In-Service Training

In-service Training for Teachers of English in Yemen by
Yahia Ahmed Qaid
In-service Training for Teachers

of English in Yemen
An Agenda
By
Yahia Ahmed Qaid
A dissertation submitted in partial fulfillment of the
requirement for the degree of Master of Education[ELT] to
the Department of English Faculty of Education
Hodeidah university
Hodeidah
Supervisor
Prof.B.Krishnamurthy
Faculty of Arts
Hodeidah university
Hodeidah
December,2003
Yahia Ahmed Qaid
Certificate of the Supervisor
This is to certify that the thesis In-service Training for

Teachers of English in Yemen : An Agenda is a research
work done by Mr. Yahia Ahmed Qaid, during 2002-2003 at the

Department of English , faculty of Education; that the thesis has not
previously formed the basis for the award to the candidate of any
degree, diploma, associateship , fellowship or any other similar title ;
and that the thesis represents entirely an independent work on the
part of the candidate.
Prof.B.Krishnamurthy Prof. Chhanda Roy

Supervisor Head
Professor of English Department of English
Faculty of Arts Faculty of Education
Hodeidah university Hodeidah university
Hodeidah Hodeidah
Yahia Ahmed Qaid
Dedication
TO MY PARENTS
TO MY WIFE AND CHILDREN
I DEDICATE MY WORK
YAHIA
Yahia Ahmed Qaid
Acknowledgments
I am deeply grateful to Prof.B. Krishnamurthy who supervised this

work. His comments and continuous encouragement supported my
working on this research.
I thank Dr. C.N.Sirnivasan. for his guidance, encouragement and
valuable help.
I thank Prof. Chhanda Roy ,who has been a source of inspiration for
the project.
I wish to express my gratitude to Ms. Amtulrahman Al-Sa’afany,
headmistress of 26 th Sept. School for girls, for her help during my
Master program.
I record my thanks to Hussein Jazem Al-Selway who helped me a lot
while working on this research.
Table of contents
Page
Dedication iii
Acknowledgement iv
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Table of contents v
Abstract vi
Chapter one
1.0.Introduction 1
1.1.Teacher education 3
1.2.Kinds of Teacher Education 8
Chapter two
2.1.In-service teacher training 16
2.2.Teachers’ awareness of teaching 29
2.3.Reflective Practice 37
2.4.In-service teacher training in Yemen 42
2.5.Conclusion 46
Chapter three
Methodology of the research
3.1.The questionnaire 47
3.2.The reasons for the selection of questions to the 49
teachers
3.3. The reasons for the selection of questions to the 70
inspectors
Chapter four
Findings
The analysis of the questionnaire 77
Chapter five
Discussion, suggestion , conclusion and recommendation
5.1.Introduction 126
5.2. Discussion 127
5.3. Suggestion 128
5.4.Conclusion 137
5.5.Recommendation 138
References 142
Appendices 147
Abstract
The purpose of this study is to investigate the nature and scope of in-
service training in Yemen and to identify an agenda for training teachers of

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English. In-service education for practicing teachers in the western
world has developed in a big way during the past three decades and
contributes vitally towards the professional development of teachers. This is
sorely neglected in the Yemeni context.
In the present study, questionnaires were administered on teachers of
English and inspectors to identify their beliefs and concepts of education and
their awareness of in-service programs. The response s were quantitatively
analyzed to identify areas of English Language Teaching (ELT) , that
teachers desire to improve , to design in-service programs according to their
needs.
The analysis records that in the Yemeni context , there is very limited
awareness among teachers and inspectors about pre-service and in-service
training . It is suggested that people concerned with education officials,
administrators and teachers should give s serious impetus to in-service
training / education , as the professional development of teachers is a vital
aspect of educational planning of a country .The study also highlights the
areas where practicing teachers are urgently in need of guidance and
training.
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Chapter 1
1.0.Introduction
A teacher is an essential resource for a successful learning. The teacher’s
proficiency in the subject, his teaching skills, his ability to select the
appropriate method to teach subjects, his ways of managing the class and his
dealing with slow learners and large classes are important for every teacher. The
teaching of English as a foreign language is very much dependent upon the
teachers in order to be successful. A well-trained and skilled teacher of English
will be able to enhance not only the quality of his/her teaching but competence and
performance of the students.
In equipping him towards these, pre-service training and in-service training are
vitally important. As part of my M.Ed. course, I carried out a small-scale study to
investigate the nature and scope of in- service training in Yemen to suggest an
agenda for training English Teachers, and to identify the role of Faculties of
Education in Yemen in contributing towards these.
To teach effectively a teacher of English should have refresher courses
from time to time to..
a) introduce him/her to techniques and procedures for investigating

classroom process;
b) provide him/her with the opportunity of applying techniques to
their own teaching;
c) assist him/her in identifying and examining their own attitudes
and beliefs about language and learning;
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d) provide him/her with the opportunity of identifying areas for further
investigation within their own classroom.
Towards achieving these ends, teachers should have in-service training to
enable them to teach and deal with slow learners and large classes.
A background study of Teacher Education with reference to pre-service and
in-service situation in Yemen has been done. Two questionnaires were
administered; one to some teachers of English in Hodeidah and Zabid schools, the
other to some inspectors of English Language in Hodeidah. Through the first
questionnaire, I collected some information about teachers’ experiences, their
methods of teaching the new course i.e. Crescent English Course for Yemen, and
the problems they faced during their teaching.
The questionnaire intends to collect teachers’ opinions on pre-service and in-
service training and area study they want to be covered in in-service training
programme.
The second questionnaire, collected the information about the teachers from
the point of view of inspectors, how they evaluate teachers, the topics they discuss
with them and their opinions of the pre-service and in-service training
programmes. An agenda for in-service training of English Teachers to help them
improve their performance of teaching is also suggested.

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1.1-Teacher Education
1.1.1.An overview
English language teaching takes place as there is a great demand for English
world-wide and as professional awareness develops. English Language Teaching is
only a dimension of teacher education, and so the development of teacher
education is studied here.
Richard Rossner (1988) points out that Teacher Education is used to include skills-
or techniques-focused programmes with mainly practical orientation (teacher
training) and programmes that aim to develop the confidence, awareness, self-
reliance and self-esteem of practising teachers (teacher development).
All Teacher Education programmes include variable quantities of general
education, methods, foundation, and practice teaching. The arrangement of these
basic components changes from time to time and constitutes the basic thrust of
program change.
Teacher training is characterized by approaches that view teacher preparation
as familiarizing student teachers with techniques and skills to apply in the
classroom, while teacher education is characterized by approaches that involve
teachers in developing theories of teaching, understanding the nature of teacher
decision making and strategies for critical self-awareness and self-evaluation.
So the term teacher education than teacher training reflects better what we
should be doing. The latter will probably continue to be used (Larsen-freeman,
1983;quoted in Bose, 1997). But the distinction is significant.

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Teacher Education prepares the teachers for any teaching situation by enabling
them to make informed choices whereas training prepares them for a specific
teaching situation.
1.1.2-History of teacher training and education:
Teaching is necessary to all the people of the society so there will be schools
everywhere and these schools should have teachers. The teachers should attend /
have a course to be prepared to face the need of these schools.
In some countries, they concentrate on preparing teachers before joining the
field of education and neglect them during their teaching. Teachers need to be
improved from time to time, and for this improvement, there should be some
authorities responsible for that.
In England, it was begun to resolve the shortage of teachers by using pupils as
teachers. Dr. Andrew Bell and Joseph Lancaster brought this idea.
Joseph Lancaster’s idea:
In 1805 he began planning an institution for training lads and young men as
schoolmasters. In the next year he invented the teachers certificate and he
established the first training college for teachers in UK.in 1807.
In 1810 a new school, the Barrington school was opened which acted as the center
for training monitors as superintendents.
In 1814,Lancaster resigned from the institution and it became `the British and
foreign school society`. Therefore a major shift in emphasis was brought about in
teacher training. Teachers must be able to speak and write in their own language
with correctness and propriety.

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On the other hand, Dr. Andrew Bell outlined his idea based around the Madras
(schools in India for soldiers’ children) in 1808 in a pamphlet called ‘a sketch of a
National institution for training up the children of the poor’.
As a result of Bell’s pamphlet, the national society for promoting the education of
the poor was established through out England and Wales in 1811.
The society declared that a period of probation and teaching and a final
examination were necessary before the award of the teachers’ certificate.
The board of education issued its first regulation for the training of teachers for
secondary schools in 1908.
In 1951 the teachers’ associations opposed proposals for any unqualified assistants
to move up to qualified teachers.
In 1950 a three-year training course was introduced for student teachers.
In 1963 the government agreed to the proposal of a three-year course leading to a
teacher’s certificate and also the award of a B.Ed. degree.
While the first public school was opened in America in the 1630s,the first formal
training for teachers would not be initiated until almost 200 years later. Essentially
to face the shortage of teachers, anyone who attended school and could pass as
literate, was allowed to teach. It would be another hundred years before teaching
was looked on as an honorable and skilled profession, thanks in part to the
improved training and quality of the teacher trainees.
Teacher training became available in the latter 1820s.Private schools created
solely for the purpose of administering a two year course of instruction for
teachers, was opened in 1823 by Samuel R.Hall.in 1839 a public normal school
was opened. Then many normal schools were re-structured into four-year, degree
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granting programs, although the first graduate program in education was
implemented at New York university in 1887.In the following year, teachers’
college, Columbia university, which still operates today, was established.
1.1.3.Teacher Education in Yemen:
Teacher Education in Yemen started only after 26th Sept.1962.
Prior to this, the ruler of Yemen (Imam) did not want to spread education
and he wanted Yemen to be isolated from the other parts of the world. He
encouraged Religious Education and established no regular schools for learning.
The Religious Education was carried out in rooms adjacent to the mosques and
there were no qualified teachers to teach the learners.
In 1938,the Imam (monarch) of Yemen, who was the ruler of the country, founded
the Ministry of Education for the first time, and made the primary Education
compulsory. (Ba’abad 1994).
The educational ladder in Yemen before the Revolution had three stages i.e.
primary stage, which was six years, preparatory stage, which was four years, and
secondary stage, which was four years in Sana’a and two years in Taiz and
Hodeidah.
In 1950s,the study of English language was added to the subjects, which were
taught in the secondary schools.
There were three Teachers Houses in Sana’a, Hodeidah and Taiz and the students
studied two years in these places to be prepared to become teachers in the primary
schools.
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1.1.4.The level and situation of the teacher before the Revolution (1962):
The most honored assignment for the graduate from any educational
establishment was teaching and the social status of the teacher was high because
beside teaching he would be responsible for helping people of the village in
solving their problems.(Ba’abad 94).
There was no norm for selecting teachers. Everyone, who memorized
The Holy Qura’an and was able to teach the Alphabets of the Arabic Language and
the Holy Qura’an, was accepted as a teacher, because of the shortage of teachers.
After the Revolution, the Ministry of Education revised the qualifications of the
teachers as it found them to have the following qualifications (ibid).
No. Kinds of the qualifications Percent

1 Primary certificate 8%
2 Preparatory certificate 0.5%
3 Secondary certificate 7.4%
4 Teachers Houses certificate 12.5%
5 Religious certificate 6.1%
6 Different certificate 0.2%
7 University certificate None
8 without qualifications 65.3%
From the above table, we notice that most of the teachers were without
qualifications and the Ministry of Education carried out short in-service training
programmes for all the unqualified teachers to raise their competence and
performance in teaching.
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1.1.5.The situation of English Language in Yemen:
English is an international language and it is the native language of many
countries of the world like Britain, America etc., it is the second language in a
number of other countries such as India, Pakistan..etc.and it is the foreign language
taught in several countries all over the world.
In Yemen teaching of English language began in 1950s.After the Revolution of
26th Sept. 1962,the Ministry of Education was supported by Educational delegation
from Egypt to manage the education. The first course of English which was taught
in Yemeni school was Egyptian course called The Nile Course of English,(Al-
Mekhlafy 1999). By 1970 The Egyptian course was given up for another course,
which was taught in the Gulf countries, namely The Progressive Living English for
the Arab World. (ibid)
In 1980s the course got changed with the help of the British Council in Yemen and
the course was named English for Yemen, and this course was designed to suit the
convention, culture and tradition of the Yemenis.
In 1995 the course was replaced by another course called Crescent English Course
For Yemen.
1.2.Kinds of Teacher Education:
Teacher Education can be divided into two parts, Pre-service and in-service
training and these two programmes are very important for any person who wants to
be a good teacher.
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1 .2.1.Pre-service:
1.2.1.1.Definition:
It is a programme presented by Faculties of Education for the students who
register their names in those faculties to be prepared and trained to become
qualified teachers to work in schools teaching different subjects.
Pre-service teacher education must provide student teachers with the basic
knowledge they need to begin their professional activity. Teacher education
institutions need to make sure that student teachers acquire an adequate preparation
both in the subject they will teach and in its teaching methods. New teachers need
to know about pupils’ learning processes, recognise the influences of sociocultural
backgrounds, be aware of key educational issues such as exclusion, know the
critical features of the English curriculum, and know how to go about preparing
and conducting a lesson and evaluating pupils. Also, an important dimension of
their future professional activity is their insertion in the school, participating in its
projects, working alongside other teachers in all kinds of activities, including
activities related to the community.
Young teachers must start their professional life knowing that they will still
have much to learn during their careers and that they will have to search for
opportunities of professional development according to their needs and objectives.
A pre-service teacher education program needs to take into account all these
dimensions of professional knowledge and has to consider the way student
teachers may develop them. The strong criticism suggesting the inefficacy of pre-
service teacher education programs shows that this is not an easy task. These
programs are criticised, for example, for not taking into account student teachers’
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previous knowledge and beliefs, for not paying attention to schools’ realities, for
being too “theoretical”, for predominantly providing “academic” learning
experiences, and for preparing teachers to fit in the existing schools and not act as
agents of change.
To be a teacher it is not enough to know how to carry out professional activities. It
is necessary to assume a teacher’s point of view, to internalise the teacher’s role. It
is necessary to regard oneself as a member of the teaching community and to be
able to use the specific resources of the profession. In short, it is necessary to
assume a teacher’s professional identity, that is, to identify with the teacher’s
professional group. A professional identity requires, of course, the mastery of
knowledge and abilities essential to professional performances, but it also involves
assuming essential norms and values of the profession and an attitude of
commitment to improving education. Its construction poses complex problems to
teacher education programs.
Pre-service teacher education must induct young teacher candidates in the
ways of talking and thinking necessary to the teacher who wants to reflect upon
and investigate practice. The role of the instructor, then, is to establish with student
teachers a suitable environment where they can start having access, in a natural
way, to this discourse and making it gradually their own.
1.2.1.2-The differences between student teacher and teacher trainees
Student teacher is a person who joins the faculties of education to study different
topics to be a professional teacher and be able to deal with the learners inside the
classroom after graduation from the faculties.

Yahia Ahmed Qaid
A student who is studying to be a teacher and who, as part of the training, observes
classroom instruction or does closely supervised teaching in an elementary or
secondary school.
The student teachers are not employees and their joining the pre-service program is
not compulsory but he will not be chosen as a teacher if he does not attend this
program.
The student teacher should attend four years with eight semesters to have a
certificate as an Education Bachelor degree in the subject concerned .In every
semester s/he should have between 18 to 20 credit hours to attend in the faculty. In
these four years s/he must study three different topics to be prepared as a
professional teacher .S/he must have topics about the culture, methodology and
academic to help them know what they will do when they become teachers.
They should have courses in teaching practice to learn how to teach the subject
;one course should be held in the faculties as peer teaching while the other should
be held in the school to learn something about the real situation of schools.
On the other hand, the teacher trainees are teachers graduated from faculties
but they need to improve their performance in teaching. Their attending in-service
training is not compulsory but optional to gain some new information about the
new ways of teaching and solving their problems that they face during their
teaching in schools.
Their joining in training program help them raise their performance, improve their
language competence and to acquire new knowledge about ELT to become more
aware about teaching.

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1.2.1.3.Pre-service training in Yemen:
Because of the shortage of qualified Yemeni teachers, the government of
Yemen began opening the first faculty of Education in 1970 to prepare qualified
teachers to teach in schools.
Until mid-eighties of the last century, there was one Faculty of Education in
Sana’a. Then the University of Sana’a decided to open branches of the Faculty of
Education. So the first faculty was opened in Taiz, followed by another faculty in
Hodeidah in 1987.Now (2003) there are seven public universities in Yemen and
more than twenty Faculties of Education. All these faculties are opened to face the
shortage of qualified teachers.
There are different departments in these faculties such as The Holy Qura’an,
Islamic, Arabic, English...etc.In these departments the trainees are prepared and
trained to be teachers for those subjects.
English Department is opened to prepare qualified teachers to teach English
Language in Yemeni schools.
1.2.1.4-Objectives of the Faculties of Education (Hodeidah and Zabid)
The objectives of the faculty is as a place where the pre-service training is held
are...
1) preparing teachers for preparatory and secondary schools academic,

professional and cultural through the philosophy of Yemeni community and
its characteristic and educational policy;
2) studying the educational situations of the community and solving its
problems;
3) collaborating with the Ministry of Education in the fields of
preparing and training for the educational posts;
4) preparing specialized researchers in the different educational fields;
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5) making educational studies and researches.

( Hodeidah University Guide 2000/2001)
1.2.1.5.Duration of pre-service training
In Yemen all the faculties of Education present four-year training with three
courses, academic, professional and cultural. The four-year training is enough for
the trainees to be teachers, but the professional material should be extended to
meet the requirements of the trainees.
1.2.1.6.Selecting the trainees:
From seventies until the mid of nineties of the last century, there was no norm to
select the trainees, just if the trainees had a desire to work as a teacher, he would
be accepted to study at the faculty of Education.
In that time, all the students who registered their names in the faculties of
education had signed a contract between them and the Ministry of Education.
Accordingly, the students would work compulsorily for four years after their
graduation from the faculty in the field of education, and the latter will give them
free residence, tuition fees, nutriment fees and postponement or exemption of the
national defence.(Ba’abad 1994)
These encouragements resulted in a large number of students registering their
names with additional prospect of getting employment after graduation. Faculties
of Education concentrated on the quantity instead of the quality and most of the
teachers were not qualified well.

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1.2.1.7.The syllabus of the pre-service training in Yemen:
All the students who register their names in the Faculties of Education should
have to study three kinds of courses to be qualified to teach in the Yemeni
schools i.e. academic course, professional course and cultural course. All these
three courses are taught theoretically.
The objectives of these courses should be clear for the tutors who are going to
teach those courses.
If we look at the syllabuses of the Faculties of Education (Sana’a, Hajja, Amran,
Sa’adah, Khwlan and Al-Mahweet) University of Sana’a, we will find that the
objectives of the syllabuses are identified,(Faculties of Education Guide, Sana’a
university,2000/2001).The objectives of the syllabuses of faculties of education
(Hodeidah and Zabid) Hodeidah University, are not specified
Again in Yemen, the syllabuses of the Faculties of Education are not prepared by
any high committee. There should be an authority to be established to take care of
the courses of the faculties and revise them according to the needs of trainees and
the demand of Yemeni situation.
Sometimes the courses are prepared by qualified teachers and when these teachers
leave the faculty, their prepared courses will not be accepted by the others even if
the courses are suitable for the trainees.
So the Higher Council of the Yemeni Universities should found a center for
studying the needs of the Yemeni trainees, preparing the courses and revising them
from time to time according to the needs of the trainees, demands of Yemeni
situation and according to the latest concepts theories and methods.

