2024-03-29T10:26:39Zhttps://dspace.aab-edu.net/oai/requestoai:dspace.aab-edu.net:123456789/3992017-03-06T12:37:29Zcom_123456789_194col_123456789_202
Shatri, Shaban
2017-03-06T12:37:29Z
2017-03-06T12:37:29Z
2015
https://dspace.aab-edu.net/handle/123456789/399
Teaching methods which teachers use and the type of classroom environment that a teacher creates and encourages, can either increase or decrease a student's ability to learn and feel comfortable as a member of the class despite of the specific needs someone might have, and to achieve the maximum of their potential capabilities.Inclusive education occurs when students with and without disabilities participate and learn together in the same class. Research shows that when a disabled child attending school together with their peers who do not have disabilities, good things happened.Inclusive education occurs when there is on-going advocacy, planning, support and commitment.
The classroom and the teaching methods environment should do as much as possible to foster cooperation, acceptance and learning. The teacher`s aim should be exactly the establishing of such an environment that is favourable for helping all students work cooperatively in order to learn. Classrooms which welcome all students with or without abilities encourage emotional well-being; create an atmosphere for emotional and learning development. A warm classroom environment can lead to increased achievement and a sense of belonging at school.
Knowing of students' characteristics such as readiness, interests and learning styles and teaching methods differentiation based on them are important issues that will be explained later in this paper. More precisely, this paper focuses on description of teaching and assessment methods differentiation and their effects which will help teachers to plan and create a classroom that welcomes and supports all students as well as increasing their skills and learning.
en
teacher
student
teaching
methods of differentiation
assessment
disabilities
process
product
curriculum
TEACHING DIFFERENTIATION METHODS AND ASSESSMENT IN INCLUSIVE CLASSROOMS
Thesis
oai:dspace.aab-edu.net:123456789/4042017-03-06T12:53:52Zcom_123456789_194col_123456789_202
Islami, Shqipe
2017-03-06T12:53:52Z
2017-03-06T12:53:52Z
2016
https://dspace.aab-edu.net/handle/123456789/404
en
Problems of learning English Grammar among students of 9-year public schools in Pristina district. A focus on learning Adjectives in English
Thesis
oai:dspace.aab-edu.net:123456789/3932017-03-06T12:28:19Zcom_123456789_194col_123456789_202
Thaqi -Fondaj, Dhurata
2017-03-06T12:28:19Z
2017-03-06T12:28:19Z
2016
https://dspace.aab-edu.net/handle/123456789/393
en
TEACHING METHODS AND APPROACHES IN TEACHING EFL; DIFFERENT METHODS OR APPROACHES THAT ARE APPLIED AT PRIMARY SCHOOLS IN KOSOVO
Thesis
oai:dspace.aab-edu.net:123456789/10172017-05-11T13:39:43Zcom_123456789_194col_123456789_202
Ramadani, Fatmir
2017-05-11T13:39:43Z
2017-05-11T13:39:43Z
2016
https://dspace.aab-edu.net/handle/123456789/1017
en
A Comparative Approach to the Two Albanian Translations of Shakespeare's Tragedy ''Romeo and Juliet''
Thesis
oai:dspace.aab-edu.net:123456789/3862017-03-06T12:14:06Zcom_123456789_194col_123456789_202
SALLAHU-RASHITI, Jehona
2017-03-06T12:14:06Z
2017-03-06T12:14:06Z
2016
https://dspace.aab-edu.net/handle/123456789/386
Social Media is a social networking that helps their members to get and give the information in the fastest way. It offers many opportunities like creating of communities or groups where the information can be exchanged. Nowadays the Social Media is considered to be the most used media by all the people worldwide. They are not using it just to do a simple communication but they are also using it to improve their careers by getting the most diverse information. I know that the Social Media is a media which is mostly used by the people of my country too; I noticed also that some English teachers are practicing it with their students in order to bring new and interesting approaches in English teaching in Kosovo. With the help of Social Media English teachers in Kosovo also are attending many courses online and this is helping them to get in touch with the techniques and methods that the teachers of English language all over the world are using to have an interesting and effective teaching. Social Media is considered to be a great source of materials which teachers may adapt in their English classes. Teaching with Social Media is a modern way of teaching that is one of the most preferred learning styles by the teenagers. Social Media has great features which may be very useful for the English teachers. If they would include it in the process of English teaching, the teaching and learning of English would be easier, colorful, interesting, and unlimited. These are the main reasons which awoke up my curiosity, I think that the English teachers in should always shape their ways of teaching English, they should always be aware on how is English taught by the English teacher worldwide and they should have the opportunity to adapt the most appropriate methods and techniques which are successful. The use of Social Media and the benefits that this offers could help them to stay fresh and professional, productive and effective, so the teaching of English would be never bored.
