English Education Research Articles

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

Educational outcomes school year nine in children treated for acute lymphoblastic leukemia: A nationwide registry-based study from Sweden.

Acute lymphoblastic leukemia (ALL) constitutes approximately 25% of pediatric cancers, and with contemporary protocols, the 5-year survival rate is over 90%. Despite improved survival, neurocognitive impairments from treatment raise concerns. This registry study aimed to explore the impact of ALL treatment on educational outcomes from school year nine in Swedish children. A population-based cohort of 503 children diagnosed with ALL from 1990 to 2010 was identified from the Swedish Childhood Cancer Registry and matched with five controls each. Assessed variables were delayed graduation, high school eligibility, total merit value, school grades in Swedish, English, mathematics, and physical education, and results in national tests. Analyses were performed between cases and controls and by sex, age at diagnosis, and risk group. Our results showed that, compared to controls, cases had higher odds for delayed graduation, poorer results in physical education, and higher rates of absence in national tests in English and mathematics. Children in the standard-risk group (treated with first-line chemotherapy only) exhibited similar results to matched controls whereas children in the high-risk group (treated with cranial irradiation, hematological stem cell transplantation, or/and for ALL relapse and thus likely received also radiotherapy) had lower total merit value compared to controls. We conclude that Swedish children diagnosed with ALL between the years 1990-2010 mainly exhibited comparable educational outcomes to controls, although children in the high-risk group had lower results. These findings highlight the importance of evaluating especially children with high-risk ALL in order to identify those requiring educational support and for designing targeted interventions.

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

THE IMPORTANCE OF TEACHING CULTURE IN ENGLISH FOR SPECIFIC PURPOSES (ESP)

The importance of teaching culture within English for Specific Purposes (ESP) programs is underscored by the necessity for cultural competence and linguistic proficiency, particularly in professional communication. ESP differs from General English education by tailoring instruction to the specific linguistic needs within various professional and technical domains. As the globalised professional world increasingly demands effective intercultural communication, ESP programs must integrate cultural education to prepare learners for authentic interactions across cultural boundaries. This paper examines the importance of cultural aspects in professional communication and the integration of cultural education into ESP curricula, supported by the theoretical frameworks of Byram, Morgan et al. (1994), constructivist perspectives (Hughes & Sears, 2004), intercultural competence (Fantini, 1997), culturally relevant pedagogy (Ladson-Billings, 1995), multicultural education (Parker, 2019), and cultural intelligence (Earley & Ang, 2003). By delving into these pedagogical models and theories, the paper aims to demonstrate that cultural competence is not just an additive element but a core component of ESP curricula, essential for fostering professional, communicative competence among learners. Keywords: English for Specific Purposes (ESP); cultural competence; linguistic proficiency; intercultural communication; cultural education.

The Impact of Multilingualism on Second Language Acquisition: A Study of Cognitive and Linguistic Proficiency Among Ethnic Minority Groups

This study investigates the cognitive and linguistic differences in second language acquisition (SLA) among multilingual H'mong and Tay students compared to monolingual Kinh students in Vietnam. Using a mixed-methods approach, the study examined cognitive proficiency, including working memory and cognitive flexibility, as well as linguistic proficiency in English, focusing on vocabulary size, syntactic knowledge, and phonological accuracy. Quantitative data from cognitive and linguistic tests were analyzed using MANOVA, while qualitative data from focus group discussions provided insights into the sociocultural influences on language learning. The findings reveal that H'mong and Tay students exhibited higher cognitive proficiency, particularly in working memory and cognitive flexibility, than their monolingual Kinh peers. However, despite their cognitive advantages, multilingual students faced greater challenges in English vocabulary acquisition, syntax, and phonological accuracy, likely due to structural differences between their native languages and English. The qualitative findings highlight the role of sociocultural factors, including limited access to resources and the desire to maintain cultural identity, in shaping language learning experiences among ethnic minority students. The study concludes that while multilingualism enhances cognitive abilities, ethnic minority students require targeted instructional support to overcome linguistic barriers in SLA. The findings have implications for language education policies, particularly in designing culturally sensitive curricula and improving access to quality English education in rural and ethnic minority communities.

