English As A Second Language Teachers Research Articles

The impact of theory and research on three ESL teachers’ beliefs and practices

An increasing number of research studies report on improved and alternative approaches to the various practices of teaching. However, there often exists a gap between such research findings and any real transformations in pedagogical practices of teachers. This paper reports on a study that examined the impact of theory and research on the beliefs and practices of three English as a second language (ESL) teachers. The study aimed to evaluate possible factors that influence teachers’ resistance to change in pedagogies supported by educational research by taking form focused instruction (FFI) as a model approach for testing. Based on interview and observation data, the results indicate that teachers’ responses to the literature were framed by their existing beliefs about FFI. Teachers were seen to generally agree with theories and research findings that supported their own beliefs while rejecting the pedagogical usefulness of findings that differed from their own beliefs. The study suggests that to reduce the gap between research and pedagogy, it may be useful for professional development providers to use publications that report on current theory and research when working closely with practising teachers so as to make the findings more accessible and relevant to teachers’ own contexts and needs

Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills

The purpose of this study was to explore the potential of computer-mediated communication (CMC) tools to facilitate second language acquisition and develop English as a second language (ESL) teaching skills and cultural awareness. The paper describes a collaborative online project between students from China and the USA. who communicated using the discussion board and e-mail tools on blackboard for tutoring and learning different aspects of English grammar and for developing culture awareness. Twenty-three American students from an ESL teaching program were paired up with 26 Chinese first-year English majors and tutored them on grammar structures that they selected after analyzing the Chinese students’ introductory essays on American life and culture for grammar mistakes. The tutorials addressed specific grammar points and were presented through texts that described different aspects of American culture. The Chinese students used the discussion board and e-mail as well as Skype to communicate with their American partners and at the end of the project wrote a second essay on the same topic which was analyzed for grammar errors by the American students. The results from analyzing the students’ postings, essays, and interviews suggest that the two groups benefited in three areas: (1) improving teaching skills through tutoring non-native speakers of English; (2) developing cross-cultural awareness; and (3) improving non-native speakers’ language skills. This study demonstrates that CMC can be used to help students from two different countries and two different programs to improve their skills in their field of study and at the same time to develop cross-cultural awareness.

A Purposeful Collaboration: Using a Library Course Enhancement Grant Program to Enrich ESL Instruction

Developing a meaningful collaboration with teaching faculty to enhance courses can be a challenge for information professionals as they struggle to move away from the one-shot classroom lecture model. The Association of College & Research Libraries encourages the use of mini grants for this purpose. These incentives can jump-start partnerships in a needed area, such as English as a Second Language (ESL) instruction. The article describes The Ohio State University Libraries Course Enhancement Grant Program and its positive impact on a subject librarian and ESL instructor teaching collaboratively in a composition course, with an analysis of students’ assessment of course objectives and outcomes.

Collaborative literacy work in a high school: enhancing teacher capacity for English learner instruction in the mainstream

As more English learners (ELs) are included in mainstream content classrooms at the secondary level, the need to understand how teachers collaborate to meet the particular instructional needs of ELs is essential. This paper presents findings from a qualitative case study that investigated the collaborative work that engaged a group of literacy teachers over the course of a school year in one culturally and linguistically diverse high school. The ongoing collaboration of the mainstream language arts teachers and English-as-a-second-language (ESL) teachers is examined, including the role of an EL facilitator/ESL teacher in supporting teacher professional learning and inclusion. The contributions and collaboration of this literacy team are described and analysed. How this collaborative work provided opportunities to grapple with meeting the instructional needs of ELs and the inclusion of both ELs and ESL teachers in the mainstream curriculum are discussed as well as implications for the field.

Type of instructional delivery and second language teacher candidate performance: online versus face-to-face

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of online and F2F instruction on classroom practice. To fill this void in the research, an investigation was conducted of the impact of method of instructional delivery on the performance of teacher candidates in a Teaching English as a Second Language (TESL) program during their culminating student teaching internship. Focusing on a group of TESL interns who completed either online or F2F methodology training, a mixed methodology was used to compare student teacher outcomes on two key performance assessments and to compare university supervisor perceptions of student teacher performance. While the type of instructional setting was not found to significantly impact the teaching performance of the interns, interview data suggested that support from a cooperating teacher and prior experience working with students of diverse language and cultural backgrounds strongly influenced the teacher candidates’ instructional practices.

When Less Is More: A Group Of First Year Undergraduate Malaysian Students’ Experiences Of The Essay Revision Process.

