ELT Classes Research Articles

STUDENTS’ PERCEPTIONS OF M-READER

Many universities in the Middle East, for instance, Shiraz University in Iran and Sultan Qaboos University in Oman have been running M-reader, a free Internet site which helps educational institutions to manage extensive reading (ER), as a way of including Extensive Reading in ELT classes for years. In spite of few attempts to evaluate this online tool based on different aspects, no studies have focused on students’ ideas toward the pros and cons of M-reader and how it can be improved. Hence, using a large sample, the present study sheds some light on potential advantages and drawbacks of M-reader and, ultimately, presents students’ comments on how to idealize this popular Extensive Reading tool. A mixed-method design was used in data collection and data analysis. The study shows that M-reader is a popular online platform among students despite some potential drawbacks.

Things to Consider for Students While Writing in ELT Classes

Things to Consider for Students While Writing in ELT Classes

INCREASING READING COMPETENCE THROUGH BRAIN BASED LEARNING STRATEGIES IN ELT CLASSES

Reading competence is one of the main foreign language learning skills in English language teaching. All students who learn reading in ELT classes need motivation, and there are different methods of motivating students in reading classes. Brain-compatible learning and teaching is one of the most useful strategies in English language education. This paper deals with brain based learning strategies in reading classes. Brain based learning strategies will be examined and brain based learning theory will be highlighted. Sample activities and exercises will be given, and useful websites and books will be suggested. Article visualizations:

Instructors’ ideas on the use of code-switching in EFL in Turkey: A case study

Code switching is a very common phenomenon in EFL language classrooms. The goal of this case study is to find out the possible reasons why EFL instructors employ code switching in ELT classes in Turkey. To achieve this, a brief questionnaire composed of the most common seven reasons mentioned in the relevant literature on code switching in language classrooms was compiled by the researcher and administered to ten EFL teachers working at different state universities in Turkey. The participants were asked to rank order the reasons from the most ideal to the least ideal purpose of employing code switching in classrooms for themselves and were later asked to write the reasons for their choices. It was found that “leaving no confusion about the topic” was the most common reason for the participants and the teachers who prioritized that reason seemed to have similar ideas about employing code switching in EFL. Discussion of the results and implications for future research are presented. Keywords: Code switching, language teaching, ideas about code switching, foreign language instructors

Students’ Views On The Use Of Book And Web-Based Materials For Their Elt Classes: A Study On Ict-Based Education In Indonesian Context

<p>This study examined students’ views on the use of web-based materials in ELT classes. It was triggered by the findings of some previous studies done in the developed countries showing that, in this digital era, teachers and students still have not abandoned traditional materials despite the growing interest in digital/web-based materials (Allen, 2015; Jarvis and Szymczyk, 2010). Therefore, this study tried to reveal students’ attitude on their lecturers’ use of technology for ELT in Indonesian context where, as one of developing countries, the technology is booming nowadays. The focuses of this study were the students’ preference on the use of book-based and web-based materials, the motivational impacts of the use of book-based and web-based materials for the students, and the problems in using book-based and web-based materials. This study involved students of English Department at IAIN Tulungagung. They were given questionnaires on their lecturers’ materials used in their ELT classes and some of them were then interviewed in details for their further responses. The findings of this study reported the students’ real preference, advantages, and problems related to ELT materials which can be used as a reference for the lecturers or teachers in selecting the materials for their students in similar context.</p><p> </p><strong>Key words:</strong> <em>Book-based materials, web-based materials, technology, students’ preferences.</em>

English through Drama: Creative Activities for Inclusive ELT Classes

Email: chin@unii.ac.jp The use of drama in language teaching has been well documented in the English as a Foreign Language (EFL) classroom. Neelands (1992) observes that there is a higher volume of interactional and expressive talk when students are engaged in drama activities. In addition, there will be a greater variety of different contexts for talk if the teacher and learners are able to use drama to create roles and situations (ibid.). In recent years, there has been a plethora of books on the use of drama to help students acquire English in an authentic communicative context. English through Drama by Susan Hillyard is one of the recent editions on the use of drama to help students acquire English skills, but unlike previous publications, this book focuses particularly on teaching students with specific learning difficulties such as dyslexia, Developmental Order Deficiency (DOD), Attention Deficit Hyperactivity Disorder (ADHD), cerebral palsy, mild deafness, autism, and Asperger’s and Down’s syndromes. The book is also useful for teachers who wish to use ‘drama activities as a tool for learning the language in a more equitable and inclusive way’ (p. 8).

