English Language Classroom Research Articles

The how and how much of technology use in the classroom: A motivational approach to teachers' technology use

AbstractTechnology in the classroom can facilitate learning, but little is known about how the motivational climate set by teachers shapes its impacts on students. Informed by self‐determination theory, the current study explored technology use in English language classrooms to understand how autonomy‐supportive and structured teaching styles influenced positive outcomes of classroom technology use. Teachers (N = 101) reported on technology use and motivational styles, and students (N = 550) aged 9–16 years reported on basic psychological needs satisfaction (autonomy, relatedness and competence) and academic well‐being (interest and effort). Findings of nested models showed no direct benefits for the amount of technology use; more autonomous teaching style and low structure linked to students' need satisfaction and interest. Beyond these main effects, when teachers were more autonomous, using technology enhanced student need satisfaction and interest; the combination of both was most beneficial for these student outcomes. Counter to expectations, when teachers had low structure technology use enhanced their impact on students. Findings suggest that to optimize student well‐being and interest in learning, teachers benefit from combining autonomy‐supportive education styles and technology use.

Implementing SDGs in the English language classroom

Implementing SDGs in the English language classroom

Individual differences and non-English-majors’ engagement in business English language classrooms in the Chinese university context

This study reports an investigative study of individual differences in personality, motivation, challenges, learning styles and strategies, needs and 55 non-English-majors’ engagement in business English language classrooms in a Chinese university, using two-stage surveys. The study finds positive affective factors in personality and motivation, though participants experienced challenges in learning business English vocabulary and improving English skills. Participants used different learning strategies and styles, and required varied helpful strategies for enhancing business English teaching and learning. Participants had high levels of cognitive engagement, behavioral engagement, emotional engagement, enjoyment, focus, and task familiarity in business English learning. Though participants still encountered problems, they reported learning gains in business English vocabulary expansion, improvement in business writing, workplace communication, business knowledge and culture, business reading, problem solving, listening, interest in English and critical thinking skills. This study is providing empirical evidence of individual differences with China’s non-English-major learners in business English learning and how the individual differences relate with engagement and learning outcomes. The study also implies for practice that business English teachers should adapt their teaching approach and strategies to accommodate to individual differences.

NAVIGATING ENGLISH LANGUAGE TEACHING THROUGH LEXICAL APPROACH: HOLISTIC PERSPECTIVE

The field of English language teaching (ELT) has witnessed a paradigm shift in recent years with the emergence and growing prominence of the Lexical Approach. This article synthesizes into the principles, methodologies, and implications of adopting the Lexical Approach in English language classrooms. Focused on the significance of teaching vocabulary and collocations in context, the paper explores the theoretical underpinnings of the Lexical Approach and its practical applications in enhancing language proficiency. Additionally, the article addresses the challenges and opportunities faced by educators when implementing this approach, considering factors such as teacher’s role, teacher’s role, design activities, and noticing techniques. So, the necessity of implementation of noticing in the process of acquiring new language plays in ELT crucial role. It is an extremely valuable technique of teaching as it motivates learners, encourages learners interaction, provides opportunities for self-learning. By navigating the intricacies of the Lexical Approach, this article aims to provide educators with valuable insights and practical guidance for optimizing ELT within a holistic perspective.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

The impact of mobile learning in English language classrooms in Pakistan

The impact of mobile learning in English language classrooms in Pakistan

Stages of Implementing Differentiated Instruction in the English Language Classroom

Educators understand that every student has unique gifts and challenges, interests, talents and learning styles. Differentiation and individualization of learning have repeatedly become the subject of research in pedagogy. Differentiated instruction is a practice that helps teachers understand how each child learns best. The article is devoted to the problem of gradual use of differentiated approach in teaching a foreign language. The authors describe the main stages of implementation of differentiated approach. The article also describes the history of this approach. Advantages and disadvantages of using this approach were also presented.

How Can Language Education Contribute to Securing a Livable Planet?

AbstractThe aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.

ICT integration into English language teaching-learning: Insights from some private higher education institutions

The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.

The effectiveness of using technology in english language classroom among secondary level of students in nukus, Uzbekistan

This article examines the effectiveness of integrating technology into English language classrooms for secondary-level students in Nukus. Through a synthesis of research findings, practical insights, and case studies, it explores the benefits, challenges, and best practices associated with using technology to enhance language learning in this context. The study emphasizes the importance of technology in fostering engagement, personalization, and authentic language experiences, while also addressing issues such as access, digital literacy, and teacher training. By illuminating the transformative potential of technology-enhanced language instruction, this article aims to inform educators, policymakers, and stakeholders about the opportunities and considerations inherent in leveraging technology to promote English language proficiency among secondary-level students in Uzbekistan.

Transnational Black feminism: L.O.V.E. as a practice of freedom, equity, and justice in English language teaching

AbstractThis article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework—intersectionality, scholar activism, solidarity building, and attention to borders and boundaries—to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how racial equity and racial justice can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.

An Investigation into the Beliefs of Primary School Teachers in Bhutan on Written Corrective Feedback

For ESL students in English language classrooms, writing poses a challenge, where studentscommit numerous errors, however effective corrective feedback from teachers can aidimprovement. Consequently, teachers must recognize their viewpoints on the best methods forproviding written feedback. In light of this, this study intended to ascertain the opinions ofBhutanese primary school teachers, specifically those who teach students in grades PP to VI,regarding written corrective feedback (WCF). The interaction hypothesis, which serves as thetheoretical basis for this study, contends that classroom interaction, essential to languageacquisition includes teachers’ corrective feedback. A questionnaire was distributed to tenEnglish teachers to get more insight into their perspectives on WCF. The Likert Scale wasemployed to measure teacher’s responses to the closed-ended questionnaire. The resultsdemonstrated that nearly everyone had favorable opinions about written corrective feedback onstudents' work. The results implied that to give teachers and students more knowledge andawareness of WCF, they should both have the chance to participate in training related tofeedback. Hence, language teachers would be able to provide students with a suitable WCF tohelp students enhance their writing skills.

