English Language Curriculum Research Articles

Mindfulness in the English Language Classroom: Student Perceptions of Positive Psychology Curriculum Interventions

Mindfulness has received increased attention recently in educational contexts as a tool helping students mitigate negative emotions, enhance resilience, reduce classroom anxiety, and improve academic performance. Although interventions that teach mindfulness principles have flourished in elementary school and university contexts, limited research has investigated the effects of interventions in educational contexts for English language learning. This study investigates student perceptions of the effectiveness of mindfulness interventions in an intensive English program for non-matriculated university students where teachers taught a 65-minute mindfulness lesson once a week for 13 weeks in addition to their normal English language curriculum. Six teachers and 107 English language learners participated. Teachers were given the flexibility to decide how best to incorporate the mindfulness interventions into their lessons. Survey and focus group data were collected. The qualitative comments were analyzed following a phenomenological approach to understand how students perceived their individual learning experiences. Students’ overall reaction to the mindfulness interventions was positive; they highlighted benefits to both their emotional toolbox and their classroom experience. Implications of this research incorporating mindfulness instruction into the ESL classroom are also included.

Analysing the challenges of developing English for Specific Purpose (ESP) courses for Sino-Foreign cooperative educational programs

With the increasing globalization and internationalization of higher education in China, Sino-foreign cooperative education programs are also flourishing. The English language and English language curricula and teaching are unavoidable topics in Sino-foreign cooperative education programs. The development of English for Specific Purposes (ESP) courses is directly related to the quality of talent cultivation in Sino-foreign cooperative educational programs. To promote the successful implementation of Sino-foreign cooperative education programs, this study takes the Sino-German Institute of Industrial Design (IDI) as an example to explore the challenges encountered in the development and practice of the English for Industrial Design (ESP) course under the Sino-foreign cooperative education program. This study aims to identify the current challenges of the ESP courses to enable students better to adapt to the foreign learning mode in advanced study and integrate into foreign cultures. This study utilized a qualitative research method of semi-structured interviews. In-depth interviews were conducted with one IDI director and two faculty members of IDI's ESP course. They were questioned about the problems and difficulties they encountered while conducting the ESP course. The study’s results indicate challenges in the IDI’s ESP courses concerning the background of course students, the selection of course materials, the quality of course teachers, and the teaching methods of the courses. The study analyzed the current state of ESP course development in Sino-foreign cooperative education programs, the challenges that significantly affect students’ academic performance, and the successful teaching of IDI Sino-foreign cooperative education.

Retraction notice: Integrating hyperreal literature with CALL in English language curriculum for engineering studies in India: an empirical study of the impact on students’ learning

Retraction notice: Integrating hyperreal literature with CALL in English language curriculum for engineering studies in India: an empirical study of the impact on students’ learning

Code-Switching as a tactical approach to enhance learner engagement with intricate concepts in oral english presentations

The South African English language curriculum states that by the time students reach Grade 7, they should have mastered certain English language skills that enable them to communicate effectively at both personal and educational levels. Therefore, a study was conducted to investigate the potential benefits of code-switching in improving students' oral participation in English classes. The study took place in a primary school in the Malamulele East circuit and involved all fifty Grade 7 students. The students' oral presentations were part of their formative assessment. Researchers used a rigorous methodology, including convenience sampling, to select participants, with the first ten girls and the first ten boys considered for the study. Data was collected during presentations, where each student had an opportunity to present. The qualitative method was used, with audio recordings and observations as data collection tools. Content analysis was employed to analyse the data collected from the Grade 7 students. Based on the students' performance in their oral presentations, code-switching seemed to help them to effectively communicate complex concepts in their primary language when there were no equivalent English words. The findings of this study showed that code-switching enhances students' oral communication skills and makes learning more enjoyable. students achieve their communication goals through code-switching, offering the audience a hopeful outlook on the potential benefits of this approach.

Enhancing English Language Learning through Digital Mind Mapping: A Comprehensive Approach for Reading Comprehension

This article explores the use of digital mind mapping as a comprehensive tool for enhancing English language learning, with a specific focus on improving reading comprehension skills. Digital mind maps provide a visual and interactive approach to organizing and connecting ideas, fostering deeper cognitive engagement with texts. This study synthesizes existing research on the pedagogical benefits of digital mind mapping, highlighting its ability to support learners in identifying main ideas, tracking relationships between concepts, and developing critical thinking. The article also presents practical strategies for integrating digital mind mapping into English language curricula, emphasizing its role in promoting active learning and learner autonomy. Findings suggest that the use of digital mind maps not only improves reading comprehension but also enhances vocabulary retention, engagement, and motivation. The comprehensive approach outlined in this study aims to provide educators with effective methods for incorporating digital tools to support language acquisition in diverse learning environments.

