English As A Second Language Classroom Research Articles

Translanguaging: Moving away from monolingual ESL classrooms and institutions

Translanguaging, defined as “the deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages” (Otheguy et al., 2015, p. 281), has great potential to play a key role in English as a Second Language (ESL) classrooms and institutions. This article first explores the origins and historical development of the concept of translanguaging before examining more general recent developments and applications of this concept internationally and in Australia. The final section provides suggestions for how to apply some of the principles of translanguaging in the adult ESL classroom, with a particular focus on specific translanguaging practices that have been used with Direct Entry English for Academic Purposes students.

Improving Word Recognition Skills of Children Learning to Read in a Second Language Through Podcasts

<p style="text-align:justify">Failure in visual word recognition brings about frustration and failure in reading which impinge on the achievement and reading progress of learners. In order to contribute towards assisting every child to achieve minimum proficiency in reading, this investigation examined the impact of podcasts on the abilities of second language learners in sight word recognition. The study which is quasi-experimental, made use of the pre-test post-test nonequivalent groups method. The study participants who were purposively sampled from a privately owned primary school in Enugu urban, South East, Nigeria comprise thirty elementary two learners. Pre-and post-tests were administered to the participants who were grouped into intervention and control groups. The intervention group listened to podcasts in word recognition skills while the control group learned word recognition through the usual method. Statistical tools such as means, standard deviation and analysis of covariance (ANCOVA) were utilized to analyze the data collected. The research question was answered through Standard Deviation and the learners’ mean achievement scores, while the hypothesis, which was set at <0.05 level of significance, was tested with the ANCOVA. The results of the investigation showed that podcasts facilitated improvement in the word recognition skills of English as a second language (ESL) learners. The study concluded that the use of podcast proves to be an efficient instructional media capable of promoting achievement in word recognition skills of learners in an ESL classroom. On the basis of the results, exploring the use of podcasts in the teaching of word recognition skills among ESL learners was recommended.</p>

The Evolving Landscape of ESL: Technology and Pedagogy

The integration of technology in English as a Second Language (ESL) teaching has revolutionized traditional pedagogical approaches, offering new tools and methods to enhance language acquisition. This paper explores the evolving landscape of ESL, focusing on the synergy between technology and pedagogy. It examines current technological trends, their implementation in ESL classrooms, and the challenges and opportunities they present. The paper also discusses the implications of these changes for educators and learners, highlighting best practices and future directions in the field.

Use of Interaction for Enhanced Communication in Engish as a Second Language Classroom

Introduction: The acquisition of English as a Second Language (ESL) is in demand due to globalization. Although educators apply different techniques in teaching the English language effectively; acquiring a second language should incorporate interaction to facilitate both educators and learners to communicate effectively. Objective: This review aims to empower educators to incorporate interaction into active learning within the ESL classroom by exploring valuable insights from scholarly perspectives, encompassing various types of interaction, interaction principles, the pivotal roles of teachers, and a diverse range of activities to enhance communication in ESL classrooms. Methodology: A standardized methodology was deployed in this review. The literature review was carried out using keywords related to ESL classrooms and interaction to search for scholarly articles and books from 1978 to 2023. Non-peer-reviewed sources and non-English language studies were excluded. The extracted data were thematically analyzed. Results: The review identified student interaction as a fundamental element in the acquisition of English as a second language. Further, it was found that various interaction types, peer interaction, interactive principles, the teacher's role, and classroom activities are conducive to enhanced communication in ESL classrooms. Conclusion: Interaction stands as an indispensable foundation for achieving success in the acquisition of English as a second language. The factors discussed in this review empower educators to seamlessly integrate interaction into second language acquisition.

Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Students’ lack of vocabulary knowledge has been an on-going concern among English as a Second Language (ESL) practitioners. Despite the consensus on the critical role of vocabulary instruction in language learning, many studies argue that teachers often dismiss vocabulary to focus more on grammar, reading and writing. It is unclear whether this neglect is due to overemphasis on exam- oriented system or teachers’ lack of awareness of lexical importance. The present study aims to investigate the vocabulary teaching strategies of twenty secondary school teachers and the pedagogical challenges they face in the classroom. A descriptive research design was employed, where data were gathered through a qualitative survey in the form of open-ended interview questions. Using grounded theory analysis (Charmaz, 2006) the data were then categorized and coded using thematic analysis. Findings from the current work suggest that teachers considered vocabulary to be significant, but they do not have a grounded approach in teaching it. Instead, they rely on a limited range of approaches in the classroom. Practical implications for effective vocabulary instructions in the ESL classroom are presented.

