Feeling race in English language teaching: racialized emotions in Japanese higher education

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.

iSpring is one of various software which is benefit in English language teaching and learning. There are numerous researches that bring up the use of iSpring to support the material and quiz development. This research aims at providing comprehensive literature review about iSpring in English language teaching and learning. This research’s objectives are investigating; 1) the roles of iSpring in English language teaching and learning and 2) the effectiveness of iSpring in English language teaching and learning. Qualitative research method with library research approach was used in this research. The data consists of 3 theses, 4 conference proceedings, 5 journal articles that taken mostly from Google Scholar. The data then analysed using content analysis to match the objective of this research. The findings showed that iSpring has several important roles for English language teaching and learning such as; making English teaching and learning activities becomes easier; helping students to learn English language; creating interest, motivation, confident, concentration, and independence for students in English learning; supporting all types of learning styles and various level of students in English learning; providing effective English teaching and learning activities; and also accommodating various English teaching methods. Besides that, this research also showed that iSpring was effective for foreign language distance learning, improving students’ independence on self-evaluation, improving receptive skill, and productive skills as well. Therefore, iSpring is suitable to be used in education, especially to support the English language teaching and learning.

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.

The English Language is widely used in nearly all countries around the world, and Tanzania is not an exception. Learning theories such as humanism, cognitivism, constructivism, and behaviourism are applied as a way to achieve the expected aims of English learning and teaching in Tanzania. This study aims to understand the challenges of using behaviourism theory in English language learning and teaching. This will be important for everyone involved in education, particularly English language teaching: Teachers, parents, textbook and/or supplementary book writers, syllabus designers, policymakers, education planners, and other educational stakeholders. This study opts to use a qualitative approach based on case study design to guide the study. The study used two instruments; a documentary review and an interview. The interview involved six primary teachers from different primary schools in Tanzania. The documentary review entailed reading various academic articles that contained information about behaviourism theory in English teaching. The finding indicates that challenges to using behaviourism theory in teaching English can be categorised into learner-based, teacher-based, and environmental-based. Learner-based challenges include such psychological problems as anxiety, which limit the application of key principles of behaviourism theory in teaching English. Teacher-based challenges include the ability of teachers, especially in the application of key principles of behaviourism theory in teaching English to primary school students in Tanzania. In conclusion, among other things, regular in-service training for primary school teachers, curriculum revision, and improvement of teaching and learning will be critical in minimising the challenges of using behaviourism theory in teaching English in Tanzanian primary schools. Key words: Behaviorism, second language, English teaching.