Professional Development to Support French as a Second Language Teachers: Preparation to Advance Students’ Reading Skills

This study examines the impact of four full-day professional development sessions on French as a second language teachers’ confidence to use strategies to support their students’ reading development. Situated in Ontario, Canada where the science of reading has become a topic of focus influencing the development of new English language curriculum, the French as a second language teachers in this study requested such a focus for their professional development. The teachers completed a pre- and post-questionnaire that included a focus on the science of reading and transfer between languages. They also participated in post-professional development semi-structured interviews. The results showed that teachers gained confidence in supporting their students’ reading development and in particular using science of reading approaches.

Evaluating English Language Curriculum of the Eleventh ‎Grade In the Light of the Pedagogy of the Competency-‎Based Approach

Evaluating English Language Curriculum of the Eleventh ‎Grade In the Light of the Pedagogy of the Competency-‎Based Approach

The Impact of Nonverbal Communication on Effective Public Speaking in English

Nonverbal communication (NVC) plays a crucial role in effective public speaking, particularly for English language learners (ELLs) who may face unique challenges in navigating both linguistic and cultural aspects of communication. This study is carried out through a literature review method, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to examine the impact of NVC on public speaking among ELLs in higher education settings, and synthesize findings from diverse studies. The review reveals that effective use of NVC significantly enhances perceived credibility, audience engagement, and message clarity for ELLs. Specific nonverbal behaviors, such as maintaining eye contact, using open gestures, and adopting a confident posture, are associated with increased speaker effectiveness. Additionally, the literature highlights the importance of cultural sensitivity in NVC instruction, as nonverbal cues can carry different meanings across cultures. The findings underscore the need for explicit instruction in NVC strategies within English language curricula, emphasizing cultural responsiveness and creating inclusive learning environments that empower ELLs to become confident and effective communicators. This review contributes to the growing body of research on NVC in educational contexts and offers practical implications for English language educators seeking to enhance their students' public speaking skills.

Challenges Encountered by Secondary School Teachers in Teaching English Language: The Case of Micheweni District

This study investigated challenges encountered by secondary school teachers in teaching English in public secondary schools of Micheweni District. The study was guided by three specific objectives; to explore challenges related to English language instructional materials, to investigate pedagogical challenges in teaching English, and to examine challenges related to the nature of the students in learning English. A qualitative research approach under a multiple case study design was employed with 36 participants. Focus Group Discussion and interviews were used in data collection. Data were analyzed through content and thematic analysis and presented through quotations and narrations. The findings revealed that the major challenges related to English language instructional materials were shortcomings of English language curriculum content, poor access to ICT facilities which include absence/scarcity of ICT tools, and lack of skills to access ICT tools as well as absence/scarcity of instructional materials. Pedagogical challenges in teaching English were ineffective teaching/learning environment, students’ low level of English Language Proficiency, high teaching load among English language teachers and students’ negative attitude towards learning English. Also, the study found that the nature of students affects teaching/learning English language therefore, teachers should be very careful to find the best teaching strategies regarding individual learning styles. The study concluded that if these challenges were dealt with, English language teachers would teach effectively and students would perform better in their examinations

Designing Communicative Competence-Based English as a Foreign Language Curriculum Development in Integrated Islamic Elementary Schools

This study investigates the implementation and design of English language curriculum development based on communicative competence in integrated Islamic primary schools. The data was taken from interviews, observation, and documentation techniques. The findings indicated that other parties, including the Olympic and competition procurement institutions, were involved in the development of the English language curriculum. English language teachers construct lesson plans under the supervision of the principal, guaranteeing fair execution. The Language Festival is a new design for developing communicative competence at the elementary school level through mentoring subject teachers as well as support from the school and parents. It is designed to demonstrate the richness and diversity of language and instruct and enlighten individuals interested in languages and cultures about the languages spoken worldwide. This kind of external institution involvement is important to increase students' enthusiasm in primary school. The challenges include adapting face-to-face and remote curriculums, internet networks, and school manual content. They are solved by maintaining qualifying time allotments, partnering with language experts, leveraging asynchronous media, updating handbooks, and training for teachers.