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1.2.1.8.Teaching Practice:
Teaching practice is a practical course presented by the Faculties of Education
for the trainees of the third and fourth levels of those faculties. It is also the
practical test of the student teachers’ training.
In teaching practice the trainees have a chance to apply knowledge and skills
gained from the theoretical studies or to develop strategies for handling the
different dimensions of a lesson.
In pre-service the trainees will get two training courses, one in the third level and
another one in the fourth level. The first one is held in the faculty classroom with
the help of tutors and student teachers. This course will enable the trainees to
acquire teaching skills without being worried about making mistakes in front of
students or being troubled by discipline problems. It will give them confidence.
The second one is held in the school, and this allows the trainees to apply their new
knowledge and develop their skills further. They will be teaching in a real situation
and will be learning how to use what they have learnt at the faculty, in a real
classroom with real students.
Through my observation and active involvement in teaching practice in ELT, I
found the student teachers did not have the ability to teach language skills,
(listening, speaking, reading, writing). They did not have an adequate competence
to use language inside the classroom. The aim of teaching practice is not to
examine the trainees but to train them on the best way to teach in the real situation,
schools, but some of the trainees look at the teaching practice as an exam for
scoring marks.
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Chapter 2
2.1. In-service teacher training:
2.1.1.Introduction:
Learning is the corner stone of life and the teacher is the important member in
the learning process. There can be learning without books but very rarely if ever
without a teacher. Also a fundamental requirement for the success of any new
school textbook is the teachers who put the book effectively into use.
So a teacher should go through two stages of training to become a successful
teacher, the first stage, he should attend the faculty of education to be prepared to
become a teacher, to be able to teach in a school. The second stage, during his
teaching, he should be given in-service training to improve his professional
performance.
2.1.2.The beginning:
The beginning of in-service training should be synonymous with the
beginning of any form of teacher training and most of the countries of the world
look at the in-service training as an essential part of education.
In the United States, there is the teachers ' institute which started its functioning in
the mid nineteenth century. (Henderson 1978)
In Western Europe, an international survey of in-service training for primary
school teachers was presented in the twenty-fifth international conference on
public education.(IBE &UNESCO 1962,quoted in Henderson 1978)

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2.1.3.Teacher training and teacher education and their definition
Before we define the term in-service training or education we should know the
differences between these two terms and which one is better in use.
Although teacher education is sometimes used interchangeably with teacher
training, teacher education is far more than teacher training. Teacher education
includes teaching students not only to teach within the four walls of the classroom,
but how to base this teaching on sound theoretical knowledge, which enables
teachers to guide the pupils’ learning experiences, contribute to the growth and
development of people who get into contact with them, and contribute to the
development of society at large. Teacher education, whether formal or informal,
consists of programmed activities and experiences developed by an institution
responsible for preparing people to work as professional teachers.
Brain Cane (1981) wrote about teachers’ in-service training rather than
education. Some educationalists today stress the concept of training in preference
to that of education. But some recent educational literature shows a preference for
the phrase “in-service Education of teachers” rather than "in-service training of
teachers”. The goals of education are diffuse and long term and thus difficult to
bring within a systematic framework.
Henderson (1981) uses the term in service training, defining the latter as
"structural activities designed exclusively or primarily to improve professional
performance”. He justifies his choice on the basis that training implies a more
direct link between learning and action and is therefore easier to measure, the
results of training being more readily usable in bringing about practical

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improvement. Training is concerned with the acquisition of skills and techniques
using standardized learning procedures and sequences.
In contrast, the broader concept of “in-service education” is bound up with the
notion of bringing about teachers' professional academic and personal
development through the provision of a whole series of study experiences and
activities of which training should be rated but one aspect.
Hence, in-service training should not be considered as an alternative to in-service
education but as a part of the total framework of in-service education. So the
portmanteau phrase "in-service education and training “often abbreviated to
(INSET) is now commonly used.
In service training may be taken to include everything that happens to a
teacher from the day he takes up his first appointment to the day he retires which
contributes, directly or indirectly, to the way in which he executes his professional
duties.
In the United Kingdom, the department of education and science (1970) has
defined in-service training as: "Any activity which a teacher undertakes after he
has begun to teach which is concerned with his professional
work".(Henderson1978)
While the United States department of Health, Education and Welfare (1965) has
described in-service training as: ’ A program of systematized activities promoted
or directed by the school system, or approved by the school system, that
contributes to the profession or occupational growth and competence of staff
members during the time of their service to the school system’. (ibid)
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Brain Cane (1981) defines in-service training as follows,’ In-service training is
taken to include all those courses and activities in which a serving teacher may
participate for the purpose of extending his professional knowledge, interest or
skill, preparation for a degree, diploma or other qualification subsequent to initial
training is included within this definition’.(Morant 1981)
So we can define in-service training as personification of educational situation and
working on solving and treating the necessities for that and insuring the necessary
needs for training. Also in-service training means requalifying the teachers by
giving them some practical work and lectures in the latest theory in ELT and
solving their problems to be able to deal with classes, books and give the learners
the real teaching.
2.1.4.The relationship between applied linguistics, language teacher training
and teacher education
The program of teacher education should be designed to meet the requirements
of the trainees to be able to enter the field of education with solid foundation. So
the student teacher should have some information about applied linguistics to be
able to know what to teach inside the class. Richards et al (1987) define the term
applied linguistics as the study of second and foreign language learning and
teaching.
‘The study of language and linguistics in relation to practical problems’.
Applied linguistics uses information from sociology, psychology, anthropology,
and information theory as well as from linguistics in order to develop its own
theoretical models of language and language use. Language teacher training

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prepares teachers to face a particular teaching situation while teacher education
equips teachers to face classroom crises effectively.
So we could not train or educate teachers without applied linguistics. By the latter
the teachers should know the language and get competence to impart it to the
learners.
So the role of applied linguistics and teacher education is to help teachers to:
a-improve their knowledge of English grammar, vocabulary and

pronunciation;
b-build a good foundation of classroom management skills;
c-acquire and practise a range of effective teaching techniques;
d-become familiar with a range of current EFL textbooks and other
teaching materials;
e-develop a self-critical and reflective approach to their own teaching;
f-evolve an effective personal teaching-style ;and
g-obtain appropriate employment as EFL teacher.
2.1.5.The objectives of in-service training:
The aim of in-service training is to widen and deepen teachers’ knowledge,
understanding and expertise (including skills, techniques and powers of judgment)
in respect of their professional work by means of activities designed primarily to
attain this purpose. This aim needs to be elaborated in terms of some more specific
objectives, which were provided by the Advisory Committee on the Supply and
Training of Teachers (1981), to enable teachers to
i) evaluate their own work and attitudes in conjunction with their

professional colleagues in other parts of the education service ;
ii) develop their professional competence, confidence and relevant
knowledge ;
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iii) develop criteria which would help them to assess their own
teaching roles in relation to a changing society for which the school must equip
their pupils;
iv) advance their careers .
And from my experience as a teacher of English, I can add some objectives of in –
service training for teachers to
a) examine their level of performance;

b) identify their weakness to help them get rid of them;
c) explore their needs /problems and present the solution;and
d) improve the quality of school and education of the learners.
2.1.6.The different kinds of in-service training programmes:
The programmes of in-service training are varied and there are three kinds of
teachers who need these programmes.
The first programme is for the newly appointed teachers to cultivate not only
practical abilities and a firm sense of mission but also an extensive knowledge
about school education.
The second teacher-training course is for teachers after five years teaching
experience to deepen the understanding of basic problems on school education,
enhance their insight in order to solve those problems and to improve teaching
abilities.
The third teacher-training course is for teachers after ten years teaching experience
to look into the causes of the problems on school education and to enhance
teaching abilities as experts on school education getting a broad view of it.
There is another set of training programmes, which will be very important for
every teacher who teaches any subject in a school.

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The first one is training programmes on general subjects to help teachers deepen
their understanding and pedagogical methods of each subject and improve their
professional abilities in teaching each subject.
The second one is training programmes on school education and teachers’ abilities
to cope with various educational matters and to deepen the understanding of
school education.
The third one is training programmes in school management to enhance
professional abilities of school management.
2.1.7.The duration of in-service training:
The duration of in-service training varies from one country to another. As The
James Committee in 1972 suggested, it can cover a wide spectrum ranging from
evening meetings and discussions to weekend conferences and other short-term
activities.(Morant 1981)
In the former USSR, the fresh teacher must attend forty to sixty hours at his local
institute immediately following initial training, to improve his knowledge of his
own subject .All teachers follow a course of one full day per week for a year at an
institute after their first three years of teaching and again every five years after
that.(Henderson 1978)
UK provides different durations of in-service training; it provides short and full
term courses and part time courses. (ibid)
In some states of America, "the teacher is required by law to continue his formal
education after taking up his first appointment". (ibid)

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In Eastern Europe "All teachers follow a course of one full day per week for a year
at an institute after their first three years of teaching, and again every five years
after that".(ibid)
In developing countries, this programme is not held because of the shortage of
financial support. In some countries the duration of in-service training
programmes varies from time to time according to the content of the programme.
2.1.8.The selection of the teachers:
Newly graduated teachers who have applied for appointment in schools under
the Ministry of Education take a basic education, preparatory education and
practical teacher training programme, the duration of which varies between three
and ten months. During their practical training, they teach under the guidance of
an experienced teacher. Achievement on the completion of the training is
evaluated by the experienced teacher and the school management. Those who have
been successful after this training period are then appointed as permanent teachers.
Those who are not successful are entitled to repeat the same training once more.
2.1.9.The role of teacher
Teacher can be defined as someone who graduates from a college after
attending a course for preparing him to be a professional and be able to deal with
the learners inside the classroom.
Teachers’ role may change from one activity to another or from one stage to
another stage.
According to G.L.Arora , a school teacher in India is expected to perform the role
of a manager of classroom instruction; facilitator of learning; mobiliser and
manager of resources; designer and organizer of pupil evaluation; researcher and

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innovator; planner and organizer of co-curricular activities; mentor and counselor
of children; service provider for the community and parents; and curriculum
developer.
If the teacher wants to perform the role of a manager of classroom instruction, he
shall require competence to undertake pedagogical analysis of the content to be
taught, to match the content with the level of students’ cognitive development, to
communicate effectively, to mobilize and appropriately use the necessary teaching
learning material and to create and sustain students’ interest in learning. If, also, he
wants to perform the role of a learning facilitator, he shall require the competence
to create the situations conducive for self-learning through dialogue, discussion,
problem solving and investigation individually or in groups.
Harmer (2002) mentions eight kinds of roles of a teacher. They are controller,
organizer, assessor, prompter, participant, resource, tutor and observer.
1-Controller: when the class works, as a whole in groups the role of teacher is
how to control the class and how to keep the learners’ work without noise.
2-Organizer: when the teacher wants his learners to work in group work or pair
work, he should organize the class to get advantages of making the learners work
as groups or pairs. The learners will benefit a lot from group or pair work activity
if they are organized well inside the classroom. They also will finish their work
easily and on time.
3-Assessor: during the teaching, the learners should be assessed to know their
performance in each subject, so the teachers should act as an assessor offering
feedback on the learners’ performance, handing out grades, saying whether the
learners can pass to the next level.

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4-Prompter: when the teacher involves the learners in a role-play activity, the
learners will be unable to proceed productively for lack of vocabulary, so the
teacher will offer words or phrases, suggest that the learners say something or
suggest what could come next in a paragraph a learner is writing.
5-Participant: the learners enjoy having teacher with them and for the teacher,
participating is often more instantly enjoyable than acting as a resource. So when
teacher wants to take part in discussion, it means that the teacher can enliven
things from the inside instead of always having to prompt or organise from outside
the group.
6-Resource: when the learners have a piece of group writing, there is no need for
the teacher to be a controller or prompter, the learners may have need of their
teacher as a resource to help them finishing their work by giving them any new
words or information the learners do not have.
No teacher knows everything about the language but the teacher can encourage the
learners to use resource material for themselves and to become more independent
in their learning generally. Thus instead of answering every question about what a
word or phrase means, the teacher can instead direct them to a good monolingual
dictionary. So the teacher, who acts as a resource, should be helpful and available.
7-Tutor: when the learners are working in small groups or in pairs, the teacher can
go round the class and staying briefly with a particular group or individuals or
small groups, pointing out a direction they have not yet thought of taking. In this
situation the teacher is combining the roles of prompter and resource, acting as a
tutor.
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8-Observer: When observing learners, the teacher should be careful not to be too
disturbing by hanging on their every word, by getting too close to them, or by
officiously writing things down all the time. Teachers should avoid drawing
attention to others since to do so may well absorb them from the task they are
involved in.
Teachers need to be able to work and observe simultaneously, listening, watching
and absorbing so that they can create the best kind of rapport between themselves
and their learners. They should observe not only for giving feedback but also for
judging the success of the different materials and activities that they take into
lessons so that they can make changes in the future.
9- Facilitator: the teacher provides material and guidance to enable the learners to
work on their own.
Thus, the teacher who uses one or more roles or uses the suitable role according to
the situation, his performance will be high and he could do his job easily, and the
learners will improve and acquire language more effectively.
2.1.10.the role of inspector:
If we want to improve our teaching, there should be qualified teachers and
inspectors.
The role of inspector is to guide teacher’s teaching and evaluate him according to
some specific criteria .He is responsible for the performance of teachers. He
should write reports about teachers from time to time mentioning the level of the
teachers and the situation of the schools. He should advise the teacher to help him
improve the performance inside the class.

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If the teacher is weak and could not teach well, the inspectors will be responsible
for the weakness of the learners. He should instruct the teacher and guide him to
do his job properly.
But the real situation of the role of the inspectors is far from the ideal. Some of
them could not evaluate the teachers. They need to be evaluated and have training
to become good inspectors. They could not do what they should have to do
because most of them do not have enough experience as teachers. So how the
inspectors can evaluate teachers when they lack the criteria of evaluating. Most of
the inspectors were chosen not according to their experience.
As an English teacher, I have been visited by different inspectors. They did not
have the same criteria to evaluate teachers but every one has his own criteria of
teaching.
The inspector should be a highly qualified person with high competence of
language and these will help him do his role in evaluating teachers well.
2.1.11.The role of teacher educator
Teacher educator should have competence in teaching how to teach language,
which may be called methodological competence. He should have pedagogico-
linguistic awareness to exploit knowledge of pedagogico-linguistic theory.
Andrew L. Thomas (1987) mentions that the teacher educator should have
three competences to do his job as a teacher educator to prepare teachers to be
more competent in their language. The teacher educator should have the
methodological competence to be able to teach language properly. He should have
the pedagogic competence, which contains four components i.e. (management,

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teaching, preparation, and assessment). When the teacher educator has the ability
to manage the classroom, the learning process will be carried on smoothly.
The teacher educator should have the ability to teach well and be able to impart the
language to the learner. He should have preparation component, which concern
skills involved in preparing for teaching. This component will help the teacher
educator identify and organize the activities that are provided by the materials
writers. Finally the teacher educator should use the assessment component to help
him assess his own performance of teaching. The competent teacher will be able to
monitor his performance and be able to use and react profitably to such ongoing
monitoring.
The teacher educator should have the language competence, which the native
speaker has but the non-native speaker needs to develop.
When the teacher educator has this competence, he will be able to use the
language perfectly and know the system of the language.
So when the teacher educator has the language, pedagogic, and methodological
competences, he will impart the competence to the teacher who is going to impart
the competence to the learners and this will show us that the teacher educator
should be competent to be influential on the teacher of the class.

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2.2. Teachers’ awareness of teaching:
Jerry G. Gebhard (1993) mention four ways teachers can use to gain awareness of
their teaching;
i-observation of other teachers’ teaching;

ii-self-observation;
iii-action research; and
iv-teacher journals.
2.2.1-Observation of other teachers’ teaching
Observation of experienced teacher has always played an important role in
teacher education. Through observing how teachers conduct their lessons, solve
problems of classroom management, and interact with learners, novice teachers
can develop a repertoire of strategies and techniques that they can apply in their
own teaching. It is to identify strengths and weaknesses, in order to help improve
teaching quality.
Richard R. Day (1990) points out that observation can assist the teacher in:
i-developing a terminology for understanding and discussing the

teaching process;
ii-developing an awareness of other principles and decision making that
underlie effective teaching;
iii-distinguishing between effective and ineffective classroom practices
;and
iv-identifying techniques and practices teachers can apply to their own
teaching.
So the observation usually helps teachers, who are inexperienced,

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observing an experienced teacher teach class, solve problems and see their own
teaching in the teaching of others.
Aims of observation
a-to identify teachers' strength and areas of development;

b-to develop teacher awareness of the classroom processes;
c-to share our positive and negative experiences of observing lessons;
d-to discuss the objects of observation; and
e-to reflect what the observation means to the trainer and the trainee.
Fanselow (1993) points out, teacher can see their own teaching in the teaching
of others, and when teachers observe others to gain self-knowledge, they have to
enhance to construct and reconstruct their own knowledge.
The observer can use this way to observe the others to take continuous notes of
observed events. In this way the observer should have a list of the main points or
items that he should see in the teacher and during observing he can add some new
items to the list.
The observers can video or audiotape a class and then use the tape to review what
went on in the class.
2.2.2.Self-observation
If the teachers could not observe the other teachers, they can video or
audiotape their own teaching and review the tape while taking description note or
making short transcript of the classroom interaction to study.
Self-observation is easier than observing other teachers. Teachers can move freely
around the classroom and they have more freedom to choose the aspect of teaching
to be evaluated by themselves.
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2.2.3.Action Research
2.2.3.1.Definition:
Action research is an investigation or research in the situation of paying
attention efforts to improve the quality of an organization and its performance. It
typically is designed and conducted by practitioners who analyze the data to
improve their own practice. Action research can be done by individuals or by
teams of colleagues. The team approach is called collaborative inquiry.
It is a process in which teachers investigate teaching and learning so as to improve
their own and their students' learning.
It has the potential to generate genuine and sustained improvements in schools. It
gives educators new opportunities to reflect on and assess their teaching; to
explore and test new ideas, methods, and materials; to assess how effective the
new approaches were; to share feedback with fellow team members; and to make
decisions about which new approaches to include in the team's curriculum,
instruction, and assessment plans.
Gebhard (1997) defines this term as self-reflective inquiry initiated by teachers for
the purpose of improving their classroom practices. While Johnson (1993) defines
it as a deliberate, solution-oriented investigation that is group or personally owned
and conducted. It is characterized by spiraling cycles of problem identification,
systematic data collection, reflection analysis, data-driven action taken, and
finally, problem redefinition. It was first introduced to the educational community
in 1949 by Stephen Corey at teachers college of Columbia University and
he(1953) defines it as the process through which practitioners study their own
practice to solve their personal practical problems.

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Emily Calthoun (1994) mentions that action research is a fancy way of saying
let’s study what’s happening at our school and decide how to make it a better
place.
Action research allows the teacher "as researcher” to reflect and inquire into
classroom experiences to develop new knowledge that leads to action. Throughout
this process, the teacher will seek understanding of particular individuals, actions,
policies, and events in classroom interactions.
The process begins with "wondering" and "posing questions" about a problematic
situation. The teacher will take on the active role of thinker, learner, practitioner,
and leader. It is concerned with everyday practical problems experienced by
teachers rather than the theoretical problems defined by pure researchers within a
discipline of knowledge. Teachers could advise each other and comment on the
progress of individual efforts. Engaging in collaborative action research helps
eliminate the isolation that has long characterized teaching.
2.2.3.2.The role of action research
Action research will show what is working in education and what needs to be
done in the way of improvement to make our educational system better. Action
research will help us create new ways of assessing students’ learning, and will help
create student centered learning programs that will keep students engaged in
education.
2.2.3.3.Why should teachers do action research?
1-To help them notice what they and their students really do, rather than
what they think they do.

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2-To get feedback as to the success or failure of what they are doing.
3-To help them tailor teaching and learning to their learners and their settings.
So that they are able to justify the teaching and learning choices they make.
4-To increase their knowledge of learning and teaching and become authorities on
teaching.
5-To become less dependent on decisions made by people who are far away from
their learning and teaching sites, people like textbook writers and school
administrators.
6-To ensure that they don't become bored with teaching.
2.2.3.4.The purpose of action research:
The purpose of action research is to help teachers continually improve their
teaching styles. It reflects on what has been done in the past and where that can be
improved. All teachers should embrace action research as a tool that will help
them teach their students better. It will help teacher continually look for new ways
to teach the students, which will make learning more meaningful to the students
and hopefully increase the quality of education they receive.
Action research should be done:
a-For school-based ccurriculum development;

b-As a professional development strategy;
c-In pre-service and graduate courses in education; and
d-In system planning and policy development.
And action research has the potential to generate genuine and sustained
improvements in schools. It gives teachers new opportunities;
a-To reflect on and assess their teaching

b-To explore and test new ideas, methods and materials;
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c-To assess how effective the new approaches are;

d-To share feedback with fellow team members and
e-To make decisions about which new approaches to include in the team’s
curriculum instruction and assessment plans.
Strickland (1988/1997) provides the following steps to carry out an action
research:
• identify an issue;
• seek knowledge;
• plan an action ;
• implement the action;
• observe the action;
• reflect on your observation ;and
• revise the plan.
While Sue Davidoff and Owen van den Berg (1990) suggest four steps: plan, teach
/ act, observe and reflect.
Plan
• Identify the problem area.

