Khamkaew, Suthee (2022) THE INTEGRATION OF GRAMMAR TRANSLATION METHOD AND INDIVIDUALIZED INSTRUCTION METHOD IN TEACHING ENGLISH FOR GRADE 12 STUDENTS. International Journal of English Language Teaching, 10 (1). pp. 1-12. ISSN 2055-0820(Print),2055-0839(Online)
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Abstract
This study aimed to study grade 12 students’ perceptions of the integration of grammar translation method and individualized instructional method in English subjects in academic year 2020. The participants were 131 students. The questionnaire was employed and was distributed to the participants at the end of academic year 2020 during their last periods in February 2021. The results revealed that 1) The overall level of perceptions towards the classroom management was excellent (4.74), and the most three perceptions were planning and preparing the lessons (4.80), collecting and grading homework regularly (4.79), and setting clear goals and expectations for students (4.76), 2) The overall level of perceptions towards the learning activities was excellent (4.77), and the most three perceptions were getting closer to the teachers for discussion (4.87), promoting the way to share ideas with others (4.83), and encouraging to respond the questions asked (4.76), and 3) The overall level of perceptions towards the learning outcomes was excellent (4.63), and the most three perceptions were expressing and sharing ideas freely (4.78), leaning by using grammar translation method and individualized instructional method better than teacher-centered (4.73), and being able to apply learning methods with other subjects (4.69).
| Item Type: | Article |
|---|---|
| Subjects: | P Language and Literature > PR English literature |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 06 Apr 2022 09:30 |
| Last Modified: | 06 Apr 2022 09:30 |
| URI: | https://tudr.org/id/eprint/244 |
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