A Short Study in Perspective on Enhancing Communication Skills (LSRW) for English Language Learners Through Select Journalistic-Print Articles & Radio Broadcasting

In the paper, I have analyzed the status of English Newspapers between 1959 and 2009 that are of national importance. Reportage in English as an employable skill during the first decades post Independent India was only exclusive to the ones who had access to university education or to the ones who went abroad and returned home armed with degrees. But, since the beginning of the 21 st century, it has been considered as the dawn of Information Age in India. And along with universalization of education and vast increase in the circulation of English Newspapers, current generation of learners in schools, colleges and researchers have found scope in English as a language as strong medium of communication and as a tool for learning for the upcoming new generation of learners as well. English Language learners till today find journalism as a medium to not just read or hear from it but also contribute toward it. Keywords: English, Language, Journalism, Learner, Information.

The article presents the results of the research study examining the role and influence of Information and Communication Technology (ICT) on the new generation of school learners, specifically Generation Z. The curriculum developed and used in most Russian schools nowadays is based on the traditional sage-on-the-stage approach which fails to be effective in dealing with the current Generation Z cohort. To design teaching methodology properly it is urgent to find out the nature of the entire generation, the defining characteristic being their information-age mindset. The goal of the research was to study the primary, middle and high school students’ attitude toward the use of technology in education, the question if education should go digital forming the foundation for our study. Analysis of the empirical data showed that representatives of all studied age groups immersed in digital technology, are engaged in classroom activities if they include the use of ICT. We see the mission of school in providing high quality education to students, changing the traditional approach to classroom organization, and using teaching methods that would be relevant to the new generation of learners, meeting their new needs, values and goals. The latest technologies used in a balanced way in teaching encourage a person’s positive attitude to intellectual activity, stimulate and sustain the interest, thus boosting the learning performance.

This quasi-experimental study investigates the impact of print media on English second language acquisition among undergraduate students in Bangladesh. Using a mixed-methods approach, data were collected from 60 undergraduate students and 25 English language instructors across two government colleges and one university in Feni district. The study employed structured questionnaires and personal interviews to examine how various forms of print media—including newspapers, books, magazines, and journals—facilitate English language learning in EFL contexts. Results indicate that print media significantly enhances vocabulary acquisition, reading comprehension, and overall language proficiency. The experimental group exposed to systematic print media instruction demonstrated superior performance compared to traditional classroom-only approaches. Findings suggest that 66.65% of students reported positive effects of print media on language acquisition, with newspapers (50%) and books (23.33%) being the most effective tools. Teachers unanimously agreed (100%) that print media positively impacts all four language skills. The study concludes that integrating authentic print materials into EFL curricula can substantially improve undergraduate-level English language acquisition in Bangladesh, bridging the gap between classroom learning and real-world language application.

ABSTRACTImagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total of 592 participants completed an Imagined Community of Practice Questionnaire, and 64 participated in semi-structured interviews. The questionnaire data were subjected to exploratory factor analysis, which identified four underlying factors, including constructing language learning identity, learner agency, coordination and synergy, and EIL and global communication. Furthermore, themes emerging from the interview data indicated that imagined communities of practice could afford opportunities for English language users to negotiate their identity, communicate globally, preserve values uniting English language users, exercise learner agency, and practice coordination and synergy in their imagined communities. These findings suggest that English language teachers should place a high value on imagined communities of practice.

The aim of this paper is looking on the impact of English as a global language from an angle of how English language is used in local printed advertising media in Jakarta particularly on fliers. Discussion takes place by comparing two different brands in the city: a local brand advertisement and an international/multinational brand advertisement which sells similar product. Linguistic elements such as lexical category (verbs, nouns, etc.) are the focal point of the discussion. It can be said, at the end, that the local brands try to get brand power and position in the market through the usage of English language (as language choice), product name, logo, and even the content message in brochures and menus. Meanwhile it seems that the international brand uses adaptation technique to call for Indonesianisation of their product. Keywords : English as global language, advertisement, linguistic elements

