Xanthou & Pavlou

8/8/2019 Xanthou & Pavlou

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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?


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?


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

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Xanthou & Pavlou