Teaching as a performative art

This paper reports on diagnostic workshops conducted at a teacher training centre in Istanbul focusing on how Applied Theatre methods can support English Language Teacher Education in the areas of self-awareness and self-reflection. The workshops provided 12 participant English Language teachers experience of Applied Theatre methods and techniques to elicit feedback on their pedagogic value and efficacy in teaching. Through dialogue and reflection, participants identified the performative and meta-performative skills they valued from the workshops. While Applied Theatre methods have a proven track record in many contexts, they are rarely utilized in teacher development programmes. Feedback from the workshops revealed that Applied Theatre methods, notably Forum Theatre, provide embodied, participant-led, solution-oriented, multiple voiced opportunities for reflection and dialogue on critical incidents teachers’ face. In addition, participants highlighted performative skills pertaining to developing awareness of self, others and setting that are disregarded in current competence-based teacher education programmes. Participants also uncovered meta-performative skills reflecting on why teachers act in the way that they do. The workshops provide an initial template to create teacher development programmes incorporating Forum Theatre and other Applied Theatre techniques.

Gender equity for student parents in higher education at an English further education college

ABSTRACT This small-scale research project explores policy and staff perspectives which affect student parents in higher education at an English further education college. Drawing on Nancy Fraser’s work on the welfare state and the social organisation of care work, the paper examines approaches to a marginalised student group. Qualitative data were collected via a desk-based policy search and semi-structured individual interviews with key female members of staff. Findings indicate that official approaches were broadly based on a gender equality model. Policy blindness to gender and care work affects student parents in higher education and their socioeconomic status. The research concludes that staff attitudes reveal an institutional approach to student parents which is based on difference but is more caring than the policies themselves signify.

A Review of Research on Chinese English Lexical Chunk Teaching

This paper analyzes the current state of lexical chunk teaching research in China based on over 600 papers collected from the China National Knowledge Infrastructure (CNKI) database from 2004 to 2024. The analysis covers four aspects: definitions of lexical chunks under different considerations, annual publication volume, different educational stages, and English writing. The paper argues that lexical chunk teaching methods are primarily focused on theoretical research in primary and secondary school English education, lacking in-depth empirical research. Additionally, the research lacks emphasis on cultivating students’ practical pragmatic abilities.

Effectiveness of Online and Offline Learning: Comparative Study at English Education Department University of Mataram

This thesis aims to find the effective implementations between online and offline learning and determine which learning mode is effective at the University of Mataram. This study focused on comparing the effectiveness of different modes of learning implementations based on students’ perceptions. The subject of this study is the students at the English Education Department University of Mataram who had experience with online, offline, and blended learning in the class. The researcher analyzes data using mixed methods (qualitative and quantitative) according to Sugiyono (2017). In this thesis researcher chose the sixth semester, that frequently used between online and offline learning with five classes, and chose one class to observe consisting of 27 students, the researchers collected the data using two different instruments, there are questionnaires researcher collected data related to the effectiveness of online and offline learning using a closed-ended questionnaire and the second one is an interview that’s researcher interviewed some students to know about students' perceptions of online and offline learning in the class. The result that the researcher compared was that offline learning was perceived to be a more effective learning mode this is shown by the higher agreement percentage in key aspects such as syllabus (58.3%), teaching method (44.4%), and discussion (48.1%). Moreover, the implementation of offline and online learning has various aspects in the learning process that can help a teacher and researcher in the future explore more pedagogical strategies and instruction design principles that promote effective offline and online learning experiences.

