“A slightly hectic but a very normal meal at our house”: Parents’ collaborative facework in a YouTube video for English language learners

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. Journal of Language and Linguistic Studies, 14(1), 230-241. Yassin, M. (2018). Age Sex and Grade Across Level Of Education Effect On Foreign Language Anxiety. Journey (Journal of English Language and Pedagogy), 1(1), 67-77.

Nigeria is still struggling to attain quality in its education due to poor funding to the sector. There are known factors suppressing the actualization of quality education in the country which includes; dilapidated facilities and lack of commitment of stakeholders in maintaining and innovating them, very poor funding and management as well as bad governance. Teaching and learning English language are also affected by these factors. This This study seeks to identify the problems militating against the teaching and learning of English language, it also analyzed the implications of these problems on the performance of junior secondary school students in English language in Awka South local government area of Anambra State. The research adopted a descriptive survey research design in addressing the research problem in the study location. A total of 250 respondents constitute the research population (comprising 200 junior secondary school students and 30 English language teachers purposively sampled from 10 junior secondary schools). Data were collected using a self-designed questionnaire. Descriptive statistics were used to analyze the data collected from the field. Results from the study findings reveal that too much work load, poor teacher’s welfare, inadequate facilities, lack of proficient teachers, poor school management, overcrowded classrooms are negatively associated with the effective teaching of English language in the study location. The research concluded that inadequate funding has significantly contributed to the poor teaching of English language in Awka South local government area of Anambra State. Based on the results from the study findings, this research recommends that government at all levels and stakeholders in private sector should employ more teachers, implement good teachers’ welfare program and funds, provide sufficient facilities and resources, encourage the use of English language by providing more scholarships, training and competitions programmes for both teachers and students. Also, there is need for English language teachers to be engaged in professional development, attending trainings, and deploy the best methods in teaching English language.

In this 21st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills. With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum. This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses. The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semi-structured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols. This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language teaching and misalignments in the role of the English language courses within the engineering academic curriculum. As a result, tensions occurred in determining the emphasis of English language teaching. The ambiguities in positioning English language teaching and the misalignments of the English language courses presented the EL educators with challenges in managing their pedagogies and framing their teaching within the context of an engineering university. The study found that the strategies that the EL educators exercised in their agency resulted from the interplay between how they positioned English language teaching and the professional identities they developed in their university context. The demand for ESP required these EL educators to teach beyond their expertise, creating challenges for them to establish their professional identities. Complexities emerged when English language teaching involved integration among English language, communication skills, engineering knowledge, and problem solving skills. This study contributed to the field of English language teaching, specifically to English for Specific Purposes (ESP) by providing knowledge and understanding of the complexities of teaching English for the engineering discipline in higher education. It also contributed to research on professional identities by highlighting the tensions, struggles and negotiations that EL educators faced in positioning themselves within this context to determine their professional identities. The findings of this study deepen our knowledge and understanding of professional identities and agency among EL educators in the Malaysian context, particularly in the discipline-specific context of engineering.

Objectives: This study explores the impact of culture and technological tools on English language teaching (ELT) in Oman, a bilingual country where English and Arabic are frequently code-switched by teachers in English-language classrooms. The aim is to understand the impact of Arab culture and digital tools on code-switching (CS) among English language teachers and their effect on language learning outcomes. Methods: The research applies Vygotsky's sociocultural theory to examine the social and cultural dimensions of CS. A mixed-methods approach was used to collect data, including interviews and surveys with English second language educators. Descriptive and inferential statistics were used to analyze the data and identify common types of CS and factors contributing to CS in a digital environment. Results: Preliminary findings suggest that CS in English and Arabic enhances teacher-student interaction and enables the adaptation of teaching strategies. By considering the role of technology in CS practices, the study sheds light on the impact of technology on ELT classrooms. Conclusions: CS is a valuable tool in English foreign language learning (EFL) contexts, benefiting both students and teachers by enhancing engagement, reducing anxiety, and fostering dynamic learning environments. While CS supports less proficient students by integrating their native language, it should be used carefully to avoid disrupting advanced learners. Additionally, integrating technology and digital resources into EFL teaching can create immersive, personalized learning experiences, promoting self-reliance and better language acquisition. Instructors should align teaching materials with technology for optimal results.

