ELT Classroom Research Articles

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

ELT Classroom Management Strategies: A Case of Grade Eight in Nepalese Schools

ELT Classroom Management Strategies: A Case of Grade Eight in Nepalese Schools

Problem Faced by Indonesian Internship Students in Thai English Language Teaching Classroom Context

What are the problems faced by Indonesian internship students in Thai English Language Teaching Classrooms Based on the problem statement, the proposed objective is to find out the problem or the obstacles experienced by internship students in English language teaching classrooms while teaching in Thailand School. Considering the different cultural backgrounds, this research is expected to explore the internship problems and whether internship students experience any cultural issues. This research uses a qualitative method that explores cross-cultural communication issues in participants, according to Creswell (2018, p. 294) In most cases, qualitative research presents the data, interprets the data, validates it, and shows the potential of the research results in order to expand the steps of data analysis and the methods used. In qualitative research, the social context is taken into consideration while examining events from the perspectives of the individuals being studied. This includes research that uses interpretative naturalistic techniques (Denzin & Lincoln, 2005 Kihlgren, 2016). The findings of the interviews from the three domains of problems faced by the internship students during the teaching internship program are based on the findings of the interview results that have been conducted by the researcher. 1. Teaching Learning Aspects as the Problem in ELT Classroom, 2. Personal Aspects as the Problem in ELT Classroom, 3. Communication Aspects as the Problem in ELT Classroom. Based on the findings that the researcher has found, the difficulties experienced by internship students during the internship program are quite varied, so it is in accordance with the problems found by the researcher that the main problems experienced by internship students in the internship program come from the cross-cultural problems that occur in English language teaching classrooms.

Teachers’ Perceptions and Practices in Using ICT for ELT at the Secondary Level

Information and Communication Technology is a daily used material across the globe nowadays which has been recognized to be included in Education field. The study aims at teachers’ perceptions and practices in using ICTs. This study employed a quantitative research design for Data collection among 40 ELT teachers from 9 different rural/municipalities in Sindhuli. The experiences of using different ICT gadgets and digital tools in the ELT were collected using a questionnaire. The findings of the study are that the students seemed eager to learn from the ICT gadgets and digital tools while integrating it into the teaching pedagogies. I report that the ELT teachers have positive experience on using the ICTs. The study further says that 62% teachers are positive towards ICTs usage in the ELT classroom. This study helps the concerned authorities to think about the use of ICT gadgets and digital tools in the ELT classroom. The study recommends that there is a need of a series of training on how to integrate ICTs into the teaching pedagogies.

Unveiling Pedagogical Translanguaging: Investigating Teachers’ Translingual Practices and Purposes in ELT Classrooms

Unveiling Pedagogical Translanguaging: Investigating Teachers’ Translingual Practices and Purposes in ELT Classrooms

Fostering Creative Writing through Poetry in EFL Classroom

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

The Classroom Management in English Language Teaching

This paper examined a review study of the classroom management in English language teaching. Classroom Management is one of the important aspects of English language teaching is directly related to the job of English teachers in their classrooms. The successful of the English teacher is related to the ability of the teacher in managing his / her class. Today, the classroom management is an art as well as a science for the English teacher in order to become effective teacher in EFL or ESL classrooms. The teacher can use the art and science of his / her teaching English along with various classroom activities to motivate his/ her students to gain confidence in the learning of English. The classroom management in English classrooms is an important factor that contributes to success in English language teaching and learning. When we condider about the classroom management, the classroom management cannot be studied properly without touching upon the study of psychological problems, learner problems, and linguistic problems. This study reviews classroom management is known as one of the big challenges of the teacher in controlling ELT classroom.

Raising an Awareness of World Englishes in ELT Classroom through Listening Journal

Raising an Awareness of World Englishes in ELT Classroom through Listening Journal

Supporting Students' Speaking Skill in ELT Classroom: An Exploratory Action Research

The purpose of this Exploratory Action Research (EAR) was to explore the reasons behind the reluctance of students to speak in ELT class and to come up with possible solutions. It is based on an exploratory research design following a questionnaire, focused group discussions, and reflective notes as the tools for data collection. To investigate and overcome the issue, a set of questionnaires (open and close-ended were made in MS Word and Google Forms) and asked the students studying in grade 8 aged 13- 15 years old. I additionally used my reflective journals and had informal discussions with the focused group of 7 students to gather the data. After analyzing the data statistically and thematically, I found that my students liked to communicate in English but avoided it because of the fear of making mistakes and being laughed at by their peers. After devising the plans like asking the students to make self-suggestive and reflective notes, clapping instead of laughing while someone speaks in English, creating learner autonomy in the classroom, focusing on group and pair activities and providing complete and clear instructions in English helped to enhance the speaking skill of my students.

