English Instruction Research Articles

Introducing plurilingualism in the English as an Additional Language classroom through plurilingual approaches

Abstract This article discusses research that was carried out in Barcelona, Spain which explored plausible facets for introducing pluralistic approaches in the English as an Additional Language classroom. The research triangulates data collected from administrative personnel, teachers, and students aged 7–8 years in order to identify plausible approaches to synthesize the instruction of teaching English with the development of plurilingual concepts and skills. Methodological approaches included interviews with the administrators, questionnaires with both students and their teachers and a multimodal activity done in the EFL classroom. Through the discussion of the results we highlight specific techniques, such as Intercomprehension, that facilitate language instruction for Additional Language Learners in a linguistically diverse community that has various languages in the social and learning environments. Through the data analysis, we identify aspects that could help facilitate the instruction of English as an additional language in multilingual settings.

Effects of an early start in learning English as a foreign language on reading and listening comprehension in Year 9

Abstract For years now, all over Europe a debate has been ongoing concerning the effectiveness of an early start in learning a foreign language. This paper presents findings from a representative large-scale assessment study from Germany and seeks to examine the relationship between receptive skills in English as a foreign language (EFL) of students in Year 9 and their EFL learning onset age. We examined the differences in achievement of early starters – i.e., students who started learning English either before Year 3 or in Year 3 – in comparison with late starters defined as students instructed in EFL from Year 4 or 5 using a sample of more than 30,000 students. The results from multilevel regression modelling point to long-term advantages in reading and listening comprehension for students with an early onset of English instruction in primary school compared to students who began later. The paper finishes by discussing the results and suggesting further research in this field.

CULTURAL-BASED READING MATERIALS FOR VOCATIONAL HIGH SCHOOL: STUDENTS’ NEED ANALYSIS

English instruction provided in vocational schools (SMK) possesses distinct characteristics when compared to English instruction in general schools. Considering the vocational schools' objective of preparing students to compete effectively in the workforce, it becomes necessary to adapt the instructional materials to cater to the students' specific needs. This research aims to identify the requirements of students in developing culturally-based English reading materials, as assessed from the perspectives of both students and teachers. A combination of questionnaires and interviews was employed to gather the necessary information. A comprehensive analysis, encompassing both quantitative and qualitative aspects, was conducted on the collected data. The findings of the needs assessment unveiled the following key points: 1) students continue to face difficulties in understanding what they read; 2) there is a demand for descriptive texts; 3) English reading materials should be integrated with content relevant to other subjects; and 4) no English reading materials currently exist that consider the students' local culture, specifically the Prabumulih culture. To fulfill these requirements, it is imperative to create supplementary reading resources that incorporate local culture, align with the students' reading proficiency, and support the subject matter effectively.

LOCAL AND GLOBAL CULTURE IN ENGLISH AS FOREIGN LANGUAGE INSTRUCTION FOR TOURISM STUDENTS: WHAT, WHY AND HOW

This article presents the result of a study investigating the local and global culture presented in EFL instruction for tourism students. More specifically, this research investigated the culture inserted by teachers, the reasons for the insertion, and the practice of the insertion of the local and global culture in EFL instruction for tourism students. The study was conducted in the form of qualitative research. The data was collected through interviews and document analysis. The participants of the study were English lecturers teaching English in a tourism study program. The data collected underwent a process of data reduction, data display, and conclusion drawing for the data analysis. Based on the analysis of the study, it was found that (1) local and global cultures were inserted in English instruction although local culture was presented more than global culture, (2) the local culture was inserted to promote cultural identity and nationalism, provide better customer service, enhance cultural awareness, and enhance sustainable tourism; while global culture was inserted to enhance the success of language learning, enhance intercultural communicative competence, and increase employability, and (3) local and global culture were inserted by conducting cultural discussion, cultural comparison and cultural project.

Research on the Promotion of EAP Teachers' Information Literacy under TPACK Framework in the Era of Digital Intelligence

Foreign language education is steadily transitioning into the digital teaching era, driven by advancements in digital information technology and artificial intelligence. The integration of digitalization technology into English for Academic Purposes (EAP) instruction imposes increasingly demanding prerequisites on EAP educators' information literacy within the pedagogical landscape. Employing the Technological Pedagogical Content Knowledge (TPACK) framework, this paper conducts a comprehensive examination of the knowledge components and distinctive attributes of EAP instructors in the age of digital intelligence. Through an in-depth assessment of the information literacy of EAP educators at a science and technology university, this study unveils a spectrum of challenges pertinent to information literacy in the domain of academic English instruction. Subsequently, the paper offers a set of recommendations for enhancing the information literacy competencies of academic English instructors, with the overarching objective of shedding light on the professional development of EAP educators.