en
THE INFLUENCE OF SOCIAL MEDIA IN ENGLISH LANGUAGE TEACHING
Thesis
oai:dspace.aab-edu.net:123456789/3912017-03-06T12:25:15Zcom_123456789_194col_123456789_202
Muhaxhiri, Bujar
2017-03-06T12:25:15Z
2017-03-06T12:25:15Z
2016
https://dspace.aab-edu.net/handle/123456789/391
This research paper has its importance on analysing the main concerns related to the difficulties in understanding the English Language as an example by the pupils of the Primary School “Zekeria Rexha “ in Gjakova. It also shows an overview of diagnosis on how individuals differ from each other concerning the understanding of the foreign language as a second language. Of course this thesis gives a picture of how a teacher can facilitate or serve as a guide how language can be learned or absorbed in the shortest possible way by the pupils in this case by the pupils of primary school. The diagnosis of the teacher related to the differences between the learners is also an important issue stressed in this research paper. Different dimesions of how the second language can be learned and also the challenges that the learners face during learning proces is an important aspect of this thesis.
en
second language
learning difficulties
reading
writing
speaking
listening
SECOND LANGUAGE LEARNING DIFFICULTIES
Thesis
oai:dspace.aab-edu.net:123456789/3942017-03-06T12:31:38Zcom_123456789_194col_123456789_202
Susuri, Driton
2017-03-06T12:31:38Z
2017-03-06T12:31:38Z
2016
https://dspace.aab-edu.net/handle/123456789/394
Audio materials play an important role in the development of students when learning a second language; therefore, this study is focused on the use of audio materials for the purpose of teaching in order to develop the listening skills of students. This ability is considered as the most important held in English language learning, and audio materials are considered as one of the best techniques for exercise and improving the ability of listening, especially with students. This paper describes the theoretical and practical framework about the importance of listening skills for students and discussion on the effect of audio materials that aids to improve vocabulary,pronunciation, and even grammar, thus a high performance of listening skills.
The study was limited to class 8th and 9th grade school. This study was carried out at one of the schools of Kosovo, in'' FatmirBerisha'' school in Prizren. The participants of the study were 60 students including 21 males and 39 females.
According to the results of the questionnaire in this study, it can be concluded that the majority of students in this school seems to be motivated towards learning English through audio materials. Students were motivated and it was obvious they were involved in the actions of the lessons. The results of this study may also be useful for those who are interested in this field.
en
Listening skills
audio materials
English learning and teaching
STUDENTS’ OPINIONS CONCERNING THE PERFORMANCE IN LISTENING IN THE ELT CLASSROOMS USING AUDIO MATERIALS AT “FATMIR BERISHA”SCHOOL IN PRIZREN (KOSOVO).
Thesis
oai:dspace.aab-edu.net:123456789/3892017-03-06T12:21:42Zcom_123456789_194col_123456789_202
Dashi, Remzi
2017-03-06T12:21:42Z
2017-03-06T12:21:42Z
2016
https://dspace.aab-edu.net/handle/123456789/389
The English language is in practical terms the most popular language in the world today, the so-called linguafranca. Language; media, music, politics, economy, art, science, etc. etc. are many fields that are discussed and viewed through the prism of English. In this context, the “smaller” and “less” influential Albanian language in Kosovo, especially after the 1999 war and intervention of the international community against the Serbian security forces, has in the post-war period of time here come into a much closer contact – and impact – of English; countless organizations that simply flooded Kosovo after July 1999, civilian or military alike, also brought many changes and impact on the Albanian society too, among other things. And when it comes to the language itself, the Albanian one, the impact was not always and necessarily a positive one, as it will be shown in more detail and in depth in the thesis.
