English As A Second Language Students 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.

EFFECTIVE STRATEGIES FOR TEACHING ENGLISH AS A SECOND LANGUAGE: A METHODOLOGICAL OVERVIEW

This article explores effective strategies for teaching English as a second language (ESL) from a methodological perspective. It discusses various approaches, techniques, and tools that ESL teachers can utilize to enhance language learning outcomes. The paper emphasizes the importance of incorporating diverse methodologies to cater to the varied learning styles and needs of ESL students. It highlights the role of communicative language teaching (CLT) in promoting language proficiency and communicative competence. Additionally, the article discusses the integration of technology in ESL instruction, emphasizing its potential to enhance engagement and facilitate language acquisition. Furthermore, it addresses the significance of cultural sensitivity and awareness in ESL teaching, emphasizing the need for teachers to create inclusive and culturally responsive learning environments. Overall, this article provides valuable insights and practical recommendations for ESL teachers seeking to enhance their teaching methodologies and improve the effectiveness of their language instruction.

The Effect of Syntax Instruction on the Development of Complex Sentences in ESL Writing

The purpose of this qualitative study is to investigate the influence that explicit syntax teaching has on the creation of complex sentences in English as a Second Language (ESL) writing, particularly in the setting of Pakistan. To achieve the aims, two instruments were applied i.e. semi-structured interviews beside the analysis of students' written compositions. Results demonstrate a considerable improvement in the participants' knowledge of syntactic structures as well as their application of these structures after receiving targeted training. The transformational impact of explicit syntax instruction is shown by the fact that written compositions exhibit varying degrees of syntactic complexity which are consistent with those of the previous study, which was conducted to highlight the beneficial association between training in syntax and improved writing skills. In addition to this, the research sheds light on the cultural integration of syntax, demonstrating a singular combination of linguistic abilities and cultural identity among students of English as a second language in Pakistan. The implications for ESL education include the possibility of using technology task-based methodologies and a culturally relevant framework. These findings contribute to the larger conversation about language education and provide useful insights for improving syntax instruction to cater to the varied requirements of ESL students in Pakistan.

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

Orthographic Errors Analysis of English as a Second Language Learners’ writing: lessons from the use of WhatsApp language

This article investigates the impact of WhatsApp language on English as a Second Language (ESL) learners’ writing performance. The study is based on the assumption that secondary schools learners’ essay scripts are full of orthographic errors caused by the use of WhatsApp language. Data collection tools included questionnaires and learners essays. The descriptive survey design within the social learning theory and the constructivist theory of error analysis was adopted in the analysis of data. The study concluded that WhatsApp language negatively affects the orthographic performance of the Government Bilingual High School ESL students of Bertoua. The way forward proposes the development of teachers’ skills in error analysis as well as the active involvement of learners in reflecting on the source of their errors as part of the remediation process.

Adapting to Change: Facing the Challenges in Developing ESL Students’ Communicative Competence Online

Developing students’ communicative competence during the pandemic is not an easy task, especially with the abrupt shift to remote learning. This study is intended to explore the challenges faced by English as a Second Language (ESL) instructors in developing students’ communicative competence in an online classroom. This study involves three ESL instructors in a university, as well as three students from each instructor’s class. The chosen data collection methods were in-depth interviews and stimulated recall for the ESL instructors and focus group discussions for the students. The findings show that among the challenges faced by ESL instructors include the lack of student engagement and socialisation, the fact that the course was designed for physical classes, and the lack of access to high-speed internet. The students also shared their experiences when faced with these issues. It is hoped that ESL teachers, course developers and administrators can understand the issues faced by ESL instructors with remote learning to develop students’ communicative competence.

Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review

Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.

