English As A Second Language Classroom Research Articles

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

AbstractThis 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.

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.

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

Social Media in ESL Classroom: Teachers’ Preference and Challenges

The advancement of technology has brought us convenience to keep up with the world. With a click of the gadgets, it bridges us with people and recent happenings in the society. Social media platforms have been one of the most popular software-based digital technologies that are widely utilized, including educators who teach skills and deliver knowledge in the classroom. Numerous research had been conducted to provide insights and professional practices to the educators. However, a few has been done in Malaysia semi-urban primary ESL (English as a Second Language) classroom context. Thus, this research was intended to explore the use of social media platforms in primary ESL classroom. An online survey questionnaire which presented in Google Form had been distributed to 300 primary ESL teachers in Terengganu, Malaysia to know their most preferred social media platform and challenges faced in ESL classroom. The result showed that YouTube is the most preferred social media platform in ESL teaching. It also portrayed that the most challenging issue was time constraint. It is recommended to conduct a detailed research to understand the real-world situation by having in-depth interviews with the ESL teachers to discover their ESL teaching experience in using social media platforms.

Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices

This study conducts a critical discourse analysis of verbal feedback patterns used by teachers in English as a Second Language (ESL) classrooms. The research focuses on four types of feedback: explicit corrective feedback, implicit corrective feedback, clarification-based feedback, and interactive feedback. The study finds that explicit corrective feedback, where teachers directly point out errors, is critical for students who may struggle with error recognition. Implicit corrective feedback and clarification-based feedback, on the other hand, guide students towards self-correction, fostering learner autonomy and deepening their understanding of English language rules and conventions. Lastly, interactive feedback, which promotes a dialogue between the teacher and the student about the student's performance, encourages active participation and self-reflection in students. These different feedback patterns, when employed judiciously and in balance, can greatly enhance language proficiency, confidence, and self-directed learning in ESL students. The study underscores the importance of effective verbal feedback strategies in shaping language learning experiences and outcomes in ESL classrooms.

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era.

This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited via convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed via descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.

A Systematic Review on Gamified Learning for Improving Language Skills in ESL Classrooms

Digital gamification has been argued to be a fun and enjoyable method to support English as a Second Language (ESL) and to ease the gap between students’ learning and educational practice. This systematic review presents an overview on the use of gamification in learning language skills in ESL classrooms. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with language skills through gamification. For this systematic review, 16 publications dating from 2016 through 2021 were studied. These studies reported positive effects of gamification on learners’ learning experiences and their learning outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamification learning in ESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamification learning. This review provides suggestions on how to design digital gamification for students and their corresponding learning experiences and outcomes.

Communication Technology and Teacher-Student Relationship in the Tertiary ESL Classroom During the Pandemic: A Case Study.

The study aims to present the potential benefits and challenges of incorporating communication technology (CT), namely synchronous computer-mediated communication (SCMC) (e.g., Zoom Video Communications), computer-mediated communication (CMC) (e.g., WhatsApp), and social networking sites (SNS) (e.g., Instagram) into the tertiary classroom based on the honest account of four English as a Second Language (ESL) teachers during the pandemic. The authors intend to explore the efficacy of SCMC in lowering language anxiety and in fostering closer teacher-student relationship as suggested by the previous literature (Abraham in Comput Assist Lang Learn 21:199-226, 2008; Aristika and Juandi in Emerg Sci J 5:443-456, 2021; Darhower in Synchronous computer-mediated communication in the intermediate foreign language class: a sociocultural case study, University of Pittsburgh, 2000; Hagenauer and Volet in Oxf Rev Educ 40:370-388, 2014). Qualitative data collected from the authors' teaching reflections over a 13-week period were analyzed from a third-person perspective. The above collaborative autoethnography (CAE) approach was adopted in face of the then difficulties in data collection given factors such as social-distancing during the pandemic. The authors selected and agreed on the key observations, feelings, and anecdotes worth-examining in their first-time online teaching experience at informal group interviews facilitated by SCMC. It was identified by the authors that learners' text-based production in the target language increased possibly due to the novelty of online learning platforms, lower affective variables, and a closer teacher-student relationship fostered by teachers' increased self-disclosure and the reduced formality in communication technology. Despite the above potential benefits of CT in ESL, challenges, such as an increasingly blurred teacher-student professional distance, students' increased code-mixed production in their L1 and L2, and the resultant 'teacher burnout' due to the obscured concept of standard office hours, were observed. The incorporation of CT into English Language Teaching (ELT) is desirable for its potential benefits in the affective domain of both teachers and students. However, it is recommended that teachers should establish guidelines in the use of CMC and SNSs both inside and outside class to avoid boundary and privacy issues as well as deviation from the initial lesson objectives.

Using Folktales in ESL Classrooms

Literature based language teaching which involves the use of a variety of literary works like prose, poems, folktales, legends and myths has been considered a common approach to enhance language learning process. A folktale is a traditional story that has been passed orally before the advent of the writing systems. Folktales also help pass values and beliefs, traditions and culture across generations. In general, folktales include distinguishing structural and linguistic features. This paper seeks to explore the folk narratives and argues that there are certain pedagogical benefits in using folktales to understand culture and for teaching English as a second language (ESL). It further examines how folktales can be employed in ESL classrooms to augment the learners’ language skills, communicative skills, vocabulary and cultural knowledge. In the study, different folktales of Manipur and Meghalaya, two states in the north eastern part of India, are explored to enhance the learner’s language learning process and cultural awareness. The paper further deliberates on the various classroom practices where folktales are used to teach language, culture and values in an appealing way

Combing Learners’ Challenges in The Learning of Literature in Malaysian ESL Classrooms: A Review

Incorporating literature in English language classrooms has been long implemented worldwide. Its benefits are undeniable since many past studies have proven that it could help the learners of English as a Second Language (ESL) improve their language proficiency. Despite many of the benefits shown, there are some difficulties encountered in the learning of literature in ESL classrooms. This review addressed two research questions, namely (a) examining the challenges learners encounter when learning English literature in an ESL classroom and (b) identifying alternative ways in learning literature. Around 40 research studies from the year of 2015 – 2022 and four (4) of past pertinent studies ranging from 2000 – 2010 were shortlisted from two databases, Google Scholar and UKM e-journal based on these two review questions. This review explored the challenges of learners when learning literature in ESL classrooms under three key concepts which are literary text, cultural differences, and learner’s attitude toward learning literature. This review further explored the alternative ways to learn literature which revealed two approaches through mapping and using multimodality as a medium of learning. This study then proposes further research on overcoming the challenges and maximising future research on the diversity of teaching and learning approaches in all feasible ways.

Exploring the Use of Austin’s Theory of Illocutionary Acts in Different Social Interactions

This paper reviews how Austin’s illocutionary act theory is used in face-to-face communication and online communication. In the aspect of face-to-face interaction, this paper places attention on the use of polite language and interaction in ESL (English as a second language) classrooms. In terms of online interaction, this paper explored interaction on Facebook and the use of memes, emoticons, emojis and stickers. After reviewing several research, this paper concluded that when talking face-to-face, the level of formality, gender, and cultural background affects people’s polite language. In ESL classrooms, the power, distance and rate of imposition affect teachers’ and students’ choice of language. However, the result of speech acts preference on Facebook is conflict. Previous research pointed out that memes can be categorized as communicative speech acts. Evidence shows that positive emoticons are preferred, which can improve friendships and vice versa. The review of literature contributes to further studies on the illocutionary act analysis of ESL classrooms in China and the communicative effectiveness of memes on the receivers.

A Study on the Usage of the Board Race Game; as a Grammar Retention Strategy for English as a Second Language (ESL) Learners

Language games are often recognized as one of the important components when teaching and learning English, in a Second Language classroom. Conversely, in the traditional classroom setting, playing games is believed to be highly unproductive. Given that, this study aims to evaluate the effectiveness of language games as a grammar retention strategy for ESL learners. The study was conducted at All Saints’ College, Sri Lanka using a mixed methods research approach where the sample groups were experimented and observed in two settings: the traditional classroom and the game-based approach. For data collection, all three classes of grade six, with 30 students in each, were classified randomly as the experimental group and the two control groups. While the experimental group was exposed to the game, “The Board Race” when teaching irregular past tense, the control groups were taught the same without the game. According to the results which were achieved from the t-test, through a comparison of the mean scores of the pre-test and two post-tests, the experimental group exceeded the two control groups with higher mean values, during the immediate retention stage and the delayed retention stages, proving that the two teaching methods have different influences on grammar retention. The above results were further confirmed by the positive responses of the experimental group in terms of behavioral, cognitive, and emotional engagement. Thus, this study suggests the need to incorporate games with text-based instructions in the ESL classroom, which is helpful for the students to retain grammar, in the long term.