The work itself is not a re-invention of the wheel, since this is a widely recognized issue locally, and not only locally, but rather an attempt to localize and define comprehensively the very roots that lie at the heart of the subject, apply various research methods that will shed light on the topic and detail the core of the issue, and offer optional alternatives and suggestions.
Discussing and analyzing such an intimate human topic as language, maybe the most intimate one, is and always has been a deep, challenging and complex dip in the very human soul, because after all the languages and dialects that we all human beings speak are nothing but a mere reflection of the human soul. In our brightest heyday and happiest moments as well as in our darkest hour and deepest sadness, language is and always will be the vocal tool that will palpably express our inner self; the outer reflection is just a physical wave of sounds, morphemes and phonemes, while the inner and deep source is the eternally hidden human spirit and human soul. Some might argue that there are also human beings who for various reasons, mental and physical alike, cannot express themselves vocally and in this way appear of lacking the capability of lacking this unique gift called human language, but this could not be farther the truth; the language element is still there, in them, in their blood, their DNA, their soul, their very being. There is no physical thing and force that can stop the unstoppable and free human spirit, and in turn free choice of language expression. Language is with us, this unique kind called mankind, since the very beginning, it can and will never split apart from the fabric of mankind, and will ultimately follow the fate of mankind, whatever that fate is going to be.
From the perspective of this big picture, the English-Albanian relationship can be viewed from two principal viewpoints: firstly, this is obviously a much smaller, more specific and more narrowed part and angle of the overall language puzzle. After all, the English and Albanian native speakers comprise a smaller part of the total world population and number of countries, right. Sure, but this is only one part of the truth. The other part of the truth, in fact the colossal one, is that in essential terms both pictures are just - the same; both one single human being soul and all mankind combined equals, still, one single – human soul.
Also, one of the main objectives of this paper is going to be the description, portrayal, reflection etc. of the developments in this particular field just as they are, without any national-romantic or nationalistic/patriotic connotations whatsoever. Zero ones, preferably. A review, analysis and
research about the English-Albanian interaction among Kosovo Albanians without Albanian feelings.
en
Albanian
English
anglicisms
language
translation
chaos
diamond
impact
responsibility
free
creation
inferiority
English Vs Albanian: Impact of English on Albanian Language in Post-War Kosovo
Thesis
oai:dspace.aab-edu.net:123456789/4012017-03-06T12:41:45Zcom_123456789_194col_123456789_202
Bejtullahu, Vlora
2017-03-06T12:41:45Z
2017-03-06T12:41:45Z
2016
https://dspace.aab-edu.net/handle/123456789/401
It has been generally recognized that many high school students faces difficulties in learning and speaking English language. Anxiety is one of them. The tendency of the this research is to investigate the factors that cause anxiety in learning English speaking skills among students of the high school “KadriKusari” in Gjakove, and to develop strategies for reducing the effect of language anxiety. The researcher carried out the study by conducting Google form questionaries’ with 92 students and interviews with four English teachers from the respective school. Also open discussions on the topic of the research are carried out by the five teachers with their students during English classes.
The findings from questionaries’ and interviews showed that the students felt anxious of making mistakes and about teachers correcting their mistakes in the classes; they felt nervousness about failing the exams; some of the identified factors of anxiety were associated with learner’s own sense of ‘self ’ and language classroom environment, self-perceptions, strict and formal classroom environment, presentation in the classroom, fear of making mistakes and apprehension about others’ evaluation, as well as their primary school education in particular English language teaching and learning.
The study derived several recommendations and the most important is that a low- anxiety and supportive learning environment should be created inside the classrooms
en
English Language
Anxiety
Identified factors
“The factors that cause anxiety in learning English speaking skills among high school students” (Case study: High School “KadriKusari” in Gjakova)”
Thesis
oai:dspace.aab-edu.net:123456789/3982017-03-06T12:36:37Zcom_123456789_194col_123456789_202
Gexha, Fitore
2017-03-06T12:36:37Z
2017-03-06T12:36:37Z
2015
https://dspace.aab-edu.net/handle/123456789/398
Teaching and developing four major skills (Writing, Reading, Speaking and Listening) or also known as macro-skills in education system in Kosova are not practiced well in contrary to microskills that concentrate more on grammar, vocabulary, pronunciation & spelling. Teachers teach 4 major skills to students to help them understand and learn English language better and properly and thus give them required skills in order to enroll to better and quality universities abroad and find better and suitable jobs within local and international institutions. Students at schools are not exposed to the environment of learning and developing these 4 skills through restrictions from national curriculum and textbooks available in our schools that are printed and published long time ago which lack updates. Teaching and also assessing major skills focuses on making students more active learners by teaching them how to learn and develop themselves into language and how to use what they have learned in order to be successful as individuals after school in their private and professional lives.
