Teaching English Research Articles

PECULIARITIES OF TEACHING ENGLISH TO ADULTS

Teaching English to adults presents a unique and captivating challenge distinct from instructing children or teenagers. Adults bring diverse backgrounds, motivations, and learning styles to language acquisition, making it essential for educators to adapt their approaches. Motivation is a key factor in adult learning, with adults often choosing to learn English for specific reasons such as career advancement or travel. While many adults urgently need English for international communication, they may face challenges due to prior unsuccessful learning experiences. The concept of "andragogy" emphasizes the practical orientation of adult learning, independent work, and the student's leading role in achieving specific goals. Notable psychologists like Carl Rogers stress the importance of relevance, preserving identity, involving the whole person, and encouraging self-criticism in successful adult learning. Ukrainian psychologists and scientists, including O. Tarnopolsky, M. Kushnirov, O. Palii, and T. Besarab, have explored the peculiarities of teaching English to adults. They highlight variations in language proficiency, goals, and learning styles among adult learners, advocating for individualization of training to cater to diverse needs. The time constraints of adults necessitate flexible schedules and the option for online learning. Practical language usage in real situations is crucial for effective learning.

Research on Telling Chinese Stories in English in High School English Teaching

Against the background of globalization, cultural exchanges between different countries and regions have become increasingly frequent, and cultural diversity has become a major feature of today s society. Under such circumstances, education needs to pay more attention to cross-cultural communication and introduce multicultural elements in order to better meet the needs of globalization. The traditional training model can no longer meet the needs of the complex and changing society, and cross-cultural communication and multicultural learning experiences have become an important factor in shaping the future of education. The purpose of this paper is to discuss the current research state, its significance and strategies of telling Chinese stories in English in high school English teaching. By analyzing the current situation of high school English teaching, this paper proposes the importance of integrating Chinese stories into high school English teaching, and elaborates on how to effectively implement this teaching method in teaching practice.

Faculty Members’ Perspective on Employing YouTube in Teaching English for ESL Undergraduate Students

The study investigated the use of YouTube videos for teaching English as a foreign language to English major students at universities and explored teachers' perspectives on implementing this method. It also aimed to identify potential issues that teachers and students might encounter. A mixed-method approach combining quantitative and qualitative data collection was employed. A Five-Likert scale questionnaire assessed teachers' perspectives on using YouTube to teach various English language skills. The study involved 42 English language faculty members from private and public universities, and their responses were analyzed statistically and analytically. The findings indicated that teachers have a positive attitude as they successfully utilize YouTube videos to improve students' English language skills. Faculty members observed that the monotony of teaching decreased while students' motivation to engage with the English language increased. The study also revealed some challenges students face in developing their English language skills, such as a lack of self-confidence and an inability to express their thoughts adequately.

Qassim University EFL Teachers Viewpoint towards Using Artificial Intelligence Applications in Teaching English

Qassim University EFL Teachers Viewpoint towards Using Artificial Intelligence Applications in Teaching English

Digital Literacy Through Teaching English Tourism Supporting Independent Campus Learning Curriculum in Applied Linguistic Studies

The implementation of the Independent Campus Learning Curriculum Merdeka Belajar Kampus Merdeka (MBKM) which was initiated by the Indonesian Ministry of Education, Culture, Research and Technology. This curriculum emphasizes flexibility, independent learning, and the relevance of education to the world of work. Applied Linguistic Studies in English Language and Digital Literacy Teaching, Applied linguistics focuses on the application of linguistic theories and methods to solve practical problems in language teaching. The majority of students feel confident in their ability to use digital technology and English in professional contexts. The industry also recognizes students' readiness to enter the world of work with relevant skills. This research produces recommendations (a) Need more practice writing digital content and professional reports in English. (b) Expansion of technology-based projects to strengthen students' digital literacy. (c) Conducting regular evaluations of the curriculum and teaching methods to ensure their relevance and effectiveness. Keywords: Digital Literacy, MBKM, Applied Linguistic, English Tourism

Filipino English teachers in Japan: Exploring subject positioning in teaching experiences

This paper focused on the teaching experiences of Filipino English teachers in Japan. It aimed to find out how the Filipino teachers position themselves and establish their own identities as teachers of English as a foreign language. The first research question sought to find out the roles and responsibilities the Filipino English teachers have in the school. The second question wanted to know the achievements and successes that they have had as teachers in Japan. The third question wanted to find out the challenges that the Filipino English teachers have encountered and how they overcame them. Results showed that aside from a more relaxed and less stressful teaching English as a foreign language task, Filipino English teachers in Japan also serve as cultural ambassadors of the Philippines in their respective classrooms. And although they are usually recognized for doing a very good job, Filipino teachers also face some challenges that stem up from their being non-native English speakers.

