English Language Curriculum Research Articles

An In-depth Analysis of Assessment Design: Alignment between Baluchistan English Language Textbooks and Pakistan National Curriculum

Textbooks are the learning and assessment materials developed on the curriculum. It provides practical opportunities for the implementation of the assessment design of the curriculum. This study examines the alignment between the assessment design in Pakistan's English language curriculum and Baluchistan’s English language textbooks of secondary classes. It explores the levels of assessment design envisioned in students' learning outcomes, exercises, strategies, and guidelines in textbooks. The document analysis strategy is applied to Baluchistan’s English language textbooks for secondary classes using Bowen's (2009) procedure. The results show that textbooks cover all SLOs envisioned in Pakistan's national curriculum. The SLOs are poorly clustered for lessons, causing low assessment design and ultimately affecting assessment practices. Most of the assessment strategies were developed on Bloom’s taxonomy cognitive domain lower level indicated the low assessment design. The weightage and significance for developing assessment strategies were mostly given to "Grammar" and, to some extent, “Writing” competencies. Fewer strategies were developed for “Reading Comprehension and Thinking” Skill competency. "Oral communication" competency is nearly overlooked, and listening skills are completely ignored. Teachers' and students' guidelines regarding assessment are completely missing in textbooks.

Elevating Employability: Analysing English Curriculum for Military Aviation Officers

Adequate English communication is vital for professional success, particularly in the aviation industry. As universities strive to enhance graduate employability, it is imperative to equip future employees with the necessary linguistic abilities to navigate the challenges and achieve organizational objectives within the workforce. One critical avenue for achieving this objective is the meticulous design of English language syllabi. The primary aim of this research, conducted in Malaysia, is to investigate feedback from aviation military officers former students of a defence university, regarding the existing English language curriculum and to identify their specific requirements for these courses. The study addresses two key questions: 1) Feedback on the existing English courses for military aviation officers, and 2) The English language requirements of military aviation officers. Semi-structured interviews were conducted with eight military aviation officers nationwide using a qualitative research method. These interviews were conducted online due to pandemic-related restrictions, with each participant interviewed individually. The study’s main findings emphasize the significant role of English language proficiency in the aviation profession. Participants highlighted the critical need for improved curriculum designs, focusing on accent and jargon mastery. These insights underscore the urgency of refining the current English language courses to better address the specific language requirements of military aviation officers, thereby promoting their sustainable employment. In conclusion, this research provides valuable recommendations for curriculum enhancement and analyses future research in English language instruction. Emphasizing the critical role of English language skills in the aviation industry contributes to creating more effective and tailored English classrooms in the aviation sector and beyond. This study ultimately advances the broader goal of enhancing graduate employability in aviation.

Assessment Evolution: Crafting Diagnostic Tests to Empower the Independent Curriculum in English Education at MTs Negeri 5 Brebes

Diagnostic tests are essential in the English language curriculum for Class VII at MTs Negeri 5 Brebes, especially within the framework of an independent curriculum. This research, employing a Research and Development approach and adapting the ADDIE model, aimed to explore the implementation, design, and development of these tests. Engaging 32 students, the study focused on the feasibility of diagnostic tests for 'My School Activities' material, utilizing the V Aiken formula for data analysis. The research revealed that while diagnostic tests under the independent curriculum align with previous curricula (KBK, KTSP, 2013), they uniquely emphasize cognitive and non-cognitive diagnostics. The design of these tests is detailed, starting from Phase D English learning outcomes to validation of test question instruments. Notably, the development of the diagnostic test model proved effective for use in Class VII English subjects, as evidenced by high validation results, achieving a V score of 0.81 in the range of 0.80-1.00. This comprehensive model includes aspects such as the independent curriculum structure, English language learning, differentiated learning, teaching aids, and assessment methods. The study underscores the importance of diagnostic tests in identifying individual learning needs, thus supporting differentiated learning and enhancing the overall educational experience for students in English language learning.

Assessing the Technological Pedagogical Content Knowledge of English Language Teachers in Cape Coast, Ghana

The study assessed the technological pedagogical content knowledge (TPACK) of public Junior High School English Language teachers in Cape Coast. Triangulation design in the form of mixed methods was used which involved 150 English Language teachers. The simple random sampling technique was used to select the sample of one hundred and fifty (150) out of two hundred and forty (240). A questionnaire and a semi-structured interview guide were used to gather quantitative and qualitative data respectively, and they form the basis for the research. Frequency, means, and standard deviation were used in analysing the quantitative data while the qualitative data were analyzed thematically in line with the research questions. The confidence to teach any aspect of the English Language, and adequate knowledge about the content of the English Language Curriculum of the Junior High School are vital indications that a teacher has command of the content knowledge. Also, the major indicators for the effective application of pedagogical knowledge of the English Language teacher include the ability to manage the classroom effectively, to connect different concepts to enhance students’ understanding, to install software programmes for teaching to use popular application software and to use of blogs, Facebook, Twitter to teach students are indications of the teachers’ technological knowledge.

