English Language Teaching; Vol. 8, No.

2; 2015
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education

Reasons behind the Failure of Teaching Sudan Practical Integrated

National English (SPINE 5) in Sudan
Mona M. Hamad1
1
Department of English Language, College of Science & Arts, Muhayil, King Khalid University, Saudi Arabia
Correspondence: Mona M. Hamad, Department of English Language, College of Science & Arts, Muhayil, King
Khalid University, Saudi Arabia. Tel: 966-542-349-145. E-mail: monahamed65@hotmail.com,
mmabdulaziz1@kku.edu.sa

Received: November 5, 2014 Accepted: December 8, 2014 Online Published: January 20, 2015
doi:10.5539/elt.v8n2p143 URL: http://dx.doi.org/10.5539/elt.v8n2p143

Abstract
According to the development of English language learning and curriculum design, English language series
became a very important issue that affects education globally and in Sudan in specific, this study reports reasons
behind the failure of teaching SPINE 5 (which is one of SPINE series) from the teachers’ point of view in Bahry
Locality in Sudan, 100 questionnaire papers were designed and distributed to English Language teacher in Bahry
Locality, 83 of them were filled and returned, the questionnaires papers were analyzed using descriptive and
analytical research methods using SPSS to find reasons behind the failure of Teaching SPINE 5 to help
curriculum designers in Sudan find solution to these problems, the questionnaire is divided to six domains, 1)
Teachers, 2) Pupils, 3) Curriculum and Textbook, 4) Teaching methods, 5) Activities, 6) Teaching and learning
environment. The main findings of the study were 1) English language teachers are not specialized and not
qualified enough to cope with SPINE 5. 2) Most of the English Language teachers do not refer to the teacher’s
book to teach the four skills in their lessons plan. 3) Most of the teachers are not aware of the concept of
integrated English curriculum as mentioned in SPINE series, and the book title doesn’t reflect its content. 4)
Most of the teachers do not attend and observe lessons to other teachers in their school and need training. 5)
SPINE 5 Textbook is too long to be covered in one academic school year, and its layout is not logical or
attractive, moreover, it doesn’t widen students’ knowledge about western culture. 6) The four skills (listening,
speaking, reading and writing) are sometimes taught separately and the same class is taught by more than one
teacher, each teaches different skills. 7) No supplementary materials or teaching aids are used to teachSPINE 5. 8)
Pupils background of English is weak and their seating is not comfortable and the classrooms are crowded, so it
is too difficult to use communicative competence to develop their acquisition of language. It has been strongly
recommended: 1) Employing English language teachers must be according to their qualifications, and a regular
training programme should be set to train English Language teachers to make them aware about what is new in
the pedagogy world. 2) Every pupil must be provided with a copy of SPINE 5 book in the beginning of the
academic year to enable teachers and pupils achieve their tasks. 3) Teaching English language should be through
British culture, according to the British environment not ours, and develop teachers’ language and ability within
British culture training by sending teachers to England to have reinforcing courses in the English heritage not
Sudanese or by organizing courses to be taught by British teachers with the collaboration with the British
Council in Sudan. 4) Class-room must not consist of more than 40 students to help using communicative
approach. 5) Raise the number of English periods to 6-7 periods a week instead of 5.
Keywords: reasons, failure, practical, integrated
1. Introduction
1.1 Introduction of the Problem
English is a widespread and important language in the world today. It is used for everything from international
academic conferences to news reports, books, popular music, lyrics and desired higher degree education, add to
that it is the ultimate method of communication between native speakers and non-native speakers of English
language. English language is used in Sudan as a Second Language (ESL) and it is a compulsory subject to sit
for Sudan Secondary Certificate (S.S.C) which qualifies students to enroll in universities. English Curricula have
been change many times since 1970, but in 1989 not only was the English curriculum changed, but also the

