ELT Context Research Articles

Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.

DEVELOPING DIGITAL GENDER-INCLUSIVE TEACHING MODULE FOR TENTH GRADERS IN THE INDONESIAN ELT CONTEXT

Gender stereotypes and gender issues exist in English materials. Research investigating gender stereotypes in English learning materials in the Indonesian ELT context revealed gender issues focusing on male dominance. A need analysis was conducted at SMK Negeri 1 Gedangan to examine the current needs and conditions in the school environment. The result showed that gender bias and stereotypes exist in English materials. This research aims to develop gender-inclusive teaching module of Kurikulum Merdeka (Independent Curriculum) using AADIE for tenth grade students. An ADDIE research design serves as a guidance in developing the digital teaching module in this research. The expert validation resulted in a final score of 55 out of 100 which means the product is good to use with some minor revisions. After the revision process, the product was implemented to class X AK 1. The results of the product implementation showed good results in students' understanding of gender inclusiveness in reading and speaking skills. TPACK as a framework is used in this research since it helps teachers to combine content, pedagogy, and technology to create effective learning. Multimodal and scaffolding frameworks allow product development to fulfil students' and teachers' needs.

AI-powered automated item generation for language testing

Abstract Although automated item generation has gained a considerable amount of attention in a variety of fields, it is still a relatively new technology in ELT contexts. Therefore, the present article aims to provide an accessible introduction to this powerful resource for language teachers based on a review of the available research. Particularly, it will give a brief introduction to different types of automated item generation approaches, provide a summary of previous ELT studies on this technology, and introduce three different AI-powered tools, along with practical tips for ELT practitioners. We conclude by calling for more empirical research on automated item generation from the ELT community and encouraging language teachers to take an interest in this technology themselves.

Imagining an anti-racist pronunciation pedagogy

Abstract This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea of the phonological superiority of the white native speaker. Furthermore, it reinforces intelligibility as a joint goal of both speaker and listener, thereby acknowledging how race and racism inform listener perceptions of speakers. Finally, an APP is an activist pedagogy that seeks to address institutionalized racism with regard to speech accent.

Understanding non-English Major’s Students’ Motivation in Learning English via Photovoice: Insights from Tertiary EFL Students

Despite various studies on the motivation in the ELT context, there is a lack of study that centers on the learners’ motivation of non-English majors through photovoice research. The current study attempts to fill this gap. This study was conducted in a private university in Indonesia, involving five non-English major students. A photovoice study was utilized so as to capture and understand their learning motivation. It was found that the photographs the students took illustrated that the students have now been learning English in much more critical ways. Various reasons for their learning English include the ideas that English is a beautiful and a useful language. They also perceived that learning English can help us get a better job; traveling is much easier with a good knowledge of English; and having knowledge of English can help you study abroad. They perceived that they should study English harder to achieve such goals. The findings also show that they belong to non-English majors. Suggestions for future studies are also offered in this paper.

Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms

A growing number of gender and sexuality in language education studies has helped cement queer TESOL/applied linguistics as an essential sub-field. However, studies concentrating on English language teachers’ perspectives on queer pedagogies remain scarce, especially in the Thai ELT context. This study explores how language teachers view the notion of, adapt and experience queer pedagogies in their language classrooms. Using queer pedagogy as a framework and an open-ended questionnaire and online semi-structured individual interviews as methods, findings revealed that language teachers acknowledge that sexual and gender diversity extends beyond traditionally performed cisgender fe/males in the language classroom. However, they had limited knowledge about queer pedagogy. We argue that the language classroom remains a potent site for building inclusive and equitable teaching practices that welcome sexual and gender minority students, creating value around their voices and lived experiences. We also discuss the implications of our findings and offer recommendations for future scholarship, teacher education, and classroom practice.

Self-(Re)Presentations in the EFL Classroom

To self-present in the EFL classroom is a key productive skill for an EFL learner whether beginner or advanced. To self-represent is an empowerment option for the student who would rather ward off arbitrary identity attribution judgements. Given the critical role played by the EFL classroom as host to a complicated network of cultural backgrounds, identity acknowledgment does not have to be solely commensurate with curriculum-related obligation disclosures in an ELT context. The following ethnography in TEFL was conducted at a Greek High School in a town of a border island with the object of observing how languaculture interferes with peer interaction. The EFL teacher-inquirer via walk-through observation monitored how students negotiated their linguistic profile in conformance with Trompenaars’ five-dimension cultural framework. The outcomes show that interactants created what they perceived as a “third space” where a choir of voices laid the foundations for the rapprochement of different cultures.

