ELT Classroom Research Articles

Technology-integration experiences in ELT classrooms as an effective tool: a theoretical study

The aim of the research is to highlight the importance of ICT tools in the learning process and to present a way for integrating English language instruction with technology. EFL classrooms are becoming increasingly dependent on technology, hence this study will focus on the theoretical issues of integrating technology into the classroom. English education and learning must incorporate the use of technology in order to improve students' listening, reading, speaking, and writing skills. Using hardware and software technology in English language instruction and learning can provide teachers and students with a number of advantages, including the ability to access materials at any time, cost-effectiveness, and the ability to learn quickly in a short period of time. Consequently, the EFL classroom must embrace digital technology. Unfortunately, a great number of teachers are not technology savvy. The paper will use exhaustive theoretical study of the previous research to exemplify the importance of technology so that teachers could be acquainted with the importance of digital technology and able to implement it in language class. This study showed that the process of technology integration has to be deliberate and planned so that the use of technology, which is a fundamental task for instructors, can make a major contribution. Therefore, it should not be forgotten that technology must be incorporated properly into teaching and learning English and, unless integration is in effect, technology may have a detrimental influence on the learning process of students.

Exploring English as a ‘glocal language’ in online EMEMUS

AbstractCOVID-19 led to a transition to ‘remote emergency teaching’ in higher-education contexts across the globe. The impact of this on English-medium education in multilingual university settings (EMEMUS) contexts is yet to be fully understood, but it is clear that it will be long lasting. This article outlines three online pedagogic activities that were adopted in an English-taught course that transitioned from the classroom to online. Based on a conceptualization of English as a ‘glocal language’ and motivated by an orientation towards a ‘pedagogy of care’, the activities were designed to draw on students’ rich linguistic repertoires and support community building. The first activity was a language portrait, the second entailed online and offline exploration of the linguistic landscape of the local contexts, and the third activity was the critical analysis, editing, translation, and/or adaptation of Wikipedia pages. All activities can be adapted for the ELT classroom.

Technology Supported Classroom for Collaborative Learning

Technology has been one of the basic needs of the modern society. Technology can empower both teachers and students and can create a space for collaboration. Considering the role of technology in collaborative learning, this study envisaged to explore how teachers perceive about technology supported ELT classroom for collaborative learning and to discover the strategies adopted by the language teachers to enhance technology supported classroom for collaborative learning. To meet the objectives of the study, tenhigher secondary level (+2) level language teachers who were teaching collaboratively by using technological tools in the different colleges of Kirtipur were selected purposively and were interviewed in-depth based on certain open-ended questions related to the study. Their interviews were recorded for data. The data were carefully documented and the collected data were analyzed and interpreted descriptively having certain themes. The findings of the study revealed that the teachers have positive perception about technology supported ELT classroom for collaborative learning and the teachers mainly followed student-centered technique as their strategies in order to enhance technology supported ELT classroom for collaborative learning.

Meta-Analysis Study of Think-Pair-Share Strategy on English Language Teaching and Learning in Indonesia

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills.

Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom

Many scholars have investigated how teachers interact with students in the ELT classroom, such as teacher talks and teacher reinforcements. This study aims at investigating the verbal and non-verbal compliments used by the English teachers in the EFL classroom. This study deployed a case study method that involved two English teachers at a state junior high school in Seluma regency, Bengkulu Province, Indonesia. The instruments used in this study were an observation sheet, video recording, and unstructured interview. The observation was done for three meetings for each teacher. The data were analyzed using the interactive data analysis model. The results show that the English teachers used five types of verbal compliments (e.g., good, very good, well done, that’s right, and nice) and non-verbal compliments (e.g., hand movements, head movements, facial expression, touching the students, and standing near the students) to show their appreciation to the students’ responses. In conclusion, the English teachers have used some verbal and non-verbal compliments, but they should use more diverse types of verbal and non-verbal compliments to build students’ performances in the ELT classroom. This study gives new insights for English teachers about the types and importance of compliments to boost the students’ participation, motivation, and interaction in classroom activities.

