Approach In Teaching English Research Articles

Enhancing High School English Listening and Speaking Skills: A Deep Learning Approach Aligned with Core Competences

Deep learning is an educational approach that develops English Subject Core Competences. Listening and speaking teaching guided by deep learning can effectively implement the goals of cultivating core competences. By integrating deep learning principles and leveraging artificial intelligence (AI), this research aims to cultivate language proficiency, cultural awareness, critical thinking and learning ability within the English classroom. The paper examines methods for embedding core competences into listening and speaking activities through contextual and associative learning, constructing a thematic language knowledge framework, deep processing of content, innovative transfer and problem-solving tasks. AI is utilized to personalize learning experiences and provide timely feedback, thereby transforming traditional English teaching approaches and fostering comprehensive development of students' core competences.

University Teachers’ Perspectives on the Usage of Dogme Approach in Teaching English in Saudi Arabia

University Teachers’ Perspectives on the Usage of Dogme Approach in Teaching English in Saudi Arabia

HUMANE APPROACH IN TEACHING ENGLISH

At present, the process of integration is rapidly intensifying, states are closely interacting with each other, thus the process of integration in the business and cultural world is taking place. The global problems of all mankind are solved through the unification of nations. These are such problems as the protection of peace and ensuring the stability of each state, the solution of global environmental and economic problems, as well as the development of the country inside and outside its borders. And a tool to solve such problems is a well-established interethnic and intercultural communication. Historically, Kazakhstan has been called a "bridge between East and West" and a "crossroads of civilizations." Kazakhstan is home to representatives of 130 nationalities and 46 religions. Therefore, the ideas of humane pedagogy, based on eternal universal values, are embedded in the national consciousness of Kazakhstanis. As the great Abai said: "Love all people as brothers." Therefore, it is necessary to study the world and national heritage of humane pedagogy and introduce the spiritual and moral ideas of humanism into the theory and practice of the modern pedagogical space of Kazakhstan. [1]. This article examines the main possibilities of applying a humane approach to the study of foreign languages in secondary schools and presents the results of a study to identify ways to humanize educational activities.

Preserving Cultural Identity: The Imperative of Prioritizing Indonesian Character Values in English Textbooks to Safeguard Against Cultural Hegemony in Language Learning

This article discusses the need to prioritise Indonesian cultural character values in English textbooks as a strategy to maintain cultural identity and counter the hegemony of Western cultural values in language learning in Indonesia. In the context of this research, the phenomenon is based on English textbooks for high school students in grades XI and XII in Indonesia. This research method uses library research. The main instrument of this research is the researcher himself as a "human instrument". The data analysis technique is descriptive qualitative, which includes activities: data collection, display and discussion, and conclusion drawing. The results of the study show the following. Firstly, this study notes a number of trends that may be troubling, including the lack of representation of local values and the dominance of Western elements. Secondly, the factors causing this slide involve both external and internal aspects. Externally, relating to the theory that language learning is inseparable from cultural learning provides a foundation for the internalisation of Western culture in English language learning. Internally, the influence of modernism as well as the syndrome of being a former Western colony led to an inferiority complex in cultural awareness, reinforcing the adoption of Western cultural values as the inevitable ideal standard. By exploring concrete strategies to promote Indonesian cultural values, this article advocates for a profound change in English teaching approaches to build a sense of identity and cultural diversity amidst the challenges of global values hegemony.

Exploring the English Teaching Approach of “Integrating Reading and Writing to Promote Learning through Writing” Based on “Cultivation of Key Literacy in the Subject of English” and Its Rationale Analysis

The English curriculum based on the cultivation of key competences in the Subject of English should cultivate students’ key competence in four aspects, namely, language ability, cultural awareness, thinking quality and learning ability. The English Teaching Approach of “Integrating Reading and Writing to Promote Learning through Writing” creates a language environment suitable for Chinese foreign language learners. Through the teaching process of integrating reading and writing, students are trained to master basic English knowledge and skills, appreciate excellent cultures, learn to apply critical thinking and innovative thinking, and acquire how to learn independently. This teaching approach provides a theoretical and practical teaching platform and starting point for the real implementation of the curriculum goal of “the Cultivation of Key Competences in the Subject of English”, which is helpful to achieve the national education goal of “strengthening moral education and cultivating people”.

Study on English Teaching Approaches in Early Childhood Education and Their Impact on Core Literacy Development Based on CiteSpace: A Trend Analysis from 2014 to 2024

Study on English Teaching Approaches in Early Childhood Education and Their Impact on Core Literacy Development Based on CiteSpace: A Trend Analysis from 2014 to 2024

An Comprehensive Overview of Communicative Language Teaching

As a significant aspect in the history of teaching approaches, communicative teaching deserves our deep contemplation for its significance and value. This article attempts to explore the development process of communicative teaching in the history of Chinese education, starting from its origin background. It aims to redefine its essential characteristics and further examine some highlights and shortcomings of communicative teaching. In addition, with the help of existing research, explore the practical application of communicative approaches in English teaching and propose certain teaching application suggestions. Finally, some comments and prospects were made on the future of communicative teaching.

Analysis of Problems and Countermeasures of Communicative Approach in English Teaching

Analysis of Problems and Countermeasures of Communicative Approach in English Teaching

An Analysis Of Three Curriculum Approaches In Teaching English At Schools

This research aims to find out the differences and explain the 3 curriculum approaches. This research uses a descriptive qualitative approach with library research methods. The data collection technique is to collect several references, such as books, articles, and other related sources. Then the data analysis techniques used in this study are content analysis, with stages of data display, data reduction, data verification, and conclusion . In this study using qualitative research. The data analysis method used in this research is descriptive qualitative method. The results showed there is no best approach to curriculum design, and that forward design, central design and backward design may each work well but in different circumstances. Each approach has advocates and practitioners who can cite examples of their successful implementation. They may also work simultaneously in some circumstances.

EFFECTIVE APPROACHES IN TEACHING ENGLISH

EFFECTIVE APPROACHES IN TEACHING ENGLISH

An Analysis of the Content-based Syllabus in Higher Education

The syllabus is considered not only a crucial component of the curriculum in an effort to introduce the course but also a potent instrument to support instructional activities [18]. Additionally, it also takes into account learners’ requirements and diverse learning situations [8], which deserves profound investigation for both pre-service and in-service English teachers [12]. Therefore, this study aims to elaborate on the way in which the content-based syllabus (CBS) can best suit the anticipated teaching context for law faculty students in a university in mainland China. This paper comprises five main parts, starting with a brief literature review pertaining to various syllabus types, which can be broadly categorized as synthetic or analytic, and product-oriented or process-oriented. After that, the chosen English teaching approach, English as a Medium of Instruction (EMI) will be explained. The author then discusses the adaptability between the chosen syllabus and students’ requirements under specific learning and teaching context, and this will be followed by several effective strategies to facilitate the implementation of the CBS. The final section will reiterate authors’ stance prior to summarizing the main argument on the significant effects of CBS on higher education. Also, the relevant limitations and implications regarding this analysis that might be useful in future research will be depicted..

IMPLEMENTATION INTERACTIVE AND COLLABORATIVE ONLINE LEARNING ENGLISH FOR FOREIGN LANGUAGE MOODLE-BASED

Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners

Multimedia English Teaching Approach Based on Constructivist Learning Theory

In the context of English study, multimedia has provided learners with unique features and benefits. Constructivist learning theory, on the other hand, has had a considerable impact on students' learning processes and progress as one of the most fundamental teaching theories in the field of education. This study looks at a wide range of sources to support the claim that integrating multimedia and constructivism theory improved students' overall English learning experience. While the authors of this study thought it would help students improve their English learning, they also wanted to give teachers a better method to help them reduce stress in the classroom while still providing an effective teaching-learning process.

TEACHING METHOD INVESTIGATION OF LI YANG’S CRAZY ENGLISH

Calls for more holistic research, especially ones that deal with English teaching and learning have increased in recent years. Through critical literature review, this study examines Li Yang’s crazy English, as a trend of English teaching in China. More specifically, it aims to discuss whether Li Yang’s crazy English is one of the “designer” methods and will produce proficient English speakers by proposing two research questions: (1) what is the nature of the “designer” methods? and (2) what specific strategies and what approach to foreign language teaching have the potential to improve learners’ communicative competence in Li Yang’s teaching method? The data have been analyzed and it is found that Li Yang’s crazy English can be categorized as one of the “designers” methods, which is, Total Physical Response (TPR) and failed to build learners’ communicative competence as the ultimate goal of foreign language teaching. The study recommends, therefore, the use of communicative approach in English teaching and learning processes to produce proficient English speakers

Effectiveness of Computer-Aided Technology for Teaching English Courses in the Internet Era

Computer and Internet technologies have advanced significantly in recent years. They have been incorporated into people’s daily lives and workplaces. The traditional English teaching approach has several problems. It includes poor student learning interest and lack of active learning. English teaching courses are set up in colleges and universities for non-English majors. The contradiction between students’ needs for foreign language learning and personal interests is increasing day by day. Traditional single classroom teaching has been unable to meet the basic requirements. With the rapid advancement of Internet technology, computer-aided technology is being proposed and applied in English education to investigate the effectiveness of English instruction. This article goes into detail on the idea, classification structure, and courseware design process of computer-aided technology. It employs the AI teaching approach in English instruction, creates a similarity matrix of English learners, and assesses English learners who exhibit similar behavior. Finally, the students are tested by answering the proportion of 1000 words correctly in English teaching to measure the effect of course learning. The results show that the number of words memorized by students increases after using computer-aided technology. This article analyzes students’ capacity to compose in English and evaluates the efficacy of students’ English teaching. It proclaims that after teachers adopt computer-aided technology, the error rate in English composition is reduced. The total score in English increased from 58.6% to 69.6%.

Impact of Cooperative Integrated Reading and Composition Method on Development of English Reading and Writing Skills of Secondary School Students

The Cooperative Integrated Reading and Composition (CIRC) English teaching approach was compared to the traditional English teaching method in this study. The research was carried out in Punjab secondary schools. The goal of this research was to see how the CIRC technique compared to traditional English teaching methods. Because teaching pedagogies primarily rely on teacher-centered methods, the absence of critical pedagogies during the teaching process results in an unproductive system. In nature, the current study used a per-test-post-test nonequivalent control group design.The study included experimental and control groups. The study's participants were chosen using a convenient sampling approach. The experimental group was given the treatment(the CIRC technique was used), whereas the control group was given traditional instruction. A pilot study was conducted to establish the test's content validity and item analysis. To test the hypotheses, descriptive (Mean, percentage) and inferential(independent and paired samples t-tests) statistics were used to evaluate the data. The study's findings were useful for instructors in establishing new teaching techniques to address the challenges in developing English reading and writing abilities, as well as the obstacles experienced by secondary school students in learning English.

THE IMPLEMENTATION OF SCIENTIFIC APPROACH OF THE 2013 CURRICULUM AT STATE JUNIOR HIGH SCHOOLS

This study aims at reporting the results of a qualitative study investigating how English teachers implement the Scientific Approach (SA) in English teaching and learning at state junior high schools in Babat Toman. This study is particularly intended to answer three research questions: 1) How is scientific approach implemented in English teaching and learning at State Junior High Schools in Babat Toman, 2) What are the problems faced by the teachers in implementing scientific approach in English teaching and learning at state junior high schools in Babat Toman, and 3) What are the solutions to solve the problems in implementing scientific approach in English teaching and learning at state junior high schools in Babat Toman. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of curriculum, and the students. The findings of this study showed that the teachers used discovery learning to implement of scientific approach in the syntax of the learning model and five stages implemented in English teaching and learning. The problem faced by the teachers in implementing of scientific approach were, the students’ lack of critical thinking, the students’ difficulty in finding the answer of the problem, the students’ inability in analyzing the material, and the students’ lack of vocabulary mastery. The solutions used by the teachers to overcome the problem in applying Scientific Approach were: motivating the students to be more active in learning, giving some stimulates questions related to the material, comparing between the recent material and the previous materials, and translating the difficult words found by the students. The conclusion is the teachers had implemented scientific approach in the learning process.

Impact of Cooperative Integrated Reading and Composition Method on Development of English Reading and Writing Skills of Secondary School Students

The Cooperative Integrated Reading and Composition (CIRC) English teaching approach was compared to the traditional English teaching method in this study. The research was carried out in Punjab secondary schools. The goal of this research was to see how the CIRC technique compared to traditional English teaching methods. Because teaching pedagogies primarily rely on teacher-centered methods, the absence of critical pedagogies during the teaching process results in an unproductive system. In nature, the current study used a per-test-post-test nonequivalent control group design.The study included experimental and control groups. The study's participants were chosen using a convenient sampling approach. The experimental group was given the treatment(the CIRC technique was used), whereas the control group was given traditional instruction. A pilot study was conducted to establish the test's content validity and item analysis. To test the hypotheses, descriptive (Mean, percentage) and inferential(independent and paired samples t-tests) statistics were used to evaluate the data. The study's findings were useful for instructors in establishing new teaching techniques to address the challenges in developing English reading and writing abilities, as well as the obstacles experienced by secondary school students in learning English.

A Brief Analysis on the Psychological Advantages of Natural English Teaching Approach for Children

To Chinese primary school students, English belongs to the second language of learning. In the actual learning process, subject to numerous factors such as the huge difference between native language and foreign language, it is impossible to completely eliminate various cultural barriers and regional barriers. However, by applying the Natural Approach where teaching activities are carried out in a natural teaching mode, English classroom teaching can be closely linked with students’ real life. Through setting up a natural and real classroom environment and using flexible and diverse teaching approaches, students’ learning enthusiasm can be better stimulated, who can be guided to acquire certain language skills in an active way, thus improving the classroom teaching effect.

An Analytical Study on College English Teaching Approaches from the Perspective of Traditional Chinese Culture

Today, with the continuous development of quality education, English Teaching in colleges and universities is rarely integrated into China's traditional sinology culture in traditional concepts, which leads to the phenomenon of aphasia of sinology culture in the process of learning English. It is impossible to reproduce the sinology culture through English, so through these problems, teachers need to be able to recognize the importance and significance of integrating the sinology culture into college English teaching. Only by fully integrating the sinology culture and the spirit of college English teaching can students' vision be expanded, which is largely conducive to cultivating students' national pride and full confidence in their own culture.