Implementing rubric co-construction in ESL writing teaching

Abstract Rubrics are often used as scoring tools in evaluating student writing performance. Although there is a considerable amount of research on the use of rubrics in ESL writing instruction, little attention has been paid to studies of engaging students in rubric co-construction in the ELT context. This study investigates the implementation of teacher-student rubric co-construction as an alternative formative assessment in an ESL university writing course. Through analyzing the data collected from student interviews and teacher reflection, this study focuses on elucidating the rubric co-construction process and providing insights of students and the teacher who have engaged in rubric co-construction in ESL writing teaching and learning.

ANALYZING THE POSITIVE & NEGATIVE POLITENESS STRATEGIES PERFORMED IN ELT CLASSROOM INTERACTION

The practices of pragmatic politeness strategies in ELT contexts have been considered as the today’s important issues in ELT, what so-called as language in use in classroom discourse. Classroom interaction is the integral part of Classroom Discourse Analysis. This study aimed at finding what politness strategies employed by the classroom participants (lecturers students) and the frequency of the politeness usages. This study was carried out by using a descriptive-qualitative research method. The data were obtained from the conversation done by all participants of ELT classroom; lecturers-learners, learners-lecturers, and learners-learners at the sixth semester of English Education department of Mandalika University of Education (the former IKIP Mataram). The data of research were analyzed through the process of identifying, classifying, grouping and making conclusion, then discussing. Of the two politeness strategies which are found are seven positive politeness consists of strategy 1, strategy 2, strategy 3, strategy 4, strategy 5, strategy8 (claim common grounds) and strategy 13 (convey that S and H are cooperators). The negative politeness are strategy 1 (be indirect), strategy 2 (don’t presume/assume), strategy 4, strategy 5 (don’t coerce H), strategy 6, strategy 7, and strategy 9 (communicate S’s want to not impinge on H). The most-frequently employed politeness strategies are positive politeness strategies within various (sub) strategies under ELT classroom contexts. The more usages of positive politeness suggest the situation of classroom must have been little bit egalitarian atmosphere amongs all the participants; lecturers-students in doing ELT process. Those feel cofortable, clossed, friendly, and inclusive to the addresse in ELT contexts.

Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice

The paper is a reflection on praxis and it explored both the dimensions of classroom interaction and the theoretical orientations that underpin classroom talk. It is set against the background of the primacy of talk in learning and the heightened significance of interaction in teaching and learning contexts where the medium of instruction is not the learners’ mother tongue. This is the ELT context in Nigeria where a foreign language (English) is the overarching medium of instruction from mid-primary education upwards. The quality of both teaching and learning in such contexts will largely depend on the competences and management of interaction by teachers and learners. The study is anchored on Lev Vygotsky’s Socio-cultural Theory of Development and it adopted a qualitative methodology; which interrogated existing literature on the subject as the basis for formulations on practice. The studies evaluated in this paper indicate significant research evidence in support of the variation of interaction patterns in the classroom and the primacy of talk in learning. This aligns to Vygotsky’s view that language plays a powerful role in shaping thought (learning). Based on these findings, the paper presented six strategies that could enhance classroom interaction and promote high learning outcome in the Nigerian ELT context. The paper concluded that a teacher’s classroom practice is a significant factor in determining the degree to which the teacher contributes to the learning outcome.

Exploring Studies on Cooperative Principle in English Language Teaching: A Literature Review

The zeitgeist of studying CP has attracted scholars, particularly in Indonesia, to scrutinize its application in the ELT context. Previous studies endeavor to approach CP in the ELT through examining classroom interaction and maxim violation and flouting. Yet, limited studies have been attempted to deeply delineate and unravel its implication to culture and the online learning environment. Tapping further into the application of CP in an online learning environment may paint a rosy picture of how people cooperate in an online environment to avoid misunderstanding. This study also suggests an analysis and comparison of CP in the different cultural backgrounds as a promising study especially in Indonesia with its abundant cultural diversity.

