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
- Introduction
- Objectives of the study
- Significance of the study
- A brief history of English language teaching in Yemen
- Research Methodologies
- Participants
- Research instruments
- Discussion of the Findings
- Lack of teaching aids and materials
Objectives and Key Themes
This study aims to identify the major challenges of English language teaching in AL-Dhalea primary and secondary schools in Yemen and to propose solutions and strategies for improvement. The research investigates these challenges from the perspective of experienced EFL teachers and supervisors.
- Challenges faced by EFL teachers in Yemeni schools.
- Impact of resource limitations on English language teaching.
- Effectiveness of current teaching methodologies in the Yemeni context.
- The historical context of English language education in Yemen.
- Recommendations for improving English language instruction in Yemeni schools.
Chapter Summaries
Introduction: This chapter sets the stage for the study by highlighting the increasing global importance of English and the challenges faced by EFL teachers, particularly in Yemen. It emphasizes the need to investigate these challenges to improve English language teaching and learning in Yemeni schools, specifically focusing on AL-Dhalea governorate.
Objectives of the study: This section clearly outlines the two main objectives of the study: to survey the major challenges of English language teaching in AL-Dhalea primary and secondary schools and to propose solutions and strategies to overcome these challenges and improve the quality of English language instruction.
Significance of the study: This section underscores the importance of the study by explaining its contribution to improving English language teaching in Yemeni schools. The findings will provide valuable insights for teachers, supervisors, and the Ministry of Education, leading to the development of remedial action plans and improved strategies for English language instruction.
A brief history of English language teaching in Yemen: This chapter provides a historical overview of English language teaching in Yemen, highlighting the differences in educational systems and English language instruction between North and South Yemen before unification. It traces the development of English language teaching in the unified Yemen, including the introduction of communicative-based courses.
Research Methodologies: This section details the research methodology employed in the study. It identifies the study as an exploratory descriptive study, explaining the selection of participants (20 EFL senior teachers and supervisors) and the research instruments used (a questionnaire with open-ended questions and follow-up discussions). The aim is to gather comprehensive data on the challenges faced in English language teaching in AL-Dhalea.
Discussion of the Findings: This chapter presents the findings of the study, focusing on the major challenges identified by the participants. It provides an in-depth analysis of the challenges, drawing on the responses from the EFL teachers and supervisors. A significant portion discusses the lack of teaching aids and materials, highlighting the reliance on traditional methods and the scarcity of resources in many schools.
Keywords
English Language Teaching, Challenges, Yemen, AL-Dhalea, Primary Education, Secondary Education, EFL Teachers, Teaching Materials, Resource Limitations, Communicative Language Teaching, Teacher Training.
Frequently Asked Questions: A Study on Challenges of English Language Teaching in Al-Dhalea, Yemen
What is the main focus of this study?
This study investigates the major challenges faced by English as a Foreign Language (EFL) teachers in primary and secondary schools in Al-Dhalea, Yemen. It aims to identify these challenges and propose solutions and strategies for improvement, drawing on the perspectives of experienced EFL teachers and supervisors.
What are the key themes explored in the study?
The study explores several key themes, including the challenges faced by EFL teachers in Yemeni schools; the impact of limited resources on English language teaching; the effectiveness of current teaching methodologies; the historical context of English language education in Yemen; and recommendations for improving English language instruction.
What methodologies were used in this research?
The research employed an exploratory descriptive methodology. Data was collected from 20 senior EFL teachers and supervisors in Al-Dhalea through questionnaires with open-ended questions and follow-up discussions. This approach aimed to gather comprehensive data on the challenges faced in English language teaching in the region.
What are some of the major challenges identified in the study?
A significant challenge highlighted is the lack of teaching aids and materials, leading to a reliance on traditional teaching methods. The study also examines other challenges faced by EFL teachers in Yemeni schools, the impact of resource limitations, and the effectiveness of current teaching methodologies within the Yemeni context.
What is the significance of this study?
This study offers valuable insights for teachers, supervisors, and the Ministry of Education in Yemen. The findings can inform the development of remedial action plans and improved strategies for English language instruction, ultimately contributing to the enhancement of English language teaching and learning in Yemeni schools.
What is included in the provided document?
The document is a comprehensive preview including the title, table of contents, objectives and key themes, chapter summaries, and keywords. It offers a detailed overview of the research and its findings.
What is the historical context considered in the study?
The study provides a brief history of English language teaching in Yemen, acknowledging the differences in educational systems and English language instruction between North and South Yemen before unification, and tracing the development of English language teaching in the unified Yemen.
What recommendations are likely to be included in the study?
The study is expected to provide recommendations for improving English language instruction in Yemeni schools, based on the identified challenges and the analysis of the data collected from EFL teachers and supervisors. These recommendations are likely to focus on addressing resource limitations and improving teaching methodologies.
What are the keywords associated with this study?
The keywords associated with this study include: English Language Teaching, Challenges, Yemen, Al-Dhalea, Primary Education, Secondary Education, EFL Teachers, Teaching Materials, Resource Limitations, Communicative Language Teaching, and Teacher Training.
- Citation du texte
- Sabri Thabit Saleh Ahmed (Auteur), 2018, Challenges of English Language Teaching in Yemeni Primary and Secondary Schools, Munich, GRIN Verlag, https://www.grin.com/document/444271
