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All Journal English Language Education Reviews Eureka: Journal of Educational Research
Hounnou, Azoua Mathias
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Education Languange, Linguistic, Communication & Media Social Sciences

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Evaluating Inclusive EFL Instruction for Visually Impaired Students in Beninese Secondary Schools Toboula, Coffi Martinien Zounhin; Hounnou, Azoua Mathias; Videkon, Bidossessi Moïse
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9661

Abstract

Teaching English as a Foreign Language (TEFL) in an inclusive classroom with visually impaired and able-bodied students presents unique challenges. In particular, appropriate teaching and assessment strategies are critical in ensuring equitable education. This mixed-methods study, conducted at CEG2 Abomey in the Zou Region of Benin, aimed to develop an effective pedagogical approach to address these challenges. The research involved 200 students (57 visually impaired and 143 sighted) and seven teachers. Quantitative data were gathered through questionnaires, while qualitative data were collected through focus group discussions and classroom observations. Using descriptive statistical analysis and inductive method, the study identified a pressing need for reliable and objective assessment methods and teaching strategies to support visually impaired and sighted students. Despite these findings, the study anticipates potential challenges in implementing such approaches. Recommendations and suggestions have been made to address these difficulties and enhance TEFL education in inclusive classrooms.  
Strategies for promoting learners’ motivations by the medium of teachers in English as a second language: A pilot approach in Benin secondary schools Hounnou, Azoua Mathias; Adjoha, Bienvenu; Zounhin-Toboula, Coffi Martinien
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.43

Abstract

Motivation takes a core position in a language classroom. It drives students’ interest and attention to the learning process. Motivated learners are willing to take action and feel responsible for what they learn. The present study conducted in “LMB” secondary school (North Benin) has aimed to analyze qualitatively the motivational strategies applied by teachers in ESL/L2 teaching and learning contexts. The sample surveyed consisted of ten English teachers and ten pedagogical groups of first-year learners. A qualitative approach through interviews and questionnaires was used. Discourse analysis was deployed as an information processing technique. The findings have revealed that teachers motivate learners at three levels: creating the basic motivational conditions, generating initial motivation, and maintaining and protecting motivation. It was demonstrated that a teacher’s self-brand and his attitudes toward learners are very important for motivating learners in classes. In addition, teachers utilize various strategies to enhance learners' awareness of the utility of the English language for their future. This study calls on the teachers’ responsibility to increase learners’ motivation.
Co-Authors Adjoha, Bienvenu Toboula, Coffi Martinien Zounhin Videkon, Bidossessi Moïse Zounhin-Toboula, Coffi Martinien