English Language Curriculum Research Articles

THE DESIGN AND IMPLEMENTATION OF AN ONLINE FORMATIVE ASSESSMENT TO FOSTER INTERACTIVE ENGLISH LEARNING AMONG SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

In response to pandemic-related learning loss, the Indonesian government has implemented a new English language curriculum with a focus on holistic assessment. However, the effectiveness of this curriculum relies on innovative teaching practices. This study positions the author as a curriculum engineer who has developed an online formative assessment concept. The aim of this research is to create a formative assessment tool that records student learning processes, promotes interactive English learning, and overcomes traditional pedagogical practices. By recording student learning processes and integrating technology, such as mind mapping and word clouds, students are able to explore, investigate, and generate new knowledge. The study follows a Research and Development (RD) approach and the developed website highlights the two online formative assessment methods. The findings demonstrate that using the online formative assessment tool can enhance students' critical thinking and communication skills while improving their English proficiency. Based on these results, this study recommends that schools integrate formative assessment tools into their English language curriculum to promote interactive learning and overcome traditional teaching practices. The findings of this study are relevant to educators, policymakers, and curriculum developers interested in promoting interactive English learning in a technology-enhanced learning environment. This study expected to be an assessment innovation in the interactive English.

Perceptions and practices of technology usage in English language curriculum implementation among instructors and students in Somaliland higher education institutions

This study aimed to investigate how instructors and students in Somaliland’s higher education institutions perceive and utilize technology in implementing the English language curriculum. The study involved 93 English language instructors and 377 students from both public and private universities. The instructors and students were selected using available sampling and proportionate stratified random sampling techniques respectively. Data was collected through a survey questionnaire and analyzed quantitatively using mean, standard deviation, one-sample test, independent samples t-test, and linear regression. The findings indicated that both instructors and students had low perceptions of the benefits of technology in English language teaching, and instructors had limited experience in implementing technology-supported curriculum. However, the study revealed a strong relationship between technology usage and successful curriculum implementation. Therefore, it was recommended that instructors and students receive training on educational technology awareness and practical application to enhance the English language curriculum implementation.

Awareness of Language Learning Strategy Use of the ESL Students of Rural Telangana

Language learning strategies are methods that help users improve their English proficiency. We conducted a survey of 3012 rural students to assess their awareness of communication strategies in English. The survey revealed that students from rural areas in Telangana struggle with English proficiency, which affects their professional performance. Previous research has shown a link between language learning strategies and proficiency. Therefore, it is important to investigate the strategies used by these students and create an intervention program to teach them language learning strategies explicitly. The study suggests incorporating specific strategies into the undergraduate English language curriculum to enhance proficiency in professional settings.

THE INTEGRATED APPROACH IN ESL AND EFL CONTEXTS: THE PRACTICE IN GHANA AND GUINEA-CONAKRY

<p>A key concept of the English language syllabus for both Ghana and Guinea-Conakry is the <em>integrated</em> <em>approach</em> (as opposed to the <em>segregated-skills</em> approach) to the teaching of language skills. Like the <em>communicative language teaching</em> method, the <em>integrated approach</em> exposes English language learners to authentic language and challenges them to interact naturally in the language. The designers of English language curriculum in Ghana and Guinea-Conakry believe that the <em>receptive</em> (listening and reading) and <em>productive</em> (speaking and writing) skills are interrelated and hence complementary, and they must not be taught separately. Teaching language skills separately in a language learning setting has been defined as the <em>traditional approach</em> to teaching a second or a foreign language. Teachers of English in Ghana and Guinea-Conakry are expected to move away from the <em>traditional approach</em> to the<em> integrated</em> <em>approach </em>to language teaching. This paper aims to find out whether teachers of English in Ghana and Guinea-Conakry are familiar with the <em>Integrated Language Teaching </em>method and are being employed in the ESL and EFL classrooms in Ghana and Guinea-Conakry respectively. <em>A classroom observation</em> and <em>a semi-structured interview</em> were conducted with 24 English language teachers from 4 junior high schools and 8 senior high schools in Ghana and 5 teachers of English from Saint-André Catholic School, Guinea-Conakry. The findings showed that there was a disparity between the curriculum developers’ expectations and classroom practice in Ghana and that the selection of teaching methodology was highly influenced by the thought that the students had to sit for high-stakes tests but not that they had to attain communicative competence. However, in Guinea-Conakry, teachers used the<em> Integrated Language Teaching </em>method because <em>speaking</em> is tested.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Computational thinking integrated into the English language curriculum in primary education: A systematic review

