AN EMPIRICAL STUDY OF THE CHALLENGES FACED BY THE LANGUAGE FACILITATORS WHILE TEACHING ENGLISH FOR ENGINEERING STUDENTS IN REMOTE AREAS

Authors

  • Kanta Prakasam Asst. Professor of English, Department of English, Aditya Institute of Technology and Management, Tekkali, Andhra Pradesh
  • Dr. Papinaidu Asst. Professor of English, Department of English, Aditya Institute of Technology and Management, Tekkali, Andhra Pradesh

Keywords:

facilitator, rural and remote area students, activities, individual activity, learner, grouping, group activity, pre-activity preparation, assessment, evaluation tools

Abstract

There are many research articles are available in the field of English language research work to strengthen the English language development of varies levels of the students. In this process, this research paper targets at bringing the facts about the challenges and difficulties of an English language facilitator. In this generation, there are many high sophisticated classrooms and language laboratories, language clubs have become useful sources for improving the language skills of a learner with the help of a language facilitator. This paper focuses on the challenges of a language facilitator. When the facilitator conducts the activities to 16 to 20 years of aged rural and remote area engineering graduate learner, she/he faces the challenges like: grouping the students, designing the activities, evaluation of the learner performance, pre-activity or task preparation, language barriers. In this paper, the researcher tries to find out some suitable solutions for grouping the students, designing activities and reliable evolutionary tools for the language learning of the students from remote areas.

References

I. Carless, D. (2004). Issues in teachers’ reinterpretation of a task‐based innovation in high schools. Tesol Quarterly, 38(4), 639-662.

II. Ellis, R. (2003). Task-based language learning and teaching. Oxford University.

III. McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task‐based EFL course in Thailand. Tesol Quarterly, 41(1), 107-132.

IV. Press.Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376-401.

V. Wang, H. (2010). Problems existing in ELT Intern’s classroom teaching during the teaching practicum. Journal of Xianning University, 11, 184-185

VI. Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52-62.

Additional Files

Published

15-06-2022

How to Cite

Kanta Prakasam, & Dr. Papinaidu. (2022). AN EMPIRICAL STUDY OF THE CHALLENGES FACED BY THE LANGUAGE FACILITATORS WHILE TEACHING ENGLISH FOR ENGINEERING STUDENTS IN REMOTE AREAS. International Education and Research Journal (IERJ), 8(6). Retrieved from https://ierj.in/journal/index.php/ierj/article/view/2509

Issue

Vol. 8 No. 6 (2022): JUNE ISSUE, INTERNATIONAL EDUCATION AND RESEARCH JOURNAL

Section

Articles

License

Copyright (c) 2022 International Education and Research Journal (IERJ)

Creative Commons License

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