Examining the Role of Digital Tools in Pre-service English Language Teachers Self-efficacy in Writing

Writing is regarded as one of the most challenging skills for language learners due to its multifaceted nature. Similarly, writing instruction involves a composite skill set varying from teaching structural knowledge to linking ideas logically through using appropriate lexicon and cohesive devices. Like many other EFL learners, most students with intensive English instruction at Turkish universities often report difficulties in their in-class and extracurricular writing tasks, and they do not feel a sense of achievement and self-efficacy in writing in English as a foreign language (L2). Through this study, the researchers provided 35 English preparatory students with 6-week writing instruction integrating digital tools to examine the effectiveness of this intervention in promoting the students' self-efficacy levels and sense of achievement in L2 writing. The study adopted a mixed-methods research model in which the Self-Efficacy Writing Scale (SEWS) created by Bruning et al. (2013) is used as the quantitative data tool, and the interview and minute paper techniques as the qualitative data tools. The study's findings revealed that digital-tool-supported writing instruction had promising impacts on fostering students’ self-efficacy in L2 writing, leading to gains in their ideation, use of writing conventions, and self-regulation abilities. The qualitative findings also suggested that digital tools empowered them as writers in L2 and led to improvements in their perceived sense of achievement in writing tasks.

Developing English Instructional Materials for Young Learners Oriented to Left and Right Brain Accommodation

Developing English Instructional Materials for Young Learners Oriented to Left and Right Brain Accommodation

챗GPT를 활용한 초등 6학년 영어교육의 연역적, 귀납적 어휘학습 효과 비교

Objectives The purposes of this study is to compare deductive and inductive vocabulary instructional effects on 6th graders’ uptakes by investigating the immediate post effects and their intakes (retention) by looking into the delayed post effets.
 Methods To this end, two experimental groups of two deductive (53 students) and two inductive (51 students) learning classes are selected out of 10 different classes based on their statistical homogenuity of the pre-test. After instruction, an immediate-post vocabulary test is given to two groups of students to find out the uptakes of the instruction. Three weeks after the immediate post-test, a delayed-post vocabulary test is given to two groups of students to find out the intakes or retention of the instruction.In addition, a quetionnaire on English vocabulary learning experiences and method is surveyed on the students before and after the intruction.
 Results The findings of the study is that deductive vocabulary instruction is significatly higher in uptakes, but the deductive group did not retain the significant difference as their intakes. However the pre/post comparison of each instructional group showed that both deductive and inductive learning are effective to 6th grade elementary students. The survey shows that students considers the vocabulary instruction using ChatGPT as positive experiences.
 Conclusions Compared to the previous studies, the current study shows a promising prospect on English instruction using ChatGPT to motivate students’ English learning. The current study also provides the feasibility that ChatGPT can facilitate teachers’ feedback on students’ English learning by analizing their errors and difficulties.

EXPLORING THE IMPACT OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ PERCEPTION, ENGAGEMENT, MOTIVATION IN EFL HIGH SCHOOL EDUCATION

This study investigates the impact of Differentiated Instruction (DI) in high school English as a Foreign Language (EFL) education, analyzing its influence on students' perceptions, motivation, and engagement. Using mixed methods, it delivers a comprehensive assessment of DI's effectiveness. Quantitative analysis of survey data reveals a strong, positive perception of DI among EFL high school students. Each one-unit increase in students' DI perception corresponds to a 0.508 units increase in DI (t = 10.613, p < 0.001, Beta = 0.639). Engagement also significantly impacts DI; a one-unit increase in engagement yields a 0.496 units increase in DI (t = 10.512, p < 0.001, Beta = 0.653). Conversely, motivation negatively relates to DI; a one-unit increase in motivation results in a 0.353 units decrease in DI (t = -7.219, p < 0.001, Beta = -0.305). Qualitative insights from in-depth interviews resonate with the quantitative findings. Students express heightened engagement, enjoyment, and empowerment through DI, accompanied by a positive shift in their perspectives. They credit DI with accommodating diverse readiness levels, enhancing learning achievements, and reshaping their views of English as a subject. Additionally, the flexible grouping strategies within DI foster dynamic, collaborative learning environments. In sum, this research highlights the multifaceted benefits of DI in EFL high school education, offering a nuanced understanding of its implications within this context. This abstract has been expanded to 240 words to provide a more comprehensive overview of the study's findings and implications.