Investigating English as a Second Language (ESL) Learners’ Writing Skills through Open-source Software: A Case Study

The purpose of this study was to investigate the feedback of English as a Second Language (ESL) learners on their writing skills, with a focus on exploring ESL students' progress in writing skills based on tenses through open-source software. The software is employed to assess each student's improvement. This research follows a qualitative method, and data were collected through semi-structured interviews and the think-aloud protocol. The results are categorized into four main areas: (a) Feedback provided by students; (b) Students' perception of tenses and writing skills; (c) Students' views on teachers' teaching; and (d) practice through open-source software. The study revealed that ESL students had a positive perception of tenses, and their writing skills were enhanced by the semi-structured interviews conducted by ESL learners. The conclusion of the study highlighted that students themselves could recognize improvements in their syntax errors and sentence formation, with very few exceptions. It is advisable for teachers to incorporate a variety of proper grammatical topics in the future to assist students in improving their writing abilities.

Open-Source Tools in ESL Learning: A Quantitative Study

This research paper delves into the utilization of open-source tool, specifically LearningApps.org, with the purpose of improving the teaching of tenses to students who are learning English as a Second Language (ESL). The purpose of this study is to investigate the influence that LearningApps.org has on the level of interest and participation that students have in the process of learning the past tense (PT) and future tense (FT) of the English language. We used a quantitative technique, and we had 94 English as a Second Language (ESL) students between the ages of 17 and 20 who were fluent in three distinct native languages. The paper is organized into three primary sections: 1) Assessing learners' interest in utilizing LearningApps.org, 2) Examining the benefits of LearningApps.org tools for ESL students, and 3) Analysing ESL students' performance using LearningApps.org in PT and FT exercises. This study's findings have significance for online learning tools, English as a Second Language (ESL) learners, educators, and lesson organisers because they provide insights into the needs and engagement variables that are relevant to both PT and FT in ESL learning. Another channel for further interdisciplinary study that aims to improve topic engagement from the point of view of learners is opened up as a result of these findings

Influence of Reading Strategies on ESL Students’ Reading Comprehension in Secondary Schools in Malé, Maldives

The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on students’ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data: a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.

Assessing the Readiness of Pre-service Teachers to Teach English to ESL Learners in Fijian Secondary Schools

This study aimed to assess the readiness of pre-service English teachers in a teacher training program at Fiji National University to teach English as a Second Language (ESL) to Fijian ESL learners. Using a mixed-methods approach, data were collected from twenty-two students enrolled in a compulsory language course during their third year of undergraduate study. These findings underscore the pivotal role of English teachers in maximizing students’ formal schooling and exposure to their native language (L1) to create an engaging learning environment. Additionally, this study found that enhancing pre-service teachers’ cultural awareness improves their readiness to teach English to Fijian ESL students. Central to this study is the recognition of the essential elements necessary in pre-service teacher education programs. This study includes multifaceted support systems, such as emphasizing the significance of comprehensive support in pre-service teacher education programs, including mentorship programs, practical teaching opportunity experiences, feedback mechanisms, platforms for self-reflection and peer reflection opportunities, integration of technology into teaching, and the improvement of effective communication and teaching methodologies. These findings hold substantial promise in informing and potentially guide policy decisions and offer recommendations for the refinement of teacher-training programs and curriculum development in secondary school settings. This study recommends the provision of training and support through professional development seminars geared towards fostering culturally responsive and inclusive classrooms, emphasizing the importance of training and ongoing support for teachers.

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

The impact of machine translation software on students’ interaction and participation in class

Machine Translation Software (MTS) has been in use by students with English as a second language since 2000. In recent years its use has increased. There are many studies into its use in HE (Groves & Mundt, 2021; Jolley & Maimone, 2015; Clifford et al, 2013). This year, at the University of York, I am undertaking some research into PGT English as a Second Language (ESL) students’ use of machine translation software in the classroom. This will be of interest to all Learning Developers who teach ESL students. It is known that students use the software for reading and completing assignments, but there is less known about how students use the software within class to understand and engage with the class content. Although the software can be a helpful tool to enhance students’ understanding of the class content, it can also be a barrier to full participation in class-based discussion and interaction. The aim of the session is to enable the learning development community to share experiences of supporting students who use MTS to support their studies. This session will explore some of these issues- in relation to academic skills sessions and invite participants to share their ideas on how learning developers respond to this challenge.

Enhancing ESL learner's literacy by peer-assisted learning strategy of online English news.

