Effective English Teaching Research Articles

An analysis on the application of intercultural communication theory in college English teaching

The theory of intercultural communication studies the mutual understanding and communication between different cultures. In college English teaching, the application of intercultural communication theory has become an important means of teaching reform and innovation to help students to better understand and cope with the communication challenges under different cultural backgrounds. This paper discusses the application of intercultural communication theory in English teaching in universities, and puts forward corresponding teaching strategies to improve the quality and effect of English teaching in universities.

Using Time Series Analysis to Study the Changing Trend of Business English Teaching Effectiveness in Colleges and Universities

Abstract This paper analyzes the characteristics and changes of influence on college business English teaching in the context of the new era, constructs a multimodal college business English teaching model based on vision and hearing, and carries out a multimodal fusion of graphics, text and audio through deep learning. To solve this problem, the time series analysis problem is easily affected by noise. On the basis of the basic time series algorithm, the GBDT-KF algorithm based on the Kalman filter is designed. It also predicts the effectiveness of college business English teaching. The results show that listening ability is improved by 0.3, speaking ability by 0.25, writing ability by 0.21, and reading ability by 0.18; the effect of college business English teaching has also been improved in different degrees.

EFL STUDENTS’ PREFERENCES OF A GOOD ENGLISH TEACHERS

The process of teaching is a continuous learning journey, even with years of experience in teaching English as a foreign language, it is difficult to determine how to be an effective teacher. Different learners and teachers have also different views on what constitutes a "good English language teacher”. The aims of this study are to investigate and identify the qualities and characteristics that make an English teacher competent, as perceived by learners, particularly in the post COVID-19 and to gain insights into how learners' preferences may have evolved or changed due to the challenges and experiences faced during the pandemic, and how these factors influence their evaluation of effective English teachers. The participants in this study are students enrolled in the English Department of FKIP Lambung Mangkurat University Banjarmasin, spanning one batch which is 2020 with total 49 respondent students as participants. Data was collected at the sixth semester using a quantitative descriptive method this was employed to assess the students' feedback using a survey tool adapted from research conducted by Wichadee (2010) and Zamani and Angahari (2016). The questionnaire using close-ended question based on a four-point Likert scale. Total there are 60 statements and it divides from 4 categories (Socio-affective, Pedagogical Knowledge, Proficiency Skills Organization and Communication Skills) and there are 15 statements for each category. Based on the result, the most considered as prominent from the other category is Organization and Communication Skills, as many 82% respondents agreed that teacher should have good competencies especially in good communication skills. The anticipated findings of this study can assist teachers in self-reflection, evaluation, and the enhancement of their teaching practices. Additionally, it can contribute to their personal growth.

The application of multicluster structural model in English teaching model innovation and effect analysis

Abstract This paper analyzes the English teaching model’s structure, function, and characteristics and constructs the basic structure of the classroom innovation teaching model. Then, the English teaching model is constructed, and the English teaching evaluation index system is established based on the algorithms of structural equation model, multigroup structural equation and multigroup parameter estimation. Finally, the quantitative analysis of index weights and satisfaction was conducted with the example of college A. The results showed that the weights of the primary indicators were 0.2873, 0.1294, 0.2546, and 0.3287 for personalized needs, perceived quality, perceived value, and satisfaction, respectively, which indicated that the multigroup structural model could help universities to realize the innovation of English teaching mode and to adopt diversified teaching methods to meet student’s diverse needs in the teaching process. Diversified the needs of students and improved their satisfaction.