Language is a tool for instruction and expressing perspectives (Turetsky et al, 2021). This study aimed to explore the ideologies navigated through translanguaging in Pakistani institutions where English Language instruction is provided as an extra language (EAL). Following an exploratory sequential mixed method design, a survey of 31 items was administered to the language teachers n=100 after conducting non-participant observations of 480 minutes. For this study, the Ideological Model of Literacy (Curiel and Ponzio, 2021) was chosen as the conceptual framework. Observations revealed the involuntary navigation of primarily seven ideologies in the Pakistani classrooms. Quantitative data were analysed through SPSS 20.0, revealing that political ideologies and world Englishes ideologies secured the lowest average score of 2.34. However, racio-linguistic and English-only ideologies were averaged as 3.34. The results indicated that, in contrast, both multilingual ideologies and imperialistic ideologies had a higher mean score of 4.5. This study highlighted learners’ awareness of how their EAL instructors can navigate language ideologies through Translanguaging. References Aghai, L., Sayer, P., & Vercellotti, M. L. (2020). Effects of teachers’ language ideologies on language learners’ translanguaging practices in an intensive English program. In Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 345–362). Agwu Udu, D., Nmadu, J., Uwaleke, C. C., Anudu, A. P., Chukwunonso Okechineke, B., Attamah, P. C., ... & Ogonna, O. C. (2022). Innovative pedagogy and improvement of students’ knowledge retention in science education: Learning activity package instructional approach. Pertanika Journal of Social Sciences & Humanities, 30(3). Ali, I., Azim, M. U., & Rehman, A. U. (2024). Translanguaging as a tool to decolonise English language teaching in Pakistan: Opportunities and challenges. Pakistan Social Sciences Review, 8(1), 246–254. Al-Mutairi, M. A. (2020). Kachru’s three concentric circles model of English language: An overview of criticism & the place of Kuwait in it. English Language Teaching, 13(1), 85–88. Alsuwayhiri, M. M. (2024). The use of translation in English for specific academic purposes classes in Saudi Arabia (Doctoral dissertation, University of Glasgow). Atta, A. (2024). Prospective prognostication: An examination of translanguaging in Pakistan’s educational landscape through the lens of teachers’ and students’ perceptions. Language Teaching Research. https://doi.org/10.1177/13621688241259640 Cárdenas Curiel, L., & Ponzio, C. M. (2021). Imagining multimodal and translanguaging possibilities for authentic cultural writing experiences. Journal of Multilingual Education Research, 11(1), 6. Cenoz, J., & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press. Charalambous, P., Charalambous, C., & Zembylas, M. (2016). Troubling Translanguaging: Language ideologies, superdiversity and interethnic conflict. Applied Linguistics Review, 7(3), 327–352. Cushing, I. (2023). “Miss, can you speak English?”: Raciolinguistic ideologies and language oppression in initial teacher education. British Journal of Sociology of Education, 44(5), 896–911. Fang, F., Jiang, L., & Yang, J. (2023). To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens. Language Teaching Research. https://doi.org/10.1177/13621688231183771 Farahani, M. F., & Maleki, M. (2014). A survey on tendency toward curriculum ideologies among academic board members in educational sciences faculties – Tehran 2010–11. Procedia - Social and Behavioral Sciences, 116, 2392–2396. Galloway, N., & Ruegg, R. (2020). The provision of student support on English medium instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846. Henry, J. (2023). “Say a sentence”: Drawing an interactional link between organisations, language ideologies, and coloniality. Signs and Society, 11(1), 93–114. Hopf, A. (2023). Urdu language ideologies and Pakistani identity. In Language ideologies and the vernacular in colonial and postcolonial South Asia (pp. 34–56). Routledge India. Iversen, J. Y. (2021). Negotiating language ideologies: Pre-service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism, 18(3), 421–434. Kachru, B. B. (1996, November). Opening borders with world Englishes: Theory in the classroom. In On JALT96: Crossing borders. The proceedings of the 23rd annual JALT international conference on language teaching/learning, Hiroshima, Japan (pp. 10–20). Khan, I. U., Rahman, G., & Hamid, A. (2021). Poststructuralist perspectives on language and identity: Implications for English language teaching research in Pakistan. SJESR, 4(1), 257–267. Koyama, J., & Kasper, J. (2022). Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies. Linguistics and Education, 70, 101010. Mazak, C. M., & Herbas-Donoso, C. (2014). Translanguaging practices and language ideologies in Puerto Rican university science education. Critical Inquiry in Language Studies, 11(1), 27–49. Nadarajan, K., Abdullah, A. H., Alhassora, N. S. A., Ibrahim, N. H., Surif, J., Ali, D. F., ... & Hamzah, M. H. (2022). The effectiveness of a technology-based isometrical transformation flipped classroom learning strategy in improving students’ higher order thinking skills. IEEE Access, 11, 4155–4172. Naheed, M., Azim, M. U., Islam, M., & Imdad, K. (2024). Investigating the necessity of translanguaging in EFL classroom at university level: Perspective of teachers and students. Harf-o-Sukhan, 8(1), 474–487. Paulsrud, B., & Rosén, J. (2020). Translanguaging and language ideologies in education: Northern and Southern perspectives. In Handbook of the changing world language map (pp. 3533–3547). Sahan, K., Rose, H., Paulsrud, B., Tian, Z., & Toth, J. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony in university contexts. In English-medium instruction and translanguaging (pp. 1–14). Sahar, Y., & Shahbaz, M. (2023). Scope of e-portfolio-based assessment tool: Perceptions and practices of ELT practitioners in Pakistan. International Journal of Innovation in Teaching and Learning (IJITL), 9(1), 75–90. Sahar, Y., Ali, M., & Hussain, M. S. (2024). Emergent bilingual learners’ target language development: A comparison between government policies and school practices. 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This paper examines revamping strategies for the teaching and learning of English language to meet the challenges of the 21st century’s classroom. It demonstrates the need to improve the teaching strategies especially the innovative strategies that can aid the teaching and learning of English in the 21st century’s classroom. Revamping these innovative strategies such as; creative task-based, blended learning, collaborative, flipped learning etc can help to resolve the challenges involved in the teaching and learning of English in the 21st century’s classroom. The paper draws attention to the new trends in the 21st century’s classroom that will bring about the desired change for effective teaching and learning of English language. The paper through the literature finds out that revamping the strategies will enable learners to be independent; it enhances the students’ centered classroom which is a desired strategy in the 21st century’s classroom. The paper concludes with the following suggestions: English teachers should blend the innovative teaching strategies with the conventional teaching methods so as to enhance learners’ effective participation in the learning of English. Strategies that can increase learners’ interest be adopted into the teaching of English language in other to overcome the challenges of teaching English in the 21st century’s classroom. For effective revamping of the strategies for teaching and learning of English, there should be training and workshop for teachers in other to meet the challenges of teaching English in The 21st century’ classroom. 

