Effective Language Instruction Research Articles

Code-switching in English language classrooms: revealing teachers’ strategies and motivations for effective language instruction

Code-switching in English language classrooms: revealing teachers’ strategies and motivations for effective language instruction

Voices in the Classroom: Unraveling the Impact of Teacher Beliefs on Speaking Skills

Focusing on teacher beliefs in language instruction, this research explores their nuanced influence on speaking classes. By examining teacher reflections and students' experiences, the study reveals a multifaceted process wherein educators employ innovative techniques to foster critical thinking and active participation. The findings emphasize the transformative potential of teacher-student interactions, underscoring the importance of recognizing and leveraging these beliefs for more effective language instruction. Keywords: Teacher belief, Speaking skill, Reflective practice, Student centered-learning

Enhancing English Language Acquisition: Strategies for Effective Classroom Implementation

This article explores various strategies aimed at enhancing English language acquisition in classroom settings. Recognizing the importance of effective language instruction, the study delves into innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the significance of creating an immersive linguistic environment that fosters both spoken and written proficiency.
 The research evaluates the impact of incorporating technology as a tool to augment language learning experiences. Utilizing multimedia resources, online platforms, and interactive applications, the study examines how these digital elements can engage students and reinforce language skills. Additionally, the article addresses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression.
 Furthermore, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Group activities, peer interactions, and communicative exercises are explored as means to encourage active participation and enhance language retention. The study also scrutinizes the role of feedback mechanisms in shaping language development, emphasizing timely and constructive feedback as a pivotal element in the learning process.
 In conclusion, this article provides valuable insights into strategies for effective English language acquisition within classroom settings. By blending technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that cater to the diverse needs of students. The findings contribute to the ongoing discourse on optimizing language instruction methods and offer practical implications for educators seeking to enrich the English language learning experience

Deciphering English Vowel Digraphs

The inconsistency in predicting pronunciation based on English alphabetic spelling is a persistent challenge in English Language Teaching (ELT). This study investigates how 42 first-semester English as a Foreign Language (EFL) students predict sounds represented by <oa> and <oo> digraphs. Using stimuli from a familiar vocabulary list, 408 instances of mispronunciation were identified from 1260 speech data, with 386 as interlingual errors and 24 as intralingual errors. The study concludes that EFL learners heavily rely on their native language (L1) knowledge in perceiving and producing speech in the target language (L2). This research highlights the challenges EFL students face in mastering English pronunciation, emphasizing the need for effective language instruction strategies.

Multimodality in language education: implications of a multimodal affective perspective in foreign language teaching.

Foreign language learners often encounter various emotional challenges within academic environments, which can hinder their progress in developing literacy skills. Effective language instruction should encompass teaching approaches that acknowledge the emotional requirements of students. To address this need, we propose a multimodal affective methodology designed to evaluate emotions in foreign language education scenarios. This methodology also holds the potential to elucidate the pedagogic contributions of various emotional variables to academic outcomes. Our study focuses on German as a foreign language (GFL) learning and utilizes it as an example to investigate ways to improve writing proficiency. The study explores the effects of integrating multimodal corrective feedback (MCF) into academic writing exercises. We delve into suitable modalities for analyzing emotions in academic writing practices. Furthermore, we investigate how the choice of corrective feedback mode intricately influences the nature of feedback itself and subsequently influences students' emotional responses. Through a comprehensive exploration of the interplay between distinct modes of delivering feedback and their impacts on learners' engagement, this investigation strives to decode the intricate dynamics of emotions that underlie language acquisition. With these insights, the study discusses how teachers can enhance their teaching strategies by combining changes in learners' emotional states and providing emotional support.