Computational thinking integrated into the English language curriculum in primary education: A systematic review

PACIS XXI: Aligning English language curriculum with the CEFR/CV for 21st century learning

"This article aims to outline and describe how the PACIS XXI team (Projetar a Área Curricular de Inglês para o Século XXI), nominated by the Azorean Regional Government’s Secretary of Education in 2017, designed and promoted the implementation of the CEFR-based English curriculum guidelines. Its acronym, which translated means to launch English as a curriculum component into the 21st century, states the essence of what the team was mandated to do. The key mission was to analyse the state of English language teaching, learning and assessment and design a curriculum document to sustain English language education at the primary level in the Azores, Portugal. In July 2022, the guidelines, Orientações Curriculares de Inglês dos 1.º e 2.º ciclos do ensino básico (OCI), were published. First, we delved into the CEFR/CV with New Descriptors (Council of Europe [COE] 2018), then later, while the guidelines were up for public discussion as a working document, between 2019 and 2022, we enhanced them using the final version of the CEFR/CV (COE 2020). Aligning curriculum guidelines with the CEFR/CV meant not only aligning proficiency levels for different grades, but also looking closely at what it means to take an action-oriented approach to language learning. Hence the need to move forward into designing descriptors for communicative activities, and not for the traditional four skills: reading, writing, listening and speaking. We presented planning and assessment tools and templates aligned with an action-oriented approach, incorporating the Understanding by Design/Backwards Theory (Wiggins and McTighe 2005). We also looked at pedagogical assessment, where formative assessment is key, as put forward by Dylan Wiliam (2011) as well as the conceptual framework shared by the Projeto MAIA through the Portuguese educational system. Over a hundred teachers in thirty schools were involved. Various types of training were developed, based on the curriculum guidelines, as well as needs expressed by teachers. All this work was not only validated by policymakers, but also by APPI (Associação Portuguesa de Professores de Inglês), the Portuguese English teachers’ association who thoroughly revised the guidelines. In sharing this experience, we hope to lend some insight into how the CEFR/CV can be used and adapted for curriculum design and can enhance teaching, learning and assessment. "

Human rights issues in the English language curriculum in China

As China increasingly engages in global human rights mechanisms, it has demonstrated a commitment to reforming its national curriculum. Through examining textbooks published during Xi Jinping’s tenure, this study investigates how China embeds human rights issues in the English language curriculum. The findings indicate that the human rights issues addressed in the English textbooks have surpassed China’s official revisionist narrative. This can be attributed more to the inherent features of the discipline of English than to a deliberate state strategy. Human rights issues are sorted into three categories: strictly taboo, decontextualised, and actively promoted. The meticulously constructed narratives highlight China’s leadership in addressing global issues while avoiding critical examination of its domestic human rights situation. As a result, genuine social issues in human rights education (HRE) are overshadowed by propaganda. This study concludes that China’s commitment to HRE largely remains an empty promise.

Developing Basic English Module for Secondary Level: Task Based Language Teaching

The purpose of this study is to provide a suitable English-language curriculum for SMP Negeri 1 Bone-Bone. The five steps of the ADDIE model—analysis, design, development, implementation, and evaluation—are used in research and development as part of the research design. It used Ellis's (2017) Task Based Approach as a model to create the module. This research uses instruments such as observation, a questionnaire and interview for need analysis, expert validation, and a questionnaire for student and teacher perception. That designed module was tested on ten students of SMP Negeri 1 Bone-Bone. Therefore, the students' perception results obtained an average score of 3.64 which shows that the English module design is suitable for SMP Negeri 1 Bone-Bone. These results are supported by the results of the student questionnaire at SMP Negeri 1 Bone-Bone which are summarized as follows: the module consists of three themes, covering student needs, attractive design and layout, various integrated activities and skills, and providing guidelines for use. With modules, students can learn independently because they are adaptive and the instructions are easy.