Research on the Impact of Geographical Environment on English Learning Based on Machine Learning

College English course is an important basic course in colleges and universities. The purpose of this study is to better understand the influence mechanism of geographical environment on English learning and provide scientific basis for formulating targeted English education policies. This study uses the method of machine learning to analyze the collected data and explore the influence of geographical environment on college students' English learning. This study constructs a comprehensive data set including students' English learning achievements, academic background and geographical location, and obtains the results through computer model analysis. The results show that geographical environment has an influence on college English learning, which will lead to differences in students' English learning achievements. This study suggests that geographical factors should be considered when formulating English education policies. This study is of great significance to promoting the development of English education and improving students' learning effect.

The Integration of Traditional Chinese Culture into the English Grammar Course in Regular Higher Education: A Practical Case Study

In the interconnected global society today, the significance of integrating traditional Chinese culture into English grammar education cannot be overstated, but it is often ignored in the practical teaching and theoretical research. Hence, this study aims to explore this integration in regular higher education to promote ideological and political education and their intercultural competence. Research questions include how traditional Chinese culture is practically integrated into the English grammar course in regular higher education and whether this integration is effectively achieved as well as what suggestions can be proposed for the future English grammar course and research. Considering this, a practical case study in the context of Xianda College of Economics and Humanities, Shanghai International Studies University in China is employed to address these questions. Twenty-nine first-year English majors, both females and males, voluntarily participate as research subjects. The specific research methods mainly involve a two-round questionnaire survey and a one-round interview. One of the conclusion is that traditional Chinese culture can be practically integrated into the English grammar course in regular education by the the strategy of “4-R”, namely “Revise Teaching Goals and Objectives, Refine Teaching Content, Revitalize Teaching Methods and Reform Teaching Evaluation”. This study focuses on adopting Chinese ancient poetry, Chinese opera, Chinese architecture, and Chinese festival customs as the main materials for traditional Chinese culture related to grammar points in this course. Moreover, based on the participants’ feedback from the second-round questionnaire survey and one-round interview, it is effectively carried out and attains the quality goals in the overall teaching syllabus to a large extent. Another conclusion is that some suggestions from students and the teacher are provided for the future English grammar course and relevant research.

Analysis of Personality Factors’ in Second Language Acquisition

This research was carried out based on problems encountered by researcher in the fifth semester of the English language education study program at UIN SMDD Bukittinggi. First, many students do not yet recognize their personalities. Second, students still feel insecure, anxious and afraid in using their second language skills because of their personality. The aim of this research is to describe student personality which has an impact on the process of second language acquisition for students in the fifth semester and to describe how personality factors influence the second language acquisition of students in the fifth semester. This research is research with a mixed approach. The instruments of this research are questionnaires and interviews. The respondents for this research for quantitative data were 46 fifth semester students of the English language education study program. The informants for this research were 4 students who had participated and filled out the research questionnaire. Data was obtained from three classes through distributing questionnaire instruments and interviews with fifth semester students. There are two data analyzes in this research, namely descriptive statistical data analysis for quantitative data and qualitative data analysis for researcher using the theory of Miles and Huberman in Sugiyono. The findings and discussion outline the answers to the three research questions, namely students' personality types, students' level of second language acquisition, and the relationship between personality and second language acquisition. First, it was found that the personality types of fifth semester students are conscientiousness, extroversion and its opposite, neuroticism, and agreeableness. Second, more than half of the fifth semester English education students have reached the level of continuous language development/advanced fluency with 57.6%. Third, students have the view that personality can facilitate or complicate the process of language acquisition, but it can still be influenced by other factors such as one's desire and self-control.

