CAMELTA Research Questions

Research Questions suggested for CAMELTA research by participants in Richard

Smiths plenary In your circumstances, the potential of CAMELTA research at
the CAMELTA 12th Annual Conference, Yaound, August 2013:

How can you make students interact actively in English during English
language lessons?
What strategies can be used to teach English in a multilingual society
(three, four different spoken languages)?
How can you make students interact actively in English during English
language lessons?
What strategies can be used to teach English in a multilingual society
(three, four different spoken languages)?
Which measures can be taken to make learners use English even after
school in an exoteric environment?
How can the government concretely place at the disposal of language
teachers in the interiors to enable them teach English to students who
have a phobia for English?
The major problem I face in the Far North is getting English through to the
learners owing to the fact that they speak their native languages, their
first language (Fulfulde), their first language (French) and are in an exotic
environment as far as English language is concerned.
What can be done to attract more teachers in CAMELTA and other forum of
teacher training (like seminars)?
How can the problem of teachers lack of motivation be resolved?
What can Teachers of English do to sustain Learners interest in large
classes during their lessons?
How can the lack of reading texts in the classroom be minimized?
How can CAMELTA bring in Nursery and Primary School teachers on board?
What could a French speaking teacher, being an English teacher, do to be
more competent on the English teaching profession?
How can you make students interact actively in English during English
language lessons?
How can the goals/aspirations of CAMELTA be better designed to meet the
needs of the teachers?
What can CAMELTA do to get more primary school teachers be part of this
association?
Why do many teachers, especially Primary school teachers dont attend
the CAMELTA seminars?
How does CAMELTA support early career teachers isolated in rural parts of
the country?
How can we share our successes/pitfalls with other teachers?
How can CAMELTA ensure that those who teach English are well trained
and qualified?
How can the learning context affect instructional content?
How can first language be integrated in Language teaching and learning
What is the impact of work coverage and deadline on the teaching and
Learning of English language?

What strategies can be used to effectively teach the francophone learner

who gets in contact with English in the Secondary School?
How can cultural differences enhance English Language teaching?
What should ELT teachers do to make French speaking students love
English Language?
What are the difficulties of teaching English in Francophone class of over
160 students and what solutions did you come out with? How successful
were they?
How can Teachers Get Learners Interest in Learning a Second Language?
What can CAMELTA do to support novice teachers newly sent to the field?
How can CAMELTA influence decision-makers so that qualified teachers are
posted evenly throughout the regions of Cameroon?
Society in general undermines the teaching profession. What factors
contribute to this state of affairs?
What problems do teachers face in doing research?
How can teachers and learners be motivated to do research in their
classrooms?
What can be done to involve all language teachers to attend training
seminars?
What difficulties do teachers face when choosing comprehension passages
for French Learners?
What can CAMELTA do to encourage English Language teachers to attend
seminars and improve on their teaching in their classrooms?
What can CAMELTA do in order to help harmonize the teaching of English
Language in Cameroon?
What problems do young teachers face and how can CAMELTA help them
overcome such problems?
What can CAMELTA do to plan curriculum and evaluation together with
policy makers and examination boards?
What do students think about the English Language lessons they attend
and how can teachers make use of this thinking to improve teaching?
How can CAMELTA better share its members success stories (lesson,
methods, and techniques) with other teachers?
How can CAMELTA help to ensure an effective implementation of the
Competence Based Approach and professionalism for teachers?
How can teachers cope with the lack of textbooks on the part of learners?
How can teachers produce materials to bridge the gap created by
inadequate materials?
How can a teacher better develop flexibility to respond to the learners
needs?
What influence does the teachers personality have on the learners ability
to learn?
What are the difficulties that teachers face when they come across topics
that they have to teach and do not have enough materials for topics?
What are the problems that the English language teachers of Anglais
(i.e. English Language to Francophones) face in their classrooms? How can
these problems be solved?
Many children leaving from Primary Schools into secondary nowadays are
not able to spell and write their names: i.e. basic words correctly. What is
responsible for this and how can this phenomenon be checked?

