Teaching English Research Articles

Improving teacher's English proficiency in teaching various levels and background

Teachers have an important role in educating the nation. Teachers' duty and responsibility are not only transferring the knowledge to the students but also making the students understand the materials given. Therefore, the students will be able to apply the lesson in the real life. In order to reach the teaching objective above, teachers must have good standard of ability and skill in teaching English. In addition, they must have good ability in teaching English. However, not all of teachers have the skill to teach various students equally. The focus of this article is to improve the teachers' English proficiency on teaching various students based on the students' level of education background and based on the students' age. Teaching students of various ages and various level of education background need teachers' creativity of their way of thinking. Some teachers tend to teach one level of students, elementary school for example, and they are not ready to teach other level of student, for example the senior high and adult. This article is expected to help the teachers seeing· several views in teaching students of various levels and background.

<b>The Practice of ChatGPT in English Teaching and Learning in Vietnam: A Systematic Review</b>

The purpose of the research is to explore the practice of using ChatGPT in teaching and learning English in the context of Vietnam based on a systematic review of 12 selected studies from 2023 to 2024, which were retrieved from journals such as International Journal of TESOL & Education, AsiaCALL Online Journal, Teaching English with Technology, European Journal of Alternative Education Studies, International Journal of Learning, Teaching and Educational Research, International Journal of Language Instruction, and Kognisi: Jurnal Ilmu Keguruan via Google Scholar. The detailed analysis focuses on the benefits, challenges, and issues of the use of ChatGPT in English teaching and learning in the context of Vietnam. The findings indicate that the deployment of ChatGPT greatly contributes to language education, namely the facilitation of students’ and teachers’ work. Nevertheless, there remain unsolved issues regarding academic dishonesty, plagiarism, sole reliance upon the tool’s function, the appropriateness of the information it offers. It is suggested that there should be training or guidance for teachers and students to use ChatGPT properly, balanced integration of the tool with teachers’ consideration, and so forth. The review article provides valuable references and pedagogical recommendations for future research papers about ChatGPT’s use in English language education.

TEACHING ENGLISH IN 21st CENTURY AND THE IMPORTANCE 4 Cs

Second or foreign language learning/teaching has been in the curriculum of schools for centuries. It has gone through various stages up to the 21st century in which both teachers and learners have assumed different roles and responsibilities in various approaches, methods, and techniques of teaching English. For that reason, in this chapter, the roles, responsibilities, opportunities, and challenges of learners and teachers in the 21st century have been described in terms of various contexts by taking into account the learners' level and age in terms of 21st-century skills. This article discusses about the importance of 4 Cs p in educational settings especially in teaching English . It explores the ways of solving them and giving motivation to students and it’s effective sides for teaching. The author presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of 4 Cs that refers to an approach in language teaching and learning that prioritizes the communication of meaning over that refers to an approach in language teaching and learning that emphasizes the explicit focus on linguistic forms such as communication ,critical thinking , collaboration ,creativity.

The Use of Show and Tell Method to Teach English Speaking Skill

The Use of Show and Tell Method to Teach English Speaking Skill

Enhancing English Proficiency and Digital Literacy through Digital Storytelling in Vocational Health Students

Teaching English to healthcare students presents multifaceted challenges, particularly for non-native speakers who must concurrently navigate the complexities of medical concepts and the acquisition of language proficiency. Addressing these dual demands necessitates pedagogical innovations that integrate linguistic development with digital literacy to meet the dynamic requirements of contemporary healthcare. This quasi-experimental study explored the efficacy of digital storytelling as a transformative educational tool for enhancing English fluency and multimedia communication skills among vocational health students. Seventy-eight participants were allocated into an experimental group, which engaged in structured weekly digital storytelling activities, and a control group, which adhered to traditional grammar-based instruction. Over a 16-week intervention, data collected via the Test of English Proficiency Speaking and the Multimedia Communication Comfort Scale revealed significant outcomes, with the experimental group exhibiting substantial improvements (T-value = -23.91, p < 0.001) compared to the negligible gains of the control group (T-value = -11.12, p > 0.05). Furthermore, a robust positive correlation (r = 0.60) between initial lower proficiency and more significant improvement underscores the inclusivity and adaptability of digital storytelling for diverse learner profiles. By merging authentic language use with practical engagement in digital tools, digital storytelling equips vocational health students with critical competencies essential for effective communication in increasingly digitalized healthcare environments, demonstrating its potential as a cornerstone of 21st-century vocational education.

