English Classroom Research Articles

Using critical reflection as formative assessment of learning quality of general English at Nguyen Tat Thanh University

The present study investigates the use of critical reflection as formative assessment of learning outcomes in the context of English as a foreign language. It aims to explore learners’ perception of how effective critical reflection is on the learning quality of knowledge and skills outcomes. Data was obtained from a purposeful sample of 113 participants who used critical reflection to assess their own learning quality against lesson learning outcomes. A questionnaire was employed to elicit responses on the learners’ experience of using critical reflection as well as self-assessment on their own learning quality. The results from pair samples t-test revealed that the participants’ use of critical reflection resulted in differing extents of achievement of knowledge outcomes and skills outcomes. While the findings suggest the helpfulness of the critical reflection as a means of self-assessment, they raised a question of designing critical reflection in a way it is better suited to different types of learning outcomes for optimal implementation in English classrooms.

Uncovering the role of English language teaching coursebooks in safeguarding intangible cultural heritage / Explorando el rol de los libros de texto de inglés para salvaguardar el patrimonio cultural inmaterial

UNESCO and local organizations raise concern over the threats towards Intangible Cultural Heritage (ICH) and continue their efforts to get help from any field possible for introducing ICH elements and raising awareness. Education is one of those fields. Considering the relation between culture and English language teaching, ICH can be incorporated into English classrooms. Besides, being the primary source of input in a language classroom, ELT coursebooks can serve as a bearer of culture. In this regard, this paper discusses the role of English language teaching coursebooks in the safeguarding of ICH by revealing the representation of ICH elements in locally produced coursebooks from 16 different countries: Bulgaria, Chile, China, Colombia, Croatia, Germany, India, Indonesia, Japan, Malaysia, Norway, Republic of Korea, Romania, Türkiye, Ukraine and Uzbekistan. Findings from the study supported the idea that ELT coursebooks can be utilized as a medium for safeguarding ICH while improving the learners’ language skills.

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

Exploring epistemological decentring in a language other than English classroom through pedagogical translanguaging

AbstractThis paper aims to explore the epistemological decentring in a language other than English classroom through pedagogical translanguaging and examine students’ attitudes toward translanguaging practices. Data were collected from a six‐week classroom observation with 20 French major undergraduates and interviews with the students in a comprehensive university in China. Analysis revealed that the teacher employs three forms of translanguaging pedagogy: form‐focused strategy, dual‐language substantiation, and multi‐semiotic strategy, which promote students’ understanding of epistemological decentring. The interviews indicated the advantages of translanguaging integrated with epistemological decentring including heightened engagement, the development of cross‐language awareness, and enhanced critical language awareness. The study shows how pedagogical translanguaging aligns with a decentring perspective, promoting the use of diverse knowledge systems, and highlighting the importance of creating a decentring space for multilingual education. It also underscores the need to challenge monolingual ideologies, question conventional approaches to multilingualism, and actively embrace a diverse range of meaning‐making systems.

Analysis of an Output-Oriented Teaching Method in College English under the Second Language Acquisition Theory

In the context of economic globalization, English has become increasingly essential for students’ communication and professional activities, necessitating higher proficiency in speaking and listening. The theory of second language acquisition posits that college English teaching can purposefully guide students’ learning and facilitate unconscious language acquisition. By integrating an output-oriented teaching method, students are provided with opportunities to practice and apply English, thereby addressing the traditional issue of “separation of learning and use.” This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching. The goal is to develop students’ linguistic competence and improve their practical English skills.

Impact of Flipped Classroom on Developing Language Skills among EFL and ESL Students

This article gives an overview of the status quo of the flipped classroom in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. Systematic Review method was used to compare findings from various studies and assess their quality and strengths The paper reviewed fifteen published research articles from different international refereed journal publications. These researches were conducted from 2016 to 2021. The articles were analysed utilising a content analysis method. The review provides the different definitions of the flipped classroom and its theoretical foundation, the students’ and teachers’ attitudes and perceptions towards flipped classrooms, its challenges and benefits, and its impact on the development of language skills of EFL and ESL students. Through this review, English language teachers will have a thorough understanding of the flipped language classroom, which may serve as a baseline for its effective adoption and implementation. Moreover, this review may add to the existing knowledge of the flipped classroom.

Analysis of the Interpersonal Meaning in the Teacher Discourse in Competition Videos

This study, grounded in Systemic Functional Linguistics, examines the form and distribution of mood and modality in English classroom discourse by the winner of the Special Prize at the 12th "Foreign Language Teaching Society Cup" National College Foreign Language Teaching Competition (English Major Group). It reveals how interpersonal meaning is realized in the teacher's discourse and explores teacher-student relationships. The analysis shows a predominant use of the declarative mood, followed by interrogative and imperative moods. This balance reflects the teacher's dual role as both knowledge disseminator and facilitator of student participation, steering away from a wholly authoritative position. Minimal use of the imperative mood suggests discussions are mainly informational, reducing student pressure and promoting an equal and harmonious classroom atmosphere. Declarative moods serve multiple functions, whereas interrogatives stimulate student engagement. Modal preferences indicate a balance between directive and facilitative communication, emphasizing low modal values to foster respect and a student-centered approach. This strategy illustrates the teacher's respect for students, embracing roles such as guide and observer, and offers insights for creating inclusive and effective university English classrooms.