Nurturing Sociolinguistic Competence in Pakistani ELT Context through Teachers: Practices, Perspectives, and Practicalities

Sociolinguistic competence or the appropriate use of language in different social scenarios is a construct that depends on such social variables as age, gender, class, and ethnicity as well as on different socioeconomic categories too. Teachers have a vital role to play in developing both receptive as well as productive sociolinguistic competence in any society, especially where English is a second language. The present research aimed at investigating public sector school teachers’ perceptions and practices regarding sociolinguistic competence in Pakistan. In terms of sociolinguistic competence, the study has a special focus on context-appropriate grammar and vocabulary usage. The study consisted of two phases, in the first phase perceptions and practices of school teachers were analyzed using the works of Jianda (2006), Abedi (2016), and Blum-Kulka & Olshtain (1981). In the second phase, building upon the findings, various training sessions were conducted in the Twin Cities of Pakistan to identify the hurdles and suggest practical solutions for the development of sociolinguistic competence among English language learners. The findings indicated that the unawareness of English culture is the major reason for cultural instruction failure in English language learning lessons. Also, by using feasible and cost-effective measures we can develop the sociolinguistic competence of English language learners at public sector schools.

Intersectional Identity Studies in Colombian ELT: A Profiling Research Study

This article aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to see the main developments regarding intersectionality from a decolonial perspective. Then, I show through a complementary bibliometric study, 50 articles that were collected from different databases, and the trends found as representation of intersectional studies. The analysis indicates two core trends: (1) Intersectional studies in general educational contexts and (2) Intersectional studies in ELT contexts. Finally, I present how this profiling research study shows that the topic of Intersectional Identities in Colombia seems scarce within the field of ELT.

Alternative futures of English language education in Iran in the era of globalization

The crucial role of English in global communications has underscored the importance of language planning to ensure successful English language education. Although language planning attempts to direct the future of languages, it rarely considers the uncertainty of the future. Scenario planning, as a popular tool for managing the uncertainty in Futures Studies, has been used rarely in ELT. This study employed scenario method to develop the alternative futures of ELT in Iran in the next twenty years, based on the data collected through interviews and questionnaires, from thirty policymakers, ELT professionals, and practitioners, selected through purposive and snowball sampling. Probable (ELT on its last legs), undesirable (ELT downfall), and desirable (ELT on the rise) scenarios were developed for ELT based on a structural analysis of ELT context and then some strategies were recommended for creating the desirable futures. These findings might contribute to planning for sustainable change in ELT in Iran.

Oportunidades e desafios para uma abordagem translíngue no ensino de língua inglesa no Brasil

Abstract: In this article we reflect upon the opportunities for and challenges to the implementation of a translingual approach in three different ELT contexts in Brazil, based on three autoethnographic accounts. The first account was written by an English teacher in early childhood bilingual education; the second, by an undergraduate English language and literature student and English teacher working in a private language school; the third, by a university professor in an English language and literature undergraduate course. In spite of their differences in terms of target audience, available resources for meaning production and ecological features in general, there seems to be a monolingual orientation pervading the three contexts. Despite the many challenges posed by this monolingual bias, which reflects the coloniality of power (MIGNOLO, 2000) and linguistic imperialism (PHILLIPSON, 1993, , 2009), the three authors believe in the importance of creating translingual spaces (GARCÍA; WEI, 2014) where students can negotiate their linguistic and cultural differences. This belief is grounded in the fact that in each context opportunities for translingual practices could be found and created.