Factors Affecting the Mastery of English Language Skills Among University Students in Somalia: A Case at Benadir University

The purpose of the study was to investigate the factors influencing the mastery of English language abilities among university students in Hodan district, Somalia, with Benadir University serving as the case study. The study was fully qualitative, with respondents being first-year students engaging in the English proficiency program at Benadir University’s Centre for Languages. Using the saturation principle, the researchers selected a sample of 17 respondents to provide firsthand opinions based on their experiences as students in Somali educational institutions. Findings show that many students have low command of the English language despite efforts to teach them English due to factors emerging from their educational background, learning environment, culture, society, English policy, and teachers. However, the most frequently reported barrier is the influence of Somali, which trumps English not only in class but also in the community. As a result, students are taught English in Somali, and they lack opportunities to practice English because everyone around them speaks Somali. The language of instruction is also not streamlined, as lecturers continue to deliver lectures primarily in Somali, with the exception of a few cases, the majority of which are for international lectures who do not speak Somali. These factors undermine efforts to create equitable and inclusive learning opportunities for Somali students both nationally and internationally. Finally, the researchers recommend a policy review to streamline the language of instruction, monitoring, and regulation. Innovations, such as using Literature to improve English language abilities, should be implemented. Finally, there is a need to embrace teacher refresher workshops, substantial research, sensitization, and international benchmarking for best practices in managing English proficiency programs. These recommendations could create more inclusive and equitable learning environments for Somali students.

Collaborative Peer Mentoring in a Practicum: An Innovative Strategy to Cope with Teaching Anxiety

The practicum, a common form of school–university partnership, plays a critical role in developing future teachers’ practice; however, it is often regarded as a source of considerable anxiety and stress. Despite a significant body of studies investigating pre-service teachers’ anxiety, strategies to help them cope with anxiety during the practicum are still under-researched and there are few studies examining this issue outside the Anglosphere. This study examines the impact of a peer-mentoring programme on the teaching anxiety of English as a Foreign Language pre-service teachers in a Teaching English to Speakers of Other Languages practicum in the context of a school–university partnership in Vietnam. The study employed a quasi-experimental design in which 32 pre-service teachers were placed in a treatment group and experienced a peer-mentoring programme, and 33 were organized in a control group and followed the traditional model of the practicum. The study collected data from a pre-teaching and post-teaching anxiety survey and focus-group interviews with participants from both groups during and after the practicum. The findings show the effectiveness of the peer-mentoring relationship in reducing teaching anxiety during the teaching practicum. It is found that peer mentoring provided pre-service teachers with emotional support, workload reduction and instruction improvement, as a way to reduce teaching anxiety. Implications for teacher educators on how to support pre-service teachers during the Teaching English to Speakers of Other Languages practicum in the school–university partnership are highlighted.

An Intersectional Approach to Emotion Labor and Language Teacher Identity: The Case of a Black American Woman Educator Teaching English Abroad in South Korea†

AbstractEmotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages in emotion labor to make sense of her LTIs over three years, teaching English in Korea. The analyses of the interview data show that Kayla's emotion labor regarding her intersectional positions (e.g., race, language, gender, nationality, age) encouraged her to reflect upon her overseas teaching experiences and search for avenues to navigate emotional job demands in the classroom and beyond, over time. Based on these findings, we conclude with implications for TESOL teacher education research and practice that considers using intersectionality to help all language teachers, and particularly those with intersectionally marginalized identities, to trace and understand the structures and history that bear upon their emotional and professional lives.