Study on the Application of the Process Approach in Senior High School Continuation Writing Task in the Context of Large-unit Theme Teaching

This paper delves into the application of the process approach within large-unit theme teaching in the realm of continuation writing tasks, a newly introduced writing mode in high school English education. This mode represents a significant shift in traditional writing practices, with both students and educators actively exploring optimal teaching and practice methodologies. Continuation writing tasks, defined as the extension of a narrative by writing two additional paragraphs based on the content and opening words of a provided text to form a cohesive short article, are crucial for developing students' writing skills. This approach not only improves writing proficiency but also deepens students' engagement with the material, fostering critical thinking and creativity. The process approach not only improves students' writing skills but also enriches their overall educational experience, indicating its potential as a valuable tool in English language curricula. The study offers critical insights for educators and curriculum designers in enhancing the quality and effectiveness of English language teaching in the context of these evolving educational needs. The paper concludes with recommendations for integrating the process approach within large-unit theme writing into senior high school English classes, highlighting its potential to enrich students' academic and personal development.

Challenges and Solutions in English Language Teaching (ELT) in Rural Settings: A Case Study in India

Language plays a crucial role in communication, shaping individuals' thoughts, emotions, and perspectives. English, as one of the most extensively spoken languages globally, holds significant importance, especially as a second language in India. The effective application implementation of English language curriculum at the primary level is paramount for fostering English language proficiency, especially in rural areas. However, the effective implementation of English Language Teaching (ELT) curriculum at the primary level faces considerable challenges in rural settings. In rural areas of India, ELT encounters formidable obstacles rooted in psychological, linguistic, institutional, and environmental factors. These challenges are compounded by historical and economic disparities, resulting in limited access to educational resources and a scarcity of proficient English teachers. Additionally, the absence of conducive learning environments and inadequate teacher preparation further impedes effective English language education. This research paper endeavours to address the myriad challenges confronting ELT in rural regions of India. Drawing from a case study approach, it aims to identify specific issues such as resource scarcity, teacher training deficiencies, and the lack of conducive learning environments. Furthermore, the paper proposes pragmatic solutions to overcome these obstacles and transform the rural educational landscape into a dynamic and enriching atmosphere for English language learning. This research analyses difficulties and potential solutions to improve English language instruction in rural areas. By highlighting the importance of addressing these challenges and implementing effective strategies, the paper aims to foster English language proficiency among rural students, thereby empowering them with enhanced communication skills and broader educational opportunities.

Benefits of using critical thinking in English classes

The study is devoted to the use of literary text analysis based on modern pedagogical techniques in English lessons. These methods are used by English teachers at the Samarkand State Institute of Foreign Languages to develop students' critical thinking. The study focuses on analyzing the effectiveness of using innovative techniques to develop critical thinking abilities. Both quantitative and qualitative data analysis methods are used. The participants in the study are 100 3rd year English students studying reading and writing. Data show that the use of literary texts based on modern techniques helps to improve the effectiveness of English classes and the development of critical thinking skills. Modern teaching technologies are changing the role of the teacher, transforming him from a transmitter of information into an organizer and coordinator of the educational process. The purpose of the study is to introduce modern techniques into the English language curriculum. The results illustrate an increase in motivation to read and analyze literary texts, as well as in the overall competence of students.

English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

This study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials, English language learners’ learning and English language instructional strategies. A total of 128 secondary school English language beginner teachers were involved from Dar es secondary schools. Simple random sampling and convenient sampling techniques were employed to obtain English language, beginner teachers. Data were collected by using a questionnaire method, semi-structured interview method, documentary review method, and observation method. The analysis of the data revealed that English language beginner teachers' conceptions regarding English language pedagogical content knowledge are partly. This is because despite English language beginner teachers self-perceive as highly knowledgeable and demonstrating good understanding regarding English language PCK, their actual classroom teaching practices are not appropriate. The study concludes that more opportunities should be given through English language teaching method courses during teacher preparation for student teachers to practice teaching activities in the respective PCK domains.