Teachers' Role in Learner Autonomy in Large ELT Classrooms

The study aims to find out the role of learners’ autonomy in large ELT class. The learner autonomy is very important and played prominent role in large classroom to make learning effective and interesting and teachers' effectual strategies to generate autonomy in learners. This study adopted qualitative research approach with narrative inquiry design. Five teachers teaching in large classrooms were the respondents. Data for the study were taken by following in-depth interviews as well as the observations of three teachers. The findings suggest that it is very challenging to apply learner autonomy in large number of the students, but it is possible if the teachers have good patterns and techniques to apply it. It also found out that if there are autonomous learners, then the large number of the students don’t exist in trouble in teaching learning activities as it contains various possible intelligence.

Critical Discourse Analysis on Language and Power in Nepali Public ELT Classroom

The study focuses on how teachers use language and power to share knowledge, specifically concerning the power language used in Nepali ELT classrooms. The study's primary goals are to analyze language power as it reveals itself in speech acts and examine how teachers' use of language power affects students' attitudes toward learning. The primary source of data for this study was the teaching activities carried out in the district of Nawalparasi, Nepal. Depending on attributes including gender, job position, and length of service, four public school teachers—two male and two female—were chosen. Using a qualitative ethnographic study approach, the teacher and students' interactions and language use are examined. The data is further evaluated using Norman Fairclough's critical discourse analysis, which comprises description, interpretation, and explanation. The findings suggest that teachers are imposing speech act forms on their students and that this power may have an impact on how they feel about learning. However, students are also motivated and become more engaged in class when teachers express their pleasure in speech act forms. Therefore, teachers should incorporate humanistic teaching into their teaching and learning activities, taking into account the potential problems of using language in an ELT classroom.

Language Games- The Great Medium to Learn English Language

Abstract: The present study aims to explore the innumerable possibilities that language games create for learning a language as a supplementary material. Language games are ideal for teaching and enhancing vocabulary of ESL learners. Take something as simple as a riddle-in case the teacher asks a riddle in a second Language class, the learners are very interested in listening to it and answering it. The riddle brings enthusiasm to an otherwise silent class. In addition to it, the learners are learning the nuances of the language like figurative language unconsciously or sub –consciously. Another mind sport is quiz that can be used to teach elements of language like grammar and vocabulary and their usage. Games can also be designed to cater to the needs of the learners and enable them to enhance their language skills i.e. listening, speaking, reading and writing. A story telling activity can eventually lead to enhancement of listening skill. The chain story building technique can be used to hone the speaking skill. Similarly, cross word puzzles can also be used to remember a few facts from a lesson just read. An activity like a write up on a topic like my favourite offline/online game can enhance the writing skills of the learners. Thus, it can be concluded that language games can be used as a supportive method for teaching and learning English in ELT classroom.

Enhancing English Language Teaching: Strategies, Challenges, and Opportunities

Central to the article's inquiry are the innovative teaching methodologies and effective classroom strategies employed in ELT classrooms worldwide. Through a critical examination of theoretical frameworks and practical applications, the article illuminates the diverse pedagogical approaches and instructional techniques used to enhance language acquisition and proficiency among learners. From communicative language teaching to task-based learning and content-based instruction, the article explores the richness and diversity of approaches that educators employ to engage and empower language learners. The article delves into the transformative impact of technological advancements on language education. By examining the integration of digital tools, multimedia resources, and online platforms in ELT pedagogy, the article highlights the potential of technology to enhance language learning outcomes, facilitate authentic communication, and foster learner autonomy. However, it also acknowledges the challenges and complexities associated with technology integration, such as access barriers, digital divides, and the need for digital literacy skills among educators and learners. The article explores opportunities for professional development, collaboration, and research within the ELT community. By fostering a culture of continuous learning, collaboration, and inquiry, educators can enhance their teaching effectiveness, expand their pedagogical repertoire, and contribute to the advancement of knowledge in the field of language education. Through networks, conferences, and research initiatives, educators have the opportunity to engage in dialogue, exchange ideas, and explore innovative practices that promote excellence in ELT.