Translanguaging and emotionality of English as a second language (ESL) teachers

Abstract Teaching is by no means ‘an emotion-free zone’, and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teachers. Especially, ‘English only’ language policies and monolingual ideologies can lead ESL teachers and students to experience a range of emotions around authentic language use in the form of translanguaging. While research on students’ attitudes toward translanguaging has mushroomed in recent years, fewer studies have concentrated on the emotions of teachers in relation to translanguaging in the ESL classroom. To bridge this research gap, this study investigates six university teachers’ emotions related to translanguaging via semi-structured interviews in ESL classroom settings across three Asian countries (Mongolia, Japan, and the United Arab Emirates). The study revealed complex and conflicting teacher emotions around translanguaging including pride, comfort (related to feelings of safety), shame (related to linguistic inferiority complexes), guilt, and frustration. Based on the findings, practical recommendations are provided on the need for greater awareness and open dialogue on emotions in ESL classrooms for improved teacher and student wellness.

Urdu fillers used by English teachers in ESL classrooms

Pakistan is a bilingual country with nine major and 68 minor languages. It is quite common for English language teachers to use their first language (L1) in their second language (L2) classrooms which is called code switching. This predominant practice of code switching can serve as a filler to ensure the continuity of an interaction or fill a communication gap. Hence, this paper aims to describe the different kinds and purposes of Urdu fillers that three English as a second language (ESL) teachers from Pakistan use when teaching students in ESL courses at the university level. The data consists of four classroom recordings of each teacher’s lectures which have been transcribed for qualitative analysis. The overall findings showed that ESL teachers produced more lexicalized filled pauses than non-lexicalized filled ones in Urdu. The lexicalized filled pauses served as an editing tool, a response marker, an opening frame marker, an empathizer, a time-creating device or a positive reaction. On the other hand, the non-lexicalized filled pauses were used as reaction marker, hesitation marker, device for keeping the floor, device while searching for a word or breathing pause. Hence, this study suggests the importance of fillers as a language teaching and learning tool.

A corpus-based study of word-formation creativity in Facebook Philippine English

<span lang="EN-US">This paper is a study of English as a second language (ESL) teachers’ and students’ newly coined Facebook (FB) lexical items and expressions. It presents sample FB Philippine English (PhilE) words found in ESL teachers’ and students’ FB posts and messages and the formation mechanisms evident in the lexical items. The lexical items are culled from the researchers-built 50,000-word corpus of FB and FB Messenger conversations posted and sent by the mentioned texts’ contributors from the last quarter of 2016 to 2022. The PhilE neologisms are identified from their surrounding English lexical items and analyzed based on a proposed framework for PhilE word-formation processes, and ESL Englishes well-motivated innovations and criteria in standardizing its usages. Data analysis reveals over a hundred PhilE lexical items that are coined through the analytical frameworks used with the present paper’s additional proposed processes for FB lexical formation, hypocoristic extension, and anagrammatic transposition or backward spelling. The lexical items, in general, are colloquial, marking the informality of the FB PhilE register, although written in English. In terms of lexicon, it is advanced that FB English in the country is a variety of Internet PhilE, which should be taught in Sociolinguistics and ESL classrooms.</span>

English as A Second Language (ESL) and the Academic Performance of the Students towards English Proficiency Program

This dissertation examines the effectiveness and challenges of using English as a medium of instruction in secondary-level education in Bangladesh, with a focus on Math, Science, and English. The adoption of English as a medium of instruction has become popular in educational institutions such as English-version schools and public and private universities due to global demands for English proficiency. Employing quantitative research methods, this study investigates the gap in language acquisition among Bangla-speaking students who are taught in English despite their non-native background. It also addresses concerns about the potential loss of Bengali identity due to the prevalence of English instruction. The research examines the use of the first language (L1) and the target language (English) within English as a Second Language (ESL) classrooms. While L1 use can help students understand complex concepts and vocabulary, excessive use can hinder their exposure to the target language. The study analyzes the effectiveness of using English in ESL classrooms and students’ academic performance in English, Math, and Science subjects. Additionally, this research explores the challenges faced by teachers and students when implementing English as a medium of instruction. The historical association of English with colonialism has raised skepticism among Bengali speakers and questions about preserving their mother tongue. This study examines how this linguistic scenario affects classroom activities and learning outcomes. By examining the development of English language skills in Math, Science, and English subjects, this research aims to determine the effectiveness of the current medium of instruction in fostering proficiency in both language and subjects taught. The findings of this study provide insights into language policy and the medium of instruction in the Bangladeshi education system. The research can guide policy-makers and educational authorities in determining the most effective approach to balancing English as a medium of instruction with the preservation of Bengali identity and language. The study highlights the importance of considering language policy, teacher training, and curriculum design to create an environment that maximizes language acquisition and subject understanding while respecting Bangladesh’s cultural and linguistic heritage. Keywords: English as a medium of Instruction, Language acquisition in Bangladesh, ESL classroom, Academic performance, Language policy, Curriculum design