• Narrow it down so that it is manageable.
• Investigate the problem. When does it happen? Who does it affect?
Where does it happen?
• Think about what might be causing the problem. Talk to other
teachers and/or read to get more ideas about this.
• Think about a solution and how to implement it.
• Think about what evidence you will collect to decide whether your
action is successful or not. How will you collect it? How will you
analyze it?
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Teach / Act
Implement your solution.
Observe
Gather evidence, which you will analyze, to decide whether your solution was
successful or not.
Reflect
Analyze the evidence you gathered. Has the problem been solved? If not, what
step will you try next? If yes, what problem will you try to solve now?
So the teacher s should use action research to improve their way of teaching
and this way can help teachers identify the weakness and strengths of their
teaching
2.2.4.Teacher journals
2.2.4.1. An overview:
This is to provide another way for teachers to gain awareness of their teaching.
When the experienced teachers write about their own teaching, the less
experienced teachers will read to feel free to reflect/criticize, doubt, express
frustration, and raise questions in the journal.
Writing in journals will use the following process:
i-to provide an account of personal learning and teaching history;
ii-to ,systematically, record events, details and feeling about current teaching
experiences in the journal.
To raise teachers’ level of performance, educators and inspectors should write
about the main problem they found in teachers teaching. This will help teachers
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read about the main problem and they will think how they can solve them and
teach well.
Teacher educators are positive about the use of journals. Reporting on the use
of journals as a feedback mechanism in teacher training course, Murphy
O‘dwye writes (1997) it enables receptive teachers to discover the importance of
relating their own experience of learning to that of the pupils they teach. The
insight is achieved through awareness of the importance of group dynamics the
role of teacher as director, facilitator or guide; learners’ desire for positive
feedback; reactions to different teaching styles. The variety of effective factors
which influence learners’ attitudes to learning and the processes and strategies
used in classroom and how these affect learners attitude to learning.
2.2.4.2.The objective of the journal:
Brok ,Yu, and Wong (1997) mention the benefits of the journal writing
activities in teacher education:
i- they provide an effective means of identifying variables that are

important to individual teachers and learners;
ii- they serve as a means of generating questions and hypotheses about
teaching and learning processes;
iii- they enhance awareness about the way a teacher teaches and a student learns ;
iv- they are excellent tool for reflection;
v- they are simple to conduct;
vi-they provide an ongoing record of classroom events and teacher and
learner reflection;
vii-they enable the research to relate classroom events and to examine trends
emerging from the diaries;
viii-they promote the development of reflective teaching.
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2.3.Reflective practice
2.3.1.Introduction:
'Reflective practice' entered the literature of professional education (and of
teacher education in particular) soon after Donald Schön published The Reflective
Practitioner in 1983 (Basic Books). This book was followed by Educating the
Reflective Practitioner in 1987.
Reflective practice involves, among other things, teachers attending to their
practices in ways that consider what they are learning from their teaching
experiences.
Reflective practice is an important element in teachers coming to recognize the
authority of their own teaching experiences (including their students' responses to
their teaching).
2.3.2. Definition
The definition of reflective practice includes four related processes:
description, analysis, explanation, and reflection.
1-Teacher description of the teaching/learning process can include videotapes,
audiotapes, and written description of teaching and learning.
2-Analysis involves a kind of problem solving where the teacher examines what
was effective and ineffective with students.
3-Explanation requires the teacher to communicate orally or in writing regarding
the effectiveness of the teaching/learning process. And
4-reflection requires the teacher to identify personal meaning or significance.
Johns & Freshwater (1998) define reflective practice as a way of looking at
teacher’s day-to-day clinical experience with an open mind. It involves the use of
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teacher’s experience and his intuitive grasp of the situation alongside a systematic
examination and understanding of current research
evidence-based information.
Reflective practice is also intended to lead to teacher empowerment and an
increase in the professional status accorded to classroom teachers.
It is concerned with the content of one’s thought processes, the experiences one
attends to and the scope of those reflections.
Schon (1983) describes his concept of reflective practice as problem setting,
making moves, analyzing the results of the moves, and reframing. He also includes
an important concept called the practitioner's role frame. This is the way the
practitioner defines his or her own identify, situating himself/herself in context.
Van Manen (1977) defines reflective practice as the systemic inquiry into one’s
teaching practice and the deliberate attention to one’s experience.
While Dewey (1910) defines it as the persistent, and careful consideration of any
belief or supposed form of knowledge in the light of the grounds that support it
and the further conclusions to which it tends.
Reflective practice has also been described as a form of self-awareness and as
a means for changing instructional practices.
Osterman & Kottkamp (1993) offered a definition that describes two separate
aspects of reflective practice;
a) self-awareness, the capacity of the teacher to discover what they
already understand and know how to do, and
b) change, the process of discovering new and better ways to do things.

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Other definitions of reflective practice imply a particular attitude or stance the
reflective teacher should assume or imitate. Carini (1979) stated that reflective
practice shares with these modes of thought [reflection], an attitude of
concentration, focus and openness. This definition refers to the concept of
reflective practice being a stance a teacher assumes, rather than something that a
teacher does. Reflective practice is described as a different way of looking at
teaching and learning, requiring teachers to analyze their beliefs and assume a
more reflective and meditative stance towards one’s classroom practice.
In addition to the attitude advocated by Carini, Dewey (1910) describes three
attitudes that a teacher must suppose in order to teach reflectively;
a) open-mindedness, one’s ability to suspend judgment and be open to new

possibilities,
b) whole heartedness, the capacity to enter into the teaching event with all of one’s
heart and attention and
c) responsibility, the moral and ethical implications inherent in the educational
process.
In summary, reflective practice is a conscious, systematic, deliberate process of
framing and re-framing classroom practice, in the light of the consequences of our
actions, democratic principles, educational beliefs, values and preferred visions
teachers bring to the teaching-learning event. This definition is offered as a
constructed synthesis of the various definitions and ideas found in the literature on
reflective practice. It includes the link between reflection and action, the
proposition that problems are framed, not discovered, and that the focus of
reflective practice needs to include the social, political and cultural considerations
inherent in educational decisions.

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2.3.3.The Purpose of Reflective Practice
The purposes of reflective practice are:
1-to achieve technical competence or proficiency;
2-to provide the opportunity for teachers to become aware of beliefs and
assumptions underlying their habits of practice;
3-to change teacher’s classroom practice or actions, and their process of
arriving at the decisions they make concerning curriculum and instruction;
4-to concern with the actions taken by the teacher, the process of arriving at these
decisions and the various consequences and outcomes of those decisions; and
5-to include the development of a greater sense of self-awareness about the nature
and impact of one’s teaching and classroom practices.
According to Dorene Ross (1990) reflective practice normally introduces the
practitioner to action research. Action research is a mode of research that focuses
on the qualitative extent of practice:
The aim of action research, as opposed to much traditional or fundamental
research, is to solve the immediate and day-to-day problems of practitioners.
However, McMahon (1999) suggests that there are important differences between
action research and reflective practice:
Action research is distinguished by a deliberate and planned intent to solve a
particular problem (or set of problems). By its nature, action research involves
strategic action. Such strategic action is not integral to the reflective practitioner
model of learning and teaching (though, of course, it may result).
Therefore, while reflective practice may mirror some of the methodologies of
action research, it may not include the more systematic and precise techniques
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associated with action research. Specifically, reflective practice in teaching may
not have as its starting point the identification of a specified problem. More
generally, as Emberson suggests certain attributes are required of the teacher to
undertake reflective practice. These are:
i) seeing teaching as problematic;

ii) seeing the theory/practice relationship as problematic;
iii) realising that personal experience of teaching is individualistic;
iv) having a will to learn; and
v) having an ability to 'notice' (that is, learn from observation of practice).
Van Manen (1977) has suggested that the focus of reflective practice falls into one
of the following four categories:
1) pedagogy; how we teach,

2) curriculum; what we teach,
3) political; the ethics of teaching, and
4) social / critical, who is served by the models of teaching .
Tabachnick and Zeichner (1991) have suggested the following categories
concerning the focus of reflective practice;
1) the academic tradition, concerned with pedagogical content knowledge or what
teachers need to know to be effective,
2) the social efficiency tradition, concerned with the skills and techniques teachers
need to be effective,
3) the developmentalist tradition, concerned with the natural development of the
learner and how this should determine the actions of the teacher, and
4) the social re-constructionist tradition, concerned with the school as a social
institution, that helps reproduce a society based on unjust class, race and gender
relations.
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2.3.4The benefits of reflective practice
i) allows teacher an objective look at his/her practice;

ii) helps him/her recognize what they do well;
iii) allows him/her to resolve uncertainty;
iv) helps him/her understand how they thought during an event ;
v) improves his/her professional judgment;
vi) allows him /her to learn from their successes and mistakes to
enhance development; and
vii) helps him/her plan for future situations and therefore respond to
change more positively.
It can help teacher to recognize trends or patterns in our behavior / actions.
Individually these events may not be particularly significant but when viewed as a
whole may highlight development needs.
2.4.In-service teacher training in Yemen:
2.4.1.Introduction
In-service training programme in Yemen began after the 26th Sept. Revolution.
The Ministry of Education began training unqualified teachers in 1971/1972 to
teach in the primary schools and in 1972,it carried out the first successful
experiment for preparing teachers for the countryside schools through training and
this programme continued sequentially along the year from 1972 to 1976 under the
supervision of high committee for training .In 1976 the first center for training
under the name of In-service Training Center was founded with the help of
UNICEF.(Ba’abad,1994)
Until the mid-nineties of the last century, most of the teachers in Yemen
were not Yemenis, they were from Arab countries like Egypt ,Syria ,Iraq, Sudan
etc. and the government of Yemen tried gradually to replace all these teachers
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by Yemenis. So it accepted to employ all the university graduates while most of
them were not qualified teachers. For that, the Ministry of Education carried out
short courses to prepare them to be teachers in schools.
For teaching in the first six classes, the Ministry of Education accepted to employ
the secondary graduates to be teachers in the primary schools, and for those
teachers, it carried out some courses from time to time to qualify them by giving
some information about teaching methods, using the blackboard, preparing lesson
plan, achieving the objectives of the courses, how to manage the classes, how to
deal with slow learners and how to deal with crowded classes…etc.
While the teachers of preparatory and secondary schools did not have any in-
service training programmes at all.
2. 4.2.The necessity of in-service trainings Yemen:
Now most of the teachers who are working in schools need in-service training
for the following reasons:
a) all the curriculums from first level to eleventh level were changed
into new courses and the teachers did not get any training about the new
courses and how they deal with them;
b) most of these new curriculums present the subjects in a new way
while the teachers do not know this way;
c) some teachers lack the ability to control the classes;
d) some teachers are not prepared well to face the problems inside the
classes;
e) some teachers lack the ability of preparing teaching aids to help them
present the items of the lessons.
So, in-service training programmes are necessary for teachers to:

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i) show them what they can do in the classrooms with the new courses by
means of demonstration lessons and
ii) soothe them over any doubts about their own ability to use the new
courses in the same way as demonstrated.
In the school year ( 2000/2001)the Ministry of Education changed the course of
the first six classes completely, and in that year it carried out a short training
course for the teachers of the primary schools to be prepared to use the new books.
In the following year, it changed the courses of the preparatory classes and in the
school year (2002/2003) it changed the courses of the first secondary class. In this
school year (2003/2004) the courses of second class of the secondary stage has
been changed. All these changes happened without any in-service training courses
for the teachers who are going to teach those new courses with a lot of new
information presented for the first time. So the teachers need to be equipped to
meet these changes. The courses for the third secondary classes will be changed
next school year.
2.4.3.In-service training of English Language Teachers in Yemen:
I am an English Teacher and I have been working as a teacher since
1992,until now I did not have the opportunity to attend any in-service training for
English teachers even after the old course English for Yemen has been changed
into Crescent English Course for Yemen, not because I do not like to attend but
there is no formal in-service training programme for teachers of English.
Nevertheless, the differences between the two courses are clear. From my point of
view, the old course was easy to be taught by teachers without any retraining while
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the new course warrants fresh orientation for teaching to meet the changes. It is
almost impossible to teach without a retraining.
As I have mentioned in the first chapter, the new course began to be taught in the
school year (1995/1996), the author of the course came to Yemen, in Sept.1996 to
meet the teachers and inspectors of English to hold meetings with them. The
author of the course came to Hodeidah at the end of Sept.1996, and held a meeting
for two days with the teachers and inspectors of English. However, the total
number of teachers who attended the meeting was not more than thirty.
The office of Education and the English Technical Board should prepare well for
the meeting to achieve the objectives of such contact programmes if teachers are to
benefit from this meeting in recognizing about the new course, but nothing
happened for teachers. The second visit of the author was in the school year (1997)
and it made no impact.
The English Technical Board, however, carries out some training from time to
time with very few teachers attending these programmes. In 1999,it carried out
meeting with teachers of English for five regions i.e. Zabid, Al- Zeidia, Al-Luhia,
Bajel and Haiss.This meeting lasted for five days, each day in one region. The
topics proposed for the meeting, were nine while only seven were discussed with
the teachers. The topics were (planning blackboard, blackboard drawing, the
communicative approach to language teaching, dealing with large classes, dealing
with weak classes, presenting vocabulary, correcting errors, lesson planning and
using English in the class). These topics were discussed very sketchily.
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2.5.Conclusion:
From the first part of this chapter we notice that some countries of the world look
at the in-service training as an essential programme to help teachers improve their
performance in teaching subjects. They make it obligatory for teachers to attend
the training because they know that every thing changes and the teachers should be
trained to meet these changes and these teachers should update their knowledge,
methods and techniques. In Yemen till date, in-service training remains a far cry as
it is not given its due importance in terms of financial allocation by the
government. As a result, education of young children suffers a serious setback in
the hands of partially and/or ill equipped teachers.

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Chapter 3
Methodology of the Research:
Questionnaire was used to collect information from the teachers and
inspectors about their experiences, methods of teaching, the techniques that they
use to simplify the subject, the test that they use to evaluate their work, their
learners or the course and some information about pre- and in-service training in
Yemen.
3.1.The questionnaire:
I have administered a questionnaire to teachers in Hodeidah City and Zabid
and inspectors in Hodeidah city to collect information about them to help me write
about in-service training in Yemen and how teachers can benefit from it to
improve themselves in teaching.
3.1.1.The objectives of the questionnaire:
The objectives of the questionnaire are to investigate:
a- the level of the performance of the teacher;

b- teachers’ use of teaching aids;
c- the problems teachers face during their teaching;
d- teachers’ opinion about the old and new courses of English ;
e- inspectors’ opinion about teachers’ level of performance;
f- teachers’ attitude towards attending in-service training program;
g- the topics that teachers and inspectors prefer to be covered/discussed in
such a program;
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3.1.2.The construction of the questionnaire:
The questionnaire was constructed carefully to meet the objectives of the
research and to help the researcher get the real information from the samples. The
first step in questionnaire design must be formulating the precise problems. This
questionnaire was prepared to meet the requirement of the researcher regarding
information about the teachers, their experience, and their methods of teaching to
help him prepare a programme of in-service training for them to improve their
performance in teaching of English. The first step was to prepare some questions,
then order them according to logical sequence beginning with, material,
methodology, technique, and testing. Two kinds of questionnaires were prepared,
one for teachers and the other for inspectors. These questionnaires passed through
different stages:
1-The draft of the questionnaire was prepared keeping in view the objectives of
these questions.
2-the questions extended to include all the topics that the researcher needs to
examine in his research. The language of the questionnaire was revised to meet the
need of the respondent and the questions were reformed again to get rid of any
misunderstanding by the respondents.
3- the questions were collected together to be used for different sections of the
questionnaire like, material, methodology.etc.
4-The questionnaires were shown to a specialist for assessment and suitability
revised in the light of his suggestions.

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5-Finally, the questionnaires were typed and administered to the respondents.
The questionnaire was administered to the teachers and inspectors; they were given
time to read carefully and were persuaded to provide as detailed information as
they could.
There were some problems in eliciting information. Some teachers refused to
respond to the questionnaire from the beginning, while some others took it at first,
then refused to fill it in because, according to them, it was too long and difficult to
be answered. A few others could not respond within the time limit.
The reasons for selection of questions to the teachers:
Q.1- when did you graduate? From which faculty?
Q.2-How long have you been teaching?
These questions were asked to know the length of service of teachers from the
time they graduated from the faculties.
The teachers were asked to mention in which faculty they studied, and the answer
of this question will give us very important information regarding their pre-service
training whether they have experience to ELT methodology.
Graduates from education faculties will have an advantage over others from Arts
faculties.
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Q.3-a) Indicate the degree of your satisfaction/dissatisfaction as a teacher by

ticking off the appropriate alternative given below:
a) very satisfied b)satisfied c)indifferent
d) dissatisfied e) very dissatisfied f)don't know
b) Please give the reasons behind your choice.
This question was prepared to know the teachers’ satisfaction or dissatisfaction
with teaching as a profession and the reasons behind their choice. The learners will
benefit from the teachers who love to teach, while those who teach without
satisfaction in the profession will render the learning process difficult for the
students.
Q.4-What classes do you teach?
Q.5-Which course books do you teach?
These questions were prepared to know the level of classes that the teacher handles
and what kind of course books s /he teaches.
Q.6-a) Is the Crescent English Course suitable for learners?
b) If yes, how?
c) If no, why?
In these questions we would like to have the teachers’ opinions about the new
course and if it is suitable for Yemeni learners, they will show how it is suitable,
while if it is not suitable, they will write why it is not suitable. Teachers’ opinions
will lead to evaluate the course according to the suitability for the Yemeni situation
and needs of learners.

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Q.7-In about 75-100 words, describe how you attempt to teach Crescent
English Course. (please give the reasons behind your choice).
There are no general methods to teach any subject, rather, teachers themselves
should develop an approach to teaching that allows them to be and do what they
feel is best. Teacher decision making is an essential competency in this approach,
because a good teacher is seen as one who analyze a situation, realizes that a variety
of opinion is on hand based on the particular class situation, and then selects an
alternative that is likely to be the most successful for the situation. So this question
will show/ clarify the methods that teachers use to teach the new course. Every
teacher will choose his or her own way to teach. After the previous question about
the method that they use, the following question will show why they used that
method.
Q.8-Do you follow specific methods in your teaching?
I have asked this question to know whether they follow specific methods and I
have mentioned some reasons for the teachers to choose. The teachers’ choice of
the reason behind their choice of the appropriate method will give us their opinions
of teaching English and the method they follow to teach.
Q.9-What differences do you notice between the old course, English for
Yemen and the new course Crescent English course ?
This question will give us teachers' opinion about the old course and the new
course and which one is suitable for Yemeni learners according to their point of
view, and which one they prefer and they will give reason behind their choice.
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Q.10- a-Do you use pair work in your teaching?
Peter Hubbard et al (1986) define pair work as an independent work by pairs of
students working simultaneously on a task or practice activity. I have chosen this
question because of its advantages. Harmer (2002) points out the advantages of
pair work:
i) it increases the amount of speaking time ;
ii) it allows students to work and interact independently without the

necessary guidance of the teacher :
iii) it allows teachers’ time to work with one or two pairs while the other
students continue working;
iv) it helps the classroom become a more relaxed and friendly place; and
v) it is relatively quick and easy to organize.
For these reasons I have chosen this question to be asked to the teachers to have
their responses and know how many of them use this technique to raise the level of
their learners, and improve the performance of learners in learning the subject. If so
how often they use this technique and when and why. When teachers know when
and why they use this technique, they aid the learning process of their students.
b-If ,No, why don't you use it ?
In this question I have mentioned some reasons that will face teachers during
their use of the technique of pair work. These reasons will show the ability of
teachers in using it.

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i- it is too noisy;
ii- it takes too much time;
iii- Ss don't work during it;
iv- Ss don't want to work in pairs;
v- Ss don't want to listen to each other;
vi- Weaker Ss can not do it;
vii- T.has lost control of his class during it ;
viii- T.can not monitor all the students in his class;
ix- the classroom is too crowded for pairs;
x- teacher has never done pair work before.
These reasons really affect using pair work but teacher can solve these problems
and adopt pair work for effective teaching.
Q.11-a-Do you use group work?
b-When?
c-Why?
This is another important technique that should be used inside the class to raise
the level of the learner. Hubbard et al (1986) define group work as an independent
work carried out simultaneously by groups of three or more students on a task or
tasks. So these questions were put to investigate the use of this technique in
teaching English .As pair work has some advantages this technique has advantages
like:
i-increasing the amount of talking for individual student;
ii-there is a greater chance of different opinions and varied contribution;
iii-allowing ss to make their own decisions in the group without being told
what to do by the teacher.
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If the teachers use this technique, they should say when, and why they use it. This
will help them with a rationale for using it.
b-If no ,why don't you use it?
If they don’t use it, they should say why they couldn't use it to help solve their
problems facing them in using this technique.
Q.12-a-Do you use wall charts?
Flashcards?
magazine pictures?
realia?
b-When do you use them?
c-Why?
d-Do you prepare them yourself or you share the work of preparing
them with the class ?
e-Does the school help you prepare them?
f-If yes, what kind of help ?
Hubbard et al. define flash card as small pieces of card with pictures or words
on them used as teaching aids. While Willis (1985) defines the realia as real objects,
real things that teacher can bring into the classroom to illustrate the meaning more
clearly or to use as aids to make a situation more meaningful and therefore more
memorable. They are good for role-play. They make the acting easier and more
real. So these questions were about some useful techniques, easy to be prepared and
used to help learners get information easily. These four aids are very important for
every teacher to present the items of language easily and they are easily available.
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They can be carried easily to the class. If the teachers use these aids, they will say
when and why. If they prepare them alone or they involve learners in preparing.
This will help them acquire the ability to prepare aids and to know the advantages
of these aids.
Q.13-a-How often do you use the blackboard?
This question was to know the times the teacher used the blackboard, because it
is the most useful of visual aids and the majority of teachers would feel hampered
in a classroom that does not have one. This question will show us the necessity of
this aid, without which teachers could not teach.
b-In which stage do you use it?
This question will show the importance of the blackboard and in which stage
the teacher uses it. The lesson should pass through different stages to be explained
well to the learners, i.e; Revision, Presentation, Practice, Production. In my opinion,
the board will be used in all these stages but for some stages board work is
indispensable.
c-How often do you use blackboard for drawing?
Drawing pictures on the blackboard the simplest way to present some items of
language to the learners and for this reason, this question was prepared to know
how often teachers use it for drawing .On the other hand, drawing will not cost the
teacher anything; he can do it during his explaining the lesson and help the learners
understand the lesson carefully and quickly.

