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BELIEF, PRACTICES, AND CHALLENGES OF PAKISTANI PRIMARY GRADE GOVERNMENT SCHOOL TEACHERS: VARIABLE ANALYSIS AFFECTING PRONUNCIATION AND PHONICS TEACHING
Corresponding Author(s) : Sadia Malik
Humanities & Social Sciences Reviews,
Vol. 9 No. 1 (2021): January
Abstract
Purpose: This research explores the role of different variables that can impact the beliefs and practices of Pakistani primary grade government school teachers and the challenges they face related to phonics teaching.
Method: Data was collected through a Likert scale-based questionnaire divided into three sections from 230 male and female government school teachers from Multan, Pakistan, and analyzed through a chi-square test to find the association between dependent and independent variables.
Main Findings: The findings highlighted gender as the most significant variable impacting the beliefs and practices of teachers, whereas Professional and academic qualification and teaching Experience were statistically non-significant factors. Overall, the teachers display a positive representation of their beliefs and practices, but discrepancy was found in their demographics and practices.
Application of the Study: Regarding challenges, teachers opinionated the genuine problems of lack of proficiency in phonics skills due to its complexity and insufficient training. Based on these findings, extensive content-based pre-and in-service teacher training programs, teachers' knowledge assessments, and classroom observations are recommended.
The Originality of the Study: According to the researcher's knowledge, the research gap of the present study is contemporary and innovative, i.e., there needs to be more significant work done on Variable Analysis affecting pronunciation and phonics teaching.
Keywords
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- Abdi, H., & Asadi, B. (2015). A Synopsis of Researches on Teachers’ and Students’ Beliefs about Language Learning. International Journal on Studies in English Language and Literature (IJSELL), 3(4), 104-114.
- Algozzine, B., Kissau, S., & Yon, M. (2012). Similar but Different: The Beliefs of Foreign Language Teachers. Foreign Language Annals, 45(4), 580-598. https://doi.org/10.1111/j.1944-9720.2013.12001.x
- Amiryousefi, M. (2015). Iranian EFL Teachers and Learners’ Beliefs about Vocabulary Learning and Teaching. International Journal of Research Studies in Language Learning, 4(4), 29–40. https://doi.org/10.5861/ijrsll.2015.1016
- Arif, M., Rashid, A., Tahira, S., & Akhter, M. (2012). Personality and teaching: An investigation into prospective teachers’ personality. International Journal of Humanities and Social Science, 2, 161–171.
- Attardo, S., & Brown, S. (2005). What is the Use of Linguistics? Pre-Service English Teachers’ Beliefs towards Language Use and Variation. In N. Bartels (Ed.), Applied Linguistics and Language Teacher Education (pp. 91-102). New York: Springer. https://doi.org/10.1007/1-4020-2954-3_6
- Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143. https://doi.org/10.1093/elt/ccy040
- Buckingham, J. (2018, July). Systematic synthetic phonics (research brief, 2). Five from Five. https://fivefromfive.com.au/wp-content/uploads/2020/09/RB2-SSP.pdf
- Burns, A. (1992). Teacher Beliefs and Their Influence on Classroom Practice. Prospect, 7(3), 56–66.
- Buss, L. (2016). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 619–637. https://doi.org/10.1177/1362168815574145
- Cabaroglu, N., & Roberts, J. (2000). Development in Student Teachers’ Pre-Existing Beliefs during a 1-Year PGCE Programme. System, 28(3), 387–402. https://doi.org/10.1016/S0346-251X(00)00019-1
- Calderhead, J. (1996). Teachers’ Beliefs and Knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of Research on Educational Psychology (pp. 709–725). New York: Macmillan.
- Cammarata, L., & Ó Ceallaigh, T. (2018). Teacher education and professional development for immersion and content-based instruction. Journal of Immersion and Content-Based Language Education, 6(2), 153–161. https://doi.org/10.1075/jicb.00004.cam
- Campbell, S. (2018). Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices. Journal of Early Childhood Literacy, 20(4), 783–814. https://doi.org/10.1177/1468798418791001
- Czajka, E. (2014). A Qualitative and Quantitative Investigation into the Relevance of Pronunciation Instruction: Piloting Data Collection Tools. In D. Gabryś-Barker and A. Wojtaszek (eds.), Studying second language acquisition from a qualitative perspective, pp. 175–187. Cham, Heidelberg, New York: Springer.