Studying Usage of EFL Dictionary at Graduate Level in South Punjab

This research aims to study the dictionary using habits among the learners of English asa second language in the South Punjab region of Pakistan, their reference skills, and look-upbehaviours. Literate people usually keep and consult a dictionary for negotiating with meaning, and in the case of dealing with the lexis of a foreign language, dictionary usage assumes far greater importance. Dictionary using skills in the EFL context assume considerable significance in ELT classrooms where dictionary skills are emphasized as the bedrock of learning the English language with an optimal level of proficiency. Lexicographers take into view the factors such as lack of dictionary using skills, behavioural factors, L1 background, and desired goals for command of L2 as key variables in compiling dictionaries. It is questionnaire-based research that employed a mixed-method approach. The objectives were set to explore the effects of basic dictionary skills and suggesting better strategies to exploit the monolingual EFL dictionary to the maximal potential. The theoretical framework of this study was based on Tono (2001). Data was collected through a questionnaire having close-ended as well as open-ended questions. 240 learners of English, both male and female, at the graduate level in public as well as private universities and colleges of Multan, Dera Ghazi Khan, and Bahawalpur divisions, were involved in the study as respondents. Data were analyzed quantitatively and qualitatively. Findings showed that L1 background, L2 proficiency level, students’ behavioural factors, and untrained and inexperienced teachers were the cause of faulty dictionary use and lack of references of skills among EFL learners.

‘English only’ to ‘English for all’ - a new Paradigm Shift

Due to globalisation and the influence of the historical events like colonisation made English language as a global lingua franca and the language comprising highest speakers in the world. Because of its indomitable nature, the languages of the world got influenced. Thus, English as a second or foreign language (ESL/EFL) might be the counterpart to any other languages belonging to any nations. Consequently, bi-multilingualism has been a new paradigm shift from monolingual era opening the horizon of divergent linguistic features. This paper provides an ample space to discuss about the implication of multilingualism eradicating the era of monolingualism and diversity management in ELT classroom in academia. This article articulates about the new innovative ideas for creating the languages of same standard in the society, without any biasness, releasing the more luring path for cultural connection. And yet a gap has been left behind to plan, promote and produce for the further researches in this field.

Melody As An Educational Instrument To Create A Better Environment In Elt Classroom

Young children are learning a second language benefit extensively from songs. The usage of songs in English Language Teaching schools throughout the world is a witness to this. The concept of this study is to scrutinize why pieces may be helpful to teaching aids. It will examine how songs may be used to teach vocabulary and sentence structures and how they can assist learners in improving their listening skills and pronunciation. Integrating English songs into ELT is one pedagogical option. Song, which combines music and lyrics, has many inherent qualities, including a kaleidoscope of culture, expressiveness, reliability, and therapeutic effects, all of which make it an excellent resource for language instruction. This study presents both theoretical and practical justifications for utilizing English songs in ELT.

In Between 21st Century Skills and Constructivism in ELT: Designing a Model Derived From a Narrative Literature Review

While the 21st-century demands the learners to be technologically competent and self-driven to cope with technological advancement, the educational practitioners find it challenging to prepare the young learners to keep pace with this demand. However, in doing so, to prepare the learners as adaptable to the 21st-century demands, constructivism can be envisaged as the most time-appropriate and updated theory of the teaching-learning process, compared to other approaches. Specifically, because one of the requirements from the learners of the 21st-century is to be self-driven and take ownership of the learning, constructivism is the closest theory to achieve this goal. This position paper aims to build a procedural link within 21st-century expectations and its cooperation with the constructivist learning approach. The paper also offers a design for constructivist teaching in ELT classrooms in the 21st-century and defines the role of teachers and students, as established by the literature.

Teaching of Literature in the EFS/ESL Classrooms: An Effective Tool to Instil Moral Values

The place of literature in the ELT classroom has been investigated by different scholars across languages. It is also a debatable issue, but many are of the belief that it plays a great role in the acquisition and learning of Language skills: listening, speaking, reading and writing. While literature claims that poetic justice prevails in the end, the passage goes through waywardness which is the way of the world with evil doers stealing the limelight while goodness and fairness are side-lined by the majority. In this scenario, the role of educational institutions is one of great responsibility in producing men and women who pose unwavering faith in human and moral values. Human society badly needs education that teaches moral lessons. Literature plays a vital role in educational curricula to ensure the imparting of the finer values of humanity, and this is also why literature finds a place, however small, in all course curricula. This study streamlines the role of literature in EFL/ ESL classrooms in instilling moral values to save humanity from degradation and decadence.

The Analysis of Kinesics Used by English Teacher in ELT Classroom

In frame of qualitative research, this study is aimed to analyze the kinds of teacher’s nonverbal communication used in ELT classroom which delimited on kinesics. The participant is one lecturer in South Sulawesi (Indonesia). Data is collected through observation and video recording and analyzed by using Ekman's (1969) nonverbal communication theory. The result of the research show that the teacher used nonverbal communication type kinesics such as using emblem, illustrators, effect display, regulators, and adaptors. Nonverbal communication type of kinesics that most frequently used by the teacher is illustrators, regulators, and emblems. In conclusion, the teacher used all of kind’s nonverbal communication on kinesics and applied them in teaching and learning process.