The development of ESP (English for Specific Purposes) started after the Second World War in a period of enormous expansion of science, technology and economy. English language became an international language of communication, technology and trade and started to attract a new generation of learners: businessmen, doctors, lawyers, economists, engineers and others who wanted to study English because of their specific, professional needs. The most important difference between English for Specific Purposes (ESP) and English as a second language (ESL) or general English lies in the nature of the learners and their purposes for learning English. An ESP program is built on an assessment of purposes and needs of adult learners who are learning the language in order to communicate a set of professional skills and to perform specific job-related functions. ESP also concentrate more on language in context than on teaching grammar and language structures. The language skills used in ESP are determined by a needs analysis and the syllabus is designed accordingly. English for Specific Purposes (ESP) is a specific approach to language based on the specific needs of the learners and it integrates motivation, subject matter and content for teaching relevant skills.

Language learning

This study sought to determine the level of anxiety towards English language learning of the students of Isabela State University, Ilagan Campus. The researchers used the descriptive design since the aim was to describe the level of the students’ anxiety towards English language learning. The standardized questionnaire for anxiety developed by Horwitz et al. (1986) was used           in this study. The findings revealed that the respondents’ level on the different areas of anxiety in learning the English language namely: communication anxiety, oral test anxiety, fear of negative evaluation, anxiety of English classes is moderate. Further, the results showed that sex is a variable that does not affect the students’ level of anxiety in learning the English language in terms of their anxiety in communication and in their English classes. However, in terms of their fear of negative evaluation and oral test anxiety; their sex has significant effect and it is prevalent to those who are female students. The level of anxiety of the students in English Language does not significantly influence the academic performance of the students. References Ali, T. T., & Fei, W. F. (2016). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics and English Literature, 6(1), 305-310. Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855. Andualem Desta, M. (2019). An investigation into English foreign language learning anxiety and English language performance test result: Ethiopian University students in focus. International Journal of Research in English Education, 4(4), 83-100. Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-21. Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1). Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 1-15. Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62. Gerencheal, B. (2016). Gender Differences in Foreign Language Anxiety at an Ethiopian University: Mizan-Tepi University Third Year English Major Students in Focus. Online Submission, 1(1), 1-16. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. Jugo, R. R. (2020). Language anxiety in focus: The case of Filipino undergraduate teacher education learners. Education Research International, 2020. Khan, S. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Department of Applied            Advances in Language and Literary Studies. ISSN: 2203-4714, Vol. 6 No. 6; Australian International Academic Centre, Australia. Retrieved July 22, 2021. Retrieved from http://files.eric.ed.gov/fulltext/EJ1127504.pdf Knell, E., & Chi, Y. (2012). The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs. International Education, 41(2), 5. Krashen, S. (1998). Comprehensible output?. System, 26(2), 175-182. Liu, D. (2015). A critical review of Krashen’s input hypothesis: Three major arguments. Journal of Education and Human Development, 4(4), 139-146. MacIntyre, D.,  &  R.C.  Gardner.  (1991a).  Language  anxiety:  Its    relationship  to  other  anxieties  and  to  processing  in  native  and  second  languages.  Language Learning 41: 85-117. Marcos-Llins, M., & Garau, J., M. (2009). Effects of Language Anxiety on Three Proficiency-Lvel Courses of Spanish as a Foreign Language. Foreign Language Annals, 42(1), 94-111. http://dx.doi.org/10.1111/j.1944-9720.2009.01010.x Özer, S. (2020). The predictiveness of students’ attitude and motivation on their achievement in ESP classes: The mediating role of anxiety. Raju, N., & Joshith, V. P. (2018). Krashen’s theory of second language acquisition: A practical approach for English language classrooms. International Journal of Innovative Knowledge Concepts, 6(12), 179-184. Razak, N. A., Yassin, A. A., & Maasum, T. N. R. B. T. (2017). Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students. English Language Teaching, 10(2), 73-85. Rezazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching, 2(4), 68-74. Sadiq, J. M. (2017). Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia. English Language Teaching, 10(7), 1-7. Said, M. M., & Weda, S. (2018). English language anxiety and its impacts on students’ oral communication among Indonesian students: a case study at Tadulako University and Universitas Negeri Makassar. TESOL International Journal, 13(3), 21-30. Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language learning, 58(4), 835-874. Schütz, R. (2007). Stephen Krashen’s theory of second language acquisition. English made in Brazil, 2(2), 2007. Soriano, R. M. (2017). SILENCE SPEAKS A THOUSAND WORDS: STUDENTS’PERSPECTIVE ON CLASSROOM LANGUAGE ANXIETY. QSU Research Journal, 6(1), 1-1. Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland. Tosun, B. (2018). The title of your paper: Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age. 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The idea of ‘teacher as moral guide’ (TMG) is a core motif among teachers in Vietnam. However, what counts as morality and the moral role of teachers in contemporary Vietnam is constantly challenged and reconstructed by processes of globalisation, the international status of English, the country’s exposure to different values brought about by its open-door policy, and its ambition to integrate globally. Employing a qualitative case study research approach with nineteen student teachers and ten teacher educators of English at three different English language teacher education institutions in Vietnam, this study has attempted to re-examine the notion of ‘morality as an identity filter’ and the conception of ‘teachers as moral guide’ (Phan, 2008; Phan & Phan, 2006; Phan, Phan, & McPherron, 2011) as the ‘core’ identity of Vietnamese teachers through the participants’ social positioning of self and others and through interactions. In other words, it focuses on examining the reconstructed meaning of this professional/national identity in relation to English as an international language (EIL) in the context of globalisation. More specifically, the study looks deeply into the way EIL might influence the development of teacher identities within the boundaries of English language education. The data collection process involved three stages proceeding from guided journal writing/semi structured individual interviews (before the practicum), through 4-6 weekly diaries collected through email correspondence (during the practicum) to in-depth individual interviews (after the practicum). Individual in-depth interviews were carried out both with teacher educators and student teachers at the final stage. The findings have illuminated the translation in meaning of TMG and ‘teacher morality’ firstly through dialectic positioning of self and others, and secondly through the conflicts and negotiation of morals and values associated with the informants’ experiences during English language learning and teaching (ELLT). The meaning of TMG in relation to EIL and globalisation has been identified in recognition of several influential factors. It is found that the pragmatic issues of teaching professions such as low pay, work and life balance, the vision of being perfect, overloaded professional requirements, the senior teachers’ models (both negative and positive images), and experiences of ELLT have contributed to the negotiation of teacher morals, moral roles and related values leading to the transformation of subjectivity among the participants. The complex interplay of factors and reasons created dilemmas which student teachers navigated as they developed their particular understandings of TMG and the formation of their professional identity. The meaning of teacher morality and TMG has been extended from being good in conduct and knowledge, to also being an inspiring model. The study has portrayed a shifting image of Vietnamese teachers, focusing on teachers being ‘moral’ in a less conventional way. The ELT teachers are suggested as being a model of modern teachers who own a typically distinctive image without having to wear the image of a ‘classic’ teacher. Wearing a new look and practising their own styles, ELT teachers have been perceived as setting an example for their students with their knowledge, their enthusiasm, their open-heartedness, their inspirational spirit, and most importantly their embodiment of morality of Vietnamese teachers. The findings have also contributed some universal characteristics of ELT professionals and the tensions that they engender. ELLT has more or less acted as a driver of shaping and reshaping the personal and professional identities of ELT teachers. The concept of TMG as a ‘core’ identity of Vietnamese teachers, while retaining its currency and significance, has been socially and linguistically reconstructed in relation to universal ELT professionalism, in which teachers should perform their moral roles as ELT professionals while demonstrating themselves to be moral educators for issues that matter locally, nationally and globally. The perceptions of ELT Vietnamese teachers’ image/teacher identity have confirmed the usefulness of the underlying socio-cultural approach (Bucholtz & Hall, 2005) that informs this study, and which shows that identity is (re)constructed through positioning and interactions. The study also reinforces the scholarship about professional identity as constructed through identification and negotiation of personal, local and universal values and beliefs. This project puts forward issues for teacher education, urging the explicit encouragement of TEs to enact their moral guiding roles through a caring relationship while enhancing STs’ understanding of morality and development of moral identity.

