Effective English Language Teaching Research Articles

The Impact of the Continuum of an Education Programme on Pre-service Teachers’ Beliefs about English Language Education

Research background: Teachers’ beliefs play an important role in the way they teach and meet their students’ needs. Researching pre-established pre-service teachers’ beliefs gives evidence that they might impede pre-service teachers’ compliance with pre-service education. Gap in knowledge and Purpose of the study: Many studies have produced contradictory findings in terms of prospective change in pre-established pre-service teachers’ beliefs caused by the impact of pre-service education study programmes. Therefore, this study addresses the gap by enriching this field with research findings reinforcing the potential impact of the study programme on changes in pre-service teachers’ beliefs on effective English language teaching and learning expressed across different years of the study programme. Methods: The study uses the results of questionnaires completed by 99 randomly selected pre-service teachers enrolled in an English language teaching study programme provided by the Faculty of Education, Comenius University in Bratislava, Slovakia. In addition, the study participants’ database was expanded using bootstrapping to enhance the results obtained by applying statistical methods. Findings and Value added: The results showed statistically significant differences among different years of the study programme within the continuum of their English language teacher education thus indicating the potential impact of the programme. The impact of the study programme led to pre-service teachers’ raised awareness and some modifications in their pre-established beliefs based on the learnt and acquired knowledge and gained practical teaching experiences during the practicums in higher grades of the study. The findings suggest that teacher educators and policymakers should be aware of pre-service teachers’ beliefs when adopting new strategies for reconceptualising and/ or modifying language teacher education programmes.

The Challenges of Effective Teaching and Learning of English in Public Secondary Schools in Nigeria

The strategic place of English language in national development and mutual co-existence of Nigerians is not debatable. English has become a foreign national language to which the destiny of Nigeria is inextricably tied. The teaching of English at all levels of education in Nigeria is bedeviled with certain debilitating challenges. This paper examines some of the challenges of teaching and learning English in public secondary schools in Nigeria. It identifies such problems as poor quality of pupils admitted to secondary school, incompetent teachers of English, poor methodology and lack of motivation among others. The paper concludes that effective teaching of English language is a sine qua non for meaningful development in Nigeria and emphasizes the need for collective efforts in this direction. It recommends better training and retraining of teachers through continuing professional development practices and better commitment on the part of the government to the course of English studies in schools in Nigeria.

Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers

AbstractThe teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.

Second language acquisition research and materials development: Need to bridge the gap between theory and practice

This research paper highlights the issue of the lack of connection between second language acquisition (SLA) theory and research, particularly with regard to language pedagogy and its practical implementation in language teaching materials/textbooks. Based on a theoretical review of the major theoretical perspectives in SLA, the paper underscores that a gap exists between the theory developers (who develop theories through research) and the practitioners (who bear the responsibility for the implementation of theoretical knowledge) in the fields of SLA and materials development. This lack of cohesion between the theory developers and the practitioners causes the development of ineffective English language teaching (ELT) materials which, consequently, fail to make a substantial contribution to effective English language teaching and learning. The paper highlights that it is important to explore SLA theory and research and ensure its implementation in ELT materials. Similarly, there is a need to carry out research about the implementation of SLA theory in materials development and instructed language learning. Such research will be a significant contribution to the field of materials development and will open new horizons in language pedagogy from both theoretical and practical perspectives.

AUGMENTING THE TEACHER EFFECTIVENESS CONSTRUCT: VOICES OF THE EFFECTIVE ENGLISH LANGUAGE TEACHERS FROM UNIVERSITIES IN PAKISTAN

Educational standards around the globe and most specifically in Pakistan are put to contest with challenging standards. There is an amounting pressure on the administrators and the policymakers to furnish the educational institutes with effective teachers. This leads to rekindle probe into the ongoing debate on the qualities that contribute to teacher effectiveness. Therefore, the present research utilized mixed methods approach with an aim to explore the effective English language teachers’ (ELTs) conception about the qualities of effective ELTs. In the first quantitative phase, the survey method was used to identify effective ELTs through Self-Assessment Test (SAT) at both public and private sector higher education institutes (HEIs) of Pakistan through convenience sampling (N = 243). Based on the results of phase one, eight ELTs were selected purposefully for semi-structured interviews which were then analyzed thematically using ATLAS.ti 9.0 software. Thematic analysis of the semistructured interviews revealed nine main categories emerging under the a priori theme of perceived effective teachers. The study adds to the inconclusive definition of teacher effectiveness and bears implications for various stakeholders of the teacher education system to provide opportunities to the ELTs in order to develop such qualities as identified through this study

Factors Influencing Teaching Quality of English Language at High School Level in Southern Punjab, Pakistan

The purpose of the study is to explore the factors influencing the quality of English LL as a foreign language in secondary education. A questionnaire was constructed and applied to cover the main objectives of the current research. A survey method using a five-point Likert-type questionnaire was applied to collect the data from 67 teachers teaching the English language at the school level in the schools of southern Punjab, Pakistan. Collected data were entered in SPSS (Statistical Package for social science). The data was analyzed by using related statistical Testes i.e. descriptive statistics, T-test ANOVA, etc. Findings of the study support appointment of non-qualified teachers, teaching English through science teachers, lack of proper teaching aids through proper and effective English language teaching methodology, lack of proper teachers' professional training, and overcrowded classrooms. On the basis of findings, proper English teachers with appropriate use of teaching methodology to the apt size of the class is recommended.