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education ladder, to be 11 years (8 years basic level + 3 years secondary level) instead of 12 years(6 years basic
level + 3 years intermediate level + 3 years secondary level) - (Sudan Ministry of Education Report, 2009).
Again in 1992 SPINE series (Sudan Practical Integrated National English) were introduced and English language
started to be taught from the 5th grade at basic school instead of the first year intermediate level, however, the
standard of English Language continue to decline steadily, although the Sudan Practical Integrated National
English (SPINE) series has been designed to have the four skills taught in the Sudanese schools integrity, as the
authors of the Secondary SPINE series (Ismail & Cuther, 1997) & (AlmusbahBabikir et al.) claimed that “The
SPINE series integrate the four skills so that each skill supports the others: It (the series) features the best of…
communicative language teaching … Creating interactive, learner-centered activities…The central aim of the
SPINE series is to enable the pupils to use English freely, naturally and fluently”…SPINE aims to motivate and
arouse the pupils’ interests and leads to make learning both effective and meaningful. SPINE encourages
teachers to design learning opportunities to enable their pupils to become active, participants in a
communication process”.
The author of this study, who used to teach SPINE seriesat secondary level for the last twelve years noticed that
the aims of SPINE series are not achieved, and nobody would claim that the central aims of SPINE which are
indicated above are achieved. The rate of failure in English in the Sudanese Secondary School Exam in 2008 has
been as high as 21% although the exam content is copied from SPINE text books. Furthermore, there are general
indicators, that students who finish the 6th textbooks of SPINE series can hardly write a paragraph or speak
English freely, naturally and fluently, even the most talented students cannot speak or write English out of the
need for their study, add to that the results of English Language Exams in Sudan Secondary Certificate (S.S.C)
are characterized by deterioration, These results reflect “poor English or no English at all.” (Al Busiri, 2008)
this steep decline in English language has been the concern of parents; teachers, students and experts , and raised
the problem of this paper which can be answered by finding out the reasons behind the failure of teaching SPINE
5 in Bahry Locality. The hypothesis of this paper is “there may be differences between the opinion of the
teachers about SPINE 5 integrity”, and by answering the following questions: What are the reasons behind the
failure of teaching SPINE 5 in Bahry Locality relating the teachers? /pupils? /curriculum and textbook? /teaching
method & exercises? /activities? /teaching and learning environment?
1.2 Literature Review
The title ofSudan Practical Integrated National English series declare that the content of this book series is
integrated, the concept of integrating curriculum is nothing new. It’s been around, in fact, since the 1800s and
was advocated by such well-known educational theorists as John Dewey and Meredith Smith. Beane (1977) who
defined integrated curriculum: It is a way to teach students to break down barriers between subjects and make
learning more meaningful to students. The idea is to teach around themes or “organizing centers” that students
can identify with, such as “The Environment”, “Life in School”, or more traditional areas like “Myths and
Legends”.
Also Humphreys (1981) defined integrated curriculum “interdisciplinary teaching, thematic teaching, synergistic
teaching... An integrated study is one in which children broadly explore knowledge in various subjects related to
certain aspects of their environment”.
Shoemaker (1989) defines an integrated curriculum as “education that is organized in such a way that it cuts
across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to
focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world,
which is interactive”.
According to the previous definition and SPINE 5 authors claims that mentioned before it supposed that by
learning SPINE 5 the students would master the four skills in real life by integration of the language skills in the
class room, and they will perceive the relation between the fours skills. Moreover this textbook will provide the
teacher with flexibility in creating motivating lessons and make them creative and not plod alone one mode of
performance’ skill, which helps the teacher and gives him or her the chance to use the appropriate approach or
method to reach his or her goal.
1.3 Previous Studies
Mahasin Dafalla Mohamed Alhag (2000) reported thatuniversity students in Sudan are not exposed to using
spoken English outside the lecture’s room because there is no real situation for conversation, and overcrowded
classes in general education in the Sudan hinder the students from practicing the oral language before university.
Ahmed Gumaa Siddiek (2001) suggests abolishing all colleges of education and encouraging the future teacher