Application of Demonstration Method in Learning Maharah Kalam in the Darussalam School Lawang Malang

This research investigates the application of the Demonstration Method in improving Maharah Kalam (speaking skills) among students at Darussalam School in Lawang Malang. The traditional approach to teaching Maharah Kalam often lacks variation, resulting in limited student understanding and confidence in speaking Arabic. To address this issue, a new program, the Demonstration Method, was implemented. A qualitative research methodology was employed, utilizing participatory observation techniques, interviews, and document studies for data collection. Data analysis involved techniques such as data reduction, presentation, and drawing conclusions. The findings revealed that the implementation of the Demonstration Method through the Arabic Club Program, consisting of Arabic dialogue, Arabic games, and Arabic activities, significantly enhanced students' Maharah Kalam skills. This study provides valuable insights for educators seeking effective strategies to promote language learning and highlights the implications of the Demonstration Method for fostering linguistic competence in Arabic-speaking contexts. Highlights: The Demonstration Method: An innovative approach for improving Maharah Kalam skills. Enhancing language learning: The impact of the Demonstration Method in fostering Arabic proficiency. Educational implications: Promoting effective language instruction through interactive and varied learning activities. Keywords: Demonstration Method, Maharah Kalam, Language Learning, Arabic Skills, Educational Innovation

EFL Teachers’ Perception Self-Directed Professional Development Toward Oral Language Maintenance

This case study presents an EFL teacher's perception of self-directed professional development aimed to maintain and enhance her oral language proficiency to support her professional growth. Semi-structured interviews were used as the primary guides to extract information concerning EFL teachers' self-directed professional development (PD) activities associated with the maintenance and enhancement of oral language proficiency. The participant of this study was an EFL teacher who experienced oral language attrition and has motivation to maintain her oral language proficiency. Data were analyzed descriptively to result in EFL teacher perceptions of self-directed PD activities that demonstrates a positive attitude towards improving and maintaining her oral language skills as an integral aspect of her professionalism. The result indicated that self-directed professional development activities had a significant impact on the participants' recognition of the importance of maintaining oral language skills. These activities also emphasized the need to continuously improve and enhance their oral language proficiency, highlighting the benefits it brings to both teaching and learning. One specific example mentioned was the participant's engagement in self-directed PD activities using Netflix series, which proved to be highly beneficial for improving linguistic features. These efforts contribute to her long-life growth as a language teacher, enabling her to provide effective language instruction and create an engaging learning environment for her students. The study highlights the importance of self-directed professional development in supporting EFL teachers' language maintenance and the positive impact it has on their professionalism.

Instagram Post: Modifying the Use of Instagram to Increase Students’ Ability in Writing Cutline Caption

With the rapid advancements in technology, educators have increasingly explored the utilization of social media platforms as educational tools. Among these platforms, Instagram has emerged as a prominent choice due to its widespread popularity. This transformation has seen Instagram being repurposed from a mere entertainment tool to an educational medium, particularly in the domain of language instruction. English teachers, in particular, have embraced this platform to facilitate the teaching of essential language skills such as speaking and writing. This study aims to investigate the effectiveness of using Instagram in enhancing students' proficiency in writing cutline captions. The research subjects consisted of 32 twelfth-grade students from SMAN 1 Jatiagung, South Lampung, Lampung Province. Data collection was carried out through a pretest and posttest writing assessment, and the obtained data were subjected to descriptive quantitative analysis. The findings revealed a notable improvement in students' ability to write cutline captions following the integration of Instagram into the instructional process. These results highlight the potential of Instagram as a valuable tool for fostering students' writing skills, specifically in the context of crafting engaging and concise captions. The implications of this study contribute to the expanding body of literature on technology-mediated language learning and underscore the importance of incorporating social media platforms into educational settings for effective language instruction

Corpus Analysis of L2 English Article Usage Patterns & Pedagogical Implications

There has been plenty of observational evidence displaying that L2 English learners whose L1 do not have article systems undergo persistent difficulties. It is known that functional categories of grammar are especially difficult for L2 learners, and the Korean language does not have a functional equivalent to English articles. The current study aims to investigate article usage patterns by L1 Korean L2 English learners by employing a large English interlanguage corpus data; ICNALE written corpus data. Particularly, the current study focuses on the analysis of a specific NP, “part-time jobs”. The current research claims that by narrowing down the scope of analysis to a particular NP, one can expect more reliable and meaningful interpretation from L2 learners’ authentic language production, which can ultimately lead to more effective language instruction and better outcomes for second language learners. The current study seeks to describe patterns of L2 English articles across different proficiency levels. According to the results, it was found that learners’ article usage patterns appeared to be more similar to that of the native speaker in the group with higher English proficiency. One of the interesting findings was the frequent use of bare nominals even in the most advanced learners. Based on the corpus analysis, the current study provides the pedagogical implication that teaching structural differences between learners’ L1 and L2 is very important and article instruction should be emphasized in L2 classrooms in EFL settings.