Designing English Instructions for Islamic Settings: A Need Analysis in Indonesian Pesantren

Many pesantren in Indonesia have been significantly transformed to adapt to the demands of the times, by providing English instructions in their curriculum. Although existing literature has discussed the needs of pesantren students in different parts of Indonesia, little is known about the needs in East Lombok, West Nusa Tenggara, a rural part of Indonesia. A modern pesantren, Darul Muttaqien NWDI Perian, had just been transformed to provide an English instruction for about two years while Nurul Azhar Sukadana, a khalafi pesantren, had included English instructions for quite a while. Nonetheless, both of the management did not yet have a clear curriculum that met the students’ needs. Therefore, it is crucial that this study investigate the needs of these pesantren, both from students and relevant parties’ expectations. Needs analysis in this context was the first phase of the R&D method. The data was collected by distributing questionnaires to 73 students and conducting a semi-structured interview with five teachers, three stakeholders, two parents, and community representatives. The findings revealed that English instructions should be designed to (a) support the improvement of students’ language skills, particularly speaking, (b) promote their ability to deliver speeches for religious purposes, and (c) prepare them for their future goals. Hence, in addition to Islamic topics and pesantren-related vocabulary, more modern and contextual materials should be included to widen their knowledge which in turn help them achieve their goals. Thus, these results can become the groundwork for developing the English curriculum in Pesantren in accordance with the students’ needs.

The influence of learning strategies and the environment on Chinese L3 English learners' motivation to learn phonetic symbols: The mediating role of self-efficacy.

Previous studies have established a relationship between Chinese L3 English learners' learning strategies, environment, self-efficacy, and motivation. However, limited research has examined these interconnections concerning Chinese L3 learners' phonetic symbol learning (PSL), and it is hard to determine the extent or manner in which the aforementioned factors have an impact on the motivation toward PSL and their interactions among Chinese L3 English learners according to existing related studies. Structural equation modeling (SEM) can be utilized to tackle this question given its advantages in analyzing various factors in language learning motivation based on specific theories. This study, therefore, aims to investigate the direct and indirect effects of learning strategies and learning environment on the motivation towards PSL among Chinese L3 English learners and offer some pedagogical advice to teachers in Chinese L3 English instruction. To achieve this, a PSL Motivation Scale was developed, using data collected from 45 minority college students and analyzed via SEM. The results revealed that learning strategies and learning environment have direct impacts on the motivation towards PSL among Chinese L3 English learners, as well as indirect impacts on motivation through the mediation of self-efficacy. This study may provide a methodological and pedagogical reference for English pronunciation teaching in China and other contexts that we can stimulate students' motivation toward PSL either directly or through the mediating effect of self-efficacy.

The role of college English teaching reform in overcoming students’ learning anxiety disorders

BackgroundIn the study of colleges and universities, students are under greater pressure to learn English, so the reform of the teaching mode of English in colleges and universities is of great significance to alleviating students’ learning anxiety.Subjects and Methods This study chose 150 students with English learning anxiety as its experimental subjects at a particular university in order to investigate the impact of English teaching reform on helping students overcome their learning fear. The experimental employees were split into two groups using the random approach. One group was designated “blank,” and that group was taught using conventional English methods. The experimental group, which uses a multimedia-reformed approach to English instruction, is the other group. The experimental statistical scale uses the Anxiety Disorder Somatic Symptom Assessment Scale, and the experimental period lasts for 3 months.ResultsThe panic index scores of the blank group and the experimental group were 78.49 ± 2.32 and 79.50 ± 2.26, respectively, after the evaluation of the Anxiety Disorder Somatic Symptom Assessment Scale, and the tension index scores were 84.65 ± 2.42 and 83.17 ± 1.58, respectively, prior to the start of the experiment. Following the experiment, the scores for stress indicators were 83.79 ± 1.87 and 72.49 ± 4.01, while the scores for panic indicators were 77.76 ± 2.46 and 67.65 ± 1.28, respectively, in the blank group and experimental group. The experimental group’s scores for somatic symptoms of anxiety displayed a considerable decline.ConclusionsThe reform of college English teaching through multimedia can effectively alleviate students’ learning anxiety.AcknowledgementA project of Wuchang Shouyi University (No. 2021Y05).

Evaluating the Readability of English Instructional Materials in Pakistani Universities: A Deep Learning and Statistical Approach

Evaluating the Readability of English Instructional Materials in Pakistani Universities: A Deep Learning and Statistical Approach

PBL 기반 공학영어 ESP 교수·학습 모형 연구

This study presents the application of Problem-Based Learning (PBL) in an English for Specific Purposes (ESP) course designed for fourth-year electronics engineering students, aiming to equip them for the job market. The research addresses how to structure job-related engineering English instruction through a PBL-based ESP class, students’ perceptions of this course, and favorable directions for its future advancement. Data for the study were collected and analyzed through methods including initial surveys, pre- and post-course surveys conducted within the PBL class, in-depth individual interviews, final surveys, and reflective notes written by students. These approaches provided a comprehensive insight into learners’ perceptions and experiences within the implemented PBL-based engineering English ESP teachinglearning model. The results are expected to serve as a foundation for ESP curriculum design and development research, benefiting educators and researchers interested in this field, both in higher education and English language teaching. The significance of this study is especially important, considering the limited research in Korea on engineering English, particularly in PBL-based ESP classes, which have gained prominence recently. Additionally, this study underscores the importance of using PBL as a student-centered pedagogy in ESP education, fostering enhanced student engagement, problem-solving abilities, collaborative learning, and self-directed education.