Exploring the perceptions of literacy in assessment for learning among high school English teachers

In the field of English language education, the crucial role of assessment for learning (AfL) requires teachers to possess robust assessment literacy. This study explores AfL literacy among high school English teachers in Yogyakarta, Indonesia by utilizing Alonzo's validated AfL survey that establishes a comprehensive six-factor model, delineating teachers as assessors, pedagogists, student partners, motivators, learners, and stakeholder partners. Exploiting confirmatory factor analysis and examining demographic variations, this quantitative research invited 202 English teachers in the Special Region of Yogyakarta, Indonesia selected purposively based on the geographical service area. Data were collected through an online questionnaire adopting Alonzo's 42-questions AfL and were analyzed quantitatively via Confirmatory Factor Analysis (CFA) with four indices, namely comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standard root mean square residual (SRMR).The findings substantiate the efficacy of the six-factor AfL model, underscoring educators' roles extending beyond traditional frameworks. The investigation also introduces a tool featuring detailed performance descriptors, addressing deficiencies, and harmonizing with AfL principles. It deduces that heightened foundational comprehension among English educators cultivates enhancements in AfL literacy and propels the refinement of professional evaluative competencies, thereby enriching the nuanced discourse surrounding AfL within language pedagogy. While the study's scope is confined to a specific geographical area and a limited cohort of participating instructors, it significantly enriches our comprehension of AfL literacy among English pedagogies. This research, therefore, provides a foundation for professional growth initiatives and facilitates enhancements in pedagogical approaches and academic achievement.

An Analysis of Dental Fricative Sound’s Production

This research was motivated by the problems of students of the English education study program at UIN Sjech M. Djamil Djambek Bukittinggi. Some students pronounce the dental fricative sound in various ways. First, some students pronounce the sound /?/ correctly, however, there are also some students pronounce the sound /?/ by replacing it with the sound /t/. Second, some students pronounce the sound /ð/ correctly, however, there are also some students pronounce the sound /ð/ by replacing it with the sound /d/. The researcher's question in this study was how students pronounce the dental fricatives sound at the initial, medial and final position of a word based on the PRAAT application. The purpose of this study was to analyze the way students pronounce the dental fricative sound at the initial, middle and final of a word based on the PRAAT application. This study uses a qualitative research method with seventh semester students as the research population. The research sample amounted to 13. Data was collected through audio recordings. Students are asked to pronounce 12 words that contain the sound of dental fricative sound. The sound is uploaded to the PRAAT software. The results showed that some of the students pronounce the dental fricative sound correctly, showed by a spectogram display like a scribble pattern in the focus phoneme. others pronounce the dental fricative sound incorrectly, showed by an empty area on spectrogram in the focus phoneme. It showed that they replaced the phoneme with another phoneme such as /t/ or /d/. Researchers can conclude as follows. First, some students pronounce the dental fricative sound correctly. Second, most of the students pronounce the dental fricative sound incorrectly.

Factors affecting teacher-student interactions in a foreign language teaching class: a language socialisation theory perspective

The study explored teacher–student interactions in foreign language teaching classes in China, aiming to identify ways to improve these interactions. Data were collected through 180 min of unstructured observations in two teaching classes. The study found that the frequency of interactions varied among teachers. After analysing the data with a language socialisation theory, the study revealed the factors that affected teacher–student interactions in foreign language classes in China: firstly, the concept of an equal teacher–student relationship is the precondition of teacher–student interactions; secondly, paying attention to both language acquisition and culture acquisition is the foundation of teacher–student interactions; thirdly, a good English acquisition context is one of the critical elements of conducting teacher−student interactions. The study delivered suggestions to promote teacher–student interactions based on English education in China. As there are many similarities in the English education policy and pedagogy between countries in Asia, the findings of the current study can be referenced by other Asian countries as well.

The Impact of The English Language Speech Assistant (ELSA) Application on Students’ Pronunciation Skills

This study aims to evaluate the impact of the ELSA Speak app on students' pronunciation learning at Universitas Muhammadiyah Makassar by comparing their performance before and after using the app. This study employed a pre-experimental design, utilizing a post-test and pre-test method with a quantitative approach. The researchers selected 40 students from the English education class A and B of 2023 at the university. A questionnaire was conducted to understand the students' perspectives on their pronunciation skills after undergoing the treatment. The results showed that only 4 students showed a decrease in scores of pre-tests and post-test (negative ranks), whereas 23 participants demonstrated an improvement from the pretest to the posttest. The data from the t-test analysis indicated that most students experienced an increase in pronunciation skills, demonstrating its effectiveness in improving the pronunciation of EFL learners. Additionally, this data shows that the ELSA Speak app has a significant impact on improving pronunciation and also motivation.