A study on how the Merdeka curriculum promotes multilingualism in Indonesian ELT classrooms

This study investigates the teachers’ perspective, the implementation process, and the effects of the Merdeka curriculum on promoting multilingualism in ELT classrooms in Indonesia. This study utilized a qualitative research design, explicitly a case study approach. This study has two samples selected through purposeful sampling by the researchers. The research employs in-depth interviews, field notes, and documentation as its primary instruments. This study demonstrated that adopting the Merdeka curriculum was transformative and empowering, as evidenced by participants’ experiences and prior knowledge. The perception of the Merdeka curriculum implementation was based on various factors such as content, differences, reactions, expectations, advantages, disadvantages, supports, and hindrances. In supporting multilingualism, the process in the school began with the principal’s initiation, followed by training to comprehend the curriculum. Subsequently, each set of materials was developed, and the learning and assessment principles were implemented to achieve the Pancasila student profiles. As a result of this curriculum, teachers have become more flexible and put in more effort to cater to students’ preferences. After that, students exhibit heightened confidence, ingenuity, and engagement in the learning process, so availing themselves of increased opportunities for self-exploration. Through implementing the Merdeka curriculum, the promotion of multilingualism in the classroom has many advantages, including enhancing the well-being of students, encouraging intercultural perspectives within the classroom, and placing value on all languages in the classroom.

Torn between Prescription and Innovation

This paper reports on the affordances of corpora in the context of a teaching model that aims to highlight and strengthen the relevance and applicability of (socio-)linguistic content knowledge of World Englishes for university-based teacher education and the ELT classroom. We use large electronic corpora as one resource for the student teachers to explore the spread and extent of use of innovative and variable linguistic structures in Englishes around the world, and to critically examine the fuzzy boundary between errors and variety-specific, innovative linguistic structures. To examine the potential impact that a specific teaching intervention on World Englishes and corpora may have on student teachers’ judgments of the intelligibility and formal correctness of several features of World Englishes, a rating task was administered to an experimental and a control group. Additionally, students of the experimental group were interviewed about their experiences with the corpus intervention and their opinions and attitudes toward the use of corpora for teaching English and, specifically, linguistic variation and innovations in English. The findings suggest that the teaching intervention seems to initiate an increased awareness of the variability of linguistic structures in World Englishes, and supports future teachers in questioning traditional prescriptive norms.

The Implementation of Automated Speech Recognition (ASR) in ELT Classroom: A Systematic Literature Review from 2012-2023

Automated Speech Recognition (ASR) turns speech audio streams into text. The use of computer-based voice recognition is beneficial for teaching pronunciation. It may also be used to evaluate a learner's speech in a broader context and set up the potential for creating aural interactions between the learner and the computer. The study is aimed to investigate the use of ASR in speaking assessment using a systematic literature review. Automated scores should be considered based on their validity and any potential issues or mistakes with employing technology (ASR) to evaluate speaking. Although some research has been carried out on the use of technology in speaking assessment, there have been few empirical studies using systematic literature reviews to explore more about ASR in education. Therefore, this study is aimed to provide an updated and comprehensive review of the implementation of Automated Speech Recognition (ASR) in education. Ten studies from journals cited in the Taylor Francis, Wiley, and Springer databases were selected. The results show the benefits of ASR in education including students' progress, interaction, and pedagogical contributions. Pedagogical contributions provide collaboration between the human and automated scores. Teachers can use this study to improve speaking assessments using ASR in the classroom.

