xanthou & pavlou
TRANSCRIPT
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Teachers' perceptions ofstudents' attitudes in mixed
ability EFL public primary
school classes
Xanthou Maria and Pavlou Pavlos
University of Cyprus
Greek Applied Linguistics Association14th International Conference
Advances in Research on Language Acquisition and Teaching
14-16 December 2007Capsis Hotel, Thessaloniki Greece
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Introduction
We teach Mixed Ability Classes (Richards,1998)
EFL in public schools: false beginners
(already been exposed to English, Englishspeaking parents etc) and true beginners(no structural and lexical knowledge ofthe L2).
The paper explores the current mixedability situation in EFL classrooms
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EFL class culture
alli-opur (2005): EFL language classesare mixed ability classes'. Learners do notshare the same language background,(Prodromou, 1995, p.7).
True beginners begin classes without earlypreparation
False beginners are exposed to English
language for at least one year of privateinstitutional instruction before joining level 1of the EFL course in State schools.
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EFL class culture
Differences in language experiencesand learning ability cause problems inheterogeneous classes (Ur, 1996)
Some learners always participatewhile others may not speak for theentire lesson. The first group ofchildren may even lose interest in theclass while the latter quit(Prodromou, 1995, p.3)
Textbooks may not accommodate the
needs of a diverse class population.
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Significant effect (p= .00) of private EFL classes ongrammar score (Xanthou and Pavlou, 2006).
A textbook (Freddy and friends, 2003 by Mead &Atkins) used by many private institutions includes allgrammar of level 1 public primary school EFL course
as well as structures which are taught at level 2 e.g.There is/are, How many?, some/any, PresentContinuous and Present Simple tense.
Analysis of the sixty four vocabulary tests whichwere administered in three EFL level 1 classes of anurban school showed a significant effect of privateinstitutional instruction on vocabulary scores(Sig= .00). A close examination of the privatetuition textbook (stage: 1) showed that it involvedall word categories that are included in the bookEnglish for Communication 1 (Tziortzis et al, 1996).
Previous research
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Purpose
Explore the mixed ability EFLclasses issue: providing empirical
data revealing the teachers viewsand experiences of studentsattitudes in MAC
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Methodology
Quantitative and qualitativemethodology (questionnaire, in-
class observation data, textbookwas examined)
A Likert type questionnaire wasadministered to 114 EFL teachers
In-class observation data
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Hypothesis
Teachers views were expected toconfirm that PKE creates problems
in the EFL class such as increasingthe self confidence and participationof students with PKE whilesimultaneously decreasing the self
confidence of students withoutlanguage experiences.
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Apparatus
A questionnaire was administered to 114 EFLState primary school teachers. The items ofthe questionnaire were based on the findings of
a pilot study in the form of semi-structuredinterviews (Bell, 1999, p.132).
In-class observation data were held twice aweek for six 40 minute lessons lasting one
month (October 2005).Level 1 class of an urban school: 25 children ofmixed abilities.
This type of data aims to explore the MAC issue
in a natural environment (Bailey, 1975, p.75).
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Results
Teachers experiences of Mixed Ability
EFL classes
e e s ssess e t stu e ts l gu st level
el t t eg t ve lue e t e less
0
10
20
30
40
50
60
1 2
1. true beg ers 2. false beg ers
teachers
never
seldom
often
very often
always
3.50%
23.68%
48.24%
21.92%
2.63% 4.38%
34.21%
40.35%
18.42%
2.63%
Figure 1: Teachers assessment of learners linguistic levelin relation to negative influence on the lesson.
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Teachers' views on whether students
without PKE feel disadvantaged
0
10
20
30
40
5060
70
1
teache
yes
no
depends on the
teaching approach
depends on the
student
35.08%
0.87%
56.14%
7.89%
Figure 2: Teachers views on whether students without PKE
feel disadvantaged
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Teachers' evaluation of how students without PKE
express their feelings
0
1020
30
40
50
6070
1 2 3
1.Not paying attention 2.Doing other things 3.Being afraid
to speak
teachers
never
seldom
often
very often
always
28.94%
47.36%
21.05%
7.89%4.38%
31.57%
45.61%
16.66%
24.56%
50.87%
16.66%
3: Teachers evaluation of how low level students expresstheir feelings
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Teachers' evaluation of students' (without PKE) comments
0
10
20
30
40
50
60
1 2 3 4 5
1. I do not take pr ivate lessons 2.I don't undertstand 3.I can't speak 4.Ican't read 5.I can't write
teachers
never
seldom
often
very often
always
10.52%
40.35%
29.82%
15.78%
12.28%
47.36%
28.94%
19.29%
40.35%
32.45%
7.01%
24.56%
40.35%
28.07%
21.92%
37.71%
31.57%
Figure 4:Teachers evaluation of low level students comments
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Teachers' responses to students' comments
0
10
20
30
40
50
1 2 3 4
1. assure learners they are going to be taught what is
required from them 2.inform learners that material is part
of what is demanded from them 3. ask learners to work
in pairs 4. provide differentiated work
teachers
never
seldom
often
very often
always
31.57%
35.96%
29.82%
7.01%
28.07%
34.21%
21.92%
8.77%
34.21%
40.35%
23.68%
20.17%
41.22%
26.31%
11.40%
Figure 5: Teachers responses to students comments
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Attitudes of students having advanced
linguistic knowledge
0
10
20
30
40
5060
1 2 3 4
1.self-confidenced2.laughing at others
3.feeling bored
4.looking down at the lesson
te
achers
never
seldom
often
very often
always
46.49%42.98% 42.10%
30.70%
15.78%11.40%8.77%
1.75%
7.89%
36.84%31.57%
19.29%
4.38%
16.66%
42.98%
22.80%
13.15%
4.38%
Figure 6: Attitudes of advanced students
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Teachers' opinion about how students with PKE
could disturb the lesson
0
20
40
60
80
100
1 2 3 4 51.They answer without being asked
2.They don't let others think3.They deal with exercises of following lessons
4. They insist on wrong answers
5.They do not pay attention
t
eachers
totally disagree
disagree
no opinion
agree
totally agree
3.50%
16.66%
2.63%
68.42%
8.77%
14.03%
75.43%
7.01%
6.14%
44.73%
4.38%
40.35%
13.15%
50%
12.28%
22.80%
3.50%
40.35%
41.22%
6.14%
Figure 7: Teachers perceptions on how students with PKEcould disturb the lesson
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Discussion- Implications True beginners are not so easily involved in the lesson - feeling
disadvantaged exhibiting reluctance to talk (92.11%), avoiding classparticipation.
