Teaching English as a foreign language to rural education students
DOI:
https://doi.org/10.35381/racji.v7i1.1700Palabras clave:
Language of instruction, rural education, educational systems. (UNESCO Thesaurus).Resumen
The purpose of this study was to focus on the perspectives, problems, and suggestions of rural EFL teachers while teaching English to students in rural areas. This cross-sectional study aimed to identify the factors affecting students' motivation to learn English in the rural area of Ponce Enriquez. The technique used was a survey. The primary outcome was to understand from the students' perceptions the elements that impact the lack of motivation and the value of learning a foreign language. In addition, this study found that the main obstacles faced by EFL teachers in rural locations were students' low enthusiasm for learning English. As a result, the participants made joint recommendations to English teachers in rural areas.
Descargas
Citas
Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of educational and psychological consultation: the official journal of the Association for Educational and Psychological Consultants, 14(1), 1-25. doi: 10.1207/s1532768xjepc1401_01
Amin, R. (2018). Learning english language in home environment: A Study. Angloamericanae Journal, 3(1), 39-50. doi:10.5281/zenodo.2530888
British Council. (2015). English in Ecuador. An examination of policy, perceptions and influencing factors. Education Intelligence, 57. https://n9.cl/puy4xs
Chen, R. (2021). A review of cooperative learning in EFL classroom. Asian Pendidikan, 1(1), 1-9. doi:10.53797/aspen.v1i1.1.2021
Cuervo, H. (2020). A social justice approach to rural school staffing: The need for a politics of distribution and recognition to solve a perennial problem. Journal of Pedagogy / Pedagogický casopis, 11(1), 127-146. doi:10.2478/jped-2020-0007
Dang, K. (2021). Task-related motivational strategies in EFL classrooms: A glimpse into teachers' and students' perceptions. The journal of Asia TEFL, 18(2), 468-488. doi:10.18823/asiatefl.2021.18.2.6.468
Dörnyei, Z., & Kubanyiova, M. (2013). Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom. https://n9.cl/r204w
Fan, S.-H., & Derivry-Plard, M. (2021). Impact of different intercultural telecollaborative environments on Taiwanese ELF learner's communicative competencies. In S.-H. Fan, & M. Derivry-Plard, Competency-Based Teacher Education for English as a Foreign Language (pp. 127-141). London: Routledge. doi:10.4324/9781003212805-9
Idri, N. (2009). Foreign language learning, classroom interaction and lack of motivation. IMAGO Interculturalité et Didactique, 10(1), 1-17.
EF English Proficiency Index. (2021). The world’s largest ranking of countries and regions by English skills. Based on test results of 2m adults in 112 countries & region. Retrieved from https://www.ef.com/wwen/epi/
Jafari-Amineh, R. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
James, C. (2011). Family involvement in English language learning. Sabah: Universiti Malaysia Sabah. https://n9.cl/tff9v6
Kazina-Nagashibaevna, Y. (2019). Students' lack of interest: How to motivate them? Universal journal of educational research, 7(3), 797-802. doi:10.13189/ujer.2019.070320
Mikhalkina, E. V., & Skachkova, L. S. (2021). Measuring academic motivation. Terra economicus, 19(3), 121-134. doi:10.18522/2073-6606-2021-19-3-121-134
Muñoz-Restrepo, A., Ramirez, M., & Gaviria, S. (2020). Strategies to enhance or maintain motivation in learning a foreign language. PROFILE Issues in Teachers Professional Development, 22(1), 175-188. doi:10.15446/profile.v22n1.73733
Nandi, R. (2021). Obstacles of teaching English as a second language in India. Global Journal of Human-Social Science, 19-23. doi:10.34257/gjhssgvol21is6pg19
Oviedo, C., & Campos, A. (2005). An approach to the use of Cronbach’s Alfa. Revista Colombiana de Psiquiatría, 34(4), 572–580.
Saiful, J. A., & Triyono, S. (2018). EFL teachers’ reflection in teaching english to EFL. International Journal of language Education, 2(2), 1-13. doi:10.26858/ijole.v2i2.5637
Sawari, S. S., Ghazalli, M. A., & Mansor, N. (2015). A study of learning efficacy among rural area students in Ledang Johor. Sains Humanika, 5(3). https://doi.org/10.11113/sh.v5n3.660
Sheldon, S. B., & Turner-Vorbeck, T. A. (2019). The wiley handbook of family, school, and community relationships in education. USA: John Wiley & Sons, Inc. ISBN: 978-1-119-08255-2.
Singh, L. (2020). Study of learning styles of undergraduate studentsof rural and urban area. IJIRMPS International Journal, 8(5), 74-76.
Solak, E. (2015). Current challenges in English language learning in Turkish EFL context. Participatory educational research, 2(1), 106-115. doi:10.17275/per.15.09.2.1
Stavrou, A. (2020). The advantages and disadvantages of using the L1 in the EFL classroom. Cyprus: European University Cyprus. https://n9.cl/2lvtl
Sulisworo, D. (2018). Blended learning: Improving student's motivation in English teaching learning process. International Journal of Languages Education, 1(61), 163-170. doi:10.18298/ijlet.2434
Wimolmas, R. (2013). A Survey Study of Motivation in English Language Learning of First Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. Retrieved from http://litu.tu.ac.th/journal/FLLTCP/proceeding/904.pdf
Publicado
Cómo citar
Número
Sección
Licencia
CC BY-NC-SA : Esta licencia permite a los reutilizadores distribuir, remezclar, adaptar y construir sobre el material en cualquier medio o formato solo con fines no comerciales, y solo siempre y cuando se dé la atribución al creador. Si remezcla, adapta o construye sobre el material, debe licenciar el material modificado bajo términos idénticos.
OAI-PMH URL: https://fundacionkoinonia.com.ve/ojs/index.php/Iustitia_Socialis/oai