Numerous studies around the world have contributed to both theory and teaching by showing fruitful results supporting the significant role of teaching & developing four skills for effective and successful language learning. Factors related to English language skills teaching/learning use range from cultures and educational contexts to individual learner variables, such as motivation, learning styles, years of learning, proficiency, and achievement. The majority of researches have focused on importance of teaching and developing macro-skills among young adult and adult learners.
en
TEACHING/ DEVELOPING THE FOUR MAJOR SKILLS (WRITING, SPEAKING, LISTENING, READING)
Thesis
oai:dspace.aab-edu.net:123456789/3902017-05-12T08:01:15Zcom_123456789_194col_123456789_202
RRUDHANI, Nezafet
2017-03-06T12:25:06Z
2017-03-06T12:25:06Z
2015
https://dspace.aab-edu.net/handle/123456789/390
This thesis investigates the advantages and challenges facing teachers in the process of applying ICT (Information and Computer Technologies) in teaching English as a second language.
The purpose of this study is to examine the necessity of ICT and emphasize its importance as teaching and learning space in the contemporary digitalized day to day teaching of English language in schools.
The study describes the situation of teaching English as a second language in Secondary School ‘’Andrea Durrsaku’’in Kamenice and additionally discusses the possibilities of improving the state ICT in general in the process of ESL education in relation to the nationalcurriculum.
Four English teachers teaching from grades X to grade XII participated in the study. The main aim of the study was to investigate the using of ICT in teaching English as a second language and challenges faced by teachers when integrating ICT into their lessons.
The study analyses the results of the survey and interviews in the context of theoretical background about the use of Information and Communication Technology (ICT) in teaching English as a second language.
A questionnaire and interview questions will be used to collect data from English language teachers and ESL students as well. Descriptive statistical techniques will be used to analyze the questionnaire data, while interview questions will be thematically analyzed.
This research shows the results, discussions, and recommendations.
Keywords: Information and communication technology (ICT), English language teaching, internet, computer, ICT teaching tools, methods.
en
THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN TEACHING ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOL “ANDREA DURRSAKU’’ IN KAMENICE
Thesis
oai:dspace.aab-edu.net:123456789/3952017-03-06T12:32:57Zcom_123456789_194col_123456789_202
MULLIQI, Rudina
2017-03-06T12:32:57Z
2017-03-06T12:32:57Z
2016
https://dspace.aab-edu.net/handle/123456789/395
Teaching English to high school students is known to be interesting, fun and practical but also difficult, energy consuming and precise at the same time. For the sake of better education system, strategies in teaching English language to teenagers in our schools have to be adopted by teachers. Teaching English language precisely and professionally is going to give them necessary language skills required to enroll to qualitative universities in Kosova and outside of it, help them pass National (Matura) Exam and also help find desired jobs after graduation.
High school students at schools are not properly taught due to lack of course books. English language teachers have to choose individually and personally about materials to be taught. In 21 century where technology has reached its higher development, students are not instructed and motivated to use it for good, in this case, to develop their English language skills through different programs and applications offered. Teaching English language mainly concentrates on teaching four skills, grammar, vocabulary, spelling, pronunciation, and etc. High school students have to be taught to be more active learners in classrooms and outside of it; develop their language knowledge by their teacher and themselves at home through use of media, technology, internet and other means available so they can be successful after high school period in their lives.
Many studies around the academic world have devoted to teaching English language to offer suggestions and recommendations from findings consequently to support the importance of teaching and developing effective and successful English language learning setting. Factors related to strategies in English language teaching for high school students and individual learners, as encouragement, learning types, proficiency, and accomplishment. The majority of researches have focused on importance of teaching English language knowledge among high school students.
