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There Is A Mismatch Between Lecturers’ And Students’ Perception Of The Problems Students Encounter. There is a mismatch between lecturers’ and students’ perception of the problems students encounter(see Table 16). These discrepancies in perception indicate the need for a more learner-centred approach. Since most of the student respondents appear to believe that their problems lie mainly in the reading and speaking skills, it is clear that they would welcome more emphasis on these skills. Unless syllabuses, materials and methodologies are reviewed, effective innovation is unlikely. However, any review of teaching approach and content must be accompanied by a review of assessment since students have the right to expect not only that objectives will be clearly and realistically stated, but also that assessment will be related directly to course objectives and will be conducted in a way that has more than face validity. Table 16 Both Lecturers’ and Students’ Ratings of the Three Most Frequent Problems Students Encounter Problem Areas Lecturers’ Rating Problem Areas Students’ Rating grammar 63.6% reading public notices 96.3% speaking fluently 59.5% understanding the general meaning of a reading passage 94.2% writing 57.9% talking about their academic subjects in English 90.0% Note: The percentage for each variable is independent of all the other variables. Each set of percentage ratings represents the percentage of lecturers rating each category versus those who did not rate the same category. Hence 63.6% rated grammar whilst 36.4% did not. The same applies to the other three ratings. Little Evidence of Substantial Changes in Syllabus Design There is little evidence that respondents have already made substantial changes in terms of syllabus design, teaching approaches, methodologies and testing and evaluation(see Table 17). Some of the changes that have been made indeed, appear to be contradictory, inconsistent
and/or without sound empirical or theoretical foundation. However, a higher number of respondents with appropriate qualifications seemed to be aware of the changes that are taking place elsewhere than are others and more of them seem to be involved in implementing change. Furthermore, lecturers in state institutions seem to be more active in making changes in teaching and learning methods and forms of assessment than do those in the private sector. Table 17 A Comparison of All Major Variables Keys: 1 = Applied Linguists Only 2 = Applied Linguists & ELT Qualifications 3 = Qualifications not Relevant to the Teaching of English as a Second or Foreign Language 4 = Private vs.State Tertiary Institutions 5 = Number of years Taught at University 6 = Bachelor Degree Holders 7 = Master’s Degree Holders 8 = Ph.D Degree Holders 9 = Diploma Holders Probability Values: (χ 2 ) = Chi-Square ‘t’ = t-test Questionnaire Variables Have your been involved in any other sort of academic work related to this area of teaching? academic work related to foreign or second language teaching Areas of English taught 5 χ 2 (p)= 0.01581 English for specific purposes 1 χ 2 (p)= 0.00236 4 χ 2(p)= 0.00052 7 χ 2(p)= 0.01668 5 χ 2 (p)= 0.00052 Indicate whether the following items are included in the syllabus of the courses in which you teach: grammatical structures for subject 5 1 χ 2 (p)= 0.01192 4 χ 2 (p)= 0.02644 5 χ 2 (p)= 0.02644
Page 1 and 2: ARE STUDENTS SUFFERING BECAUSE OF T
Page 3 and 4: 175). Nevertheless, it has been not
Page 5 and 6: languages are taught and learned”
Page 7 and 8: statistical test. The coefficients
Page 9 and 10: continue to learn outside of the cl
Page 11 and 12: subject specific vocabulary for sub
Page 13 and 14: trying out new vocabulary and langu
Page 15 and 16: Table 7 below shows that Applied li
Page 17 and 18: Many do not seem to be aware of deb
Page 19 and 20: Though all four skills appear on oc
Page 21: Table 15 Ten Features of Learning T
Page 25 and 26: English is used all the time 4 Engl
Page 27 and 28: Table 18 Innovations and Developmen
Page 29 and 30: Table 21 Statistical Analyses of Le
Page 31 and 32: multiple choice 12/19 63.2 % - - 65
Page 33 and 34: (b) asking questions in English 29.
Page 35 and 36: often felt to be uninteresting, as
Page 37: was too difficult for them and stat

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