English Instruction Research Articles

Minimal Pair Bingo: Enhancing English Pronunciation among Japanese ESL Students

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

A Needs Analysis for English as a Foreign Language Instruction for Thai Senior Secondary School Students with Hearing Impairment

At present, English holds a significant importance in numerous countries worldwide, including Thailand where learning English is compulsory for students. For students with hearing impairment, however, due to their physical limitations, English instruction is different from that of other students. Additionally, students with hearing impairment have different and specific needs for English as a Foreign Language (EFL) instruction. To design and develop an appropriate EFL course for them, we collected 68 questionnaires from Thai senior secondary school students at two schools for the deaf in Bangkok, Thailand, and 15 from stakeholders including Thai EFL teachers and executives at schools for the deaf in Bangkok, sign language interpreters, and Thai officers from the Special Education Bureau. Then, eight senior secondary school students with hearing impairment and six stakeholders were randomly selected for an interview, and eight structured classroom observations were made at the two schools for the deaf in Bangkok. The data were then quantitatively and qualitatively analyzed and reported using a weaving approach. The findings revealed a wealth of both implications and recommendations (i.e., in course content, schedule management, instructional activities, methods and materials, instructional languages, teacher roles, classroom setting and environment, and assessment) useful for developing a proper EFL course for Thai senior secondary school students with hearing impairment.

Breaking Textbook Barriers: PowToon Videos in Engaging ICT Learning for Young EFL Learners

The significant interest in the development and integration of information and communication technologies (ICT) in the field of education is still marked with an unequal level of performance in many areas. This research explores the researcher-teacher collaboration of creating and using PowToon video in teaching English to achieve the mission of elevating the ICT competence of teachers and students in schools, especially in areas that are underdeveloped or far from the central government. The participants of the study include the sole English teacher of SD Kartika VI-7 Malang and twenty students in the fifth grade. Through four steps (analysing, designing, implementing, evaluating), this descriptive qualitative study collected data from classroom observation, teacher interview, expert analysis of the developed media, and short evaluation questionnaire. Results from the analysis stage confirmed the preliminary results of the English class’s minimal ICT usage. The design stage is where the researchers and the teacher worked together to adapt the textbook materials into interesting PowToon video for the students. The implementation stage is where the teacher used the video validated by three experts of material, media, and language. Finally, the media’s effectiveness is evaluated based on the questionnaire responses given by the students. The research concludes that the validation process of the PowToon ascertained its quality for effective English instruction to motivate student engagement. Although neither PowToon video nor its implementation is particularly new, they are novel, effective, and—arguably most importantly—friendly teaching media for classrooms that have yet to adapt with the rapid technological world.

The Students’ English Achievement, Perception and Attitude in English Language Teaching

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either. According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.

Utilizing Emotional Motivation Method in English Language Instruction among Chinese Students in Hunan University of Science and Engineering

This proposal aims to investigate the use of Emotional Motivation in English Language Instruction at Hunan University of Science and Engineering (HUSE) in China. The study aims to create a framework for integrating emotional motivation into English instruction, tailored to the students' unique needs. The study will categorize participants according to their age, gender, educational background, and years of experience in teaching English. It will assess emotional motivation in terms of caring, expectation, tolerance, and gratitude. Additionally, it will explore differences in assessment based on respondent profiles. This will provide insights into Chinese students' perspectives on emotional motivation in language instruction. The study will also examine concerns related to using emotional motivation in English instruction.

An Analysis on Chinese EFL Learners’ Understanding of “Direct Object/Sentence Complement” Garden Path Sentences

This study explores the comprehension of Direct Object/Sentence Complement Garden Path sentences among Chinese EFL learners of different proficiency levels, as examined through online questionnaires featuring multiple introspective tests and judgment tasks. A total of 80 respondents participated in the survey, including 38 high proficiency level and 42 low proficiency level English EFL learners. The results indicated that due to a tendency among Chinese EFL learners to select interpretations with fewer attachment nodes, both groups exhibited garden path phenomena in sentence comprehension. Furthermore, following the garden path phenomena, both groups successfully resolved local ambiguities. However, the disambiguation accuracy was higher in the advanced group, corroborating the influence of language proficiency on the capability to reinterpret sentences. Ultimately, this research aims to further probe the underlying mechanisms in the comprehension of unique English sentence structures among learners, thus providing insights conducive to future English instruction and language learning.

