English As A Second Language Teachers Research Articles

LITERARY MEMES AS BIBLIOTHERAPY FOR PRESERVICE ESL FILIPINO 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.

THE USE OF LINGUISTIC MODALITY AMONG MALAYSIAN LECTURERS IN LANGUAGE EDUCATION CLASSROOM FOR TEACHER CANDIDATES

This study investigates the use of linguistic modality by Malaysian educators within the context of teaching English as a Second Language (TESL) programmes, focusing on its impact on teacher education and the engagement of prospective teachers. Six classroom observations and corresponding audio recordings were analysed using mixed-method content analysis to identify the frequencies and contexts of modal expressions. The findings revealed a predominant use of modalisation with high probability and a balanced modulation of obligation, alongside a notable use of low-inclination modalities. The lecturers used high-probability modal verbs to convey authority and certainty, while strategically using lower-probability modals to enhance engagement and promote critical thinking. Furthermore, the use of Malay modal expressions contributed to inclusivity and linguistic adaptability in the classroom. These results demonstrated the critical role of modality by educators in shaping the pedagogical communication of prospective teachers. The study highlights the essential need for educators to adeptly manage language choices to meet diverse educational needs and cultural contexts, thus improving teaching strategies in multilingual settings.

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.

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>

Understanding proficiency-oriented silence in the context of EAL

This mixed methods, case study focuses on adult second language learning and their silences in a pre-intermediate level class, where they experience a potentially difficult time reaching the point of Target language proficiency. The findings of this study respond to the paucity of research on the problem adult student silence in a pre-intermediate language classroom by investigating the pre-intermediate language learning experiences of competent bilingual adults reflecting back on learning English as a second language (EAL) in Australia.  The findings give reason for why students are silent in class. Analysis of student reflections combined with the EAL teachers’ interviews identified a pedagogical barrier. These barriers caused them to be silent because most of the teachers teaching content at this level were not trained to teach students who approximately break their silence at this level, and need a particular teaching approach to help them. The findings show that there needs to be a reform in approach during adult silent period which happens to be approximately at pre-intermediate level (Ekici, 2022). The need for teacher professional development on being able to adapt their English language classroom talk to foster spoken interactions was seen as priority. Finings have shown that the nuanced dynamic between what teachers think they are doing and what students know they are trying to achieve in many cases fail to match. Teacher and learner confusion about each other’s' styles, the struggle to teach and learner in which both pedagogy and silence are mutually problematic, and above all else, the need for empathy for student learning and the need to customise a pedagogy to suit it to avoid untreated proficiency silence which can be detrimental (Ekici, 2022). 

Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

A Pursuit Of Sustainable Teaching For ESL Learners: A Review Study Of Prevalent And Succeeding ESL Teaching Philosophies

Educators specializing in English as a Second Language (ESL) face the daily challenge of selecting the most effective strategies and resources for their classrooms. These decisions are influenced by philosophical and theoretical factors, as ESL teachers carefully consider their approach and methodology. The purpose of this article is to examine how different pedagogical principles impact the teaching and learning of ESL. To achieve this, a comprehensive review of existing literature was conducted, analyzing secondary data. A total of fifteen scholarly articles, which had undergone peer review, were gathered and analyzed to draw meaningful conclusions. The researcher will discuss the implications and insights derived from the study of how various pedagogical stances affect students' linguistic development, interpersonal competence, analytical reasoning, and cultural sensitivity. Keywords: Teaching philosophies, Theoretical considerations, Teaching and learning, ESL, Pedagogical tenets

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.

