English Abroad Research Articles

Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum

English pre-service teachers find teaching English abroad to be a memorable experience. It influences the type of teacher they will become in the future. Through the perspective of teacher identity, this study aims to describe how two Indonesian pre-service teachers in the English education department, during a teaching practicum in the Philippines, developed their teacher identity and how they overcome the challenges. This research focused on two fourth-year students from the English Education department of a private university in Yogyakarta who completed a one-month international teaching practicum in the Philippines. The data were gathered through semi-structured interviews and subsequently investigated thematically from the perspective of the teachers' identities, and then presneted narratively. It was discovered that the biographies of the pre-service teachers served as the starting point for their teachers' identity development. Throughout the international teaching practicum, the development of their teacher identity was influenced by their emotional reactions, their teaching methods, and their symbolic representation. In the international teaching setting, the student teacher received psychological and technical assistance to overcome the challenges of their practice. This support played a crucial role in the successful completion of the program and contributed to the development of their professional identity as teachers. The findings demonstrate the importance of international teaching experience, prompting universities to prioritize the teaching practicum. Additionally, the university should expand its international exchange programs, focusing on teaching practicum programs.

Instructional Strategies for TEFL Online Learning

The impact of the COVID-19 outbreak has led to the closure of educational institutions around the world, prompting the exploration of instructional strategies for online teaching in higher education. This case study develops effective online teaching methods without compromising the quality of student learning. Ideas for online education in developing countries, including maintaining the voice of the instructor, practicing vocal functions, and sharing resources before class, are considered. These strategies support improved student learning, with suggestions for collaboration between the Higher Education Commission and the telecommunications industry to address internet issues. Factors such as student feedback, flexible teaching and grading policies, and support from teaching assistants, play an important role in improving distance learning. TEFL certification is becoming an important component in job applications for teaching English abroad, offering the ability to teach English as a foreign language in various countries.

A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL

Although an international teaching practicum is assumed to broaden teacher candidates’ cultural, linguistic, and pedagogical knowledge, the nature of this growth and its relation to teacher education practices have yet to be fully explored. Using a sociocultural perspective and drawing on the concepts of teacher socialization and a growth mindset, this qualitative case study investigates the experiences of a U.S. preservice teacher teaching English in a Mexican primary school. Analysis of teaching observations, the participant’s reflections, and an interview revealed the teacher’s growing sensitivity to the teaching context. She gradually recognized the differences between teaching English in the two countries, prompting a shift in pedagogy to one more compatible with teaching English as a foreign language. The importance of teaching context on teacher socialization is also examined.

Expatriate Non-native English-speaking Teachers’ Challenges and Coping Strategies in the Turkish EFL Classroom: A Qualitative Study

The global demand for teachers of English has led to an escalation in the number of non-native English speakers traveling overseas to teach English. Although teaching English abroad is typically associated with native English-speaking teachers hailing from inner-circle countries, it has also become commonplace to see non-native English-speaking expatriate teachers being hired. Yet, studies probing into expatriate non-native English-speaking teachers’ experiences have been sparse, particularly in the context of Turkey. This study endeavors to explore the challenges and coping strategies of expatriate non-native English-speaking teachers who worked in private schools and language programs in Turkey. To collect data, semi-structured interviews were conducted, and the analysis revealed that teachers faced several obstacles, including linguistic, cultural, and pedagogical challenges. Nevertheless, they managed to surmount these obstacles by acquiring proficiency in the local language, fostering intercultural awareness, and acquainting themselves with the education system. In light of the findings and the relevant literature, suggestions and implications are discussed for potential expatriate teachers intending to work in Turkey and other stakeholders.

When EFL Students Study English Abroad in a Non-English Speaking Country: A Study of Thai Students in Learning English in Indonesia

Study Abroad (SA) has been discussed vastly in myriad of studies in the context of English as a Foreign Language. However, the discussions have been mostly around the context of countries where English is spoken as the first language while, SA is also prominently held in countries where English is a foreign language. The current study aims to investigate a particular program of SA in which students learn English in a non-English speaking country and are enrolled in an English Study Program. The study employs a case study. The participants are four Thai students enrolled in English Department of Southern Private University, Yogyakarta, Indonesia. The interview was used as the method to gather the data. The findings revealed that Thai students find studying English in Indonesia as a non-English speaking country challenging. The barriers concern language of instruction, custom, and social interaction. The findings of the study implies that SA students should be equipped with the language used in the target country with adequate training and preparation.

The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.