The aim is to help already working and future English language teachers to develop necessary teaching skills through productive and new strategies in teaching so their high school students would have better opportunity and shot to devel1op English language.
en
“STRATEGIES OF TEACHING ENGLISH TO STUDENTS IN ‘NEXMEDIN NIXHA’ HIGH SCHOOL IN GJAKOVA”
Thesis
oai:dspace.aab-edu.net:123456789/4002017-03-06T12:39:23Zcom_123456789_194col_123456789_202
Jashari, Florina
2017-03-06T12:39:23Z
2017-03-06T12:39:23Z
2015
https://dspace.aab-edu.net/handle/123456789/400
en
TEACHER AS A KEY FACTOR IN STUDENTS’ MOTIVATION
Thesis
oai:dspace.aab-edu.net:123456789/4022017-03-06T12:42:01Zcom_123456789_194col_123456789_202
Dinaj, Gjyle
2017-03-06T12:42:01Z
2017-03-06T12:42:01Z
2015
https://dspace.aab-edu.net/handle/123456789/402
Learning styles among learners of English as a foreign language today differ greatly. In the past teachers required their students to learn a foreign language “by learning new vocabulary, listening, learning grammar, translating different text and memorizing text”. The students simply were not motivated, and as a result, the students failed since the teachers did not use adequate teaching strategies in the classroom. However, with time, the teachers worked on their teaching methods to improve their way of teaching.
The main purpose of this research is to identify the different learning styles of EFL students and to show that teachers of ELT should try to find the best way to understand their students’ learning styles. It also shows that teachers should help their students to find the best way to learn a foreign language so that both students and teachers will achieve the objectives. In addition, this research intends to raise at least some awareness about the importance of learning styles to the ELT teachers so that they would reach their teaching objective in their classroom.
Upon investigation, the research found that there is a relation between the student’s language learning and the teacher’s language teaching process. It is also demonstrated that if the teachers fail to adapt their teaching methods to the learner’s language learning style than the student’s motivation, desire and attitude toward learning will fail.
Overall, the research indicated some factors that teachers should consider in language teaching to enhance the student’s language learning process and develops their language skills. It also revealed findings of the research questions and shows that the research hypotheses were valid.
In conclusion, the study shows the importance of the student's learning styles which should be considered in English language teaching classrooms to enhance the student’s language learning process and develop their language skills. So, English language teachers should be flexible in using the textbooks and use different teaching strategies to adapt them to the learners learning styles. Finally, a number of recommendations were made for better teaching on choosing teaching techniques to the student’s language learning style.
en
Learning styles and teaching strategies
ELT LEARNING STYLE- THE IMPORTANCE OF THE KNOWLEDGE OF STUDENTS LEARNING STYLE FROM THEIR TEACHER
Thesis
oai:dspace.aab-edu.net:123456789/3922017-03-06T12:28:03Zcom_123456789_194col_123456789_202
HAMDIU, Nushe
2017-03-06T12:28:03Z
2017-03-06T12:28:03Z
2015
https://dspace.aab-edu.net/handle/123456789/392
”Education and knowledge are the basis of every human development”
The theory and the practice are the two main elements of the teaching work, while the issue of application technology in teaching is one of the particular needs of this century.
Based in the fact in order to have a sophisticated environment and to pursue education contemporary trends I decided to deal with the research of this issue. I think that this issue is very important in the field of education and this research would contribute to the solution of this problem, because the efficiency and quality in education mainly depends on various ways and methods of teaching.
However to meet the needs of learners in the future we must believe that the educators will need to foster students’critical thing skills and their desire to become life-long learners. Teachers and learners must become partners in learning I think, and education needs to be the change and lead the change. We are living in a digital world and the 21st century is a technological century and technology is using to determine its potential to influence educator practice and results for the students.This project provides an elementary treatment of using technology in learning that is suitable for students.
Educational institutions must now be involved in activities that result in significant financial and academic improvements, as well as increase user satisfaction. The number of activities designed to assist educators in keeping up with new technology and its implementation is growing.
New technologies are being introduced before we learn how to make effective use of existing technologies.Nowadays teachers know that they must apply technology and new methods into their lessons, so that the understanding why it should happen and how best to do it are often less clear. There are several factors that challenge teachers and schools to adapt or integrate technology.