- Farah, K., Fauzee, O. M. S., & Daud, Y. (2014). Teacher training education program in three Muslim Countries-Afghanistan, Iran and Pakistan. Journal of Education and Human Development, 3(2), 729-741.
- Fouma, M. ě. (2015, April). Level of pronunciation of primary school teachers and the potential influence on their pupils (Bachelor’s Diploma Thesis). Masaryk University Faculty of Education Department of English Language and Literature.
- Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106.
- Gilakjani, A. P., & Rahimy, R. (2019). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role. Education and Information Technologies, 25(2), 1129–1159. https://doi.org/10.1007/s10639-019-10009-1
- Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), 78. https://doi.org/10.5539/elt.v10n4p78
- Green, T. F. (1971). The Activities of Teaching. McGraw Hill, New York.
- Gyasi, N. Y. O. (2017). Pronunciation Difference between Public and Private Basic School Pupils in Ghana. Covenant Journal of Language Studies (CJLS), 5(1), 32–47.
- Haney, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
- Henderson, A., Curnick, L., Frost, A., Kautzsch, A., Kirkova-Naskova, A., Levey, D., Tergujeff, E. & Waniek-Klimczak, E. (2015). The English pronunciation teaching in Europe survey: Factors inside and outside the classroom. Investigating English Pronunciation: Current Trends and Directions. New York: Palgrave-Macmillan.
- Hosseini, K. F., & Rahimi, M. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3, 57–82. http://media.ngberger.com/_ngb_kt1/00000010.html
- Jiménez, J. E., & O’Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175–187. https://doi.org/10.1016/j.tate.2016.01.006
- Jiménez, J. E., & O’Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175–187. https://doi.org/10.1016/j.tate.2016.01.006
- Johnson, K. E. (1992). The Relationship between Teachers’ Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English. Journal of Reading Behavior, 24(1), 83–108. https://doi.org/10.1080/10862969209547763
- Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre-service English as second language teachers. Teaching and Teacher Education, 10(4), 439–452. https://doi.org/10.1016/0742-051X(94)90024-8
- Jones J. F., & Fong, P. M. (2007). The impact of teachers’ beliefs and educational experiences on EFL classroom practices in secondary schools. Asian Journal of English Language Teaching, 17, 27-47
- Khader, F. R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research, 2(1), 73-92.
- Kindsvatter, R., Willen, W., & Isher, M. (1988). Dynamics of Effective Teaching. New York: Longman.
- Majoka, M., Khan, M. J., & Khan, M. I. (2016). Pronunciation Teaching: The Missing Link in English Teaching in Pakistani Schools. Journal of Elementary Education. 26. 1-16.
- Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers (Third ed.). Brookes Publishing.
- Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22. http://dx.doi.org/10.7575/ijalel.v.2n.1p.13
- Morley, J. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 25(1), 51–74.
- Nguyen, L. T., Hung, B. P., Duong, U. T. T., & Le, T. T. (2021). Teachers’ and Learners’ Beliefs about Pronunciation Instruction in Tertiary English as a Foreign Language Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.739842
- Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
- Phillips, S., & Borg, S. (2009). Exploring Tensions between Teachers’ Grammar Teaching Beliefs and Practices. System, pp. 37, 380–390. https://doi.org/10.1016/j.system.2009.03.002
- Poynor, L. (2005). A Conscious and Deliberate Intervention: The Influence of Language Teacher Education. In D. Tedick (Ed.), Second Language Teacher Education: International Perspectives (pp.157–175). Mahwah, NJ: Lawrence Erlbaum Associates.
- Richards, J. (1998). Beyond Training. Cambridge. Cambridge University Press.
- Ryba, K., & Anderson, B. (1990). Learning with computers: Effective teaching strategies Eugene, OR: International Society for Technology in Education.
- Sifakis, N. & Sougari, A. (2005). Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs. TESOL Quarterly 39(3), 467–488.
- Szpyra-Kozłowska, J., Frankiewicz, J. & Gonet, W. (2002). Aspekty fonetyki angielskiej nauczane w polskich szkołach średnich [Aspects of English phonetics taught in Polish secondary schools]. In W. Sobkowiak and E. Waniek-Klimczak (eds.), Dydaktyka fonetyki języka obcego, 9-27. Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku.