Innovations and Challenges in Primary School English Education in the Industrial Era 4.0

The existence, dynamics, and applicability of English language instruction at the basic school level to the disruptive technology era are all covered in detail in this study. This paper aims to characterize research problems using descriptive-analytical approaches and research methodologies of the literature study type, utilizing literature data from pertinent books, journals, papers, and scientific publications. This study outlines a number of prerequisites for English language instruction in the modern day, including infrastructure and technology, curriculum and instructional strategies, certified teachers, instructional materials and resources, and parental support. The results also show that there are opportunities that can be targeted, such as more extensive access to language learning materials, dynamic and interesting learning opportunities, global connectivity and language exchange, digital applications for language practice, and the provision of a useful system for evaluation and feedback. In the meanwhile, issues include unequal access to technology, unequal user technical proficiency, linguistic difficulties, students' short attention spans and lack of focus, and threats to digital security.

Evaluating pedagogical approaches to enhance students’ comprehension in maritime English: The Norwegian case

This study aims to test and evaluate various pedagogical strategies that can improve students’ comprehension of Maritime English course materials and help them confidently participate in English-based assessments. A comparative research methodology was employed, focusing on integrating specific strategies and tools into the curricula of maritime programs. The study focused on the Norwegian case at NTNU in Ålesund, featuring a 3-year Shipping Management program (Bachelor’s degree) with 45-60 students. The findings from the Norwegian case demonstrate a significant improvement in students’ willingness and ability to engage in English-language assessments, highlighting the effectiveness of the pedagogical approaches implemented. The study results align with existing literature, highlighting the need for continuous innovation in pedagogical approaches to Maritime English education. By the end of the course, 72.2% of students felt comfortable taking the exam in English, compared to only 25.8% at the beginning of the semester. Weekly lectures in English with presentations were identified as the most helpful tool, followed by group work, homework, and vocabulary lists. The use of digital interaction and software tools received a high score – 8.0 out of 10.0. The significant improvement in students’ confidence in English, along with their strong overall ratings of teaching tools, demonstrates the effectiveness of these methods in overcoming initial language barriers. Further recommendations include combining traditional teaching methods with modern digital tools to enhance learning outcomes. By focusing on student-centered approaches and integrating both traditional techniques and technological tools, institutions can foster the development of a more proficient maritime workforce.

Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning

This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.

PARALINGUISTIC FEATURES IN STUDENTS' STORYTELLING WITHIN MULTIMODAL COMMUNICATIONS

This study assessed paralinguistic features in Indonesian university students' contextual interaction during storytelling. Data collection was recorded from respondents' two video-based storytelling performances, while a self-rated questionnaire was distributed to 235 respondents out of 481 undergraduate English education students using simple random sampling. Data analysis used a mixed-methods approach to qualify students' paralinguistic features using the eduistic linguistics annotator (ELAN) and to quantify the paralinguistic features using statistical analyses through the significance of .05. The findings revealed that the ELAN analyzed the contextual interaction among freshmen, sophomores, juniors, and seniors. The students’ paralinguistic features corresponded with the lexical and semantic evidence, which approached the function of monosyllabic and bisyllabic words, nonverbal expressions, and interpretations. Bodily gesture quantitatively showed moderate category for 44.7% (t = 2.434; p = .016), articulation showed attributable category for 54.0% (t = 3.789; p = .000), facial expression showed moderate category for 61.7% (t = 2.472; p = .014), and voice loudness showed attributable category for 47.7% (t = 4.121; p = .000). Herein, positive and significant attribution were shown by these paralinguistic features towards students' contextual interactions in storytelling for 34.9% with the multiple regressions (F = 7.990, R² = .349, and p < .000). The paralinguistic features empirically address the multimodal communication modes to improve teaching and learning activities.