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to join a one-year training course after she/he has got his/her BA or B.Sc. to develop their performance to be
equipped with necessary pedagogical knowledge to qualify them manage their classroom efficiently and carry
out effective classroom presentation. Ishraga Bashir Mohammed Elhassan Mahgoub (2001) reported that (SPINE
3) is not an ideal book for basic level and the book content is not motivating beside the illustrations of SPINE 3
are not relevant or attractive and the book objectives are not defined clearly. Widad Hussein Ibrahim Mohamed
(2002) stated that there is shortage of time to finish SPINE 5 during the school days while the prescribed periods
of time were not adequate for practicing the four language skills properly, and due to SPINE 5 overloaded
vocabulary, students’ acquisition was very weak. Ahmed Guma’a Siddiek (2004) stated recent form of The
Sudan School Certificate Examination (SSC),”English LanguageExamination” doesn’t reflect the real
performance of Sudanese students in English Language and it lack validity. Faisal Abd Erahman (2007) stated
that oral proficiency is affected by lack of teachers training and assistance from their supervisors and English
language syllabus is not well - organized to develop the four language skills, while the activities don’t encourage
sufficient communicative meaningful practice, moreover, English language tests are not well- prepared and
schools conditions and educational environment is not ideal for teaching English language course and there is a
lack of teaching aids. Also Mohammed Mohammed Abdella Alamin (2007) mentioned that large number of
students in classes is not conductive for teaching English Communicatively while the Sudanese universities
syllabus does not enable students to communicate orally.
2. Research Methodology
2.1 Data Collection
The researcher used the descriptive analytical approach to find out Reasons behind the Failure of Teaching
Sudan Practical Integrated National English (SPINE 5) In Sudan, the study has been carried in Bahry locality in
Sudan in theacademic year 2011-2012.
2.2 Participants
83 English language teacher and Supervisors of Secondary level in Bahry Locality, Sudan were the participants
of this study, 43 male and 40 female.
2.3 Study Instrument
A. 100 questionnaire papers were distributed to English language teachers and Supervisors in Bahry Locality in
Sudan in the academic year 2011-2012 (see appendix 1), 83 questionnaire papers were returned, the
questionnaire were divided to six domains 1) Teachers. 2) Pupils. 3) Curriculum and Textbook. 4) English
Language teaching methods and exercises. 5) Activities. 6) Teaching and learning environment.
2.4 Validity and Reliability of the Questionnaire
 To find the validity of the questionnaire, the following formula was applied after finding the reliability results
using Cronbachs method: Validity = √ reliability = (0.97).
 It is obvious that (0.97) is a high degree that reflects the teachers’ questionnaire validity which indicates it is
suitable to be used in the field of the study.
3. Statistics and Data Analysis
Questionnaire responses were manually coded and analyzed using SPSS version 10. The researcher used t-test
through t-distribution table is used to find out if the results of the teacher questionnaire are significant or not
which help to predict if the statements in the teacher questionnaire are true or not, this is done according to the
teachers` answers and the statistical results. Below are t- distribution tables for each domain’s items which will
be discussed below to find the final results.

Table 1. Reasons behind the failure of teaching SPINE 5 in Sudan related to the teacher
Test Value = 2
No. Questionnaire items Std. Sig (One Prediction
Mean t df
Devia-tion -tailed)
All teachers who teach SPINE 5 are
1 1.61 0.839 -4.189 82 0.001 Significant
specialized in English language teaching.
My teaching load is too much (more than
2 1.90 0.938 -0.942 81 0.349 Not Significant
18 periods a week.)
3 English Language teachers are strongly 1.93 0.894 -0.737 82 0.464 Not Significant

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qualified to teach SPINE 5

I think I have received enough training to
4 2.40 0.904 3.934 80 0.001 Significant
teach SPINE 5.
5 I prepare lessons on daily basis. 2.60 0.780 7.037 82 0.001 Significant
In each lesson plan I include the four skills.
6 2.22 0.976 2.025 82 0.046 Significant
(listening, speaking, reading and writing)
I refer to the teacher’s book to teach the
7 four skills (listening, speaking, reading and 2.20 0.947 1.971 82 0.052 Not Significant
writing) integrately.
I am not aware of the concept of integrated
8 English curriculum as mentioned in SPINE 2.60 0.646 8.431 80 0.001 Significant
series.
I don’t attend and observe lessons to other
9 2.22 0.938 2.107 82 0.038 Significant
teachers in my school.