The construction of self-evaluation and feedback management system for students in English language teaching is based on information technology and with the help of computer network technology, multimedia technology, data collection and analysis algorithm, and English language teaching theory. The system can reduce the workload of teachers and parents, improve the effectiveness of English language teaching, and make the information fully flow and shared between teachers and students and between home and school, so as to truly improve the learning efficiency of students, promote the development of English language ability, and achieve the goal of English language education. The research contents of the paper mainly include: first, introduce the concept, framework structure and function of the self-evaluation and feedback management system of students in English language teaching. Secondly, the paper discusses the design principles of self-evaluation and feedback management system for students in English language teaching, and emphasizes the importance of scientific and reasonable framework design for building an efficient and convenient self-evaluation and feedback management system for students in English language teaching. Thirdly, the application strategy of self-evaluation and feedback management system in English language teaching is proposed. Finally, based with the actual experience, the problems in the research process are reflected and summarized, and suggestions for the subsequent research work. It is expected that this study can play a certain reference role in the research of this field, and provide reference for the design and implementation of self-evaluation and feedback management system for students in English language teaching.

In research on gender and teaching in higher education, the experiences of male teachers as men, and of whiteness in a non-majority-white context have received little attention. As one step towards addressing this gap in the literature, this paper analyses interview accounts of white Western men working as English language teachers in Japanese higher education. The paper demonstrates, first, ways in which disembodied academic identities are constructed by erasing the men's racialised gender and sexuality. Second, it shows how favourable images of white Western male teachers are produced through a series of negative contrasts based on gender and race. Third, it suggests that men's homosocial networks may serve to facilitate male predominance in the Japanese university system. The analysis contributes to current understandings about the construction of white Western masculinities in academic institutions, in international education, and in English language teaching as a globalised industry.

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.

This paper presents a literature on the impact of Artificial Intelligence (AI) in English language teaching and library practice and its impact on library operations. This study aims to provide researchers with a comprehensive understanding of AI in the English language teaching and library context. This paper aims at analyzing an artificial intelligence platform that can be used in examining lecturers’ proficiency levels in English teaching and library practice in Nigerian universities. It draws attention to how AI facilitates personalized learning experiences by adapting to individual teachers’ teaching style, pace, and proficiency levels. The paper examines the proficiency levels of lecturers in Nigerian universities regarding the utilization of AI features in three innovative presentation software tools: MS PowerPoint, Canva, and Gamma. Through the application of AI playing as a pivotal tool in enhancing research, teaching and learning experiences, the study explores the significance of PowerPoint literacy in modern English teaching and learning settings. The method of research design is descriptive. The population of the study consists of the entire academic staff in Nigerian universities. The sample size used is made up of 600 lecturers. Data are analyzed using descriptive statistics of mean, standard deviation on a 4-point Likert Scale. The findings of this study serve as a base for developing training programs and interventions to enhance PowerPoint literacy skills in the teaching of English Language and library practice in Nigerian universities. The findings also illustrate that Artificial Intelligence technology is useful for developing teaching of English Language and library practice. The major limitation of this study is that it does not examine the extent of AI role in teachers’ teaching and students’ English learning. The information presented in this paper serves as a valuable resource for researchers interested in exploring the use of AI in English language teaching and library practice.

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 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). 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Technology has brought much improvement in English teaching and learning since its inception years ago. Undoubtedly, technology has changed the traditional English teaching and learning method, in-class, and out-of-class, with the teachers making the most of the multipurpose-functions that technology offers, especially, in this new norm era. However, as many as advantages the technology brings in English language classrooms, its drawbacks need to be addressed as well. Thus, this study aims to determine the drawbacks of technology in English language teaching and learning as perceived by university students in Malaysia. This study employed a quantitative research method using a survey design. The instrument used for this study was a set of questionnaires that was randomly distributed to students from different universities via google forms. The questionnaire consisted of 30 items which covered four sections: demographic profiles, cost of technology, language teaching using technology and language learning using technology. 85 students responded to the questionnaire and became the participants of the study. The findings revealed that university students in Malaysia perceived using technology in English language learning as the major drawback. The second drawback was the cost of technology, and finally, English language teaching using technology. The findings also revealed the students’ gender and fields of study had no influence on the drawbacks of technology in all three aspects. It can be concluded that the paradigm shift of using technology in the English language teaching and learning has also had its downside, especially in the students’ learning process.

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.

This study used library research research methods to investigate curriculum approaches in English language teaching in Indonesia. The purpose of this study is to identify curriculum approaches commonly used in English language teaching in Indonesia and to understand how these approaches shape teaching methods and strategies applied in language classrooms. In this study, the author conducted a comprehensive literature review of relevant literature, including textbooks, research journals, articles, and education policies related to English language teaching in Indonesia. The data collected were analyzed qualitatively to identify curriculum approaches commonly used in the context of English language teaching in Indonesia. The results of this study show that some curriculum approaches commonly used in English teaching in Indonesia include content-based approaches, communicative approaches, task-based approaches, and grammar-based approaches. The selection of this curriculum approach is based on the goals and objectives of the program, as well as the needs and interests of learners. In conclusion, in Indonesia, English teaching is influenced by various curriculum approaches, which shape the methods and strategies applied in language classes. The choice of curriculum approach in English language teaching depends on the goals and objectives of the program, as well as the needs and interests of learners. Different approaches can be used in combination to create a comprehensive and effective language learning experience so that language learners can easily master the language in a formal setting.