As a result of globalization, countries are collaborating more and sharing more information. People's perspectives now encompass both domestic and international news. In English as a Second Language (ESL) classes, the appropriate use of rich and vibrant online English news resources gives second language learners (L2 learners) direct access to first-hand, authentic English knowledge through independent reading and digestion, as well as peer-assisted classroom activities. Through weekly peer-assisted sharing of online English news, the goal of this study is to improve L2 learners' literacy, global competence, and appreciation of cultural diversity. This study examines the participants' perceptions and feedback using both quantitative and qualitative methods to confirm the efficacy of this pedagogy. After the semester-long experiment, significant differences were found in the English proficiency test. Particularly, the experimental class's reading and writing scores were significantly higher (p < 0.05) than the control class's, indicating that this pedagogy can effectively improve the literacy of ESL learners. The semi-structured interview revealed that participants were pleased with this instruction and perceived improvements in their language skills. ESL students' core English literacy has significantly improved by expanding their comprehension of news articles and cultivating a sense of social responsibility.

An exploratory study of English as a Second Language students’ “citation” patterns in multimodal writing

This study explores how English as a Second Language (ESL) students make reference to outside sources and incorporate textual repetition using multimodal resources in a video project. ESL students’ source use and citation practices have been studied extensively in the context of traditional text-based writing. However, little attention is paid to the issue of making citations in multimodal writing, despite the fact that multimodal writing has been a popular topic in recent decades. The current study bridges this gap by analyzing the cases of multimodal citation in 14 videos created by ESL students in a first-year composition course, accompanied by insights from two students. The analysis yields three patterns of incorporating sources—concurrently afforded, verbally afforded, and visually afforded citations—that employ different combinations of visual and audio resources. Direct quotations are incorporated as part of the narration as well as the visual representation. These multimodal citations and quotations fulfill three broad rhetorical functions: attribution, exemplification, and establishing links between sources. There is also evidence of knowledge transfer across genre and cultural boundaries. This study provides insights into how modal affordances could be leveraged to acknowledge propositional content in creative and rhetorically effective ways. It provides pedagogical ideas for designing multimodal assignments to engage students in the critical discussion of audience, intertextuality, and discourse community.

Effectiveness of Pictures in Enhancing ESL Students’ Short Story writing Ability

The integration of pictures into story teaching offers a dynamic approach that caters to various learning styles, fosters deeper understanding, and makes the learning experience more enjoyable. This quantitative pre-experimental research was conducted to investigate the impact of visuals on enhancing short story writing skill among secondary level ESL (English as a Second Language) students. Data was derived from a sample of thirty students selected purposively for the study. The research incorporated pre-tests, progressive tests, and post-tests as data collection techniques. The outcomes of these tests were subsequently compared and analyzed to assess the influence of visuals on short story development. The analysis of the data revealed that pictures were indeed effective in teaching short story composition to secondary level students. Therefore, utilizing visuals as an instructional tool for teaching short story writing is recommended for secondary level ESL students.

Minimal Pair Bingo: Enhancing English Pronunciation among Japanese ESL Students

The current study examined the effectiveness of integrating minimal pair bingo into oral English instruction for Japanese ESL students at Cebu Doctor's University (CDU) in the academic year 2017-2018. The study examined various sub-problems, encompassing the pretest and post-test performances of both the control and experimental groups and the notable disparities observed between these performances. Furthermore, the study investigated the noteworthy gap in both groups' pretest and posttest performances. The study utilized a quasi-experimental methodology, incorporating rubrics to assess and evaluate the participants' performances. The research consisted of a sample size of fifty (50) students who were registered in English as a Second Language (ESL) courses. The participants were divided into two distinct categories: the control group and the experimental group. The assessment tool utilized for the pretest and posttest evaluations was the minimal pair pronunciation instrument. The findings suggest that many students in both subject groups exhibited moderate performance levels during the pretest. Both groups improved their performance, as indicated by the scores obtained in the post-assessment. A notable disparity is observed in the post-test outcomes between the control and experimental groups. A significant difference is evident in the pretest and posttest performance of the control and experimental groups. The subject that employed rigorous minimal pairs discussions as a pedagogical strategy in their oral English courses enhanced their overall performance. The study's outcomes underscore the potential effectiveness of incorporating minimal pair bingo as a valuable enhancement to oral English instruction for Japanese learners. By leveraging minimal pairs, educators can provide a concise method for explaining distinctions between similar English sounds, enabling learners to focus on specific sound refinements.