The impact of Brain-Based Learning on critical and creative thinking in English Language Teaching

This paper investigates the impact of Brain-Based Learning (BBL) strategies on fostering critical and creative thinking skills in English language teaching. In the context of 21st-century education, where the demands for innovation, critical thinking, and problem-solving are paramount, BBL emerges as a pedagogical approach that aligns teaching methods with cognitive science principles. Through a qualitative exploration of teacher perspectives and a quantitative analysis of classroom outcomes, this study highlights how BBL encourages the development of both hemispheres of the brain, promoting not only logical reasoning but also imaginative problem-solving. The findings underscore the potential of BBL to transform traditional English language teaching (ELT) practices by fostering a more holistic, engaging, and dynamic learning environment. Practical recommendations for integrating BBL into English classrooms are also provided..

<span><strong>Non-verbal language application in language teaching and learning in the English classroom: A systematic review study</strong></span>

The weight of non-verbal language application is strongly believed to significantly offer several benefits to language teaching and learning. This paper is a critical and systematic analysis of available literature on the application of non-verbal language in the English classroom context. Specifically, it investigates common types of non-verbal language used in the English classroom. In addition, the paper focuses on highlighting the effects of non-verbal language on teachers and students in terms of knowledge transferring and understanding, teaching and learning motivation and language communication. Finally, it looks into some rules and techniques to implement non-verbal language in the educational context. The research findings provide a comprehensive overview of the application of non-verbal language in order to enrich teachers’ teaching experience, boost up the students’ performance as well as competence, improve learning outcomes, and increase the quality of language teaching and learning.

A Study of Chinese University Students’ English Learning Motivation, Anxiety, Use of English and English Achievement

Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students’ English achievement. A total of 439 randomly sampled students from two Chinese universities in Beijing answered the background information questionnaire, the 8-item English Classroom Anxiety Scale and the 35-item English Learning Motivation Questionnaire. The major findings were as follows: (a) English learning motivation, English classroom anxiety and use of English were significantly correlated with one another, and (b) English classroom anxiety, use of English and English learning motivation generally significantly predicted the students’ English achievements. These findings confirm the importance of L2 motivation, foreign language anxiety and contact with the L2 for second language learners. Hence, specific suggestions (e.g., reading and listening to more of a second language, creating a supportive and relaxed L2 classroom environment, etc.) are discussed regarding how to enhance L2 learning motivation, reduce foreign language anxiety and increase contact with the L2 in second language learning, so as to ensure sustainable development in second language learning.

“They can learn it through us”: Youth seeking racial justice through a community‐based book club

AbstractIn the summer of 2020, amidst state‐mandated social distancing and protests for racial justice, youth participating in an ongoing YPAR initiative sought to design and facilitate a book club for the residents of their subsidized housing community to increase community awareness of the Black Lives Matter movement. Through interviews, youth shared their plans to design and facilitate a book club differently than they had experienced in English classroom settings. Through the lenses of critical literacy and civic praxis, the youths' imaginings reveal a desire to talk about books that were relevant to their lives, involve discussions that were participant‐led and democratic, and lead to meaningful, tangible outcomes. Implications encourage teachers to re‐examine their classroom book club practices and consider ways to center student desires.

Green Discussion: Raising ESP Students’ Environmental Awareness Through Film Circles

As global citizens, we need to develop environmental awareness to protect the environment. This study aims to compare students’ environmental awareness before and after implementing film circles and investigate their attitudes towards the use of film circles in an English for Specific Purposes (ESP) classroom. The participants were 30 dual program students in education and social development, also regarded as pre-service social studies teachers. A mixed-method study, using the one-group pre-test-post-test design, was conducted. Both qualitative and quantitative research methods were included. The instruments included film circle lesson plans, an environmental awareness assessment with 3 domains, including environmental knowledge, attitudes and behaviours, and an attitude towards film circles questionnaire. The findings revealed that the students believed that their environmental knowledge, attitudes and behaviours improved. They also had positive attitudes towards the use of film circles in raising their environmental awareness in the ESP classrooms. This study appears to echo the integration of environmental issues or themes into English classrooms.

Exploring the concept of <i>language awareness</i> in the Curriculum in English in Norway: discussing the potential of picture books for enhancing young learners’ language awareness

This exploratory article provides an introduction to language awareness and discusses the potential of picture books as a textual resource to enhance young learners’ understanding of how language works. The construct of language awareness is investigated and discussed according to its three main components: the cognitive, affective and social dimensions. It is argued that language awareness represents a holistic approach to language teaching and needs to be naturally integrated into teachers’ pedagogical practices. Furthermore, the article looks at how the last revision of the English subject curriculum in Norway, introduced in 2020, involves language awareness and how this concept is communicated. The curriculum seems to reflect a language learning theory that correlates strongly with the theoretical basis for a language awareness approach. It is noted that the teacher’s knowledge of language and engagement with language are crucial factors for facilitating discovery-oriented learning activities, which are considered critical to scaffolding learners’ engagement with language. Picture books are considered a valuable resource in this respect; the qualities that make this literary genre such a useful resource are outlined and reflected on. The article ends by presenting some selected picture books and exploring their potential for using them in the English classroom to promote learners’ engagement with language and hence, contribute to cultivating their language awareness.

Targeted feedback for Indonesian-speaking classrooms in higher education context: A perspective from educators’ lens

In today's interconnected world, excellent communication is essential to develop relationships and cooperate with people from various cultural backgrounds. Therefore, individuals with strong speaking abilities can explain their views clearly, negotiate successfully, and develop rapport across borders. However, many students are still facing difficulties and anxiety in producing spoken context in English classrooms. In terms of speaking skills in the EFL context, targeted feedback is a sort of instruction that is particular and focused, given to an individual based on their performance, activities, or habits. In educational settings, it is intended to specifically address specific parts of an individual's work or skill development in a precise manner. This qualitative study that involved 10 lecturers at college levels aimed to reveal their perspectives on the targeted feedback for speaking proficiency. The multiple-case study was applied here to identify and analyze the issue in speaking classrooms. Focus Group Discussion was conducted as a research instrument and analyzed using verbatim techniques. Findings revealed teachers are still facing challenges, yet they are exploring good chances to nurture students’ speaking skills at the same time. Additionally, the perspectives also figured out the principles of targeted feedback practised by the lecturers in speaking classes.

Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom

Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom

Application of Wireless Sensors in the Design of Smart Learning of the English Language Utilizing Zigbee Network Technology

In conventional English classroom instruction, students' learning effectiveness is often affected by various factors, including the classroom setting, individual student circumstances, and the teaching methods employed by instructors. The paper develops an efficient Smart Learning of English Language (SL-EL) system utilizing ZigBee (ZB) technology. This paper enhances the conventional ZB algorithm and develops an SL-EL system utilizing ZB Wireless Sensor Networks (WSN). This paper enhances the prediction algorithm for determining students' precise locations and orientations on the school's premises, examines the SL-EL system's network architecture according to SL's actual requirements, and establishes a three-tier instructional and educational system. This paper establishes system function units based on demand estimation, examines the data analyzing the efficacy of the network nodes within the SL through empirical investigation, and assesses the system's EL learning outcomes. This paper employs simulation methods to analyze 81 data points to assess the ZB network's data-analyzing efficacy. The results indicate that implementing the SL-EL system utilizing the ZB network enables teachers to more effectively manage changes in the classroom setting, monitor students' engagement, and address other constraining factors to enhance teaching and learning effectiveness.

English Poetry in Korean High School English Classroom: Pedagogical Strategies and Benefits

English Poetry in Korean High School English Classroom: Pedagogical Strategies and Benefits

A Study on the Relationship between English Learning Motivation and Learning Effect

In order to explore the relationship between college students’ English learning motivation and learning effect, this paper uses a questionnaire survey to investigate and analyze the English classroom learning motivation of first-year non-English majors. Based on the final English score, the paper analyzes the correlation between English learning motivation and learning effect.

The Role of AI Technology in Constructing Digital English Classrooms in Underdeveloped Areas

As a key part of basic education, English education in primary schools is of great significance to the personal development of students and the construction of society and has received extensive attention from society. However, primary English education in underdeveloped regions of China is still relatively backward. In recent years, the rapid development of AI technology has realized information communication in education, which has become the key force in promoting the digital transformation of English classrooms in underdeveloped regions and the potential to bridge the education gap between areas. This paper is based on the teaching characteristics of the current primary school English subject, combined with the current development of AI technology applied to English teaching, for building the digital classroom of primary school English in underdeveloped areas puts forward the following relevant recommendations. China should accelerate the implementation of infrastructure construction and technology introduction in underdeveloped areas, and strengthen the training of digital literacy and media awareness for primary school English teachers. Primary schools in underdeveloped areas should use AI technology as a teaching aid to build a "double-teacher" English classroom teaching mode and a curriculum feedback platform based on this technology, to effectively promote the digital transformation of English classrooms in underdeveloped areas.

Chinese Undergraduate EFL Learners' Perceptions of and Anxiety in a Flipped English Classroom

The study explored 104 Chinese undergraduate students' perceptions of and anxiety in a flipped English classroom (FC). The results indicated that most participants showed favorable attitudes towards the FC, but higher levels of anxiety in the FC. The negative correlations between Flexibility and speech anxiety and Instructor and low self-confidence were statistically significant. In students' responses, better prior-to-class preparation and teacher support were two advantages of the FC, while fear of speaking and lack of confidence were their concerns, which were correlated with anxiety, including speech anxiety and low self-confidence.