A Literature Review on Motivational Strategies to Elevate Engagement, Effective Communication, and Productivity in English as a Second Language (ESL) Classrooms

Introduction: English as a Second Language (ESL) proficiency has become vital for global communication and essential in education. On the other hand, motivation, defined as the internal drive to engage with enthusiasm, plays a pivotal role in language acquisition. However, motivating ESL learners is a critical challenge for educators, as English is recognized as an international language with broad applications. Therefore, understanding the importance of motivation is crucial in ESL contexts. Objective: The objective of this review is to examine motivational strategies in ESL classrooms and underscore their significance in enhancing students’ enthusiasm, participation, language development, and overall success, with a specific focus on providing ESL educators with valuable tools and insights for effective implementation. Methodology: This review follows a methodical approach including literature search and data extraction. Twenty articles published between 1975 and 2022 were reviewed, which focused on motivation strategies in ESL classrooms. Results: Motivation in ESL classrooms can be categorized as internal or external: instrumental or integrative. Effective motivation strategies include setting clear goals, employing the incentive theory, using awards and rewards, role-plays, integrating technology, and activity-based methods. Additionally, creating a positive classroom climate and offering real-life language experiences also contribute to motivation. Conclusion: Motivation is crucial for ESL learners’ success; therefore, it is recommended that educators adopt innovative teaching approaches and deepen their understanding of motivation to inspire students, contributing to enhanced language proficiency.

Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators

This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.

Understanding and responsiveness in the trauma-informed adult ESL classroom

This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme in the findings was the importance of ESL teachers’ understanding of students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives of students outside the classroom and an understanding of students’ cultures.

Using Content and Language Integrated Learning Approach and The Task-Based Language Teaching Approach to Teach Grammar in The English as a Second Language Classroom

Language is a hallmark and the most enduring artefact of any community, playing a significant role in social interaction and the transmission of social values. Among the various approaches in language teaching, Content and Language Integrated Learning (CLIL) and Task-Based Language Teaching (TBLT) have consistently been at the forefront of research, receiving significant attention from practitioners and policymakers in Sri Lanka. This study investigates whether the use of TBLT and CLIL in English as a Second Language (ESL) classrooms enhances grammar learning. It aims to answer the research questions: a) “How do the CLIL and TBLT approaches enhance grammar teaching in ESL classrooms?” and b) “What are the perspectives of English teachers and learners on the use of CLIL and TBLT approaches in teaching grammar in ESL classrooms?” The study tests the hypothesis that TBLT is more effective than CLIL in teaching English grammar. The study involved sixty participants from one batch and two lecturers. Data were collected using pretest and posttest papers, semi-structured interviews, and open-ended questionnaires. The data were analyzed using SPSS and thematic analysis. The findings indicated that both TBLT and CLIL positively impact grammar learning, with TBLT emerging as the more effective approach. Perceptions of these approaches highlighted learner interest and the challenges of incorporating these methods in the classroom.

SOCIOLINGUISTICS COMPETENCE DEVELOPMENT IN THE ESL CLASSROOM: CHALLENGES AND OPPORTUNITIES

This abstract explores the challenges and opportunities surrounding the development of sociolinguistics competence in English as a Second Language (ESL) classrooms. Sociolinguistics competence refers to the ability to use language appropriately in various social contexts, taking into account factors such as social status, cultural norms, and situational appropriateness. While ESL education traditionally focuses on linguistic proficiency, sociolinguistics competence plays a crucial role in achieving effective communication in diverse sociocultural settings (Gass & Selinker, 2008). The challenges in developing sociolinguistics competence within ESL classrooms stem from diverse linguistic backgrounds, cultural differences, and varying levels of exposure to English outside the classroom. Additionally, educators often lack appropriate pedagogical strategies and resources to address sociolinguistics aspects effectively. Moreover, societal attitudes and biases towards non-native English speakers may contribute to feelings of linguistic insecurity among ESL learners, hindering their sociolinguistics development (Norton, 2013). However, ESL classrooms also present significant opportunities for enhancing sociolinguistics competence. By creating a supportive and inclusive learning environment, educators can encourage learners to explore different language varieties and cultural practices. Integrating authentic materials, such as multimedia resources and real-life communication scenarios, can provide learners with exposure to diverse sociolinguistics contexts. Furthermore, fostering collaboration and interaction among students from various linguistic backgrounds can promote mutual understanding and appreciation of sociolinguistics diversity. This abstract advocates for a holistic approach to ESL education that recognizes the importance of sociolinguistics competence alongside linguistic proficiency. By addressing the challenges and leveraging the opportunities within ESL classrooms, educators can empower learners to navigate complex sociocultural environments with confidence and effectiveness.