Językowy empowerment. Nauczyciele i AI w służbie włączającej i świadomej komunikacji na lekcjach angielskiego

Teaching English as a Foreign Language (EFL) at an intermediate or advanced level serves as a unique catalyst for promoting inclusive communication in an interdisciplinary context. By integrating the potential of this field with linguistic awareness, (inter)semiotic creativity, and AI-supported didactics, students can be empowered to navigate inclusive discourse on a global scale. This article offers a discussion and exercises on the interdependencies between these elements, highlighting strategies such as transgressive language use and other methods to avoid (un)conscious linguistic discrimination. Through a detailed examination of key concepts behind these strategies and AI tools, the article explores how teachers can collaborate with AI to foster more inclusive discourse and greater awareness among English as a Foreign Language users. The discussion also emphasizes the need for an English curriculum that transcends textbook content, demonstrating how both teachers and students, equipped with digital tools for critical language analysis, can engage in meaningful and creative language use beyond formal education, using their mental assets according to their individual capacities.

EFFECTS OF USING AI IN TEACHING ENGLISH: A WORKPLACE-ENGLISH CASE STUDY

EFFECTS OF USING AI IN TEACHING ENGLISH: A WORKPLACE-ENGLISH CASE STUDY

A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum: developing individual and collective reflective practices towards equitable practices

ABSTRACT Numerous action research studies have investigated in-service teaching and learning. Still, there has been a lack of collaborative inquiry into the ‘here-and-now’ pre-service teaching practicum experiences. This study adapted the Critical Participatory Action Research (CPAR) framework as a pedagogical strategy to a five-phase Teaching English as a Second Language (TESL) teaching practicum over four months. This article explores the extent to which the CPAR framework can be accommodated and discusses its potential to empower and educate practitioners during the practicum. First- and second-person inquiries, drawing on practice architectures, observations, and sharing sessions, were adopted for exchanging individual and collective voices. Findings suggest that the flexible and adaptable nature of the CPAR framework facilitated a collaborative spiral inquiry process. This process involved iterative back-and-forth phases of identifying key issues in each phase, planning measures, taking actions to address challenges, and reflecting on post-actions through collaborative efforts within public spheres. These spheres functioned as open, communicative, and safe spaces, empowering student teachers, cooperating teachers, and the university supervisor to collaboratively exchange and reflect on our voices. This collaboration ultimately transformed the initially linear Planning → Action → Observation → Reflection process into dynamic, iterative interactions across the Planning ↔ Action ↔ Observation ↔ Reflection phases. This transformation fostered collective reflection, unforced consensus, and shared decision-making, addressing real-life teaching challenges by deepening understanding, driving meaningful change, and promoting equitable practices. The adapted CPAR framework cultivates educators who promote inclusive practices and make productive decisions, resulting in a more sustainable pre-service practicum program.

Investigating EFL Teachers' Passion to Teach English at the Preparatory Level

Investigating EFL Teachers' Passion to Teach English at the Preparatory Level

THE ASL

Teaching English to Brazilian deaf students faces specific challenges, as English is their third language, followed by Portuguese and Brazilian Sign Language (Libras) as L2/L1, respectively. Traditional English classes emphasize oral production and comprehension; thus, personalized guidance that addresses the specific linguistic needs of deaf students is lacking in national educational documents. This study highlights the importance of New Literacy Studies, advocated by Street (1984, 2000) and Barton et al. (2000), which emphasize literacy practices in diverse social and cultural contexts, crucial to meeting the linguistic and communicative needs of minority groups. Incorporating sign language could increase deaf students’ motivation to acquire English as L3 through visual learning, language transfer, cultural connection, multimodal learning, and student engagement. Wauters and Knoors (2008) found that integrating sign language into English language instruction improved the comprehension, vocabulary acquisition, and overall language skills of deaf students. Our research explores whether American Sign Language (ASL) could be a motivational resource for these students. The study involved observing six lessons in two classes of a regular inclusive school with deaf students, collecting questionnaire responses, and analyzing discourse sequences provided in interviews. Following an intervention in the language laboratory of the Federal University of Pará (UFPA), where English classes were taught in Libras, interviews revealed that the combination of Libras, ASL, and English significantly increased students’ interest and motivation to learn English.