College English teaching based on peer feedback in writing tasks under the perspective of New Liberal Arts

This study aims to explore the teaching model of medical universities’ English education based on peer feedback in writing classes under the new liberal arts perspective. Using construstivism as the theoretical framework, the scaffolding theory as the analytical framework, this study employs experimental control methods and utilizes SPSS software for data analysis to evaluate the effectiveness of peer feedback in improving writing abilities. In-depth text analyses of questionnaires and reflection reports are conducted to examine the mediating effects of this strategy on students’ text revision, academic discourse knowledge, cultural literacy, and research awareness, and to investigate how peer feedback contributes to the cultivation of autonomous learning, self-assessment, and critical thinking. The findings confirm that peer feedback not only enhances students’ writing levels but also fosters their deep learning habits. This study provides an effective teaching model that integrates deep learning and ideological education for medical universities’ English instruction based on peer feedback in writing classes under the new liberal arts perspective.

The effects of planning and task on Chinese high school students’ English language performance

Planning is the core of writing process and the key to successful English writing. This study examines the effects of planning type on language complexity, accuracy and fluency in two different English writing tasks (practical writing and integral writing) of Chinese high school students. The results show that online planning promotes students’ language complexity and accuracy, while pre-task planning improves fluency. Planning and task types have an interactive effect in writing accuracy. This study promotes an understanding of planning mechanisms in high school students’ English writing and has implications for high school English instruction.

The Effectiveness of Using Padlet in Collaborative Writing Based on Students’ Perceptions

The phenomena of technological growth in English instruction are expanding quickly all over the world.This progress happens not just in wealthy nations, but also in emerging nations, where the instructor mustdevelop technology-based teaching strategies and tools when teaching English. Indonesia, a developingnation, places a strong emphasis on expanding the use of technology in EFL instruction. English wassubsequently included in the general curriculum and even taught to kids in elementary schools as a directresult of this choice. This study will use Padlet as a digital tool that may be used in a writing class topique kids’ interest in learning English, especially in a writing class. Additionally, this study intends topromote the use of collaborative writing to make it simpler for elementary school pupils to use Padlets inwriting lessons. Through the use of qualitative research techniques, this study set out to learn more abouthow elementary school kids perceived using Padlets for group writing projects. A total of 52 elementaryschool kids in grades 4 and 5 participated in this study. We conducted semi-structured interviews toget data from participants. After the data has been collected, it will be processed using various contentanalysis techniques. Researchers received feedback from students who claimed that the usage of Padlets inEFL classes, particularly in collaborative writing, produced several themes. These themes include thatusing Padlet in collaborative writing can increase students’ self-confidence, that Padlet also helps studentsimprove their fluency in writing, and that Padlet is easy to use, has attractive features, and is simple tooperate.

An investigation into the missions and practices of glocal writing centers in the Chinese context: ERPP and EAP-EGP hybrid approaches

Chinese higher education internationalization demands effective English for Academic Purposes (EAP) writing support to help Chinese college students engage in academic study and scholarly exchange. Writing centers, a globally prevailing form of U.S.-rooted writing support, have become a promising approach to innovating College English instruction in China. Recognizing the lack of empirical research on writing centers as part of EAP instruction, this study examines the missions and practices of glocal writing centers in China, i.e., indigenous writing centers with Chinese characteristics, by conducting photo elicitation-facilitated, in-depth interviews with writing center directors/founders from eleven Chinese universities. This study reveals two types of Chinese glocal writing centers, namely English for Research Publication Purposes (ERPP) writing centers and English for Academic Purposes-English for General Purposes (EAP-EGP) hybrid writing centers, which are guided by indigenous missions of serving as innovation sites for the EGP-EAP/ESP reform of College English and responding to Chinese higher education internationalization. Additionally, Chinese writing centers distinguish themselves through a range of key practices, for example, the overwhelming preference for faculty tutors, acceptance of proofreading, and expanded writing activities. Implications are offered for implementing and researching writing centers as a glocal practice of EAP writing support in China and beyond.

Design of oral English teaching model based on multi-modal perception of the Internet of Things and improved conventional neural networks.

Oral English instruction plays a pivotal role in educational endeavors. The emergence of online teaching in response to the epidemic has created an urgent demand for a methodology to evaluate and monitor oral English instruction. In the post-epidemic era, distance learning has become indispensable for educational pursuits. Given the distinct teaching modality and approach of oral English instruction, it is imperative to explore an intelligent scoring technique that can effectively oversee the content of English teaching. With this objective in mind, we have devised a scoring approach for oral English instruction based on multi-modal perception utilizing the Internet of Things (IoT). Initially, a trained convolutional neural network (CNN) model is employed to extract and quantify visual information and audio features from the IoT, reducing them to a fixed dimension. Subsequently, an external attention model is proposed to compute spoken English and image characteristics. Lastly, the content of English instruction is classified and graded based on the quantitative attributes of oral dialogue. Our findings illustrate that our scoring model for oral English instruction surpasses others, achieving the highest rankings and an accuracy of 88.8%, outperforming others by more than 2%.