The teaching of English as a second language (ESL) in Malaysia has undergone many changes. Different ways of looking at and employing pedagogical approaches in Malaysian ESL classrooms have been considered and attempted; some of these have not only altered but also challenged traditional approaches in the classroom. However, writing, seen by many Malaysian students as the most difficult of the four, has often been neglected. ESL teachers cannot be entirely blamed for this minimal emphasis on composition writing. Factors, which work against both the teachers and students, include the time factor, which inevitably compels teachers to focus on a product-based rather than process-based writing. Although there is an extensive body of research on process-oriented first language writing, little attention has been given to second language classroom practice. Therefore, researchers who examine ESL writers in Malaysian universities are required to determine whether the process-oriented approach to teaching writing can be used effectively with ESL students so that the gap between the actual level of English language proficiency amongst Malaysian university students, especially writing skills, and the level of competence required for learning at tertiary levels can be bridged relatively quickly. This paper reports the finding of one of the research activities looking at the contribution of a teaching intervention based on the process centered approach; i.e. the types of revision changes employed by this group of students in developing the drafts. Revising is the process of making sure that the writing says what the writer wants it to say.

Multiple Intelligences and ESL Teaching and Learning

This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped sessions, teacher surveys, and student interviews. Results indicated that (a) students acquired new vocabulary faster using traditional methods of teaching; however, their retention of such vocabulary was significantly weaker when compared with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile of the teachers was correlated with their teaching styles and lesson delivery; and (c) teachers who used MI in their teaching also had lower usage of higher order thinking skills. The study recommends the utilization of MI in ESL teaching and learning, yet also stipulates some aspects to be taken into consideration.

Fostering Lifelong Interest in Research among Teachers at their Postgraduate Infancy

SKBI6113 Second Language Acquisition (SLA) is one elective course offered at the Universiti Kebangsaan Malaysia (UKM) that is predominantly enrolled by teachers teaching English as a Second Language (ESL). To some of these teachers, the course plays an important role in developing their research skill for thesis writing. This paper presents six classroom interventions initiated to help a batch of ESL teachers develop their research skills in second language acquisition studies. Their favourable comments to the majority of the interventions suggest that lifelong interest in research can be fostered if proper interventions were introduced at their postgraduate infancy.

Future of ICT as a Pedagogical Tool in ESL Teaching and Learning

The integration of Information and Communication Technology (ICT) in education has provided more variation in the process of teaching and learning. The function of ICT in systematic teaching and learning in English as a Second Language (ESL) classroom is to achieve the objectives of language teaching and learning. The aim of this study is twofold: (i) to investigate how secondary school English teachers perceive the future of ICT as a pedagogical tool and (ii) to discover what they think the impact of ICT will be on the future of the teachers. This study is a qualitative research in nature because a semi-structured interview was used to examine the teachers’ perceptions of the future of ICT as a pedagogical tool and the impact of ICT on the future of the teachers. Overall, a total of 25 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from four different areas of Malaysia, 8 teachers from Tawau, 7 teachers from Alor Setar, 6 teachers from Tuanku Jaafar and 4 teachers from Kuala Lumpur, respectively. The interviewees were selected based on three criteria which are the willingness to participate and cooperate, capability of giving effective responses to the interview questions and lastly having teaching experience of at least 1 year. The findings of the study showed that ICT has the potential to give great impact on the future of teachers in terms of the role of the teacher, the methods of instruction and the methods of assessment. It was also concluded that, in the future, the role of the teacher will be changed from the sole knowledge provider to a facilitator or moderator; the methods of instruction will be changed from conventional discussions in the classroom to the use of online forums with the students; and the medium of assessment will be changed from printed ones to e-assessment.

Investigating the Relationship between Creativity and Academic Achievement of Malaysian Undergraduates

The present study focused on investigating the relationship between creativity and academic achievement of Malaysian undergraduates who are studying TESL (Teaching English as a Second Language). Through random sampling, 100 students (46 males and 54 females) from different Universities in Malaysia were selected to participate in this study. As the research instruments, Cumulative grade point average (CGPA), and Nicolas Holt Creativity Test (NHCT) were used to measure the academic achievement and creative potential of students. Inferential statistics were utilized to analyze the data. The Pearson Correlation coefficient indicated a significant positive relationship between creativity and academic achievement of students. A significant gender differences were found between male and female students, their creativity and their academic achievement. Finally, the results of the study and their implications are discussed.Â