Impact of Using Folklore in ESL Classroom for Teaching English Reading Skills in RYK

The goal of this study was to look into the impact of using folklore in ESL classrooms to teach English reading skills. Because English is a second language in Pakistan, the researcher employed the term ESL in this study. This study used a quantitative experimental research method. The results of the pre-and post-tests showed that folklore had a positive effect on the experimental group students as their results improved. The results of the control group showed no significant difference. The questionnaire completed by teachers produced a positive response. The majority of teachers agreed that folklore can help students expand their vocabulary and read more fluently. Most teachers agreed that incorporating folklore into an educational program motivates students to read more. Overall, the research findings were positive.

Integrated Skills Approach in Teaching EFL Writing and Speaking as Productive Skills: A Case Study in Indonesian Context

Teaching English as Foreign Language to Indonesian students encourages teachers to motivate them in their language study by getting them to engage in successful writing and speaking skills. It can be early learning as relevant as possible to their language use needs. Based on a qualitative design, this study investigated the way an English teacher of eleventh-grade students used an integrated skills approach to teaching writing and speaking in the classroom. The research was conducted at one of the senior high schools in West Java, Indonesia with a qualitative method to explore deep information about the strategies and challenges encountered by the English teacher when she was teaching. The specific strategy revealed that the teacher organized activities and encouraged the students through Communicative Language Teaching (CLT) including other strategies to overcome the challenges such as providing consultation and providing learning at night as an extra class. This study is expected to chronicle the need for this approach to be incorporated by English teachers in secondary schools to improve English teaching strategy today and future.

Using Word Wall In Teaching English Vocabulary And Its Impact On The Students’ Vocabulary Achievement

Using Word Wall In Teaching English Vocabulary And Its Impact On The Students’ Vocabulary Achievement

An Analysis of Teacher Strategies in Teaching English Speaking at SMPN 2 Praya

This study delves into the intricacies of English-speaking instruction at SMPN 2 Praya, aiming to scrutinize the strategies employed by teachers in this context. Through a qualitative research approach, the data was gathered from questionnaire and interviews. The findings reveal a variety of strategies utilized by teachers, ranging from communicative activities to technology integration. Additionally, factors influencing the selection and implementation of these strategies are examined. The study contributes to a deeper understanding of effective pedagogical practices in English speaking instruction, offering insights for educators, policymakers, and curriculum developers to enhance the quality of language education in Indonesian secondary schools.

Becoming a language teacher educator: An outsider perspective

This is a reflective piece theorizing my personal and academic experiences working with preservice teachers who are pursuing a Teaching English as a Second Language Certificate with immersion experience participating in a study abroad program teaching English to university students in Ecuador. Teaching predominantly white students as a woman of color is always full of stories, both real and imaginary. This is an opportunity to theorize the role of non-native English speakers guiding preservice teachers to teach English learners in the global south while discussing or contesting language aspects such as pronunciation, accuracy, proficiency, among others.

The General Pedagogical Knowledge Underpinning Early Childhood Education Teachers' Classroom Behaviors Who Teach English as a Foreign Language in Chinese Kindergartens.

There is limited understanding of the general pedagogical knowledge (GPK) of early childhood education (ECE) teachers who teach English as a foreign language (EFL). This study therefore explored GPK categories and subcategories in six Chinese ECE EFL teachers using stimulated recall classroom observation. The deductive and inductive data analysis revealed that GPK consists of four categories and ten subcategories. The four knowledge categories were child development, the objectives and content of teaching, the act of teaching, and classroom management. Additionally, the study found that the novice teachers had similarities with the experienced teachers in number and type of GPK. The study also found differences: the subcategory how to use child-appropriate instructional methods was top for the experienced teachers, but not for the novice teachers; the novice teachers mentioned classroom management more than the experienced teachers; the novice teachers showed a negative tendency toward the act of teaching, while the experienced teachers were positive. The implications are discussed.

The Classroom Management in English Language Teaching

This paper examined a review study of the classroom management in English language teaching. Classroom Management is one of the important aspects of English language teaching is directly related to the job of English teachers in their classrooms. The successful of the English teacher is related to the ability of the teacher in managing his / her class. Today, the classroom management is an art as well as a science for the English teacher in order to become effective teacher in EFL or ESL classrooms. The teacher can use the art and science of his / her teaching English along with various classroom activities to motivate his/ her students to gain confidence in the learning of English. The classroom management in English classrooms is an important factor that contributes to success in English language teaching and learning. When we condider about the classroom management, the classroom management cannot be studied properly without touching upon the study of psychological problems, learner problems, and linguistic problems. This study reviews classroom management is known as one of the big challenges of the teacher in controlling ELT classroom.

