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The Effective Coaching Strategies Education Essay

In todays era of globalization and human being interdependent discussion between each other, the capability to converse and connect in the British language is becoming vitally important and can't be denied since it is becoming the lingua franca of the world spoken everywhere. With the progression in technology, the importance of English has become easy and readily available in many areas of everyday life by means of education, economy and social point of view. Inability to have this form of bought skill will cause miscommunication in a variety of levels that can result in misinterpretation and communication malfunction. Miscommunication could take place with business partners and deals go south, while in acute cases whereby diplomatic romance between countries goes sour and influences each countries diplomatic tie with each other. In turn, brings about scenarios where in fact the immediate ramifications of miscommunication between countries are the businesses, investment funds and tourisms will be significantly affected. Therefore, it is undeniable that the importance of good communication skill has a significant impact on a country all together.

It is in the best interest to the nation of any country to start teaching English in the first years of students education anticipated to small children capacity to learn English as their second words is much better than that of their adult counterparts. Hence, it is merely logical that the acquisition of English language starts off at its grassroots via learning in a conducive school room taught by a professional ESL teacher. To be able to teach English as the next vocabulary and promote learning, a powerful instructor may have a number of methods that can influence and assist their students' English language learning through the proper execution of relationship and involvement (Walsh, 2002).

It is common in the framework of Malaysian ESL instructors concerning with the issue of students' lacking of communication skill in British. It involves the students' lack of ability to express thoughts and opinions orally in the next language which has been one of the major problems. Learning the next language will involve four skills namely listening, writing, reading and speaking whereby the skills are included through sociable experience. There are several factors that can affect learners' second terminology acquisitions such as frame of mind, motivation, sociable and socio-economic status, vulnerability as well as culture to mention a few. Through scaffolding, tutor can utilize this solution to help the students to increase their engagement in a conversation and so allowing more interactive and important participation in the school room.

Past studies within the participation of students in the class room have been typically performed on children and less give attention to young adults and parents (Fassinger, 1995). Therefore in this newspaper, we examine how the teachers' engagement links to class room activities that could or may well not help promote young individuals' proposal in learning English as a spanish.

1. 1 Background of Problems

Students' unwillingness to connect and express their viewpoints in the mark vocabulary has been one of the major hurdles experienced by English dialect educators in Malaysia. The connections which exist in a classroom should be benefited completely by the students as means of practicing the target vocabulary and also provides them the chance to negotiate so this means in purposeful dialogue in the school room. Even though lots of the students know about the value of classroom connection, many choose to shy away from the chance given. Rather than involving and participating positively in the class room relationships, many Malaysian students would prefer to be passive learners who hinge exclusively on the professors to do most of the chatting and the situation became a one-way-communication. Undeniably, there are numerous excellent students who have the ability to credit score an 'A' for English during the open public examinations such as UPSR, PMR and SPM. However, some of them fail miserably when it comes to oral communication. Students will face hardship later in their career life as they'll inevitably be interacting with people and foreigners who utilize English as means of communication. Thus, it's important and vital for ESL instructor to look into this subject to remedy this issue concerning students' insufficient participation at its grassroots level.

1. 2 Research Questions

The aim of this analysis is to find out the in-depth-view of ESL professors' beliefs in their teaching strategies and their real teaching practices bearing in mind:

i. How teachers increase opportunities for young learners' engagement in class room?

ii. How effective teaching strategies can increase young learners' proposal within an ESL classroom?

iii. What's the most dominating type of teaching strategies employed by teachers to increase young learners' proposal?

1. 3 Conceptual Framework

Teachers' beliefs and practices

Students' performance in terms learning

Teaching British to young learners

Impacts of effective teaching strategies on learners' engagement

Effective teaching strategies

Collaborative learning





Figure 1: Framework of Effective Teaching Strategies to Increase Students' Engagement in the ESL Classroom

1. 4 Need for the Study

By answering the research questions of the study, research workers can reveal which coaching strategies employed by primary school teachers is the most effective in increasing students' engagement in the ESL school room. Thus, conclusions made may be used to recommend for future coaching strategies ensuring a more conducive teaching environment for students learning British as their second dialect.

2. 0 Literature Review

English language is becoming more important and compulsory in the Malaysian education; the focus on ESL created its own field since it begins early as the principal level and includes teaching English to the young learners. Matching to Ersoz (2007), children who are in this bracket 6 to 12 years old are thought as being young learners. This generation is believed to be capable of learn language better than that of their adult counterparts since they perceive positive attitudes towards foreign languages and cultures. Moreover, as Brumfit (1991) declares that young learner's brain can easier process new information before puberty than later. That being said, additionally it is a blessing in disguise as any new learner will face problems such as lacking in confidence and trend to shy away in learning British and unwilling to be an independent learner scheduled to lower in motivation and encouragement. Thus, different methods need to be applied when instructing young learners. This justifies the necessity for ESL teachers to strategize and plan their techniques in interesting young learners to be effective participants along the way of terminology learning in a classroom.

2. 1 Teaching British to young learners

As previously mentioned, teaching young learners takes a different strategy by the ESL educators. A few things to consider must be taken into account when instructing young learners as Piaget (1970) mentioned that children are productive learners and thinkers. In this development stage, they could learn and make sense of the knowledge gained by the constant conversation with the physical environment. In addition, young learners also learn by interacting socially with their peers (Vygotsky, 1962) to solve any tasks given to them. Usually young learners have a quite short attention period towards obtaining any new knowledge, instructions and concluding an activity. Therefore, it's important throughout a young learner's early on stage of understanding how to be properly led by ESL educators to make sure they learn effectively.

