High school students’ absenteeism in English classes
The questionnaire revealed the level of influence of educational factors: teachers, students 'likes, students' attitudes to English, books and society, friends on student absenteeism in higher education. The role of teachers' attitude is indicated.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 28.05.2022 |
| Размер файла | 53,3 K |
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Dealing with students' behavior and their own opinion about being different, feeling more fashionable and more different, seem to lean on aspects of psycholinguistics which were mentioned earlier in this study. The low percentage of responses for this statement, inform that students do not skip English classes for the sake of being `cool'. Students' behavior of trying to look differently, trying to look more `modern and cool', showing disrespect towards the English learning or even disrespect towards English language teachers are NOT issues that need to be addressed by this study. Of course, there are issues that need special attention in global context. The students' responses show some key issues, conflicts, barriers, students' interests in EFL and for that reason the study considers that this category of students challenges institutions and teachers to step up from the `conventional teaching system' towards some conceptions of `ideal EFL plan to change' and `ideal EFL plan to do' in terms of globalization of the English teaching and learning.
Concerning the variety of the responses deriving from various countries, they can be subsumed in different categories: institutions' responsibility, teachers' responsibility, books, students' attitude towards language learning, and students' attitude towards their friends. The first three categories should be clearly within the competence of the organization/institution as an umbrella term for each country. Top down approach in each country is a must; nevertheless, it should start with the control of the educational system, the enhancement and the review of the English learning in each country. Teachers' training programs, EL book reviews, classroom observation are all roles to be considered, and assistance from highly experienced teachers should be requested. The study considers that the choice of the proper teaching material can be under the teachers' responsibility. Since teachers' empathy is an important factor in teaching, teachers should know students' needs and what the students lack (which are different in different localities). The teachers are supposed to find the best teaching/learning material that fits their students' learning, based on the students' age, locality, attitudes, students' wishes and their needs. However, even then these teaching materials should be reviewed and discussed by experienced teachers. All in all, it is important to notice that institutions, teachers and students are part of this `ideal, positive teaching system', but the implicit reference of the teacher is strongly driven. Teachers are considered as in-between of the EFL system and they are subjected to EFL and English Language Learning (ELL) changes in the future, precisely they are subjected to the 21st century's society and its `globalization'.
Conclusion and recommendations
As known, teaching and learning of English differs according to each student which suggests that EFL also differs according to each country. Different teaching and learning methods are emphasized (and required) in different countries. The study does not want to decrease or increase the impact of one factor that contributes to absenteeism, but it recommends what to change and how to make those changes for more palatable English Language Teaching (ELT). It is noticeable that more absorbing, more challenging and more interesting teaching/learning materials, more enjoyable learning environment and enthusiastic teachers will certainly contribute to the effectiveness of the English learning.
As the findings of this study apply to only a limited number of ex-high school students, the results cannot be generalized to all world high schools. We should consider that the study was conducted with random HI students from random countries who agreed to take part in the questionnaire prepared in English language, i.e. HI students had `some kind' of knowledge of English. In addition, each country has different educational policies and each country gives different priority to the English language learning. However, the findings may be considered appropriate to every country and every educational system, as it directly and/or indirectly reviews some of the main issues that deal with absenteeism as a phenomenon which may from time to time occur in every school and in every country.
In a nutshell, the teacher's role is considered to be the most important factor for students' absenteeism. As seen from the data analysis, students have responded and have shown some of the reasons of skipping English classes in high schools. Nevertheless, as the study was conducted with international students and the responses were scattered, we cannot firmly conclude which factor is the leading culprit of the phenomenon of absenteeism in high schools. Based on the students' responses, it can be concluded that the English language is generally a `wanted' subject and students do not often skip this subject. Despite the fact that experienced FL teachers know how to be aware of their teaching and students' learning, they know how to be patient with the students, satisfied and to have continuous contact with learning, the study concludes that EFL and EL `sharing' is trivial: Even highly experienced teachers need to share EFL difficulties and broad-mindedness in classes. EFL can be improved only by teaching and discussing EL issues. There is always room for improvement. Poor teaching is a result of inadequate teaching methods used in class, lack of motivation, lack of teacher's enthusiasm, lack of proper and authentic materials, negative attitudes towards learning or negative attitudes towards English speaking society (the latter one did not come into view in our study). However, the study supports the idea that if there are ruining teaching/learning factors, they need to be inevitably changed. Standard EFL aspects should be applied, seemingly those aspects that give greater student acceptance and credibility to foreign/English language learning.
The study recommends that the Ministries of Education in every country, the schools, and teachers need to create a non-threatening atmosphere in schools. It is their responsibility to deal with students' problems o penly and to organize mandatory parent -student- teacher meetings. In this way they will be able to discuss together and try to find out the solution to the problem of absenteeism. Since high school students are still at a minor age, parents need to and MUST be fully engaged in the process of their child's academic development. The study recommends that schools should keep exclusive records on each absent student i.e. notice the reasons for not attending the classes and discuss with the specialists/psychologists and family members to overcome this obstacle. The students must have opportunities to express themselves in terms of positive life choices (including books) which could be conducted by non-protocol meetings between the students, school psychologists, teachers, and parents. This might be of a great help to overcome this barrier, which is also in line with Harmer (2001, p.127) about creating a code of conduct, who points out that" an important part of effective classroom management is for the students t o 'know where they stand'. ...an effective way of establishing a code of conduct is to include the students' own opinion as in the code; these will be as responsible as anything a teacher might come up with".
References
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