Approach In English Language Teaching Research Articles

Curriculum Approaches in English Language Teaching in Indonesia

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.

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

Improving Oral Expression in English through Communicative Approach: A Study in the Peruvian University Context

This study analyzes the impact of the communicative approach on oral expression in university students at Cayetano Languages, Lima, in 2023. The research focuses on the relationship between the communicative approach and the dimensions of linguistic, pragmatic, and sociolinguistic competence. Hypothesis testing and ordinal regression were applied to evaluate the relationships between the variables. The results demonstrate a significant influence of the communicative approach on the development of oral expression, evidenced by a Pseudo R-squared of 28.3%. Additionally, a positive association with the dimensions of linguistic, pragmatic, and sociolinguistic competence was found. These findings support the importance of implementing pedagogical strategies based on the communicative approach in English language teaching. This study contributes to the understanding of enhancing communicative skills in the university context.

Navigating the Linguistic Labyrinth: Innovative Approaches in English Language Teaching for the 21st Century

The rapid advancements in technology and globalization have transformed the landscape of English language teaching (ELT) in the 21st century, presenting both challenges and opportunities. This article explores innovative approaches in ELT that respond to the diverse needs of learners in this digital age. With the linguistic landscape becoming increasingly complex, traditional methodologies no longer suffice to equip learners with the requisite competencies for effective communication in a global context. This paper reviews the integration of technology in ELT, emphasizing blended learning, mobile learning, and digital gamification as pivotal to enhancing learner engagement and autonomy. It also delves into the pedagogical shift towards communicative language teaching (CLT) and task-based learning (TBL), which prioritize functional use of language and real-world communication skills. Furthermore, the article highlights the importance of cultural competence in ELT, advocating for curriculum designs that incorporate intercultural communication to foster global citizenship. Through a synthesis of current literature and case studies, this paper argues for a holistic approach that combines these innovative strategies to meet the evolving demands of English language learners. By navigating the linguistic labyrinth with adaptive and learner-centered methodologies, educators can better prepare students for the complexities of the 21st-century linguistic landscape.

Effective Pedagogical Approaches in English Language Teaching: Insights from a Kazakhstani Educator

This paper delves into the effective pedagogical approaches employed in teaching the English language, as practiced by educators in Kazakhstan. It aims to provide a comprehensive analysis of various teaching methods that emphasize cultural responsiveness, student engagement, and linguistic proficiency. The study employs a qualitative methodology, including in-depth interviews with experienced English language teachers and classroom observations in various educational settings across Kazakhstan. Key findings highlight the importance of integrating local cultural contexts into language instruction, thereby enhancing the relevance and effectiveness of teaching methods. The paper also explores the use of student-centered approaches, such as collaborative learning and problem-solving activities, which have shown to significantly improve student motivation and participation. Furthermore, it discusses the challenges faced by teachers in adapting to diverse student needs and maintaining high standards of language proficiency. The role of continuous professional development in equipping teachers with the necessary skills and knowledge to implement these approaches effectively is also examined. This study contributes to the broader discourse on English language teaching in non-native contexts, offering valuable insights for educators and policymakers in Kazakhstan and similar settings.

CURRENT APPROACHES IN ENGLISH LANGUAGE TEACHING

CURRENT APPROACHES IN ENGLISH LANGUAGE TEACHING

English Teaching Methods in Chinese and Pakistani Educational Institutes: A Comparative Review

English, a language that symbolizes opportunities and advancement, has become an essential asset for both China and Pakistan as they strive to expedite their progress in the contemporary world. This article presents a comprehensive review of English language teaching approaches in China and Pakistan, emphasizing their substantial contributions to progress and prosperity in these regions. The primary objectives are to identify the pedagogical approaches, teacher training, challenges, and innovations in each country's English language education. It delves into the evolving landscape of English language instruction, emphasizing its influence on these nations and investigating their historical, linguistic, and cultural influences on English language education. China prioritizes the development of reading, writing, listening, and speaking skills to drive economic growth and international influence. Meanwhile, Pakistan seeks socio-economic mobility and sustainable prosperity, shaped by its colonial heritage and global connections. The integration of digital tools offers immersive experiences, enhancing language proficiency and communication skills. In conclusion, this comprehensive research examines English language teaching in China and Pakistan, stressing the significance of tackling common challenges and harnessing technology. These insights empower educators to create dynamic English learning environments that foster individual development and contribute to overall progress in both nations.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

Exploring the Effectiveness of Implementing the Action Oriented Approach in Improving English Language Skills Among ESL Learners: Teachers’ Perception

A Communicative approach to language instruction emphasises real-life communication acts combined with vocabulary and grammatical constructions about a particular theme or context. The system now has a sociocultural element that motivates students to actively participate in their education. The technique has changed into the Action-Oriented Approach, which views pupils as social actors who must perform tasks in a wider social context in addition to linguistic ones. This study aims to ascertain how well an Action-Oriented strategy would be useful in enhancing English language proficiency among tertiary-level students in India. A sample of 70 English language instructors from various Indian institutions participated in the study and a 5-point Likert scale was employed to collect and analyse the data. The findings of the study reveal that the majority of ESL teachers agreed with the use of the Action-Oriented Approach to improve language learning inside and outside the classroom. Most of the respondents (91.4%) gave the statement "Practising English-speaking skills outside the classroom is essential for the learners' development" with the maximum rating (x=4.5857) and 95.7% of participants responded that English language teaching approaches should emphasize the use of tasks and activities that involve learners in practical, interactive, and goal-oriented communication through tasks and activities. The conclusions of this research would shed light on the efficacy of using an Action-Oriented strategy to improve English language proficiency among tertiary-level students in India. Most ESL teachers had positive opinions about implementing the Action-Oriented Approach, especially while imparting English language skills.

Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)

The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the practical implementation of ELT curriculum within the classroom environment. By employing classroom observations, content analysis, the research scrutinizes the translation of curriculum design into instructional practice, including the strategies used, the learning materials selected, and the student-centered approaches employed. The third phase of this study centers on the evaluation of ELT curriculum effectiveness. It utilizes assessment tools, outcome measurements, and student and teacher evaluations to gauge the impact of the curriculum on language proficiency, teaching effectiveness, and learning outcomes. Through a systematic review of different curriculum models, the study seeks to identify disparities, strengths, and weaknesses in diverse ELT approaches. This comparative perspective helps inform recommendations for potential improvements and adjustments in curriculum design and implementation. In summation, this qualitative study contributes to the ongoing discourse on ELT curriculum by unraveling its development, implementation, evaluation, and comparative aspects. By gaining a deeper understanding of the intricacies and variations within ELT curriculum, educators and policymakers can make informed decisions to enhance the quality of English language education.

A systematic review on flipped classrooms in English language teaching in Vietnam

The purpose of this research is to provide a systematic review on the flipped classroom (FL) approach in English language teaching (ELT) in Vietnam in terms of the trends and the key results, based on 12 published articles. A content analysis method was employed to analyze the collected papers. The findings indicated that the implementation of flipped learning appeared to gradually increase in Vietnam since 2017 and remain its prosperity in the higher education context. Also, the results revealed that a variety of research methods were used in selected articles; however, the most common one was the mixed method. Moreover, grammar and speaking skills were the two basic language skills being commonly studied. Additionally, the flipped learning was shown to not only produce an improvement on learners’ achievement but also positively affect their perspectives toward its application. The findings also pointed out some challenges and benefits concerning the utilization of the FC in ELT in Vietnam. Finally, some suggestions were provided to educators and future scholars.

Eco-ELT for environmental research and praxis in ELT

Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.

IMPROVING READING COMPREHENSION THROUGH USING OF THE HERRINGBONE TECHNIQUE IN TEACHING READING

This study investigated the effectiveness of the Herringbone technique in improving reading comprehension skills among class XI students. The research followed a quasi-experimental design, with an experimental group receiving instruction using the Herringbone technique and a control group receiving traditional instruction. Pre-test and post-test assessments were conducted to measure the participants' reading comprehension abilities. The results indicated a significant improvement in the reading comprehension scores of the experimental group compared to the control group. These findings suggest that the Herringbone technique is more effective than traditional methods in enhancing reading comprehension skills. The implications of this study emphasize the importance of incorporating interactive and collaborative instructional approaches in English language teaching to foster critical thinking and deeper understanding of texts. Future research should explore the long-term effects and applicability of the Herringbone technique in diverse educational contexts. Overall, the Herringbone technique shows promise as an effective approach to enhance reading comprehension instruction and support language development among students.

Development and application of an anti-racist approach in English language teaching: from theory to practice

ABSTRACT South Koreans have long perceived their country to be an ethnically homogenous nation despite the rapidly growing inflow of migration workers and international marriage migrants. Such perceptions foster negative attitudes towards people viewed as outsiders. To counter such attitudes, English teachers acknowledge the need to nurture respect for cultural diversity and recognition of pluralism in a globalized world in their study and address anti-racism in their regular English class. However, what and how to teach anti-racist pedagogy to students are not sufficiently studied in the English as a Foreign Language (EFL) contexts. In this regard, this study aims to provide English teachers with step-by-step guidelines on how to prepare for and implement anti-racist pedagogy to the English language teaching in a pre-service English teacher education course in Korea. To achieve these pedagogical goals, I discussed the need of an anti-racist approach at school and provided the rationales and pedagogical practices for involving pre-service English teachers in certain activities that can raise awareness about issues of inequality, oppression and marginalization. Moreover, I suggested anti-racist teaching strategies for English teachers to implement in their classrooms and provide an opportunity to design their course and develop their teaching skills through a teaching practice experience.

Efficacy of Flipped Classroom Models in English Language Teaching: Investigating the Impact of Flipped Classroom Strategies on Student Motivation, Engagement, and Learning Outcomes

This quantitative research paper demonstrates the potential of flipped classroom models as an effective approach in English language teaching. The study's findings highlight the significant impact of flipped classroom strategies on student motivation, engagement, and the development of crucial language skills, including critical thinking, reading, and writing. By fostering an environment that encourages autonomy, self-directed learning, collaboration, and active learning, flipped classrooms can greatly enhance the overall learning experience and outcomes for English language learners. The comparison between the experimental and control groups reveals the advantages of implementing flipped classroom models over traditional lecture-based approaches. These advantages not only contribute to academic success but also facilitate effective communication in various contexts. As a result, educators and institutions should consider adopting flipped classroom strategies to optimize English language teaching and learning. However, it is important to recognize the need for further research to explore the long-term effects and applicability of flipped classrooms across diverse learning environments and subject areas, ensuring the continued improvement and evolution of education.

Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education

What approach is applied in teaching English in single-sex education (SSE) and Islamic boarding schools in particular? Some studies report that the language proficiency of Islamic Boarding School students remains unimproved. Although it is apparent that SSE makes teachers apply instructional strategies more readily and effectively than in mixed-sex groupings, the suitability of approaches or methods applied by English language teachers in Islamic Boarding Schools remains unanswered. The order of the male’s factors affecting listening difficulties: Speaker, Content, and Listener (Potential for Men’s Islamic Boarding Schools), and female; Listener, Speaker, and Content (Potential for Women’s Islamic Boarding Schools) (Potential for Women’s Islamic Boarding School), and mixedsexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) potentially answers the phenomenon. Pedagogically, the orders of sex-based factors affecting listening difficulties are potentially applied as an innovative approach to the pragmatics of pedagogy in SSE, particularly in Islamic religious schools in which socio-cultural and religious content are the priority. Lack of direct communicative interactions with different sexes and limited exposure to the real situation of language use might lead to difficulty in pragmatic understanding. A preliminary prospective solution is available. The santri or santriwati need not visit hotels or tourist objects to improve their auditory pragmatic understanding. As another alternative, the students may read “Pragmatics-based Listening for the TOEFL: Innovation in Independent Learning.” English teachers are suggested to try to apply a gender-based listening approach in English language teaching. Finally, a moral message, “Do not let Islamic boarding schools think alone!”.

Implementing Effective Techniques of Communicative Approach in English Language Teaching

Abstract: In the contemporary age of high professional requirements such as excellent communicative skills, the pressure on the learners to develop their communicative skills of English is rather imperative. The need for successful learning of communicative skills of English language suggests communicative ability to be the goal of language teaching. In other words, to teach English language using communicative approach becomes essential. The article presents the issues of implementing the most effective techniques of communicative method to the teaching process of language learners.

Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study

AbstractBackgroundThe transition from teacher‐centred towards student‐centred approaches in English language teaching, accompanied by developments in educational technology, has attracted researchers' attention to reverse teaching or flipped class. The related literature asserts that this mode of instruction might influence instructors' and students' participation in the class.ObjectivesTo shed more light on the role of flipped class in affecting language learning strategies and skills, this study applied a sequential explanatory mixed‐methods approach to explore the impact of flipped class on English as a foreign language (EFL) learners' writing metacognitive strategies and writing skills.MethodsForty‐six intermediate EFL learners with an age range of 21–27, studying at a private language institute, were randomly divided into two groups of 23 learners. The two groups were randomly assigned to a flipped class, which received writing metacognitive strategies and writing skills through video clips before the class time, and a non‐flipped class, which received writing metacognitive strategies and writing skills in a conventional way during the class time.Results and ConclusionsThe results revealed that both flipped and non‐flipped classes improved the EFL learners' writing metacognitive strategies, writing performance, writing content, and writing organisation. Furthermore, one‐way ANCOVA analyses indicated that the flipped class outperformed the non‐flipped class in writing metacognitive strategies, writing performance, writing content, and writing organisation. Thematic analyses, which were used to help analyse individual semi‐structured interviews, uncovered a number of categories and themes, signifying the flipped learners' positive perceptions towards the flipped class, such as enhancing motivation, self‐confidence, and writing collaboration.ImplicationsPedagogical implications were discussed for flipping writing metacognitive strategies and writing skills.

Translanguaging Pedagogy in ELT Practices: Experiences of Teachers in Indonesian Pesantren-based Schools

Despite the prevalence of English-only instruction in foreign language classrooms, many affirm the use of diverse linguistic repertoires particularly in linguistically-diverse society contexts where multilingual learners tend to naturally function their linguistic repertoires at daily basis (Canagarajah, 2011). This study aimed to explore teachers’ attitude toward the translanguaging approach in English language teaching (ELT) practices in pesantren schools and how it is used in the learning process. Six-phase thematic analysis was used as its qualitative research method and data were generated via in-depth semi-structured interviews to English teachers in pesantren-based schools in Lampung province. The findings showed that teachers had positive attitude toward translanguaging, as it allows them to take benefits of students’ languages other than English in English classroom. They found translanguaging helpful to explain, elaborate, and reinforce the meaning of learning materials as well as to motivate students and to create enjoyable learning atmosphere. In addition, the accommodation of knowledge or skills of other languages serves as a way to integrate the local and contextual values and culture of pesantren schools into English classroom. Some practical pedagogical implications for are discussed.

The effects of Using Blended Learning Approach in English Language Teaching and Learning: A literature Review

The effects of Using Blended Learning Approach in English Language Teaching and Learning: A literature Review