Writing together, learning together: teacher development through community service learning

In this study, community service learning is incorporated into a graduate-level English-as-a-Second-Language (ESL) teacher preparation course. Focusing on a writing project participants completed with English Learners (ELs) as part of the service-learning project, we explored the impact of the project on: (1) teachers’ understanding of ESL teaching; and (2) their development of reflective practices throughout the process. The findings of this study indicated that all participants enhanced their understanding of ELs, the writing process, and their roles as facilitators. Comparing participants’ reflection over time, we found that the majority of participants’ reflective statements fell into descriptive (40%) and dialogic (26%) reflections. Further, participants’ levels of ESL teaching experiences did not seem to correlate with their levels of reflection. Implications for better incorporating community service learning projects into teacher education courses to enhance teachers’ knowledge development and reflective thinking were also provided.

The challenges of using the Communicative Approach (CA) in the teaching of English as a Second language (ESL) in Zimbabwe: Implications for ESL teacher education

This article examines studies done on the use of the CA locally, in addition to insights from studies done abroad, as well as critically examining the nature of the CA and the language situation in Zimbabwe, to identify and discuss the main challenges associated with the use of this approach to the teaching of ESL in Zimbabwe and its implications for ESL teacher education. It explores the status of the CA as ‘imported technology ’, that has been grafted to address the teaching of English as a second language in the local context, necessitating its adaptation and the development of local versions of the approach. It argues that, to address these challenges, various stake holders such as teacher educators, material developers, examination bodies, and other relevant authorities such as the ministry of education should each play their part to ensure the success of the implementation of the CA.

Resettlement as Rebirth: How Effective Are the Midwives?

Resettlement as Rebirth: How Effective Are the Midwives?

The ESL Teacher as Plurilingual: An Australian Perspective

This article reports a study on a little‐researched area: the linguistic repertoires of teachers of English as a second language (ESL) to adults. It proposes that, to heed recent calls to recognise learners' plurilingualism and to incorporate learners' languages in the ESL classroom, teachers' plurilingualism must be acknowledged and valued. This study investigated the language biographies of plurilingual and monolingual teachers of ESL in Australia and found them to be characterised by a wide range of circumstantial and elective language learning experiences. The effect of different experiences on teachers' knowledge and beliefs about language learning and teaching are presented and discussed, drawing upon literature from language teacher cognition. Plurilingual teachers were found to see language learning as challenging but possible, whereas monolingual teachers associated language learning with their own unsuccessful experiences and saw it as difficult and potentially humiliating. Circumstantial plurilinguals were found to have a wide range of language experiences which contribute to their understanding of familial language use and issues arising from child and adult migration. All the plurilinguals were found to have gained useful insights about language teaching from their own experiences, and the article argues that these should be seen as a resource for systematic reflection in teacher education.

Personality types and languages learning strategies: Chameleons changing colours

This exploration of associations between the reported Language Learning Strategy (LLS) preferences of learners of English as a Second Language (ESL) and their personality types is positioned within the contention that the two are generally related. Our findings unequivocally support the existence of this relationship. Moreover, they also provide a platform from which to understand the contribution to learning a second language of two very commonly cited personality traits, introversion/extroversion and neuroticism. However, they also provide the basis for the important caution that the association between personality types and LLS is quite volatile. We have found that it is variation rather than unwavering stability that features in how personality traits apply as predictive of ESL learners' specific LLS preferences. Such prediction is specified even further by the particular contexts of ESL learning where the LLS are applied, for example for listening or speaking and whether this occurs inside or outside a classroom. The implications of these findings for ESL teaching and learning are discussed as is the explanatory power of the chameleon metaphor.

The Generation, Dissemination and Communication of Teaching Knowledge in a University-School Collaboration Program

In this paper, the focus is on the generation, dissemination and communication of teaching knowledge in a university- school collaboration in a program known as School Based Teaching program (SBT) as a fulcrum in enhancing the scholarship teaching. School based teaching is an outside learning program to integrate teaching experience in real teaching situations. I have conducted a case method study (Wilson, Shulman, & Richert, 1987; Johnson, 1999) on the change in teaching knowledge of TESL (Teaching of English as A Second Language) undergraduates who had undergone three months School Based Teaching program (SBT). In the selected teaching cases based in the teaching program conducted by my TESL undergraduates, the professional growth of knowledge, teaching practice, attitudes, confidence, teamwork, and collegiality elements were found to be in line with the required macro teaching skills. Thematic qualitative analyses revealed the presence of 19 themes: Caring, Communication, Creative, Fairness, Flexible, Friendly, Knowledgeable, Manages Classroom, Involving, Motivating, Organized, Passion for Teaching, Patience, Builds Relationships, Shows others respect, Challenges, Teaches Well, Good Personality, and Understanding. In addition, I will discuss the pedagogical issues arising from enacting change in scholarship of teaching beyond the ivory tower (i.e. Universities, via School Based Teaching program (SBT)).