Children of Anglophone expression are not interesting in English language

learning. What is responsible for this phenomenon and how can this be
solved?
What do pupils think about their learning conditions most especially in
remote areas?
What can be done to solve the problem of overcrowded classes in
Cameroon?
Does the use of Didactic materials by the Teachers influence
pupils/students learning?
How can untrained teachers of English in the farthest parts of the country
be trained?
What can be done to improve on the quality of English language textbooks
to make them tie with the changing methods?
What accounts for students absenteeism or poor attendance in English
lessons at high school?
Why do students indulge in collusion and cheating at tests and exams?
Why do many teachers shun professional development meetings?
What are the common mistakes made in testing and evaluating students
by teachers?
Do students who study in cities have the same language competence as
those who study in the rural areas? If so, what may account for this?
Why does the performance of some learners remain so poor despite the
various strategies used in teaching them?
How useful is research to teachers?
Which is the best lesson you have ever taught? Why?
What problem do you have teaching a large English Language class? How
do you solve these problems?
What methods of Teaching are Appropriate in Teaching a Multigrade Class?
What Techniques should unqualified/untrained teachers use in order to
make Learners have interest in Learning English Language, rather than
learn it for the exams, given that the teachers themselves lack the
Language teaching skills?
How can CAMELTA convince the ministry to accept new ideas on teaching?
How can we transform theoretical presentations at CAMELTA conferences
to usable activities in our classrooms?
How best can we manage, teach large classroom and assess students in
large classes?
How can students in a large class be managed, motivated, taught and
assessed effectively?
What are the problems teachers face in carrying out research?
What successes have you had in your teaching as a teacher?
How can CAMELTA solve the problem of those language teachers who do
not care about professional development?
What is it that CAMELTA could do to improve or motivate teachers carry
out research on language teaching?
What can CAMELTA do to encourage language teachers to participate in
CAMELTA AGM?
What can motivate teachers to be interested in the study of English
Language, especially French speaking Cameroonians who generally
consider the language difficult?

What strategies can be used to make teachers share the

problems/successes they have in their various schools, meetings,
professional associations?
How can English teaching be enhanced in remote areas in Cameroon,
where parents are unable to provide their kids with books due to poverty?
How can English for specific purpose be implemented and taught
effectively in Cameroon?
What gaps have you been able to fill in your teaching with the help of
CAMELTA?
What area of English Language and Literature teaching needs to be
revised to meet learners needs?
What can CAMELTA do to instill the love for teaching no matter the
condition in which they teach?
What is the impact of CAMELTA seminars on the teaching of English
language and Literature in Cameroon?
How can CAMELTA help in shaping policies on the teaching of English
language in Cameroon?
What role can CAMELTA play in influencing the selection of textbooks for
our schools?
Why cant CAMELTA influence decisions that can help improve teachers
salaries and other advantages?
How can CAMELTA ensure (follow-up) the implementation of ideas and
practices learned at conferences and workshops in schools?
There is a need for untrained teachers to get some training and get to do
better work in class
What class size do teachers feel comfortable teaching?
How do teachers cope with the situation of the lack of equipment for
efficient teaching?
How do teachers handle students with special needs in your class?
How do teachers handle the time constraints with regard to covering your
syllabus?
What aspects of the official syllabus according to you, require some
adjustment and why?
What changes has CAMELTA made on English and Literature teachers in
Cameroon?
What do learners of English and Literature in Cameroon think about
CAMELTA?
What is the role of the teacher in the enactment of educational policies in
Cameroon?
What can CAMELTA do to motivate language teachers to do their job
selflessly?
How can teachers be encouraged to do research?
What strategies can be used by teachers to know their learners
individually in a large class?
Why do some teachers not use teaching aids in class and what can be
done to encourage them to use these?
What can be done to minimize teachers feelings of inferiority in society?
What are the potential benefits of including teachers in the process of
curriculum planning and development?
How can teachers develop personal capacity building plans from
workshops, seminars, etc?