Online Learning Experiences for Speaking Activities among Malaysian Undergraduate ESL Students

Speaking practice is crucial for ESL (English as a Second Language) students. Nevertheless, accomplishing speaking activities via online learning might be difficult for the college students at universities in Malaysia as they are non-native English speakers. There have been several studies about students' perceptions and preferences on online learning. Nonetheless, there was only a little research conducted to ascertain deep online learning perceptions and preferences of the undergraduate ESL students in Malaysia. The current article's goal was to look at ESL learners' opinions on the experiences through online connected to speaking activities at a public institution in Tanjong Malim. The mixed-research method of study was used. In this article, observation checklist, semi-structured student interview, and questionnaire were employed to get the information from the sample. The sample was then subjected to statistical analysis and standard deviation, mean score, as well as percentage to identify the Malaysian undergraduate ESL students toward online learning platforms, the difficulty that the learners encountered during the online learning, and the strategies implemented by undergraduate ESL students. Whereas the interview result was analysed by thematic analysis. The findings indicate that the use of technology for distant learning for undergraduate ESL students to improve speaking abilities was progressing well. This signifies that the students perceived that they have knowledge to use the online platforms with mean (x)= 4.07. However, several students noted that their main concern when undertaking online speaking exercises was the connection speed with mean (x)= 3.93. As a result, soliciting thoughts or ideas to boost their engagement in online speaking projects was beneficial to the pupils with mean (x)= 3.97.

Impact of patterns of language use and socio-economic status on a constructed response Situational Judgment Test (SJT).

The study explored the impacts of patterns of language use (PLU) and socio-economic status (SES) on Casper, a constructed-response situational judgment test (SJT). 10,266 applicants from two U.S. medical schools were grouped into self-reported balanced bilinguals, unbalanced bilinguals, English monolinguals, and English as a Second Language (ESL) students. A multicomponent SES composite was used to assess the degree of socioeconomic disadvantage (DSD). Results from a hierarchical regression analysis showed that after accounting for demographic variables, both PLU and DED were significant factors on applicants' Casper performance. Bilingualism was associated with better Casper performance compared to English monolinguals and ESL students. No significant effect of speaking English as a native language was found on applicants' Casper performance. English monolinguals and ESL students performed equivalently on Casper. Finally, high DSD was associated with better Casper performance than low DSD, and the impact of DSD on Casper held the same across all four language groups. These findings provide evidence that socio-cultural factors, such as PLU and DSD have important impacts on SJT performance. Further research is needed to understand the role of differences in language construction across socio-cultural factors on constructed-response SJT performance.

The Impact of Burnout on the Psychological Well-being of ESL Students in Higher Education Environment

This quantitative study delved into the intricate relationship between language learning and psychological well-being, emphasising its importance in holistic educational approaches, specifically for English as a Second Language (ESL) learners only. The demanding nature of SLA is emphasised as a significant consequence, guiding this exploration within the theoretical framework of Maslach's theory of burnout. The quantitative study involved 207 ESL students, obtained through convenience sampling, in Karachi Pakistan, utilising the Maslach Burnout Inventory-English Student Survey and the Psychological Well-Being Scale to measure burnout and psychological well-being (PWB). The gathered data was analysed using SPSS version 25. The results reveal a significant negative correlation between psychological well-being and burnout, with burnout emerging as a significant negative predictor of students' psychological states. These findings emphasise the need for proactive strategies to address burnout in ESL education, promoting mental health and fostering supportive learning environments. Ultimately, this research contributes a growing body of literature to the field, emphasising the paramount importance of nurturing the well-being of ESL students as they navigate the path to language proficiency in our interconnected global society.