Systematic Literature Review: Integrating Islamic Education in English Language Teaching

Islamic literature, history, and customs are common subjects and resources incorporated into effective English teaching in Islamic nations since they are relevant to the culture. The aims of this study are to explore the integration of Islamic education in English language teaching as well as how teachers can teach English by instilling Islamic values to develop good character in their students. This study involves a systematic literature review (SLR). An SLR requires significant searching across multiple article databases as well as additional journal databases such as Google Scholar to supplement and expand the main database. The next step involved obtaining and locating additional supplies manually. This step entailed reading pieces of literature for which the only information provided was the author, source, or title. The study reveals that understanding culture and society can help integrate religious teaching into ELT. It is critical to understand the cultural and theological context. Teachers who are knowledgeable of Islamic customs, values, and sensitivities should teach them in the classroom. Moreover, to provide students with a well-rounded education, Islamic principles and ethics can be integrated into English language classes. Teachers can explore issues and subjects that are in line with Islamic principles while encouraging critical thinking, creativity, and intercultural understanding.

Research on the Application of Mind Mapping in English Teaching in Primary Schools

This study discusses the application of mind mapping in English teaching in primary schools. Through literature review and case analysis, it is found that mind mapping plays an important role in improving the effect of English teaching in primary schools and students' interest in learning. Specifically, mind mapping can be applied to vocabulary, grammar, reading and writing teaching, which can help students improve their English listening, speaking, reading and writing ability, stimulate their interest in learning and cultivate their autonomous learning ability. Through the rational use of mind mapping, teachers can help students better master basic knowledge such as vocabulary and grammar, and improve their reading and writing abilities. At the same time, mind mapping can also cultivate students' thinking ability, autonomous learning ability and creativity. Therefore, in actual teaching, teachers should flexibly use mind maps to assist teaching according to the teaching content and the actual situation of students, so as to improve the effect and quality of English teaching in primary schools. Generally speaking, mind mapping has a broad application prospect in primary school English teaching, which is of great significance to improve the quality of primary school English teaching and students' English application ability. This study has extensive application value.

Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation: Evidence From an Indonesian University

This study aims to explore the initial motivations of pre-service teachers to enroll in a teacher education program and investigate how the teaching practice within the program contributes to the development of their professional identity. The research was conducted as a case study within the English Teacher Education Department (ETED) at a university in Indonesia. A qualitative approach was employed, and data were collected through written narratives and semi-structured telephone interviews. The findings reveal that pre-service teacher’ initial motivations to pursue studies at ETED can be categorized into eight distinct factors: personal interest in teaching and English, social influences, personal ability, the desire to make a social contribution, sufficient time for family, interest in working with children or young learners, prior learning experiences, and engaging in role-playing as a teacher during childhood. Additionally, the teaching practice component of the program plays a significant role in shaping the pre-service teachers’ professional identity by enhancing their confidence, providing insights into the responsibilities of English teachers, strengthening their motivation to pursue teaching careers, and deepening their understanding of the qualities and skills required to be an effective English teacher. This study suggests that by considering the initial motivations of students, offering personalized support, and incorporating supplementary activities that address practical aspects of the teaching profession, the ETED can enhance the overall learning experience and better equip student teachers for their future roles as English teachers.

Research on the Application of Modern Information Technology in English Teaching——An investigation based on the perspective of technology acceptance

In the information age, science and technology have profoundly impacted the education industry with their wide penetration. Scientific development advances new demands and challenges for education, influences traditional areas of education, leads to conflicts in education between the new and the old, the advanced and the backward, and ultimately promotes educational innovation and development. Many new technology products have been adopted in education. These new technologies are being applied to improve teaching effectiveness on the one hand and to promote the popularisation and popularisation of education on the other. As a kind of humanities, English has undergone many changes in English education in recent years due to informatization. Most academics now concentrate on how and whether students, the audience, can embrace this transformation. There is, however, no clear assessment system for the effect of teaching English, and in the process of teaching English, effective feedback is an important component of effective instruction. The key factors to determine whether to give effective feedback are students' self-efficacy and learning engagement. Therefore, this study adopts an adaptation-mode integration technology acceptance questionnaire to analyze the influence of general self-efficacy and learning engagement on English teaching effectiveness. Drawing on the learning theory of modern educational technology, this study conducts an empirical investigation based on the technology acceptance perspective, comprehensively reviews the application of modern information technology in English language education, and advances plans and options for improving the effectiveness of education in the future.