- Szyszka, M. (2016). English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language, 14(2), 165–180. https://doi.org/10.1515/rela-2016-0007
- Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101–110. https://doi.org/10.1016/j.tate.2018.12.012
- Tergujeff, E. (2012). English Pronunciation Teaching: Four Case Studies from Finland. Journal of Language Teaching and Research. 3(4), 599–607. https://doi.org/10.4304/jltr.3.4.599-607
- Wahid, R. & Sulong, S. (2013). The gap between research and practice in the teaching of English pronunciation: Insights from teachers' beliefs and practices. World Applied Sciences Journal, 21, 133-142. https://doi.org/10.5829/idosi.wasj.2013.21.sltl.2147
- Xu, L. (2012). The Role of Teachers' Beliefs in the Language Teaching-learning Process. Theory & Practice in Language Studies, 2(7).
- Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults. Sydney, Australia: AMEPRC. Available: http://www.ameprc.mq.edu.au/resources/classroom_resources/give_it_a_go
- Zheng, H. (2009). A Review of Research on EFL Pre-Service Teachers’ Beliefs and Practices. Journal of Cambridge Studies, 4(1), 73–81.
References
Abdi, H., & Asadi, B. (2015). A Synopsis of Researches on Teachers’ and Students’ Beliefs about Language Learning. International Journal on Studies in English Language and Literature (IJSELL), 3(4), 104-114.
Algozzine, B., Kissau, S., & Yon, M. (2012). Similar but Different: The Beliefs of Foreign Language Teachers. Foreign Language Annals, 45(4), 580-598. https://doi.org/10.1111/j.1944-9720.2013.12001.x
Amiryousefi, M. (2015). Iranian EFL Teachers and Learners’ Beliefs about Vocabulary Learning and Teaching. International Journal of Research Studies in Language Learning, 4(4), 29–40. https://doi.org/10.5861/ijrsll.2015.1016
Arif, M., Rashid, A., Tahira, S., & Akhter, M. (2012). Personality and teaching: An investigation into prospective teachers’ personality. International Journal of Humanities and Social Science, 2, 161–171.
Attardo, S., & Brown, S. (2005). What is the Use of Linguistics? Pre-Service English Teachers’ Beliefs towards Language Use and Variation. In N. Bartels (Ed.), Applied Linguistics and Language Teacher Education (pp. 91-102). New York: Springer. https://doi.org/10.1007/1-4020-2954-3_6
Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143. https://doi.org/10.1093/elt/ccy040
Buckingham, J. (2018, July). Systematic synthetic phonics (research brief, 2). Five from Five. https://fivefromfive.com.au/wp-content/uploads/2020/09/RB2-SSP.pdf
Burns, A. (1992). Teacher Beliefs and Their Influence on Classroom Practice. Prospect, 7(3), 56–66.
Buss, L. (2016). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 619–637. https://doi.org/10.1177/1362168815574145
Cabaroglu, N., & Roberts, J. (2000). Development in Student Teachers’ Pre-Existing Beliefs during a 1-Year PGCE Programme. System, 28(3), 387–402. https://doi.org/10.1016/S0346-251X(00)00019-1
Calderhead, J. (1996). Teachers’ Beliefs and Knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of Research on Educational Psychology (pp. 709–725). New York: Macmillan.
Cammarata, L., & Ó Ceallaigh, T. (2018). Teacher education and professional development for immersion and content-based instruction. Journal of Immersion and Content-Based Language Education, 6(2), 153–161. https://doi.org/10.1075/jicb.00004.cam
Campbell, S. (2018). Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices. Journal of Early Childhood Literacy, 20(4), 783–814. https://doi.org/10.1177/1468798418791001
Czajka, E. (2014). A Qualitative and Quantitative Investigation into the Relevance of Pronunciation Instruction: Piloting Data Collection Tools. In D. Gabryś-Barker and A. Wojtaszek (eds.), Studying second language acquisition from a qualitative perspective, pp. 175–187. Cham, Heidelberg, New York: Springer.
Farah, K., Fauzee, O. M. S., & Daud, Y. (2014). Teacher training education program in three Muslim Countries-Afghanistan, Iran and Pakistan. Journal of Education and Human Development, 3(2), 729-741.
Fouma, M. ě. (2015, April). Level of pronunciation of primary school teachers and the potential influence on their pupils (Bachelor’s Diploma Thesis). Masaryk University Faculty of Education Department of English Language and Literature.
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106.
Gilakjani, A. P., & Rahimy, R. (2019). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role. Education and Information Technologies, 25(2), 1129–1159. https://doi.org/10.1007/s10639-019-10009-1
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), 78. https://doi.org/10.5539/elt.v10n4p78
Green, T. F. (1971). The Activities of Teaching. McGraw Hill, New York.