Independent sample t-test was applied to identify any significant difference in responses to teachers’
questionnaire. The results in the table above reveal statements 1, 4, 5, 6, 8, 9 are allsignificant, but 1 shows low
indicator because t-value is not positive, so the results which reflect the reasons behind the failure of teaching
SPINE 5 In Sudanas related to the teachers are: 1) English language teachers are not specialized in teaching
English Language. 2) English language teachers are not satisfied with their teaching load. 3) English Language
teachers are not qualified enough to cope with SPINE 5. 4) English Language teachers think that they received
enough training to teach SPINE 5. 5) English Language teachers prepare lessons on daily basis. 6) English
Language teachers include the four English language skills in each lesson plan. 7) Most of the English Language
teachers do not refer to the teacher’s book to teach the four skills in their lessons plan. 8) Most of the teachers are
not aware of the concept of integrated English curriculum as mentioned in SPINE series. 9) Most of the teachers
do not attend and observe lessons to other teachers in their school.

Table 2. Reasons behind the failure of teaching SPINE 5 in Sudan related to the pupils
Test Value = 2
No. Questionnaire items Std. Sig (One Prediction
Mean t df
Deviation -tailed)
10 Pupils’ background in English is weak. 2.55 0.500 10.097 82 0.001 Significant
Pupils find learning English language
11 1.81 0.671 -2.617 82 0.011 Significant
through SPINE 5 textbook interesting.
Pupils can read and understand English
12 newspapers and simplified stories by 1.20 0.488 -14.849 82 0.001 Significant
themselves.
Pupils are encouraged to speak with each
13 other in English language outside the 1.35 0.633 -9.362 82 0.001 Significant
class room.
Pupils write correct sentences and
14 1.35 0.504 -11.750 82 0.001 Significant
paragraphs without help.
Pupils listen and understand the
15 2.07 0.620 1.061 82 0.292 Not Significant
dialogues in SPINE 5.
Pupils receive help from their parents at
16 1.47 0.526 -9.184 82 0.001 Significant
home to practice English with them.
Pupils can understand a foreigner who
17 1.27 0.444 -15.079 82 0.001 Significant
speaks with them in English.
18 Pupils use English freely and naturally. 1.19 0.454 -16.192 82 0.001 Significant
Pupils are able to practice English with
19 1.25 0.437 -15.559 82 0.001 Significant
people outside the school.

After applying the independent sample t-test to identify any significant differences in the responses to the teacher
questionnaire concerning the pupils’ domain, the results of all statement are significant except statement number
15, but all statement show low indicators because t-value is not positive which mean. 10) Pupils’ background in
English is weak. 11) Pupils don’t find learning English language through SPINE 5 textbook interesting. 12)

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Pupilscan’t read and understands English newspapers and simplified stories by themselves. 13) Pupils are not
encouraged to speak with each other in English language outside the class room. 14) Pupils don’t write correct
sentences and paragraphs without help. 16) Pupils don’t receive help from their parents at home to practice
English with them. 17) Pupils can’t understand a foreigner who speaks with them in English. 18) Pupils use
English freely and naturally. 19) Pupils are not able to practice English with people outside the school, and item
15 is not significant which means pupils don’t listen and understand the dialogues in SPINE 5.

