English Instruction Research Articles

A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools

This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct effect on the continuance intention to use technology. The findings also demonstrated that growth mindset, interest, effort regulation, help seeking, and perceived usefulness did not indirectly affect the continuance intention to use technology through self-efficacy. Nevertheless, the findings indicated that facilitating conditions and perceived ease of use did have an indirect effect on the continuance intention to use technology through self-efficacy. In light of these findings, some suggestions and recommendations were presented.

A Self-Directed Teaching Method to Improve English Skills

In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles.
 Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our nation and encourage self-directed English language study.
 This study developed a five-stage self-directed English hearing and speaking instructional model: orientation, pre-test, learning plan, counseling, and self-study.
 Most participants' self-directed English learning increased during the 4-week Central University College of Education field application. The program taught individuals to study independently and customize their learning. The study recommended reward and follow-up strategies for self-directed instructional-learning models and field application.
 Foreign languages need self-directed learning. Learner-centered education lacks self-directed learning. Teacher-centered education reduces self-directed learning, motivation, and learner expectations. English private schools are societal issues.
 This chapter highlights our nation's major English education concerns and study goals. is also needed to understand why English accounts for a considerable amount of private school costs.

THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers. Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes.

Incorporate curriculum requirement and social requirement into learner needs

College English is still treated as an academic center course in China mainland, and college instruction is aimed at transmitting the type of knowledge and skills that academic center courses require; although, the national College English Curriculum Requirements prescribe that the goal of college English instruction should be geared at the cultivation of the ability to use English, at the same time, enhance learner autonomy, comprehensive calibers in order to cater for the demand of social development of international communication. The present study, from the perspective of context-based courses, set out to explore how to incorporate curriculum requirements and social requirements into learner needs. The project adopted Wigginss and Mctighe’s backward design to decide on what to teach, how to teach and how to evaluate. First, the course was analyzed to construct a concept map of the content and objectives of the course, social requirements were investigated, and learner needs were analyzed, based on which the context-based course was developed. For instruction, an optional design was provided so that students could choose according to their requirements, and a variety of teaching methods were adopted with reference to the requirement of different content and objectives. In this project, task-based approach, project-based learning, community service learning, and case teaching methods were tried. To ensure the attainment of basic requirements, the unit assessment was adopted as the main tool of evaluation, which performed the function of both summative assessment and formative assessment. It was found that, when curriculum requirements and social requirements are integrated into learner needs, learners would be more motivated, and they learn better. However, one semester’s study seemed to indicate what learners care about most was not a social requirement, but a summative assessment of the course. Keyword: Curriculum requirement, social requirement, learner needs.

Teaching ESP: The English Lecturers’ Communicative Activities in Business English Instructions

This corrigendum article focuses on enhancing the communicative competence of ESP learners using a wide range of tasks or activities. The target audience for this article is students enrolled in the Business Administration program at the State Polytechnic of Ujung Pandang. By carefully designing activities based on each student’s level and the standards they must meet, we facilitated them to connect with their classmates in the classroom and improve their speaking ability. The purpose of this study was to demonstrate that students can improve their speaking skills by actively participating in the communicative activities that take place in the classroom. It was found that students were engaged in the activities and using the language when interacting with others in discussion sessions, group projects, and role-playing activities.

Charade Game: Does it Impact Students’ Writing Ability?

Modern English instruction must show a developing strategy to motivate and inspire pupils. Introducing games into the teaching and learning process is an option for reducing student boredom. The game of Charade is one alternate teaching strategy that can be used to teach English writing and improve students' writing skills. This study utilized the Charade game as a teaching method for writing. Utilizing a pre-test and post-test, a quasi-experimental research method was implemented. 30 students were assigned to each of the control and experimental groups, for a total of 60. After a series of interventions, students' writing skills were assessed. The outcome of quantitative data analysis was performed using SPSS 25. Compared to the control group, the experimental group demonstrates a considerable change and improvement in writing skills. The significant improvement of the experimental group demonstrates the efficacy of the Charade game as a method for teaching writing.