TEACHER PORTFOLIO TO REFLECT AND INTERPRET ELT TEACHING EFFECTIVENESS

The aim of this paper is to gauge the scope of applying ‘Teaching Portfolios’ to the English language teachers at the under graduate colleges in India. Teacher portfolios reflect the applicability of teachers’ beliefs in the practical classroom framework. Invariably teachers’ attitude and beliefs strongly affect students’ learning. Though many English teachers’ at the tertiary level are aware of the newer methodologies of imparting English language skills it is still at a superficial level of delivery in the ELT classes in India. The awareness of the need to reflect on the insights of an individual teacher' talents and beliefs about ELT could be beneficial for the ELT teaching fraternity. This paper prods on the productivity of Teaching Portfolios’ as an assessment endeavor to recognize the teachers’ parity on their reported beliefs of teaching, their approach and inclination towards pedagogical strategies and effective ELT approaches execution in the classroom. A window view of how teachers contrive their teaching, and their teaching practices and the classroom reality therein are shaped by their belief is deliberated with their portfolio interpretations. It can be clinched that aspects of reflective teaching that teachers reflect in depth consideration are those that are also the most visible in their teaching practices. Article visualizations:

THE POSITIVE EFFECTS OF COGNITIVE LEARNING STYLES IN ELT CLASSES

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted. Games on cognitive learning styles will be explained. Sample classroom activities will be shared. Useful books, videos and websites on cognitive learning styles will be suggested. Article visualizations:

Integrating Culture into ELT Classes: What, Why, and How?

Abstract The lingua franca role of English has made a significant contribution toward developing foreign language teaching curriculums from an intercultural perspective. The present study aimed to investigate how pre-service and in-service foreign language teachers consider the integration of culture into language teaching. The participants⿿ understanding of cultural elements they think should be integrated more in the curriculum was in the focus of the study, in addition to possible differences between perceptions of pre-service and in-service teachers. The study was carried out with 4th grade ELT students at the Faculty of Education, Pamukkale University⿿a state university in Turkey⿿and English instructors at the School of Foreign Languages at the same university in the fall term of 2015/16 academic year. Data were collected both quantitatively and qualitatively via an inventory of cultural components and interviews. In total, 43 instructors and 75 students responded to the inventory. Five students and four instructors were also interviewed. The inventory included 45 elements of culture under nine categories: ⿿intellectual values⿿, ⿿lifestyles⿿, ⿿behaviours⿿, ⿿media⿿, ⿿artistic values⿿, ⿿family⿿, ⿿minor values⿿, ⿿major values⿿, and ⿿formal values⿿. The results indicate that both pre-service and in-service teachers consider a wide range of cultural elements should be integrated into language teaching to enable the development of intercultural skills. Interview sessions revealed reasons why teachers think that culture should be integrated. Findings are expected to contribute to development of foreign language teaching curriculums that give importance to intercultural competence.

Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

As a unique approach in today’s language teaching methodology, Philosophy-based Language Teaching (PBLT) engages learners in dialogues using philosophical question and answer activities to tackle the process of language learning in ELT classes. Accordingly, the present study sought to illuminate the practical ways through which PBLT could be utilized to put Applied ELT into practice. In so doing, the key is to redefine the inherent roles of both English learners and practitioners in an Applied ELT classroom. Bringing a bulk of sample philosophical questions, the paper provides the following recommendations to implement PBLT in Applied ELT classes. First, ELT life syllabus can be designed using the principles of PBLT approach. Second, while dealing with language skills, material designers might reshape the common pre and post task activities including life-related philosophical questions. Moreover, as males and females have different points of view towards life issues, materials should provide a platform to augment learners' thoughts through sharing ideas of both genders in the classroom in answering philosophical questions. Third, along with cross-cultural approaches, PBLT can aid life syllabus design which assists learners to consider themselves as an active member of local and global communities all around the world.

Large Under-Resourced ELT Classes: What do the Learners Expect?

This research explores the learners’ expectations in a large under-resourced ELT classes in Nepalese context. The researcher used a set of questionnaire as a tool for data collection. The data were collected from a total of one hundred secondary level students at different government- aided schools in Kathmandu valley. The collected data were analyzed quantitatively and qualitatively. The overall findings of the survey revealed that the learners expect a wide variety of activities to be used in a large ELT classroom. Similarly, they highly emphasize the rapport with the teacher, and expect normal speed of speech from the teacher while teaching. The implication of these and many other findings is that large and under-resourced ELT classes in Nepalese context need special attention on the part of the teacher. As far as possible collaborative activities like group and pair works should be encouraged and the teacher must be active and dynamic in the classroom paying attention to all kinds of learners. Journal of NELTA Surkhet Vol.4 2014: 64-69

The Advantages of Brain based Learning in ELT Classes

In the recent years, lots of new methods and approaches have been used in ELT classes. There are lots of language educators who have realised that new techniques and approaches help language learners more than the other techniques and approaches which were used in the past. Brain based learning is not a new technique in language education, but there are new approaches which are related with brain based learning in ELT classes. This study deals with the advantages of brain based learning in English language teaching classes. Sample class activities will be handled. The useful web-sites will be suggested for brain based learning activities.