Gyasi, N. Y. O. (2017). Pronunciation Difference between Public and Private Basic School Pupils in Ghana. Covenant Journal of Language Studies (CJLS), 5(1), 32–47.
Haney, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
Henderson, A., Curnick, L., Frost, A., Kautzsch, A., Kirkova-Naskova, A., Levey, D., Tergujeff, E. & Waniek-Klimczak, E. (2015). The English pronunciation teaching in Europe survey: Factors inside and outside the classroom. Investigating English Pronunciation: Current Trends and Directions. New York: Palgrave-Macmillan.
Hosseini, K. F., & Rahimi, M. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3, 57–82. http://media.ngberger.com/_ngb_kt1/00000010.html
Jiménez, J. E., & O’Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175–187. https://doi.org/10.1016/j.tate.2016.01.006
Jiménez, J. E., & O’Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175–187. https://doi.org/10.1016/j.tate.2016.01.006
Johnson, K. E. (1992). The Relationship between Teachers’ Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English. Journal of Reading Behavior, 24(1), 83–108. https://doi.org/10.1080/10862969209547763
Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre-service English as second language teachers. Teaching and Teacher Education, 10(4), 439–452. https://doi.org/10.1016/0742-051X(94)90024-8
Jones J. F., & Fong, P. M. (2007). The impact of teachers’ beliefs and educational experiences on EFL classroom practices in secondary schools. Asian Journal of English Language Teaching, 17, 27-47
Khader, F. R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research, 2(1), 73-92.
Kindsvatter, R., Willen, W., & Isher, M. (1988). Dynamics of Effective Teaching. New York: Longman.
Majoka, M., Khan, M. J., & Khan, M. I. (2016). Pronunciation Teaching: The Missing Link in English Teaching in Pakistani Schools. Journal of Elementary Education. 26. 1-16.
Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers (Third ed.). Brookes Publishing.
Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22. http://dx.doi.org/10.7575/ijalel.v.2n.1p.13
Morley, J. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 25(1), 51–74.
Nguyen, L. T., Hung, B. P., Duong, U. T. T., & Le, T. T. (2021). Teachers’ and Learners’ Beliefs about Pronunciation Instruction in Tertiary English as a Foreign Language Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.739842
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
Phillips, S., & Borg, S. (2009). Exploring Tensions between Teachers’ Grammar Teaching Beliefs and Practices. System, pp. 37, 380–390. https://doi.org/10.1016/j.system.2009.03.002
Poynor, L. (2005). A Conscious and Deliberate Intervention: The Influence of Language Teacher Education. In D. Tedick (Ed.), Second Language Teacher Education: International Perspectives (pp.157–175). Mahwah, NJ: Lawrence Erlbaum Associates.
Richards, J. (1998). Beyond Training. Cambridge. Cambridge University Press.
Ryba, K., & Anderson, B. (1990). Learning with computers: Effective teaching strategies Eugene, OR: International Society for Technology in Education.
Sifakis, N. & Sougari, A. (2005). Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs. TESOL Quarterly 39(3), 467–488.
Szpyra-Kozłowska, J., Frankiewicz, J. & Gonet, W. (2002). Aspekty fonetyki angielskiej nauczane w polskich szkołach średnich [Aspects of English phonetics taught in Polish secondary schools]. In W. Sobkowiak and E. Waniek-Klimczak (eds.), Dydaktyka fonetyki języka obcego, 9-27. Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku.
Szyszka, M. (2016). English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language, 14(2), 165–180. https://doi.org/10.1515/rela-2016-0007
Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101–110. https://doi.org/10.1016/j.tate.2018.12.012
Tergujeff, E. (2012). English Pronunciation Teaching: Four Case Studies from Finland. Journal of Language Teaching and Research. 3(4), 599–607. https://doi.org/10.4304/jltr.3.4.599-607
Wahid, R. & Sulong, S. (2013). The gap between research and practice in the teaching of English pronunciation: Insights from teachers' beliefs and practices. World Applied Sciences Journal, 21, 133-142. https://doi.org/10.5829/idosi.wasj.2013.21.sltl.2147
Xu, L. (2012). The Role of Teachers' Beliefs in the Language Teaching-learning Process. Theory & Practice in Language Studies, 2(7).
Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults. Sydney, Australia: AMEPRC. Available: http://www.ameprc.mq.edu.au/resources/classroom_resources/give_it_a_go
Zheng, H. (2009). A Review of Research on EFL Pre-Service Teachers’ Beliefs and Practices. Journal of Cambridge Studies, 4(1), 73–81.