Effects of Teaching Communication Through Reading, Roleplaying, and Storytelling (TCRS) on English Instruction of High Secondary School Learners

The purposes of this study were to 1) study the effects of TCRS innovation on English instruction of high secondary school learners on English communication; 2) enhance the ability of English speaking for communication of high secondary school learners; and 3) create a model of teaching English communication through reading, role-playing, and storytelling (TCRS) focusing on English communication. The population in this study consisted of 70 high secondary school learners who took the English course during the second semester of the academic year 2018. Purposive sampling was used to select 35 high secondary school students who took the English course during the 2018 academic year. This was an experimental research design for eight weeks. The research instruments were (1) the questionnaire related to students’ problems with English instruction, (2) classroom observation, (3) semi-structured interview, and (4) English speaking ability test (pretest and posttest). A comparison of mean scores from both the pretest and posttest of English- speaking ability was analyzed by using mean (x), standard deviation (S.D.), and t-test for the dependent. The results of the study showed that (1) the ability of English speaking for communication of learners who had studied English through the TCRS was significantly higher than before the experiment; (2) the posttest scores of learners’ speaking ability were significantly higher than the criterion of 60%; and (3) a model of teaching English communication through reading, role-playing, and storytelling (TCRS) to develop the ability of English speaking for communication of learners was created.

Designing an English Syllabus for Architecture Students: Matching Students’ English Skills and Future Jobs

Designing an English Syllabus for architecture students is important to match what they are studying at the university and their future job later. Through the syllabus, lecturers are aware of the mapping between learning outcomes, materials, teaching methods, and assessment and most importantly what students need in the future. English instruction for architecture students is included as English for Specific Purposes. In this circumstance, the lecturers must provide students with the students needs in their field, as outlined in the syllabus. To meet these requirements, the researchers conducted a Research and Development to develop an English Syllabus for Architecture students adapted from Borg and Gall (2003) including (1) needs analysis, (2) writing the product, (3) validating the product, (4) revising the product and (5) final product. Meanwhile, Language Program Development (LPD) by Yalden (1987) is chosen as the model of syllabus development. Thirty three architecture students, three architecture lecturers, and three architecture professional workers as alumni and stakeholder were involved. They were given a questionnaire, an interview, and a validation sheet to collect and triangulate the data. Then, the syllabus was developed, validated, and revised. The results showed that the syllabus of English for Architecture Students has been developed as an integrated syllabus, and it is feasible to use.

Exploring the Potential of Digital Game-Based Vocabulary Learning: A Systematic Review

Constant technological development creates the need for continual optimization of the educational process to achieve educational objectives with the highest possible efficiency. Surveys have shown that digital games are very popular among all age groups, including when they are used in foreign language education, such as in Digital Game-Based Vocabulary Learning (DGBVL). Therefore, the purpose of this review study is to summarize the existing knowledge on DGBVL and to provide new, cutting-edge information based on available literature accessible within three databases: Web of Science, Scopus, and ScienceDirect. After applying the inclusion and exclusion criteria and conducting the search, 13 articles were identified for a deeper analysis. The main findings reveal that DGBVL can create a positive learning environment. In this kind of environment, students experience predominantly positive emotions which may in turn enhance their vocabulary retention. The review suggests that DGBVL is useful in vocabulary learning and may even surpass conventional teaching methods in an English classroom. The findings of this review can serve as a basis for further research, which could ultimately lead to the implementation of DGBVL in the process of English instruction, not only as a supplementary method, but possibly as a full alternative to conventional English lessons.

The Method of Teaching English Using Music

The theory behind music-based English instruction is that it may help students retain new vocabulary words and grammar structures more easily. New words, grammar, and pronunciation may all be taught and reinforced using musical means. Music may also be used to create a lively and engaging classroom setting. Using music in the English classroom has several benefits. The fact that it may be a fun and inspiring approach to learn the language is a major perk. A person's ability to listen and express themselves verbally may be honed via musical practice.