Exploring Innovative Teaching Strategies of the Singapore English Language Curriculum: A Learning Experience of Lesson Study

The innovative teaching strategies employed within the context of Singapore's educational framework have been judiciously applied to enhance and enrich the English Language Curriculum. These have been strategically integrated into the pedagogical landscape of English language education. By infusing the English Language Curriculum with these innovative teaching strategies, educators and learners alike have been afforded a dynamic and progressive educational experience that transcends traditional paradigms. This study was conducted in a lesson study. The conducted Lesson Study unfolded across a meticulously orchestrated tripartite framework encompassing distinct research stages: training, instructional planning, and lesson observation. Initially, the data were subjected to a process of "open coding," as per the methodological tenets. Subsequently, a process of categorical organization ensued, wherein the data were systematically sorted into discrete categories. The finding showed that The intricate interplay between lesson study and curriculum innovation has unfolded as a symphonic harmonization that bridges the theoretical constructs of education with the practical realm of pedagogical implementation, immersing itself deeply within the crucible of the classroom.

A Comparative Analysis of Turkish and English Language Curriculum as Foreign Languages

A Comparative Analysis of Turkish and English Language Curriculum as Foreign Languages

Multicultural education as the supportive component of English language curriculum: a mixed-methods experimental design study at a Turkish University

ABSTRACT Multicultural education has emerged as a response to diversity in society, promising a more equal and inclusive opportunity for all citizens. As a country that has accepted a lot of migrants recently, Türkiye needs to adopt a multicultural approach in its educational settings. This study examines the integration of the multicultural education approach into English language teaching through an experimental practice using the Content Integration Model. The effects of this application on preparatory class English learners at a Turkish university in terms of respect for differences, critical thinking skills and understanding of democracy were analyzed. In this study, which used a mixed-methods experimental design, quantitative data were obtained through three different scales and analyzed with descriptive statistics and mixed-design ANOVA tests, whereas content analysis was used in the analysis of qualitative data obtained from focus group interview form, researcher's diary, and student products. As a result of the analysis of the quantitative data, it was seen that there was no significant difference between the pre- and post-test scores of the groups, however, the qualitative data revealed that the students showed improvement in areas such as intercultural skill development, communication, increasing self-consciousness and sharing their opinions through multicultural education practices.

An appraisal of the implementation of the English language syllabus for French-speaking learners in Cameroon

The present paper set out to investigate the effectiveness of the implementation of the English Syllabus for French-speaking learners in some secondary schools in the Diamaré, Mayo Kani, and Mayo Tsanaga Divisions in the Far-North Region of Cameroon. The target schools were GBHS Maroua, GBHS Kaele, and GBHS Mokolo. The main assumption was that the English language curriculum is not well implemented in the target schools. The study was carried out on a sample of 152 students, nine (09) English teachers and three (03) pedagogic inspectors. The instruments used for the collection of quantitative and qualitative data were questionnaire and interview, respectively. After the analysis of the data, the findings revealed the English language syllabus was appropriate in terms of goals, contents, and methods. However, teachers did not use the adequate methods suggested by the syllabus in their respective classrooms and they had negative attitudes toward the implementation of the syllabus. Moreover, some external and internal factors hinder the implementation of the syllabus. Thus, the English syllabus was not well implemented in those target schools. The study also made some recommendations for the good implementation of the syllabus by teachers such as the follow-up of teachers by the pedagogic inspectors to keep the former abreast with new approaches and methods; the incorporation of listening and oral skills in the examinations, and the provision of schools’ libraries with the adequate resources and internet facilities.

Pakistani Fiction in English: Exploring Decolonial Epistemological Prospects and Challenges in English Classroom Practices in Pakistan

This research focuses on Pakistani Fiction in English as a useful tool for language learners to improve their language skills, understanding of culture, and intercultural competence. The discussion shows the vast cultural diversity and linguistic ingenuity evident in Pakistani anglophone texts, enabling learners to participate with authentic language use and get a deeper understanding of Pakistani society. This paper also examines the practical implications of introducing these texts into language classes, highlighting the need for context-based activities, critical thinking exercises, and discussions to promote language competency and cultural sensitivity. Overall, this study reveals that Pakistani anglophone texts offer a significant and underutilised resource for language learners mainly at the undergraduate levels, increasing linguistic competence, cultural appreciation, and cross-cultural communication skills. By combining these materials into the language curriculum, educators can give learners a more comprehensive and interesting language learning experience that represents the rich linguistic and cultural terrain of Pakistan. This paper also assesses the obstacles present in using Pakistani writings in English for language learning objectives. It concludes that the measure will go a long way in decolonising the English language curriculum in Pakistan while empowering learners not only linguistically but also strengthening their cultural identity. By embracing a decolonial perspective, educators may create a more inclusive, relevant, and empowering learning environment that prepares students to navigate a globalised world while honouring their local heritage.
 