Using personal development activities to improve learners’ well-being

Abstract During the semester of Oct 2022 to Feb 2023, I decided to incorporate personal development activities into my C1-level General English classes at an Ecuadorian teacher training university in the hope that it would positively impact my students’ well-being both in the present and in preparation for their future careers and lives beyond the classroom. This was only the second face-to-face semester after the COVID pandemic had forced us into online learning for two years, and many students were struggling with a whole host of issues affecting their lives and learning. Throughout the 16-week semester, I supplemented the textbook with various activities focusing on mental and physical health that I had come across in my own self-development journey. This article hopes to point to a possible way to weave well-being competencies into the English language curriculum, which practitioners elsewhere may be interested in applying in their own classrooms.

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

Needs Analysis of English Learning Skills for Students of Hospitality Study Program

Needs analysis plays a significant part in the construction of an English language curriculum that is tailored to learning needs. Students' descriptions of their needs, weaknesses, and desires constitute important factors that English teachers must consider before establishing appropriate lesson plans and teaching and learning resources. This study was designed with a descriptive qualitative research model. Data was collected through questionnaires and interviews. This data collection method involved all students from the Politeknik Indonusa Surakarta for Hospitality program in their first semester of Academic Year 2023, with a total of 93 students participated. The questions were provided online using Google form. When completing the questionnaire, respondents are given the choice from a number of different responses. Based to the results of the Needs Analysis on English subject, the main objective of Hospitality Study Program students learning English is to help them develop in their jobs in the service and hospitality industries. Students emphasized the importance of learning speaking skills, despite the fact that other language skills are equally important to improve. Each need to master aspects of English language skills, on the other hand, must be in line with their professional career development. This study has implications for fulfilling learning requirements in the hospitality study program as a guide to developing English teaching materials for students in the program. Keywords: ESP, hospitality Study Program; Needs Analysis, English Language Skills

Attitudes and Perceptions of TVET Foundation Students towards the use of Podcasts in Enhancing Listening Skills

Integration of technology in education has resulted in high adoption of digital tools in English teaching and learning. In addressing the needs of digital natives, podcasts are increasingly popular as innovative learning materials to enhance students’ receptive and productive language skills. Despite the growing literature on the use of podcasts in various educational contexts, there is a limited focus among students in the Technical and Vocational Education and Training (TVET) environment. Hence, this study was conducted to examine the students’ attitudes towards the use of podcasts in ESL listening classrooms, as well as their perceptions on podcasts as learning materials for enhancing listening skills. This study was conducted using a quantitative research design. Data was collected through online survey method using a structured questionnaire as the primary instrument. The questionnaire was distributed to 83 TVET foundation students at a polytechnic in Perak. A follow-up semi-structured interview was also conducted with ten respondents. Data from the questionnaire was analysed using IBM SPSS Statistics Version 29 and presented through analysis of mean scores and standard deviations. The interview findings were selectively transcribed to consolidate the statistical findings. The findings indicated students’ positive attitude towards the use of podcasts in the ESL listening classroom, primarily attributed to the learning enjoyment, the suitability of content and the nature of topics. This study also found that TVET Foundation students perceive podcasts as useful learning materials to enhance their listening skills, knowledge and motivation. Despite a few concerns about the technical aspects of the podcasts, the findings of this study reported students’ positive perceptions on the ease of access and intention to continue using podcasts in the future. The results of this study are significant for educators in making informed decisions on effective instructional strategies in ESL listening classrooms. The findings also provide valuable insights to policymakers in enhancing the English language curriculum for TVET foundation students through the integration of technology.

The Role of Suprasegmental Features in English Phonology: Prosodic Hierarchy and Intonation Patterns

This study explores the significance of suprasegmental features in English phonology, focusing on prosodic hierarchy and intonation patterns. The analysis delves into how these features play a crucial role in structuring spoken language, particularly in conveying nuances, emotions, and pragmatic information. The study highlights the importance of understanding suprasegmental features in enhancing speaking proficiency in English and their relevance to English language curriculum development. Further research opportunities in English phonology, such as investigating other suprasegmental features and adopting an interdisciplinary approach, are suggested to deepen the understanding of English phonological structures and improve the quality of teaching speaking skills in English. This study emphasizes the valuable insights gained from a deeper understanding of the role of suprasegmental features in English phonology for teaching, research, and overall understanding of oral language

Teaching English Speaking through Discourse in the State Islamic Universities in Borneo

