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Rwandan University EFL Teachers' Per...

Ntirenganya, Jean Bosco.

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Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT)./
Author:	Ntirenganya, Jean Bosco.
Description:	127 p.
Notes:	Source: Masters Abstracts International, Volume: 54-06.
Contained By:	Masters Abstracts International54-06(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1596208
ISBN:	9781321963762

Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT).
Ntirenganya, Jean Bosco.

Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT). - 127 p.

Source: Masters Abstracts International, Volume: 54-06.

Thesis (M.A.)--Minnesota State University, Mankato, 2015.

This thesis examines Rwandan University EFL teachers' perceived difficulties in implementing Communicative Language Teaching (CLT). The data were collected using an online survey questionnaire that was completed by 16 teachers. The results indicated that participants faced several challenges including overly large classes, students' lack of opportunities to use English outside the classroom, the students' tendency to always use their L1 in pair and group work, students' passive learning style and dependence on the teacher, students' low proficiency level in English, insufficient time allotted to English, and teachers' little time to develop CLT materials mainly due to a large number of students taught and heavy workloads. In addition to these problematic issues that were generally rated as important problems (each with a mean rating of at least 3.50 out of 5), the study showed that the issues of English not being given the same value as other subjects and a lack of teaching facilities, equipment, and materials were also challenging at some universities. Based on the study findings and the participants' suggestions, the Government of Rwanda, the Ministry of Education, and colleges should 1) train enough teachers of English and provide regular in-service training opportunities to practicing teachers, 2) avail enough language teaching facilities, equipment, and materials, 3) promote the use of CLT from early levels of education, and 4) reduce the number of students in language classes. Teachers can also use various strategies to minimize different problematic issues encountered in the implementation of CLT.

ISBN: 9781321963762Subjects--Topical Terms:

3172512
Foreign language education.

Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT).
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245 1 0 $a Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT).
300 $a 127 p.
500 $a Source: Masters Abstracts International, Volume: 54-06.
500 $a Adviser: Glen T. Poupore.
502 $a Thesis (M.A.)--Minnesota State University, Mankato, 2015.
520 $a This thesis examines Rwandan University EFL teachers' perceived difficulties in implementing Communicative Language Teaching (CLT). The data were collected using an online survey questionnaire that was completed by 16 teachers. The results indicated that participants faced several challenges including overly large classes, students' lack of opportunities to use English outside the classroom, the students' tendency to always use their L1 in pair and group work, students' passive learning style and dependence on the teacher, students' low proficiency level in English, insufficient time allotted to English, and teachers' little time to develop CLT materials mainly due to a large number of students taught and heavy workloads. In addition to these problematic issues that were generally rated as important problems (each with a mean rating of at least 3.50 out of 5), the study showed that the issues of English not being given the same value as other subjects and a lack of teaching facilities, equipment, and materials were also challenging at some universities. Based on the study findings and the participants' suggestions, the Government of Rwanda, the Ministry of Education, and colleges should 1) train enough teachers of English and provide regular in-service training opportunities to practicing teachers, 2) avail enough language teaching facilities, equipment, and materials, 3) promote the use of CLT from early levels of education, and 4) reduce the number of students in language classes. Teachers can also use various strategies to minimize different problematic issues encountered in the implementation of CLT.
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650 4 $a Foreign language education. $3 3172512
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710 2 $a Minnesota State University, Mankato. $b English: MA TESL. $3 1680008
773 0 $t Masters Abstracts International $g 54-06(E).
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