The Effectiveness of English Writing Teaching in Junior Middle School Based on Production-Oriented Approach

Production-oriented Approach (POA) proposed by Chinese scholar Wen Qiufang has been widely used in English teaching in recent years, but there are few studies on its application in junior middle school English teaching. This study analyzed the impact of the application of Production-oriented Approach on junior middle school students’ English learning attitude and English writing performance. In the experimental design, both quantitative and qualitative methods were adopted. Writing tests, questionnaire, interview were used as instruments. A total of 116 Chinese students from Year 8 of Yangzhou Shiyan Junior Middle School, Jiangsu Province in China were invited to participate in an 8-week pre- and post-test experiment. By comparing the writing scores before and after the test, it is found that the English writing scores of the students in the experimental class are higher than those of the students in the control class. Through the analysis of the results of questionnaires and interview, it is found that the students’ attitude towards English writing teaching in the experimental class has improved significantly. The implications and suggestions for dissemination and implementation of POA for junior middle school students are discussed.

EXAMINING EDUCATORS' STRATEGIES IN TEACHING ENGLISH FOR SPECIFIC PURPOSES: A CASE ANALYSIS

The effectiveness of English language teaching in the classroom can be influenced by a multitude of factors, and among these, the teaching style employed by the teacher is a critical determinant that can significantly impact the success of the learning activities. This study aims to investigate the types of teaching strategies employed by English teachers in teaching English in vocational high schools, specifically under the implementation of the Merdeka Curriculum launched by the Indonesian Ministry of Education. A qualitative research approach has been adopted, and data collection will be done through two main techniques: classroom observation and interviews. The results showed that both teachers implemented lecturing and small group discussions as their primary teaching strategies. The study also revealed the need for English lessons to be more specific to a topic that is closely related to students' majors, as highlighted by previous research. Moreover, the study revealed that different learning topics necessitate different teaching strategies, and using multiple strategies can enhance learning outcomes.

Evaluation method of English online course teaching effect based on ResNet algorithm

In order to improve the accuracy of English online course teaching effect evaluation results, a paper proposed an English online course teaching effect evaluation method based on ResNet algorithm. The effect of College English online teaching was evaluated from five aspects: pre-class preparation, teaching content, basic skills, ability training, and teaching methods. Each evaluation item was set with seven levels of scoring standards. An evaluation model of the classroom teaching effect was constructed based on convolutional neural network according to the internal relationship between facial expression recognition and classroom teaching effect evaluation. The problem of network depth deepening affecting the accuracy of evaluation in convolutional neural network models was innovatively solved by utilizing the ResNet algorithm. The evaluation of the effectiveness of English online course teaching was achieved. The experimental results showed that this method could effectively improve the effect of English online course teaching evaluation and improve the teaching quality of English online courses.

Research on the Application of Question Chains Based on Deep Learning in Senior English Reading

Thinking quality, as one of the important goals of reading teaching, is an indispensable way to implement the cultivation of core competencies. However, in the current reading teaching, there are problems such as shallow thinking and separation of learning and thinking, which hinder the development of students’ higher-order thinking. Question chains, as an effective teaching method, can promote students’ output of language knowledge and enhance their thinking ability to achieve deep learning. Therefore, this paper aims to explore how to apply question chains based on deep learning of senior English reading teaching, so as to activate students’ higher-order thinking ability, optimize high school teachers’ question design ability, and improve the effectiveness of senior English reading teaching.