2. 2 Effective teaching strategies

The challenges experienced by ESL professors are strategizing, planning and executing an effective learning environment as to make sure young learners boost their contribution in a school room. ESL instructors are liable in imparting British skills (i. e. hearing, speaking, reading and writing) while fostering socialization within the school room community. For that reason, ESL instructors utilize various strategies to make sure young learners take a full good thing about the opportunity given to them. Among these effective coaching strategies used by ESL instructors which commonly used as classroom routines and techniques are the following:

The first teaching strategy commonly employed by professors is through the usage of collaborative learning as Christison (1990) described. It can be thought as a collaborative learning approach by grouping two or more students mutually working alongside one another to develop a feeling of understanding and interpretation to solve an activity assigned (Sharan, 1980).

The second strategy used is known as role play, whereby the objective of this approach is to point out on the type of learning and exploring the young learner subject appealing and integrating it into experimental learning activities. Poorman (2002) views this strategy as a means of heightening as well as rousing the young learners' interest by positively getting involved in the activity set out in the class.

3) The third coaching strategy usually utilized by ESL professors is storytelling. Wnjnryb (2003) pointed out through storytelling, the coaching tool that holds several advantages in the sense it utilizes the professors' creativity to teach their students by which makes it amusing and interesting.

4) Other strategy used for the same goal is by the use of songs as mentioned by Sevik (2011). The flexibility nature of melodies can be utilized for a various purposes as means of expanding the students hearing and speaking skills while compelling them in the form of inclusiveness with all students. It is no real surprise that songs can be viewed as as one of the most effective pedagogical tools in instructing young learners.

5) The past valuable strategy utilized by teachers to instruct young learners are by making the coaching activities fun and compelling by means of games as mentioned by Ara, S. (2009). The activities carried out are usually familiar to young learners plus they can easily associate the guidelines and buildings of the video games to their home record.

2. 3 Effects of effective coaching strategies on young learners engagement

As any professor involved with instructing young learners, the strategies applied must yield a considerable impact in order to meet the ultimate goal of the study by increasing the students' engagement in the ESL classroom. As previously discussed, all the five strategies are being used in order to maximize the learning curve of young learners during their principal education level. It has been proven that regarding collaborative learning, an optimistic social end result is achieved whereby students' performance in various subject matter have been elevated (Slavin 1995, Tengku Nor Rizan 2007). Similar impacts are also discovered where role play coaching strategy has been applied and the results proven within an increase of learners' proposal in the class room (Fogg, 2011). The most outstanding benefit in applying role-play strategy would be that the learners view a task from a different perspective and shows them empathy (Poorman, 2002). Other coaching strategies such as history and songs aim to instruct young learners by means of moral lessons, improve young learners' pronunciation, vocabulary, sentence structures and being attentive skills as well as speaking skills while making all learning activities entertaining (Murphey, 1992). These strategies utilized by ESL instructors have the objective of maximizing the training curve of the young learners through inclusiveness in the class. All of the young learners' different personalities and learning styles can be catered since the character of the strategies are repeated, minimizes the students' anxiety and motivate them greatly. Thus, encouraging young learners to be fully employed in their vocabulary learning and participated positively in class room activities.

Research Methodology

3. 1 Research Design

This analysis was designed as a descriptive research with an aim to explore the strategies preferred by major school teachers in their ESL contexts by using several types of procedures; firstly, a set of questionnaires comprising 30 qualitative questions received to get an in-depth-perspective of the teachers' teaching strategies. Secondly, classroom observation by the researcher and video recordings of lessons were carried out twice over an interval of one hour. Finally, a semi-structured interview is conducted with all the current five teachers and later transcribed verbatim. All the procedures utilized are essential in order to accomplish triangulation and affirmation using what the instructors' coaching strategies and the genuine teaching techniques. Furthermore, the researcher in this review serves as a non-participant observer and does not hinder the lessons completed by the professors.

Teaching strategies used by primary school British teachers

Non-participant Observations

Semi-structured Interviews


Data Collection

Data Analysis

Figure 2: The Move Chart of the Data Collection Procedures

3. 2 Sampling

Before the start of the study, consent from each tutor is necessary by explaining the nature of the study in order for participation to take place. To reduce biasness, a sample population of educators from five different main state classes in Pontian area were invited to participate in this research. Five professors with almost equal in coaching backgrounds were asked to handle a couple of responsibilities. The backgrounds of every teacher are the following:




Teaching Experiences


Academic Background




5 years

Year 5





3 years

Year 4





8 years

Year 6





7 years

Year 5





4 years

Year 4


Figure 3: Summation of Research Individuals' Backgrounds

3. 3 Data Collection

For this research study, a qualitative strategy was conducted through questionnaires, observations, video recording recordings of lessons and semi-structured interview with all the five members.

3. 4 Data Analysis

The data collected from the sources (i. e. questionnaires, in-depth observation of the teachers by the non-participant observer in the class, video tutorial recordings of the lessons and semi-structured interviews) are being used to triangulate to verify the teaching strategies utilized by the educators correlated with their actual teaching beliefs.

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