Table 3. Reasons behind the failure of teaching SPINE 5 in Sudan related to the curriculum and textbook
Test Value = 2
No. Questionnaire items Std. Sig (One Prediction
Mean t df
Deviation -tailed)
English language SPINE 5 textbooks are
20 1.74 0.919 -2.539 80 0.013 Significant
available for all pupils.
Teachers make some changes in Spine
21 textbook to suit their pupils’needs or 2.47 0.726 5.815 80 0.001 Significant
standard
Textbook SPINE 5 is too long to be
22 2.67 0.718 8.567 82 0.001 Significant
covered in one school academic year.
23 SPINE 5 is logically organized. 1.92 0.953 -0.807 82 0.422 Not Significant
24 The layout of SPINE 5 is attractive. 1.60 0.869 -4.170 82 0.001 Significant
SPINE 5 widens Pupils’ knowledge about
25 1.67 0.912 -3.249 82 0.002 Significant
western culture.

Independent sample t-test was applied to identify any significant differences in responses, the results according
to table 3 concerning the Curriculum and Textbook Domain reveals items (21 & 22) are significant and t-value is
positive, which means 21) Teachers make some changes in Spine textbook to suit their pupils’needs or standard
22) Textbook SPINE 5 is too long to be covered in one school academicyear, but 20, 24 & 25 are significant but
t-value is not positive which means 20. English language SPINE 5 textbooks are not available for all pupils. 24)
The layout of SPINE 5 is not attractive. 25) SPINE 5 doesn’t widen pupils’ knowledge about western culture.
While 23 is not significant and t-value is not positive which means SPINE 5 is not logically organized

Table 4. Reasons behind the failure of teaching SPINE 5 in Sudan related to teaching method
Test Value = 2
No. Questionnaire items Std. Sig (One Prediction
Mean t df
Deviation -tailed)
Teachers use English only to teach the
26 2.22 0.750 2.635 82 0.010 Significant
lessons.
27 Teachers teach every page in the book. 1.99 0.804 -0.137 82 0.892 Not Significant
Teachers use mixture of English and
28 2.36 0.691 4.765 82 0.001 Significant
Arabic in teaching.
Cassettes are used in teaching, listening
29 1.16 0.402 -18.806 80 0.001 Significant
and speaking skills.
The four skills (listening, speaking,
30 reading and writing) are taught 1.64 0.691 -4.765 82 0.001 Significant
separately.
The same class is taught by more than
31 1.58 0.607 -6.326 82 0.001 Significant
one teacher, each teaches different skills.

After applying the independents Sample t-test to identify any significant differences in the responses to the
teacher questionnaire concerning teaching methods domain, the result of all statement are significant except 27.
was not significant which means teachers don’t teach every page in the book, moreover, only 26 is significant
and t-value is positive which means Teachers use English only to teach the lessons, however 28, 29, 30, 31
t-value is not positive which means their indicators are low so the results show 28) Teachers use mixture of
English and Arabic in teaching. 29) Cassettes are sometimes are used in teaching listening and speaking skills.

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30) The four skills (listening, speaking, reading and writing) are sometimes taught separately. 31) The same class
is taught by more than one teacher, each teaches different skills.

Table 5. Reasons behind the failure of teaching SPINE 5 in Sudan related to activities
Test Value = 2
No. Questionnaire items Std. Sig (One Prediction
Mean T df
Deviation -tailed)
Activities such as acting, role-play, songs
32 and language games form integrate part of 2.49 0.805 5.487 81 0.001 Significant
the lesson.
33 Conversation is practiced in class. 2.68 0.664 9.308 81 0.001 Significant
Teachers let the pupils work in pairs /small
34 2.57 0.786 6.602 81 0.001 Significant
groups during the lesson periods.
35 Teachers give home work for the Pupils. 2.94 0.328 25.953 81 0.001 Significant
Pupils are encouraged to learn by
36 2.60 0.736 7.395 80 0.001 Significant
themselves.
Pupils are allowed to correct each other’s
37 2.29 0.923 2.872 81 0.005 Significant
work.
Each Pupil is allowed tohave his/her own
38 2.12 0.954 1.165 80 0.247 Not Significant
written work corrected.
Topics are assessed for free writing
39 2.30 0.887 3.008 80 0.004 Significant
assigned.
Outside class activities are usually
40 2.27 0.903 2.689 81 0.009 Significant
arranged by the teacher.