The launch of ChatGPT has drawn public attention to the potential of Generative Artificial Intelligence (GenAI) tools due to its high accessibility and affordances. Many language teachers have attempted to integrate GenAI tools into their teaching practices. Although some Hong Kong secondary schools have started incorporating AI tools to teach science and technology-related subjects, schools integrating GenAI tools in language education are still scanty. Therefore, this qualitative case study used an in-depth focus-group interview with three in-service English language teachers in an early-adopting Hong Kong secondary school to explore their experiences of utilising GenAI tools in actual teaching practices and the underlying factors facilitating or hindering the application of GenAI in English language teaching. The findings showed that GenAI tools could be used to assist teachers in various tasks, including proofreading, generating teaching and assessment materials, offering feedback and suggestions, etc. The findings indicated that environmental factors, benefits to students’ language learning, and benefits to teachers’ professional work were the enablers for English teachers to integrate GenAI tools. Moreover, limitations of GenAI tools and teachers’ internal hindrance were identified as the barriers to incorporating GenAI in English language teaching. Practical implications and limitations are discussed.

The launch of ChatGPT has drawn public attention to the potential of Generative Artificial Intelligence (GenAI) tools due to its high accessibility and affordances. Many language teachers have attempted to integrate GenAI tools into their teaching practices. Although some Hong Kong secondary schools have started incorporating AI tools to teach science and technology-related subjects, schools integrating GenAI tools in language education are still scanty. Therefore, this qualitative case study used an in-depth focus-group interview with three in-service English language teachers in an early-adopting Hong Kong secondary school to explore their experiences of utilising GenAI tools in actual teaching practices and the underlying factors facilitating or hindering the application of GenAI in English language teaching. The findings showed that GenAI tools could be used to assist teachers in various tasks, including proofreading, generating teaching and assessment materials, offering feedback and suggestions, etc. The findings indicated that environmental factors, benefits to students’ language learning, and benefits to teachers’ professional work were the enablers for English teachers to integrate GenAI tools. Moreover, limitations of GenAI tools and teachers’ internal hindrance were identified as the barriers to incorporating GenAI in English language teaching. Practical implications and limitations are discussed.

The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL teaching-learning. Following the constructivist research paradigm and a multiple case study approach, qualitative data were collected through direct non-participant classroom observations and face-to-face interviews with six EL teachers and other secondary informants. The collected data were analyzed by a qualitative data analysis software, NVivo 11 Pro, using thematic analysis. The main findings of the study substantiated that the participating EL teachers had poor pedagogical skills in classroom management, ignored the four skills, built no rapport with learners, failed to retain learners’ attention, encouraged memorization, could not motivate the learners, assigned ritualistic homework, taught grammar and vocabulary without contextualization, used teaching aids insufficiently and ineffectively, and exhibited poor planning and preparation for classroom teaching. The paper also discusses the implications of the key findings and proposes some recommendations for the EL teachers and other stakeholders concerned.

This study investigates the effect of professional licensing on English language teaching practices and teacher motivation in Saudi Arabia. The main aim is to examine whether licensing requirements influence classroom strategies and educators’ enthusiasm toward teaching. The central research questions explore how licensing impacts teaching performance and motivation, and what implications this has for job satisfaction among English language teachers. An explanatory sequential mixed-methods design was employed. In the first phase, quantitative data were collected through a structured questionnaire administered to 1,084 English language teachers across Saudi Arabia. In the second phase, in-depth interviews with ten teachers were conducted to enrich and explain the survey findings. Results revealed a generally negative perception of professional licensing, with most teachers reporting minimal impact on their teaching practices and motivation. Only teachers aged 41–50 showed a statistically significant positive response. Financial penalties linked to licensing were found to reduce intrinsic motivation. The study highlights a misalignment between the intended purpose of licensing and teachers’ perceptions of its value. It recommends decoupling licensing from salary-related consequences, enhancing communication about its benefits, offering targeted professional development, and providing more frequent and flexible assessments. These steps may foster a more positive attitude toward licensing and improve its effectiveness in supporting educational quality.

This study aimed to explore the relationship between English language education policy (ELEP) and teacher effectiveness (TE) at grade three senior high schools (G3SHS) in Mashhad, Iran. To this end, the English Language Policy Inventory (ELPI) designed and validated by Khodadady, Arian, and Hosseinabadi (2013) and English Language Teachers’ Attribute Scale (ELTAS) developed and validated by Khodadady, Fakhrabadi and Azar (2012) were administered to 48 teachers of English as a foreign language (EFL) and their 1072 EFL learners. The correlational analysis of results showed that the two ELEP and TE domains correlated significantly with each other. The same analysis revealed significant relationships between Harmonic Curriculum, International Interaction, Internationalizing Native Culture, Methodological Development, International Understanding, All-Compassing Improvement and Functional Organization genera of the ELPI and Qualified, Social, Stimulating, Organized, Proficient, Humanistic and Self-Confident genera of the ELTAS. The findings are discussed from both theoretical and empirical perspectives and suggestions are made for future research.