Reading, Writing, and Rurality

This review examines two recent scholarly books on teaching English language arts in rural areas. Robert Petrone and Allison Wynhoff Olsen’s Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy offers strategies and research-based rationales on how to teach students to think critically about depictions of rurality in texts. Teaching Diversity in Rural Schools by Lisa Hazlett focuses on using young adult literature to teach students in rural schools about diversity. The review evaluates the texts’ contents and examines how both books contribute to educators’ understanding of rurality and the specific needs of rural schools.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

Benefits and Problems of Using Learning Applications in Teaching English

Benefits and Problems of Using Learning Applications in Teaching English

PERCEPTION TOWARDS LECTURER’S CODE-SWITCHING IN EFL CLASSROOM OF STUDENTS AT THE AKADEMI KOMUNITAS MAPINDO FOOD AND BEVERAGE STUDY PROGRAM

Teaching English in Indonesia still faces several obstacles because not all students easily understand the meaning of what the Lecturer says in English. This greatly influences the students' success in understanding the material given, especially in completing the assignments or exams given. Therefore, most English language teaching and learning activities in Indonesia use code switching. Code switching is a change of language (switch) in communication, from one language to another Apart from that, code switching here means English to Indonesian or Indonesian to English. This research examines students of Akademi Komunitas MAPINDO food and beverages study program on the use of code switching in English Foreign Language (EFL) class. This research uses a qualitative research method with three instruments, namely questionnaire distribution, interviews and data collection. 28 students filled out the questionnaire, which is the total number from one class and these students are also involved in answering additional essay questions recognize the use of code switching in class. However, only 5 results were used to represent the entire class included in this research. The research results show that (1) the majority students agree to the use of code switching when it is taught in class (2) they perceive the existence of code switching help them improve their understanding of English language teaching (3) they think that Lecturers who use code switching are friendlier in teaching and better understand students' fluency in English (4) Students think that code switching can improve their readiness exam and pass (5) students feel confident when learning English by code switching and feel comfortable in class.

University Teachers’ Perspectives on the Usage of Dogme Approach in Teaching English in Saudi Arabia

University Teachers’ Perspectives on the Usage of Dogme Approach in Teaching English in Saudi Arabia

HUMANE APPROACH IN TEACHING ENGLISH

At present, the process of integration is rapidly intensifying, states are closely interacting with each other, thus the process of integration in the business and cultural world is taking place. The global problems of all mankind are solved through the unification of nations. These are such problems as the protection of peace and ensuring the stability of each state, the solution of global environmental and economic problems, as well as the development of the country inside and outside its borders. And a tool to solve such problems is a well-established interethnic and intercultural communication. Historically, Kazakhstan has been called a "bridge between East and West" and a "crossroads of civilizations." Kazakhstan is home to representatives of 130 nationalities and 46 religions. Therefore, the ideas of humane pedagogy, based on eternal universal values, are embedded in the national consciousness of Kazakhstanis. As the great Abai said: "Love all people as brothers." Therefore, it is necessary to study the world and national heritage of humane pedagogy and introduce the spiritual and moral ideas of humanism into the theory and practice of the modern pedagogical space of Kazakhstan. [1]. This article examines the main possibilities of applying a humane approach to the study of foreign languages in secondary schools and presents the results of a study to identify ways to humanize educational activities.

Teachers’ Attitude towards the Use of Computer Technology in Teaching English Vocabulary among Primary Schools in Nyamira County, Kenya

This paper investigated teachers’ perception towards use of computer technology for teaching and learning English vocabulary in primary schools in Nyamira County, Kenya. The researchers adopted the descriptive design and employed stratified simple random and purposive sampling techniques to select 62 teachers and 23 Curriculum Support Officers (CSOs) who participated in the study through questionnaire and interview. Data was analyzed using both quantitative and qualitative techniques. The study revealed that teachers hold positive perception towards the use of computer technology in English vocabulary lessons. They perceived computer technology as important in improving the quality of vocabulary teaching and learning, increasing learners’ engagement and promoting innovation in English vocabulary. The study thus recommends a need to support the positive perception of teachers through provision of regular professional development opportunities on technology use for successful use of the computer technology in teaching and learning.