Pros and Cons of Using ICT in Teaching ESL Reading and Writing

Information and Communication Technologies (ICTs) play a major role in creating a new and improved model of teaching and learning. A great number of studies have been conducted to examine the advantages of integrating ICT in language education in general and English as a Second Language (ESL) teaching and learning in particular. However, there is a need for more studies on the disadvantages of using ICT in language education. This study aims to identify both advantages and disadvantages of using ICT in teaching ESL reading and writing. To achieve the aim of the study, a total of 23 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from three different areas of Malaysia, 7 teachers from Alor Setar, 8 teachers from Tawau and 8 teachers from Johor Bahru, respectively. This study is a qualitative research in nature because a semi-structured interview was used to examine the teachers’ perceptions of pros and cons of using ICT in teaching ESL reading and writing. The findings of the study revealed that attracting students’ attention, facilitating students’ learning process, helping to improve students’ vocabulary knowledge and promoting meaningful learning were regarded as the most important advantages of using ICT in teaching ESL reading and writing. Moreover, disadvantages found included the difficulty in classroom control and students’ distraction as well as their tendency to use short forms in writing tasks. The findings of the study are hoped to provide the teachers and policymakers with a better and more accurate picture of advantages and disadvantages of using ICT tools in ESL teaching and learning contexts.

The influence of academic articles on an ESL teacher's stated beliefs

The current study investigated the relationship between one English as a second language (ESL) teacher's encounters with three academic articles on the topic of oral corrective feedback (CF) and the impact that they had on his stated beliefs regarding CF. The teacher had 14 years of English teaching experience and an MA TESOL degree. Two semi-structured interviews were conducted, one before and one after reading the articles. Results suggest that the teacher's stated beliefs about CF prior to reading influenced how he responded to the articles, in that he focused most on the findings and claims that coincided with his stated beliefs prior to reading. Namely, he agreed with statements and evidence that supported his belief in the effectiveness of CF, and he discounted negative claims about the use of CF. Reading the articles did not seem to facilitate a change in his beliefs regarding CF; nevertheless, the articles succeeded in raising his awareness of CF and caused him to reflect on a classroom practice that he had not considered for some time. The present study proposes the possibility of using academic articles for professional development even for experienced teachers.

The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL writing skills in Malaysian secondary schools. This paper just reports one part of the findings obtained from a big project which was conducted in Malaysian secondary schools in five areas of Malaysia. This study focuses solely on the data collected from four English teachers in a secondary school in Kuala Lumpur who were interviewed by the researcher. This study revealed that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT were reported to be attracting students’ attention, facilitating students’ learning process, helping to improve students’ vocabulary and promoting meaningful learning. Disadvantages found included the difficult class control, distraction and the students’ tendency to use short forms in their writing. It was also revealed that teachers are generally weak in managing problems and planning activities involving the use of ICT in the teaching of ESL writing. The results of this study are hoped to provide insights to the Ministry of Education in Malaysia to improve the low use of ICT in teaching ESL writing skills.

An application of the Diffusion of Innovations theory to the investigation of blended language learning

This study investigates technology-enhanced blended learning in an English as a Second Language (ESL) program from the theoretical perspective of Diffusion of Innovations theory. The study first established that the use of a learning management system (LMS) in two ESL classes represented an educational innovation. Next, the innovation attributes described by Rogers (relative advantage, complexity, trialability, and observability) were examined. Then, the stages of the innovation-decision process (knowledge, persuasion, decision, implementation, and confirmation) were analyzed. Two ESL teachers and thirty-one students used the LMS to combine face-to-face classroom learning and online learning in the computer lab and for homework. Both qualitative data (in-depth teacher interviews, class and lab observations, and a student focus group) and quantitative data (student surveys) were analyzed. The main findings indicate that the innovation shared common attributes with other innovations and that both positive and negative innovation attributes were present. The two teachers passed through the first four stages of the innovation-decision process that the other potential adopters go through. This study showed that the Diffusion of Innovations theory can guide research on blended language learning.