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Q.14-a-Do you use cassette in your teaching?
This question will clarify how many times teachers use cassette. It will help
teacher present for the learners the new vocabulary and stress pattern of sentences.
It can be useful; if it is used carefully and in an appropriate time.
b-If yes, How often do you use it ?
c-When do you use it ?
d-Why do you use it ?
The teacher, who knows when and why he uses the cassette, will not waste time
because he will prepare the cassette earlier.
e-If ,No ,Why don't you use it ?
This question will show the obstacles that face teachers using cassette and
whether these obstacles are temporary or permanent and how they can get rid of
these obstacles to be able to use this important technique in teaching.
Q .15-a-Do you make your own test?
This question will show whether the teachers have the ability to prepare their
own test or they get help from others in preparing it. Testing learner is very
important from time to time to check his level of understanding.
b-Were you trained in testing?
Teachers were asked this question to ascertain whether they have studied testing
in college or not .If they did not study testing in college, they should study now to
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be able to use this very important instrument to examine the learners’ performance
in each subject.
c-How often do you test ?
This question will show how many times the teacher uses test, monthly or
otherwise. It should be given monthly to check the learners' ability of learning.
So the regular informal tests are useful to:
a-tell the teachers what the learners can or can not do;
b-tell the teachers how successful their teaching has been;
c-tell the learners how well they are progressing; and
d-give the learners definite goals in their learning .
d-How do you reach the result to students?
When the learners know their marks in any test, they will recognize their ability
in learning and understand whether they have done well in the test or not. This will
help them study more and more to get more marks. From the answer of this
question we will know how teachers reach the results to their students or they keep
them with them and don't inform the learners about their performance in test.
Q.16-a-What, in your view, are the purposes of testing?
I have asked this question and I have given nine purposes of testing to let the
teachers rank them in order to show the correct order of the purposes according to
their point of view and according to their use of testing inside the class. The
objectives of the testing vary from one teacher to another and this question will
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show the order of the objectives according to every teacher and show us what their
opinions are about testing and what they want from learners.
b-Which purpose do you consider the most useful and which the least
useful ?
Not all the objectives will have the same weightage but some objectives will be
more useful than others so this question will show the most useful purpose and the
least one according to the opinion of teachers.
c-Give reason for your choice .
This question will show the reason behind teachers' choice of the most useful
purpose and the least one. This will also show teachers' opinion about the objectives
of testing.
Q.17-a-In examination, do you take a passage for testing direct from the
course or passage students are not familiar with?
Some teachers write the items of the test directly from the course and this
will lead the learners to memorize the book while English is a skill subject not
meant for memorizing .So the items of the test should be slightly different from
those in the book. Student responses will reveal the learners’ level of understanding
.The vocabulary of the passage should be familiar for the learner to comprehend the
passage without much strain.

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b-What are the advantages of choosing an unknown passage for learners?
This question was prepared to let the teacher mention the advantages of
choosing an unknown passage .If the teachers are convinced of the advantages of
choosing unknown passages; they will successfully give a suitable exam for the
learners.
Q.18- How many students are there in your classes?
This question will clarify the size of each class that the teacher handles and will
let us know whether the classes are crowded because the crowded class will not
help teacher function well and it will be a big obstacle towards achieving the
objectives of teaching.
Q19-a-How many teachers of English are there in your school?
This question will show us how many teachers there are in each school .If there
are many teachers in a school, they may be helpful to each other and they will
acquire from each other some experience in teaching. While if there are a few
teachers only, may be there will be no helpful co-operation among them.
b-Have you formed an English teachers’ association in your school?
This question will show us whether the teachers of English form Association in
their schools or not. Because there are many advantages of forming such
association like.
1-they can discuss their own problems between them;
2-they can discuss how they can prepare teaching aids;

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3-they can exchange the opinion about the suitable way to raise the level of the
learners;
4-they can discuss the advantages of using pair/group work;
5-they can invite an expert in English Language Teaching to present lectures on the
latest theory of teaching.
c- If you have formed English Teachers' Association ,Do you have
regular meetings?
This question will explain whether they have regular meetings or not to benefit
from this association to discuss some topics they have.
d-If you have a regular meeting ,how often do you hold it ?
This question will show whether they hold regular meeting or they have formed
association but they do not have any meeting.
e-If you have regular meetings ,What topics do you discuss in these
meetings ?
In this question the teachers will mention the topics that they discuss and their
importance to be discussed in the meeting.
f-Do you use Arabic/English language in your meeting?
This question will show whether they use English language or they use their native
language in the meeting .As they are English teachers it is better for them to use
English Language.
Q20-Do you think your language competence is adequate for teaching English?
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This question was prepared because the language competence is very important for
every English teacher.
Andrew Thomas (1984) mentions three kinds of competence:
a) language learner competence (LLC);
b) language teacher competence (LTC);
c) language educator competence(LEC).
-Learners should be competent in the system and use of language to a level to be

defined in the particular learning situation.
-Teachers should have language competence to impart it to learners. They should

also be competent in teaching language.
-Educators need competence to impart it to the teacher and the latter will impart it
to learners.
So this question will give us whether the teachers have or don’t have competence
and how they can rate their competence. From their rating their competence, they
should say if they feel that they need competence or not. Teachers should have
language competence to a greater degree than that expected of their learner. They
need competence to impart it to learners. However, if they don’t have competence,
they could not impart it to learners.
Q21-Do you feel that you need to be improved?
This question was prepared to get the teachers’ response whether they feel that
they need competence and why they think they have to improve it. I have
mentioned 10 reasons behind their need to be improved and let them choose the
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suitable reason for their competence to be improved, when they choose the
reason/reasons, they will show the main problem they face during their teaching.
Q22-a) Does any inspector of English visit you in your school?
The inspector of English is a person who evaluates the performance of the
teacher of English in schools. So this question will give us whether the inspectors
visit schools or not because their visit to schools is very important to help teachers
solve their problems they face in the class, course etc. If the teachers need to know
or ask something about the course, the inspectors, who should have more
experience than teachers, will discuss such problems with them.
If the Inspector visits schools,
b) How often does s/he visit?
This question will clarify whether they do their work properly or neglect evaluating
teachers. The latter should be evaluated from time to time to improve their
performance.
c)Do they hold meeting with teachers?
Gebhard(1990)points out some roles of inspector. He says the inspector is to
i) direct or guide the teacher’s teaching;
ii) offer suggestions on the best way to teach;
iii) model teaching;
iv) advise teachers; and
v) evaluate the teacher’s teaching.

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This question will show the role of inspectors during their visit to school.
d) Are the meetings with teachers held individually or with all of them?
When inspectors visit schools, they should hold meetings with the teachers; some of
these meetings should be individual and some with all teachers together. In the
individual meeting .the inspectors will discuss some individual problems that
happened in the class and give him suggestion to improve his teaching or how to
solve such problems; while in the meetings with all teachers, the inspectors will
discuss general problems that usually happen in classroom situation, or the
problems of the new course, preparing teaching aids, etc.
In question 23 I have mentioned some topics that should be discussed and let the
teachers choose the topics that the inspectors discuss with them during their visit.
In question 24 the teachers should list all the problems that they face during their
teaching. When each teacher will reveal his problems, this will help the researcher
prepare a program for in-service training for them to improve their level of
performance and to solve their problems.
Q25-Do these problems affect your performance?
The teachers were asked whether these problems affect their performance and
if so, how they can overcome these problems.
So the next question (26) presents some solutions of the problems and let the
teachers choose the appropriate one that they use to overcome their problems.
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Q27-Do you give your learners a chance to speak or do you do all the
talking in the class?
This question will investigate the role of the teachers inside the classroom and
what they do for learners, because the aim of the new course, i.e. Crescent English
Course, is to make the learners use English, so the teachers should try to talk as
little as possible and encourage their learners to talk as much as possible.
Teachers in communicative classrooms will find themselves talking less and
listening more and becoming active facilitators of their students' learning (Larsen-
Freeman, 1986). The teacher sets up the exercise, but because the students'
performance is the goal, the teacher must step back and observe, sometimes acting
as referee or monitor. A classroom during a communicative activity is far from
quiet, however. The students do most of the speaking, and frequently the scene of a
classroom during a communicative exercise is active, with students leaving their
seats to complete a task. Because of the increased responsibility to participate,
students may find they gain confidence in using the target language in general.
Students are more responsible managers of their own learning (Larsen-Freeman,
1986 quoted in Ann Galloway 1993).
So the answer to this question, will reveal whether the teacher gives the
learners chance to speak and which language the learners use inside the class. So
the role of the teachers inside the class is how to make the learners use the
language properly and correctly, because if there is not enough practice, the
learners will not learn well.

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Q28-a) Do you observe your colleagues’ classes?
Observation of experienced teacher has always played an important role in
teacher education. Through observing how teachers conduct their lessons, solve
problems of classroom management and interact with students, novice teachers can
develop a repertoire of strategies and techniques that they can apply in their
teaching.
Richard R.Day(1990) points out that observation can assist the teacher in:
i) developing a terminology for understanding and discussing the teaching

process;
ii) developing an awareness of other principles and decision making that

underlie effective teaching;
iii) distinguishing between effective and ineffective classroom practices and
iv) identifying practices teachers apply to their own teaching.
Fanselow (1988) points out, teachers can see their own teaching in the teaching of
others, and when teachers observe others to gain self-knowledge, they have the
chance to construct and reconstruct their own knowledge. So for these reasons, I
have mentioned this question to investigate whether teachers use observation. They
can improve their performance if they observe each other to encourage the good
points and get rid of bad points in teaching.
b)Do you invite your colleagues to observe your teaching?
Some teachers refuse to be observed by any teacher even by the inspectors. These
teachers may lack confidence or they don’t have knowledge and they teach without
knowing. While some teachers have the confidence to invite any one to observe
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them, because they will know their strength and weakness from the observation of
others. So this question was asked to know the teachers who invite others to
observe and the teachers who don’t invite teachers, and help the researcher to
prepare a program for improving them to become professional teachers.
c)What are the advantages of exchanging such visits with your
colleagues?
Exchanging visiting among teachers give them the ability
i) to get to know their colleagues better and to realize their strengths,
ii) it will help them to become more thoughtful about their teaching;
iii) it will give them more confidence;
iv) they will discover their own mistakes;
v) they will learn the value of evaluating themselves .
The teacher should mention the advantages of exchanging such visit from their
experience to promote better awareness about the importance of observation.
Q29-a) Are there any in-service programs in Yemen?
b) If Yes, Are you invited to one of these programs?
The necessity of opening in-service institute is very important to
• assist teachers to learn new teaching skills, such as those needed to

introduce cooperative learning;
• organize time for teachers to undertake resource development;
• support teachers to undertake further professional study;
• fund teachers to attend courses or conferences;
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• provide access to professional reading materials to help teachers learn

about new theories and teaching strategies;
• access the help of external facilitators to help develop new knowledge and
skills and to provide challenges and support;
• provide time for groups of teachers to reflect on and discuss their work;
• arrange for teachers to visit colleagues' classrooms or observe programmes
in other schools; and
• provide support for teachers to plan together.
The researcher has prepared these questions to investigate the situation of the
program of in-service training in Yemen and whether this program is available in
Yemen and whether the teachers were invited to participate in this program. The
teachers’ response will help the researcher to know the status of this program.
Q30-Can you define the term In-service Training?
By this question, the researcher would like to get the definition of this term
according to the teachers’ knowledge of this term.
Q31-In your opinion; what are the differences between Pre-service and In-
service training?
There are two programs; each teacher should know what they are and how they
can differentiate between these two programs so this question was asked to know
the differences between the two programs according to their knowledge. If they
could mention the difference between these two programs they will have awareness
of teaching.
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Q32-a) what are the goals of Pre-service training?
b) What are the goals of In-service training?
For each program, there should be goals for conducting it, so these questions were
asked to let the teachers mention the goals of these programs according to their
information
Q33-Who should be responsible for conducting this program?
The in-service training is very necessary for improving the level of teachers’
performance in teaching, so it should be conducted regularly to achieve its
objectives in raising teachers’ performance.
In-service teacher training is the ongoing training of practising teachers, which
should be arranged by the Ministry of Education that employs them. I have
mentioned three authorities to conduct this program and I have asked the teachers
to mention who should be responsible for conducting this program.
Q34-What will be the rationale of such program?
For providing any program, there will be some rationale of doing that, so this
question was asked to know the rationale of providing in-service teacher training
according to the opinion of the teachers.

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Q35-If there is an in-service training program, would you like to attend
it?
This question was prepared to let the teachers mention whether they would like
to attend in-service training. In this program the teacher will have more topics that
will be discussed and will solve his inquiries.
Q36-What topics would you want to be discussed?
The teachers will benefit from program of in-service training if this program
presents the topics that teachers need, so this question was asked to let the teachers
mention the topics that they want to be discussed in this program. When the
teachers mention the topics, which will be discussed in the program of in-service
training, the program will be successful and the teachers will benefit a lot to raise
themselves in teaching.
37-Why do you choose these topics?
The teachers should mention the reason behind their choice of the topics that
should be discussed in this program. This will help the programmers to prioritize
the topics for discussion on the basis of the merits of the teachers’ need.
Q38-What is the suitable time for conducting this program?
The program of in-service training should be held in a suitable time for all
teachers to give them a chance to attend it and to benefit from the discussion about
the teaching, so the teachers should mention the suitable time for attending such
program.
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The reasons for selection of questions to the inspectors:
Q1-When did you graduate? From which faculty?
Q2- How long have you been teaching as a teacher?
an inspector?
These questions tell us how long the inspectors have been teaching as teachers
and how long they have been working as inspectors. Webster (1966) defines
experience as: knowledge, skill, or practice derived from direct observation of or
participation in events: practical wisdom resulting from what one has encountered,
undergone, or lived through. (Webster 1966,quoted in Joseph Russell Codde 1997)
Thus, experience includes participation in the event and the wisdom gained from
that participation. Dewey (1938) posits that experience is an interaction between the
individual and his or her environment and that, in a certain sense; every experience
should do something to prepare a person for later experiences of a deeper and more
expansive quality. That is the very meaning of growth, continuity, reconstruction of
experience (Dewey, 1938 quoted in Joseph 1997).
The experience is necessary for all teachers and inspectors but it is more necessary
for the inspector .If they have a long period of experience, they will help teachers
solve their problems in teaching.
Inspectors with less than three years of experience are typically less effective than
more senior inspectors; the benefits of experience appear to level off after about
five years, especially in non-collegiate work settings. A possible cause of this
curvilinear trend in experience effects is that older inspectors do not always

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continue to grow and learn and may grow tired in their jobs. Furthermore, their
experience may interact with educational opportunities.
Q3-What are your criteria for evaluation of teachers of English?
For each inspector, they have some criteria to evaluate the teachers, so this
question was asked to collect the criteria that they use in evaluating the
performance of English teachers.
Q4-Do you use one or more of these observation categories?

i- classroom procedure;
ii- teaching aids;
iii- pupils’ involvement;
iv- teachers’ personality; and
v- command of English.
In this question the researcher has mentioned five categories for observation of
teachers inside the class. The inspectors should mention/choose from them the
ones that they use in their observing of the teachers.
Q5-How often do you visit schools?
This question was asked because they are responsible for evaluating teachers.
They should have a regular visit to the schools to help teachers overcome their
problems with the course or with the learners.
Q6-Do you hold meeting with the teachers?
Q7-Do you meet the teachers individually or all of them together?
These questions were asked to know whether they hold meetings with teachers
because the meeting is very important for teachers to discuss the problems they
face inside the class with the course, with learners or large classes. Then they will
mention whether they meet the teachers individually or all of them together.
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Q8-a) What topics do you discuss with them?
The inspectors were asked to mention the topics they discuss with the teachers.
This question will show the main topics that should be discussed with the teachers.
These topics will help teachers improve their performance.
B) Do you use (Arabic/English) language in your meeting with the
teachers?
This item of the questionnaire will clarify which language the inspectors use
during the meetings .As they are English teachers, they should use English
language for discussing the problems of the classes. Also using English language
with others will help them improve their own language.
Q9-a) List the problems that you find in the teachers’ teaching?
This question was asked to let the inspectors mention the problems they find in
the teachers’ teaching. This question will explore the main problems the teachers
face. By this, the inspectors will be able to help teachers overcome these problems
and improve their performance. Also this question will help the researcher identify
a program for in-service training to help teachers improve their teaching.
b) What are the reasons of these problems?
c) How can you help teachers overcome their problems?
The inspectors were asked to mention the reasons behind these problems, and
whether these problems affect teachers’ performance.
All these problems can be identified during inspectors’ visit to the teachers inside
the class and the inspectors will know the teachers’ performance and whether the
problems affect teachers’ performance and how they can help teachers overcome
their problems.
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Q10-Do you think language teacher competence (LTC) is adequate for
teaching English?
As I have mentioned before that language teacher competence is necessary for
teaching English, so this question will show the teachers’ competence from the
inspector’s point of view.
The latter is responsible for evaluating teachers so they can identify the
competence of the teachers and know whether they need to be improved. The
inspectors can help them overcome the problems and raise their competence by
advising them to read more or by asking them to attend meetings with other
teachers to discuss and try to find out solution for their problems.
Q11-a) Do you feel that teachers need to be improved?
b) If yes. Why do you think they need improvement?
In these questions the inspectors clarify whether the teachers need to be
improved. This clarification is from inspectors’ evaluation and observation of the
teachers and they can identify the teachers’ need for improvement.
The researcher has mentioned ten reasons for the improvement of teachers and let
the inspectors choose the suitable reasons for teachers’ improvement. Inspectors’
choice of the reasons will be according to their observation. This will help the
researcher to identify a good program for in-service training of the teachers to help
them improve their performance/overcome their problems.
Q12- Do you insist on lesson plan or let the teachers do what they want?
A lesson plan is a framework for a lesson. If the teacher imagines a lesson is
like a journey, then the lesson plan is the map. It shows them where they start,
where they finish and the route to take to get there.

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Essentially the lesson plan sets out what the teacher hopes to achieve over the
course of the lesson and how he or she hopes to achieve it. Usually they are in
written form but they don't have to be. New or inexperienced teachers may want to
or be required to produce very detailed plans showing clearly what is happening at
any particular time in the lesson. However in a realistic teaching environment it is
perhaps impractical to consider this detailed planning on a daily basis. As teachers
gain experience and confidence they develop the ability to plan more quickly and
very experienced teachers may go into class with just a short list of notes or even
with the plan in their heads.
Whatever be the level of experience of the teachers, it is important that they take
time to think through their lessons before they enter the classroom.
One of the most important reasons to plan is that the teacher needs to identify his
or her aims for the lesson. Teachers need to know what it is they want their
students to be able to do at the end of the lesson that they couldn't do before. Here
are some more reasons why planning is important:-
1-gives the teacher the opportunity to predict possible problems and therefore
consider solutions;
2-makes sure that lesson is balanced and appropriate for class;
3-gives teacher confidence; and
4-planning is generally good practice and a sign of professionalism.
So lesson plan is one tool that is necessary for teachers to prepare themselves to
teach well. The necessity of lesson plan is to let the teachers know what they are
going to teach .so this question was prepared to show whether the inspectors
concentrate on it during their visit of the teachers and evaluating the latter
according to what they have written in their lesson plan or let the teachers teach
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and they will evaluate according to what they do to achieve the objectives of the
lesson.
Q13- Do you assess teachers using the black board?
This question will show teachers’ use of the black board from the
inspector’s point of view .The teachers can use it without the full awareness of the
advantage of it .So the inspector will study their use of it and guide them the right
way of using it. It is very necessary for each class and without it the teaching
/learning will be impossible.
Q14-a) Do you find them using one or more of these aids?
a-wall charts; b-flash cards; c-magazine pictures; and d-realia.
b) In which stage do they use these aids?
During inspectors’ visit to school and their meeting with teachers, their roles
are to evaluate teachers whether they teach, using teaching aids properly. So this
question will show whether they use teaching aids or not. And in which stage they
use them. The inspectors will identify the correct use of these aids and help them
present the items of the lesson easily.
The inspectors do their job well if they do the following:
a- visit the school regularly ;

b- help the teachers overcome their problems;
c- help them use the teaching aids well;
d- guide them to present the items well;
d- help them deal with the slow learners; and
e- help them deal with the mixed ability classes.
There will be no need for in-service training for teachers, if the inspectors do
their job well.