After applying the independent Sample t-test to identify any significant differences in the responses to the
teacher questionnaire concerning the activities’ domain, the result of all statement are significant and t-value is
positive, which means 32) Activities such as acting, role-play, songs and language games form integrate part of
the lesson. 33) Conversation is practiced in class. 34) Teachers let the pupils work in pairs/small groups during
the lesson periods. 35) Teachers give home work for the pupils. 36) Pupils are encouraged to learn by themselves.
37) Pupils are allowed to correct each other’s work. 40) Outside class activities are usually arranged by the
teacher. But 38) Result was not significant which means each pupil is not allowed to have his/her own written
work corrected.

Table 6. Reasons behind the failure of teaching SPINE 5 in Sudan related to teaching and learning environment
Questionnaire items Test Value = 2
No. Teaching and Learning environment Std. Sig (One Prediction
Mean T df
Domain Deviation -tailed)
41 Pupils seating is not comfortable. 2.38 0.629 5.401 77 0.001 Significant
The classroom is too crowded to allow
42 2.39 0.771 4.494 79 0.001 Significant
free activities.
Teaching aids such as: pictures, films,
43 filmstrips, tapes, charts, posters and 1.20 0.513 -13.945 79 0.001 Significant
flashcards are available.
Audio visual aids are usually used in
44 1.33 0.591 -10.224 79 0.001 Significant
English classes.
I write supplementary materials to
45 1.93 0.632 -1.062 79 0.292 Not Significant
SPINE 5.
It is too difficult to use communicative
46 2.53 0.693 6.775 79 0.001 Significant
competence in large classes.
47 Each Pupil has his own desk and chair. 2.05 0.913 0.490 79 0.625 Not Significant

After independent sample t-test was applied to identify any significant differences in responses concerning
teaching and learning environment domain, the results according to Table 6. Reveals items 44, 47 are not
significant 44. Teachers do not write supplementary materials to SPINE 5, and 47. ShowsthatPupils seating is not