Test-Retest Reliability and Minimal Detectable Change of Timed Up and Go Test in Older Adults with Peripheral Vestibular Hypofunction

The objective of this study is to establish test-retest reliability and minimal detectable change (MDC) of the timed up and go (TUG) test in older adults with peripheral vestibular hypofunction. A pragmatic descriptive design was used on the data collected on 16 patients. Inclusion criteria were age 65 years or older evaluated in physical therapy for symptoms of dizziness and/or postural instability, able to walk without the physical help of another person, and able to follow commands and perform the examination instructions in English. Exclusion criteria were unstable medical issues, orthostatic hypotension, uncontrolled metabolic disease; history of falls from syncopal origin; dizziness of central origin, active benign paroxysmal positional vertigo, and inability to walk without physical assistance. After the patients gave informed consent and met the inclusion criteria, the patients performed one practice trial followed by two final performances of the TUG that were included in the data analysis. The TUG test measures the time it takes to stand up from a chair, walk three meters, turn around, get back to the chair, and sit down. The TUG showed excellent reliability. TUG has small values for both standard error of measurement (0.46 seconds) and MDC<sub>90</sub> (1.07 seconds). The generalization of results of TUG test-retest is limited among the older adults with subacute and chronic peripheral vestibular hypofunction. The test-retest reliability of the TUG for older adults with peripheral vestibular hypofunction is equivalent to that of older adults with other conditions.

Research on the Paths and Strategies of the Integration and Development of College English Instruction and Ideological and Political Education

Research on the Paths and Strategies of the Integration and Development of College English Instruction and Ideological and Political Education

Studies on the EFL Assessment Framework Driven by Data Mining Technology

This essay looks at how data mining technology is used in the assessment of EFL instruction. The accuracy of traditional assessment methods are constrained because they rely on subjective indicators rather than objective criteria. Data mining technology can be utilized as a useful method to assess college English instruction and offer in-depth analysis of the procedure. By seeing patterns and trends in the data, it can assist in enhancing the assessment's accuracy and validity. Data mining techniques are used to find patterns in datasets and reveal correlations between variables. The literature on data mining and its applications to the evaluation of college English education is reviewed in this study. It also discusses the advantages of data mining and looks into the difficulties associated with its application. Additionally, this study suggests and effectively executes a way for data mining implementation in college English teaching assessment. It implies that data mining is a valuable technique that can enhance the timeliness and accuracy of the evaluation process. With regard to the potential of data mining for the evaluation of college English education, the research offers helpful insights for administrators and educators.

Using Readable English leads to reading gains for rural elementary students: An experimental study.

This study measured whether and to what degree Readable English effectively improves reading fluency and comprehension skills of adolescent learners. This experimental study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Students were pre-and post-tested using EasyCBM Grade Level Reading Benchmarks. Students scoring at/below the 30th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students received 45-60 instructional hours in either Readable English or Amplify CKLA during their regular ELA class. Students who received Readable English instruction significantly outperformed students in the typical practice condition on all measures of reading fluency and comprehension. The intervention condition's EasyCBM benchmark reading rate (m = 29.6 WCPM), reading accuracy (m = 3.1%), and comprehension (m = 1.9) surpassed the control group's reading rate (m = 17.4 WCPM), accuracy (m = 0.7%), and comprehension (m = 0.7) WRMT-3 ORF showed students in the Readable English intervention condition (m = 13.4 growth scale values [GSV] and m = 1.0 grade equivalency) outscored students in the control condition (m = 7.8 GSV and m = 0.5 grade equivalency). WRMT-3 Passage Comprehension showed Readable English students (m = 11.0 GSV and m = 0.9 grade equivalency) outgrew control condition students (m = 4.4 GSV and m = 0.3 grade equivalency). In a school year fraught with pandemic instructional interruptions and learning loss, students in grades 3-5 who received Readable English instruction closed reading gaps. The meaningful gains in reading rate and accuracy experienced by students in the intervention group will give exponential word reading volume dividends to students able to read text faster and more accurately going forward, helping them become more skilled readers.

Retracted: Realization of English Instructional Resources Clusters Reconstruction System Using the Machine Learning Model.