Overpassivisation in L2 Acquisition: An Examination of L1 Malay ESL Tertiary Students’ Passivisation of Intransitive Verbs in English

Overpassivisation, a phenomenon in which passive morphology is applied to intransitive verbs, is a common feature in the interlanguage of L2 English learners. This study examines overpassivisation among L1 Malay ESL tertiary students concerning the type of intransitive verb and English proficiency level. A total of 499 L1 Malay ESL students in higher educational institutions in Malaysia completed a grammaticality judgment test involving items with unaccusative and unergative verbs. The students have completed at least 10 years of formal English instruction in school and have considerably more exposure to English than ESL learners in a foreign language setting. As predicted, the participants overgeneralised passive morphology to the intransitive verbs, and more so with unaccusative than unergative verbs. Further, students’ competence in rejecting overpassivised forms decreased with learners’ increasing proficiency in English. The findings show that while overpassivisation is committed by the L1 Malay ESL students, unaccusative verbs contribute more to overpassivisation than unergative verbs. It indicates learners’ processing of the different underlying structures of the two classes of verbs. Also, the passive rule is progressively acquired as a reduction of overpassivisation is observed for both verb types with increasing English proficiency. L1 Malay ESL tertiary students in Malaysia at lower English proficiency levels have yet to work out intransitive structures, particularly those involving unaccusative verbs. The findings suggest that receiving L2 input in a high-exposure environment does not necessarily allow learners to bypass the developmental stages in acquiring the passive rule.

The Development of English Module for Pharmacy Using Contextual Approach

In today's era, a variety of medicine obtained from other countries uses English instructions resulting in the need for mastering English in the pharmacy industry. Despite one of the benefits of assisting pharmacists in fulfilling their needs, an English module specifically for Pharmacy is rare. Thus, this study aims to develop an English module for pharmacy to master a lot of English vocabulary in terms of reading skills for drug indications, reading medicines, and using a contextual approach. A qualitative method that is R&D; ADDIE models (Analyze, Design, Develop, Implement, Evaluate) is utilized. A list of interviews was given to the curriculum section of the Pharmacy Study Program and stakeholders as a needs analysis to determine the availability of Pharmaceutical English teaching materials, and questionnaires were given to material experts and media experts to test the results of module development. The method applied in analyzing the data is the descriptive method, and the analysis is used in univariate analysis. According to the result, the creation of contextual-based modules is considered very suitable to be used as English language learning to help pharmacists’ works. It is indicated by the results of the material expert's questionnaire data obtaining a score of 87.69%, while from media experts, the score is 81.16%, and the results from users, i.e., lecturers, obtained 89.29% and the students is 87.39%. The percentages gained from the analysis represent that the module is very feasible to use.

Lingua Franca and Information Technology in Foreign Language Acquisition: Competitive Advantages of Multilingual Instruction

The paper describes digital strategies helping to boost the competitiveness of Russian as a foreign language. The authors argue that it is impossible to deny the universal popularity of the English language. Knowledge of English is important to learners of Russian as a foreign language since it functions as a social language facilitating their transition to multilingualism. Thus, to improve the competitiveness of Russian courses, it is beneficial to supplement them with instructions in English and modern online tools with English interfaces. The paper offers two scenarios of in-class activities for beginner and intermediate-to-advanced learners of Russian, featuring key strategies utilized for students from Kazakhstan and the People’s Republic of China. The authors argue that the described activities are also useful for students from other countries. The scenarios are included in the common framework of the “Working for a Russian Digital Company” business game and enhance the competitive advantages of Russian studies programs expanding the limits of teaching language and culture in the field of online technologies and Java programming basics.