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comfortable which the same result of 41. Which is significant with positive value, also 46? Result is significant
with positive t-value. It is too difficult to use communicative competence in large classes, the rest of the domain
items are significant, so the results as follow 42. The classroom is too crowded to allow free activities. 43)
Teaching aids such as: pictures, films, filmstrips, tapes, charts, posters and flashcards are not always available.
45) Audio visual aids are not always used in English classes (because the t-value is not positive).
4. Discussion
Results and discussion concern reasons behind the failure of teaching SPINE 5 in Sudan are as follows:
4.1 Discussion of Teacher Domain Results
After doing statistical procedure the results were: English language teachers are not specialized in teaching
English Language and not qualified enough to cope with SPINE 5, also most of the English Language teachers
do not refer to the teacher’s book to teach the four skills in their lessons plan, moreover, most of the teachers are
not aware of the concept of integrated English curriculum as mentioned in SPINE series or defined by
(Humphreys 1981).( Beane, James A. 1977) and (Shoemaker B. 1989), moreover, teachers do not attend and
observe lessons to other teachers in their school to develop their performance, these results agreed with Ahmed
Gumaa Siddiek (2001) and Faisal Abd Erahman (2007) results.
4.2 Discussion of Pupils Domain
The conclusion of statistical results showed that: Pupils’ background in English is weak, and they don’t find
learning English language through SPINE 5 textbook interesting, and can’t practice English skills in class or in
real life naturally. These results also found by Mahasin Dafalla Mohamed Alhag (2000) and Faisal Abd Erahman
(2007).
4.3 Discussion of Curriculum and Textbook Domain
Statistical procedure the results and discussion of Curriculum and Textbook Domain showed that Textbook
SPINE 5 is too long to be covered in one school academic year, and English language SPINE 5 textbooks are not
available for all pupils, add to that the layout of SPINE 5 is neither attractive nor logically organized and doesn’t
widen pupils’ knowledge about western culture, these results are the same results found by Ishraga Bashir
Mohammed Elhassan Mahgoub (2001) and Widad Hussein Ibrahim Mohamed (2002).
4.4 Discussion of Teaching Method Domain
The statistical procedure the results related to Teaching Method showed that:Teachers don’t teach every page in
the book and this attributed to crowded class, andthe four skills (listening, speaking, reading and writing) are
sometimes taught separately, and the same class is taught by more than one teacher, each teach different skill.
These results agree with those found by Widad Hussein Ibrahim Mohamed (2002) and Mohammed Mohammed
Abdella Alamin (2007).
4.5 Discussion of Activities Domain
The results of the Statistical procedure concerning the activities showed that not all pupils’ exercises are not
corrected by the teacher and this can be attributed to students’ number in the class, this result is similar to
Mohammed Mohammed Abdella Alamin (2007) and Ishraga Bashir Mohammed Elhassan Mahgoub (2001) and
can be connected to Ahmed Guma’a Siddiek (2004) results about SSC exams.
4.6 Discussion of Teaching and Learning Environment Domain
After analyzing statistical results concerning Teaching and Learning Environment Domain, it is clear that
teachers do not write supplementary materials to SPINE 5, and classes are crowded and pupils seating is not
comfortable and there is a lack of teaching aids do not help free activities these results agree with Mahasin
Dafalla Mohamed Alhag (2000), Mohammed Mohammed Abdella Alamin (2007) and Faisal Abd Erahman
(2007) results.
4.7 Conclusion of Finding
The main conclusion of findings of the study that reflectreasons behind the failure of teaching SPINE 5 In Sudan
are:
1) English language teachers are not specialized in teaching English Language and not qualified enough to cope
with SPINE 5, also most of the English Language teachers do not refer to the teacher’s book to teach the four
skills in their lessons plan, moreover, most of the teachers are not aware of the concept of integrated English
curriculum as mentioned in SPINE series, and they do not attend and observe lessons to other teachers in their
school to develop their performance.

