition outcomes.
- Analysis of pedagogical challenges in Yemeni rural and urban contexts.
- Evaluation of teacher proficiency and communicative teaching methodologies.
- Assessment of infrastructure, including teaching aids and class sizes.
- Impact of student motivation and socio-economic factors on learning.
- Development of remedial strategies for curriculum and teaching standards.
Excerpt from the book
Lack of teaching aids and materials
All the participants have agreed that there is a lack or unavailability of teaching aids in most schools. They mentioned that language laboratories are not available even in the major schools of the city. Most of these schools don’t have any auditory or visual teaching aids necessary for language teaching such as cassettes, recorders, computers, projectors…etc. Teachers in the same time don’t spend any efforts to provide pictures or drawings that may help in teaching vocabulary and grammar and they depend basically on traditional methods of teaching through the excessive use of the mother tongue ( Arabic). The textbooks prescribed for teaching English in these schools are not provided to each student and in many schools, two or more students are required to share the same textbook. Such a situation where teachers use only chalks and boards to teach English is considered as one of the challenges of English language teaching in Yemeni schools understudy.
Summary of Chapters
Introduction: Outlines the rise of English as a global language and highlights the specific difficulties Yemeni students face in achieving language proficiency.
Objectives of the study: Defines the research goals, focusing on surveying teaching challenges and proposing pedagogical improvements.
Significance of the study: Explains the value of the research for local educators and policymakers in creating a remedial action plan.
A brief history of English language teaching in Yemen: Provides a historical overview of the education system in North and South Yemen and the evolution of English instruction after unification.
Research Methodologies: Describes the study as an exploratory descriptive approach utilizing a questionnaire and expert discussions with senior teachers.
Discussion of the Findings: Examines critical issues such as infrastructure, teaching quality, and student behavior, providing a detailed analysis of each barrier.
Conclusion and Recommendations: Synthesizes the findings and provides concrete recommendations for the Ministry of Education to enhance English language instruction.
Keywords
English Language Teaching, Challenges, AL-Dhalea, Primary Schools, Secondary Schools, Communicative Competence, Pedagogical Techniques, Teaching Aids, Large Classes, Student Motivation, Yemeni Curriculum, Teacher Proficiency.
Frequently Asked Questions
What is the primary focus of this research?
The study focuses on identifying the major obstacles that prevent effective English language teaching in primary and secondary schools within the AL-Dhalea governorate in Yemen.
What are the central thematic fields addressed?
The core themes include teaching methodology, infrastructure availability, teacher professional qualifications, and the socio-educational challenges affecting student performance.
What is the core objective of the study?
The objective is to survey the challenges from the perspective of experienced teachers and to provide a set of strategies and recommendations for improving English education.
Which scientific methodology was utilized?
The research is an exploratory descriptive study based on a questionnaire administered to 20 senior EFL teachers and supervisors, supplemented by expert written discussions.
What topics are covered in the main body?
The main body discusses systemic issues like lack of teaching materials, large class sizes, insufficient teacher training in communicative methods, and student-related challenges like motivation and academic integrity.
Which keywords define the research?
Key terms include English Language Teaching, Challenges, AL-Dhalea, Communicative Competence, and Teacher Proficiency.
How does the lack of teaching aids affect student performance?
The study indicates that the reliance on traditional "chalk and board" methods and the lack of auditory or visual aids result in poor student competence in spoken English.
What role does teacher proficiency play in the study?
Teacher proficiency is identified as a critical success factor; the research highlights that many teachers lack communicative competence and are therefore unable to effectively teach modern English skills.
What does the author suggest regarding class sizes?
The author recommends that the Ministry of Education should cap classroom sizes at twenty-five students to enable more effective teacher-student interaction.
- Quote paper
- Sabri Thabit Saleh Ahmed (Author), 2018, Challenges of English Language Teaching in Yemeni Primary and Secondary Schools, Munich, GRIN Verlag, https://www.grin.com/document/444271
