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• W2954273854 abstract "English language is a compulsory subject in Zambia from Grades Five to Grade Twelve.Therefore, it is vital that learners are equipped with the necessary skills to improve theircommunicative competence. The purpose of this study was to establish teachers’ applicationof the Text-based Integrated Approach in the teaching of English language to Grade Elevenpupils in selected secondary schools of Luanshya District. The objectives of the study were toascertain: (i) teachers’ understanding of the Text-based Integrated Approach, (ii) the teachers’classroom application of the Text-based Integrated Approach, (iii) whether teachers wereadequately trained to use the Text-based Integrated Approach, (iv) teachers’ attitudes towardsthe Text-based Integrated Approach and the challenges teachers faced when using the TextbasedIntegrated Approach. The study employed a congruent parallel mixed method designwhich incorporates both qualitative and quantitative research designs. Interview guide,document analysis, lesson observation guide and the questionnaire were the data collectioninstruments used in the study. A sample of 54 respondents comprising 45 qualified teachersof English language and nine Heads of Departments participated in the study. The data wereanalyzed quantitatively and qualitatively and were merged into common themes according tothe research objectives. The findings of the first and second objectives showed that despiteteachers affirming that they understood and applied the Text-based Integrated Approach intheir teaching during face to face interviews, quantitative findings revealed that only 59% ofthe participants understood the approach, 28% held misconceptions about the approach and13% bluntly stated that they did not have a slight idea about the method. Further, through theteachers’ responses in the questionnaire and the interviews, teachers had limited knowledge about what approaches the syllabus recommended for the teaching of English language atsenior secondary school level. Classroom lesson observations data showed that teachers werenot implementing the Text-based Integrated Approach as stipulated in the syllabus. Thefindings of the third objective revealed that some teachers were adequately trained aslecturers from various learning institutions prepared them well in the use of TBIA. However,other teachers stated that they were inadequately prepared as lecturers merely mentioned themethods and did not go into details to elaborate how to apply the Text-based IntegratedApproach. In addition, findings of the fourth objective showed that some teachers hadpositive attitudes towards the Text-based Integrated Approach, while others had negativeattitudes. The findings of the last objective revealed a number of challenges such as lack ofteaching materials, poor foundation in English language, low reading levels and lack ofpupils’ self-motivation to learn. In view of the findings, it is recommended that the Ministryof General Education should organize formal…" @default.
• W2954273854 created "2019-07-12" @default.
• W2954273854 creator A5010599827 @default.
• W2954273854 date "2019-01-01" @default.
• W2954273854 modified "2023-09-24" @default.
• W2954273854 title "TEACHERS’ IMPLEMENTATION OF THE TEXT BASED INTEGRATED APPROACH (TBIA) TO GRADE 11 PUPILS IN TEACHING ENGLISH IN SELECTED SECONDARY SCHOOLS IN LUANSHYA2" @default.
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