SEEING HOW MULTIMODAL SOURCE ARE USED IN EFL CLASSROOM

The use of body movements and facial expressions in learning English helps students interpret and express the meaning of words and sentences. By looking at the implementation of multimodal in English classrooms, this study provides important insights into the potential for using multimodal in enhancing English learning. Multimodality involving various types of media such as text, images, audio, and video will be analyzed in the context of three SFL dimensions, namely ideational, interpersonal, and textual dimensions and observing how teachers and students gain an understanding of how multimodal is used in contexts of language and meaning. The results of this research can provide valuable contributions to the development of more innovative and effective English curricula and teaching methods. English teachers can use these findings as guidelines in designing learning strategies that are more interesting and focus on students' needs. In addition, this research can also be a basis for further research on the use of multimodal in the context of learning English. This study aims to analyze the use of multimodal in learning English in the classroom. This research includes observing the use of multimodal at SMA Garut in English classes at level 10, as well as the use of multimodal in teaching English based on the Linguistic Functional System (SFL) theory.

Teaching English as a Third Language to Minority Adult Learners in Norwegian Secondary Schools

The aim of this study was to explore English teachers’ teaching techniques perceived as important when teaching English as a third language (L3) to minority adult students in secondary schools. Using a quantitative research approach, 95 teachers from two districts in the Viken county of Norway completed a 15-item questionnaire titled. Perceived Strategies for English Teaching Scale and an open-ended question about ways of teaching vocabulary for effective English teaching to support students learning in their classrooms. Descriptive statistics, ANOVA, and t-tests were used to analyse the data. The results showed that teaching vocabulary, reading, and grammar, among others, were strategies considered as important in teaching English. Reflecting on teachers challenging roles in teaching English as L3 to minority adult learners with varied English knowledge a collaborative teaching strategy was found to be very useful. The respondents also identified certain ways of teaching vocabulary to support students learning. Implication for further research is discussed. Keywords: Norway, English teaching, minority students, teaching strategies

Evolving 21stCentury Skills as Competencies for More Effective Learning and Teaching of English

Evolving 21stCentury Skills as Competencies for More Effective Learning and Teaching of English

Improving EFL Teaching in Chinese Universities: Perceptions of Teachers with Oversea Experience

This study aimed to investigate the perceptions of English teachers regarding the adverse effects of teaching English as a Foreign Language (EFL) in China, as well as their proposals for improving EFL instruction in the country. By exploring the views of experienced English teachers, this study provides valuable insights into how English as a Foreign Language pedagogy can be improved in China and other countries. The main research question is about the adverse effects of teaching English as a Foreign Language in Chinese higher education and the ways to improve its instruction. A thematic analysis of semi-structured interviews was conducted on a sample of 20 English teachers who possessed substantial experience teaching in Chinese higher education institutions. The participants’ teaching experience ranged from 3-20 years (SD = 5.3). The analysis involved the establishment of concordant codes and sub-codes, with the aid of two researchers and an external expert, to ensure the reliability and validity of the results. The findings showed that the teachers attributed English as a Foreign Language learners’ English deficiencies to the English teaching curriculum, self-directed learning, and the education system. Finally, the teachers suggested that self-directed learning skills and self-regulation were crucial for effectively applying language in authentic contexts. These findings have implications beyond China and are expected to enhance English pedagogy in other English as a Foreign Language countries. Thus, this research may contribute to improving the effectiveness of English teaching in China and other countries by providing a deeper understanding of the challenges and potential solutions associated with English as a Foreign Language instruction.

A New Artificial Intelligence based Internet Online English Teaching Model with Curriculum of Ideological and Political Concern