[This retracts the article DOI: 10.1155/2022/2838935.].

Practical Research on School-based Curriculum Development of "Telling China Story in English" in Primary School Classroom

It is especially crucial to convey the tale of China accurately and to make the voice of China heard given the country's current state of growth. It is still unknown how to include Chinese culture into English instruction systematically. The aim of the study is to make full advantage of the traditional educational value of Chinese stories, to strengthen curriculum development skills among undergraduates majoring in primary education, and to improve the school-based curriculum materials in Tianjin primary schools. It was developed and put into practice to use the "Telling China Stories in English" curricular program in schools. However, the development and implementation of this course still have certain issues, such as unclear course material levels, incorrect understanding of the learning environment, and overly ambitious course content. In order to improve the standard of school-based English curriculum on Chinese traditional culture, the research suggests addressing the aforementioned issues through an in-depth study of the knowledge of delivering Chinese stories in English, diverse instruction, and appropriate course content reduction.

Incorporating Drama in English Language Teaching: A Case Study at a Private University in Bangladesh

Drama is a unique way to make learning more enjoyable, conversational, and relevant to the real world. Integrating a drama-based approach into the language classroom has the potential to improve listening, speaking, reading, and writing skills, as well as presentation abilities in a varied manner. This study analyzes the advantages of incorporating drama techniques into teaching English language among tertiary level learners. It also focuses on the strategies for developing a learner-centered classroom to improve the communication abilities of second language learners. 11 students in their second year of English Language and Literature at the University of Asia Pacific in Dhaka, Bangladesh, were the participants of this case study. The study is conducted using qualitative research methodology. According to this study, drama-based English instruction has a positive impact on all aspects of growth—physical, emotional, social, and cognitive. It illuminates the strategy of placing students in authentic settings in order to help them uncover their latent creativity and overcome their anxieties. In addition, this drama-based approach is beneficial for learners to foster their sense of collaboration, conversation, negotiation, and performance.

Planning an ESP Course Design in SMK Context Teachers’ Roles and Problems

ESP or English for Specific Purposes is distinctive in that it considers students' learning needs because ESP equips students with the necessary skills to compete in the workplace. In other words, based on the student's major, the teacher must tailor English instruction to be fit for employment. How the teachers preparing English lessons for vocational students have not been fully disclosed in prior study, despite some of the issues teachers confront when teaching English at vocational schools. Therefore, the purpose of this study is to analyze the teachers’ roles and also problems in planning the instructions for their students. In answering the released research questions, qualitative research using the interview method and also an open-ended questionnaire were conducted on 3 English teachers from 3 different SMKs with different majors. These three English teachers have a combined teaching experience of almost exactly ten years. Online interviews and questionnaires with questions about learning preparation based on the Dudley-Evans hypothesis were completed via phone and email. The results of the surveys and interviews were then examined by classifying the data according to theory. The study's findings reveal that these teachers encounter similar challenges when putting together course plans that are appropriate for their students' majors, selecting subject matter that is relevant to their line of work, and selecting learning resources that will enable them to help their students meet set learning objectives.

The digital reshaping of English instruction in a Philippine university during the time of pandemic

The digital reshaping of English instruction in a Philippine university during the time of pandemic

Effects of Creativity-Enhanced Tasks on Middle School Students’ English Performance and Creativity

This study aimed to examine the effects of creativity-enhanced tasks on middle school students’ English performance, creativity development, and perceptions of creativity and affective factors including motivation and attitudes toward English learning. The participants were 49 middle school students in Seoul, Korea. The experimental group was treated with creativity-enhanced tasks whereas the control group received traditional English instruction. The overall study was carried out for fourteen weeks. The main findings are summarized as the following. First, there were no significant differences found between the experimental and the control group in terms of language performance. Second, the experimental group indicated substantial improvement in creativity, especially regarding fluency and originality. Finally, the results revealed positive changes in students’ intrinsic and extrinsic motivation, and attitudes toward English learning. The findings of this study are expected to provide practical insights to English teachers and educators who hope to foster creativity in students by supporting a creativity-enhanced language classroom.