Uruguayan EFL Teachers’ Experiences of the Role of SEL in Diverse Classrooms

The impact of COVID-19 exacerbated the need to integrate social emotional learning (SEL) for equitable instruction in English as a Foreign Language Classrooms (EFL). This case study explored the integration of SEL in Uruguayan classrooms and its influence on educational practice. Thirteen teachers from public and private schools completed a Cultural Awareness Survey and answered open-ended questions before, during, and after viewing a professional development video on SEL. Findings document that participants recognized the diversity in their classrooms and the relationship between cultural values and interpersonal respect. All participants indicated that their pedagogy focuses on SEL activities, but their responses did not reflect the integration of SEL concepts into the EFL curriculum. Keywords: Culturally responsive instruction; English as a foreign language; social emotional learning; Uruguayan Teachers

Изучение лингвистических трансформаций при переводе инструкций по применению лекарственных препаратов c английского языка на русский язык (на материале инструкций по применению иммуномодулирующих препаратов Китруда и Зелбораф)

The aim of the research is to describe the most characteristic lexical transformations used in the process of translating texts of instructions for medical use from English into Russian. The study is novel in that it is the first to analyze the transformations of lexical units involving the material of the instructions for the use of such modern immunomodulators as Keytruda and Zelboraf. The empirical study of the original instructions in English and their translations into Russian revealed the most frequent models of lexical transformations that ensure adequate perception of semantic information by the ultimate user of the corresponding drug. The research findings showed that the names of the drugs and active substances are subjected to transcription and transliteration; particularization is employed due to the need to clarify the area of denotation of English verbs of broad semantics; generalization is explained by the tendency to use generalized nouns (medication, medicinal product). Addition of lexemes is directly related to grammatical transformations at the morphological and syntactic levels; omission of lexemes is dictated by the phenomenon of couplets and the tendency to use clichéd phrases; meaning extension is chosen due to causal relationships between the lexemes of the original language and the target language.

Two-Way Immersion Classrooms during the COVID-19 Pandemic: Parent and Teacher Perceptions of Student Learning

The present study examined parents’ and teachers’ perceptions of student learning in Spanish–English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported their perceptions of their children’s instruction and learning experiences in English and Spanish during the 2020–2021 school year. Teachers reported if their students had opportunities to practice oral bilingual skills and their perception of students’ improvement in English and Spanish skills. Parents reported that there were more opportunities to practice English than there were to practice Spanish. Teachers reported that remote instruction offered fewer opportunities than hybrid instruction did to practice oral language skills. Overall, the teachers agreed that students’ language skills in English and Spanish improved. Similarly, the parents agreed that students’ language skills improved; however, they reported that their English skills improved more than their Spanish skills did. Student and family background factors, such as language fluency and parental education, were negatively associated with barriers to remote access. Implications for future research and suggestions for supporting students attending DLE programs during remote instruction are offered.

Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement

Abstract With latent profile analysis (LPA), this study identified motivation profiles of rural English learners in China based on expectancy-value theory (EVT). The construct validity of the extracted latent profiles was verified by their association with learning strategy use and English achievement. A total of 2,433 Chinese rural students completed English achievement test and online questionnaire measuring self-efficacy, intrinsic value, utility value, English learning strategy, and demographic information. The LPA results demonstrated that a model with four latent profiles adequately represented the data, naming rural English learners with “high expectancy and high value”, “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”, respectively. Four subgroups showed significant differences in strategy use and English achievement. Rural learners with “high expectancy and high value” used the most cognitive and metacognitive strategies, and scored highest in English test, followed by those with “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”. This study is consistent with the situated nature of motivation and provides new insights into English instruction in rural areas.

Intercultural approaches to second and foreign language instruction: A longitudinal video study

Despite international recommendations, there is little evidence of teachers’ intercultural approaches to language instruction. Combining video recordings and teacher interviews in Norway, this study found that intercultural approaches to teaching were more prominent in English instruction than in French instruction. We observed teaching practices prioritising intercultural knowledge and critical understanding over skills, attitudes and values. These findings provide critical insight into intercultural language instruction. One aspect that makes this study unique is the duration of data collection over seven years. It is also a strength that the study followed the same two teachers over this long period of time.

Supporting Justice-Oriented English Instruction through Teens’ Digital Activist Literacies

Digital activist literacies centered around the positive social impact of online spaces shift English teaching and learning by opening justice-oriented possibilities for student experiences of culturally digitized pedagogy.