This article explores how globalization restructures Intercultural Communicative Competence (ICC) with the growing use of English Language Teaching (ELT) in Nepal. With rapid globalization, the aim of language teaching has shifted from communicative competence to ICC. The objective of this study is to explore the impact of globalization on ICC and ELT by employing a qualitative literature review related to globalization utilizing secondary sources. With the rise of Westernization, it evaluates the inclusion of ICC in ELT curricula, suggesting strategies to balance local and global preserving their linguistic identity. It concludes that globalization has a long-term effect on Nepal’s socio-cultural dynamics which stresses the students to be proficient in ICC and ELT because English has become a global lingua franca and a carrier of culture as well. It also analyses the challenges and opportunities that have been brought about by globalization in ELT in Nepal. As Nepal is interconnected globally, it is significant to analyze how globalization redefines the English language learning and teaching process and how it is connected with the ICC of the learners. It further analyzes how globalization offers a more inclusive approach to language teaching which integrates cultural awareness into the curriculum. It concludes with curriculum reformation and teacher training by equipping the skills to navigate cultural plurality. Finally, it emphasizes to integrate ICC into ELT in developing global communicative skills, and promoting local cultural and linguistic traditions despite the risk of westernization and cultural homogenization in ELT in Nepal.

This paper starts with an overview of the sociolinguistic context and a series of policy documents concerning English language education promulgated recently in China. It moves on to an analysis of disparities in English language education policies practised in different regions, differences between urban and rural areas, between social classes and between linguistic minority and majority groups. The juxtaposition aims to reveal what different regions and social and ethnic groups in China have in common and how divergent they can be in terms of local policies and practices in English language provision. Also discussed in the paper are issues such as tensions between the spread of English and Chinese language education, and between mother tongue, Chinese and English language education in the case of minority groups, inequality in education and other linguistic, political and cultural dimensions.

This contribution aims at presenting the underlying construct and the research design of a study carried out by the Roma Tre University unit of a 3-year national research project (PRIN), as well as the findings about English language (EL) teachers’ attitudes towards English as a Lingua Franca (ELF) as they emerge from the study and from the in-service teacher education course designed and implemented during the project. The study investigated native and non-native teachers’ understandings, beliefs and attitudes towards ELF and the challenges brought about by the notion of ELF awareness in English Language Teaching (ELT). This investigation was carried out through the online administration of two questionnaires, one for Italian non-native teachers of English teaching in the Italian school system, and one for native English language assistants working at university level. The survey findings informed the design of a post-graduate blended EL teacher education course, with a special focus on developing English language teachers’ awareness of the emerging realities of English, while providing an ELF-aware reflective approach to revisit the EL teachers’ syllabus design, lesson planning and implementation. Course participants’ feedback is presented and pedagogical implications for EL teacher education are illustrated and discussed.

This chapter argues that both language tests and the English language play powerful roles in today’s world and that the combination of these two powerful entities has far reaching implications for policy and practice in English language teaching (ELT). It further claims that it is often the case that the English language teaching profession serves as a major mechanism through which these powerful entities are manifested as English language teachers are expected to carry out and implement language testing and English language teaching policies. This brings about a change in the status of teachers, from authoritative and responsible professionals to what many would regard as servants of the system. Alternative proposals, driven by teachers and based on pedagogical considerations are encouraged as such strategies can result in more democratic, ethical, humane and pedagogical approaches to English language testing and teaching.

The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria. The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

Pre-service teachers in English First Additional Language (FAL) preparation programmes are designed to skill with knowledge so they become competent teachers. This study underpinned the historical development of English language teaching in South Africa and preparing pre-service teachers for English FAL teaching in schools. It highlighted the role of higher education institutions in preparing pre-service teachers for English language teaching and the importance of teacher education curriculum and pedagogy. It discussed the teaching and learning of the English language and presented some approaches used for English language development in teacher education. It finally recommends extending the practicum period for greater exposure to natural classroom environments and ensuring that the qualification requirements are uniform so that teachers are adequately prepared to teach in different school contexts. Pre-service teachers must be exposed to speaking and presenting so they do not get overwhelmed in crowded classrooms.