COMMON PRONUNCIATION PROBLEMS IN INCLUSIVE EDUCATIONAL SETTINGS

This study focuses on pronunciation difficulties of certain segmental features related to Oman’s local English language teaching environment that includes language learners of different ethnic and linguistic backgrounds. The paper draws its conclusions from research findings, looks into some commonly mispronounced words, in and outside English language classrooms, explains the reasons behind such challenges and suggests some practical ideas to avoid common pronunciation problems in the context of the inclusive English language classroom.

INCLUSION IN THE CONTEXT OF ENGLISH LANGUAGE CLASSROOM: TEACHERS’ CURRENT BELIEFS AND PRACTICES

As the perspectives of English language teaching pedagogy change globally, new trends and issues emerge, and achieving effective inclusive language education is one of them. But what are teachers’ current beliefs and practices of inclusion? This paper explores the beliefs that English language teachers in the Sultanate of Oman have confidence in and feel about inclusion giving most of the attention to integration of visually impaired students into the mainstream classroom. Based on the findings of a year-long research project conducted at the Centre for Preparatory Studies of Sultan Qaboos University, these cover such mostly cited and supported by research components, or factors and conditions of inclusive education (Bricker, 2000), as classroom practices, including teaching strategies, classroom environment, classroom management, collaboration and teaming, including special needs students’ interaction with regular students in the mainstream English language classroom, participation in group activities, and teacher attitude, including teachers assumptions regarding inclusion, in general, and in the context tertiary education English language teaching and learning, and teacher professional development. Shared experiences and beliefs, as well as the components of inclusion, may lead to stronger culture of inclusion within the researched institution and a broader context of Oman’s tertiary education.

From Belief to Inquiry: Transforming Perspectives in the English Language Classroom

Fostering a scientific mindset and enhancing critical thinking abilities stands as the fundamental aim of education. If educators overlook engrained stereotypes and superstitions within students, the cultivation of progressive and unbiased thinking becomes challenging. Put differently, the pursuit of knowledge risks futility without a foundation of objective thought and action, while socially and emotionally being connected to the world. This essay recounts an episode from an English for Specific Purposes (ESP) class at an engineering institution in India, weaving together a discussion on superstitions and how it prompted learners to reassess their own irrational beliefs. It documents the positive transformation in classroom dynamics and the cultivation of critical thinking by employing topics relevant to students’ transportable identities, facilitated by Socratic questioning techniques.

New Paradigm of Education: A Review on Analyzing the Effectiveness of Vocabulary Learning Through Animation Movies in English Language Classrooms

Vocabulary is often overlooked by educators, yet it is one of the most important aspects of language learning. It is essential for all four language abilities, as it is linked to writing, reading, speaking, and listening. Without comprehensive vocabulary knowledge, students may not be successful in acquiring English as a language. One potential way for English language students to improve their vocabulary is to use multimedia sources like animated movies. Animated movies can provide significant benefits to students by using visual aids that enhance comprehension and facilitate improved learning outcomes. This paper aims to understand the effectiveness of vocabulary learning and teaching through animated movies. This article investigates the efficacy and role of animated films in the acquisition of vocabulary. The articles reviewed for this paper focus on the development, analysis, and examination of animated movies for enhancing vocabulary acquisition. In addition, the paper examines the research design, method, and theory that support the use of animated films in research. The review paper implies that animation films enhance vocabulary more effectively than traditional classroom settings.

Advantages and Disadvantages of Implementing the OPEN Course Educational Technology in English Language Classroom on Canvas

Advantages and Disadvantages of Implementing the OPEN Course Educational Technology in English Language Classroom on Canvas

English teachers’ practices and beliefs towards instructional media in Indonesia

Teachers’ practices and beliefs about instructional media are crucial in teaching English, as they can motivate students’ enthusiasm if teachers use them engagingly. Despite their importance, teachers’ practices and beliefs regarding instructional media in Islamic secondary schools in Indonesia have received less attention. The purpose of this qualitative study was to discover how teachers used instructional media and their beliefs towards employing it to teach English. We gathered information from two female English teachers at selected Islamic junior high schools in Aceh, Indonesia through observations and interviews. The results revealed that teachers utilized photos, whiteboards, overhead projectors, and flashcards to teach English. In their English foreign language classrooms, they used instructional media to facilitate students’ learning by explaining the materials, and giving exercises. Teachers believed that instructional media could help boost students’ interest, facilitate the learning process, and promote the achievement of teaching and learning objectives. They specified that curriculum and topic lessons are essential factors to consider when selecting instructional media for teaching English. They alleged that students’ feedback, participation in seminars or workshops, self-discovery, and new curricula could all have an impact on their beliefs. Future research should look into potentially more comprehensive accounts of teachers’ practices and beliefs about instructional media in varied secondary school contexts as well as how engaged students in more interactive classroom activities.

The dynamic role of the English language in contemporary Poland

AbstractSince the 2014 World Englishes report on English in Poland, the country has undergone shifts in education, politics and immigration. In this article, we summarize the key themes that have emerged in recently published research on English, including its use in everyday life, its impact on the Polish language, and its status and role in the Polish educational system, including K‐12 and higher education. We also discuss the impact of shifting national politics on the status and attitudes toward English in contemporary Polish society. In particular, we show how the growing neo‐nationalistic movement and the heated public debates on gender and sexuality play out in English language classrooms. We conclude the article with a discussion of future trends in English language use, teaching and learning.