Teachers' Views on Technology in Teaching English at Senior High School Level in Sidoarjo

The integration of technology in English language teaching has significantly reshaped educational practices at senior high school levels. This study investigates teachers' perspectives on the impact of technology on English learning at SMA Muhammadiyah in Sidoarjo, identifying its benefits and challenges. While technology enhances teaching effectiveness by fostering interactive, engaging, and resource-rich environments, it also poses challenges such as inadequate teacher training and difficulties in managing student focus. This research employs a qualitative methodology, involving semi-structured interviews with three English teachers representing different grade levels. The findings reveal that tools like smartboards and platforms such as Nearpod improve student engagement, lesson flexibility, and administrative efficiency. Teachers also highlighted the role of technology in creative lesson delivery and reducing convensional workloads, enabling a more dynamic and enjoyable learning experience. However, disparities in technology access across classrooms and students' overreliance on gadgets were identified as significant barriers. The study underscores the importance of continuous teacher training and equitable technological infrastructure to maximize its benefits. It also emphasizes the necessity for strategic adaptation in leveraging technology to align with students' needs while addressing classroom management challenges. These insights provide a foundation for advancing the integration of technology into English language teaching, promoting more inclusive and impactful educational practices. Highlights: Interactive Tools: Smartboards and platforms like Nearpod enhance student engagement and lesson flexibility. Teacher Challenges: Inadequate training and managing student focus are key barriers to effective technology use. Equitable Access: Ensuring consistent technological resources across classrooms is vital for inclusivity. Keywords: technology integration; English teaching; teacher perspectives; qualitative research; classroom innovation.

A Qualitative Study of Faculty Members’ Perceptions of Their Role in Enhancing Learners’ Engagement in EFL Online Classes

Teaching English as a Foreign Language (EFL) online presents substantial obstacles in terms of fostering learners’ participation during lectures. To facilitate the use and practice of the language by English learners and to effectively administer classrooms, it is crucial to investigate the roles of faculty members. The purpose of this study is to examine faculty members’ perspectives on their role in promoting student engagement and participation in online English classes. The researcher employed a qualitative research methodology to collect data, which involved document analysis and conducting interviews with faculty members at Umm Al-Qura University. The findings of the investigation suggest that the primary responsibility of the faculty members is to cultivate relationships with students, facilitate their ability to confront learning obstacles and increase their involvement in the educational process. Additionally, the implementation of flipped classrooms to facilitate student engagement during lectures is another critical consequence of effective roles. The present study’s findings indicate that EFL instructors prioritize students’ interests by providing options that are consistent with them and encouraging interaction during the learning process. Faculty members implement strategies like collaborative learning and communicative techniques to support learners’ engagement and facilitate profound learning experiences. The study’s conclusions emphasized the importance of effective classroom administration, appropriate instruction, enhanced interaction with learners, and the use of English as the primary language in the classroom. The analysis revealed that interactive curricula, student support, and video contact with students are excellent methods for improving learner engagement. The investigation emphasized the importance of faculty members in creating a dynamic online learning environment, the need for building relationships with students, and the requirement for pedagogical training to enhance the effectiveness of online EFL instruction and boost learner engagement.

Incorporating Critical Pedagogy into Second Language Teacher Education: An Identity Lens

Language teacher identity has become an established field of inquiry over the past decades. Despite strong calls to integrate critical pedagogy into language teacher education programs to foster student teachers’ critical awareness and catalyze their identity development, there is a paucity of empirical studies on how such integration can take place and influence student teachers’ identity construction. Adopting a case study approach, this article demonstrates two student teachers’ identity changes in an undergraduate Teaching English to Speakers of Other Languages course with a critical pedagogy design. Multiple sources of data were collected including semi-structured individual interviews, online forum discussion records and final reflection essays. Throughout the course, the two student teachers actively engaged in multiple course activities and reflected on their personal beliefs about English and its learning and use. Diwata (pseudonym) regained confidence as a language teacher who was determined to disprove misconceptions in this field, and Ting (pseudonym) reclaimed ownership of English by unearthing her shining points in teaching (e.g. shared experience and empathy with students). The findings underscore the role of critical pedagogy in catalyzing student teachers’ identity transformation into linguistically inclusive, socially conscious and culturally responsive language teachers. Practical implications are also provided in the article.