VIEWS ON PROFESSIONAL DEVELOPMENT ISSUES FROM THE PERSPECTIVE OF ESL TEACHERS

It is indeed true that, teachers are the most important elements of education who constantly need professional development (PD) activities, targeted to improve their pedagogical and teaching practice. Considering this, many educational systems worldwide have paid special attention to designing courses by which the quality of teaching and learning increases considerably. This paper presents a comprehensive examination of English as a Second Language (ESL) teachers' perceptions regarding professional development (PD). With the dual objectives of understanding teachers' recognition of PD necessity and gauging their willingness to engage in PD activities, the study identifies key motivations, effective PD practices, and prevalent challenges. The research employs a survey-based approach, targeting teachers with varying teaching experience, genders, and levels of professional satisfaction. The data gathered from the survey was processed and analyzed through descriptive statistics and Likert scale was employed for outcome assessments on some survey questions. . The results obtained, when compared with the results of other scholars, involved in the relevant investigation, coincided considerably, although some inconsistencies were observed. The findings reveal that a vast majority of ESL teachers appreciate the value of PD and demonstrate a strong willingness to participate in activities aimed at enhancing their teaching effectiveness and English competency. However, the study also highlights significant barriers such as time constraints due to heavy workload and the need for better access to high-quality PD resources. Most teachers associate their PD involvement directly with positive student outcomes, reflecting a clear link between teacher development and student academic achievements. The research uncovers a pronounced interest in the use of interactive tools in education among ESL practitioners, collaborative learning with AI, lesson planning, and feedback provision. Lastly, the paper delves into the factors impacting motivation for PD and underscores the importance of knowledge sharing and an adequate reward system to foster a thriving PD environment for ESL teachers. 

Incorporating Cultural Background in Teaching EFL Writing in Libyan: A Critical Literature Review

This study explores the crucial influence of cultural background on the writing performance of English as a Second Language (ESL) and English as a Foreign Language (EFL) students, focusing specifically on the Libyan context. The impact of cultural background is observed across various dimensions of writing, encompassing content, organization, style, language, and conventions. Additionally, cultural backgrounds shape the writing strategies adopted by EFL and ESL learners. Considering the significance of this influence, the paper advocates for awareness among EFL and ESL teachers regarding the cultural backgrounds of learners when designing or adopting instructional techniques for teaching EFL writing. The literature review critically examined the roles played by learners' cultural backgrounds in shaping their writing skills. It explores the role of the English language in Libya and assesses the current practices in teaching EFL writing within the Libyan educational landscape. The study discovered that very few studies have been conducted concerning EFL and cultural background in the Libyan context. Thus, it identifies challenges faced by Libyan undergraduates in EFL writing due to their different cultural and linguistic backgrounds, which differ from that of the English language. In conclusion, this study offers valuable insights into the complex relationship between cultural background and EFL writing performance. The paper contributes to a deeper understanding of the challenges faced by Libyan students and provides practical recommendations for instructors. Furthermore, the study identifies potential avenues for future research in the dynamic field of EFL writing instruction.

ESL teachers’ experiences in engaging with published research findings: an interpretative phenomenological analysis

ABSTRACT Purpose Despite the growing interest in the applicability and value of educational research for improving educational policy and practice, few studies have demonstrated how English-as-a-second-language (ESL) teachers apply research findings in their second language (L2) teaching. This paper reports on a study in which four Hong Kong ESL teachers were given research findings about L2 vocabulary teaching and learning and how they engaged in professional development (PD) sessions with a researcher specialising in vocabulary teaching and learning to make sense of the research findings. Methodology In addition to the dialogues between the researcher and teachers, individual semi-structured interviews with the participating teachers were audio-recorded and analysed using Interpretative Phenomenological Analysis. Findings Our analysis revealed how ESL teachers made sense of the research literature to inform their L2 vocabulary teaching practices by (1) bridging the gap between the school culture and practices and empirical research findings; (2) connecting the researcher's explanations of the theoretical literature to real-life pedagogical practices; and (3) explaining how research findings can be applied to future classroom teaching and learning. Originality/Value Based on the findings, we argue that professional dialogues between teachers and a researcher can facilitate the creation of a dialogic space for teachers to deploy their knowledge, including but not limited to pedagogical knowledge and beliefs, prior language learning experiences, and teaching experiences, to better understand research findings, thereby challenging their existing thinking and teaching. Such a dialogic space provides an opportunity for teachers to reflect on their pedagogical practices, which can promote quality teaching.

Beliefs on Second Language Learning among Pre-service Teachers in a Public University in Malaysia

The purpose of this research was to identify the Teaching of English as a Second Language (TESL) pre-service teachers’ beliefs about second language (L2) learning, to determine whether there is a significant difference in beliefs among the TESL pre-service teachers of different years of study and how these beliefs were formed. These are important as the pre-service teachers’ beliefs would have a direct influence on their practices as a teacher in future. This research was conducted with a sample size of 113 respondents using a mixed method design. Data collection is using the Belief About Language Learning Inventory, often known as BALLI approach to ensure a comprehensive understanding of individuals' beliefs. In addition, data was gathered using semi-structured interviews thus, guaranteeing a more in-depth understanding of the participants' experiences and beliefs. Descriptive statistics showed that the highest mean score was recorded for the “motivation and expectations” dimensions. The ANOVA results showed statistically significant difference in the mean scores amongst the different years of study. Interview results indicated that beliefs were dominantly influenced by social support and exposure to the L2, and intrinsic and extrinsic motivation. Results of the study could inform course developers and lecturers as to which aspects of language learning and pedagogical knowledge need to be focused on in the pre-service teachers’ curriculum.