Investigation Into Motivation Types of Saudi and Chines EFL Learners and Gender Role Differences

This study investigates motivation types of Saudi and Chines EFL learners and gender role differences. I selected these two groups because they constituted the most dominant groups that study English abroad. The descriptive and correlational approaches were used to examine the participants’ motivation by collecting the data through questionnaire and interviews. Twenty-five Saudi and Chinese college level English language students were selected as samples for collecting data for answering the research questions. The findings showed that both groups have extrinsic and intrinsic motivation as well integrative and instrumental motivation. The Chinese group’s intrinsic motivation is stronger than the extrinsic motivation. 

Reconstructing the Meaning of Success in Studying English Abroad: A Study on Study-Abroad Students’ Discursive Repositioning

Reconstructing the Meaning of Success in Studying English Abroad: A Study on Study-Abroad Students’ Discursive Repositioning

국내외 영어교과서 분석을 통한 영어과 교육과정의 능숙도 목표 수준 설정에 대한 고찰

국내외 영어교과서 분석을 통한 영어과 교육과정의 능숙도 목표 수준 설정에 대한 고찰

Learning to Teach, Again, in China

Teaching English abroad provides an opportunity to travel the world however, it can also be challenging endeavor. Having limited exposure to and understanding of the culture adds to the intensity of the challenge and the inability to navigate daily living in a new environment can be a painful disorienting experience that often results in culture shock. Young Yun Kim’s theory outlines a developmental model that presents the trials of cross-cultural adaptation as a dynamic and transformative process through which “intercultural personhood” can be developed. Kim argues that the stress of acculturation and deculturation is an opportunity for growth that is manifested in cycles of “stress-adaptation-growth”. This account of a three-year experience living and teaching at a public high school in China applies Kim’s model to demonstrate how the difficulties of cross-cultural experiences can be the catalyst for transformation and development of intercultural identity. Developing an understanding of the cultural context through awareness and reflection facilitates the ability to teach students from other cultures. Educators in Georgia, particularly ESL teachers, are likewise challenged by cultural differences with their students and can further develop their intercultural skills in regardless of location.

Learning to Teach, Again, in China

Teaching English abroad provides an opportunity to travel the world however, it can also be challenging endeavor. Having limited exposure to and understanding of the culture adds to the intensity of the challenge and the inability to navigate daily living in a new environment can be a painful disorienting experience that often results in culture shock. Young Yun Kim’s theory outlines a developmental model that presents the trials of cross-cultural adaptation as a dynamic and transformative process through which “intercultural personhood” can be developed. Kim argues that the stress of acculturation and deculturation is an opportunity for growth that is manifested in cycles of “stress-adaptation-growth”. This account of a three-year experience living and teaching at a public high school in China applies Kim’s model to demonstrate how the difficulties of cross-cultural experiences can be the catalyst for transformation and development of intercultural identity. Developing an understanding of the cultural context through awareness and reflection facilitates the ability to teach students from other cultures. Educators in Georgia, particularly ESL teachers, are likewise challenged by cultural differences with their students and can further develop their intercultural skills in regardless of location.

Legitimating the Philippines as a language learning space: Transnational Korean youth's experiences and evaluations

This paper examines how a peripheral English‐speaking country is constructed as a legitimate language learning space in the global English language teaching (ELT) industry by investigating South Koreans’ recent engagement in Philippine English education. It focuses on a short‐term English study abroad program, in which the Philippines serves as a transit place prior to students’ moving to a Western English‐speaking country. Drawing data from ethnographic research on South Korean youth studying English abroad, the article analyzes why Korean students seek Philippine English education in spite of their apparent pursuit of authentic English, and how they evaluate their learning experience in the Philippines. This paper finds that the Philippines holds a niche market in the global ELT industry by separating a space for English learning from other public and everyday spaces of English use and offering pedagogically intensive but emotionally supportive environments to English learners.

The Influence of an Orientation Program on Willingness to Communicate and L2 Anxiety

The purpose of this study is to investigate the influence of a two-week English-language orientation program at a Korean university on first-year students’ perceptions of English. This quantitative study contributes to the local literature by documenting the changes on a preand post-course survey that measured participants’ willingness to communicate, foreign language anxiety, attitudes towards English, and perceptions of English as a global language. Key results of independent-samples t-tests indicated that student perceptions showed statistically significant changes on five of the six scales, and that the biggest influences of the program were on willingness to communicate and lessening student anxiety. The study also investigated the link between program satisfaction and experience of studying English abroad, finding that there was no relation between them. However, a one-way ANOVA and correlation analysis indicated that there was a relationship between program satisfaction and students’ self-rated proficiency, finding that the lower-proficiency students were slightly less satisfied than those rating themselves as “average” or “good” English speakers. The study concludes with recommendations for future studies and for planning English-language orientation programs in Korean universities.