Characteristics of Effective English Teacher for Millenials

The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.

Professional qualities of an effective English language teacher: as seen by Taiwanese university students

An effective teacher plays a crucial role in the process of learning English as a foreign language (EFL) when students’ opportunities to English exposure outside the classroom are limited. The aim of this study was to examine professional characteristics that an effective EFL teacher should have as perceived by Taiwanese university students. A four-section questionnaire was used as a data collection instrument, and the study sample included responses from 68 senior students majoring in EFL. The results show that the three most significant characteristics of an effective teacher of English in the eyes of Taiwanese university students are not related specifically to the teacher’s knowledge of the subject or English proficiency level. Those characteristics can be attributed to any teacher, and they include providing clear grading guidelines, giving clear explanations, and preparing each lesson well. The findings may contribute valid information on college students’ expectations of EFL teachers in the Asian educational context and help make the language learning process more effective.

The use of reflective practice towards achieving effective English language teaching at primary schools

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

Blended Learning as a Contemporary Way towards Effective English Language Teaching: A Critical Review

Blended Learning as a Contemporary Way towards Effective English Language Teaching: A Critical Review

Activity Based Teaching Method for Effective English Language Teaching in Primary Education.

English language being a universal language has attained its place in every aspect of life and education sector is no exception. Inclusion of English language as a compulsory subject in school education vividly illustrate the importance of the English language for man which will later enable them to cope with life challenges. This study focused on investigating the effectiveness of Activity Based Teaching method to teach English language to primary classes and to explore the impact of Activity Based Teaching on developing reading, writing, listening or speaking skills of the primary grade students. The population of the study was a total of hundred and eighty-four (184) students from the grade three (03), four (04) and five (05) students of the primary classes in Viharamahadevi Primary School, Badulla, Sri Lanka. The research was conducted in two stages. In the stage one, a controlled student group underwent a teaching session without using the Activity Based Teaching method for a period of three (03) weeks in the normal classroom whereas the same student group used in the stage two as the treated group of students. The researcher ran a paired t-test to achieve the first objective which showed a positive effectiveness of the Activity Based Teaching method to teach English language for primary class students based on the hypothesis testing. A regression analysis was done to inquire the sub objective of the study and found that writing and speaking tests most significantly affect to the marks of Activity-Based Teaching.

Student Teachers' Achievements in English Language Learning: An Assessment of a Distance Teacher Education Program in Pakistan

The choice of the most appropriate method for learning and teaching any foreign language is of vital importance. This study aims to investigate student teachers' achievements in English language learning. A quasi-experimental research design was used to compare and identify the effective English language teaching method in a distance teacher education program at the university level in Pakistan. Moreover, semi-structured interviews were conducted to follow up on the experimental findings and enlighten the distance tutors' English language teaching practices. A sample of sixty student teachers enrolled in the B.Ed. Program of Allama Iqbal Open University Pakistan was randomly selected and divided into a control group (CG) and experimental group (EG). Furthermore, eleven distance tutors were also interviewed. Pre-test and post-test were used in both groups. Findings revealed that the grammar-translation method (GTM) is not encouraged for English language teaching; however, it is still in practice at the university level in Pakistan. Moreover, tutors reflected that the English language syllabus could be modified to meet modern needs. Furthermore, communication on the part of the learners also needs to be addressed. The examination system should not focus only on writing skills, but also on evaluating all language skills, including reading, speaking, and listening.

Pedagogical Approach for Effective Teaching of English Language in Nigerian Secondary Schools

This paper examined the pedagogical approaches to the teacher learning of English language in Nigerian secondary schools. However, the paper identified the concepts and types of pedagogical approaches. The factors affecting pedagogical approach for effective teaching and learning of English language. It was therefore concluded that the most effective pedagogical approach for the teaching-learning process of English language is the use of child centredness approach, activity oriented prorgamme it was therefore recommended that teachers should be curriculum. It was noted that effective use of pedagogical approach enhances effective teaching learning of English language especially in Nigerian secondary schools.

A Multimodal Approach to Foster the Multiliteracies Pedagogy in the Teaching of EFL through Picturebooks: The Snow Lion

Twenty-first-century language education involves paying attention to the multimodal pedagogical demands of a global digital world. To this end, effective English language teaching (ELT) requires preparation on the part of instructors in terms of consciously guiding learners’ literacy development and integrating multiple modes of creating meaning that are broader than language alone. This article supports the notion of literacy as a multidimensional concept and proposes a multimodal toolkit as a means for teachers of English as a foreign language (EFL) to work with key literary and visual elements. Focusing on the reading of The Snow Lion (Helmore and Jones 2017), we discuss the meaningful interaction between words and images that defines picturebooks and implement the multiliteracies pedagogy approach, which is comprised of four knowledge processes, i.e., experiencing, conceptualizing, analyzing and applying. The final objective is to guide young students to produce meaning and think critically in the EFL classroom through the analysis and interpretation of picturebooks.