Multimodal Teaching in EFL Context: A Literature Review

In the 21st century, the development of technology has made a lot of influence on the educational process. Technology brings many new approaches to the classroom such as multimodal teaching. The current study intended to review the implementation and effectiveness of multimodal teaching in the context of English language teaching. The review followed Aveyard's (2010) design, with the criteria of selecting the articles used as sources of data are research articles from journals. The result of the review found that the characteristics, benefits, and procedures of multimodal teaching vary greatly according to the needs and abilities of teachers to design the teaching and learning activities. The review also found that multimodal teaching affected students' motivation, productive skills, reading skills, and learning autonomy. This study suggests the implementation of multimodal teaching in ELT classrooms.

Promotion of Critical Reading through the Use of Political Cartoons

Critical exploration of socio-political issues has been a topic strongly carried out in English classrooms in the last decades. This article is the result of a research study that shows what the use of political cartoons reveals about the promotion of critical reading in an EFL classroom at a private university in Colombia. The study was developed with fourteen students under a qualitative case study method. Workshops, teacher journals and focus-group interviews were used to collect data. The emerging categories show the positive results of using political cartoons and the change that the students had in their thoughts and actions in both the academic and social context. In the results, the students portray how they have perceived the ELT classroom, the importance of being a critical reader of texts and contexts, and how the different activities helped them construct their own critical awareness concerning social and political issues.

Exploring TESOL Teachers’ Perceptions of Project-Based Assessment in ELT Classroom

This study explored the perceptions of TESOL teachers in Indonesia regarding the use of project-based assessment in their classrooms. As assessment has undergone massive development and shifting paradigms, there has been recognition for teachers to reconceptualise their assessment practice. There have been attempts made by some countries, including Indonesia, to introduce various assessment methods including project-based assessment. Since it has been introduced in Indonesia in 2016 through government document, little is known about TESOL teachers’ use of this assessment method. Furthermore, project-based assessment has mostly been used in science classroom, but not in ELT classroom. Research study regarding the use of project-based assessment in ELT classroom and how TESOL teachers in Indonesia perceive the use of project-based assessment would therefore be valuable additions to the field. This study used a qualitative case study as its methodology to gain an in-depth understanding of the emerging issue. Four ELT teachers around Surabaya were interviewed about their project-based assessment practice. The findings of this study revealed that teachers highly value the use of project-based assessment in their classroom despite the challenges they encounter. Hence, some implications and directions for further studies are also provided.Keywords: assessment method, classroom assessment, TESOL Teachers, project-based assessment, ELT in Indonesia.

Exploring ASEAN Teachers’ Practices and Perceived Benefits on the Use of Web Applications in ELT Classrooms

Exploring ASEAN Teachers’ Practices and Perceived Benefits on the Use of Web Applications in ELT Classrooms

Enhancing ELT Classroom Using Moodle E-Learning During the Pandemic: Students’ and Teachers’ Voices

ABSTRACTThe Covid-19 pandemic that started at the end of December 2019 has brought tremendous impacts on education in Indonesia and worldwide. Responding to this situation, the ministry of education appeals to some educational institutions to conduct online learning during the pandemic. SMA Muhammadiyah 2 Yogyakarta is one of the schools which consistently adhered to the regulation by maintaining the learning process through Moodle-based E-Learning. This phenomenological study is designed to explore students’ and teachers’ perceptions toward the implementation of Moodle E-Learning in ELT during the pandemic. The semi-structured interview was conducted to twenty students and three teachers to get the data based on their beliefs, perceptions, experiences, and perspectives toward the phenomenon. Results of this study show that the use of Moodle E-Learning brings benefits to the ELT Classroom. It builds students’ learning interest and contributes to the enhancement of technological and pedagogical aspects in ELT. Comprehensive material and learning sources are beneficial to expand students’ autonomous learning and problem-solving skills. Further, maximizing Moodle E-Learning features such as discussion forum and teleconference can bridge the demand of blended learning. Thus, Moodle E-Learning is a recommended platform for conducting online learning especially during the pandemic. ABSTRAKPenyakit pandemik (COVID-19) yang terjadi pada akhir Desember 2019 membawa dampak yang luar biasa bagi pendidikan Indonesia. Menaggapi situasi tersebut, Kementerian Pendidikan menghimbau beberapa institusi pendidikan untuk melakukan pembelajaran online selama pandemik terjadi. SMA Muhammadiyah 2 Yogyakarta merupakan salah satu sekolah yang konsisten menaati regulasi dengan tetap menjaga proses pembelajaran melalui Moodle E Learning Based. Penelitian ini dirancang di bawah studi fenomenologi untuk mengeksplorasi resepsi siswa dan guru terhadap penerapan Moodle E-Learning di ELT selama penyakit pandemi. Wawancara semiterstruktur di lakukan terhadap dua puluh siswa dan tiga guru untuk mendapatkan data yang tidak terbatas berdasarkan keyakinan resepsi, pengalaman, dan perspektif mereka terhadap fenomena tersebut. Penggunaan Moodle E-Learning membawa beberapa manfaat bagi kelas ELT. Hasil penelitian ini menunjukn bahwa penggunaan Moodle E-Learning meningkatkan minat belajar siswa. Selain itu memberikan konstribusi pada beberapa peningkatan aspek teknologi dan pedagogis di ELT. Materi yang komprehensif, dan sumber belajar bermanfaat untuk mengembangkan pembelajaran otonom siswa dan ketrampilan memecahkan masalah memaksimalkan fitur Moodle E-Learning seperti forum diskusi dan telekonferensi dapat menjembatani permintaan blended learning. Dengan demikian, Moodle E-Learning adalah platform yang direkomendasikan untuk melakukan pembelajaran online.

Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices

The Covid-19 pandemic made a change in learning activities from face-to-face into online distance learning. Meanwhile, teachers need to evaluate student achievements weekly even during the Covid-19 pandemic. This study aims to find out about teachers’ perspectives and their practices on the use of online assessment during Covid-19 in the context of ELT classroom. A case study design was used to answer the purpose of this research. An open-ended questionnaire and online interviews were performed to collect the data. This study revealed the teachers had a negative perception about online assessment during the Covid-19 pandemic. They got some obstacles while conducting the assessment test such as (1) the internet connection; (2) the validity of the assessment; (3) and the low of students’ enthusiasm. However, in practice, during Covid-19, the use of online assessment helps the teachers in distributing the material and assessing students’ achievement. Implications for perception and practice are also discussed.

CHANGING FOREIGN LANGUAGE TEACHING STANDARDS AS A CONDITION FOR UNIVERSITY GRADUATES' EMPLOYABILITY

The main aim of the study is to substantiate a new foreign language teaching standard in the universities of Russia closing the gap between the standards and the modern job market demands. In order to achieve this aim it is necessary to define the vector of the changes and correlate them with the bachelor and master students’ requirements. The main changes which the modern labor market is undergoing are the emergence of new related professions, blurring borders between professions, difficulties defining narrow vocational standards. The study hypothesizes that foreign language teaching standards should be transformed towards greater interdisciplinarity and development of soft skills rather than a merely linguistic component in the course. The main methods of research, namely analyzing literature on the soft skills in demand with employers, polls of bachelors and masters on the need and possibility to develop soft skills in the ELT classroom, allowed identifying the soft skills which are in greater demand in terms of employability in the modern job market and received a positive feedback from the respondents – communicative competence, learnability, critical and creative thinking, collaboration skills. A similar poll was conducted among the graduates of the CAAS MSU working in various spheres. The study resulted in developing the new foreign language teaching standard which encompasses teaching two European languages, instructing with the help of interdisciplinary materials and forming soft skills on all the stages of foreign language acquisition.

Addressing LGBTQ erasure through literature in the ELT classroom

Abstract This article argues the case for the use of well-chosen literary texts as a means of addressing ongoing LGBTQ (lesbian, gay, bisexual, transgender, and queer or questioning) erasure in the ELT classroom. In this way LGBTQ students are offered much-needed recognition and those students who are not LGBTQ are given the opportunity to come to an understanding of those who are. Given the very different circumstances and constraints in which teachers work globally a distinction is made between explicitly queer texts and implicitly queer texts as suitable for different settings. Suggested titles and practical recommendations are included to enable teachers to plan lessons using literary texts in emotionally engaging ways.

Краткая эволюция детской литературы: от фольклора до эпических романов

The article examines the evolution of children’s literature as an independent part of literature. When did the children’s literature become a satisfying branch of literature and scholars find it distinct for being researched? An understanding of children’s literature is a central issue in the development of every sphere of our life: from home sittings to ELT classrooms. While teachers are all wound up with teaching young learners in ELT classrooms reading tales, stories and poems remain unnoticing part of education, overall, knowing what evolutionary way children’s literature passed through gives us an opportunity to develop ELT classrooms better and hence straighten out our young learners with correct motivation into literature.