Level-Up Learning: Using Games to Teach English Across Student Levels

This study explores the use of gamification in teaching English to 70 students in Azerbaijan, aged 11 to 17, with varying proficiency levels ranging from below A1 to B1. Tailored games were implemented to address the needs of beginners, intermediates, and advanced learners, fostering engagement, vocabulary acquisition, grammar improvement, and critical thinking. The results highlight the effectiveness of level-appropriate games in enhancing language skills, despite challenges such as diverse preferences and proficiency gaps. Recommendations for integrating digital gaming platforms and studying long-term impacts are provided to guide future research and practice.

Evaluating Inclusive EFL Instruction for Visually Impaired Students in Beninese Secondary Schools

Teaching English as a Foreign Language (TEFL) in an inclusive classroom with visually impaired and able-bodied students presents unique challenges. In particular, appropriate teaching and assessment strategies are critical in ensuring equitable education. This mixed-methods study, conducted at CEG2 Abomey in the Zou Region of Benin, aimed to develop an effective pedagogical approach to address these challenges. The research involved 200 students (57 visually impaired and 143 sighted) and seven teachers. Quantitative data were gathered through questionnaires, while qualitative data were collected through focus group discussions and classroom observations. Using descriptive statistical analysis and inductive method, the study identified a pressing need for reliable and objective assessment methods and teaching strategies to support visually impaired and sighted students. Despite these findings, the study anticipates potential challenges in implementing such approaches. Recommendations and suggestions have been made to address these difficulties and enhance TEFL education in inclusive classrooms.

The Evolution of Gamification in TESL: Trends, Innovations, and Future Directions

The Evolution of Gamification in TESL: Trends, Innovations, and Future Directions reviews the body of existing literature on the integration of gamification into Teaching English as a Second Language (TESL). This article explores how game-based elements like points, leaderboards, badges, and narrative-driven tasks have reshaped language learning from traditional methods to interactive, immersive experiences. Drawing on studies that document these developments, the review highlights the positive effects of gamification on learner motivation, engagement, and language proficiency. The review also examines emerging technologies such as Artificial Intelligence (AI) and Virtual Reality (VR), which are transforming TESL by creating personalized and adaptive learning environments. These innovations, as well as mobile learning and micro-learning trends, are discussed as key drivers of accessibility and learner-centered education. The article not only summarizes the benefits but also addresses the challenges highlighted in the literature, including technological disparities, the risk of overemphasizing extrinsic rewards, and the need for adaptable strategies to meet diverse learner needs. In its future outlook, the article considers the evolving role of gamification in TESL, focusing on how content-based instruction and digital platforms will further enhance language learning. This review provides a comprehensive analysis of trends and innovations while offering insights into future research directions that will shape the next phase of gamified language education.

Examining the Use of Pearson Activeteach and Myenglishlab in Teaching English for General Purposes (EGP): A Classroom Action Research

This classroom action research study aims to delve into the experiences of students in learning English for General Purposes (EGP) by utilizing Pearson MyEnglishLab and ActiveTeach, two online teaching and learning tools developed by Pearson Education. Through a mixed-method approach that combines quantitative and qualitative research methods, the study investigates the effects of these tools on student engagement and learning outcomes. Over the course of one semester, the researchers observed the learning process, conducted interviews with students, and administered questionnaires to gather comprehensive data. The analysis of the collected data reveals that teaching EGP with ActiveTeach and Pearson MyEnglishLab yields significantly more engaging and impressive outcomes in comparison to traditional teaching methods. These online tools offer various benefits, including the consolidation of teaching materials within a single application. Students appreciate the convenience and accessibility of having reading passages, listening audio, and assessments readily available in one platform, thereby streamlining their learning experience. Overall, this study underscores the positive impact of online tools, specifically Pearson MyEnglishLab and ActiveTeach, on EGP classrooms. The findings highlight the potential of these tools to enhance student experiences, foster engagement, and promote effective language learning. By embracing digital platforms, educators can harness the benefits of technology to optimize the teaching and learning process in EGP contexts.