Examining Assessment Design in the Pakistan English Language Curriculum at Secondary Level: A Comprehensive Qualitative Analysis of its Implementation

ABSTRACT 
 The assessment is an integrated part of the learning process. The effectiveness of assessment design and practice during and after teaching will determine how language skills develop. This research study critically analyzes the Pakistan language curriculum 2006, regarding language assessment design. The study aimed to investigate the assessment design, mechanism, methods, and strategies envisaged in Pakistan's 2006 language curriculum. The study's goals were to investigate the LNC's 2006 language assessment plan and comprehend how extensive the 2006 national curriculum's assessment design is intended. Another goal is the extent to which this design supports language assessment and addresses language assessment ideas.
 The Pakistani national curriculum from 2006 will be the subject of a document analysis that considers both formative and summative assessment methods, techniques, and strategies. The language assessment theories and Bloom’s assessment mechanism were used as theoretical lenses. The document analysis model proposed by Bowen (2009) was used for this investigation.
 The study's findings demonstrate that Pakistan's LNC 2006 assessment design could be more helpful in developing language skills, by improving its level. The assessment strategies and methods for the development of every language skill are missing. The action verbs used for, Standards, benchmarks, and SLOs are at a deficient level and belong to Bloom's Taxonomy's first three stages of the cognitive domain. The summative test rather than ongoing assessment is indicated; hence the marking scheme is solely meant to be used for writing skills. Speaking and listening skills are nearly entirely ignored in assessment design. The standard for the development of textbook activities is likewise deficient in terms of assessment. The guidelines for teachers that train them on assessment are absent. In order to improve the language assessment design, policymakers and curriculum developers will use the study's findings. The findings will also help teachers comprehend and implement language assessment design appropriately.
 Keywords: Assessment, assessment design, language assessment, curriculum, textbooks, instruction.

The English Language Curriculum at Palestine’s Schools: An Analysis of the Sixth Grade English Curriculum and the Inclusion of a Cultural Spot

This paper surveys the development of the Palestinian educational system in general and the English general and the English curriculum in specific. That is, it illustrates the developmental stages of the educational system across various periods of time and the Palestinian curriculum guidelines together with the achievements. It also addresses the English curriculum of the sixth grade, and analyzes Unit 7 of the 6th Grade textbook. Consequently, some modifications were suggested regarding various skills, and the need of including cultural spots in each unit was highlighted. The researcher suggested some ideas related to the use of role-cards in teaching speaking and cultural spots to teacher reading. For speaking, the researcher planned some role cards, in which each student has a role to play, i.e offering help for the grandparents in collecting olives. For reading, a cultural paragraph about the plant of mango in India was suggested. These sample activities make connections with students experience and the culture of others.

The Aesthetic Function of Educational Drama Practice in English Teaching

This paper explores the aesthetic function of integrating educational drama practice into English teaching. It aims to shed light on the potential benefits and implications of using drama techniques to enhance students’ language acquisition and overall learning experience. Through a comprehensive literature review and analysis, this study examines the relationship between aesthetics and education, highlighting drama’s unique capacity to engage students emotionally, intellectually, and creatively. By immersing learners in meaningful and contextually relevant theatrical experiences, drama practice encourages active participation, builds linguistic proficiency, fosters cultural understanding, and develops key soft skills. Furthermore, this research investigates various drama techniques, such as role-playing, improvisation, and performance, and illustrates how they can be effectively incorporated into English language curricula. Additionally, this paper highlights the importance of the teacher’s role as a facilitator in creating a supportive and inclusive learning environment for students to explore their individual voices through drama. Ultimately, this study advocates for the wider implementation of educational drama in English teaching as a means to enhance students’ language proficiency, cognitive abilities, and socio-cultural competencies, ultimately promoting a more engaging and effective learning experience.

Optimization of English Language Curriculum System in Colleges and Universities Based on Natural Language Processing Technology

Abstract Analyzing students’ feedback course text data is an inevitable requirement to improve the teaching quality of English language courses in colleges and universities. Based on the two parts of word vector representation and recognition of text language in natural language technology, this paper completes the word vector representation of English language course text in colleges and universities through the CBOW and Skip-gram structure of World2Vec model. Using the LDA topic model, the obtained English language word vectors are identified, and then the English language course system of colleges and universities is processed to complete the optimization of the course system. On this basis, 10 English language courses of X university are selected and the texts of question responses and course evaluations of the selected English language courses are collected and analyzed using the model. The study shows that 80% of the course responses are active at the beginning and end of the question life cycle. The percentage of question responses decreased as the number of questions increased. Students in Majors A (53%) and B (27%) were more concerned about teaching ability, and students in Majors B (40%) and C (57%) were more concerned about teaching style. Based on the above analysis, pedagogues can optimize the teaching quality of English courses in colleges and universities in terms of teaching ability and teaching style.

