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Teaching EFL reading in Senegal: Current practices and recommendations
Teaching EFL reading in Senegal: Current practices and recommendations
by Kane, Mohamadou Bachir
Keep ReadingImpact of indoor environmental quality on job satisfaction and self-reported productivity of university employees in a tropical African climate
Teaching EFL reading in Senegal: Current practices and recommendations
by Kane, Mohamadou Bachir
Reading comprehension involves understanding and interpreting information in written texts and constitutes a minimum academic ‘threshold’ that impacts broader education. Developing strong reading skills is particularly challenging for non-native readers because of the dual need for strong linguistic skills and efficient strategy use. This study focused on teaching English reading in Senegal, where most students are non-native speakers of the language and often perform poorly on national reading examinations, suggesting that how English reading is taught needs improvement grounded in best practices. 54 Senegalese EFL teachers completed an online survey eliciting their backgrounds and training, classroom profiles, knowledge and frequency of use of instructional practices and beliefs about the effectiveness of and rationale for various practices. Teachers were aware of most basic strategies, but many lacked familiarity with concepts associated with modern (cognitive) approaches to reading. Though some effective techniques were widely used, teachers’ reasons for using them did not always align with research, suggesting that teachers may misunderstand them. The article concludes with recommendations for improving EFL teacher training and instruction, such as a greater focus on interactive questioning and activities with an instructional (not assessment) focus that are applicable in Senegal and other developing nations. © 2024 NISC (Pty) Ltd.
Impact of indoor environmental quality on job satisfaction and self-reported productivity of university employees in a tropical African climate
by Zoya Evans Kpamma
Indoor environmental quality (IEQ) studies in educational buildings have largely focused on students with limited attention on office workers in post-secondary institutions like universities, especially in developing and underdeveloped countries. University office workers, especially academics and professionals, have varied office use patterns that may influence their IEQ satisfaction and productivity. This research investigated differences in IEQ satisfaction factors (ventilation and thermal comfort, acoustics and privacy, and lighting), job satisfaction and self-reported productivity between academics and professionals in private, shared and open-plan offices. The data was collected using an adapted IEQ questionnaire survey that was administered online to employees of a university located in the tropical middle belt of Ghana. The results showed no statistically significant differences in IEQ satisfaction factors; however, professionals were generally more satisfied compared to academics. The impact of IEQ on productivity was positive for professionals and negative for academics except those in private offices; however, differences in job satisfaction between professionals and academics were insignificant. Correlation analysis suggested that improving IEQ of offices is likely to have positive impact on job satisfaction and productivity of both professionals and academics. Findings of this research would interest designers and managers of educational buildings in tropical climates seeking to meet the unique IEQ requirements of university office workers. © 2020 Elsevier Ltd
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