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2) Pupils’ background in English is weakand they don’t find learning English language through SPINE 5
textbook interesting, and can’t practice English skills in class or in real life naturally.
3) Textbook SPINE 5 is too long to be covered in one school academic year, and English language SPINE 5
textbooks are not available for all pupils, also the layout of SPINE 5 is neither attractive nor logically organized
and doesn’t widen pupils’ knowledge about western culture which doesn’t reflect the title of the book.
4) English four skills (listening, speaking, reading and writing) are sometimes taught separately and the same
class is taught by more than one teacher, each teach different skill and this doesn’t enable communicative
teaching.
5) Not all pupils’ exercises are corrected by the teacher, and this doesn’t help pupils to be creative and may be
disappointing and demotivating to them.
6) Teachers do not write supplementary materials to SPINE 5, and Pupils seating is not comfortable and lack of
teaching aids do not help free activities.
5. Recommendations
1) Observation periods must be arranged by English language supervisors to help teachers evaluate and develop
each other’s performance as well as, also evaluating visits by supervisors should be raised. 2) Employing English
language teachers must be according to their qualification and a regular training programme should be set to
train English Language teachers to make them aware about what is new in the pedagogy world and it should not
be less than three months long. 3) Pupils’ standard of English language can be raised by using task-based
activities. Activating English Language clubs and societies in schools to improve students’ English Language
and to encourage them use the language. 4) Every pupil must be provided with a copy of SPINE 5 book in the
beginning of the educational year to enable teachers and pupils achieve their tasks. 5) Class-room must not
consist of more than 40 students to help using communicative approach. 6) English class periods for SPINE 5
should be increased to 6-7 periods a week to enable the teachers teach each section and activity in the book to
develop pupils` English Language. 7) Teach English language through British culture, according to the British
environment not Sudanese, and develop teachers’ language and ability within British culture training by sending
teachers to England to have reinforcing courses in the English heritage not Sudanese or by organizing courses to
be taught by British teachers with the collaboration with the British Council in Sudan.
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Alamin, M. M. A. (2007). Maintaining English Language Interaction in Large Sudanese Classroom through
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Appendix 1
Teachers’ Questionnaire
Dear colleague:
This questionnaire is an instrument of data collection for on-going tilted. Reasons behind the failure of teaching
SPINE 5 in Sudan.
I am definitely sure that you would be kind enough to answer all questions in this questionnaire, which will help
me to find the final results for this study.
Thanks for your collaboration.
Dr. Mona Mustafa Abdelaziz Hamad
Instructions
Please read each of the following statements carefully and put a tick (√) in the column (box) of the option which
best describes your point of view.
Domain 1. Teachers’ Domain
No Statement Agree No idea Disagree
1 All teachers who teach SPINE 5 are specialized in English language teaching.
2 My teaching load is too much (more than 18 periods a week).
3 English Language teachers are strongly qualified to teach SPINE 5.
4 I think I have received enough training to teach SPINE 5.
5 I prepare lessons on daily basis.
6 In each lesson plan I include the four skills, (listening, speaking, reading and
writing).
7 I refer to the teacher’s book to teach the four skills (listening, speaking,
reading and writing) integrately.
8 I am aware of the concept of integrated English curriculum as mentioned in
SPINE series.
9 I don’tattend and observe lessons to other teachers in my school.
Domain 2. Pupils’ Domain
No Statement Agree No Idea Disagree
10 Pupils’ background in English is weak.
11 Pupils find learning English language through SPINE 5 textbook interesting.
12 Pupilscan read and understand English newspapers and simplified stories by
themselves.
13 Pupilsare encouraged speaking with each other in English language outside
the classroom.
14 Pupils write correct sentences and paragraphs without help.
15 Pupils listen and understand the dialogues in SPINE 5.
16 Pupils receive help from their parents at home to practice English with them.
17 Pupils can understand a foreigner who speaks with them in English.
18 Pupilsuse English freely and naturally.
19 Pupils are able to practice English with people outside the school.
Domain 3. Curriculum and Textbook Domain
No Statement Agree No Idea Disagree
20 English language SPINE 5 textbooks are available for all pupils.
21 Teachers make some changes in Spine textbook to suit their pupils’needs or

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standard.
22 Textbook SPINE 5 is too long to be covered in one school acadmaic year.
23 SPINE 5 is logically organized.
24 The layout of SPINE 5 is attractive.
25 SPINE 5 widens pupils’ knowledge about western culture.
Domain 4. Teaching Methods Domain
No Statement Agree No idea Disagree
26 Teachers use English only to teach the lessons.
27 Teachers teach every page in the book.
28 Teachers use mixture of English and Arabic in teaching.
29 Cassettes are used in teaching listening and speaking skills.
30 The four skills (listening, speaking, reading and writing) are taught
separately.
31 The same class is taught by more than one teacher, each teaches different
skills.
Domain 5. Activities’ Domain
No Statement Agree No Idea Disagree
32 Activities such as acting, role-play, songs and language games form integrate
part of the lesson.
33 Conversation is practiced in class.
34 Teachers let thepupilswork in pairs /small groups during the lesson periods.
35 Teachers give home work for thepupils.
36 Pupils are encouraged to learn by themselves.
37 Pupils are allowed to correct each other’s work.
38 Each Pupil is allowed tohave his/her own written work corrected
39 Topics are assessed for free writing assigned.
40 Outside class activities are usually arranged by the teacher.
Domain 6. Teaching and Learning Environment Domain
No Statement Agree No idea Disagree
41 Pupils’ seating is not comfortable.
42 The classroom is too crowded to allow free activities.
43 Teaching aids such as: pictures, films, filmstrips, tapes, charts, posters and
flashcards are available.
44 Audio visual aids are usually used in English classes.
45 I write supplementary materials to SPINE 5.
46 It is found too difficult to use communicative competence in large classes.
47 Each pupil has his own desk and chair.

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This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution
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