Flipped Classroom-Based Corpus for EFL Grammar Instruction: Outcomes and Perceptions

Although a wide array of studies has sufficiently documented the use of Flipped and Corpus learning methods in ELT context respectively, marrying both in EFL grammar classes remains scanty. To fill this gap, this collaborative action research (CAR) jointly designed and implemented flipped classroom-based corpus instruction involving an English grammar instructor to promote the EFL students’ grammatical knowledge and documented their perceptions on how the learning model promoted their grammatical knowledge and the challenges they encountered at an Indonesian state Islamic University. Pre-, mid- and post-tests measuring the students’ grammatical knowledge were administered, and an open-ended questionnaire and focus group discussion were respectively distributed and conducted to garner the qualitative evidence. The statistical evidence showed that there were statistically and practically significant grammatical knowledge gains at the end of the term. The qualitative evidence suggested that it was due to the adequacy of English input and feedbacks from their peers and the grammar instructor. The students also perceived that low internet bandwidth and a lack of understanding on the use of the Coca database were their primary learning barriers, while the grammar instructor found it more daunting to cater the instruction. This is the first study marrying both the pedagogical methods and provides the empirical evidence of its efficacy and feasibility for EFL grammar instruction. Limitations and recommendations for further studies are discussed.

Identification of Problems Associated with Listening Skill of Bangladeshi Students: A Literature Review

This paper is an endeavor to focus on some problems of listening skill of learners at tertiary level in private universities in Bangladesh. In communicative language teaching, four language skills are equally important, but in Bangladesh listening is neglected from secondary to tertiary level of education. This essay tries to pinpoint the problems associated with poor listening skill of Bangladeshi students and proposes some practical approaches to solve these problems. Arguably, such an effort may not only help in shedding light on key listening problems but also greatly help in understanding the pedagogical implications of listening for classroom practice, in general, and in the Bangladeshi ELT context, in particular.

Commitment to Core Values in Professional Development in ELT Contexts: A Case Study

The need to continue professional development will increase in all professions. Recent studies have been conducted in an effort to emphasize the role of core values in guiding action steps in teachers’ professional development plans. This paper focuses on the exploration of commitment to core values in professional development in the local ELT context in HCMC, Vietnam. The results were based on the qualitative data from the six interviewees who were the exemplars previously selected for their long service of more than five years to establish an insight into the faculty's core values. The findings are recommended as the basis for building standards of professional conduct in the local ELT context.

Teacher perspectives on addressing environmental issues in ELT

Abstract In this article, we report on a mixed-methods study which investigated teachers’ attitudes towards and experiences with teaching environmental issues within their ELT classes. Given the rising importance of ecoliteracy and its inclusion as a transversal learning objective for all subjects in many national state curricula, it is critically important to understand how ELT educators can be best supported in addressing simultaneously both linguistic and environmentally related teaching goals. Data were collected via an online international survey (n = 91) and a series of in-depth, semi-structured interviews (n = 5). Analysis of the data reveals the specific strategies ELT teachers employ when integrating environmental issues alongside linguistic issues, what their motivations for doing so are, what resources and materials they use, and what challenges they face. The article offers valuable insights into the factors that facilitate the sustainable and effective teaching of both language and environmental issues in diverse ELT contexts across the globe.

Exploring the data-driven approach to grammar instruction in the ELT context of Turkey

This study aims at a rediscovery of the extent to which a Data Driven Learning (DDL)-based intervention could become instrumental in facilitating grammar instruction with a specific focus on EAP and learner autonomy in a preparatory program mostly by Turkish-L1 learners. It provides a context-restricted longitudinal depiction of the effectiveness of a DDL-based grammar instruction endorsed by teacher mentorship across groups asynchronously, thus re-testing the limits of DDL-oriented corpus pedagogy in contexts where a control group is not available. To this end, a corpus was compiled out of the existing reading and listening materials in use ad hoc the Alternative Corpus of Academic Texts (ACAT), and a total of 19 grammar lessons covering topics in the curriculum of the second level of the grammar course were developed using the ACAT. Blind pre and post-test procedures were administered with all four experimental groups independent of each other to gradually build up an understanding of the governing pattern of learner achievement through DDL and corpus-based teacher-prepared materials. The analysis demonstrated a rise in student achievement across all groups despite the lack of a teacher disseminating knowledge to students in class in the traditional sense, thus showing that a sense of autonomy could be gained through DDL-enhanced teaching. With the design being unorthodox, this study shows that the triple powers of DDL, self-discovery, occasional teacher supervision, and corpus-based teaching materials, could help learners survive autonomously no matter how hectic the curriculum run at an institution is. Further research is needed to deepen this insight so that this sort of DDL practice could be implemented at the institutional level