Papers by Suvarna Lakshmi G
The aim of this study is to understand the usefulness and appropriacy of the Continuous Professio... more The aim of this study is to understand the usefulness and appropriacy of the Continuous Professional Development (CPD) programs arranged by the respective government departments or councils to the in-service Undergraduate public institutions' teachers, in Andhra Pradesh, India. The focus is on how the needs of the teachers to upskill themselves are perceived as common to everyone and how effective such training programs are when the teaching contexts and environments differ from teacher to teacher. While 43.58% of teachers felt that such training programs are very relevant, only 12.8% felt that the content in these training programs is appropriate. On the other hand, 56.42% felt that the CPD programs organized by the concerned department are not very relevant to their teaching needs and conditions and 87.2% felt that the content is not very relevant to their teaching conditions. The results of the study implicate that giving freedom to the teachers to choose the training programs as per their skills and needs would be more meaningful than the training given based on the common needs perceived by the concerned councils/departments.
Kritisches Denken für die Berufsausbildung
International Journal of Multidisciplinary Educational Research, 2023
Fostering the process of language learning in ESL learners who are expected to use the language i... more Fostering the process of language learning in ESL learners who are expected to use the language in English for Specific Purposes context has become the challenge of the day. While teaching English language as four different skills and three elements, it has become a traditional tedious process. The integrated-skills approach, which combines all the skills and elements has emerged as a new trending teaching English for Specific Purposes where language is considered as a whole unit to be taught and learned. This study sought to compare the relative effects of teaching language skills using a segregated approach and an integrated approach for fostering learning English for Specific Purposes for students of Engineering. 120studentswere chosen as subjects and they were divided into two study groups. A pre-test was conducted to measure students' initial language proficiency. The two groups which were observed as Controlled &experimental groups were kept under the experimentation process for a period of8weeks. The segregated approach group which is designated as the controlled group received instruction in the conventional method that is, the language skills and elements of language are taught as independent entities. The integrated approach group which is called the experimental group received instruction in a whole language approach, where students learned about topics that included real-life situations and engaged in conversations that involves the use of all language Skills and elements. After the experiment, all the subjects were given a post-test to ascertain the knowledge the students have acquired. Statistical analysis of their learning tests showed that training in an integrated approach was effective. It was also discovered that the group that received whole language input as an integrated approach had significantly demonstrated more progress than the group that received a segregated approach.
RJOE, 2023
The general English syllabus separates the language skills that are to be learnt by the students.... more The general English syllabus separates the language skills that are to be learnt by the students. This study aims at studying the difference between the performance of the students in language for communication purposes classes when they were taught segregated and integrated language skills. The methodology adopted included 5 stages that include designing tasks for individual and integrated skills, executing the tasks sets and comparing the results. The performance anxiety and motivation levels are taken care of by allowing the students to work in groups. The results of the study revealed interesting facts about language learning of the students which include: a. when skills are taught in an integrated mode, the effort and time of both the teachers and learners is saved. b. As the input skills present the right form of language, the output with immediate effect of input skills gives better performance results in the students. c. Students have less anxiety levels and also increased motivation levels because of working in groups that reduced the possibility of failure drastically.
Journal of Silence Studies in Education
As teachers and researchers, we are intrigued by learner silence and wonder how to understand sil... more As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.
JELT, 2022
This paper is based on a survey-study conducted with one hundred and sixty two English
language t... more This paper is based on a survey-study conducted with one hundred and sixty two English
language teachers who are teaching English in ESL and EFL contexts at various schools
and colleges in eighteen different countries. The study has twin aims: the first one is to
check and explore if these teachers have the knowledge of ELT pedagogy, specifically,
methods, and if they do, can they recognize which method is being used when they actually
teach. For the first one a survey was conducted. Keeping the survey responses of these
teachers in hand, a few classes of these teachers, randomly selected, are observed to
check if they are able to relate their knowledge of the ELT pedagogy (collected in the
survey) to their actual praxis in the classroom. The study revealed interesting facts about
their awareness of classroom teaching techniques, procedures, and methods. Though most
of the teachers were rather unable to distinguish ELT approaches, methods, and techniques,
they successfully made their classes predominantly learning-centered. It is further observed
that most of these teachers are aware of their roles as teachers in the learning process and
how to make their classes an effective language learning hub. The respondent teachers
have a comprehensive understanding of the purpose of language teaching and the
prominence to be given to each language skill and element while teaching English for
communicative purposes.
Academia Letters, 2021
This research is intended for redesign the flexible pavement on the Pantura Road for the Cikampek... more This research is intended for redesign the flexible pavement on the Pantura Road for the Cikampek-Pamanukan section using three flexible pavement design guidelines that apply in Indonesia, namely Flexible Pavement Thickness Planning (2002), Road Pavement Design Manual (2013), and Road Pavement Design Manual (2017), as well as analyzing responses Structural that occurs in the form of horizontal and vertical strains, which are the main components in calculating the repetition value of permits to fatigue failure (Nf) and to rutting failure (Nd), are processed using the KENPAVE program. Primary data in the form of traffic volume is obtained from the Ministry of Public Works and Public Housing (PUPR) and LHR0 starting in 2020 with a plan age of 20 years. The results of this study indicate that the 2002 method produced the largest pavement thickness, followed by the 2013 method and finally the 2017 method which produced the smallest pavement thickness. However, the 2002 method produced the largest repetition of permits to fatigue failure (Nf) and to rutting failure (Nd). So it can be concluded that the 2017 method produces the most optimal design, because it is in accordance with the original plan design.
International Journal of English Language and Translation Studies, 2020
The study is intended to investigate thoughts and preferences of the use of the first language of... more The study is intended to investigate thoughts and preferences of the use of the first language of the learners in an EFL/ESL classroom, and also to study if the level of the learners is affected by the amount of L1 used by the teachers. What discerns this study from the existing literature is a consideration of the diversity of thoughts, cultures and nationalities. A total number of 40 English language teachers from 12 countries with different cultural perceptions and backgrounds were selected as participants for the study. A structured questionnaire was prepared to address thoughts and experiences of the participant groups. The questionnaire focused on helping the participants recall their own teaching experiences and explore their reasons for using L1 in the EFL/ESL classroom. The participants were random respondents to the questionnaire from among those practicing teachers. Two considerations of the quantitative data: the amount of L1 use, and why the teachers preferred using it ...
Alford Council of International English & Literature Journal, 2020
Journal of Silence Studies in Education, 2022
This is an open access article under the CC-BY-SA license.
Abstract
As teachers and researchers,... more This is an open access article under the CC-BY-SA license.
Abstract
As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.
Keywords
Learner silence; Online and offline learning; Teacher’s questions; Interaction
Taylor and Francis, 2021
Although the Covid-19 pandemic, has affected all aspects of human life,
including education world... more Although the Covid-19 pandemic, has affected all aspects of human life,
including education worldwide, technology has provided an opportunity for teachers to replace their classroom-based education and face-to-face learning with digital modes of online teaching and learning. With the paradigm shift in education, the present study adopted a descriptive research design that involved the analysis of quantitative data, investigated the preparedness, attitudes, beliefs and difficulties of 452 English language teachers from India and Afghanistan towards various ways of using technology for language teaching. A questionnaire with 23 items on Likert scale and open-ended questions was shared online with the teacher respondents to collect data. The findings revealed that lack of technological tools, low parental support for active participation of students, time taken to adopt technical tools to the virtual mode of teaching and sudden paradigm shift without systematic training, little time-space to adapt to the paradigm shift, planning, and executing classes were among the challenges that teachers faced while using technology in their classes during the Covid-19 pandemic. The study suggested some pedagogical implications and information for further studies.
Critical thinking skills are essential skills for life, work, and function effectively in all oth... more Critical thinking skills are essential skills for life, work, and function effectively in all other aspects of life. The role of teachers is now more complex than ever; A teacher is an agent of change; Associated with the development of critical thinking, the practice of teaching and learning by teachers in primary schools encourage the achievement of the necessary critical thinking skills. One factor is the lack of understanding of the teachers' teaching methods that can improve critical thinking skills. Therefore need to empower teachers. One model is 'Training and Development Personnel' Model. Purpose of this study was to test the efficiency and effectiveness of the training model and find the determinant factors of teachers' development of critical thinking. This training model was developed through three stages. The training was attended 37 elementary teachers, 17 of them are alumni of SWCU Blended Learning Program. Based on the preliminary study found that primary school teachers perceived the training they have ever attended were not efficient and not effective, have not developed critical thinking skills; After the training model implemented is proven to be efficient and effective; There are 3 models of determinant 1) knowledge elaboration, 2) participation of teachers, and 3) best image result of the critical thinking skills of teachers of SWCU blended learning program.
Concepts are mental representation of knowledge. Knowledge and expression of concepts need langua... more Concepts are mental representation of knowledge. Knowledge and expression of concepts need language. However, just the knowledge of language without concepts also would make the learners successful in careers. This paper discusses the theoretical aspects of formation of concepts and relationship between concepts and language. The learning theories in relation to expansion of concepts are presented. Based on these theoretical aspects, an experimental study was conducted in five phases where a tremendous change in the performance of the students was observed. The phases include expressing the existing concepts (self and surroundings), expansion of concepts through familiar genres, i.e., stories and anecdotes (spiral learning), increasing the pace of expansion through other inputs like news stories and the fifth phase was through academic texts. The performance of the learners after executing the experimental techniques was on par with the other group of students. Hence it can be concl...
Regular issue
English language is both a lingua franca and a library language in India. It plays a predominant ... more English language is both a lingua franca and a library language in India. It plays a predominant role in Indian higher education, particularly for engineering education. English language is crucial for engineering students not only for academic excellence but also for career advancement. English for engineering students is a platform, where they could share feelings, exchange ideas and interact with each other to better their academic standards and careers progression. English, a widely spoken language in the world, is more important for Indian engineering students as they are expected to work anywhere in and out of India, where English is a medium of communication in the workplace.
Cogent Arts & Humanities, 2021
International Journal of English Language and translation Studies, 2020
The study is intended to investigate thoughts and preferences of the use of the first language of... more The study is intended to investigate thoughts and preferences of the use of the first language of the learners in an EFL/ESL classroom, and also to study if the level of the learners is affected by the amount of L1 used by the teachers. What discerns this study from the existing literature is a consideration of the diversity of thoughts, cultures and nationalities. A total number of 40 English language teachers from 12 countries with different cultural perceptions and backgrounds were selected as participants for the study. A structured questionnaire was prepared to address thoughts and experiences of the participant groups. The questionnaire focused on helping the participants recall their own teaching experiences and explore their reasons for using L1 in the EFL/ESL classroom. The participants were random respondents to the questionnaire from among those practicing teachers. Two considerations of the quantitative data: the amount of L1 use, and why the teachers preferred using it were analyzed to assess the extent to which L1 is used in an EFL/ESL class besides the reasons for using it. The findings of the study suggested that there was a strong eagerness to use L1 by the teacher participants. Further, it was found out that L1 use was prioritized for the following purposes: translation and explanation of the content, managing the class, and to accomplish the affective and social functions of the language use. Findings also suggested that there was a correlation between L1 use and the language competence level of the learners.
International Journal of English Language and Translation Studies , 2020
The study is intended to investigate thoughts and preferences of the use of the first language of... more The study is intended to investigate thoughts and preferences of the use of the first language of the learners in an EFL/ESL classroom, and also to study if the level of the learners is affected by the amount of L1 used by the teachers. What discerns this study from the existing literature is a consideration of the diversity of thoughts, cultures and nationalities. A total number of 40 English language teachers from 12 countries with different cultural perceptions and backgrounds were selected as participants for the study. A structured questionnaire was prepared to address thoughts and experiences of the participant groups. The questionnaire focused on helping the participants recall their own teaching experiences and explore their reasons for using L1 in the EFL/ESL classroom. The participants were random respondents to the questionnaire from among those practicing teachers. Two considerations of the quantitative data: the amount of L1 use, and why the teachers preferred using it were analyzed to assess the extent to which L1 is used in an EFL/ESL class besides the reasons for using it. The findings of the study suggested that there was a strong eagerness to use L1 by the teacher participants. Further, it was found out that L1 use was prioritized for the following purposes: translation and explanation of the content, managing the class, and to accomplish the affective and social functions of the language use. Findings also suggested that there was a correlation between L1 use and the language competence level of the learners.
Research Journal Of English (RJOE)V, 2020
The advancement of Science and Technology brings a new scope for engineering courses and the impo... more The advancement of Science and Technology brings a new scope for engineering courses and the importance of engineering has been gradually flowering in the contemporary world of industry. Engineering companies would like to have employees with good English communication skills along with admirable technical knowledge. Industry always whines about the poor communication skills of the engineering graduates. Engineering graduates with good command over English communication skills flavor the taste of success in the interviews than those, who are poor in such skills. In the age of globalization, students of engineering are required to better their English communication skills to equip themselves with employability in the job market. English communication skills along with technical knowledge, for engineering graduates augment their employability. Mere knowledge over core skills in the respective field does not guarantee them to secure a good job or to excel at the workplace arena.