Language learning

The purpose of the study is to examine the Perception and Effect of Undergraduate English Language Students have about Studying Literature. The findings of this study have some implications for ESL students studying literature in the language classroom. The fact that literature has been used to make English language teaching and learning more interesting, even at the lower levels of learning, goes a long way to support the argument that literature should be encouraged in English language teaching and learning in Ghanaian schools. Poetry, drama, and prose have all been employed in the teaching and learning of various components of the English language. However, the critical function of literature in ESL students' language learning cannot be realized without a shift in the mindset of the stakeholders. According to the findings of this study, many undergraduate students have a negative attitude toward the study of literature. School authorities must also encourage parents to buy enough literary materials for their children and also encourage them to read them. This will help the students to develop good reading habits which will in turn improve their attitude toward the study of literature. Creative programmes could also be developed using current technologies which will make students develop good reading habits.

This research study investigated the attitudes and motivation toward English language learning in senior high schools using Accra Senior High School as a case study. The study employed a quantitative approach using descriptive-correlational design to investigate the relationship between students’ motivation and attitude in the learning of the English language toward their English language achievement. This study adopted a questionnaire to gather data from 100 English students and 5 English teachers who were randomly selected through a simple random and convenience non-probability sampling technique. The findings revealed that students are instrumentally driven to learn the English language in comparison to integrative and personal motivation. The majority of the students indicated they learn English because they need it for their studies. The majority also indicated they learn English because it makes it easier to contact English-speaking people and get a well-paid job. Second, students' attitude towards the learning of the English language was found to be positive. The study revealed students were very interested in speaking the English language. The teachers attested to this and revealed students take active participation in class and make an effort to speak English. Lastly, there existed a moderate positive and statistically significant correlation between English learners' motivations (r = .45) and attitudes (r = .35) towards the English language with their English performance. It was concluded that as English learners’ motivations and attitudes in learning the English language grow, their English Performance improves. In addition, there existed a strong positive correlation between English learners' motivations in the English language and their attitudes towards the language. This implied that learners' motivation in learning English had an influence on their attitude towards the English language. The study recommends that instructors or teachers should assist in the creation of an environment that is favourable to reducing feelings of nervousness or shyness.

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

This chapter presents a case study of how a group of eight teachers from an elementary school uses digital and online spaces for students’ acquisition of literacy and numeracy knowledge and skills (i.e. the teaching and learning of English language and mathematics). The participated teachers teach either one or both of the subjects mentioned above. Their school is one of the eight future schools selected in 2006 and started in 2008 to seek innovative teaching and learning approaches that leverage on ICT to engage the new generation of learners (Ministry of Education & Infocomm Development Authority, 2012). The school has created an ICT-enriched learning environment coupled with the necessary pedagogies and provides a one-to-one student–computer ratio for its Grade 1–3 students; students for Grade 4 onwards are encouraged to procure their own personal digital learning devices (i.e. notebook computer) for learning in school and at home. These eight teachers are selected based on the grade level that they are teaching—Grade 4. School records over the years have indicated that the level of ICT usage is the highest for Grade 4. In-depth discussion interview with the teachers are conducted, transcribed and analysed according to the SAMR Model (Puentedura, SAMR and curriculum redesign , 2014)—to establish whether technologies are being used to substitute, augment , modify or redefine current teaching practices. Through the rich description and in-depth interviews with the teachers, this case study could also act as lesson ideas and models for others in the fraternity to emulate and reflection upon. The findings suggest that teachers attempted to leverage on technology to bring about more effective teaching (i.e. going beyond the substitute mode). In addition, this case study also once again brings to attention the need to look into the following: (a) how ICT being used in different subject areas; (b) individual differences in how teachers use ICT; (c) provisions for technological infrastructure and availability of computing equipment; and (d) students’ readiness to use ICT for their learning.