With the development of artificial intelligence and the rapid spread of the Internet, online teaching has become an increasingly popular method of education. However, in the context of the post-epidemic era of COVID-19, online teaching has become even more important, as many educational institutions have been forced to transition to this model to ensure continuity of learning. In this context, there is a growing need to develop innovative approaches to online teaching that can effectively address the challenges posed by the pandemic. Online teaching has become increasingly important for higher education institutions around the world, and it has been particularly crucial during the COVID-19 pandemic. The teaching of English at universities and colleges exhibited significant performance for online teaching. The ideology concept performs online teaching in English for politics and comprises of different strategies. English teaching, several strategies can be implemented. This research paper proposes a novel approach to integrate artificial intelligence (AI) and cloud computing technologies in the online English teaching model with a curriculum of ideological and political concern for colleges and universities. The proposed model, referred to as AIIOE, aims to enhance the quality and effectiveness of online English teaching while also providing a comprehensive education on ideological and political issues. The AIIOE model utilizes natural language processing (NLP), machine learning, and cloud computing technologies to provide a personalized and interactive learning experience to students. The proposed curriculum includes topics related to political ideology, history, and culture to enhance students' awareness and understanding of their social and political environment. The study adopts a mixed-methods approach, including a survey of English teachers, focus group interviews with students, and an analysis of students' performance in English language proficiency and ideological and political awareness. The results indicate that the AIIOE model significantly improves students' English language proficiency, knowledge of ideological and political issues, and overall learning experience. The examination is evaluated based on the ideological and political curriculum with an Internet-based online teaching mode in English teaching. With the investigation of the Internet online teaching model, the significant contribution is evaluated. Through analysis, it is concluded that the concept of the Internet Online teaching model significantly contributed to ideological and political factors.

Analysis of Mixed English Teaching Model based on Rasch Model and Construction of DE-FAHP-based Comprehensive Weight Quantization Model

ABSTRACT The development of information-based management education necessitates English teachers to utilize a combination of online and offline educational resources. This article focuses on the implementation of a mixed English teaching mode based on the rush entity model, which emphasizes online teaching resources and aids in the dissemination and internalization of professional knowledge. The study delves into the background of this teaching mode, reviews previous research on its application, and examines its global adoption. Furthermore, the article defines mixed English teaching and introduces the theory of Intelligent caching for communication and security in smart grid networks. Through a comprehensive analysis of the rush entity model, the article evaluates teaching quality, students’ mastery, test difficulty, and overall satisfaction rates from the perspectives of both teachers and students. The findings provide valuable insights into the effectiveness of mixed English teaching based on the rush entity model.

The Effect of English Teaching on the Acquisition of English Vowel System: The Case of Chinese Learners of English from Zhejiang Province in China

As an important part of the phonological system, vowel pronunciation receives a lot of attention. Teaching and learning are important parts of a person's English vowel system. It is therefore necessary to examine the current state of students' vowel knowledge and skills and the current state of vowel teaching in order to better guide the teaching of English. This paper focuses on the impact of English language teaching on the English vowel system, using Zhejiang, China as an example. The research study included the collection of pronunciation data from respondents and a linguistic background survey in the form of a questionnaire. Based on the results, it specifically explored the vowel pronunciation of different subgroups (English majors and non-English majors, native speakers and respondents) and the pedagogical causes of the formation of pronunciation characteristics. It has been found that systematic phonics instruction does help students to pronounce vowels correctly, and that instruction does mitigate factors such as negative native language transfer, helping students to develop a vowel system that is closer to that of their native speakers.

Students’ Perceptions of Effective EFL Teachers in a University in Vietnam

Teachers are a vital element in education development as effective teachers are a central resource for the success of an educational organization. Effective teachers generally help to improve students’ learning behaviors and academic performance, and thus attention needs to be given to examining teacher effectiveness as a key to guaranteed education quality. As students are the first and direct stakeholders, students should have the most influential voice in what is regarded as effective teaching. This descriptive study investigated the characteristics of effective English teachers as perceived by 89 students of English as a foreign language (EFL) at a public university in the South of Vietnam with a self-report questionnaire consisting of four aspects: English proficiency, pedagogical knowledge, organization and communication skills and socio-affective skills. Overall, the students indicated positive perception towards the required characteristics of an effective English teacher. Two additional aspects of characteristics were identified including professionalism and personality traits. The results of this study can help teachers to become aware of important aspects of teaching qualities from students' points of view in order to improve themselves to meet standards for an effective EFL teacher.