State of the art of research on teaching and learning foreign languages in Bolivia from 2011 to 2021

Research has become a fundamental aspect for any professional, not only to promote public awareness within any field of knowledge but also to understand it and be able to teach based on the results of that research. Therefore, the goal of this research was to identify and analyze the current status of research which focuses on the teaching and learning of foreign languages in Bolivia between 2011 and 2021. However, our focus was specifically limited to English as a foreign language because of its usefulness and popularity among individuals. In this context, information about foreign language programs in public schools, private institutions offering English instruction, English education in public universities, research on English teaching and learning, professional development for English educators, English teaching associations, and language-related events was presented to achieve contextualization. Our study focused on the population of English teachers in Bolivia, specifically targeting those who have published their research. The utilized method was the Transformative Paradigm, which aimed to generate an action agenda for reform and thereby have an impact on the country's educational policies. The research required a mixed-method approach, integrating both quantitative and qualitative methods. The instruments that were employed in this research, included online surveys with a questionnaire comprising nineteen open and closed questions, an online bibliographic search, and online interviews to gather data. The results are presented qualitatively as they encompass representative information. The conclusions provide us with the opportunity to make recommendations for the actions that should be taken to promote research in and on foreign languages.

A STUDY ON THE EFFECTIVENESS OF ESP ROLE-PLAYING IN NURSING ENGLISH INSTRUCTION

The purpose of this study intends to investigate the effectiveness of using ESP role-playing in nursing English instruction. The instructor utilized the textbook Nursing English for Pre-professionals as a basis to ask learners to assimilate and fabricate their own conversations in contexts as part of the requirement for course fulfillment. The pre-professionals had the option to change their assigned topics if they wished. Topics were assigned through lots-drawings. After the midterm exam, all written assignments were collected, checked for grammar errors by the English teacher, and then recorded on video by the junior nursing students themselves. The evaluation criteria included 40% for nursing content (including the appropriate application of nursing skills, procedures, and medical terminology), another 40% for content innovation (encompassing the richness and originality of the content and English performance), and 20% for multimedia skills (such as photography, editing, special effects, and background music). Based on assessments from both the nursing and English teachers, it was found that nursing students benefited significantly from the multimedia videos (MVs), particularly in terms of overall English competence, understanding of nursing medical theories and procedures, peer relationships, and multimedia skills. The outcomes also indicated that the pre-professionals not only improved their comprehension of the nursing textbook content (93%) but also felt that their nursing knowledge and theories were gradually enhanced (88%). Additionally, the MV project enhanced the enjoyment and diversity of the courses for the learners (93%), fostered stronger friendships among them (95%), and strengthened their multimedia skills (92%). Overall, participants expressed a higher preference for nursing English courses when engaged in this nursing project (95%).

Developing Need Analysis Instruments to Create Economics English Instructional Material Based on Technological Pedagogical and Content Knowledge (TPACK)

This article aims at cultivating the need analysis instrument which consists of questionnaire and interview as a requirement to construct English instructional material for economics faculty students based on Technological Pedagogical and Content Knowledge (TPACK). Researcher wishes to develop an appropriate instructional material for economics students since they have been in ASEAN Economic Community (AEC) and 4.0 eras that enable the students with knowledge of technology, pedagogy and content of economics at once. To achieve this goal, it requires the need analysis instrument to elicit information concern on the need about English material, technology used and also the way to learn the subject matter. This instrument was developed by adapting and modifying ESP and TPACK theory of Basturkmen issued in 2010 & 2018 and theory of Koehler & Mishra in 2009. This elaboration generates eleven indicators to be established; target situation analysis, discourse analysis, present situation analysis, learner factor analysis, teaching context analysis, Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge, and the last but not least is Technological Pedagogical and Content Knowledge (TPACK). There are seventy statements for questionnaire and two questions for interview composed from the eleven indicators. The questionnaire statement and interview questions cover about the need of language skills, language components, and the subject matter of economics, the technology used and language pedagogy.

Effects of Starting Age of Formal English Instruction on L2 Learners’ Listening Comprehension

Effects of Starting Age of Formal English Instruction on L2 Learners’ Listening Comprehension

Teaching English: The Challenges Teachers Face and the Various Instructional Techniques

Although teaching is a great career, there are moments when it may be challenging. Due to the adoption of new teaching techniques and the extent to which electronic and intelligent training have permeated the area of education, the responsibilities of instructors have changed dramatically over time. This study aims, there are two primary areas of discussion on the challenges that teachers of young language learners encounter and the various instructional techniques that they may use. The resources and teaching methods now in use may be used to address the difficulties connected with teaching English. How well instructors can use the available materials for teaching English is the major topic of the study. According to the findings of this study, young pupils were getting Instruction in English as a second language utilizing an extensive range of digital tools. To provide the right teaching, tutors must be aware of each student's evolving requirements. Furthermore, it seems sense that the educational process might be stressful given the potential for issues. In order to prevent obstacles from impeding learning, each challenge should be constantly monitored by an experienced instructor.

The Role of Metaphoric Competence in Medical English Instruction

The Role of Metaphoric Competence in Medical English Instruction