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The rest of inspectors’ questionnaire is to investigate the situation of the two
programs i.e. pre-service training program and in-service training program. The
former exists and is provided by the faculties of education but the latter does not
exist formally.
So these questions will investigate whether there is any in-service training in
Yemen. They will give their definition of this program according to their point of
view. Then they should try to mention the differences between the two programs.
As they’re inspectors, they know the shortcomings of teachers so they can mention
some important topics to be discussed in in-service training program to help the
teachers raise their competence and performance in teaching.
The inspectors will mention who will be responsible for conducting such
program; this will help the researcher present his recommendations to competent
authority.
The inspectors were asked to list the procedures and methods that should be
taken in conducting such program. This will help the researcher identify an agenda
for in-service training.
The inspectors are responsible for helping teachers perform well, so they
should be involved in conducting this a program. They know the weaknesses and
strength of teachers, so they will identify people who need the programme and the
topics that should go into it.

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Chapter4
The findings
The analysis of the questionnaire
This chapter quantitatively analyses the answers to the questionnaires. The
questionnaires focus on investigating the teachers’ knowledge of teaching English
through using the best methods, techniques and teaching aids that help them
present the language subject in a simple way and the analysis reveals their level of
awareness of pre-service training and in-service training.
The analysis also identifies the areas they need to improve and help evolve an
agenda for in-service training for English teachers to help them improve their
performance in teaching.
Analyzing teachers questionnaire:
Teachers’ questionnaire can be divided into groups:
1-some information about teachers;
2-methodology; 3-curriculum; 4-techniques;
5-teaching aids; 6-role of inspectors; 7-role of observation;
8-teachers’knowledge of in-service training.
I have administered 90 questionnaire paper for teachers and 20 questionnaire paper
for inspectors. I could collect 54 responses from teachers and 6 from inspectors.
This table shows the percentage of the teachers and inspectors who participated in
the questionnaire:
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Table (1)
No. of teachers No. of Inspectors
Total number of the

90 20
sample
No. of the respondent 54 6
Percentage of the
60% 30%
respondents
So there was a greater response from the teachers than from inspectors.
The results of question 1 and 2:
The first and second items of the questionnaire were about the experience of the
teachers. The experience of teachers in teaching help them explore more problems
of the real situation and give them more competence to deal with the learners .
Long experience in teaching helps a teacher to solve the problems facing him/her.
The answer of the first item of the question reveals that all teachers have graduated
from the faculties of education .So they have some professional training before
they began their careers.
The result of question 3:
The teachers were asked about their satisfaction or dissatisfaction about
their jobs .The answer to this question reveals whether they like or dislike teaching
.If they like teaching, they will succeed in creating a good learning environment to
learners.
The answer of this question shows that the teachers vary in their satisfaction and
dissatisfaction.
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Table (2)
The situation No. of teachers The percentage

Very satisfied 6 11.1%
Satisfied 22 40.7%
Indifferent 4 7.7%
Dissatisfied 8 14.8%
Very dissatisfied 2 3.7%
Don’t know 3 5.5%

Don’t reply 9 16.6%
The table shows that the percentage of teachers satisfied with their job is the
highest one, which was 40.7%out of the sample while the percentage of the
teachers who responded to the item very dissatisfied is the lowest one-ie.3.7%.
When the teachers were asked to mention the reason for their satisfaction or
otherwise, 29 teachers of the sample didn’t mention any reasons, while 25
mentioned the reasons behind their choice.17 teachers out of 25 who gave reasons
for their choice mentioned that they are satisfied with the job because:
a-the language is very important to have contact with other parts of the
world;
b-the learners’ desire to learn the language;
c-interaction of the learners with the teacher makes the latter become very
happy with his job; and
d-the teachers themselves like the teaching.
While 8 teachers who gave reasons behind their dissatisfaction mentioned that:
a-they could not communicate with other people;

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b-they take less than they do;

c-they were not trained well in pre-service program ;
d-some learners don’t have the desire to learn the language and this
frustrated the teachers; and
e-there are no incentive for teachers and this leads them to be dissatisfied
with their work.
The result of question 4 and 5:
The results of the items 4&5 of the questionnaire reveal that 14 teachers of the
sample teach in the preparatory stage while 33 teachers teach in the secondary
stage. However, 7 teachers of the sample teach in both stages.
Table (3)
Preparatory Secondary stage Both stages

stage
No. of teachers 14 33 7
The percentage 25.9% 61.1% 12.9%
The table shows us that the sample of the study teaches in different stages and
they have to vary methods in dealing with each course.
The item 6 of the questionnaire was about the suitability of the course for
Yemeni learners and the answer reveals that 42 teachers of the sample mentioned
the course suitable for the Yemeni learners and their reasons are:
a-it is simple and full of pictures;

b-it uses the latest approach of teaching i.e., communicative language
teaching;
c-it gives the learners chance to talk;
d-it is very interesting for them;
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e-it includes a lot of everyday language ;

f-it is attractive, useful and easy to be studied;
g-students understand the book has language items they can use in real life
situation;
h-the language is easy-not difficult-,there are color pictures and that make
learners more interested;
i-the course has cassettes which help learners raise the level of their
pronunciation;
j-the lessons are graded from easy to difficult and the more difficult;
k-it has plenty of vocabulary items;
l-it has the communicative approach which is the best one for
teaching a foreign language;
m-it includes many simplified and interesting methods;
n-the learners could learn English without difficulty;
o-it has real and interesting topics.
While 8 teachers said that the course is not suitable for the following reasons:
i-the lessons are not connected with each other;

ii-it is above their level;
iii-it is rich in vocabulary and the learners face difficulty in learning all
this vocabulary;
iv-it is designed for pupil who already know English;
v-it depends on vocabulary which need dictionary knowledge; and
vi-there are many difficult grammar items which do not suit the
Skills of the pupils;
So the answers to this item reveal that the majority of teachers agree upon the
suitability of the course.
Question 7 reveals the teachers’ ability to describe how they attempt to teach
the course. So 42 teachers mentioned their method of teaching the new course.
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As Peter Hubbard et.al (1986) define the method as a set of techniques or
procedures.
Jack Richards et al (1987) define the same term as a way of teaching a language
that is based on systematic principles and procedures.
On the other hand, Jermy Harmer (2002) defines the method as the practical
realization of an approach and it includes various procedures and techniques
41 teachers wrote about their way of teaching and they can be divided into six
groups according to their way of teaching.
The first group of teachers consisted of 6 teachers who mentioned in their
answers that they used the communicative approach to teach the new course
because the new course is designed to be taught in this new approach, which
emphasizes that the goal of language learning is communicative competence. In
this approach the role of learner will be more active.
The second group which consisted of 3 teachers who mentioned that they used
some techniques and teaching aids to present /teach the course. They sometimes
used pair work and sometimes group work according to the situation.
The third group consisting 9 teachers mentioned that they didn’t attempt any
new way to teach but they followed /concentrated on the teachers’ book.
According to their view, teachers’ book helped them present the course properly.
The fourth group, who mentioned that they used discussion with the learner to
present/teach the course, consisted of four teachers. In this way they gave the
learners chance to talk and participate

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The fifth group, which consisted of 13 teachers, said that they tried to explain
the lessons according to the skills that it contained and may lead to integrate the
four skills of language in one lesson to let the learners be more active.
The sixth group of 6 teachers mentioned that they used drawing /realia/ flash
cards/wall charts according to the situation and according to the lesson.
However there were 13 teachers who didn’t write anything about their way of
teaching.
Thus from the different answers of teachers, it was obvious that teachers varied in
their way, every one presents the course according to his knowledge /information
and ability, but they use the new approach which let the learners be more active
and share /participate inside the class.
The researcher provided a table of reasons to choose from for explaining the
choice of methods.
Table (4)
No. The reasons Teachers

response
1- Teachers find it useful for the learners. 43
2- Teachers find it easier to follow than other methods. 13
3- Teachers were taught only this method in the college. 6
4- The inspector forces teachers to use this method. 1
5- Teachers just use this method without any strong reason for 1
doing so.
This table shows that the item (teachers find it useful for the learners) was
chosen by 43 teachers, so the teachers concentrated on the learners and tried to find
the best way according to the suitability of the method to the learners.
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While thirteen teachers chose the second reason for their choosing the method
of teaching and concentrated their using of the method as the easiest one to be
followed and to be used inside the class to achieve the objectives of the course.
Six teachers chose the third reason because they were taught this method in the
college so these teachers did not create anything new for presenting their course
and they followed only what they were taught in pre-service program.
On the other hand, one teacher for each chose the fourth and fifth reasons. This
means that there was no effective guidance for the teachers.
The result of question 8 & 9:
This question is to get the differences between the two courses of English
From the teachers and get the teachers’ opinions about the two-courses.42 teachers
mentioned the differences between the two courses:
The old course has the following aspects:
1-it has more grammar rules;

2-it contains more information about Islam;
3-its knowledge is limited;
4-it concentrates on teachers centered approach;
5-its topics were not interesting and attractive;
6-it has no colored pictures;
7-it was easy to be explained by teachers;
8-it was function-notion syllabus;
9-it used classical method and grammatical method.
10-it has story line format.
The new course has the following aspects:
1-it has more information about countries, and some sights;

2-it is more interesting and it has a lot of vocabulary;
3-it is students’ centered;
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4-it has a lot of colored pictures;

5-it is difficult to be explained by teachers;
6-it focuses on communication;
7-it develops all the four skills;
8-it is topical format and authentic;
9-it uses modular syllabus;
10-it presents the grammar rules in a new way;
11- it is attractive and interesting.
Five teachers prefer to teach the old course for the following reasons:
1-it helps learners talk correctly;

2-it deals with our own culture and environment;
3-it has more information;
4-it is very easy to be taught.
While thirty seven teachers prefer the new course for the following reasons:
1-it has a lot of vocabulary;

2-it seems as a magazine, which people like to read;
3-it gives learners more chance to speak;
4-it is suitable for learners to improve language;
5-it is flexible and authentic syllabus;
6-it encourages teachers to be more creative and imaginative;
7-it helps learners understand well.
The results of question 10:
The respondents to question 10 can be divided into two groups. The first group
who said that they used pair work and the second group who said that they did not
use this technique. The answers of the teachers who used this technique reveal the
following fact about this technique and when it was used and why. There were 47
teachers who said that they used this technique in their teaching .The answer of
teachers shows that 12 teachers used this technique sometimes, 8 teachers used it
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always, 6 teachers used it often, while 5 teachers used it rarely and 3 teachers used
it usually.
This technique should be used always to give the learners chance to talk more
during the teaching but the answers of the teachers give a hint that the teachers
didn’t have the ability to use this technique always. This technique will increase
the performance of the learners.
The answers reveal that the teachers used this technique when they have
conversation/discussion or asking and answering questions and the percentage of
teachers who used it for conversations was 42.5%, the percentage of the teachers
who used it for asking and answering was 17% and the percentage of the teachers
who used it for discussion was 14.89%.
The teachers gave reasons behind their using this technique. The reasons were:
a-to motivate the weaker learners;

b-to enable learners to exchange their knowledge;
c-to make learners understand quickly and easily;
d-to make the class participatory;
e-to improve the learners ability of reading skill;
f-to develop the learners confidence to use language outside the classroom;
g-to encourage the learners to speak English;
h-to make lazy learners be active;
i-to make learners communicate with each other;
j-to promote communication inside the class; and
k-to give the learners chance to speak/practise the language.
The answer of the second group of teachers reveals that seven teachers of the
sample didn’t use this technique. They chose their reasons form the reasons that
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were provided by the researcher to help them choose the one that make difficult the
progress of presenting the language.
Table (5)
No. The reasons/obstacles No .of The

teachers percentage
a- It is too noisy. 3 42.85%
b- It takes too much time. 5 71.42%
c- Students don’t work during pair work. 3 42.85%
d- Students don’t want to work in pairs. 3 42.85%
e- Students don’t want to listen to each other. 2 28.57%
f- Weaker students cannot do pair work. 3 42.85%
g- Teacher has lost control of his class during 1 14.28%
pair work.
h- Teacher cannot monitor all the students in his 3 42.85%
class.
i- The classroom is too crowded for pairs. 5 71.42%
j- Teacher has never done pair work before 1 14.28%
The items (b &i) got the highest percentage of the obstacles in using pair work
inside the class. While the items (g &j) got the least percentage of the obstacles in
using this technique.
However the items (a, c, d, f &h) got the medium percentage.
So the teachers, who could not manage /control the class during this technique,
will lose the time in nothing. On the other hand, the crowded classes play an
important role in hindering/deterring teachers from using this technique in
teaching.
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The answer of this question reveals that 29 teachers i.e.53.70% of the
respondent teachers used the technique of group work in teaching for the following
reasons:
i-to let the learners be more co-operative than working individually;

ii-to promote communication in classroom;
iii-to give the learners chance oral practice;
iv-to improve the performance of the weaker learners;
v-to let the learners exchange information;
vi-to encourage the learners to think and write ;
vii-to improve the learners’ pronunciation;
viii-to make the learners be more active;
ix-to make the learners participate in the discussion; and
x-to fulfill the objectives of the course.
The teachers mentioned that they used this technique when they had to teach:
a- songs or puzzles;
b- to write a paragraph or a summary;
c- to describe some pictures;
d- to discuss some items in grammar; and
e- sometimes according to the need of the lesson.
Answer to this question reveals that some teachers have the ability to teach but
they could not find encouragement to continue with the method. So 22 teachers
(40.74% of the sample) did not use this technique and they mentioned the reasons
as follows:
i-the crowded classes prevented them to use this technique;

ii-students don’t work during group work;
iii-there is no much time to use it;
iv-the class becomes noisy during group work; and
v-some teachers could not control the class.
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3 teachers of the sample did not respond to this item of the questionnaire.
The answer of this question reveals that
Table (6)
No. Name of the technique No. of teachers The percentage of

using the technique teachers
1- Wall charts 21 38.8%
2- Flash cards 19 35.1%
3- Magazine pictures 25 46.2%
4- Realia 30 55.5%
The above table shows us that using the realia got the highest percentage of the
sample, that means 30 teachers used this aid to explain /present the items of the
lesson. While using flash cards got the lowest percentage of the samples.
The realia enjoys the first preference among teachers because it is available in
society and no need to prepare it. It is real object.
Magazine pictures come in the second place because they are also accessible
and can be taken into the class any time to be used.
Wall charts came in the third order because they are to be prepared earlier and they
cost money.
Flash cards come at the end of the choice of teaching aids. Wall charts and
flash cards need to be prepared earlier, so they are not widely used.
There were 8 teachers who did not respond to this item of questionnaire.
When the teachers were asked to mention when and why they used the aids. 42
teachers out of the sample clarified their choice of using teaching aids. They said
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that they used these aids according to the requirements of lessons, when there were
new words to be taught, and when they needed to present the time/letters of the
alphabet or numbers.
They mentioned that they used these aids to:
a-fit information together;

b-help learners understand quickly and easily;
c-make the class more active;
d-attract the learners’ attention;
e-let the lesson become easy and interesting;
f-achieve the aim of the lesson;
g-save time; and
h-avoid translation
However, 12 teachers didn’t respond to this item of the questionnaire.
26 teachers mentioned that they asked the learners to participate in making these
aids and this helped them to be familiar in the content of them. While 12 teachers
prepared these aids themselves.
But the school authorities did not contribute in any way in the preparation of these
aids; however 12 teachers mentioned that the school authorities provided them
with the required stationery items.

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Table( 7 )
The choice No .of teachers The

using blackboard percentage
Always 40 74%
Usually 8 14.8%
Often 3 5.5%
Sometimes 3 5.5%
Never 0 0
The above table shows that almost all teachers use the blackboard and this
highest percentage shows the importance of this aid. The next table shows in
which stage the teachers use the blackboard:
Table (8)
No. The stages No .of The

teachers percentage
1 Presentation &practice 11 20.3%
2 Presentation 10 18.5%
3 Revision, presentation & production 8 14.8%
4 Practice 5 9.2%
5 Revision & presentation 5 9.2%
6 Revision, presentation, practice 5 9.2%
&production
7 Revision, practice &production 3 5.5%
8 Revision & production 2 3.7%
9 Revision & practice 2 3.7%
10 Presentation, practice & production 2 3.7%
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From the above table it was obvious that 11 teachers used the blackboard in the
two stages presentation and practice, while 10 teachers used it in the presentation
stage and 8 teachers used this aid in the revision, presentation and production. On
the other hand, 5 teachers mentioned that they used this aid only in the practice
stage.5 teachers mentioned that they used the black board in the revision and
presentation and 5 teachers mentioned that they used the aid in the four stages i.e.
(revision, presentation, practice and production) while 3 teachers said that they
used the black board in three stages i.e. (revision, practice and production) and 2
teachers used the black board in revision and production .The black board was
used in the revision and practice stages by two teachers ,while two teachers used
this aid in presentation ,practice and production stages. So from this table all
teachers used the blackboard in different stages but they should use the blackboard
in the presentation stage more than other stages because in this stage the items of
the language should be presented carefully and completely
Table (9): teachers using blackboard for drawing:
The choice No. of teachers The percentage

Always 5 9.2%
Usually 9 16.6%
Often 7 12.9%
Sometimes 30 55.5%
Never 3 5.5%
This table shows that teachers used the blackboard sometimes for drawing and
the percentage of this choice was the highest one .The drawing will help teachers
present the language easily and the learners will understand quickly, so the
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teachers should try to draw on the black board always to present the different items
of the language.
3 teachers said that they n ever used the blackboard for drawing because they
could not draw on the blackboard.
This item of the question was about using the cassette and how often, when and
why.
Table (10)
No. of teachers who No. of teachers who didn’t Total

used the cassette use the cassette
No. of teachers 28 26 54
The percentages 51.8% 48.2% 100%
This table shows that nearly 50% of teachers of English used the cassette to
help learners learn the pronunciation of new words sentence stress tone,etc.
The reasons why the other half couldn’t use it were:
a- they could not get it ;

b- there was no recorder in school to be used;
c- the learners couldn’t understand the voice of the cassette;
d- there were no plug points in the classroom;
e- the crowded classes hinder using the cassette; and
f- some teachers said that it was not important.
So a large number of teachers requires to be familiarized with this aid in
teaching pronunciation and presenting the new words and sentences.
On the other hand, the teachers ,who used the cassette, did not use it regularly ,they
were varied in their use .The following table shows us how often they used it .
Yahia Ahmed Qaid
Table (11)
The choice No .of teachers The percentage

Always 3 10.71%
Usually 6 21.41%
Often 5 17.85%
Sometimes 14 55
From this table, half of the group used the cassette sometimes and 3 teachers
used it always,. However 6 teachers used the cassette usually and 5 teachers used it
often.
Question 15 is to investigate the teachers’ use of the test, because it is very
important to know the performance of the learners from time to time and the result
of this question shows that all the teachers made their own tests.
Table (12)
No .of teachers. The percentage
Teachers had training. 29 53.70%
Teachers had no training. 17 31.48%
Teachers didn’t respond. 8 14.8%
This table shows us that 29 teachers has prior training in testing and the
percentage of this group is 53.70%. While 17 of them had no training and the
percentage of this group was 31.48%. The last group who did not respond to this
question was 8 teachers of 14.8%.

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The result of the third item of this question that 31 teachers used the test
monthly to test the learners, while 9 teachers did not specify. 5 teachers said that
they had a test after each unit to help them revise the previous unit before going to
explain the new unit.5 teachers did not respond to this item of the questionnaire.
The learners should know their result with their paper to help them avoid the
mistakes they had made. So the result of this item of the questionnaire shows that
29 teachers reached the result by giving the paper of the test to the learners to help
them know their marks and avoid the mistakes they had made.
20 teachers did not clarify how they reached the result and 5 teachers did not
respond to this item.
This question is to investigate the purpose of the test and the result of it shows
that 19 teachers could order the purpose of the test.
1-the item (vii) was chosen by seven teachers to be the first purpose of the
testing;
2-the items (i, iii, v, vii) were chosen by three teachers to be the second
purposes of the testing;
3-the items (I, iii, ix) were chosen by four teachers to be the third purpose of
the testing;
4-the items (ii, iii, vii) were chosen by three teachers to be the fourth purpose
of the testing;
5-the item (v) was chosen by five teachers to be the fifth purpose of the
testing;
6-the item (vi) was chosen by five teachers to be the six purpose;
7-thes (I, iv) were chosen by five teachers to be the seventh purpose;
8- the item (vii) was chosen by five teachers to be the eighth purpose;
9-the items (v, viii) were chosen by two teachers to be the ninth purpose.
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On the other hand 35 teachers did not respond to this item of the questionnaire.
When the teachers were asked to choose the most useful and the least useful. The
item (measuring what a student knows) was the most widely acknowledged use of
the test. This is according to eighteen teachers who chose this item.
The least item was (giving each student a course grade). Nine teachers chose this
item.
So the sample of the teachers agrees upon the most important purpose of testing
which is to measure what a student knows.
The result of the third item of this question shows that 30 teachers did not respond
to this item when they were asked to mention the reason behind their choice of the
most and least useful purpose of testing. Whereas 22 teachers gave their reasons
behind their choice.
The reasons behind the teachers’ choice of the most useful purpose of testing
were according to the opinions of teachers to help them:
i- know the performance of the learners;

ii- encourage the learners;
iii- know the weaker learners;
iv- know what the learners need; and
v- discover the adequacy of the teaching.
2 teachers did not identify reasons behind their choice.
The question is to investigate whether the teachers chose known passages from
the course for comprehension test or unknown passages. The result of the answers
shows that 28 teachers chose unknown passages for the following reasons:
a- to help the learners improve their knowledge ;

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b- to make learners read;

c- to help them think more to answer;
d- to help them avoid cheating and memorizing;
e- to help them guess new vocabulary items;
f- to check their ability to understand;
g- to know their level of understanding ;
h- to encourage them to read; and
i- to avoid repeating information in the book.
While 12 teachers who used to take the known passage from the course mentioned
that a familiar passage:
i-help learner answer the questions easily;
ii-avoid the difficult words to save the time of the test.
On the other hand 6 teachers did not respond to this item of the questionnaire.4
teachers said that they sometimes take the passage from the course and sometimes
from outside the course. Two teachers mentioned that choosing such passages
would be according to the level of the learners and two teachers did not clarify
their stand.
This question is to investigate the state of affairs of the school, whether it is
crowded because crowded classrooms make the teacher’s role difficult. The
answers show that most of the schools of Hodeidah city are crowded with class
strength of 50 to 75 students while four schools are very crowded having between
80 to105 students in each class.
On the other hand, 23 teachers mentioned that their classes are between20-45
students and these teachers are not from Hodeidah but from Zabid and Bait
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Al-faqeeh. This shows that the crowded classes are in the main cities.3 teachers
did not respond to this item of the questionnaire.
This question shows that the three cites, where the questionnaire was
administered, did not suffer from the shortage of teachers of English.
When there are many teachers, there should be an association to gather all the
teachers in one group to help each other.
The second item of this question tells us that 27 teachers mentioned that they
formed an association while 23 teachers did not form such an association and four
teachers did not respond to this item.
16 teachers out of 27 mentioned that they had regular meetings to be held but this
meeting varies in getting together.
The result of the third item of this question was about the topics the teachers
discussed in their meeting. All the sixteen teachers said that they discussed the
following points:
1- using visual aids;

2- shortage of books;
3- preparing teaching aid;
4- method of teaching;
5- preparing the final term test;
6- preparing lesson plan;
7- discussing level of the learners;
8- dealing with slow learners; and
9- improving the performance of the learners.
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The result of the fourth item of this question was about the language that
they used in such meeting
Table (13)
The language No. of teachers The percentage

Arabic 6 37.5%
English 3 18.75%
Both 6 37.5%
Did not respond 1 6.25%
The table shows that 6 teachers out of sixteen used Arabic in their discussion
so they did not use English even in their meetings with colleagues while 6 teachers
mentioned that they used both languages, but 3 teachers used only English in their
meetings. Using English for discussion will help them to improve their own
language proficiency ;one teacher did not respond to this item.
Thus, the teachers can improve their language performance in teaching by
forming such associations, holding regular meetings and using English language in
the discussion. But 24 teachers out of the sample of the study didn’t form any
association. These teachers mentioned their problems in forming such associations:
1- some teachers didn’t have the desire to form it;

2- some teachers didn’t have time to hold the meeting;
3- some teachers didn’t know anything about it;
4- some schools refused to permit the formation of such associations;
5- there was no co-operation between teachers; and
6- the inspectors didn’t visit some schools.
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Language competence (LC) is very necessary for all the teachers of English to
help them teach well, so the answer of this item of questionnaire shows that 39
teachers mentioned that their language competence is adequate for teaching
English while5 teachers mentioned that their LC is not adequate for teaching and
10 teachers didn’t respond to this item.
Table (14)
high Medium low Did not respond

9 37 ----- 8
This table clarifies the teachers’ competence and 9 teachers mentioned that
their LC is high and 37 teachers said that their LC is medium while 8 teachers
didn’t respond to this item.
Table(15)
Teachers need to No need to Didn’t respond

improve improve
42 7 5
This table shows that forty-two teachers said that they need to improve their
competence to teach better, while seven teachers said that they felt no necessity to
improve and five teachers did not respond to this item.
When they were asked to choose the reasons behind their need to improve, 37
teachers chose the reasons from the reasons that were provided by the researcher.
The sixth item of the reasons i.e., (teachers had no idea about dealing with slow
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learners) was chosen by twenty teachers .The first item i.e., (they face difficulty in
making the learners understand some complex ideas) was chosen by 19 teachers.
Then the ninth item i.e., (they had no idea about the techniques to be used to teach
effectively) was chosen by 12 teachers. The fifth item i.e., (they had no idea about
communicative approach) was chosen by 9 teachers.
The researcher noticed that the four reasons were very important and these
reasons obstruct the learners from learning. So the teachers should have topics
about dealing with slow learners, helping teachers by some new ways to make
learners understand some complex ideas and they should have some information
about the communicative approach.
On the other hand, very few teachers chose the other reasons.
Table (16) :Inspections:
No. of teachers The percentage

Teachers were visited 50 92.59%
Teachers were not visited 1 1.85%
Teachers did not respond 3 5.55%
The result of this question shows that 50 teachers out of the sample mentioned
that the inspectors visited school to evaluate the teachers, while one teacher said
that the inspector did not visit his school.3 teachers did not respond to this item.
Table (17)
Monthly Terminal Annual

Once 15 5 7
Twice 1 11 11
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This table shows how often the inspectors visit schools and their visit varies
between once and twice in every month or term or a year.
So the inspectors visit the schools to evaluate the teachers and to discuss the main
problem they face during their teaching.
40 teachers said that the inspectors held meetings with them, 10 teachers said that
the inspectors did not hold meeting with them and 4 teachers did not respond to
this item.
Nine teachers out of forty teachers mentioned that the inspectors held meeting
with them individually while sixteen teachers said that the inspectors held the
meeting with all of them. However fifteen teachers said that the inspectors held the
meeting individually then with all of them.
In the individual meeting the inspectors will discuss the problems that they find
in the teacher’s teaching or the points that can be found in each teacher, but in the
meeting with all the teachers, the inspectors will discuss the general problems of
teaching, the latest theories of teaching, preparing and using teaching aids…etc.
The researcher provided 11 topics and asked the teachers to choose the topics
that the inspectors discussed with them, they chose the fourth item as the most
discussed item by the inspectors and the seventh item as the least one. The rest of
the items come in between.
The following table will present the topics as they were chosen by the teachers
and ordered from the most important to the least one.

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Table (18)
No. The order of the topics No. of Teachers.

1- The level of the learners. 38
2- Preparing lesson plan. 28
3- Achieving the objectives of the course. 19
4- Preparing teaching aids. 16
5- Dealing with slow learners. 15
6- Dealing with new course. 14
7- Controlling the classes. 13
8- Setting questions. 10
9- Discussing the advantages of using pair/group work. 9
10- Dealing with the mixed ability classes. 7
11- Discussing the latest theories of ELT. 3
The level of the learners is a very important topic so it was the first topic that
the teachers chose. So the teachers and inspectors should concentrate on the level
of the learners and work together to raise it by solving the problems before the
learners.
The second item, which was chosen by teachers, was preparing lesson plan.
Preparing lesson plan is necessary for teachers to be able to present the lesson well
without any hesitation.
The third item was achieving the objectives of the course and nineteen teachers
chose this item. The role of the teachers is to teach the learners and achieve the
objectives of the course. The objective of the English course are to let the learners
use the language properly outside the class, so how teachers help the learners learn
this language and use it without any difficulty.

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The fourth item should be taken into account, because teaching aids are necessary
for helping learners understand the items of the language and they should be a part
of the teaching process. So the teachers should know how they could prepare these
aids to help them present the language well.
The fifth item of the topic was about dealing with slow learner. The latter plays a
very important role inside the class. When the teachers could not deal with them,
the teaching process will be not active because the slow learners are more than the
others. So the teachers should learn how to deal with these learners and how they
can help them.
The teachers chose the other reasons for their importance for them and the learners.
When the teachers were asked to mention the problems they faced, they
mentioned the following problems:
1-the classes are very crowded.

2-the low level of the learners.
3-shortage of books of English
4-shortage of teaching aids.
5-the learners lack of interest in study.
6-some teachers lack the ability to deal with slow learners.
7-the cassettes are not available.
As I am a teacher, I have found such problems during my own teaching. The
most important problem, I have found, are the crowded classes and the learners do
not have a desire to learn English and some learners were not conceived they
should study this language.

Yahia Ahmed Qaid
When solutions for these problems arte not found, learners suffer. This is revealed
in the results of the tests every month or at the end of every term. A lot of learners
failed in English .
The teachers were asked whether these problems affect their performance. The
following table will show the number of teachers who responded to this item.
Table (19)
The effect of the problems on the performance of teachers.
No. of teachers The percentage

Teachers who said yes 29 54%
Teachers who said no 11 20.37%
Teachers who did not respond 14 25.92%
The table shows that the percentage of the teachers who subscribed to the view of
the effect of the problems on the performance of teachers is high, so these
problems should be resolved to let the teachers do their work.
This question will investigate how the teachers overcome their problems. The
following table will show the ways that teachers use to overcome their problem.
Yahia Ahmed Qaid
Table (20)
No. The way No. of The percentage

teachers
1- By reading about techniques of teaching 21 77.77%
English.
2- Discussion with and guidance from senior 11 40.7%
colleagues.
3- By modeling teaching on the teaching style 9 33.3%
of experienced teachers.
4- Through trial and error. 7 25.92%
5- Watching senior colleagues at work. 4 14.81%
From this table we can notice that the teachers try to solve their problem by
reading about techniques of teaching English and this solution got the highest
percentage, while watching senior colleagues at work was chosen by very few
teachers as a solution to their problem and this got the lowest percentage.
When they were asked whether they gave a chance for learners to actively
participate in the learning process or they did every thing.
Table (21)
Active student Teachers centred. The teacher

participation . who didn’t
respond.
No. of teacher. 34 6 14
The percentage 62.96% 11.11% 25.92%
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So from this table, it is obvious that thirty-four teachers tried to make learners
talk, i.e. student time talk (STT) than teacher time talk (TTT).
According to Larsen-Freeman,(1986) teachers in communicative classrooms will
find themselves talking less and listening more and becoming active facilitators of
their students' learning (Larsen-Freeman, 1986 quoted in Ann Galloway 1993).
This trial is to give the learners chance to improve the language and help them
participate inside the class and be positive. The new English course requires the
learners to do a lot of exercise by themselves, so the student time talking should be
more than the teacher time talking. In this situation the role of teacher is evident by
that of a guide and facilitator.
Six teachers did not give the learners any chance to speak but they did every thing
and the role of the learners was reduced to be passive listeners. Fourteen teachers
did not respond to this item of the questionnaire. The teachers who gave the
learners chance to speak, said that they gave the learners the chance in different
stages. They let the learners make conversation, describe the pictures, ask and
answer the question about the passage during reading lessons, and talk about
themselves.
The result of this item shows the number of teachers who used to observe the other
teachers’ teaching to learn from them.

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Table(22)
No. of The
teachers percentage
Teachers who observe the teaching of other teachers. 18 33.33%
Teachers who didn’t observe the teaching of other 31 54.40%
teachers.
Teachers who did not respond to this item. 5 9.25%
If the teachers want to improve their teaching, they should observe their colleagues
teaching to know what they do in their teaching. This table shows that only
eighteen teachers out of the sample of the study observe the teaching of other
teachers. So the percentage of the teachers who did not observe their colleagues
teaching was more than the teachers who observe the others.
The teachers should learn /know the advantages of observation to help them in
their teaching. By observation, teachers will discover new techniques to solve
problems of teaching. They can raise their performance of teaching if they co-
operate with their colleagues.
When the teachers were asked whether they invited their colleagues to observe
their teaching, their answers were varied.
Table (23)
No. of teachers. The percentage

Teacher who invited their colleagues. 22 40.74%
Teachers didn’t invite their colleagues. 27 50%
Teachers didn’t respond. 5 9.25%
This table shows that only twenty-two teachers out of the sample invited their
colleagues to observe their teaching while the other half did not invite their
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colleagues .So the percentage of this group of teachers clarifies that they lack the
knowledge about the advantages of exchanging observation to improve
themselves.
The inspectors should explain to teachers the importance of observation and
encourage them to observe their colleagues.
When the teachers were asked to mention the advantages of exchanging visiting
between themselves, 29 teachers mentioned the following advantages:
1- knowledge of the weakness of oneself and get rid of it;

2- rich information content of the colleague;
3- improving using teaching techniques;
4- acquiring experience from the experienced teachers;
5- recognizing the role of teachers inside the class;
6- investigating of teachers’ own teaching;
7- watching colleagues style of teaching;
8- discovering own faults;
9- exchanging opinions about some problems of the class;
10-avoiding the mistakes of others;
11-giving teachers encouragement to continue teaching; and
12-helping new teachers acquire experience from senior teachers.
When they were asked whether there’s any in-service training program in
Yemen, 32 teachers out of the sample said that there was not any in-service
training while 4 teachers said that there was and 5 teachers said they did not know
anything about this program. On the other hand, 13 teachers did not respond to this
item.
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Table (24)
Yes No Did not know Did not

respond
No.of teachers 4 32 5 13
The percentage 7.40% 59.25% 9.25% 24.07%
The highest percentage of teachers said that there was no in-service training in
Yemen and this leads to the necessity of founding such programs to help teachers
improve their level of teaching. The teachers should have some program from time
to time to refresh their information about teaching.
When the teachers were asked to define the term in-service training
11 teachers succeeded in defining it and 12 teachers could not get the right
definition while 31 teachers did not respond to this item.
Table (25)
Define the term, Could not define Did not respond to

In-service training. it. this item.
No. of teachers . 11 12 31
The percentage 20.37% 22.22% 57.40%
So this table shows that the teacher, who couldn’t define this term, need to
know the advantages of it and be more aware of its necessity to help them get more
experience in teaching.
All the teachers who defined this term agreed upon that, this term means a
program given to teachers while they are working in schools to improve their
performance in teaching and acquire experience from the qualified inspectors

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,supervisors or experts. This program, according to them, help them solve their
problems inside the class and gives them solid foundation to face the problems and
deal with mixed ability classes and slow learners.
This question is to get the differences between the two programs that the
teacher should attend .The first one should be before joining the education field,
while the other will be while working as a teacher.
The first program is the per-service training program that is provided by the
faculties of education and the second program is the in-service training program
that is necessary to be held with the co-operation of the Ministry of Education and
Faculties of education
Table (26)
No. of The
teachers percentage
Teachers who gave the differences. 13 24.07%
Teachers who didn’t know the differences. 9 16.66%
Teachers didn’t respond to this item. 32 59.25%
So this table clarifies that only 13 teachers know the differences between these
two program and 9 teachers did not know any thing about the difference between
these programs. On the other hand, the percentage of teachers who did not respond
to this item was very high and that means they neglected this item or they did not
have any information about these two programs.
The teachers who differentiated between these programs uniformly maintained
that the per-service training is a program held in a faculty of education to prepare

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students to be teachers while the in-service training is held for teachers working as
teachers in schools and give them some new information about methods, techniques,
preparing teaching aids and dealing with slow learners and crowded classes,etc…
The result of question31:
When they were asked to mention the goals of pre-service training, 24 teachers
tried to mention the goals and they agreed upon these goals:
1-preparing teacher for real teaching;

2-preparing them to use teaching aids;
3-preparing teachers to know how they can teach and behave with the
students;
4-providing them with some essential information for teaching inside the
class;
5-acqiring the confidence to stand before the students;
6-creating new ability on teachers’ skills; and
7-preparing them to use teaching techniques.
When the teachers were asked to mention the goals of in-service training program,
twenty-three teachers mentioned the following goals:
1- to improve teachers’ ability to teach;

2- to be given the latest theory of teaching and methods;
3- to be trained to solve their own problems;
4- to update the ways the teachers use;
5- to cope with the new changes;
6- to evaluate performance;
7- to refresh the information and methods of teaching;
8- to help teachers modify their techniques;
9- to help teachers develop the style of teaching; and
10- to improve teachers’ performance.
Thirty-one teachers out of the sample didn’t respond to this item either they did
not know the goals of this program or they neglected this item of the questionnaire.
Yahia Ahmed Qaid
When the teachers were asked to mention who should be responsible for
conducting in-service training program, 27 teachers mentioned that ministry of
education should be responsible for that while six teachers said that faculty of
education should do that but one teacher said that high institute should be
responsible for that. Two teachers agreed upon that the faculty of education and
high institute should be responsible and one teacher said that ministry of education,
high institute and faculty of education should do that. There should actually be a
concerted effort by all the three bodies. Expertise from the Faculty, planning by the
High Institute and policy and financial backing by the Ministry of Education.
When they were asked to mention the rationale of such program, 7 teachers said
that the rationale of this program is:
1- to improve the level of teacher performance;
2- to provide the new approaches for teaching;
3- to recognize the new strategies and skills;
On the other hand, 47 teachers did not respond to this item of the questionnaire.
When they were asked if they would like to attend such programmes, thirty
teachers, who participated in this item, mentioned that they would like to attend it
to improve their performance, while twenty-four teachers did not respond to this
item.
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When they were asked to mention the topics to be covered, they mentioned the
following:
1-how to deal with slow learners;

2-how to make learners speak well;
3-how to deal with crowded classes;
4-the way of designing the tasks;
5-how to deal with mixed ability classes;
6-how to make the learners active;
7-how to minimize the use of Arabic inside the English class;
8-how to prepare teaching aids and use them;
9-how to use the techniques well;
10-the advantages of testing;
11-how to prepare the test;
When the teachers were asked to mention the reasons behind their choice to
the topics that should be covered in the program of in-service training of English
teachers, they mentioned the following reasons:
1-some teachers lack experience in these topics;

2-some teachers did not study some of these topics;
3-they are very important for every teacher;
4-some of these topics are not included in the syllabus of Faculties of
Education;
The answer of this question shows that 17 teachers mentioned that the suitable
time for conducting such program is the end of school year and before the new
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school year begins. While 8 teachers vary in their answers from once every week,
every month, every term and during the school day at afternoon time.
On the other hand 29 teachers did not respond to this item.
The analysis of inspectors’ questionnaire
The result of questions 1and 2:
The experience is a prerequisite even for an inspector. The inspector could not
evaluate teachers well if he lacks the experience .so the answer of the first question
shows that the inspectors have varied range of experience. Six inspectors
participated in this questionnaire. The following table will identify their
experiences as teachers and inspectors:
Table (27)
The experience of the respondent:
No. As teacher As inspector

1- 5 12
2- 9 9
3- 8 8
4- 9 1
5- 10 2
6- 4 10
Four inspectors had long experience working as a teacher while two inspectors
did not have long experience. Three inspectors had long experience working as
inspectors. The experience as a teacher will help the inspector discover the
shortcoming of teachers’ performance during their visit and the experience as an
inspector help him evaluate the teachers well.

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In answer to this question, three inspectors mentioned the criteria for evaluation
of teachers of English.
Table (28)
1 st inspector 2nd inspector 3rd inspector

Appearance Efficiency How to explain lesson
Information Classroom management How to deal with slow
learners
Controlling the class performance How to control the
classroom
Pupils’ involvement Teachers’ personality
This table clarifies that the inspectors have different criteria for evaluating
teachers, but they should have specific criteria to eliminate the weakness of
teachers’ performance.
When the inspectors visit teachers in their schools they should have some
observation categories to be used to judge the teachers’ performance, so the result
of the fourth question shows that the inspectors vary in their using of these
observation categories.
1-one inspector uses all the five observation categories in order to observe the
teachers’ teaching;
2-the second inspector uses the first four of these observations and neglects the
fifth one.
3-the third inspector of the sample uses the first , third and the fourth of the
observation categories to do his job in evaluating teachers;
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4-Another inspector uses the first, the second, and the fifth one while he neglects
the third and the fourth;
5- the fifth inspector uses the first and third while he neglects the other observation
categories; and
6-the sixth inspector concentrates on the fourth observation category to do his job
of evaluating the teachers.
Table (29)
No. Observation categories No. of teacher The percentage

1- Classroom procedure 5 83.3%
2- Teaching aids 3 50%
3- Pupils involvement 4 66.6%
4- Teacher’s personality 4 66.6%
5- Command of English 2 33.3%
This table shows that 5 inspectors use the first observation category to observe
the teachers inside the class while four of the sample use the third and fourth of the
observation categories .on the other hand three inspectors concentrate on the
teaching aids during their evaluation of teachers, but two of the sample concentrate
on the teacher’s command of English .so the difference in categories gives us that
the inspectors do not have a specific criteria for evaluating teachers .
The result of this question shows that the inspectors did not visit to schools
regularly. Their visits will help teachers to solve their problems.
One inspector said that he paid the visit to school twice a week while another one
paid a visit three times in a month and the third one said that he paid the visit twice
or three times in a year.

