Form-focused Instruction and Literary Criticism Writing: Perceptions and Experiences of BSED-English Sophomores | Chapter 03 | Language, Literature and Education: Research Updates Vol. 10

 

This descriptive research examined how Form-Focused Instruction (FFI) affected writing skills among BSED-English students taking the Literary Criticism subject enabled students to actively participate in functional and social interactive activities which used authentic input logs that supported literary criticism objectives. The study developed an advanced understanding that FFI met its potential in enhancing writing skills effectively, but required individualised teaching approaches for students enrolled in the subject. Students received substantial benefits when using FFI approaches, including Contextual Analysis, Thematic Exploration, Comparative Analysis, Critique Framing and Reflective Writing to improve their critical thinking abilities while resolving individual academic challenges. Continual assessment and adaptation of FFI methodology principles should remain a priority because it represent teaching methods which must accommodate various student requirements. The study proposed educational practices which developed intellectual capability and creative skills in future English teachers to help them achieve advanced literary critical skills.

 

Author(s) Details :-

 

Jonnelle D. Fagsao
Teacher Education Department, Mt. Province State Polytechnic College, Philippines.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v10/6737

Task-based Language Teaching: Perspectives of Secondary Level EFL Educators and Actual Classroom Experiences | Chapter 1 |Language, Literature and Education: Research Updates Vol. 7

 

Task-based language teaching (TBLT) is one of the widely discussed student-centred approaches to language teaching. Teaching a lesson under a task-based framework requires careful consideration of the learners' ages and interests, as well as the task itself. This study provides an overview and characteristics of TBLT, and the advantages of employing it; highlights teacher and student roles; and explores teachers’ perceptions and practices of this approach. The study explores two purposively selected secondary-level English language teachers’ perceptions and practices of using language tasks in their classrooms. Applying an ethnographic research design, the data were collected through in-depth interviews and class observation. The findings suggest that the teachers hold positive attitudes toward TBLT as a current English as a foreign language (EFL) teaching approach and perform task-based classes to some extent; however, they are not well aware of the methods and techniques of implementing tasks appropriately. The study suggests that language educators require proper training to be equipped with the knowledge and skills required for task-based instruction.

 

Author(s) Details

Laxman Prasad Bhandari
Lumbini Banijya Campus, Tribhuvan University, Nepal.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v7/5815