MOTIVATING YOUNG LEARNERS A COMPARATIVE STUDY OF DIRECT AND TRADITIONAL METHODS IN FIRST-GRADE ENGLISH CLASSES

HAJIYEVA, BULBUL (2023) MOTIVATING YOUNG LEARNERS A COMPARATIVE STUDY OF DIRECT AND TRADITIONAL METHODS IN FIRST-GRADE ENGLISH CLASSES. International Journal of Philosophical Studies and Social Sciences, 3 (5). pp. 34-43. ISSN 2181-2039

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Abstract

This research article investigates the impact of Direct and Traditional teaching methods on first-grade university students at Nakhchivan State University, who are predominantly 17 or 18 years old. With a class size of 15 students, the study specifically examines how these pedagogical approaches influence English language acquisition and motivation levels. Utilizing a combination of qualitative and quantitative methodologies, the research draws from a variety of data collection methods including classroom observations, interviews, and student questionnaires. Key findings suggest that Direct methods excel in encouraging active class participation and enhancing speaking skills, whereas Traditional methods provide structured frameworks conducive to grammatical learning. Furthermore, the research identified a varying degree of English proficiency among the students, with some at a beginner A1 level and others at a slightly higher B1 level. Significantly, the study noted a decrease in motivation and a fear of speaking English in students when only one teaching method was employed, thus emphasizing the need for a blended pedagogical strategy. The article contributes valuable insights for educators aiming to adapt their teaching approaches to cater to the diverse learning needs and motivation levels of their students. It also incorporates practical lesson plans from the author's publication, "CONNECT WITH ENGLISH A1-A2 SPEAKING HANDBOOK," thereby bridging the gap between theory and application. For instance, the lesson "School and University Life" serves as a representative case study on how diverse teaching strategies can be employed to address specific lexical sets and themes. In summary, this study offers a comprehensive guide for teaching practitioners and policy makers, shedding light on the advantages and limitations of Direct and Traditional methods for first-grade university students with varied levels of English proficiency and motivation.

Item Type:	Article
Subjects:	H Social Sciences > H Social Sciences (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	20 Oct 2023 09:56
Last Modified:	20 Oct 2023 09:56
URI:	http://eprints.umsida.ac.id/id/eprint/12507

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