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

Learners’ personality traits and self-assessment have an essential role in their academic achievement and the well-being of society. Although L2 grit and the core of self-assessment (CSA) have attracted considerable attention in educational research, few studies have focused on the impact of L2 grit on boosting CSA and managing foreign language anxiety (FLA). Drawing upon this existing research gap, the present study set forth to test a structural model of English as a Foreign Language (EFL) university learners’ L2 grit, CSA, and FLA. The language-domain-specific grit scale (LDSGS), the core of self-assessments questionnaire (CSAQ), and the Foreign Language Classroom Anxiety Scale (FLCAS) were administered to 418 Iranian EFL university learners. The findings of structural equation modeling (SEM) reflected the contributions of L2 grit and CSA to overcoming language learners’ experienced anxiety. Furthermore, the significant influence of EFL learners’ CSA on FLA was concluded. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster effective language instruction and assessment.

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

The COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.

Corpus-Aided Language Learning for Chinese EFL Learners

Effective language instruction is essential for ESL/EFL students’ language development and improvement. Language researchers, educators, and professionals have investigated the preliminary impact of input that has been purposefully maneuvered to implement language instruction. It seems that effective language instruction has been explored from teachers' perspectives. However, learners’ perceptions of language learning seem to be under-researched. For this reason, this study aims at exploring EFL learners’ perceptions of corpus-aided instruction through qualitative research. Thirty-seven Chinese EFL college students at a Midwestern university in the United States participated in this study. Writing conferences and interviews were collected and analyzed through thematic analysis. Findings showed that the Chinese EFL learners felt corpus-aided instruction was helpful in terms of two things: (1) clarifying logic and (2) organizing the structure in academic writing. However, they also reported some challenges in corpus-aided instruction. This study offers new insight into the usefulness of corpus-aided instruction by drawing much-needed attention to EFL learners' L2 writing development and improvement. Based on the preliminary findings, suggestions and implications are discussed.

The Influence of Technology on English Language Communication: Implications for Language Education

In an interconnected and technologically driven world, the role of technology in reshaping language communication and education assumes paramount importance. This paper delves into the multifaceted influence of technology on English language communication, unveiling its transformative potential in language education. The proliferation of digital devices and internet connectivity has ushered in an era of enhanced accessibility to English language resources, empowering learners to engage in self-paced, personalized language learning experiences. Interactive learning environments, characterized by gamified language lessons and real-time communication tools, redefine language education, fostering learner engagement and motivation. Furthermore, technology facilitates global connectivity, enabling cross-cultural communication and preparing learners for international interactions. However, alongside these opportunities, challenges in digital literacy emerge, emphasizing the need for learners to navigate the digital landscape discerningly. This paper provides an in-depth exploration of these findings and their implications. Recommendations for language educators emphasize the holistic integration of technology, the empowerment of learners with digital literacy skills, and the development of global communication competencies. Policymakers are encouraged to prioritize global competence, support professional development, and foster adaptability in language education. As technology continues to evolve, this study guides the ongoing dialogue within the field of language education, illuminating the path towards effective language instruction in the digital age. It underscores the need for adaptability, innovation, and a keen focus on equipping learners with the skills and knowledge needed to thrive in a digitally connected and globalized society.

Scaffolded Academic Conversations: Access to 21st-Century Collaboration and Communication Skills

Communication and collaboration are essential components of 21st-century learning skills. In response, national standards have increased attention on these competencies through rigorous speaking and listening requirements. Mastery of these standards is contingent on academic oral language development. Oral language not only is the foundation for communication and collaboration skills, but also plays a prominent role in students’ academic achievement. For students with disabilities, these standards pose specific challenges as they are often characterized as having poor oral language skills. The challenges are further compounded for students who are also learning English. Effective language instruction for students who are learning English includes multiple opportunities for lengthy interactions and incorporates instructional scaffolds to support language delays students with disabilities may have. This article presents an instructional sequence to scaffold academic conversations for students with disabilities who are learning English, leading toward grade-level speaking standards.

