Principles of language teaching and learning for expanding and improving classroom input strategies

Majid Al-Amri

Abstract


This study analysed the possibilities of implementing principles of language teaching and learning for expanding and improving classroom input strategies. Thirty-three English as a foreign language student teachers participated in the study for four weeks. Data were collected through Likert-type surveys, written assessments and a third-party interview. Findings indicated that (1) participants showed a high level of perceived knowledge; (2) participants showed a high level of content knowledge on written tests; (3) students expressed positive attitudes towards the learning approach (i.e., grounding input strategies in well-established principles of teaching and learning); and (4) participants performed better in the post-videotaped evaluation than in the pre-videotaped evaluation.


Keywords


Classroom input strategies; Principles of language teaching and learning; English as a foreign language (EFL); Student teacher

Full Text:

PDF


DOI: https://doi.org/10.5785/36-1-794

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 Per Linguam

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


ISSN 2224-0012 (online); ISSN 0259-2312 (print)

Powered by OJS and hosted by since 2011.

http://perlinguam.journals.ac.za/public/site/images/scholar/logo_copy_241

Disclaimer:

This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help