Exploring Discrimination Experienced by Secondary Level Students in ELT Classroom: A Narrative Inquiry

This study aims at examining the experiences of discrimination in English language classrooms from the perspective of secondary level students. The research adopted a narrative inquiry approach, conducting individual face-to-face interviews with participants to explore their personal experiences and observations regarding discrimination. We selected four secondary level students from two government schools in the Kathmandu district purposively. We used semi-structured interviews allowing for open-ended questions and follow-up probes to gain deeper insights into participants’ responses.The analysis of the collected data followed a thematic approach. The researchers carefully reviewed the transcribed interview recordings to identify recurring patterns, themes, and key insights related to discrimination in English language classrooms.The findings revealed instances of unequal treatment by teachers, including favoritism based on gender, academic performance, and subjective factors. Participants expressed how such unequal treatment affected their motivation and engagement in the English language classroom. Discrimination based on physical appearance, skin colour, and linguistic competence was also highlighted, demonstrating the negative impact on students’ self-esteem and sense of belonging. Additionally, social hierarchies among peers contributed to exclusion and marginalization, affecting students from less privileged backgrounds.To minimize discrimination in ELT classrooms, the study suggests fostering an inclusive and supportive environment where all students are treated equally and valued for their individual strengths and contributions. Teacher training programs are recommended to promote cultural sensitivity, awareness of biases, and inclusive teaching practices. The importance of creating gender-inclusive curricula and encouraging positive gender socialization is emphasized. The research contributes to the understanding of discrimination in English classrooms by centering on students’ perspectives. The insights gained can inform educational policies and practices aimed at reducing discrimination and promoting equity in English language teaching classrooms.

Discussion of the Use of Concordance Programs in the EFL Classroom

Classroom concordance programs involve the analysis of concordances of language features. The use of concordancers can provide learners analytic skills to manipulate comprehensive databases for the sake of coping with real-language problems. Due to its practicability, the approach has been developed for language teaching in the ELT classroom. The purpose of this paper is to discuss the use of concordance programs in the EFL classroom. A great number of studies regarding the use of corpora and the concordancer as a resource in language teaching and learning demonstrate that concordancing as a teaching tool can be effectively used in classroom to meet some specific teaching purposes, and concordance analysis can help students discover and differentiate meanings of words and phrases, identify useful phrases and unfamiliar collocations, explore word order, and distinguish words with similar meanings. Consequently, in the EFL context, a series of concordance exercises can be carried out to assist students to investigate language data and derive patterns of language use. Furthermore, an active pedagogical approach should be oriented to the acquisition of valuable knowledge, to the solution to sophisticated problems and to the development of learning abilities. Based on this, teachers should select the right pedagogical approach to increase students’ motivation, promote their initiative, and guide them into the procedure of knowledge exploration.

The Impact of Creative Writing Activity on EFL Learners' Non-Core Vocabulary Acquisition

<em>In the context of ELT and EFL classrooms, creative writing has been underutilized in language learning and critical consciousness development (Stillar, 2013). This paper presents a quantitative approach that aims to explore the impact of a creative writing activity in terms of non-core vocabulary acquisition within B2-level EFL classrooms. By conveying a set of in-class and autonomous creative writing activities, the study deepens not only into vocabulary acquisition but also into second language acquisition (SLA) purposes. The investigation aims to discover the extent to which the instruction of creative writing activities fosters EFL learners’ acquisition of non-nuclear vocabulary. Following a quantitative methodology, a non-core vocabulary pre-test and post-test were administered to students. These tests included sections for analyzing students' knowledge of non-core vocabulary and the linguistic repertoire used in vignette descriptions (strip comics). Results from a paired samples t-test suggested that integrating creative writing activities in EFL environments not only enhanced lexical acquisition but also fostered detachment from cultural nuances and the influence of the students' mother tongue. All the scrutinized elements within the students’ linguistic repertoire were improved after the creative writing instruction. Within this analysis, the verbs and adjectives were the elements that were the most improved in terms of specificity and concreteness. Overall, the study sheds light on the potential benefits of integrating creative writing activities in EFL classrooms. The findings hold promising implications for EFL educators seeking innovative strategies to enhance language learning and intercultural competence.</em>

The Implementation of Intercultural Communicative Competence-based Learning in Senior High School Context

This research studies about the implementation of Intercultural Communicative Competence (ICC)-based learning in senior high school context. This research aims to investigate the way the teacher implements ICC-based learning in senior high school context, to know the students’ perception towards the implementation of ICC-based learning and to reveal the challenges faced by the teacher in implementing ICC-based learning in the classroom. Using qualitative method, the researcher found the two main research findings. The first, researcher found that ICC-based learning in the classroom was implemented through teaching activities that involved all elements of ICC. The last, the result shows that there are two big challenges in the implementation of ICC-based learning. Those are the teacher's cleverness and commitment to find a cultural material for ELT classroom and the students' readiness and motivation to accept the intercultural lesson.