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Papers by Suvarna Lakshmi G
language teachers who are teaching English in ESL and EFL contexts at various schools
and colleges in eighteen different countries. The study has twin aims: the first one is to
check and explore if these teachers have the knowledge of ELT pedagogy, specifically,
methods, and if they do, can they recognize which method is being used when they actually
teach. For the first one a survey was conducted. Keeping the survey responses of these
teachers in hand, a few classes of these teachers, randomly selected, are observed to
check if they are able to relate their knowledge of the ELT pedagogy (collected in the
survey) to their actual praxis in the classroom. The study revealed interesting facts about
their awareness of classroom teaching techniques, procedures, and methods. Though most
of the teachers were rather unable to distinguish ELT approaches, methods, and techniques,
they successfully made their classes predominantly learning-centered. It is further observed
that most of these teachers are aware of their roles as teachers in the learning process and
how to make their classes an effective language learning hub. The respondent teachers
have a comprehensive understanding of the purpose of language teaching and the
prominence to be given to each language skill and element while teaching English for
communicative purposes.
Abstract
As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.
Keywords
Learner silence; Online and offline learning; Teacher’s questions; Interaction
including education worldwide, technology has provided an opportunity for teachers to replace their classroom-based education and face-to-face learning with digital modes of online teaching and learning. With the paradigm shift in education, the present study adopted a descriptive research design that involved the analysis of quantitative data, investigated the preparedness, attitudes, beliefs and difficulties of 452 English language teachers from India and Afghanistan towards various ways of using technology for language teaching. A questionnaire with 23 items on Likert scale and open-ended questions was shared online with the teacher respondents to collect data. The findings revealed that lack of technological tools, low parental support for active participation of students, time taken to adopt technical tools to the virtual mode of teaching and sudden paradigm shift without systematic training, little time-space to adapt to the paradigm shift, planning, and executing classes were among the challenges that teachers faced while using technology in their classes during the Covid-19 pandemic. The study suggested some pedagogical implications and information for further studies.
language teachers who are teaching English in ESL and EFL contexts at various schools
and colleges in eighteen different countries. The study has twin aims: the first one is to
check and explore if these teachers have the knowledge of ELT pedagogy, specifically,
methods, and if they do, can they recognize which method is being used when they actually
teach. For the first one a survey was conducted. Keeping the survey responses of these
teachers in hand, a few classes of these teachers, randomly selected, are observed to
check if they are able to relate their knowledge of the ELT pedagogy (collected in the
survey) to their actual praxis in the classroom. The study revealed interesting facts about
their awareness of classroom teaching techniques, procedures, and methods. Though most
of the teachers were rather unable to distinguish ELT approaches, methods, and techniques,
they successfully made their classes predominantly learning-centered. It is further observed
that most of these teachers are aware of their roles as teachers in the learning process and
how to make their classes an effective language learning hub. The respondent teachers
have a comprehensive understanding of the purpose of language teaching and the
prominence to be given to each language skill and element while teaching English for
communicative purposes.
Abstract
As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.
Keywords
Learner silence; Online and offline learning; Teacher’s questions; Interaction
including education worldwide, technology has provided an opportunity for teachers to replace their classroom-based education and face-to-face learning with digital modes of online teaching and learning. With the paradigm shift in education, the present study adopted a descriptive research design that involved the analysis of quantitative data, investigated the preparedness, attitudes, beliefs and difficulties of 452 English language teachers from India and Afghanistan towards various ways of using technology for language teaching. A questionnaire with 23 items on Likert scale and open-ended questions was shared online with the teacher respondents to collect data. The findings revealed that lack of technological tools, low parental support for active participation of students, time taken to adopt technical tools to the virtual mode of teaching and sudden paradigm shift without systematic training, little time-space to adapt to the paradigm shift, planning, and executing classes were among the challenges that teachers faced while using technology in their classes during the Covid-19 pandemic. The study suggested some pedagogical implications and information for further studies.
Let us understand on this platform the impact of the scars left by the pandemic, a sustainable solution to prepare ourselves to continue in the system of all-inclusive education. This talk will focus on the following issues and the means to overcome them in the post pandemic era:
• What methods of language teaching would help sustain interest in learning English language in the light of NEP 2020 allowing multilingualism in the classrooms but requires good English language proficiency as learning outcome?
• How did the pandemic affect the type of materials used for language teaching? What is the impact of the new learning materials in digital form on language learning?
• Why did our assessment system fail to present the reality to the stakeholders and how can we revert to actual assessment of performance or proficiency?
• How did the digital learning affect the quality of research?
While we are pretending to be happy for the positive changes, the hard realities we must face in the classrooms today call for another paradigm shift. The issues raised and discussed will lead to search for alternatives that would mitigate the loss. The implications for HEIs and policy makers will be presented in the last part of the talk.