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On the other hand two inspectors did not mention any specific time for their visit
to schools and they said that they visited school according to the exigencies of the
time.
The answer of this question shows that the sample of the study held a meeting
with teachers during their visit to their schools while one inspector mentioned that
he sometimes held the meeting and sometimes did not hold it.
For the best results, their meeting should be with individual teachers as well as
with all the teachers.
This item shows that the inspectors held the meeting individually and with all
teachers because there is some private observations the teacher should know while
when the inspectors want to discuss general information, s/he should meet them
together.
When the inspectors were asked to mention the topics that they discuss with
teachers during their visit to schools, they mentioned the following topics:
1-lesson plan;
2-language skills;
3-teaching aids;
4-use of blackboard;
5-using teaching techniques;
6-using production;
7-preparing test;
8-dealing with slow learners; and
9-using cassette.
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All the inspectors do not discuss these topics but every one has his own
preferences. They agreed upon the importance of all these topics.
When they were asked about languages they used with the teachers during their
meeting with the teachers, all the sample of the study revealed that they used both
the language i.e., Arabic and English in their discussion.
When the inspectors were asked to mention the problems they found in the
teachers’ teaching, they mentioned the following problems:
1-most teachers are not trained well;

2-most teachers are frustrated;
3-school administrations are to develop good contact with the parents;
4-the learners don’t have the desire to learn;
5-some teachers speak all the time inside the class;
6-some teachers use Arabic language in their teaching;
7- the crowded classes;
8-some teachers don’t know how to plan the lessons;
9-schools lack teaching aids;
10-teachers could not deal with slow learners; and
11-some teachers do not use the cassette;
The reasons behind these problems from the point of view of the inspectors:
1-some teachers have another work;

2-difficult life conditions;
3-teachers lack the desire to improve themselves;
4-the lack of relationship between teachers and learners;
While three inspectors did not respond to this item of the questionnaire.
When they were asked whether these problems affect teachers’ performance, their
response was positive. They also maintained that most of the teachers did not pay
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any attention to the weakness of the learners; they came to class, explained their
lessons and left the class without any interaction between them and learners.
When they were asked how they could help teachers overcome their problems
One inspector said that; he guided them
1- how they could use teaching aids;

2- how to teach language skills;
3- how to deal with large classes;
4- how to use cassettes and how to deal with individual differences among the
learners.
Two inspectors said that the teachers overcame their problems by constant
discussion with the inspectors.
One inspector said he held meeting to discuss the problems that teachers faced
during their teaching and he held model lessons before them, showing how to
teach well and how to overcome problems.
While two inspectors did not mention how they helped teachers overcome these
problems.
When they were asked whether they thought language teacher competence
(LTC) of teachers was adequate for teaching English, all the inspectors said no.
When they were asked whether the teachers needed to be improved, the sample
of the study mentioned that all teachers needed to be improved to face their
problems and to raise their level of performance of teaching.
The inspectors prioritized in the list of things to be attended to during in-service
training:
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a- make the learners understand some complex ideas;

b- t communicative approach;
c- effective techniques;
d- dealing with slow learners ;
e- classroom control and management;
f- dealing with large classes;
g- organizing group/pair work;
h- lesson planning ;
i- self confidence;
j- setting questions.
All the items, actually require serious attention for effective teacher
performance
When the inspectors were asked whether they concentrated on lesson plan
or let the teachers do what they want; four inspectors said they concentrated on
lesson plan while one inspector said he did not concentrate on it and the last
one said he concentrated on how the aims of the lesson should be achieved in
the class.
When the inspectors were asked to mention how they found teachers using
the blackboard, they said they found them using it sometimes appropriately and
sometimes not so useful.
This question was asked to know the teachers’ use of the teaching aids i.e.
wall charts, falsh cards, magazine pictures, and realia.so
1-two inspectors found teachers using only wall charts and flash cards ;
2-one inspector found them using flash cards, magazine pictures and
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realia;
3-one inspector found teachers using magazine pictures;
4-one inspector found them using wall charts; and
5- one inspector did not find them using any teaching aids.
When they were asked to mention in which stage they used these aids,
three inspectors said that teachers used these aids in presentation stage while
one inspector said that teachers should use these aids in all stages but one
inspector said he found them using these aids in practice and one inspector did
not respond to this item of the questionnaire.
When they were asked to mention whether there is any in-service training
program in Yemen, all the inspectors said that there is no formal in-service
training program in Yemen until now. While one inspector mentioned that
there was a workshop held in Sana’a at the beginning of introducing the new
course and this workshop was only for inspectors. The aims of this workshop
were to present some information about the course and how it can be taught.
The inspectors could not provide a suitable definition of in-service
training. But four inspectors tried to give the definition of this term as:
1- training teachers who are teaching English for

updating ideas and improving their performance.
2- Giving teachers some experiences and teaching them
the new techniques.
3- Making teachers in contact with new ideas, new
techniques and improve their level.
4- Providing help in any way to the teachers.
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While one inspector said that it means training while teachers work in school
and one inspector did not respond to this item.
When they were asked to mention the differences between the two
programs, i.e. pre- and in-service training, they mentioned the following
differences:
Table (30)
Pre-service In-service
Information had given to teachers New information is given to
before joining the field of education. teachers
Academic study before joining the Study while working as a teacher
field of education.
Before service During service
While one inspector did not respond to this item.
The answer of this question shows the reasons for in-service training in
Yemen and 5 inspectors mentioned the following reasons:
1-to improve teaching and learning processes;

2-to sensitize teachers to new techniques in teaching;
3-to update their information.
One inspector did not respond to this item.
The inspectors were asked to identify the agency responsible for in-service
training program. Three inspectors said that the Ministry of education should
be responsible for conducting this program, while one inspector said all the
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authorities (ministry of education, faculty of education and high institute)
should be responsible for doing this program.
On the other hand, another inspector mentioned that ministry of education
and high institute should be responsible for that and one inspector mentioned
the ministry of education and faculty of education should do that
The entire sample agreed upon the responsibility of Ministry of education for
conducting such program because it is the apex body for promoting all
educational activity in the country..
When the inspectors were asked to mention the rationale of such program;
no one of the inspectors could mention the rationale.
When they were asked to mention the procedures and methods that should
be taken in conducting this program, they could not mention any procedures or
methods. They mentioned topics instead of procedure and this means that
either they misunderstood the item or they did not read it carefully.
When they were asked to mention topics that should be covered /discussed
in such programs; one inspector mentioned these topics and the reason behind
his choice is they are very related to the problems of our situation:
1- Effective teaching;
2- Classroom management;
3- Planning /analyzing materials;
4- Using teaching aids;
5- Planning lessons;
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6- Using cassette;
7- Dealing with slow learners;
8- Using techniques;
9- Lack of confidence.
While one inspector mentioned the topics that should be discussed and he said
all the items that were mentioned in question 11 should be necessary to be
discussed in such programs because they are what teachers need to be helped
with.
The result of the question 23:
When they were asked to mention the suitable time for conducting such
program, four inspectors mentioned that it should be essentially a part time
engagement. The reasons for the time frame are as follow:
1- Some teachers don’t have enough time to attend such program;

2- Most of the trainers are not free all the time;
3- Teachers can attend such program without creating vacancy in
schools.
While one inspector mentioned that it should be full time in order to be taken
seriously on the part of the trainees ,the other inspector did not respond to this
item.
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Chapter 5
Discussion, suggestion, conclusion and recommendations
5.1-Introduction:
This study aims at investigating the nature and scope of in-service training
in Yemen. By the two questionnaires that were administered to teachers and
inspectors, the researcher identified the level of performance of teachers and
how they present English to the learners.
There are many ways to present the language to the learners and the teachers
’response to the items of the questionnaire revealed what the teachers use, how
they use and when they use the aids or techniques to enable the learning
process.
To be a teacher it is not enough to know how to carry out professional
activities. It is necessary to assume a teacher’s point of view, to internalise the
teacher’s role. It is necessary to regard oneself as a member of the teaching
community and to be able to use the specific resources of the profession. In
short, it is necessary to assume a teacher’s professional identity, that is, to
identify with the teacher’s professional group. A professional identity requires,
of course, the mastery of knowledge and abilities essential to professional
performances, but it also involves assuming essential norms and values of the
profession and an attitude of commitment to improving education. Its
construction poses complex problems to teacher education programs.

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The inspectors’ questionnaire helped to identify the level of the performance of
English teachers from the inspectors’ point of view. They identified the
shortcomings of teachers and how to raise the performance of teachers.
5.2.Discussion
The aim of this study is to identify an agenda for in-service training of
teachers of English. From the instrument that was used in collecting data and
information about the teachers of English, I noticed that some teachers have the
awareness of the necessity to improve ways of teaching but they felt constrained
by the indifference of education office and school. The latter did not encourage
teachers to improve the ways of teaching.
While some teachers mentioned that the curricula of the faculties of education
should be updated according to the latest theories of teaching.
This study revealed the importance of techniques and teaching aids in raising
the level of learners and helping teachers in presenting the items of the language
.Not all teachers use them for want of information and commitment.
From analyzing the questionnaire, it was clear that teachers did not have
adequate information about pre-service and in-service training in spite of their
attending the pre-service program during their study at the faculty of education.
They did not know that studying at the faculties of education constitute the pre-
service program to prepare them to teach after finishing their study .
This study revealed the shortcomings of teachers in teaching. People
responsible for education of the country should find solution for those by
sponsoring in-service training for teachers from time to time to update their
information and technique.

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This study also revealed the role of inspectors in evaluating teachers and in
solving problems.
If the inspectors do their job properly to raise the level of teaching in Yemen
and the teachers would be guided in solving their problems.
5.3.Suggestions:
The Ministry of Education with the help of the High Institutes and Faculties of
Education should conduct programs of in-service training for teachers to update
their information about teaching. These programs can be held annually at the
beginning of every school year.
According to the inspectors’ reports about the performance of teachers, these
programs can discuss the main problems teachers face during their work in
schools. The following topics are mentioned by teachers and inspectors:
1-dealing with slow learners,
2-making learners speak well,
3-dealing with crowded classes,
4-ways of designing the tasks ,
5-dealing with mixed ability classes,
6-making the learners active,
7-using the techniques ,
8-preparing testing,
9-classroom management,
10-preparing and using teaching aids,
11-planning lessons,
12- planning blackboard ,and blackboard drawing,

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13- presenting vocabulary ,and correcting errors,
14- using English in the class.
These topics should be elaborated by the educator and trainer to be discussed with
the teacher trainees during the program of in-service training.
Teachers’ attendance should be compulsory at least once in a year to help them
gain more knowledge and this will help them revise their ways of teaching of the
previous school year and help them be more confident in their work.
According to Adrian Doff (1989) there are three main kinds of activity in such a
program:
1-demonstration,
2-discussion , and
3-pair and group work activities
Demonstration is to allow participants to witness a procedure or an act. This
demonstration can then be practiced by participants and supervised by the trainer.
It brings to life some information that has been presented in a lecture, discussion,
or explanation. For example, a discussion of a particular training technique may
not be as effective as a direct demonstration of that technique that participants can
both experience and/or apply themselves.
Process of the demonstration:
a. Trainer explains the purpose of the demonstration.
b. Trainer demonstrates procedure or new behavior.
c. Participants ask questions, engage in discussion.
d. Participants practice with trainer/peer supervision.

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The teacher trainees should involve themselves, participate and contribute their
own ideas, their own experience to bear on the topic under discussion. Discussion
also helps the trainer see how well the teacher trainees understand the new ideas
being presented.
Pair and group work are two activities that should be used with some topics to be
elaborated and these activities allow more teacher trainees to be involved in the
activity and give a chance for them to help each other and develop ideas together.
Grouping is an essential part of training and can be used by the trainer to either
bring people together randomly, to have teachers of the same school or school
district solve problems together, or to discuss opposing views or methods with
colleagues. The trainer may ask the participants to choose partners or assign
partners according to the criteria suggested above. The trainer can use this
technique to promote participation or to establish working groups for outside
training assignments. Possible tasks might be writing objectives and lesson plans,
curriculum design, analyzing situations or reporting.
The program has great potential to provide in promotion techniques to raise the
performance of the teacher trainees.
i- Brainstorming
Brainstorming is a useful technique to elicit a wide range of ideas and
information from participants to tap the experience and expertise of the
participants.
All ideas and experiences generated by participants are collected and recorded
without the threat of judgment or criticism. Brainstorming is used to help focus or
clarify activities or a content area. This technique also promotes creativity and
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finding solutions to problems. Brainstorming is particularly effective in opening
sessions to establish goals, objectives, expectations and norms (rules) for the
training program
The process of brainstorming:
a. The trainer tells the group that the purpose of the exercise is to elicit as many
ideas as possible about a particular topic.
b. Participants are invited to call out as many ideas as they can possibly generate
about the topic being investigated. They are asked to draw upon personal
experience and opinion, be creative and imaginative. (At this point no ideas are
rejected or analyzed - everything offered is accepted and encouraged).
c. Trainer writes all ideas down on newsprint, board etc. for all to see
d. After ideas are generated, the group discusses and analyzes the information
collected. At this time, the trainer can ask each person to clarify points they have
made that are unclear to the group.
e. The trainer then helps to group and prioritize ideas. This can be done by
consensus, vote, or compromise.
f. Through this process of prioritization, the trainer helps the group identify key
ideas for the group to pursue or further investigate.
ii-Lecture
To provide participants with specific information and/or set the stage for an
experiential activity.
Lectures are used to highlight key points of content. They differ from traditional
lectures in that they often incorporate participant interaction and, at times, give the
impression of a discussion.
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Process of the lecture:
a. Trainer prepares outline of lecture and supporting instructional materials.
b.Key information is presented to participants.
c. Trainer solicits information and/or questions from participants.
d. Trainer allows discussion of unclear points.
e. Trainer summarizes, concludes and proceeds to next part of the session.
iii-Role play:
To allow participants to practice learned behavior in new situations, act out
real-life situations, and experience new perspectives.
Roles may be set up by the trainer or participants may make up their own roles.
Participants can thus explore solutions to situations or problems under discussion.
Since this is a role play, discussion can center around the role and characterization
presented by the participant and thus avoid criticism of the participants themselves.
Role plays can be used in the large group or in smaller groups if appropriate.
Process of the role play:
a. Description of role play given orally or as a handout (developed by trainer or
participants).
b. Participants of role play are given a time limit to prepare.
c. Participants act out role play as the characters that they are portraying.
d. Trainer facilitates discussion/analysis of behavior portrayed or felt by
participants.
e. Participants offer suggestions for changing their own behavior/attitudes.

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iv-Case studies:
To allow participants to analyze and discuss a real or hypothetical situation they
might encounter.
By reading a detailed case study participants are able to identify alternative
behaviors and solutions to situations and problems they might experience in the
classroom. Case studies should be provided by the trainer and be appropriate and
applicable for teachers. Topics such as classroom management make ideal subjects
for case study analysis. The trainer should design the case study activity so that it
is presented with interim reflection periods and discussed in small logical
components.
Process of the case study:
a. Trainer writes or obtains appropriate case study focusing on the topic, which is
to be addressed.
b. Participants either break up into groups or work together in a seminar type
discussion.
c. Analysis and solutions to problems in case study are presented by participants.
d. Trainer facilitates questioning and approaches to alternative solutions.
v-Micro-teaching:
To allow participants to practice classroom behavior, receive feedback and
modify their behavior or perfect their techniques while still in training.
Teachers can practice a particular skill (e.g. introducing lessons, using a particular
game, activity, or structured experience), a new behavior (e.g. using open
questioning, facilitating a discussion - as opposed to leading a discussion, assisting
students in generating objectives, or integrating curriculum), or improvement on

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his/her teaching style in a simulated classroom. The advantage in micro-teaching is
that participants have the opportunity to receive feedback and then restructure their
delivery and reteach. For many teachers, this will be the first time that they have an
opportunity for peer-evaluation. For this reason, micro-teaching can be a very
effective and useful training technique.
Process of the micro-teaching:
a. The trainer prepares the training environment to serve as a simulated classroom
(identifying real students or preparing fellow participants to play the role of
particular types of students, adjusting the training sight to approximate a local
classroom, etc.)
b. Participants are asked to present an outline or lesson plan for the micro-teaching
session.
c. A time limit is given for the length of the actual presentation.
d. An actual lesson is taught or skill or behavior practiced by each participant
while a few individuals or the rest of the group evaluates the performance.
e. The trainer can specify particular behaviors to be evaluated or they can be
requested beforehand by the participant.
f. Feedback is then given to each participant by his/her peers and the trainer. Peer
evaluation can be oral and/or written.
g. When available and appropriate, videotape or cassette recorders can be used to
allow participants to actually witness their own performance. Personal evaluation
and feedback can then precede peer and trainer feedback. Participants allowed to
view or hear their own presentation may be better able to identify weak points
and/or accept constructive criticism from others.

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h. Upon receiving evaluations, participants restructure their presentations and do a
second micro-teaching presentation with altered behavior to improve performance.
i. Re-evaluation is carried out as described in steps f and g.
j. Participant gives a presentation on what they have learned and how it will help
them. Feedback by all is encouraged.
vi- Peer training:
To allow participants with expertise in a certain field to help in the training
process and add to both content areas covered and styles being modeled.
Peer training can help participants to network for future cooperation, collaboration
and support in teaching. It takes the role of trainer away from the trainer and gives
the authority and control of learning back to the participants. Though rewarding,
the preparation for peer training activities can be extensive and involved and the
trainer should be ready to commit a great deal of time to this activity.
Process of the peer training:
a. Trainer solicits participant assistance in training in a particular field of study,
asks for areas of expertise from participants, or assigns participants topics to be
researched, prepared and presented.
b. Participants who wish to (or are assigned to) help with the training work with
the trainer to establish a session training design.
c. Other participants are encouraged to ask questions and participate in discussions
about the topic area to be presented.

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Listed here are some of the techniques that may be found useful when training
teachers. As stated above, these are only suggestions and can be tailored to fit a
particular situation and training style.
The primary challenge for the teacher trainer is to design and implement a training
program that is coherent, comprehensive and, above all, appropriate to the cultural
context of the country.
No technique will benefit participants if it is poorly administered or inappropriate
for the training. Continually check to ensure that participants are learning what
they need to know. Time allocated for training programs is invariably shorter than
what is needed; so wasted training time is often lost forever.
Some considerations for conducting training program:
These considerations are crucial for any program that lasts for several days or
weeks. The key to a successful design is the ability to balance a variety of
variables. So the authority that is responsible for conducting such program should
consider the following points:
1-Each day has its high energy and low energy times. High-energy times are when
participants are refreshed and energetic; low energy times are when the trainers are
trying to keep everyone awake. Mornings tend to be high energy while afternoons
low. So the training program should be conducted in the morning time to help the
trainees gain more knowledge and benefit from the program.
2- People learn best not by hearing, but by doing. While it is important for the
trainees to learn specific or technical content, be sure to also include activities that
involve them in the use of this content. Vary techniques so that they address each
part of the learning cycle .

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3- Large group and small group sessions have advantages. Large group sessions
are good for lectures or demonstrations when the trainers want everyone to get the
same information. Small groups are best for discussions and individual
participation. Many participants who would never speak in front of a large group
of people are very willing to share their experiences or questions with only six or
seven others.
4- While the trainers want the training program to be taken seriously by
participants, this does not mean that it cannot be fun. There can be celebrations in
the design, especially at the opening and closing of the program.
5.4.Conclusion
In our country, till recent times, research in teacher training remains a far cry.
Evaluation and training of teachers are important to meet the changing scenario of
education. The teachers should be trained to overcome their difficulties. I have
noticed the following about the education and training in Yemen:
1-A majority of students selected for pre-service program do not have the desire to
adopt teaching as their vocation;
2- the objectives of the pre-service curriculum do not reflect the present and future
needs of the trainees;
3-the evaluation of student teachers does not match with the objectives of
the program;
4-the faculties of education concentrate on the quantity instead of quality;
5-during teaching practice, the student teachers were not provided by
activities or skills that can help them teach well;

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6-the curriculum of the faculties of education has to be improved to meet
the educational requirements;
7- there should be a proper integration of theory and practice in every one of the
courses, with a greater emphasis on practice.
5.5.The Recommendations:
5.5.1- Recommendations to teachers of English:
1-teachers should co-operate among them to solve their problems;
2-teachers should found association to help them hold meetings to discuss the
problems they face;
3-teachers should exchange visits among them to recognize the weaknesses
and strengths of their teaching;
4-teachers should try to use suitable techniques to help the learners improve their
performance;
5-teachers should update their knowledge and teaching methods in light of the
latest developments.
6-teachers should use teaching aids to facilitate the learning process.
5.5.2-Recommendations to inspectors of English:
1-inspectors should visit schools regularly to evaluate teachers;
2-they should hold meetings regularly with teachers to discuss the problems they
confront during teaching;
3-they should encourage teachers to form associations to promote mutual co-
operation among teachers in teaching;
4-they should sensitize teachers to the latest theory of teaching and try to discuss
with them the advantages of using techniques and teaching aids; and
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5-they should develop a holistic evaluation procedure to assess teachers and
encourage the better teachers and try to raise the level of performance of the
weaker teachers.
5.5.3-Recommendations to the Ministry of Education:
1-Ministry of Education should found in-service training institutes to improve the
level of English teachers;
2-it should provide these institutes with experts in specialist areas to be responsible
for training the teachers;
3-it should evaluate the ground realities of schools and find out solutions for the
crowded classes;
4-it should try to provide the schools with the necessary infrastructure to help
teachers function effectively;
5-it should hold annual meeting of inspectors and provide them with the new
theories of English teaching and the best way of evaluating teachers to raise the
performance of practicing teachers;
6- the offices of education should hold meetings for all the English teachers to
equip them with knowledge and techniques of their profession.
5.5.4-Recommendation to faculties of education:
1-faculties of education should add topics about teacher education to the
curriculum to help student teachers gain more knowledge about teaching;
2-they should select the students according to their aptitude for teaching ;
3-offer integrated course of theory and practice of teaching;
4-they should choose qualified tutors to be responsible for conducting teaching
practice;
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5-there should be co-operation between the ministry of education and the faculties
of education to improve the level of teachers during their in-service program.
To sum up, teacher training in Yemen is a phenomenon of forty years. Begun in
the 1970s as a short-term program to meet the sudden demand for large number of
teachers, for the new created primary, preparatory and secondary schools; by
1980s,the faculty of education has started offering four-year program in education
to become a ladder for educational career. The faculties of education, thus, play a
responsible role in the educational program of the country. However, their
curriculum has not been constantly revised to meet the changing environment of
education in Yemen.
But, the faculties of education and the Ministry of Education cannot stop just
with pre-service training. They should make concerted efforts to update the
knowledge and techniques of the practicing teachers by running in-service training
programs for all the teachers on a periodical basis. In the chapter two of this
project, there is an outline of what has been happening in recent decades in the
western countries in in-service training. The sad fact is that in the Yemen context,
people concerned with education.. officials, administrators and teachers .. have not
given a serious thought to in-service training. If the system of education is not to
degenerate into a well-organized farce, the situation cries out for immediate
attention to remedy it by starting in-service training courses to all teachers. The
present study confines itself to teachers of English, as the project is undertaken in
the department of English. It highlights the areas where practicing teachers of
English are urgently in need of guidance and training. There is scope for
undertaking another study on in-service education, as it would include a sound

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theoretical knowledge linked to learning experience and professional development
of teachers.
Faculties of education must redesign their programs to focus directly on
developing the beginner's knowledge base for effective teaching and the
knowledge base for changing the conditions that affect teaching.