Although we have to know that the using of technology into the classroom has become an imperative for teachers at all grade levels. However today students have different preferences for how information is presented based on their experience with computer technology.
en
HOW ARE TEACHERS UTILIZING TECHNOLOGY TO TEACH BETTER IN GJILAN HIGHSCHOOLS
Thesis
oai:dspace.aab-edu.net:123456789/4032017-03-06T12:49:19Zcom_123456789_194col_123456789_202
Neziri, Veton
2017-03-06T12:49:19Z
2017-03-06T12:49:19Z
2016
https://dspace.aab-edu.net/handle/123456789/403
It is a fact that nominal phrases are a crucial part of natural language. However, noun phrases are known for exhibiting extremely complex structure in many cases. Given to this fact, it is also important to consider semantic relationships among the words that serve as premodifiers in nominal phrases. Despite the fact that pronominal modifiers are often marked by explicit semantic and lexical clues – in nominal phrase that are premodified with one or few premodifiers. Nevertheless, when students of English as foreign language, study complex nominal phrases - that exhibit a string of premodifiers, the clues appear to be vague – unless we manage to clearly divide them into zones of premodification.
The importance of nominal phrases and nominal premodifiers has already been well-established due to their commonness in one hand and their complexity on the other. Nonetheless, herein – I have in addition sought further explanation for the order of the premodifiers in English nominal phrase. Moreover, the aim of this thesis is to truly attempt the validity of rather divergent explanations suggested by well-renowned authorities in English linguistics.
The method employed in this thesis was to conduct a wide survey of English nominal phrases that I could collect from many varieties and registers of English. However, I have focused my research on nominal phrases that, by observation, exhibit a long string of premodifiers, and then analyze the order of premodifiers at all levels, including semantics, pragmatics, syntax, etc., for the purpose of ascertaining the accuracy of the gained results against the one hundred million word British National Corpus.
Based on the conducted research, this thesis suggests how the elements of the approaches - used in the past by the recognized academicians – can be integrated into a comprehensible scholarly explanation, and offers a new and important element that may bridge the gaps found in previous explanations. Namely, that the words’ semantic structure, which indeed is a combination of various types and dimensions of meaning – that builds up the sense of each premodifier.
The new elements included in this research are nominal phrases that are nominal phrases that are premodified by a long string or long groups of nominal premodifiers – up to ten words that enabled me to analyze them and attempt to ascertain why premodifiers occur regularly in various positions in the order. Moreover, I have sought to explain also the historical development of premodifier order in English nominal phrases.
en
The order and zones of premodifiers in English nominal phrases
Thesis
oai:dspace.aab-edu.net:123456789/3872017-03-06T12:15:10Zcom_123456789_194col_123456789_202
Zajmi, Antigona
2017-03-06T12:15:10Z
2017-03-06T12:15:10Z
2016
https://dspace.aab-edu.net/handle/123456789/387
Helping students to relieve from the emotional factor, is not an easy job, especially for a teacher. As every student is different in behaviors, dealing with different attitudes and trying to understand every student in the way they learn best, can sometimes be the hardest thing for a teacher.
According to the literature, when students enter secondary school they go through some changes that affect their overall behavior. If students do not find that warm environment that triggers them into learning, they must find school boring and probably they will quit on their efforts to learn.
During the transition of students into high school, the emotional factor is another problem that most of the students encounter. Due to the emotional factor, students must find really hard to accommodate in the classroom. Thus it is very demanding that teachers help their students. This can be done through some methods that every EL teacher must provide in the classroom.
This thesis will focus in the techniques and methods that a contemporary EL teacher must apply in the classroom in order get the students attention. The motivation that student must get, it is an important aspect that helps students to appreciate the real value of learning.
This thesis will focus on the methods and the techniques that an English language teacher must provide in a classroom in order to engage their students in the process of learning. The construction of the thesis will be based on experiments and questionnaires. Due to these experiments it will be evaluated what are some specific aspects of contemporary teaching that help students to overcome the emotional factor that affects their ability to properly relate to topics demonstrated in the classroom.
en
HOW TO HELP LEARNERS SPEAK LANGUAGE WITHOUT EMOTION
Thesis