Adult English As A Second Language Research Articles

Using Self-Visualization and Goal-Setting Activities to Increase Willingness to Communicate

One obstacle many English as a Second Language (ESL) teachers face is getting all students to participate and speak in English in the classroom. Willingness to communicate (WTC) is therefore a relevant topic, as it is the probability of initiating communication, given both the choice and opportunity to do so. Some of the many factors that play into WTC are how students view themselves as learners of English, the kind of learners they hope to be, and what goals they set for themselves. This teaching techniques piece describes a five-week intervention utilizing goal-setting and self-visualization activities in an adult ESL class to increase students’ WTC and provides suggestions for adoption in other contexts.

Adult ESL Learners’ Perceptions of Participatory Teaching Methods: A Narrative Inquiry

<i>The main goal of adult English as a second language (ESL) education in the United States is to expand learners’ employment opportunities through traditional teaching methods with textbooks and fixed, pre-determined syllabi, which may or may not align with learners’ personal goals. Many studies compare different adult ESL teaching methods by language proficiency gains, but few focus exclusively on how learners feel about how they are learning English. This is particularly so for participatory education in ESL, in which learners explore relevant topics and take action to improve their lives and society at large while simultaneously learning English. This study is unique in that it examines the perspectives of advanced English learners in a participatory-based English for Professionals class in a southern U.S. city. Using narrative inquiry and action research, the study collects data from individual and focus group interviews, as well as the instructor/researcher’s field notes. The findings were grouped into four themes: the practical value of participatory classes, a comparison between traditional and participatory teaching, learners’ desired improvements to the participatory approach, and learners' perceptions of their English progress. The study shows that learners appreciate participatory learning but also have some concerns, such as the lack of traditional grammar instruction. The study discusses how the teacher-researcher addressed these concerns during a semester.</i>

Understanding and responsiveness in the trauma-informed adult ESL classroom

AbstractThis paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme in the findings was the importance of ESL teachers’ understanding of students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives of students outside the classroom and an understanding of students’ cultures.

‘Teaching English as service’ in Spanish language programs: A Translanguaging approach

In the context of Spanish language programs, service-learning provides authentic experiences to use the target language while working with the Latino community. However, in many cases the language competencies needed to work in the community do not always involve an exclusive use of the target language. This is the case of service-learning programs in which students teach English as a Second Language (ESL) to adults or children. This study presents a ‘translanguaging pedagogy’ in which tutoring sessions are planned around the use of both languages to teach and learn. Using a Critical Language Awareness pedagogy academic content covered in the course examines the language experiences of adult ESL immigrants through. This study advocates framing target language use in service-learning as a “communicative performance” with the aim of shifting notions of monolingual language practices and integrate new conceptions about real-life communicative practices in service-learning.

Second Language Reading and Vocabulary Acquisition by Adult Learners of English

Even though vocabulary knowledge is crucial in receiving and producing meaning in a language, improving vocabulary knowledge can be challenging for both teachers and students. Exposure to the target language through meaning-focused reading can be considered one of the predictors that can address this challenge. As language learners are exposed to written language while reading, reading may help them enrich their vocabulary knowledge. Accordingly, this study investigated whether meaning-focused reading can contribute to the development of vocabulary knowledge (Breadth and Depth) among adult learners of English as a second language (ESL). Among the students of a Sri Lankan state university, a group of undergraduate students participated in the study. Measures of reading and vocabulary knowledge were administered to 189 participants as part of the research implementation. Additionally, a questionnaire was utilized to gather data on the participants' backgrounds, including their prior exposure to the target language. In a multiple regression analysis, reading significantly contributed to both breadth and depth of vocabulary knowledge. However, it appears that reading contributes more to the breadth than to the depth of vocabulary knowledge. Thus, although meaning-focused reading can contribute to vocabulary knowledge, the contribution might vary depending on the type of vocabulary knowledge. Overall, the findings indicate that exposure to the target language through meaning-focused reading plays a significant role in enhancing vocabulary knowledge among adult ESL learners.

Moving toward equity literacy in adult ESL teaching through problematizing curriculum and centering student voices

Inspired by Gorski's (2016, 2019) framework of equity literacy and Gulliver and Thurrell's (2016, p. 57) call for more adult English as a second language (ESL) materials that feature the “uninterrupted voices” of immigrant/refugee students, this article proposes considerations for equity-minded adult ESL teachers. Specifically, the article explores opportunities to move toward equity literacy in adult ESL classes by problematizing survival ESL curriculum and centering voices of immigrant and refugee adult ESL learners. Written by a full-time high school teacher and volunteer adult ESL teacher, the author offers other teachers frameworks for promoting equity literacy by critically examining curricular materials and critically centering student experiences.

Situational Problems as a Major Factor of Inadequacy of Speaking Competency in Sri Lankan Adult ESL Learners

The main objective of the current study was to explore the impact of situational problems i.e. poor input, low topical knowledge, lack of time for practice, lack of opportunities to practice, the inability to make constructions, and low feedback on adult English as a second language (ESL) learners in learning speaking skills at a government monitored institute of higher education. The current research was prompted by a major research done previously in the same local context on problems faced by ESL learners in learning speaking skills which revealed that cognitive and psychological problems are made worse by situational problems. This qualitative exploratory study was done with 50 adult ESL learners following the higher national diploma in English HNDE at this institute. Open questionnaires and interviews were used as the data gathering instrument of the study that followed the grounded theory. A triangulation of questionnaire data and transcripts of interview data were analyzed through thematic analysis. The findings confirm the existence of situational problems in the particular context and disclose the lack of time and space given to the subject speaking skills in the curriculum following unwise revisions brought to it. The main cause of students’ low speaking competence is sadly bad teaching.

Adult English language education at a time of globalization: Opportunities for critical social change

In this article, adult English language learning is historicized and situated within the context of globalization and empire building. The purpose of this article is to link adult English as a second language (ESL) learning with imperialism and globalization, but also reveal that there is great radical potential within spaces of adult ESL for making progressive social change by virtue of being a location in which forces of globalization, migration, possibly displacement meet relations of race, class, and gender. The article ends with a section on current work being done in the field of adult English language teaching that is critical and aims for action and social change.

Creative Collaborations in Adult ESL Classrooms: Three Community Language Tutors’ Pre-Understandings, Contradictions, and Growth Points

This study draws upon Mindful L2 Teacher Education (Johnson & Golombek, 2016) to explore how volunteer community tutors of adult English as a Second Language (ESL) conceptualize and enact their roles as creative teachers. Through three case studies, I explore community language teachers’ pre-understandings, contradictions, and growth points. Findings revealed that tutors felt obligated to use survival ESL and grammar-based frameworks for teaching. Contradictions included their frustration with inconsistent student attendance, their fatigue creating lessons, and their feelings of isolation. Research on teacher education for community volunteers is important so that volunteers feel emotionally and pedagogically supported as they commit to teaching learners who otherwise might not have access to language instruction, including adults with immigrant and refugee backgrounds.  

Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners

The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.

Adult Education in Foreign Languages: Interactive Settings, Models, Practice

The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.

“I Need Child Care!”: Using Funds of Knowledge, Addressing Challenges, and Developing Literacies With a Classroom Community of Adult ESL Learners

Many immigrants and refugees in the United States must confront different linguistic and cultural contexts in their everyday life. As part of a larger ethnographic study related to refugee families and literacy, this qualitative study explores how adult English as a second language (ESL) students help their classmate Htoo Eh find ways to deal with an everyday life challenge. This study utilized two supporting theoretical frameworks: funds of knowledge and literacy as a social practice. Data sources included field notes, transcripts of video recording, artifacts, as well as conservations with the teacher and welfare coordinators. Findings demonstrate that community members utilized two funds of knowledge in particular: social network and life experience to help the focal participant. Findings also showed that adult ESL students assisted their classmates in developing three types of literacies, which were finding and obtaining childcare, knowing how the system works, and communicating with the caseworker in order to deal with an everyday life challenge. These findings suggest that educators should recognize and value adult ESL learners’ funds of knowledge as well as incorporate the knowledge into instruction. Educators also should open up space for these learners to develop literacies together as a community.

Utilizing American and Korean College Admissions Exams to Assess Adult ESL Students’ College Readiness

While colleges in the United States often use standardized tests such as the ACT and SAT to measure students’ college readiness, students’ performance on other international assessments could also provide educators with useful data. Korean universities have utilized the English portion of the Korean College Scholastic Ability Test (CSAT) to measure Korean students’ English language proficiency for decades (Kim et al., 2012; Lee and Winke, 2013; Bae and Lee, 2018). As the majority of Korean students are English Language Learners (ELLs) (Lee, 2014) ELL students participating in English as a Second Language Programs in the United States might also benefit from taking the exam. The present study utilized the Korean College Scholastic Ability Test (CSAT), the ACT English Test, and the ACT Reading Test to evaluate ELL students’ college readiness in the areas of English reading comprehension and English writing conventions and style. Researchers administered the exams to international students who had participated in a semester-long, English as a Second Language (ESL) program at a regional university in the Southwestern United States. The study investigated participants’ perceptions of their experiences taking each exam. Results from student surveys indicated that students viewed the CSAT as a beneficial English assessment and would recommend the exam to other ESL students. Students’ performance on the CSAT proved relatively similar to their performance on the ACT reading and English exams. As such, the CSAT could prove a valuable assessment tool for ESL educators in the United States and across the globe.

Supporting Immigrant Families and Rural Schools: The Boundary-Spanning Possibilities of an Adult ESL Program

Purpose: There has been a significant increase in the number of immigrant families moving to rural communities across the United States. Yet limited research exists that explores relationships between immigrant families and schools in these communities. Rural school districts are often challenged by insufficient resources, expertise, and infrastructure to respond. Adult English as a second language (ESL) programs can be valuable partners. This article explores how instructors in a regional adult ESL program supported relationships between immigrant families and schools in a rural Virginia school district. Research Methods: A case study was conducted between 2014 and 2015. Data collection included observations of adult ESL classes; semistructured interviews with adult ESL instructors, parents of school-age children, and school district leaders and teachers; open-ended questions on a parent survey; and documents. Findings: Four interrelated practices of the adult ESL instructors facilitated understanding and communication between immigrant families and K-12 educators. Adult ESL instructors disseminated information, explained cultural norms and expectations, coached family-school interactions, and created opportunities to connect families and educators. Supporting conditions included characteristics of the adult ESL classes, district leadership and sense of urgency, and multilayered relationships of professionals and actions of the adult ESL coordinator. Implications for Practice: Given the right conditions, adult ESL programs can be valuable partners for rural education leaders seeking to strengthen engagement with immigrant families. These programs can facilitate linkages between schools and adult ESL learners who are parents or caregivers and can be a professional development resource for building district capacity to engage with immigrant families.

Training dilemmas and recommendations with volunteer instructors in small, faith‐based adult ESL programs

Faith‐based adult English as a second language (ESL) programs provide beneficial services to the underserved adult English language learner (ELL) population in the United States (Chao & Mantero, ). However, these programs face a critical training dilemma, often lacking qualified volunteer instructors and the time or resources to train them, which can negatively impact student learning (Chao & Kuntz, ; Pennycook & Coutand‐Marin, ; Perry & Hart, ). Directors in these programs grapple with the realities of their volunteer workforce and faith context while providing the instructor training necessary to meet student needs and facilitate high‐quality instruction. Nevertheless, research has overlooked smaller volunteer‐run ESL programs (Mathews‐Aydinli, ), primarily focusing on ESL programs in K–12 and higher education settings. In order to understand the complex instructor training dilemma that faces faith‐based ESL programs and provide some solutions, this article discusses the current status of adult English language education in the United States, highlights the need for training volunteer instructors in faith‐based adult ESL programs, and examines the constraints of developing training in these programs. The article concludes with recommendations for teacher training along with several suggestions for future research to adequately address student needs in small, faith‐based adult ESL contexts.

Cross-modality interference effects of phonetic and prosodic information in second language learners

Successful communication relies on efficient use of information from multiple modalities and dimensions. Our previous research using a cross-modal priming paradigm showed that congruent visual primes facilitate faster recognition of phonetic and emotional prosodic information in speech. Event-related potential (ERP) data further revealed distinct brain mechanisms in the N400 and late positive response (LPR) components for processing linguistic and paralinguistic congruency. The current study extended the same paradigm to English-as-a-second-language (ESL) learners to examine possible interference between the two informational dimensions as a function of language experience. Participants were sixteen normal adult ESL learners. Monosyllables /bab/ and /bib/ in a happy or angry tone were used as the auditory stimuli, and pictures of the speaker articulating vowel /a/ and /i/ with a happy or angry facial expression were used as the visual primes. Compared to native English speakers, ESL learners showed significantly longer reaction time with inconsistent congruency effects in both conditions. But their behavioral accuracy data mirrored those of the native speakers, and native-like N400 and LPR components were also reliably elicited in the ESL group in both conditions. Together, these results indicate stronger cross-modal interference between phonetic and emotional prosodic information in speech for second language learners.

A Review of Challenges for Professional Development of Malaysian Teachers

This paper reviews the strategies and challenges for professional development of Malaysian teachers. In relation to the government’s effort to improve teacher professional development, many English as a second language (ESL) teachers register themselves to the ‘Teacher’s First-Degree Programme’ organized by the Ministry of Education. The participants of the programme, somehow, face a number of challenges. The main challenge is the adult ESL teachers need to follow in doing the degree part time as all of them are full time teachers and teaching in different schools located at different districts across the state. The challenges reviewed in this paper may be relevant to administrative decisions concerning education policies and goals intended to prepare TESL professionals. Finally, it may also provide insights into EFL program administrators who are intending to foster greater levels of commitment and permanence of faculty members through a more holistic understanding of their teachers’ needs and barriers in involving in professional development.

Prototype effects in first and second language learners: The case of English transitive semantics

According to usage-based approaches to language acquisition, linguistic constructions should display prototype effects, or graded category membership (e.g., Bybee, 2010). Using the prototype-plus-distortion methodology (Franks & Bransford, 1971), Ibbotson, Theakston, Lieven, and Tomasello (2012) have provided evidence for prototype effects in adult native English speakers, who had false-positive recognition of sentences with prototypical transitive semantics as having been previously encountered after being exposed to non-prototypical transitive semantics. In the current study, I adopted this methodology and investigated whether the effects can be replicated and additionally observed from English-as-a-second-language (ESL) learners. Results from two groups of adult native English speakers (N=20 and N=21), each exposed to a different stimuli set, suggested some, but not strong, effects and revealed the complexity of the use of this methodology with linguistic materials. Moreover, no effects were observed from advanced adult ESL learners (N=22), suggesting possible differences between first and second transitive semantic representations.

The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study

This pilot study explored the instructional value and potential of a computer-mediated shadowing activity for improving English as a Second Language (ESL) learners’ speech intelligibility. Prospective International Teaching Assistants (ITAs), who were enrolled in an ESL classroom communication class at a large public, completed a computer-mediated shadowing activity using two web resources, Go Animate and TED talks. Then, these adult ESL participants were surveyed on their perceptions of the efficacy of this shadowing activity for improving their pronunciation, intonation, rhythm, and fluency. In addition, participants’ speech samples recorded during the shadowing activity were independently rated by certified ESL speaking exam raters. The evaluation results, including holistic proficiency scores and rater comments, were analyzed in terms of pronunciation, prosodic control, and overall intelligibility of the speech samples. Although the study is inconclusive, findings from this case study suggest that the computer-mediated shadowing activity may well be an effective means to raise ESL learners’ awareness of the problems in their prosodic control and help improve their speech intelligibility.

USING ELECTRONIC READERS: ACTION RESEARCH IN AN INTERMEDIATE ADULT ESL CLASS

The use of portable electronic reading devices in the English as a second language (ESL) classroom has the potential to positively impact learners’ reading engagement and language skill development. However, due to the lack of research, few guidelines are available to inform instructors of the benefits and challenges of using these devices in ESL classes. Therefore, the key objective of this action research project was to explore 21 intermediate adult ESL learners’ experiences using e-readers in an extensive e-reading program. Results indicated that the use of e-readers increased the learners’ volume and frequency of reading and enhanced their reading enjoyment when compared with their reading of paper books.