English for Specific Purposes: Proposing an Innovative Approach to Teaching English to Medical Students

Background: English for Specific Purposes (ESP) courses should empower students to satisfy their language needs. However, at many Iranian universities, these courses are mostly taught based on the Grammar Translation Method focusing on teaching grammatical rules and reading comprehension. The present study aims at proposing an innovative approach for teaching English to Medical students that can improve students’ proficiency in different language skills. Methods: The design of this qualitative study was action research. The participants were 53 freshmen medical students studying at the Birjand University of Medical Sciences during the spring semester of 2015. A new syllabus including authentic medical materials (both visual and written) with a focus on all four language skills was designed and implemented to help the students learn English language as a whole and to become capable of producing the language on their own. During the term, learners were given the appropriate instruction on how to read, write, speak, and also watch English programs. Results: The results indicated that by implementing this new approach, the students’ proficiency in all language skills was improved. It was also revealed that they preferred this alternative approach since it was more in line with their language needs. Conclusions: Taking into consideration the benefits of this approach, it seems necessary for English language instructors to teach language as a whole by using authentic materials. Also, for a more effective language instruction, more multimedia devices should be provided and the class size should be reduced.

Parent and child perspectives on Greek language education in Australia

The Greek community in Australia has been noted for its success in resisting language loss. Most school-age children in the Greek Australian community are now members of the third generation and increasingly vulnerable to language loss. Maintenance of Greek among this group depends on the commitment of parents and children and on the availability of effective language instruction. A survey conducted in a Greek Orthodox school in Melbourne finds that while the parent and child cohorts share an overt commitment to the language, differences emerge in their views of the way it is taught. In particular the student cohort appear to experience some conflict between language loyalty and their daily experience of learning the language.

The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region

This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality.

Packaging comprehension materials: Towards effective language instruction in difficult circumstances

Many countries need to teach English for scientific and commercial reasons. However, in many cases, these countries face shortages of trained English teachers. This paper describes a project to develop a replicable package of materials which might provide effective language instruction in such circumstances. It is assumed for theoretical reasons that the most effective way to teach a foreign language is by providing a substantial base of receptive competence (listening and reading) before attempting to teach productive skills. Thus the materials are comprehension-based and concentrate on teaching listening and reading. The materials consist of student workbooks, a cassette tape for each lesson, a teacher's manual with a complete tapescript of each lesson, and a set of periodic achievement tests. The materials use an “interactive teacher and tape” technique, in which the narrator on the tape gives students a variety of tasks to do in their workbooks, and the tape also has the teacher demonstrating tasks and correct responses to the students. Thus the teacher is not required to talk; the aural component is carried out by the taped narrator. The tape also controls the presentation and pace of the lesson. Use of the tape is to provide help and direction for potentially untrained and non-fluent teachers. Results indicate that the materials are superior to the traditional teacher and textbook approach both in terms of student gains in proficiency and in attitudes towards the materials. Results also indicate that the combination of listening and reading is superior to reading only, and that the materials taught via the tape are superior to the same materials taught by a fluent teacher. These results indicate that it is possible to teach comprehension skills effectively in large classes with replicable, packaged materials. The success of the taped materials indicates that it is theoretically possible to use such an approach with relatively untrained, non-fluent teachers.

Developing Communication Skills: A Model for German Instruction at the High School

A grant from the German federal government and the support of the Goethe Institute, Atlanta, made it possible to bring together a group of fifteen high school teachers from the southeastern United States for an intensive workshop in German during the summer of 1981.' The rationale, structure, and results of this total immersion seminar are described in this report in the hope that they will inspire other high schools to encourage a new approach to language instruction. Questionnaires returned by the workshop participants indicated that teachers are frustrated. The pressures of overloaded classrooms, high teaching loads, uninspiring textbooks, unsympathetic administrations, and a lack of self-confidence in the use of the target language are hindering effective language instruction. After years of research on a variety of methods, the Department of Germanic and Slavic Languages and Literatures at the University of Florida discovered that the key to effective language education lies in the development of communicative skills.2 In 1978, with a grant from the Exxon Corporation, we established the UF Language Communication Model. Experimentation with the new interactive approach first at the university and then in high schools brought encouraging results.3 However, the communication model requires an attitudinal change on the part of most instructors, making teacher reeducation essential for successful implementation. Thus, it became the objective of the workshop to expose high school teachers to some of the most important components of the model: