English As A Second Language Teachers Research Articles

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

World Englishes and L2 pedagogy: Focus on Error Corrections

This paper hopes to identify learning difficulties of students coming from a different variety of World Englishes (WE) in learning English as a second language (ESL) focusing on Hindi English. It examines the implications of Hindi English as a WE variety on language learning and teaching. An analysis of Hindi English (HE) in English language learning is provided to help understanding of multilingual realities of communication towards a contextualization of teaching conventions. For example, what is the stance an ESL instructor might assume while dealing with influences of native language in the English language classroom? How tolerant should instructors be in recognizing “error” in L2 learning? Should ESL teachers adhere to academic rules and conventions from other settings or embrace diverse accents and language needs of ESL students? Finally, the paper proposes a dual scheme of “error correction” and “accommodation” to the way English is taught to students in the outer and expanding circles of English. Following discussions that focus on features of spoken and written English that call for a different treatment of the language skills, and considering L1 interference in L2 learning, the paper suggests that “errors” in Writing need be corrected while “mistakes” in Speaking may be “accommodated”.

Harnessing Digital Transformation with AI to Improve the Teaching and Learning of English as Second Language in Nigeria

The integration of technology and artificial intelligence (AI) has revolutionized various sectors, including education, particularly in English as a Second Language (ESL) learning. In Nigeria, where English is the official language for education and commerce, proficiency in English is crucial for academic and professional success. However, traditional ESL teaching methods often fail to meet the diverse linguistic and cultural needs of Nigerian learners, resulting in varying proficiency levels. This paper explores the potential of digital transformation and AI to enhance ESL teaching and learning in Nigeria. AI-driven tools offer personalized learning experiences, adaptive assessments, and interactive content, while digital transformation facilitates access to quality educational resources and inclusive learning environments. The study highlights key opportunities, such as personalized learning, increased engagement, and improved assessment, while also addressing challenges like technological barriers, teacher training, and cultural diversity. Recommendations include investing in digital infrastructure, developing teacher training programs, and ensuring ethical data practices. Future research should evaluate AI's long-term impact on ESL education in Nigeria and refine technologies to better meet diverse student needs. This study contributes to the discourse on innovative language teaching approaches in the digital age, offering insights that extend beyond Nigeria's borders.

Innovative Approaches to Teaching English as a Second Language: Integrating Technology for Enhanced Learning Outcomes

This study explores innovative approaches to teaching English as a Second Language (ESL) by integrating technology to enhance learning outcomes. The rapid advancement of digital tools and platforms has revolutionized the educational landscape, offering new opportunities for language acquisition. This research examines the effectiveness of various technological tools, such as language learning apps, virtual classrooms, interactive multimedia, and artificial intelligence-based tutoring systems, in improving ESL instruction. Through a comprehensive literature review and analysis of case studies, the study identifies the benefits and challenges associated with the use of technology in ESL education. It highlights how technology can foster a more engaging, interactive, and personalized learning experience, thereby improving student motivation and retention rates. Moreover, the research discusses the role of technology in providing immediate feedback, facilitating collaboration, and enabling access to authentic language resources. However, the study also acknowledges potential drawbacks, such as digital literacy gaps, accessibility issues, and the risk of over-reliance on technology. The findings suggest that while technology can significantly enhance ESL learning outcomes, it is crucial to integrate it thoughtfully and complementarily with traditional teaching methods. This study provides valuable insights for educators, policymakers, and researchers aiming to leverage technology to optimize ESL instruction and foster more effective language learning environments.

ENHANCING ESL NOVICE TEACHERS’ PROFESSIONAL DEVELOPMENT: ROLES OF PEERS IN OBSERVATIONAL LEARNING THROUGH PEER MENTORING

The transition from pre-service training to real-world classrooms can be daunting for novice English as a Second Language (ESL) teachers. A qualitative multiple-case study approach was employed to determine the impact of peer mentoring on ESL teachers’ professional development through mutual classroom observations. Specifically, peer mentors’ guidance on novice ESL teachers in developing effective instructions was appraised by applying Lortie’s (1975) apprenticeship of observation. The data were collected through interviews with three novice ESL teachers from public primary schools who participated in peer mentoring partnerships, classroom observations, and participants’ personal journal entries. Thematic analysis was performed, which demonstrated that peer mentoring facilitated a) enhanced instructional practices, b) a shift in the novices’ mindset and c) a collaborative interaction in the professional learning community. The findings posited that peer mentoring provided an alternative observational learning approach for novice ESL teachers in terms of effective instructional strategies from colleagues while obtaining specific feedback on professional development. Resultantly, a nuanced comprehension of the approach employed by novice ESL teachers to enhance instructional expertise via peer support was provided. Practical implications were contributed to existing ESL training programs, novice ESL teachers, and educational institutions.

DEVELOPING PRAGMATIC COMPETENCE OF UZBEK ESL LEARNERS THROUGH POSTMETHOD PEDAGOGY

This study investigates the effectiveness of a postmethod pedagogical approach in developing the pragmatic competence of Uzbek learners of English as a second language (ESL). The findings demonstrate the positive impact of the postmethod approach on enhancing the learners' pragmatic competence, providing valuable insights for ESL teaching and learning in the Uzbek context.

Breaking the mold: a university case study of successful english language online teaching without textbooks

This case study examines the viability of teaching English as a Second Language (ESL) online synchronously without textbooks. Likewise, a pilot course conducted from May to September at the Language Institute from Universidad de las Fuerzas Armadas (UFA-ESPE) in Ecuador assessed this approach. The current research aimed to investigate the feasibility of this textbook-free, synchronously online ESL teaching method. Employing a one-group, post-test only design, with a qualitative approach and a descriptive scope, the study assessed student engagement, learning outcomes, and promising benefits. Of twenty-one students who agreed to be part of this study in the super intensive course, fourteen approved successfully a mock A2 Key exam, demonstrating potential results. The course fostered a dynamic and learner-centered environment, suggesting alternative approaches for online ESL education without utilizing textbooks. However, limitations like sample size and the absence of a control group suggest further research for conclusive evidence.

Arousing Learner Interest and Engagement in a Multilingual Classroom Context: English Second Language Teachers’ Experiences and Strategies

Teaching English as a Second Language (ESL) to learners of different basic schooling phases is arguably an interesting yet enigmatic phenomenon, which features a variety of factors such as language diversity, curriculum, policy, and cultural factors. This paper sought to explore the experiences and the strategies employed by ESL teachers to aid learners navigate through linguistic diversity in English Second Language classroom contexts. From the interpretivist epistemological stance, the researchers inferred qualitative data through semi-structured interviews from ten (10) purposively sampled high school ESL teachers from one district in Durban. Data was thematically analysed through the Social Constructivist Theory. The study’s findings indicated that the primary approach used by ESL teachers in linguistically diverse classrooms was various languages in English literature classrooms. Furthermore, the study discovered that using various languages arouses learners’ interests and enhances learner involvement in classroom-based activities. In this regard, the researchers concluded that learners are more engaged and motivated to learn to read, analyse and respond to texts in a multilingual classroom than in monolingual classrooms. The researchers further recommend that teachers use strategies beyond the textbook and policy documents to capture the learner’s attention. Using various teaching approaches, codeswitching, and translanguaging are effective strategies teachers and the Department of Education should not shy away from. Keywords: Learner interest, Learner engagement, English as a Second Language, Multilingual classrooms, Literature in English, Code-Switching.

Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions

Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.

Fostering Learner Autonomy and Best Approaches to Implement the Practice

As per the definition, “The ability to take charge of one’s own learning”, Learner Autonomy (LA) has been a significant theme of interest in second and foreign language learning over the last five decades. Yet this concept is not widely practiced among local learners in the English as a Second Language (ESL) pedagogy. Implementing autonomous learning behaviours benefits the education system, of a country like Sri Lanka, to minimize most obstacles the ESL learners encounter. For a successful implementation of the concept, the contribution of both teachers and students is essential. Therefore, this research aims to identify sixty ESL teachers’ understanding of how much they support in fostering LA, and the best approaches to implement the practice. Using the simple random sampling method, 10% out of 600 English teachers from the Galle zonal division were given a researcher-made questionnaire that included four sections. A 5-point Likert scale was used to measure the collected data, and they were quantitatively analyzed using descriptive statistics. The SPSS version 21 was used, while Cronbach’s alpha determined the reliability of the Likert scale. The questions were composed of identifying the teachers’ understanding upon the LA concept, the teachers’ roles and responsibilities in planning, implementing, monitoring, and evaluating the class; and how the teachers view their learners’ abilities to take responsibility in planning, implementing, monitoring, and assessing their learning tasks, while suggestions were forwarded to get the teachers’ preferences as the best approaches to foster autonomy among ESL learners. Significantly, 98.3% believe that implementing LA is essential, and the study concluded with the understanding that teachers are willing to cultivate LA if a suitable environment is created.

Exploring Arabic Learners’ English Errors: Interlingual vs. Intralingual Analysis and Remedial Teaching Strategies

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.

Language Teacher Identity in a Non-Native Context: The case of Teachers of English Language in Ghana

The study investigated how English language teachers in Ghana construct their identities as teachers of English as a Second Language (ESL). Semi-structured interviews were conducted with ESL teachers who were selected through purposive sampling. The data was analysed qualitatively by coding, identifying, categorising and interpreting the emerging themes. It was found that the ESL teachers’ identity is defined by three elements: personal attributes, professional attributes, and contextual factors. On the personal level, the identity of the ESL teachers is characterised by passion, diligence, self-efficacy, and sense of inadequacy. Professionally, subject-matter knowledge, pedagogical knowledge and technological knowledge were found. Lastly, key contextual identity defining factors are curriculum and educational policies, classroom conditions and intrinsic motivation from learners’ success stories. The study recommends further investigation into other factors such as gender on non-native ESL teachers identity formation. Key words: Identity, teacher identity, language teacher identity, identity and teachers of English

Professional Learning for ESL Teachers: A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth

Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ use of evidence-based instructional strategies for multilingual learners, collaboration with classroom teachers, and incorporation of Latino multilingual learners’ cultural wealth into their classrooms. The analyses included 29 ESL teachers from 29 elementary schools in three school districts. The teachers completed pre–post surveys, and trained observers rated classroom instruction and cultural wealth for two cohorts of teachers in the yearlong program. The results showed that the PL program had a significant effect on the ESL teachers’ use of evidence-based instructional strategies. We also found a significant effect on the ESL teachers’ collaboration processes, including their use of an intentional framework for collaboration and their alignment with classroom teachers’ instruction. We did not find significant differences between the PL group and the control group on the ESL teachers’ incorporation of cultural wealth in their classroom environment or on the reported frequency of their collaboration.

The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials

The COVID-19 pandemic has rapidly increased the use of synchronous online teaching for English-as-a-second-language (ESL) courses. However, there is a scarcity of research on the necessary teaching abilities for online ESL instruction and the advantages of real-time technologies in supporting students' L2 learning. This virtual ethnographic research examines how an ESL teacher utilizes diverse multilingual and multimodal resources to facilitate students' L2 English learning in real-time online tutorials and develops his translanguaging competence over a 10-week period. The analysis, carried out using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, reveals that the teacher progressively exhibits his capacity to use a variety of multilingual and multimodal tools and to employ different funds of knowledge to support students' English language learning. Consequently, we emphasize the significance of strengthening online language instructors' pedagogical comprehension of translanguaging to enhance their e-Classroom Interactional Competence.

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based language teaching (TBLT) in English as a Second Language (ESL) instruction, aiming to augment learners' executive function (EF) and cognitive ability (CA). SL theory underscores the interplay between learning and context, whereas TBLT emphasizes task-centric pedagogical approaches. These two methodologies share numerous parallels in ESL instruction, both prioritizing the cultivation of students' active participation and communicative competencies. Consequently, the integration of SL with TBLT mutually catalyzes, collectively enhancing students' learning outcomes. In the design and implementation of ESL instruction, a framework comprising stages such as preparation, introduction, task preparation, task implementation, task completion, language feedback, language summary, and task evaluation is proposed to ensure the effectiveness and appeal of teaching. Despite potential challenges in practice, such as insufficient teaching resources, the complexity of instructional implementation, and imperfect assessment and reflection mechanisms, the integrated approach of SL and TBLT still harbors immense potential and value. Thus, further in-depth research and practice are warranted to explore this integrative teaching methodology.

Factors Influencing ESL Teaching: Perspectives from Secondary Educators in Hyderabad, Pakistan

This research is based upon a qualitative research approach in teaching English as a second language (ESL) in secondary schools in Hyderabad city of Pakistan. This paper discusses the obstacles that the 15 ESL teachers face as revealed in the semi-structured interview about outdated curricula, lack of available resources, ungeared teacher training, the lack of support from the school administrators, socio-cultural disparities, motivation levels of the students and the constant challenges involved in keeping the non -native speaking ESL teachers afloat. The results are generally in line with previous work and a clear indication of the need for broad-based change to enhance the quality of ESL education. Accordingly, recommendations were made for evolving curricular developments, enriching resources, ongoing teacher professional development, and institutional support to mitigate these challenges and shore up ESL teachers

Innovative Methods and Approaches of Teaching English as a Second Language: An Overview

This paper delves into the dynamic realm of language education, specifically exploring the innovative methods and approaches employed in teaching English as a Second Language (ESL). Embracing a multifaceted inquiry, the study incorporates insights from educators, learners, and stakeholders through surveys, capturing a diverse range of perspectives on the evolving landscape of ESL instruction. By intertwining theoretical frameworks with practical insights, this research aims to foster an environment where creativity, adaptability, and inclusivity become integral components of English language teaching. This paper presents an experimental study focused on investigating innovative methods and approaches that go beyond traditional methods, with a focus on their effectiveness in enhancing English language acquisition among second language learners. The study involves a sample of 50 English language teachers to whom questionnaires designed by the researchers were given to collect reliable data. The findings of this study highlight the potential of innovative student-centered methods and approaches in effective teaching of English as a second language. Thus, by creating a supportive and engaging learning environment, teachers have the capacity to inspire their students to become confident language users, enabling them to thrive in academic, professional, and personal spheres. The conclusion underscores the importance of shifting from a teacher-centered approach to a more student-centered approach in language teaching. This paper also highlights the call for a paradigm shift that adapts to the diverse needs of learners in an interconnected and rapidly evolving global landscape.

Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

Background: In the context of English as a second language (ESL) education in Pakistani universities, understanding the professional identity construction and negotiation of university lecturers is crucial. Objective: The current study aims to explore the complex dimensions of professional identity among non-native English speaking (NNES) multilingual Pakistani university lecturers. Theoretical Framework: This research aims to address the research gap by providing a nuance exploration of the experiences of Pakistani university lecturers by relating sociocultural theory proposed by Lev Vygotsky (1978). As this theory describes how individual’s cognition is associated with linguistic, cultural, institutional and social contexts, therefore, the focus of the sociocultural perception is on involvement in social interactions Method: Employing the qualitative research approach, the study seeks to investigate the multifaceted aspects that influence the professional identity of the lecturers. Six lecturers were purposively selected on the basis of their linguistic backgrounds and work experiences for classroom observations and in-depth interviews. Results and Discussion: The findings shed light on the challenges and opportunities faced by Pakistani university lecturers in shaping their roles within the ESL teaching domain. Research Implications: The study offers valuable insights into the evolving landscape of ESL education in Pakistan, providing various perspectives of how professional identity is negotiated and constructed within this specific educational context. Originality/Value: The relevance of this study lies in its potential to profoundly influence both academic discourse and educational practices. By delving into the subtle processes of professional identity construction, the study offers valuable insights into the dynamics of teaching and learning in diverse linguistic and cultural settings. It also highlights the critical need for continuous professional development for lecturers to enhance the quality of education.

LITERARY MEMES AS BIBLIOTHERAPY FOR FILIPINO ESL PRESERVICE TEACHERS’ EMERGENCY REMOTE LEARNING

The COVID-19 pandemic led to a swift transition to emergency remote teaching, impacting students and educators’ well-being. To address these challenges, literary memes emerged, combining literary references with humour or poignant commentary, engaging students, and conveying meaningful insights or coping strategies. Despite their prevalence, their efficacy as bibliotherapy tools remains underexplored. This study investigated the potential of literary memes in promoting well-being and enhancing the learning experience during times of crisis. Focused on 64 English as a Second Language (ESL) Filipino preservice teachers, the study explored their preferences and perceived value of literary memes, ascertaining their exposure and assessment of this emerging literary genre as potential bibliotherapy. Qualitative data underwent thematic analysis, while quantitative data underwent statistical analysis, including measures such as mean, standard deviation, Pearson correlation coefficient (r), and t-tests. Findings indicated that ESL preservice teachers preferred memes creatively linked to literature, maintaining a moderate level of exposure, using them to forge emotional connections with peers and family. These memes, abundant in literary references, provided entertainment and moderately contributed to bibliotherapy, as confirmed by the values of Pearson r and t-tests, calling for their integration into ESL teacher education programs to foster engagement and well-being among preservice teachers.

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.