Helping Students to Escape Pessimism and to become More Optimist in ELT Classes

Optimism always helps people to become more powerful and happier. Due to the obstacles in life conditions, people sometimes feel themselves weak and unhappy. When they feel themselves unhappy, it is difficult for them to focus on their studies or on their business lives. Learning optimism can help all people to make better decisions. It also helps our students to motivate themselves and to learn their lessons happily. This study deals with optimism and learning happiness in ELT Classes. Useful websites, inspirational quotes and the ways of thinking positivity will be handled. Useful videos and books will be suggested.

Teaching Poetry in Autonomous ELT Classes

This study evaluates the effect of poetry in autonomous ELT classes. Poetry is opted to teach English since it is considered as a valuable authentic material for cultural enrichment, language enrichment, literary enjoyment and personal involvement (Collie & Slater, 1990). Autonomous classes may help students improve their logical thinking and reasoning abilities. And it may also provide a favorite atmosphere for language learning. The participants were 60 students from Azad University, Ahvaz, Iran. The final results proved significant differences in the students’ general intake and final output.

Developing an ELT Context-Specific Teacher Efficacy Instrument

Teacher efficacy is a topic of significance in mainstream education and various instruments have been developed to measure this construct. The available instruments however, are general both in terms of their subject matter and context. To compensate for this generality, the present study aims to develop a new teacher efficacy instrument whose items are specific to ELT classes. To this end, based on a thorough analysis of the existing literature and the researchers’ conceptualization of typical ELT classes, a tentative theoretical model of ELT teacher efficacy was developed. This phase was followed by a series of classroom observations plus interviews with students, teachers, and experts. The model was then crosschecked against the results of the observations and interviews, and evolved into a scenario-based, Likert-scale ELT teacher efficacy instrument (ELTEI). The newly developed instrument was validated through administering it to 206 English language teachers, leading to some modifications in the model. The study hopefully can lead to a more meaningful interpretation of teacher efficacy in terms of context, language skills, students’ age and proficiency, as well as teachers’ perception in L2 settings.

English-Russian False Friends in ELT Classes with Intercultural Communicative Perspectives

This study explores the role of false cognates in Russian-speaking learners of EFL classes where developing intercultural communicative competence is the primary goal of learning English. False cognates, also known as false friends, are pairs of words which have a similar form and/or pronunciation but different meanings in two languages. The aim of this study is to raise awareness in avoiding misunderstanding, which English-Russian false friends cause in English-medium intercultural communication. Some of the common English-Russian false friends in English-medium communicative situations have been identified and analyzed by the participation of teachers and learners. The implications of this study will provide new insights into the development of intercultural communicative competence in ELT.

Use of Literature to Enhance Motivation in ELT Classes

Use of Literature to Enhance Motivation in ELT Classes

Teaching Across Cultures: Considerations for International Language Teachers in Kazakhstan

This study explores the expectations and possible mismatches that arise from cultural differences between local students and their foreign English language teachers with a global mindset in the classroom interaction as an important domain of the intercultural communication. The authors view the language classroom and teacher-student interaction as truly intercultural settings that need a close inspection which is likely to contribute to a high level of intercultural competence and improvements in the quality of language education. Thus, the aim of this study is to raise awareness in the English-medium intercultural communication in secondary and higher education ELT classes in Kazakhstan by describing several significant aspects of teacher-student interaction. The local and international teachers as well as the English language learners provided data on the role of the teacher, types of teacher guidance, attitudes to lateness, types of the tasks for assignments and exams, attitudes to cheating, responsibility for the learning process, teacher attitudes to students’ questions and the degree of student's initiative to describe local ELT classes. The study includes practical recommendations particularly for international teachers of English in Kazakhstan; however, local teachers and educational administers, who need to work cooperatively with international teachers, may find the implications quite useful as well.

The present mode of teaching in the ELT classes at the Higher Secondary level in Bangladesh: Is it the practice of CLT or disguised GTM?

This study focuses on the current application of the Communicative Language Teaching (CLT) approach at the higher secondary level in Bangladesh. Several attempts have been taken to prove the justification of the inclusion of the CLT approach in the curriculum in our country. Though the CLT approach was not imposed suddenly on our curriculum, the implementation of CLT in the present context in Bangladesh is still questionable. In this study, concentration has been given to the disguised impact of the Grammar Translation Method (GTM) on the practice of the CLT approach in Bangladesh. It has also been an attempt to find whether we can term the current mode of CLT as modified CLT. This small scale research has been conducted at the Higher Secondary level to locate the presence of GTM in place of the CLT approach. The study has been done through questionnaire survey and interview. The result of the findings has been analyzed and some suggestions have been given on the basis of the result. DOI: http://dx.doi.org/10.3329/sje.v7i0.14459 Stamford Journal of English; Volume 7; Page 1-15

ELT Classes and Instructional Management: An Observational Study

ELT Classes and Instructional Management: An Observational Study