Language Teaching Classroom Research Articles

English Language Teaching in Indonesia: Monolingual and Multilingual Practices

21st century urges one’s ability to tacitly navigate the increasingly complex linguistic spaces of this modern world and it results in super diverse society (Gallagher, 2020). Kachru’s (1986, as cited in Wardhaugh & Fuller, 2015) arrives with the conceptual framework named world of Englishes. It becomes such pivotal consideration to drive today’s language ideology, including Indonesian. This literature review then aims at unveiling Indonesian EFL teachers’ views about monolingual and multilingual practices by capitalizing English language teaching classroom as the context. Data were derived from relevant research reports that meet the criteria. Criteria comes in threefold. They were conducted in any range of time, were obtained from catch-all indexing, and were done in Indonesian setting. The findings come in agreement that both monolingualism and multilingualism yielded two camps: justifying it and rejecting it in Indonesian EFL context. Implication is then needed to further validate it in accordance with empirical research’s result.

Home culture and its effects on English as a lingua franca communication: Voices from Chinese students at a United Kingdom university.

In academic research on intercultural communication (IC), students' perceptions and experiences regarding English as a lingua franca (ELF) have been central to the discussion because they form the basis for English teaching policies and practices in multilingual and multicultural environments. Substantial theoretical research on ELF has called for a paradigm shift from emphasizing the over-simplistic correlation between language and Anglophone cultures to recognizing the legitimacy of non-native English learners' home culture in English teaching pedagogy. Nonetheless, little empirical research has been conducted to examine how ELF speakers understand their home culture in ELF communications. Relatively fewer studies have investigated to what extent ELF users' perceptions of home culture influence their IC practices. To address these gaps, this study aims to explore Chinese international students in a liberal arts university in the United Kingdom and their understanding of Chinese culture in authentic ELF interactions. In addition, the perceived effects of Chinese culture on students' IC were explored in great depth. This study adopts a mixed-method approach, including a student questionnaire (N = 200) and follow-up semi-structured interviews (N = 10). Following descriptive statistics and thematic analysis of the obtained data, the findings revealed that most participants lacked a thorough understanding of their home culture, while they considered home culture playing a significant role in ELF communications. The contribution of this study builds on work in English users' awareness of home culture in IC to identify the significance of enabling the presence of English learners' home culture in English language teaching (ELT) classrooms.

Whose English should be talked and taught? Views from international English teachers in Thai higher education

This qualitative study aimed to explore the perceptions of 12 international English teachers (from the UK, the USA, Australia, Indonesia, and the Philippines at four universities in Thailand) towards World Englishes (WE), Thai English (TE), and the feasibility of incorporating WE into English language teaching (ELT) classrooms. Based on semi-structured interviews and qualitative content analysis, findings revealed that the participants demonstrated positive views and did not deny the existence of WE and TE, although their rules, vocabularies, pronunciations, and accents diverge from British English (BrE) and American English (AmE). Furthermore, the participants regarded different English varieties as symbols and representations that reflect users’ cultural and national identities. For implementations in ELT, while the majority disapproved, valued unequally, marginalized, and questioned the legitimacy of WE, others viewed that allowing learners to experience English diversity would be a sound preparation for changes in English linguistic landscapes and the realistic use of today’s English.

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.

EDITORIAL

Five articles published in this issue cover three main areas of interest: first, language learning in secondary schools; next, new approaches to improve English writing and vocabulary acquisition on university students. Finally, the last section concentrates on intercultural mediation in the Spanish language teaching classroom.

Positive Psychology Interventions in the Asian English Language Teaching Classroom: A Call to Action

Positive Psychology Interventions in the Asian English Language Teaching Classroom: A Call to Action

Social Inequalities in ELT Classroom and Challenges on Teachers

This paper analyzes the policies and pedagogies related to English language teacher education (ELTE) in Nepal. Similarly, this study also addresses issues of social equalities and inequalities associated to ELT, Challenges that English language teachers are facing due to these social inequalities in the classroom, and the role and action that teachers can perform to mitigate these inequalities. From the review of different sources, it was found out that there exist various forms of social inequities in the English language teaching (ELT) classroom which have created several challenges for teachers in the classroom. Moreover, this study suggests that although avoiding social inequalities is tough work, the teachers can perform several actions and avoid social inequalities if they really show their commitment to solve the issue and take action accordingly.

A Critical Review of Portfolio Assessment as an Alternative Tool in English Language Teaching Classrooms

Recent developments and issues in the education has brought radical changes in the way learners’ and teachers alike need to reconsider about assessments, particularly in ESL/EFL learning and teaching classrooms. As such, alternative assessment tools are meant to be worked out as solutions over traditional approaches, so that learners are truly assessed for the calibre of work that is produced by them. Hence, this paper will delve upon portfolio assessment as an alternative tool to gauge learners’ true potential over traditional testing methods. The paper has critically reviewed about portfolio assessment under five sub-sections with discussions about portfolio assessment in ESL/EFL teaching and learning being first, followed by the types of portfolio assessments as the second item. Then, models and implementation of portfolio assessment in the ESL/EFL classrooms next, with merit and demit points of portfolio assessment being the fourth and fifth items to be discussed respectively. The critical review is summed up by providing some recommendations and concluding remarks for the whole piece.

The Sleepiness of International Students in Online Chinese Classroom: An Experimental Study Based on Hybrid Technology of Facial Feature Point Distribution Model

The study presented in this article is a ground-breaking investigation into the quick advancement of intelligent online language instruction based on wireless communication networks, learner physiological and psychological alterations;to predict and prompt learners’ sleepiness, a hybrid technology of facial feature point distribution model is applied to the process of online learning of Chinese for international students. This technology aids teachers in timely monitoring and discovering learners’ levels of sleepiness in the process of online learning and adjusting it, ensuring effective teacher-student interaction and the accomplishment of learning objectives in the classroom. The following specific designs are carried out in order to increase the contribution of teaching and training samples to the classification effect: (1) To train the neural network classifier and ensure more stable and accurate recognition results, the system employs the particle swarm optimization approach with adaptive parameter adjustment; (2) A simulated annealing technique is suggested to address the premature convergence flaw of the conventional particle swarm optimization algorithm, and an adjustable inertia weight factor is created to enhance the optimization capability of particle swarm optimization; (3) A PSO-SVM based facial expression recognition system based on multi-scale wavelet transform theory and support vector regression machine is created in order to further enhance the network’s generalization capability. The simulation findings demonstrate some improvement in the convergence of the two widely used face recognition techniques. Additionally, this study provides a principal component analysis approach based on DCT coefficient singular decomposition and a texture feature selection method based on LDA model in an effort to apply wavelet analysis theory to face recognition. Highlights A system for predicting and prompting learners’ sleepiness in online foreign language classroom teaching is constructed In the case of being unable to actively integrate into online classroom teaching, learners are prone to lack of concentration, sleepiness, even anxiety, irritability and facial muscle twitching Eye fatigue identified at a distance of 0.3–1.5 m from ordinary cameras is relatively easy to identify The appearance of a large proportion of tired students in the online classroom suggests that teachers should adjust the teaching design scheme The reasons leading to the burnout of online learners are very complex, and it still needs interdisciplinary in-depth research

Research Related to Teaching Chinese Language and Culture in U.S. Classrooms: A Guide to Teaching Foreign Languages in U.S. Elementary and Secondary Schools

Language and Children: A Guide to Teaching Foreign Languages in American Elementary and Secondary Classrooms is a classic second language teaching series co-authored by two language educators, Helena Cotton and Carol Ann Dahlberg. The book reflects the latest advances in language classroom research and is the only comprehensive guide to foreign language classroom methods for K-12 and college students, using language learning objectives as the guiding principles for classroom rules and instruction. [Cheng Liang: "The Golden Key to Second Language Acquisition: A Review of the American Guide to Teaching Foreign Language in Elementary and Secondary Schools," Journal of Jiamusi Vocational College, 2019 (05)] Through careful reading, I have gained deeper thoughts and knowledge about various aspects of immersion teaching, teaching integration of language and culture, and teaching communication. Because I am very interested in "how to realize the organic integration of language and culture teaching in second language teaching classrooms," I focused on Chapter 9, "Experiencing Culture in the Classroom: Interaction of Language, Culture and Curriculum," and came up with a series of reflections, including insights into children's cultural teaching, academic associations, thoughts on overseas Chinese cultural I have a series of reflections, including insights on teaching children's culture, academic associations, thoughts on teaching Chinese culture overseas, and reflections on some of the contents of the book.

The effects of implementing gamified instruction on vocabulary gain and motivation among language learners

This study aimed to examine and compare the impact of gamified and non-gamified instruction on the vocabulary development and motivation of students enrolled in an English language preparatory program at a Turkish university. The perceptions of the participants about learning vocabulary through gamification were further explored in the study. A sample of 32 (16 control group, 16 experimental group) intermediate (B1 level) students participated in the study. Data were collected quantitatively using pre- and post-vocabulary tests and pre- and post-motivation questionnaires as well as qualitatively through semi-structured interviews. The findings revealed that the implementation of gamified instruction positively influenced student motivation. However, no significant difference was found between the two groups in their vocabulary development apart from a slight increase in the experimental group. Finally, the students perceived gamified instruction as an efficient way to learn and practice vocabulary. The gathered findings provide pedagogical implications and suggestions for implementing gamified instruction in language classrooms.

Enhancing Learning Technology: By Incorporating Social Media Platforms in Language Teaching Classrooms

Social Media performs a high-surpassed position in English, as it allows English language beginners to improve their studying and writing abilities. Social media is utilized in classrooms, wherever students can begin their blogs. They will make their connections with humans more prominent and construct a social community known as PLN (Personal Learning Network). Throughout COVID-19, all social media networks became popular, and plenty of used sites for an off-the-cuff time-pass. With the assistance of web 2.0 technology, blogs became treasured and engaging equipment for English and Foreign Languages, teachers the scope of these social networks, significantly blogs, thus, will broaden the learner-learner and learner-teacher interactions. The researcher will analyze the difficulties of EFL learners and suggest technical remedies to eliminate the problem and face barriers in writing English via educational technology.

THE GENRE APPROACHES FOR TEACHERS’ STRATEGY TO DELIVER PRODUCTIVE TEACHING-LEARNING IN ENGLISH SUBJECT AT SMAN 1 KOTA LANGSA

The article overviewed the teaching delivery approaches of TESOL in language teaching classroom research, which employed at SMAN 1 Kota Langsa, Aceh, Indonesia. It was advised Genre Approach (GA) for engaging discussion than a directive task, a genre which is pitching dialogues one to another between teacher and students, and specifying words of selective diction. The article projected the teaching delivery process which is engaging discussion and defines the teacher-students’ communication skill in English. It described the phenomenon by employing a semi-structured interview, which described to aim an increasing approximation to control of written and spoken texts and the activity, teacher role is facilitator and students are benefactors. The result concerned about GA and its applications profiled the series of classroom practices; preparation, screening, validation, and content review. Thus, eventually, GA also help the teacher to validate their own communication competence, their students’ development process and engagement as well.

THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING CLASSROOMS: A REVIEW

THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING CLASSROOMS: A REVIEW

Supporting Online Language Teaching: The Use of Zoom and Facebook (Zoom-booking)

Integrating social media into classroom language teaching has been argued to be beneficial for both students and teachers. However, little is known about using two social media platforms in one online language class session, especially to support the teaching and learning process during the COVID19 transition to online teaching. This case study explores the use of Zoom and Facebook (henceforth referred to as Zoom-booking) as English language teaching support platforms during the COVID19 online teaching of a general English course by one English as a foreign language teacher (EFL) at a university in Thailand. We adopted the concept of teaching presence and netnography as a perspective. Findings from the online classroom observation, online traces (written text or posts, videos, PowerPoint slides, and images), and interviews revealed that our teacher-participant perceived Zoom-booking the online language classroom as personal and institutional. This suggests that while Zoom-booking supports teaching presence for synchronous and asynchronous teaching modalities, it also highlights the need for teachers to respond to their language learners’ needs. We discuss the implications, and we offer recommendations for future studies.

Websites Use as Learning Resources in Developing Intercultural Communicative Competence in English Language Teaching Classroom

This classroom action research (CAR) aims at developing students’ intercultural competence (ICC) and exploring English language learning models integrated to ICC on the basis of websites use as the learning resource. This research was conducted in Intensive Course online class involving 24 students of English study program in Universitas Lancang Kuning. This CAR was conducted in one cycle consisting of 6 meetings and 2 evaluations. The data was collected from (1) observation fieldnotes, (2) observation checklist, (3) collecting documents (students’ comments and accessed websites, and (4) the scores taken from the 5 groups’ discussion. This research reveals the students’ ICC dimensions development exhibited in their class discussions with the increasing percentage from 46.15% to 92.30%). Some language learning models integrated to ICC on the basis of websites use were identified: (1) Accessing websites related to ICC learning topics, and (2) accessing websites that provide authentic materials (texts, pictures, audio-videos, and (3) motivating students to communicate and collaborate with others via online learning media. This CAR concludes that “students’ ICC could be developed through language learning on the basis of websites use which contains ICC dimensions”.

Speakers' Ambivalent Attitude toward Philippine English: An Issue for Integrating the Variety into ESL Instruction

Philippine English (PhilE) evolution and its roles have brought challenges and issues to the Philippines' English Language Teaching (ELT) classrooms. Filipino ESL teachers are confronted by issues regarding the appropriate variety to teach and whether or not the local variety should be taught or integrated into the teaching of American English (AmE) or British English (BrE) varieties. World Englishes (WE) and PhilE scholars have asserted the variety's legitimacy and intelligibility, and some have been recommending the integration of the variety into the teaching of ESL and assimilating it in English language programs of all curricular levels from elementary to college. However, studies suggest that the PhilE paradigm is not reflected in the country's English curriculum blueprint and college English textbooks. This conceptual paper presents a revisit to PhilE literature that suggests the issue of its speakers' attitude towards it. It claims that ESL teachers and students have an ambivalent attitude toward PhilE and are not yet open to celebrating its existence. It argues that these PhilE users' ambivalence and unwelcoming attitude toward their English variety possibly hinder the Commission on Higher Education (CHED) and the Department of Education (DepEd) from integrating the variety into the English language curricula.

Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles

Enhancing students’ communicative competence is crucial in teaching speaking in Communicative Language Teaching (CLT) classrooms. While relating elements focusing on curriculum, materials, and teachers pay attention to developing the students’ communicative competence, obstacles hinder students’ communicative skill development. This mixed-methods study aimed to analyze the communicative level of the speaking tasks presented in the teaching materials and how teachers used these tasks to enhance communicative competence. It also investigated teachers’ perceived difficulties in teaching speaking in the classroom. The participants were three 11th grade teachers and 54 students from three schools in the southern border area of Thailand. Data collected from speaking task analysis and classroom observation were analyzed based on Littlewood’s communicative continuum, and a semi-structured interview was analyzed with an inductive approach. This in-depth information illustrates the communicative level presented in the teaching materials and observed in the classroom, along with obstacles encountered. The findings showed that teacher-made teaching materials mainly focused on forms, while commercial textbooks explored forms and meaning-focused in Littlewood’s communicative continuum. However, how teachers used the tasks did not always correspond to the original design presented through teaching materials. Many perceived difficulties in teaching English speaking were found, these include time limitations, students’ English proficiency level, teachers’ attitude toward the tasks, a lack of school facilities, and exam-oriented teaching and learning. The results of this study are expected to be a consideration for material developers in designing speaking tasks and for English teachers in engaging their students with communicative speaking activities.

Assessing Students During Online Learning: A Case Study on a Linguistic Subject Teacher’s Experience

Online learning has caused major shifts, including the assessment process inside the English Language Teaching classroom. Through a series of in-depth interviews and thorough observations, this study explored a Linguistic Subject teacher’s experience in implementing an online assessment using a Learning Media System (LMS) application called Microsoft Teams. The use of the Microsoft Teams Application helped to improve efficiency in uploading the files of students’ assignments, correcting and giving feedback to their works. However, based on the interviews, some obstacles were found during the teaching, learning and evaluation process. These include network problems, shorter time of classes and massive collusion among students make the students’ performance in doing their assignments do not always reflect their understanding and ability. While network problems and shorter face to face interaction often hinder the teaching and learning process as well as the assessment of students’ active participation, the use of blended learning in the school required teachers to be more creative and assertive in the assessment process.

“Exploring a task-based English learning and teaching practice: An integrated approach”

This ethnographic study attempts to find, reveal, and understand the quality of life in a College English classroom for non-English majors in China, where a task-based language learning and teaching practice is conducted under the guide of the principles of Exploratory Practice, aiming at exploring the viability of the practice in this specific instructional context. It takes the perspective of a practitioner’s and researcher’s, and that of an anthropologist’s, to conduct qualitatively the study of the task process. By inspiring students to free themselves from the rationality of instrumental curriculum, and encouraging them to exercise their agency and creativity, through the joint four-stage activities of the task, the study witnesses a harmonious classroom life, in which the students, in the direction of their teacher, engage actively in the activities, creating not only language learning opportunities, but also social and cultural ones, and critical thinking chances. The study confirms the positive effect of this context-sensitive instructional practice which prioritizes quality of life in the task-based language learning and teaching classroom.