Decolonizing Middle Level Literacy Instruction: A Culturally Proactive Approach to Literacy Methods (Book Review)

English teachers and educators may find it challenging to identify inclusive instructional approaches and materials that address the needs of their diverse student populations (Wright, 2019). Furthermore, teaching ideas, resources, and pedagogical approaches that value English as a Second Language (ESL) learners’ diverse linguistic and cultural assets requires classroom-level planning that might be unfamiliar to some ESL teachers. Decolonizing Middle Level Literacy Instruction: A Culturally Proactive Approach to Literacy Methods, by Michael Domínguez and Robyn Seglem, will prove useful as it provides writing and reading instruction strategies for preservice and in-service English Language Arts teachers. These strategies can help ESL teachers adapt curricular and instructional materials to the sociocultural contexts of their students, thus providing helpful information for equity and diversity in language education. [First Paragraph]

The Evolution of Language Learning: Exploring AI's Impact on Teaching English as a Second Language

      The integration of Artificial Intelligence (AI) into language education has revolutionized the teaching of English as a Second Language (ESL). This study explores the impact of AI on ESL instruction and investigates how AI-driven technologies enhance language learning outcomes. By analyzing current pedagogical approaches and technological innovations, this research examines how AI augments traditional language teaching methods, providing personalized and adaptive learning experiences for ESL learners.        AI-based language learning platforms offer interactive modules tailored to individual student needs, creating an immersive and efficient learning environment. Additionally, the use of natural language processing (NLP) and machine learning algorithms enables real-time feedback and assessment, empowering learners to improve their language skills independently. This study critically evaluates the effectiveness of AI-driven tools in addressing linguistic challenges, such as pronunciation, grammar, and comprehension, while also considering their socio-cultural implications in diverse learning contexts.          By examining the evolving role of AI in ESL education, this research contributes to a comprehensive understanding of the relationship between technology and language pedagogy. The insights from this analysis will inform educators, policymakers, and stakeholders about the potential and limitations of AI in reshaping language acquisition. Ultimately, this exploration advocates for a synergistic approach that harnesses AI's capabilities to optimize ESL instruction while preserving the human elements essential for holistic language learning experiences.

Adult ESL Learners’ Perceptions of Participatory Teaching Methods: A Narrative Inquiry

<i>The main goal of adult English as a second language (ESL) education in the United States is to expand learners’ employment opportunities through traditional teaching methods with textbooks and fixed, pre-determined syllabi, which may or may not align with learners’ personal goals. Many studies compare different adult ESL teaching methods by language proficiency gains, but few focus exclusively on how learners feel about how they are learning English. This is particularly so for participatory education in ESL, in which learners explore relevant topics and take action to improve their lives and society at large while simultaneously learning English. This study is unique in that it examines the perspectives of advanced English learners in a participatory-based English for Professionals class in a southern U.S. city. Using narrative inquiry and action research, the study collects data from individual and focus group interviews, as well as the instructor/researcher’s field notes. The findings were grouped into four themes: the practical value of participatory classes, a comparison between traditional and participatory teaching, learners’ desired improvements to the participatory approach, and learners' perceptions of their English progress. The study shows that learners appreciate participatory learning but also have some concerns, such as the lack of traditional grammar instruction. The study discusses how the teacher-researcher addressed these concerns during a semester.</i>

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency

: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.

A DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES

Purpose – Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL)education in Malaysia. The current study aimed to investigate the ESL teachers’ practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology – Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews,classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of theMalaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at thesecondary level. The data collected were analyzed through thematic analysis procedures. Findings – This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observedin teachers’ practices during the implementation phase. Despite employing various assessment methods, teachers predominantlyleaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learningobjectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students’ diverse capabilities.At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students’ grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance – This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities.

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.