How can teachers in areas where learners do not understand/have

exposure to English help learners to communicate effectively in English?
What strategies can a teacher use in a classroom with no textbooks?
What mechanisms or procedures can be put in place for teachers to share
ideas with colleagues in a systematic way?
What accounts for the periodic change in approaches to teaching from
policy makers and how can this be addressed in a way that includes the
input of all stakeholders?
Teaching reading with no textbooks.
How do we make teachers be the ones to draw up national syllabuses and
choose textbooks?
How can CAMELTA help in bridging the gap in between secondary
education and basic education teachers participation and competence?
Why is the Competency Based Approach still a problem to most teachers?
Is it appropriate to our different contexts?
What are the various sources of materials teachers can get for their
learners?
How can a teacher manage a large class and create an impact on each of
his/her learners?
How can a teacher who is computer illiterate cope with lessons that
require the knowledge of computer?
What strategies can teachers use to train students to write their own
stories for classroom use?
While helping in the learning/teaching processes, technological
development brings about other problems that may hinder these
processes. What can be done to reduce these problems so as to render the
learning/teaching processes more effective?
What are the possible problems with doing research?
What do we, as teachers, do to encourage our students to do research?
How does research help us to improve in our teaching-learning process?
What should CAMELTA do to stop untrained teachers teaching the subject?
In what area(s) does CAMELTA need to carry out research?
What are the benefits that teachers get from CAMELTA?
What distinguishes CAMELTA from other teachers associations?
How can we effectively get students siting at the back of a large class
follow classroom activities?
How can we go on doing our job well as teachers with very low salaries?
How can I (or any other teacher) improve in my teaching to produce better
students and consequently better people in our community?
How can the educational system be improved on so as to make the
learners better skilled to be autonomous?
How can teachers teach effectively in large classes?
How can we teach the four language skills in one lesson?
How can we improve teaching-learning standards in Cameroon?
How far are we sure that the good methods of teaching we have presented
in the context of Yaounde, Bamenda, Buea can be successful in the FarNorth Region?
How can teachers get their learners to use English Language out of the
classroom?

How can more teachers of secondary school be integrated in research

processes?
What successes have teachers associations elsewhere achieved?
What are some of the problems faced by teachers doing research?
What are useful methods of data collection available to teachers engaging
in research?
What are some of the difficulties involved in teaching a large class and
how can they be resolved?
What are the negative traditional values and activities that retard the
education of the girl child? How can these be dealt with?
What general problems do teachers of English Language and Literature
encounter in their classrooms and how do they try to solve these
problems?
What new teacher do we expect to find in our classrooms after the
CAMELTA congress?
What are the problems faced by novice teachers and how can CAMELTA
better help them solve these problems?
Do Learners L1 affect their smooth acquisition of the L2?
Do English learners career aspirations spur their learning of English?
How can the involvement of stakeholders of Education motivate learners
to learn English?
How can teachers motivate slow learners without making them feel timid?
How can a teacher get the students interested enough to actively
participate in the lessons.
How practical and realistic is the Competency Based Approach in
Cameroon?
What are the possible methods of teaching poetry in secondary and high
school?
What can teachers do to convince the hierarchy to follow their teaching
and not imprisoned rule of syllabus coverage?
How can our educational system reduce large classes to more manageable
groups of students?
What can be done to improve Teachers career development
opportunities?
How can teachers motivate themselves?
What are the benefits of attending conferences to teachers?
Why are many English language teachers not interested in CAMELTA and
what could be done to make such teachers interested?
How can CAMELTA impact on the administration of Cameroon to make
many of its proposals policy, e.g. CAMELTA deciding on books on booklist?
End of course exams?
How do English language teachers remediate in a situation where the ratio
of the lack of textbooks is 10:1?
Where could research minded teachers get funding to publish their
findings?
What could CAMELTA do to help its members embrace the new
technologies?
What can CAMELTA do to encourage many more teachers to attend
CAMELTA Annual congresses?
How can the teacher successfully work with learners who have no learning
materials (textbooks, exercise books, etc.)?

What can the teacher do to make learners to like English?

How can CAMELTA contribute to improve on the falling standards of English
Usage by Cameroonian Learners?
What support mechanisms can CAMELTA put in place for newly employed
teachers especially in rural parts of Cameroon?
What contribution can CAMELTA do in the selection of course books in the
national book list?
How can CAMELTA help to improve in the falling standard of students in
their exams?
What must teachers do to motivate their students who are not interested
in the subject to become interested?
What can a teacher do to make students speak the English Language
correctly?
How do learners perceive the language in the 2 nd cycle classes?
What would teacher research add to the teaching/learning process of
English Language?
How do we get the girl child in the Adamawa Region of Cameroon to go to
school? What contributions can a language teacher do?
What do learners think about the learning of the English language?
What changes has CAMELTA brought in the life of English and literature
teachers?
Is teaching in large classes such a problem?
Why is it that despite the effort put in by CAMELTA to promote quality ELT
in Cameroon (classroom), standards are still low?
How can teachers give learners the love to learn English so as to be able
to speak English fluently?
What are the difficulties francophone pupils encounter when learning
English language and how can teachers solve these problems?
How can some teachers who really like teaching but do not know how to
go about be able to be good ELT?
What can CAMELTA do to involve all language and literature teachers in
training seminars?
Why are teachers treated as sub- or inferior professionals?
What can the teacher do to improve on his/her status in the society?
What can the policy makers and CAMELTA do to assist teacher teaching in
very difficult circumstances?
How can the girl child be empowered in areas where parents do not send
them to school?