The Importance of Integrating English as a Second Language (ESL) in the Classroom Settings: Applying a Hermeneutical Approach to Language Learning in the Filipino Context

The rising prominence of soft skills within English as a Second Language (ESL) pedagogy stems from the assumption that such an approach is ultimately bound to ease language learning and sustain learner enthusiasm in the course endeavour. This integration within context is the subject focus within this pilot study adopting a mixed-methods approach. More specifically, this case study focuses on the integration of communication, cooperation, and the ability to resolve problems within the system of assessment of ESL teaching and learning. The quantitative component consists of data from questionnaires and just above a hundred proficiency tests obtained from120 participants. In addition, the qualitative component comes from interviews with four teachers and structured class participative observations. The study’s outcomes claim that there is a strong positive correlation (r = 0.865) with the integration of learners’ active engagement and the use of interactive teaching methods. The qualitative data suggest that there were significant changes to learners’ confidence and ease with collaboration. This again raises the issue of time and inflexible curricula. The instruments’ reliability tests score (Cronbach's α = 0.961) suggests that the data from the quantitative instruments is sound. Thus, the findings of the study do suggest that there is planned integration of soft skills in the ESL curriculum. This finding also clarifies the methodological approach of the study.

This study explores the crucial influence of cultural background on the writing performance of English as a Second Language (ESL) and English as a Foreign Language (EFL) students, focusing specifically on the Libyan context. The impact of cultural background is observed across various dimensions of writing, encompassing content, organization, style, language, and conventions. Additionally, cultural backgrounds shape the writing strategies adopted by EFL and ESL learners. Considering the significance of this influence, the paper advocates for awareness among EFL and ESL teachers regarding the cultural backgrounds of learners when designing or adopting instructional techniques for teaching EFL writing. The literature review critically examined the roles played by learners' cultural backgrounds in shaping their writing skills. It explores the role of the English language in Libya and assesses the current practices in teaching EFL writing within the Libyan educational landscape. The study discovered that very few studies have been conducted concerning EFL and cultural background in the Libyan context. Thus, it identifies challenges faced by Libyan undergraduates in EFL writing due to their different cultural and linguistic backgrounds, which differ from that of the English language. In conclusion, this study offers valuable insights into the complex relationship between cultural background and EFL writing performance. The paper contributes to a deeper understanding of the challenges faced by Libyan students and provides practical recommendations for instructors. Furthermore, the study identifies potential avenues for future research in the dynamic field of EFL writing instruction.

The purpose of this paper is to report on a usability study for ESL websites conducted to gain insights from learners of English as a second language (ESL) as they interacted with specific sites. Five carefully selected ESL sites were tested by 10 different users generating a total of fifty testing sessions. Two major research questions guided the study: (a) what are intermediate-level ESL learners’ perceptions of the design features for the specific ESL websites? and (b) what design features contribute to learning from the ESL websites? Participant reactions to site specific learning tasks and evaluative questionnaires provided evidence of design features relevant to the ESL context. The findings address information, interface, and interaction design issues as well as highlight the importance of (a) organizing the site meaningfully, (b) recognizing the users’ prior knowledge to identify unambiguous labels and categories, (c) making the site easy to navigate, and (d) aligning learning activities or tasks with how ESL learners learn. Results of the study provide implications of the usefulness of ESL websites, the effectiveness of site design features, and the degree to which sites meet ESL learners’ needs.

It is often argued that current generations use digital technologies in different ways than older ones do. In response to the need for research on how younger generations use new technologies, this paper surveys identifiable patterns of technology use in EFL (English as a foreign language) and ESL (English as a second language) learners in daily and academic contexts, with a focus on digital productivity. To collect data, 97 EFL learners and 30 ESL learners were given a survey developed by the researcher. The survey was validated using verbal probing as a cognitive validation strategy. The data were analysed using SPSS 18.0 through descriptive statistics, Welch–Satterthwaite test and correlation coefficients. The results revealed that access to technology is not a significant issue in both contexts. However, although ESL students are better at using technologies in daily life, they are no different from EFL students with respect to producing content for learning. The data also indicated that both EFL and ESL learners produced content using only well-established digital tools, and there is some individual variation within both cohort of students. The findings imply that it could be useful to introduce new technologies into educational context both at individual and instructional levels