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Yahia Ahmed Qaid
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_____________,2003,Faculties of Education Guide,2000/2001 .University of
Sana’a.
___________,2001,Hodeidah University Guide 2000/2001.Al-Nebras Press.
______. _____. Incorporating program evaluation Retrieved from
http;//www.mng.unix1.marasconewton.com/peacecrops/Documents/
T0045/t0045e/too45e04/htm
______,2002. Reflective practice .Retrieved from
www.utmb.edu/dci/JRAGON /ssjargon.htm
_____ . ______ . Reflective Practice. Retrieved from
http://www.educ.queensu.ca/~russellt/howteach/reflect.htm
_________, _____. Reflection & Reflective Practice . Retrieved from
www.londonpharmacy.nhs.uk/EducationAndTraining/download/
cpd%20reflective%20practice%20handout.doc
____________,______,Teacher training. History of Teacher Training .1800-
1970s.Retrieved from http//www.newman.ac.uk/students/~shabina.bi/History.htm.
______. 2000. What is Action Research? Retrieved from
,http://www.bamaed.ua.ed/~Kstaples/Action Rec.HTM
Yahia Ahmed Qaid
Appendices
The questionnaire
Dear Sir /Madam;
I am Yahia Ahmed Qaid ,a II M.Ed. Student in the Department of English
,Faculity of Education ,Hodeidah ,Hodeidah University. As part of my
M.Ed.course ,I am attempting to carry out a small scale study [a ’mini-research ’if
you will ].The purpose of my research is to investigate the nature and scope of in-
service training in Yemen ,one that is urgently necessary ,and to try to suggest an
agenda for training English Teachers and how faculties of education in Yemen can
contribute to this .
I hope you will help me filling in this questionnaire ,please write down as
much information as you would.
The utility and pragmatic relevance of the findings of this research depends
heavily on your objective and considered response.
The information you provide is only for research purposes and will not be
revealed or shared.
Thanks.
Yahia Ahmed Qaid .II. M.Ed.
Teacher of English ,26th Sept. School for girls, Hodeidah.

Yahia Ahmed Qaid
‫ﺑﺴﻢ ﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﯿﻢ‬
Questionnaire for Teachers of English Language

1-When did you graduate? From which faculty?
…………………………………………………………………………………
2-How long have you been teaching?
…………………………………………………………………………………
3-a) Indicate the degree of your satisfaction/dissatisfaction as a teacher by
ticking off the appropriate alternative given below:-
a) very satisfied [ ]
b) satisfied [ ]
c) indifferent [ ]
d) dissatisfied [ ]
e) very dissatisfied [ ]
f) don’t know [ ]
b) Please give the reasons behind your choice.

…………………………………………………………………………………
…………………………………………………………………………………
4- What classes do you teach?
a) Preparatory classes ( ) b)secondary classes ( ) c)Both ( )
5- Which course books do you teach? Circle the appropriate number.
Book ( 1 /2 /3 /4 /5 /6 )
6- a) Is the Crescent English Course suitable for learners?
Yes [ ], No [ ].
b) If yes , how?
…………………………………………………………………………………
…………………………………………………………………………………
c) If no , why?
………………………………………………………………………………………
……………………………………………………………………………
Yahia Ahmed Qaid
7- In about 75-100 words, describe how you attempt to teach Crescent English
course . ( please give the reasons behind your choice)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………........................................
8- Do you follow specific methods in your teaching ?
Because…
a) you were taught only this method in the college. [ ]
b) you find it useful for the learners. [ ]
c) you find it easier to follow that than other methods. [ ]
d ) your inspector forces you to use this method. [ ]
e) you just use this method without any strong reason for doing so. [ ]
9-a)What differences do you notice between the old course English for Yemen
and the new course Crescent English Course for Yemen ?
............................................…………………………………………………………
……………….............................................................................................................
.……….……………………..………………………………………………………
……………………………...............................................…………………………
b) Which one do you prefer ? Why?
.....……………………………………………………………………………………
……………….............................................................................................
10-a) Do you use pair work in your teaching?
Yes [ ], No [ ]
If Yes. a) How often do you use it ?
………………………………………………………………………………..
b) When do you use it ?
………………………………………………………………………………..
c) Why do you use it ?

………………………………………………………………………………..
Yahia Ahmed Qaid
b) If No, Why don’t you use it ?

Because …
a) it is too noisy . [ ]
b) it takes too much time. [ ]
c) students do not work during pair work . [ ]
d) students do not want to work in pairs. [ ]
e) students do not want to listen to each other. [ ]
f) weaker students can not do pair work. [ ]
g) teacher has lost control of his class during pair work. [ ]
h) teacher can not monitor all the students in his class. [ ]
i) the classroom is too crowded for pairs. [ ]
j) teacher has never done pair work before. [ ]
11-a) Do you use group work?
Yes [ ], No [ ]
If Yes .a) When do you use it ?
………………………………………………………………………………………
……………………………………………………………………..….
b) Why do you use it ?
………………………………………………………………………………
…………………………………………………………………………………
b) If No ,Why don’t you use it?
..................................................……………………………………………………
…………………………………..............………………………………
12-a) Do you use …
a) wallcharts ? [ ]
b) flashcards ? [ ]
c) magazine pictures? [ ]
d) realia ? [ ]
-If Yes
b) When do you use these aids?
………………………………………………………………………………
c) Why do you use them?
………………………………………………………………………………..
d) Do you prepare these aids yourself or you share your class with you?
……………………………………………………………………………
Yahia Ahmed Qaid
e) Does your school help you prepare these aids?

Yes [ ], No [ ]
If Yes, What kind of help do you have?
………………………………………………………………………………………
………..…………………………………………………………………
13-a) How often do you use the black board?
[ always /usually /often /sometimes /never]
b) In which stage do you use it ?
[Revision /Presentation /Practice /Production]
c) How often do you use blackboard for drawing ?
[always /usually /often /sometimes /never]
14-a) Do you use cassette in your teaching?
Yes [ ], No [ ]
b) If Yes. a) How often do you use it ?
[always /usually /often /sometimes /never]
c) When do you use it ?
…………………………………………………………………….. …
d) Why do you use it ?
…….. …….……………………………………………………………………
…………………………………………………………………………………
e) If No,Why don’t you use it? .
…………………………………………………………………………………
…………………………………………………………………………………
15- a) Do you make your own tests?
Yes [ ] ,No [ ]
b) Were you trained in testing ?
Yes [ ] , No [ ]
c) How often do you test?
……………………..…………………………………………………………
d) How do you reach the results to students?
……………………..…………………………………………………………
Yahia Ahmed Qaid
16-a) What in your view are the purposes of testing?

[ Please Rank Order the following sentences]
i) Identification of problem areas for remedial attention. [ ]
ii) Giving each student a course grade . [ ]
iii) Assessment of your own effectness as a teacher. [ ]
iv) Checking on general progress and obtaining feedback. [ ]
v) Course or syllabus evaluation. [ ]
vi) Preparation for public examination. [ ]
vii) Measuring what a student knows. [ ]
viii) Identification of levels for later group work. [ ]
ix) Reinforcement of learning and student motivation. [ ]
b) Which purpose do you consider the most useful and the least useful?
………………………………………..………………………………………
…………………………………………………………………………………
c) Give reason for your choice.
………………………………………………………………………………………
……………………………………………………………………………
17-a) In examination ,do you take a passage for testing direct
from the course or a passage students are not familiar with?
……...........................………………………………………………………………
………………….........………………...........................………………….
b) What are the advantages of choosing an unknown passage for learners?

..……………………………………………………………..………………………
………………….……............................……………………………………………
………………………………………………………………………………………
18-How many students are there in your classes?
...................................………………………………………………………………
19-a) How many teachers are there in your school?
…………………………………………………………………………………….
b) Have you formed an English Teachers’ Association in your school?
Yes [ ],No [ ]
c) If Yes. Do you have a regular meeting?
…………………………………………………………………………………….
Yahia Ahmed Qaid
d) If you have a regular meeting ,how often do you hold it?

Monthly [ ],terminal [ ] ,annual [ ]
e) What topics do you discuss in your meeting?
........................………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
f) Do you use [ Arabic/English] language in your meeting?
Arabic [ ], English [ ]
g) Refer back to question(34),If you don’t form English
Teachers’ Association , Why?
………………………………………………………………………………………
………………………………………………………………………………………
20- a)Do you think your language competence is adequate for teaching
English?
Yes [ ], No [ ]
b)How would you rate your competence in English?
High [ ],Medium [ ], Low [ ]
21-a)Do you feel that you need to be improved?
Yes [ ] ,No [ ]
b) If Yes ,Why do you think you need to be improved?
Because…
a)you face difficulty in making the learners understand some
complex ideas. [ ]
b) you face difficulty in planning lessons. [ ]
c) you lack of self-confidence. [ ]
d) you face difficulty in classroom control and management. [ ]
e) had no idea about communication approach. [ ]
f) had no idea about dealing with slow learners. [ ]
g) had no idea about dealing with large classes. [ ]
h) had no idea about organizing group /pair work. [ ]
i) had no idea about the techniques to be used to teach effectively. [ ]
j) had no idea about setting questions. [ ]
22-a) Does any Inspector of English visit you in your school?

Yes [ ], No [ ]
Yahia Ahmed Qaid
b) If Yes, a) How often does s/he visit you?

Once in a [ month/semester/ year]
Twice in a[month/ semester/ year]
c) Does s/he hold a meeting with all the English Teachers in your
school ?
Yes [ ], No [ ]
d) If Yes. Are the meetings with teachers held individually or with all of
them?
………………………………………………………………………….………
23-What topics does s/he discuss with you?

i) preparing lesson plan. [ ]
ii) dealing with the new course. [ ]
iii) setting questions. [ ]
iv) the level of the learners. [ ]
v) dealing with the mixed ability classes. [ ]
vi) dealing with the slow learners. [ ]
vii) discussing the latest theories of ELT. [ ]
viii) discussing the advantages of using pair/group work [ ]
ix) preparing teaching aids. [ ]
x) achieving the objectives of the course. [ ]
xi)controlling the classes. [ ]
24-List the problems you face during your teaching?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
25-Do these problems affect your performance?
Yes [ ], No [ ]
26-If Yes, How do you overcome those problems?
a)by modeling your teaching on the teaching style of your own
teachers. [ ]
b) through trial and error. [ ]
c) discussion with and guidance from senior colleagues. [ ]
d) watching senior colleagues at work . [ ]
e) by reading about techniques of teaching English. [ ]
Yahia Ahmed Qaid
27-a) Do you give your learners a chance to speak or do you do all the talking in
the class?
………………………………………………………………………………………
………………………………………………………………………………………
b) If Yes, When and which language?
………………………………………………………………………………………
………………………………………………………………………………….……
………………………………….…………………………………………………..
28-a) Do you observe your colleagues’ classes?
Yes [ ], No [ ]
b) Do you invite your colleagues to observe your teaching?
Yes [ ], No [ ]
c) What are the advantages of exchanging such visits with your colleagues?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
29-a) Are there any in-service programmes in Yemen?
Yes [ ] No [ ]
b) If Yes. Are you invited to one of these programmes?
Yes [ ] ,No [ ]
If you please ,use your own words,

30-Can you define the term In-service Training?
………………………………………………………………………………………
…………………………………………………………………………..………….
31-In your opinion,What are the differences between Pre-service and In-service
Training?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Yahia Ahmed Qaid
32-a) What are the goals of Pre-service Training?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b) What are the goals of In-service Training?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
33-Who should be responsible for conducting this programme?
a)Ministry of Education [ ]
b)High Institute [ ]
c)Faculty of Education [ ]
34-What will be the rationale of such programme?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
35-If there is an in-service training programme,Would you like to attend it?
Yes [ ] ,No [ ]
36-What topics would you want to be covered?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
37-Why do you choose these topics?
………………………………………………………………………………………
………………………………………………………………………………………
38-What is the suitable time for conducting this programme?
..........………………………………………………………………………………
…………………….....................................................................................................
......................................…………………………………...................………………
Thanks for your kind cooperation:

Yahia Ahmed Qaid
‫ﺑﺴﻢ ﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﯿﻢ‬
Questionnaire for Inspectors of English Language
1-When did you graduate ?From which faculty?

………………………………………………………………………………………
2-How long have you been working as …
a) a teacher ? ………………………….…………….
b) an inspector?……………………………………..
3-What are your criteria for evaluation teachers of English?
…………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
4-Do you use one or more of these observation categories?
i) Classroom procedure
ii) Teaching aids
iii) Pupils involvement
iv) Teacher’s personality
v) Command of English
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………...
5-How often do you visit schools?
……………………………………………………………………………………….
6-Do you hold a meeting with the teachers?
Yes [ ] ,No [ ]
7-Do you meet the teachers individually or all of them together?
………………………………………………………………………………………
Yahia Ahmed Qaid
8- a) What topics do you discuss with them?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b)Do you use (Arabic/English) language in your meeting with the teachers?
……………………………………………………………………………………
….……………………………………………………………………………………
……………………………………………………………..……………………….
9-a) List the problems that you find in the teachers’ teaching?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b) What are the reasons of these problems?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…..……………………………………………………………………………..……
c)How can you help teachers overcome their problems
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………..
10-Do you think Language Teacher Competence is adequate for teaching
English? Yes [ ] , No [ ]
11-a) Do you feel that teachers need to be improved ?
Yes [ ] , No [ ]
Yahia Ahmed Qaid
b) If Yes.
Why do you think they need improvement?
Because …
i) they face difficulty in making the learners understand some complex
ideas. [ ]
ii) they face difficulty in planning lessons. [ ]
iii) they face difficulty in classroom control and management. [ ]
iv) they lack of confidence. [ ]
v) had no idea about dealing with slow learners. [ ]
vi) had no idea about communication approach. [ ]
vii) had no idea about dealing with large classes. [ ]
viii) had no idea about organizing group /pair work. [ ]
ix) had no idea about the techniques to be used to teach effectively. [ ]
x) had no idea about setting questions. [ ]
12-Do you insist on lesson plan or let the teachers do what they want?
…….…………………………………………………………………………………
13-Do you assess teachers using the blackboard?
………………………………………………………………………………………
………………………………………………………………………………………
14-a) Do you find them using one or more of these aids?
a) Wallcharts [ ]
b) Flashcards, [ ]
c) Magazine pictures, [ ]
d) Realia [ ]
b) In which stage do they use these aids?
Revision/Presentation/Practice/Production
15-a)Are there any in-service training programme in Yemen?
…………………………………………………………………………………
….………………………………………………………………………………
b) If Yes. Do you participate in these programme?
………………………………………………………………………………………
………………………………………………………………………………………
Yahia Ahmed Qaid
c) If Yes. What topics are discussed in such programme?

………………………………………………………………………………………
………………………………………………………………………………………
………………..………………………………………..……………………………
16-What does the term In-service training mean?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
17-What are the differences between Pre-service training and In-service training?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
18-Why should there be In-service training in Yemen?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
19-Who should be responsible for conducting this programme?
a)Ministry of Education. [ ]
b)Faculty of Education ; [ ]
c)High Institute. [ ]
20-What will be the rationale of such programme?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
21-List the procedures and methods that should be taken in conducting this
programme?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Yahia Ahmed Qaid
………………………………………………………………………………………
22-a)What topics should be discussed /covered in this programme?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………………….
………………………………………………………………………………………
b)Why do you choose these topics to be discussed/covered?
………………………………………………………………………………………
……………………………………………………………………………………..
………………………………………………………………………………………
23-What time do you prefer for conducting this programme?
Full time [ ] ,Part time [ ]
Give reasons for your choice.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Thanks for your kind cooperation:
Yahia Ahmed Qaid, M.Ed. in ELT, Ph.D. Candidate

Department of Linguistics
University of Mysore
Mysore 570 006
Karnataka, India.
Also Faculty Member, Department of English

Hajjah University
Hajjah
Yemen
qaid555@yahoo.com
Yahia Ahmed Qaid

In-Service Training

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In-service Training for Teachers of English in Yemen by

Yahia Ahmed Qaid

In-service Training for Teachers

Certificate of the Supervisor

This is to certify that the thesis In-service Training for

work done by Mr. Yahia Ahmed Qaid, during 2002-2003 at the

Prof.B.Krishnamurthy Prof. Chhanda Roy

TO MY WIFE AND CHILDREN

I am deeply grateful to Prof.B. Krishnamurthy who supervised this

service training in Yemen and to identify an agenda for training teachers of

English. In-service education for practicing teachers in the western

contributes vitally towards the professional development of teachers. This is

sorely neglected in the Yemeni context.

In the present study, questionnaires were administered on teachers of

their awareness of in-service programs. The response s were quantitatively

analyzed to identify areas of English Language Teaching (ELT) , that

teachers desire to improve , to design in-service programs according to their

awareness among teachers and inspectors about pre-service and in-service

training . It is suggested that people concerned with education officials,

administrators and teachers should give s serious impetus to in-service

training / education , as the professional development of teachers is a vital

aspect of educational planning of a country .The study also highlights the

areas where practicing teachers are urgently in need of guidance and

A teacher is an essential resource for a successful learning. The teacher’s

teaching of English as a foreign language is very much dependent upon the

teachers in order to be successful. A well-trained and skilled teacher of English

performance of the students.

vitally important. As part of my M.Ed. course, I carried out a small-scale study to

Education in Yemen in contributing towards these.

To teach effectively a teacher of English should have refresher courses

from time to time to..

a) introduce him/her to techniques and procedures for investigating

d) provide him/her with the opportunity of identifying areas for further

investigation within their own classroom.

Towards achieving these ends, teachers should have in-service training to

A background study of Teacher Education with reference to pre-service and

in-service situation in Yemen has been done. Two questionnaires were

other to some inspectors of English Language in Hodeidah. Through the first

questionnaire, I collected some information about teachers’ experiences, their

the problems they faced during their teaching.

The questionnaire intends to collect teachers’ opinions on pre-service and in-

programmes. An agenda for in-service training of English Teachers to help them

improve their performance of teaching is also suggested.

world-wide and as professional awareness develops. English Language Teaching is

only a dimension of teacher education, and so the development of teacher

education is studied here.

or techniques-focused programmes with mainly practical orientation (teacher

reliance and self-esteem of practising teachers (teacher development).

All Teacher Education programmes include variable quantities of general

education, methods, foundation, and practice teaching. The arrangement of these

Teacher training is characterized by approaches that view teacher preparation

as familiarizing student teachers with techniques and skills to apply in the

classroom, while teacher education is characterized by approaches that involve

teachers in developing theories of teaching, understanding the nature of teacher

decision making and strategies for critical self-awareness and self-evaluation.

should be doing. The latter will probably continue to be used (Larsen-freeman,

1983;quoted in Bose, 1997). But the distinction is significant.

1.1.2-History of teacher training and education:

have a course to be prepared to face the need of these schools.

In some countries, they concentrate on preparing teachers before joining the

authorities responsible for that.

In England, it was begun to resolve the shortage of teachers by using pupils as

Joseph Lancaster’s idea: