English Education Research Articles

The Notion of English as an International Language in a Selection of Teacher Education Programs in Colombia

English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.

The effects of implementing blended learning in college English education: an impact on students and teachers using blended learning to develop language proficiency

ABSTRACT A combination of traditional learning and online learning is termed blended learning, which is also known as hybrid learning. A detailed investigation of how blended learning impacts college English teachers and students can enhance teaching and learning. This strategy helps students learn English by practicing speaking, listening, reading, and writing, which are crucial language abilities. This study aims to examine the variables that impact the integration of blended learning in college-level English teaching classrooms. 185 educators and 190 students from various institutions conducted an online survey to collect the necessary data for the research. The questionnaire was distributed to teachers and students from various educational institutions who were chosen at random. The data was analyzed using SPSS. The research found that blended learning adoption relies on institution, instructor, and learner preparation. The research also highlighted the benefits of blended learning and its implementation in education. The introduction of blended learning in the education sector has several obstacles, which were also discussed. The study suggests conducting future research on the challenges that impede the implementation of blended learning for a deeper evaluation.

Implementing a genetic testing station in a safety net setting for equitable genetic testing and counseling.

167 Background: Genetic testing (GT) in patients with hereditary cancers has significant implications for treatment options and risk reduction among family members. Recent GT guidelines have expanded the eligibility criteria with limited genetic counseling staff. Patients who are from marginalized groups, are under or uninsured, or have limited English proficiency continue to experience disparities in GT, underscoring the need for innovations in care delivery. Methods: From March 2021 to June 2023, we conducted a single-arm intervention study of a point-of-care genetic testing station (GTS) in a safety net hospital. Patients who met NCCN criteria for GT were eligible. We compared this group to a historical cohort who received GT either in person or via telehealth in the preceding two years and non- GTS cohort. The GTS intervention consisted of (1) screening of clinic schedules for eligible patients, (2) GT video-based education in English, Spanish, and Cantonese, (3) consent and collection of blood or saliva samples by a genetic counseling assistant, and (4) telehealth-based post-test counseling with a genetic counselor (GC). The historical cohort underwent GT in a traditional model: (1) oncologist-initiated electronic referral, (2) pretest counseling with a GC, (3) GT if appropriate, and (4) post-test counseling to review and discuss results. Our primary outcomes were completion of GT and time to result delivery. We evaluated all associations with the Chi-square test for categorical variables. Results: We enrolled a total of 256 participants, 26% were Asian, 18% were Black, 30% were Hispanic/Latinx, 13% were Non-Hispanic White, and 2% were Native Hawaiian/Pacific Islander. The most common languages were English 48%, Spanish 28%, Cantonese 20%, and Other 4%. 251 (98%) of GTS participants completed GT, and 241 (95%) completed the post-test GC visit, compared to the Non-GTS cohort (79%, p<0.001), pre-GTS cohort (85%, p<0.001) with traditional GT model with in-person at 122 (95%) and telehealth (72%). The median time to result delivery was 35 days (IQR 27 - 52) for the GTS cohort, 56 days for non-GTS cohort, 97 days for pre-GTS telehealth (IQR 24.7 - 111), and 21 days ( IQR 14-31) days for in-person. Conclusions: GTS resulted in more patients completing GT and promptly receiving their results with telehealth genetic counseling. As GT eligibility criteria broaden, innovative interventions, workflows, and tailored educational resources for diverse populations are needed to ensure equitable access to GT.

The Role of ChatGPT in English Language Learning: A Hedonic Motivation Perspective on Student Adoption in Chinese Universities

Recent advancements in artificial intelligence, particularly OpenAI’s ChatGPT, have transformed English language learning through Computer-Assisted Language Learning (CALL) tools. This study examined the adoption of ChatGPT among university-level English learners employing the Hedonic Motivation System Adoption Model (HMSAM). An online survey was conducted with 266 valid responses, analyzed using Structural Equation Modelling (SEM) to assess the key factors influencing ChatGPT adoption. According to the findings, the main factors influencing students’ inclination to utilize ChatGPT are perceived usefulness, boredom, and a sense of control. These findings highlight important considerations for integrating AI in English education, suggesting that practical AI tools must address both functional and motivational aspects of learning. The study offers insights for educators and developers in designing AI-driven language learning tools that align with students’ needs and motivations, potentially shaping the future of English education.

Policy and Practice of Listening in Secondary English Education: A Critical Reflection from Bangladesh

The current National Curriculum 2012 of English (VI- X) in Bangladesh incorporates both listening and speaking skills for its English education. Textbooks have also been designed in accordance with the policy which is set by the National Curriculum and Textbook Broad (NCTB). The English textbook, titled English for Today (EfT), was designed in alignment with the current National Curriculum for English (VI-X) for students in grades 6 through 10. The target of the EfT is to achieve students’ competency in integrated four skills of English language: listening, speaking, reading, and writing. However, although the listening module is now in policy and classroom practice, it is neither assessed in school or in public exams at the secondary level (Kabir, 2020). This study explores the perceptions of policy and practice of listening in secondary English education in Bangladesh. This study may be significant as little research has been done in Bangladesh on listening skill and its significance for language competence, let alone on the teaching of listening in connection to language learning. This qualitative study is based on in-depth interview data collected in 2019. The interviews included pertinent participants of policymakers and secondary English teachers. The findings indicated that there was a disconnect in curriculum, classroom practice and assessment in secondary English education.

INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS

This study aimed at exploring how English as a foreign language (hereafter, EFL) preservice teacher (hereafter, PSTs) who had no teaching experience perceived Informal Digital Learning of English (hereafter, IDLE) and their IDLE implementation ideas for their future students’ out-of-class activities to support formal classroom instruction. The researchers employed a basic qualitative design to understand the participants’ perceptions and implementation ideas. The data were gathered through interviews and document analysis, and subsequently, 14 EFL PSTs with no prior teaching experience were recruited using a purposive sampling strategy. The data were transcribed, coded, and analyzed using inductive thematic analysis. The findings give new insights that the participants had positive perceptions towards IDLE and had various implementation ideas of IDLE for their future students, mostly through disrupting Web 2.0 technology tools, even though they had no teaching experience using technology. Two implications for English educators and teacher education programs are highlighted in this article: changing teachers’ mindsets towards EFL learning and the insertion of IDLE as a topic into pedagogy courses.

A Personalized Teaching System for College English Based on Big Data and Artificial Intelligence

In the ultra-modern digital age, the schooling sector is experiencing a transformative shift driven by the convergence of massive records and artificial Intelligence (AI). This paper offers a singular initiative—a ”personalised teaching machine for university English” that harnesses the electricity of these technologies to revolutionise how English language practice is delivered at the college level. The system is designed to address the various ways of gaining knowledge of the desires of students and adapting dynamically to their talent degrees, styles, and possibilities. The centre of this device lies in its capability to collect, technique, and analyse extensive amounts of records associated with students’ language acquisition journey. By leveraging massive statistics techniques, the machine captures and interprets college students’ interactions with direct materials, assignments, exams, and peer interactions. Concurrently, the latest AI algorithms, which include herbal Language Processing (NLP) and gadget learning (ML), are employed to create a responsive and smart learning environment. The system tailors mastering pathways for personal college students, ensuring they get hold of content material and sporting events aligned with their cutting-edge scalability stages. Ordinary formative checks are performed to gauge college students’ progress, taking into consideration timely interventions and changes in teaching techniques. This progressive customised coaching device for university English now not only enhances language proficiency but additionally promotes self-directed getting-to-know and empowers educators with information-pushed insights. The amalgamation of large facts and AI promises to reshape English language education’s panorama, paving the way for an extra personalised, green, and effective pedagogical method in university settings. In conclusion, this study illuminates the transformative ability of harnessing massive records and AI in schooling, with precise relevance to language instruction. The machine is a pioneering model for personalised, adaptive, and information-centric teaching methodologies in higher training.

INCULCATION OF NATIONAL VALUES IN ENGLISH CLASSES AS A PEDAGOGICAL PROCESS

This study explores the pedagogical process of inculcating national values in English language education and its impact on student development. By integrating national values into English classes, educators can foster a balance between linguistic proficiency and cultural identity. The research uses a qualitative case study approach, gathering data through interviews, focus group discussions, classroom observations, and document analysis. The findings reveal that strategies such as project-based learning, culturally relevant materials, and role-playing activities enhance student engagement and deepen their connection to national values. Despite challenges like limited resources and balancing global content with national identity, the integration of national values promotes cognitive, emotional, and social development. This study highlights the importance of culturally responsive teaching methods in creating a meaningful learning experience that prepares students for both local and global contexts.

The incorporation of Hip Hop dance in English language education in Japanese universities

The incorporation of Hip Hop dance in English language education in Japanese universities

Making sense of big questions that require multiple subjects: preliminary theorisation of an integrative philosophy of knowledge and empirical indications of a lack of subject connection within school curricula

AbstractThis paper provides theorisation about a novel concept for education: an integrative philosophy of knowledge (IPK). This is proposed for school curricula to relate multiple subjects to big questions of personal and existential importance. Critical contemporary issues such as climate change education require multiple subject contributions but there is little clarity in the English education guidance on this drawing together, beyond the encouragement to do so in priority areas. Leading British thinkers have engaged the idea of the unity of knowledge, not without difficulty and criticism. The paper identifies reasons for a practical approach to consilience in school curricula. In addition to preliminary theorisation, in methodological ‘harmony’, this paper adds tentative empirical findings from a related research project that provides quantitative indications that such multi-subject connection is likely not happening. The findings are not definitive, but the perceptions of three groups of beginning and experienced teachers (secondary Religious Education (RE), secondary science and primary teachers) indicate that school curricula do not reflect an integrative approach to climate change education, and sex and relationships education, despite policy priority. A significant national survey could not detect many signs of connection. The paper speculates that RE could have a key epistemic role for the curriculum as a whole in this regard.

Algorithm-Enhanced Engineering English Education in the Era of Artificial Intelligence: A Data-Driven Approach

The era of artificial Intelligence (AI), the landscape of language training, especially in the vicinity of Engineering English, is gift technique a transformative shift. This paper offers a unique data-driven technique to Engineering English training, stronger via modern day algorithms, to address the precise stressful situations and opportunities furnished through AI enhancements. Our approach integrates algorithmic answers with conventional language coaching methodologies to create a dynamic, adaptive gaining knowledge of environment sustainable-made to the unique wishes of engineering students. Primary method is the usage of AI-driven analytics to investigate students’ language talent and studying patterns. Using leveraging natural language processing and machine mastering algorithms, we are able to customize the curriculum and offer focused practise that aligns with each student’s linguistic and technical level. This consists of the development of specialised vocabulary, comprehension of technical files, and effective verbal exchange in expert engineering contexts. A tremendous element of this study is the collection and evaluation of data on student performance and engagement. This information-driven feedback loop allows non-prevent refinement of coaching techniques and substances, ensuring that the instructional content material cloth remains relevant and effective in the unexpectedly evolving discipline of engineering.

Examining Parents' Views on Parental Involvement in Preschool English Teaching

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

Cultivating Language and Cultural Awareness in College English Education: Theory and Practice

Cultivating Language and Cultural Awareness in College English Education: Theory and Practice

학술지『교육과학연구』(1999~2023) 연구동향 분석: 키워드 네트워크 분석을 활용하여

This study aims to elucidate the research trends and knowledge structure of‘Journal of Education Science [JES]’through keyword network analysis and to derive directions and implications for Jeju education research. To achieve this, a total of 561 papers published in 1999 to 2023 were collected. The main research findings are as follows: First, the proportion of papers related to Jeju has been decreasing, with the majority of papers focusing on subject education and field education in relation to educational studies. Second, a detailed analysis of the field on educational studies showed that subject education accounted for 369 papers(65.8%), with science education, mathematics education, korean language education, and english education following in order of prevalence. Third, in the centrality analysis, the terms “learning,” “mathematics,” and “high school” ranked high in degree centrality, while “learning,” “science,” and “environment” ranked high in betweenness centrality. Based on these findings, the following implications were drawn. First, to further promote [JES], it is necessary to recruit editorial board members from across the country and provide support for various academic activities. Additionally, conditions must be established to diversify research topics and promote interdisciplinary and cross-disciplinary convergence. Finally, there is a need for studies that address the unique status of the Special Autonomous Province and prepare for future education of the Fourth Industrial Revolution. Support measures should also be put to encourage research related to the keyword “teacher.”

To Type or To Write: The Effect of Writing Modes and Time Constraints on Students’ Writing Quality

Background: The incorporation of technology into English writing class has prompted the use of computer typing as an alternative writing mode to handwriting. However, previous studies investigating the effect of writing modes on writing quality have delivered conflicting results. Purpose: Considering the increasing prevalence of computers in English writing classes and the time limitation commonly employed by teachers in writing courses, the present study attempts to identify the interaction effect of writing modes and time constraints on EFL students’ writing quality. Method: This study adopted a counterbalanced quantitative design; data were collected from 30 EFL undergraduate students majoring in English Education, using an adapted version of Jacobs’ ESL Composition Profile. All participants were subjected to four writing conditions, based on the combination of typing using a computer or writing by hand and a 30-minute or 60-minute time allotment. Results: The findings of the present study suggest that there is no interaction effect between writing modes and time constraints on writing quality F(1, 116) = .086, p = .770, and despite the higher scores obtained by the essays typed with computer, writing modes have no significant effect on writing quality F(1, 116) = .820, p = .367. The results also suggest that time constraints significantly affect writing quality F(1, 116) = 14.308, p = <.001. Conclusion: Due to the absence of writing modes effect on writing quality, English teachers are recommended to permit both writing modes in writing essays and to provide more time for students to write, especially in a creative writing environment as opposed to an examination environment.

Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students’ English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers’ English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers’ English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.

A classroom practitioner's self‐study on theorizing a practicality ethic framework for adopting digital affordances in language education

AbstractThis article recounts a classroom practitioner's doing and thinking on the adoption of digital affordances in the context of Languages Other Than English education at an Australian school. Through the lens of practicality ethic, this practitioner employs a self‐study methodology to explore the dynamic relationships between private theories of teaching and teacher agency in their daily use of Information and Communications Technology. Using qualitative data and content analysis, this study explains how a teacher's situated knowledge influences their decision‐making when adopting specific affordances. The findings of this self‐study generate a unique type of knowledge, bridging the gap between theoretical usefulness and practical relevance in technology use. It sheds light on the significance of considering teachers' situatedness, their judgment, and their capacity to enhance classroom experiences. Through this self‐study, a practicality framework is developed, providing practitioners with an evidence base to examine their everyday use of technology. This line of self‐study scholarship rethinks and reframes educational research, highlighting the contemporary realities of teaching and learning. It offers an in‐depth understanding of how and why practitioners adopt specific digital affordances based on what they consider important. The article concludes with several critical implications for practitioners, policymakers, and academic researchers. Future research is recommended to explore collaborative self‐studies and studies across different curricula or various educational settings. Alternatively, nonreductive data analysis and other theoretical perspectives can be explored.

Optimization and Three-Dimensional Review of the Reform Path of College English Education System Driven by Information Technology in the New Era

Language learning cannot be separated from the environment, and the environment for second language acquisition is becoming more and more perfect and ideal. It makes the traditional single and limited English learning environment gradually move towards a three-dimensional and diversified learning environment. On the premise of the great development of higher education in China, this study aims to conduct research and discussion on higher English teaching. In combination with other successful or well functioning higher English teaching reforms, it studies and discusses some problems faced in the construction and implementation of vocational English teaching application system in China, and finds solutions and methods. Therefore, this study has practical significance for the reform and development of higher English education in China. This manuscript is based on the design of the college English teaching system module of Web technology to realize the sharing of information resources. In addition, with the deepening understanding of the importance of English teaching in colleges and universities, improving English level and English teaching level is the goal of colleges and universities. English teachers urgently need to understand the factors that affect students’ English level in order to teach students in accordance with their aptitude and find the best teaching methods. The experimental results show that the system realizes the management, query and sharing functions of open level information, and has high security and interactivity. The development of the system conforms to the development trend of network information technology and promotes the informatization and standardization of college English teaching management.

Categorising inclusive education and disability narratives, actors and expertise on Instagram, YouTube and Twitter

Social networks play a relevant role in the construction of narratives on disability and inclusive education. This paper categorises the themes of the most viral publications on Instagram, YouTube and Twitter X, with a twofold objective: to identify the social actors associated with them and to comparatively analyse the value of thematic use for the three digital platforms. Social listening techniques developed using the Twitter X API and web scraping techniques for Instagram and YouTube are applied to store the publications with the keywords education, inclusion and/or disability in Spanish and English. The database consists of 100,091 posts captured from October 2021 to September 2022, a full year. Subsequently, the 100 most viral publications from each social network are selected and a content analysis is applied. The results show a tendency towards thematic specialisation: Instagram defines the demand for rights and disseminates empathetic attitudes; YouTube collects experiences of good practices in informal contexts with a reflective function; Twitter X disseminates reports on the barriers and prejudices experienced by people with disabilities with a critical tone. The main social actors are diverse and varied with different profiles, therapists, politicians and parents with children with disabilities, among others. The impact of the narratives to face the new educational challenges that require an understanding of the network to establish long-term strategies for building a critical digital citizenship is discussed.

Transformative Impacts of Technological Advancements in English Language Teaching: A Comprehensive Analysis within the TESOL Context in Duhok City, Iraq

This comprehensive research was conducted in Duhok City, Iraq, encompassing both university and high school levels in the academic year 2022-2023. The primary objective was to thoroughly examine the influence of technology on English language teaching and learning. Employing a historical analysis, this study traced the evolution of technology within the realm of English language education while meticulously scrutinizing its advantages and potential challenges. Participants encompassed a diverse group, comprising university students and teachers, as well as high school teachers and students. Through rigorous investigation, the research sought to shed light on effective strategies for integrating technology into TESOL (Teaching English to Speakers of Other Languages) classrooms, with the overarching aim of enhancing language proficiency and communication skills. The study underscored the critical significance of striking a harmonious balance between technology and traditional teaching methods. This thoughtful integration was found to hold the potential for positively transforming students' language acquisition experiences. By strategically incorporating multimedia resources and cutting-edge tools, this research succeeded in enriching the landscape of English language learning. The result was a more engaging, dynamic, and immersive educational environment. While the abstract outlines the study's participants and the period during which it was conducted, it does not specify the exact tools or methods used for data collection and analysis. Furthermore, the abstract does not provide specific findings or outcomes of the research, focusing instead on the broader implications and significance of the study for educators, policymakers, and stakeholders involved in language education in Duhok City, Iraq, and beyond.