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

This paper explores the practical implementation of retrieval practice techniques for improving English as a Second Language (ESL) vocabulary acquisition. Effective strategies for fostering long-term retention and comprehension of vocabulary are of utmost importance in the field of ESL education. Three key retrieval practice techniques, namely, The Brain Dump, Low-Stakes Quizzes, and Flashcards, were examined, and their advantages, drawbacks, and potential impact on ESL learners were discussed. Additionally, the integration of digital technology with traditional retrieval practice tools is discussed, highlighting the evolving landscape of language learning strategies. This discussion emphasizes the significance of retrieval practice in enhancing ESL vocabulary acquisition, offering educators and learners valuable tools to reinforce memory traces, engage in active recall, and promote metacognition. However, challenges, such as time constraints, test anxiety, and rote memorization, must be carefully considered in their implementation. Overall, this paper provides insights into the practical utilization of retrieval practice techniques, offering educators a nuanced perspective on improving ESL learners' long-term vocabulary retention and comprehension.

Affective factors such as emotion and attitudes have long been identified as contributing factors to success and enjoyment in language learning. With the new movement of education in the new norm, a weightage needs to be focused on the affective dimensions among learners. This study aimed to discover the importance and factors of enjoyment in learning English as a Second Language (ESL) among Malaysian secondary school students. This multisite case study took place in five secondary schools in Malaysia. Focus Group Discussion (FGD) was held among five ESL teachers and an open-ended questionnaire was distributed to 65 students in the respective schools. The findings reveal both teachers and students think enjoyment is important in learning ESL as it bridges up engagement in learning, enhances motivation and for the usefulness of learning the language. Furthermore, the study also discovers the factors of enjoyment in learning ESL namely teacher-factor, sense of achievement and relationship with peers. This study provides valuable information on the of the understudy topic of enjoyment in Malaysian ESL classroom.

The purpose of this study was to examine whether native English speakers and Japanese ESL (English as a Second Language) learners concurrently access prefabricated patterns as well as each word in these patterns when collocation meanings are retrieved. Previous studies have tended to focus on either holistic or analytic solo processing; however, there is the further possibility that single-word knowledge is simultaneously activated when prefabricated patterns are accessed. With this possibility, this study examined the possible parallel processing of collocations. Two experiments were conducted with 30 native English speakers and 30 advanced Japanese ESL learners. It was found that (1) the native speakers (NSs) generally processed collocations in parallel, but some collocations were solely processed; and (2) ESL learners generally used sole processing and tended to use fewer prefabricated patterns than the NSs. From these findings, it was suggested that the ESL learners processed collocations differently from NSs even after the knowledge of collocations had been acquired. This provides some evidence that dealing with simultaneous processes is challenging for ESL learners.

This action-based research study investigated the challenges and successes involved in the teaching of intercultural competence in the English as a Second Language (ESL) classroom. Most studies on intercultural competence take place in English as a foreign language classroom, and very few are centered on ESL instruction. It is this gap in the research that motivated the present study, in which the following research questions were posed: 1) How do targeted training practices in the classroom promote the development of intercultural competence as demonstrated by quantitative data?; 2) What challenges are associated with teaching intercultural competence to ESL learners?; 3) Which classroom practices are most effective in helping ESL learners develop intercultural competence? The study focused on eight ESL students at the Intensive English Program at West Virginia University in the United States between the summer and fall terms of 2022. The data collection tool utilized was a survey, which was conducted at the beginning and end of each semester. The survey included questions about participants’ personal backgrounds, a Likert scale where participants ranked statements about intercultural communication based on the NCSSFL-ACTFL Can-Do Statements, and two open-ended questions about intercultural interactions. Findings of the study were also based on participant observations and a reflective journal by the teacher-researcher. Results of the research indicated that targeted practices in the classroom helped learners to change their attitudes toward U.S. culture and become more aware of cultural differences and nuances. The reflections from the journal provided insights into the challenges and successes involved in developing intercultural competence among ESL learners. Implications for teaching and the ESL classroom moving forward include strategies for encouraging deep learning about intercultural competence and promoting critical reflections about culture. Finally, the thesis serves as a call for ESL teachers (domestic and international) to discuss and share their own experiences about teaching intercultural competence.

One online pedagogical approach that has gained traction in the recent Covid-19 pandemic is the Flipped Learning approach. This approach is seen as a solution to navigate education during and after the pandemic due to its student-centric nature that foster deeper understanding and encourages active learning especially for English as a Second Language (ESL) learners. By flipping the traditional classroom structure, ESL learners have the access to view online lectures and materials from home, then spend in-class time participating in activities and discussions to apply and strengthen their English language skills. However, one important aspect that has to be addressed to guarantee that remote ESL learners are prepared for virtual flipped learning is to understand their decision-making styles especially while learning academic reading skills. Resistance to reading compliance may hinder the language teaching and learning process during virtual flipped classes. ESL learners who do not read, will find it difficult to actively participate in VFC for academic reading skills because the nature of it involves intellectual discussions. The knowledge on learners’ decision-making styles is important for VFC instructors to provide detailed guidance and support the remote ESL learners to achieve meaningful academic reading skills that may impact their academic success. This paper attempts to explore English as a Second Language (ESL) learners’ decision-making styles in virtual flipped classroom for academic reading classes. The implication of this study is to assist language instructors to further understand ESL learners’ decision-making styles, and how they perceive decision-making skills for virtual flipped classes to achieve meaningful learning. Also, this study provides opportunities for language instructors to develop Virtual Flipped Classroom modules for teaching language skills.

Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences.

This article offers an account from a preservice teacher of a 5‐year double bachelor's degree programme seeking certification for teaching English as a second language (ESL) in Hong Kong. Crystal charts her capstone experience of conducting classroom‐based writing research into one of the family of story genres—narrative—under the guidance of Choi. Her Grade 9ESLlearners were instructed to produce a written response to a prompt from the wizardry world of Harry Potter. This pedagogical intervention was motivated by a desire to scaffold the writing ofESLlearners, with the longer term goal of their developing the necessary knowledge and skills required for high‐stakes examinations. The article reviews the challenges ofESLwriting instruction and considers using genre pedagogy to scaffoldESLlearners, moving them towards the goal of becoming builders of effective and creative narratives. The pedagogical concerns were tackled through a focus‐group interview withESLlearners, as well as the collection of evidence from selected writing samples. The article concludes that explicit writing instruction through teacher modelling and creative imitation can be an enabling and liberating experience for still‐developingESLlearners.

The COVID 19 pandemic has affected all aspects of the life, including the education system. Online learning appears to be efficient in several subjects, including English as a Second Language (ESL). The purpose of this study is to prove through a review of previous research that distance learning helps ESL learners in Saudi Arabia to practice English and develop their speaking skills more efficiently than being in an offline classroom setting. This study reviews up-to-date studies related to the importance of online lessons in developing speaking skills for ESL learners. The study illustrates the difficulties students face in offline classes that prevent them from participating in English discussions; discusses the importance of online learning in developing English speaking skills; and 3) provides suggestions that will help ESL learners to speak English fluently.

Purpose of the study: This study aims to specifically examine reading interest among English as a Second Language (ESL) learners and determine its relationship with their performance in ESL classrooms. Methodology: This study is based on cross-sectional survey design, comprising a randomly selected sample of 351 ESL learners from the state of Terengganu. The questionnaire was used as a data-gathering instrument, consisting of pre-test and post-test items using Know Want Learn (KWL) reading method. Main Findings: The findings revealed that most of the ESL learners read English materials for academic purposes rather than news and entertainment. Also, there is a significant relationship between ESL learners’ reading interests and their performance in ESL classrooms. Applications: This study consists of empirical evidence regarding students’ reading interests and their correlation with their performance in the ESL classroom. This could help ESL teachers to rectify the students’ problems in reading English materials. Novelty/Originality: This study provides valuable information on the importance of reading interests in determining students’ performance, particularly in ESL classrooms.

The goal of this study was to investigate methods for teaching English vocabulary to ninth-grade students in private schools in order to identify learning obstacles in the acquisition of vocabulary instruction and to propose suitable solutions. Hence, a phenomenological qualitative research approach was used to accomplish the goals of the study. This phenomenological analysis of classroom instruction provides important insights into the design of vocabulary-building exercises for English as a Second Language (ESL) learners and discusses several important considerations that must be taken into account. Children learning English as a second language who have a slower than average rate of vocabulary acquisition also have a more difficult time comprehending literature written at the ninth grade level. In-depth interviews with four ESL educators were recorded, transcribed, and evaluated thematically. The findings suggest that ESL educators are employing a wide range of methods to boost students' vocabulary in their lessons, but more research into the effectiveness of these methods is needed. This study confirmed the need of providing ongoing assistance to ESL learners as they work to increase their vocabulary. More research in these areas is needed to improve ELTs' vocabulary instruction, ESLs' vocabulary acquisition and understanding, as this study found that vocabulary training and other linguistically based interventions improved reading and education results for ESL students. Teachers also need to be familiar with and equipped to use contemporary methods of vocabulary instruction that take into account their students' abilities and background knowledge.