Research Roundup: Diversity through International Youth Literature

What Is International Youth Literature? Why Does It Matter?International youth literature—translated books and English-language imports first published outside of the United States—can be the missing link in diversifying collections. Our diversity discussions tend to focus on multicultural literature that is originally published in the United States. At first glance diverse books from here and abroad can seem indistinguishable since they may have a similar focus or setting—that is, by race, ethnicity, ability, socioeconomic status, etc.—so it is not surprising that international books are often mistaken for multicultural books. Sometimes only a close look will reveal that a book has been translated or was first published in English abroad. Reading international youth literature moves us to the margins for a change and is an opportunity to see what the rest of the world thinks. By paying attention to this literature, we broaden our perspectives and validate international voices.

Difficulties of Saudi Arabian Female Students Studying English Abroad

Research on the difficulties of international students has dramatically increased in the last few years. However, there has been very little research on the difficulties of Saudi Arabian females studying abroad. The purpose of the present study is to identify difficulties of Saudi female students studying abroad. The findings clearly indicate that interaction with and the presence of male students in classes is the greatest difficulty for Saudi female students studying abroad. It also shows that family sources are the preferred method used by students to seek assistance to overcome the anxiety of studying with male students in foreign countries. Further research is needed for identifying and suggesting the remedies to overcome the difficulties faced by females coming from conservative backgrounds while studying in western countries. I have used the results of interviews and a questionnaire conducted on Saudi female students who have experience of studying in a foreign country.

Strategies for Teaching English Abroad: The Immersion Classroom

English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997). Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993); however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000). Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University

The purpose of this study is to examine study abroad experiences of Korean college students in a newly designed study abroad program for student teachers of education in the Philippines. Eleven college students, two males and nine females, participated in the study for four weeks in 2014. Using mixed methods, data were gathered from writing samples, a survey questionnaire, written reports and semi-structured interviews. Findings suggest that while students experienced communication and adaptation problems in the beginning, overall, they adapted well to studying and practicing student teaching in the Philippines; After the program the students became highly motivated to learn and teach English, and enhanced interests and confidence in student teaching and using English. Their attitude toward learning of English and cultural aspects of others also changed positively. The results of the study indicate that on average both studying English abroad and student teaching practice have encouraging effects on the learner`s perceptions and experiences, and positive development of intercultural awareness for future teachers in Korea. (Hannam University)

Canadian English teachers: Volunteering to teach their mother tongue in a foreign country

In order to increase English language proficiency in Chile, native English speakers are recruited to work as volunteer teachers. This qualitative study explores the ESL teaching experiences of 10 Canadian volunteers who worked in Chilean public schools. Data was collected through closed- and open-ended surveys applied before teaching and one-on-one interviews after eight months. This study is situated within the literature on volunteering and English language teaching (ELT); in addition, socioconstructivist and experiential lenses were adopted, based on Vygotsky and Dewey respectively. The results showed that when volunteer teachersrecalled their experiences teaching English abroad, they acknowledged the importance of student motivation, use of the mother tongue, the feeling of frustration, interaction with EFL students, previous experiences, teaching strategies, and views about English language teaching.

Language Learning as a Struggle for Distinction in Today’s Corporate Recruitment Culture: An Ethnographic Study of English Study Abroad Practices among South Korean Undergraduates

Young adults in South Korea are encouraged to constantly develop their skills and qualifications to meet the challenges posed by the job market in the country’s neoliberal post-IMF crisis economy. This paper examines the ways in which changes in South Korea’s labor market and corporate recruitment culture have affected the ideologies and practices of the country’s youth with regard to the English language. By drawing on Bourdieu’s concept of distinction and specifying the processes of distinction into replacement, opposition, and addition, this paper clarifies the ideological construction and effects of oral communicative competence in English through an ethnographic analysis of post-secondary learners studying English in a study abroad context. Influenced by South Korea’s recruitment culture, these learners distinguish primarily between learning English for standardized tests in South Korea and learning English for authentic communication while studying abroad. However, the efforts of learners who have studied abroad to develop their oral English skills bear limited fruit in South Korea’s recruitment culture, which does not fully appreciate the value of the job seeker’s experience of having studied English abroad. Thus, the limits of distinction function to impose the burden of English learning on individual learners.

The English abroad

The English abroad