The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL…

This paper makes a contribution to the developing field of the political economy of educational technology and to an understanding of the significance of digital technologies for home-school relations. The digitalisation of social life is increasing and the impact of digitalisation on home-school relations, parents, and children is…

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers' expectancies. Realizing this research gap, this study aims to…

The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in…

Classroom management is one of the most contributing yet challenging issues in a teaching career. In a language-learning classroom where foreign language is used as both the medium and the content of the teaching, EFL teachers may experience unique classroom management challenges (Linse & Nunan, 2005). This basic qualitative study focused on…

This article explores how individualized teaching methods, such as the use of work plans, create new student strategies in Norwegian lower secondary classrooms. Work plans, which are frequently set up as instructional tools in Norwegian classrooms, outline different types of tasks and requirements that the students are supposed to do during a…

Out-of-class study time is essential in students' language learning, but few studies in ELT measure out-of-class study time or investigate how teachers can encourage, rather than demand it. In Japan, out-of-class study time is lower than might be expected, ranging from zero to an hour per week. This study therefore sets out to establish those…

In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through inclusive practices. The purpose of…

This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and…

The question of homework is addressed with emphasis on the fact that few new English instruction textbooks call for homework. This article discusses "groaning and moaning" about homework, mass-preparation and mass-correction, and creative homework. (three references) (LB)

Reports on two classroom studies in which teachers deliberately evaluated their own teaching strategies in relation to their students' writing and homework tasks. Students were asked about their preferences for the various strategies. Finds that effective learning requires pupils to be mentally active in and take some responsibility for their own…

The purpose of this study was to investigate the differences among schools using student responses in the Trends in Mathematics and Science Study-1999 (TIMSS-99) data. Schools were classified into two groups based on eighth grade students' overall achievement in science. Two different discriminant function analyses were performed to distinguish…

The mathematics lesson of 63 Year 5 Australian teachers were observed over a term. A casual model linking student, school, and teacher background information, class size, teaching practices, and mean class mathematics achievement was developed for testing the relationship between class size, teaching practices, and student achievement. (Author/JAZ)

Teacher-centered presentation is generally considered the only way of teaching in large classes, whereas a learner-centered communicative approach is not considered feasible. This applies even more to language teaching, where the difference between the native speaker's knowledge and the students' command of the language hinder communication. In…

This paper discusses the nature and implications of problems that language teachers believe to exist in excessively large classes. A review of the literature on class size indicates three categories of problems, namely pedagogical, management, and affective. Pedagogical problems include: difficulties with speaking, reading, and writing tasks;…