EVALUATING TEACHER’S USE OF L1 IN ENGLISH EDUCATION PROGRAMS FOR UNDERGRADUATES IN CHINA

This paper delves into the contentious issue of language choice in English as a Second Language (ESL) classrooms, particularly focusing on whether teachers should use students' first language (L1) or exclusively employ English (L2). The debate surrounding this topic has persisted for years, with proponents of L2 immersion arguing for increased English input to enhance language proficiency, while others advocate for the multifaceted roles L1 can play in the learning process. Adopting questionnaires and a focus group interview to analyze the current state of English teaching for undergraduates in Chinese universities, this study reveals the challenges faced by students, including dissatisfaction with existing teaching methods and their own proficiency levels. The research sheds light on the prevalent bilingual approach employed by teachers, balancing English and Chinese based on specific classroom situations. Despite efforts to implement monolingual classrooms, challenges arise due to linguistic diversity among students and the complexities of teaching intricate concepts solely in English. The paper also examines historical pedagogical methods, emphasizing the use of L1 to facilitate understanding and emotional connection, and contrasting approaches advocating maximal L2 input. By critically assessing language choice based on teaching goals, students' needs, and contextual factors, educators can strike a delicate balance, fostering linguistic development and preparing students for the globalized world effectively. This study emphasizes the importance of justifying language choices in ESL classrooms, ensuring a conducive learning environment while optimizing language input for students' benefit.

Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research

AbstractAnti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.

Bridging worlds: fostering cultural competence in english language teaching

As English as a Second Language (ESL) educators navigate the dynamic landscape of language instruction, the significance of cultural competence becomes increasingly evident. This article, presented by an EFL teacher at Karakalpak State University, delves into the transformative role of cultural competence in ESL classrooms. The exploration begins with a conceptual understanding of cultural competence, followed by a spotlight on practical strategies for integration. Drawing on real-world experiences, the article illuminates the pivotal role of teachers in fostering cross-cultural understanding and creating inclusive learning environments. Case studies from the unique context of Karakalpak State University offer insights into successful implementations, accompanied by reflections on challenges faced and overcome. The article concludes by examining methods to measure the impact of cultural competence initiatives, emphasizing the ongoing journey towards creating culturally enriched ESL learning experiences.

Code-Switching in English as a Second Language (ESL) Classroom Settings: A Strategy or a Problem?

Code-switching, or switching from one language to another, is common in many bilingual and multilingual classrooms. Nonetheless, there have been opposing perspectives on its application in the classroom. While some studies argue that the presence of code-switching is beneficial to teaching language, others regard it as a hindrance to achieving the learning goal of acquiring the target language. This study addresses a research gap concerning teachers' and students' perspectives on code-switching in ESL classrooms, whether it is a strategy or a problem. This research method involves a systematic literature review process that is classified into three stages: planning, implementation, and reporting. Forty-five journal papers were discovered in the initial search string, and 34 were chosen based on inclusion and exclusion criteria for further research. The results of all research contained in journals published from 2012 to 2022 showed that there had been a debate with opposing perspectives over the usage of code-switching in classrooms. The majority of teachers and students perceive the practice of code-switching in ESL classrooms positively. However, many of them are aware of the potential negative consequences. Some individuals are even opposed to code-switching. Furthermore, the data suggested that code-switching might be a useful tool for teachers and students in ESL classrooms, depending on its purposes and functions. This study recommends that teachers use code-switching as needed by considering the purposes and consequences of its use.

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

AbstractThis preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education.Context and implicationsRationale for this studyThis study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms.Why the new findings matterOur findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions.Implications for practitioners and policy makersThis study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.

ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya

Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers. Keywords: educational technologies, online learning technologies, Technology Acceptance Model (TAM), English as a Second Language (ESL), non-formal education