Volume 8, Issue 1 (1-2018)                   MJLTM 2018, 8(1): 83-95 | Back to browse issues page

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Abstract:   (4039 Views)
Introduction: The impact of teacher’s proficiency and the modes of second language instruction have long been a subject of debate among researchers. Effective English language instruction continues to be of paramount importance for educationists.
Background: The impact of teacher competence and their level of proficiency on the language have long been debated among scholars. A number of researches advocate that teacher’s competence in ESL (English Second Language) instruction is directly proportional to the student’s acquisition of knowledge. The methods of instruction and activities have a direct influence on the classroom behavior of students in second language classes.
Method: In an attempt to thoroughly understand the student’s perspective on the impact of language proficiency and student behavior in classrooms, a quantitative study was conducted to understand the student’s perception on the topic. A questionnaire was developed aimed at extracting the required information from the participants.
Conclusion: The results clearly indicated that the teacher’s proficiency on the language and the mode of instruction has a direct influence on the progress of ESL students. The results highlighted the need for improvised and effective modes of second language instruction to ensure student learning.
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Type of Study: Research | Subject: Foreign language teaching and learning
Received: 2018/08/26 | Accepted: 2018/08/26 | Published: 2018/08/26

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