They usually comment that they do not take private lessonscomplaining often that they have problems in the four language skills.
False beginners with prior knowledge of English may often (40.35%)
or very often (18.42%) have a negative influence on the lesson asthey may not find interest in the lesson. Prior knowledge seems to affect students self-esteem. Advanced
students are usually self-confidenced and 82.44% of the teachersbelieve that these students do not let others think. When low-proficiency level students are given opportunities to talk, their self-esteem could be raised but this may rarely be done when the teacheris in a hurry to teach 25 structures a year in the limited time of two
forty minute periods a week.
Future planning. The EFL course in public schools may need to start from an earlier age Education authorities need to increase the number of seminars The number of EFL counselors needs to increase
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Limitations- Directions in future
research
Small sample
Space triangulation
More research is required in coping withMAC. The appropriacy of certainstrategies needs to be examined.
Case studies in this context are desirable.
Assessing pupils in mixed ability classes A reliable instrument needs to be
developed measuring performance in MAC.
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References
Bailey, K. (1978). Methods of social research. London: Collier-Macmillan.
Bell, J. (1999). Doing your research project. Buckingham OpenUniversity Press.
Cohen, L. and Manion, L. (2000). Research methods in education.London: Routledge.
Mead, A. & Atkins, B. (2003). Freddy and friends. Limassol:Burlington Books. Prodromou, L. (1995). Mixed ability classes. Hertfordshire: Phoenix
ELT. Richards, S. (1998). ELT Spectrum. Oxford: Oxford University Press. Salli-Copur, D. (2005). Coping with the problems of mixed ability
classes. The Internet TESL JournalVol.XI (8).http://iteslj.org/Techniques/Salli-Copur-MixedAbility-html
Tziortzis, A., Englezaki, A. and Ioannou, S. (1996) English forCommunication 1,Ministry of Education and Culture of Cyprus: Nicosia.
Ur, P. (1996). A course in language teaching: Theory and Practice.Great Britain: Cambridge University Press.
Xanthou, M &Pavlou, P. (2007) Mixed ability classes in the EFLsetting of primary schools in Cyprus. The impact of private tuition,school location and gender. Vol.1. Department of English Studies:University of Cyprus.
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TEACHERSQUESTIONNAIRE
1. At what level of competence do students start toaffect negatively the flow of the lesson?a) True beginners e.g. having difficulties inunderstanding instructions in the target language
never seldom often very often always
b) False beginners when they do not find interest inwhat the teacher says
c) Other
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2. Do students without prior knowledge ofEnglishfeeldisadvantaged?
a) Yes
b) No
c) It depends on the teaching approachd) It depends on the student
e) Other
3. If students without prior knowledge ofEnglishfeeldisadvantaged, how do they express this?
never seldom often very often alwaysa) They do not pay attention
b) They do other things
c) They are afraid to speak
d) Other
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4. What comments do children without prior knowledge ofEnglishmake?
never seldom often very often always
a) I do not take private lessons
b) I dont understand English
c) I cant speak Englishd) I cant read
e) I dont know how to write this
f) Other
5. How do you respond to such comments?never seldom often very often alwaysa) Assure the learners that they are
going to be taught what is requiredfrom them
b) Inform learners that the materialbeing taught is part of what isdemanded from them
c) Ask children to work in pairs orgroups to offer and get help
d) Provide differentiated work
e) Other..
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6. How do the children with prior knowledge ofEnglish (PKE) feel?
never seldom often very often always
a) Self-confident
b) Laughing at and looking down on
students who make mistakes
c) They feel bored
d) They look down on the lesson
7. Can you think ofsome ways that pupils withPKE could disturb thelesson?totally disagree no opinion agree totally
disagreeagreea) They answer without being asked
b) They dont let others thinkc) They deal with exercises of the
following lessons
d) They insist on wrong answers
e) They do not pay attentionf) Other