Analyzing English Language Teaching Practices in Public Middle Schools of AJK, Pakistan

Effective English language teaching has been a great challenge in Pakistan and particularly in Azad Jammu and Kashmir district at middle level schools. This research explored teachers’ perception of using appropriate teaching strategies in public sector schools of Azad Jammu and Kashmir, Pakistan. The population of the study included male- female teachers of public sector schools of the Bagh district of Pakistan. A sample of 50 schools and 150 teachers of English Language were selected. The findings reveal an insignificant difference between the perception of male and female teachers about the use of different teaching methods. The p-value was greater than alpha that confirms this there is insignificant difference of insights among male and female teachers. It was also discovered that classroom instructions at middle school level were not aligned with National Curriculum 2006. The teachers in AJK were not aware about the spirit of curriculum 2006 as well as National Professional Standards of Teachers. A majority of respondents used grammar translation method for teaching while a very low percentage used other teaching methods. It is recommended that teachers need to be trained in using other useful and effectives strategies In-service training programs for teacher should be arranged, specifically focusing on ELT. There is a need draw a perfect alignment between curriculum instructions and assessment in general and more specifically in subject of English.

What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students

This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students’ perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the ‘life history’ approach, and the specific methods were two extended interviews and an innovative ‘timeline’ activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students’ life histories. The study revealed three major findings. Firstly, teachers’ language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers’ command of language when it was perceived to be missing. Secondly, students generally favoured more ‘modern’ approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more ‘conservative’ approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students’ perspectives.

EVALUATION OF THE LEARNING OUTCOMES STATEMENTS OF THE ENGLISH COURSES AT TOURISM FACULTIES IN TURKEY THROUGH THEIR WEB-SITES

Learning outcomes statements in English courses, as they are true for all other courses, are central to each course. Without having appropriately stated learning outcomes, it is almost impossible to set goals, objectives for the course and to prepare relevant assessment tools for English language practitioners, and thus to teach the target language. Considering that foreign language teaching is a major problem at tourism faculties in Turkey, that tourism students often fail to use the target foreign language, this study intended to examine the course contents of the English courses, specifically learning outcomes considering that they have a guiding role in language teaching. For this purpose, 10 tourism faculties were chosen randomly and their websites were visited by the researcher. The English courses given in the first term was chosen to ensure standardisation in data collection and sampling. It was found with this study that 50% per cent of the visited faculties had no data available regarding the content of the English courses on their web sites. It was also found that the learning outcomes statements of the accessed 5 faculties do not meet the criteria set to state appropriate learning outcomes statements. Relevant conclusions were drawn for complete program development at tourism faculties for effective English language teaching and for the major causes of the failure in teaching English as a foreign language at tourism faculties.

Five Facets for Effective English Language Teaching

Effective English language teaching (ELT) is strongly related to dynamic teachers and creative learners as it enhances students’ long lasting learning process. Students learn the taught matters successfully if the classroom is handled effectively focusing on child centered pedagogy with the use of modern information communication technology (ICT). The objective of this paper is to look at the different facets for effective ELT and to give some pedagogical suggestions for English language teachers to increase the effectiveness in ELT. The articles/papers, researches and books written on effective ELT found in electronic sources are studied/overviewed the study. It shows that an effective ELT includes qualified, dynamic and devoted teachers with socio-affective skills, pedagogical and subject matter knowledge, active and creative students, use of sufficient and practical teaching learning materials, proper use of modern equipment and technology, and multiliteracy pedagogy focusing on the cultural diversity of the learners for better ELT.

English Major Female Student-Teachers' Perspectives on the Characteristics of Effective English Language Teacher: A Case Study of the English Unit in the College of Education at Kuwait University

English Major Female Student-Teachers' Perspectives on the Characteristics of Effective English Language Teacher: A Case Study of the English Unit in the College of Education at Kuwait University

Student Perceptions of Effective English Language Teachers A Quantitative Study – Republic of Panama

El presente estudio se analizó las opiniones de los estudiantes de inglés encuestados que asistieron o que habían asistido anteriormente a las clases de EFL en Quality Leadership University. Un total de 150 estudiantes del programa de inglés participaron en el estudio. Los investigadores estaban interesados en extraer perspectivas sobre lo que los estudiantes creían que era un profesor de inglés efectivo. Como se mencionó anteriormente, los datos se recopilaron a través de una encuesta. La encuesta contenía un total de 13 preguntas, de las cuales la última pregunta tenía 45 pautas para responder en una escala de estilo Likert. Los resultados de la encuesta se agruparon en categorías predeterminadas de significancia, se analizaron y se confirmaron por congruencia. Los resultados revelaron la afinidad del estudiante hacia los profesores de inglés que poseían atributos clave. Nuestra investigación, que ha sido corroborada por estudios previos, establece un punto de referencia y una visión adicional de la definición de un maestro de inglés efectivo.