Introducing accurate discourses and understanding the discourses that students encounter in their daily lives is crucial for enhancing the teaching of spoken English language. To enhance students' linguistic proficiency, the method of teaching speaking through discourse involves immersing them in authentic dialogues and diverse communication scenarios. This is a descriptive qualitative research, employing a case study approach. The participants of the research are the teachers and students of the State Islamic University of Sultan Aji Muhammad Idris Samarinda and the State Islamic University of Antasari Banjarmasin. To collect data for the study, the researcher used a variety of research instruments, such as interviews, field notes, and questionnaires. This study's data analysis method adheres to the principles of qualitative research. The interactive model was used for the data analysis, which included stages for data collecting, data condensation, data display, and conclusion drawing. Research findings indicate that students have a preference for teachers who not only teach English language curriculum but also demonstrate how to achieve a successful future. For English teachers, it is important to teach students not only English-speaking materials but also proper behaviour and politeness. In terms of English language proficiency, students highlight that speaking is the primary skill in acquiring English since it demonstrates their mastery of the language.

Assessment of Inclusion in Upper Basic English Language Curriculum in Nigeria

The study assessed the current English language curriculum at the upper basic level in Taraba state with particular emphasis on the relevance of the content to the English language inclusive curriculum needs. Two towns and 7 public schools were selected for the study through purposeful sampling method. Thirteen English language teachers at the upper basic levels in the schools responded to a 22-item questionnaire titled ‘Inclusive Education Curriculum Needs Questionnaire’ (IECNQ). Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The study revealed that the current curriculum falls below expectation in catering for the demands of English language inclusive curriculum needs. Teachers of English language at the upper basic level in Taraba state for instance, possess little or no knowledge about inclusive learning and what it means for a student to be language impaired. It is therefore necessary that there be a review of the English language curriculum at the upper basic level to cater for the needs of the English language inclusive curriculum. The stakeholders of the field of education in Nigeria will have to take drastic steps in enlightening the English language teachers at this level the concept of inclusive education if the goal of equal educational right to every Nigerian child will be achieved.

A Comparative Analysis of English Language Education in Nepalese and Finnish Basic Education Curricula

This article explored the objectives, contents, and pedagogical approaches in English language education examining the Finnish and Nepalese basic education curricula. The study aimed to reveal the similarities and differences between two countries’ English language curricula and to find out why a big difference occurs between Finland’s and Nepal’s English proficiency levels. Data were collected from Finland’s and Nepal’s English language curricula for basic education and the official documents such as acts, decrees, and laws on basic education were also examined to support the data from the curricula. Data were analyzed with the method of thematic document analysis. Overall, the results of the comparative study indicate that both Finland and Nepal aim to increase linguistic and cultural awareness and teach English language for communicative competence. Both countries also would like to encourage pupils to track their English language learning. On the other hand, while the Finnish curriculum offers general guidelines for the instruction of the English language giving flexibility and autonomy to schools, the Nepalese curriculum prevents schools from preparing a flexible plan for English language teaching according to the needs of pupils by offering specific content and testing techniques. The findings reveal that the Finnish curriculum presents guidelines for teachers, students, and local education providers on how to reach educational goals rather than giving specific content for the subjects giving flexibility and autonomy to schools. On the other hand, the Nepalese curriculum provides specific instructions and suggestions for the application of English language teaching with detailed content containing units for each grade and even suggested testing techniques for teachers.

텍스트 분석을 활용한 영어과 교육과정 자료의 문화 차이 연구

This study identified how many cultural attributes are presented through the latest English language curriculum and revealed that cultural attributes should be included in future textbook development. As an analysis material, the 2022 Revised English Curriculum draft (final draft) was selected and an overall text analysis was conducted. Meaningful results were derived. First, the most frequent words are terms that refer to learners or learning. Functional terms for foreign language learning are also generally highly used. However, terms referring to culture are not used. Second, the terms of English subjects and foreign language learning ability are used frequently. Lastly, the cultural terms are used though it does not relatively high. And the terms referring to science and technology or the information field are also included in the top ranks. In conclusion, as a further study, the textbook analysis on English is required by using this method.

Unravelling the deficit ideologies in English language education in Pakistan: A decolonial perspective

AbstractIn this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency assessment reports, he shows how discourses on English as a medium of instruction, the English language curriculum, and assessment in Pakistan are fraught with deficit ideologies that emphasize a particular view of English proficiency that serves as an imaginary line of demarcation between proficient and deficient English teachers and reinforce linguistic and socioeconomic hierarchies. Instead of reified, Anglo‐normative orientations to English proficiency, the author proposes a translingual orientation that places students' multilingual identities at the center of English language teaching (ELT) practices. He concludes with a call for ELT practitioners and critical language scholars to develop organic links between classroom translingualism and political activism in order to dismantle socioeconomic hierarchies.