Evaluation of English Language Curriculum: A Case Study of Public Sector Degree Colleges Affiliated with Karachi University

Introduction: The subcontinent of Indo-Pak, rule by British, has a rich history of language development. Despite linguistic diversity post-independence, English has emerged as a globally significant language. Pakistan, since its inception, has been multilingual with Urdu as the national language. English, now co-official in Pakistan, plays a crucial role in governance and communication. Methodology: The present study used qualitative thematic research design. Thematic analysis of data collected from students and teachers at public sector colleges affiliated with the University of Karachi forms the core of the research. Themes include undergraduate assessment experiences, challenges faced by graduates in the job market, the role of teachers in English language delivery, and insights from professionals involved in curriculum design. Results: The study reveals critical challenges in English language education. Undergraduates face difficulties in understanding literature, leading to a gap in communication skills. The current syllabus lacks clarity on objectives, hindering skill development. Teachers often use traditional methods, impacting students' ability to comprehend and communicate effectively. Professionals emphasize the necessity of communication skills in the job market, highlighting the mismatch between education and industry requirements. Future Direction/Implications: The findings underscore the urgency for reform in English language education. Recommendations include revising the syllabus to align with contemporary communication needs, implementing professional development courses for teachers, and incorporating practical, activity-based learning methods.

Development of Critical Thinking Skills: An Analysis of English Curriculum Grades I-XII (2019)

Introduction: This quantitative study analysed the English Language Curriculum for Grades I-XII (2019) to assess how well it promotes critical thinking among secondary school students. The study aimed to determine the extent to which the curriculum facilitates the development of critical thinking skills. Methodology: The curriculum document was selected through purposeful sampling and analyzed using qualitative content analysis with NVivo 12 software. This method enabled a detailed examination of the curriculum content to identify elements related to critical thinking. Results/Findings: The analysis confirmed that critical thinking is deeply embedded in the curriculum through the integration of critical thinking skills with language skills, particularly reading and writing. Using Bloom's Taxonomy, the curriculum emphasizes activities designed to develop higher-level thinking skills. Additionally, well-structured assessments require students to answer analytical and evaluative questions, aligning with the objectives of fostering critical thinking. Future Direction: For the curriculum's potential to be fully realized, teachers must thoroughly understand its objectives and effectively implement the prescribed strategies. Continuous professional development and support for teachers are crucial to ensure the successful integration of critical thinking skills in teaching practices.

Research on the Reform of English Language Curriculum System in Colleges and Universities Based on SERVQUAL Model

Abstract This investigation assesses the efficacy of the SERVQUAL model in advancing the quality of English language education within higher education institutions. Confronted with the imperative to modernize teaching content and methodologies to enhance student satisfaction, the SERVQUAL model’s application provides a systematic framework for evaluating and improving service quality dimensions. Employing questionnaires and data analysis to compare teaching quality and student satisfaction before and after targeted curriculum reforms, this study documents substantial improvements, notably in “Responsiveness” and “Reliability,” where satisfaction levels rose by 20% and 15%, respectively. The successful implementation of the SERVQUAL model underscores its utility in elevating the caliber of English language instruction and student satisfaction, offering a practical blueprint for ongoing curriculum reforms in higher education.

Exploring Teachers’ Perceptions of Critical Thinking in English Language Classrooms in Higher Education: A Case of EFL Teachers

Language teachers are usually proficient in teaching language skills but may not always receive training in fostering critical thinking abilities that guide effective learning. Existing literature underscores the pivotal role of teacher behaviours in shaping students’ critical thinking development. However, educators can effectively incorporate critical thinking into their instructional methods only when they possess a clear conception of what critical thinking entails. This study aims to investigate the perceptions of critical thinking among Algerian university teachers and the strategies they employ to integrate critical thinking into their courses. A qualitative research approach was employed, involving structured interviews with Algerian English lecturers from various higher education institutions, including educators from the Higher Training Teacher’s College of Oran, the University of Mostaganem Abdelhamid Ibn Badis, and the University of Oran 2 Mohamed Ben Ahmed. A total of fifteen teachers participated in the interviews. The findings indicate that while a majority of teachers exhibit sound knowledge of critical thinking, they often lack the necessary support for its effective implementation, leading them to primarily focus on subject matter comprehension. Moreover, these educators encounter various challenges in teaching critical thinking and express the need for additional support in this aspect. Consequently, the study underscores the demand for tailored professional development programs aimed at integrating critical thinking into the English language curriculum, materials development, and pedagogical practices.