 Keywords: English language teaching, teaching literature for English language learning, teaching Pakistani anglophone fiction, decolonial epistemology, decolonisation of English language instruction, content-based instruction.

ISSUES WITH IMPLEMENTING TEACHING MATERIALS FROM A STANDARDISED PROFESSIONAL DEVELOPMENT PROGRAMME: PERSPECTIVES AMONG ESL TEACHERS

This study investigates the issues experienced by ESL teacher participants in implementing materials and activities from the Professional Up-skilling of English Language Teachers (ProELT) programme in their language classrooms. A review of past studies indicated limited research on large-scale, standardised professional development programmes involving English language teachers from primary and secondary schools (heterogeneous teaching levels) and urban and rural areas (heterogeneous districts) participating in the same programme. Hence, this study aims to fill this research gap by adopting a mixed methods explanatory sequential design utilising interviews, focus groups, a questionnaire survey and the ProELT coursebook. The findings reveal more than half of the modules in each section of the coursebook do not complement the Malaysia curriculum specifications for primary and secondary schools; this triangulates with the interview findings that most of the teachers found it challenging to adopt the ProELT teaching materials and activities in their lessons due to the lack of relevance of the course materials with their teaching curriculum and target students. In addition, findings from the questionnaire further substantiate the teachers’ suggestions that the ProELT content should complement the English language curriculum syllabus. The findings of this study have implications for the programme providers and the programme designers in designing future development programmes that cater to the teachers’ needs, personalising separate primary and secondary-level programme contents, and focusing on pedagogical content knowledge and subject matter vis-a-vis generic learning.

Self-regulated Learning in Secondary Level English Textbooks in China

This paper explores the place of self-regulated learning in English language curriculum in China with a special focus on the analysis of English textbooks prescribed for secondary schools in Guangdong. Four textbooks prescribed for two semesters of grades 7 and 8 each, and curriculum of the same level were analyzed to explore to what extent the self-regulated learning has been adopted in the curriculum and textbooks. The findings reveal that both curriculum and textbooks promote self-regulation, which supports to achieve the curricular goals of learning a language. The implications are that such an exclusive focus on self-regulatory processes in the textbooks has a high potential to realize the goal of promoting self-initiated and independent learning in China’s secondary education.

Visual images and image-text relations in ELT textbooks for young learners

Abstract A noteworthy change in China’s newly released national English language curriculum standards is the inclusion of ‘viewing’ ability, i.e., the skill of acquiring information conveyed in multimodal discourses like graphics, photos and animation (MOE, 2022a). To investigate how ELT textbooks are compiled to foster learners’ viewing ability, we conducted a descriptive content analysis of two ELT textbook series (N1 = 12, N2 = 6) for young learners. Informed by Fingeret’s classification of graphics (2012) and Martinec and Salway’s framework of image-text relations (2005), we coded a total of 7182 visual images to examine how different types of visual images and image-text relations were utilised in terms of frequency and distribution in the two textbook series. Results show that both textbook series feature the use of diverse visual images and the Chinese ELT textbook series exclusively uses cartoons, whereas the global ELT textbooks use photos in addition to cartoons. Regarding image-text status relations, equal relations constitute a larger percentage than unequal relations, and the expansion logico-sematic relations appear much more frequently than the projection relations. Implications for dealing with visual images and image-text relations in ELT textbooks for young learners are suggested in the conclusion section.

Çevrimiçi İngilizce Öğretimi ile Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarısı Üzerindeki Etkisi

This study investigates how Web 2.0 tools affect students' academic achievement and attitudes regarding learning English in distance courses. An experimental design with pre and post-tests was used in the study. The participants were divided into groups based on the equality of their pre-test scores in terms of the dependent variable of the study, English language course achievement. Accordingly, while Web 2.0 tools were the independent variables, academic success and attitudes towards the English lesson Dreams theme were the dependent variables of this research. A total of 24 seventh-grade students (12 in the experiment group and 12 in the control group) participated in this study from a secondary school in Samsun, Black Sea Region. Both groups received instruction via distance education in English because of the global impact of COVID-19. The experimental group used Web 2.0 tools during lessons, while the control group used the English language curriculum without using these tools. The achievement test was conducted as a pre and post-test for the experimental and control groups. Additionally, data on attitudes were collected from the experimental group using the Middle School English Course Attitude Scale. It was found that the academic achievement scores of the experimental group were higher than those of the control group. Comparatively to the pre-test, the attitudes of experimental group students towards English language instruction have also improved. The findings of these studies provide suggestions for using Web 2.0 tools for teaching English in distance education. The integration and effective use of Web 2.0 tools facilitates teaching-learning processes and contributes significantly to the students' enthusiasm for the lesson, active participation, and success.

Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey

Abstract Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam’s (1998) highly influential review article. In China, formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades. A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers. A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based formative assessment literacy. The program took the form of collaborative action research in which a researcher joined the teachers to form a community of practice for continuing professional development. This paper focuses on one teacher’s growth in assessment literacy for classroom-based formative assessment. Classroom video recordings and interviews were transcribed and coded using NVivo 12. Baseline data indicated that the teacher lacked the knowledge and beliefs needed to conduct formative assessment. She did not have clear targets for teaching, learning and assessment; and she did not make any targets clear to her students. In addition, the teacher’s assessment practices did not aim to improve student subject core competencies as stipulated in the senior secondary English language curriculum. By the end of the program, the teacher’s knowledge, beliefs and practices in formative assessment were significantly enhanced. In particular, her goal setting for classroom teaching, learning and assessment was intentionally aligned with the development of subject core competencies. More cycles of formative assessment practices were found to help students close the learning gaps and achieve their learning goals. These findings lend encouraging support to the feasibility of teachers developing formative assessment literacy within a continuing professional development framework.

Criminal law or penal law: which one is it?

The teaching of Spanish Law in English responds to the dynamics of European integration and to the set of policies carried out in the European Higher Education Area. By offering training in English, universities can enhance the linguistic training of their graduates, improve their understanding of other legal systems, and attract international students. However, this objective is accompanied by several challenges. The first of these is the need for both teachers and students to be proficient in the language. The transition to an English language curriculum requires a high level of linguistic competence on the part of teachers along with continuous language improvement. Similarly, students must possess the language skills necessary to understand complex legal concepts and to participate effectively in debates. Teaching Spanish national law in English poses specific challenges, such as pedagogical adjustments, creating legal materials in English and achieving linguistic clarity while maintaining legal precision. Specific problems arise in the context of criminal law, such as navigating nuanced legal terminology, understanding different legal systems, or explaining legal categories that do not exist in other jurisdictions.

Development of Competencies in English Classes as Per International Assessment Program Standards

English language competency is crucial in today's globalized world. As a result, international assessment programs have been established to measure and benchmark students' English language skills. International programs set standards and guidelines that serve as a reference for educators in designing their English language curriculum and instructional practices. This article explores the development of competencies recorded in the standards of international assessment programs within English classes.

The Role of Digital Media Technology in Arabic and English Classes in the Kingdom of Jordan

Purpose - This study examines how Jordanian universities are using technology in the English-language curriculum, focusing on Petra and Al-Zaytoonah's Arabic and English preparation programs. The study's main goal is to determine how well smart boards, iPads, and Moodle teach ESL students. The study will also assess language classroom technology's pros and cons. The study's main objective is to assess technology integration and its impact on Jordanian EFL students.
 Design/methodology/approach - The research methodology used in this study is a qualitative and observational technique in order to accomplish its stated aims. The research methodology includes conducting interviews with English academics affiliated with the University of Petra and the University of Al-Zaytoonah in the country of Jordan. The conducted interviews provide significant perspectives on the use of technology within English educational settings. Furthermore, the research undertakes a comprehensive examination of pertinent scholarly works in order to enhance and support the insights derived from the interviews.
 Findings/results – Based on the data and the interviews, it has been observed that Jordanian educators use several technology tools, including smart boards, iPads, and Moodle, inside their English lessons. The use of technology might potentially enhance the language proficiency of Arabic and English language learners (ELLs) in Jordan, offering them many advantages. However, it is worth noting that there exists a significant deficiency in the level of knowledge of and comprehension of technology among some instructors.
 Originality/value - Technology's role in Jordanian English language instruction is underlined in this research. Technology utilization in Petra University and Al-Zaytoonah University's preparatory schools is studied. Through educator interviews and literature reviews, this research analyzes technology integration today. This study also examines the pros and cons of utilizing technology to improve language competency, helping educators and scholars comprehend technology's impact on language education.
 Paper type – Research paper

Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon

Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.

Teaching and Learning Morphology in the English Language Curriculum: An Exploration into Belief and Reality in Vietnam

Language study includes different branches such as phonetics, phonology, morphology, syntax, and semantics. Morphology is one component that has proved supportive of learning vocabulary, grammar, reading, and writing. However, earlier studies have mostly focused on morphology as an integrated aspect in language classes, and not much has been done in the context of its being a separate academic subject in the English language curriculum. Therefore, this article aims to explore teaching and learning practices in Morphology classes and ascertain teachers' and learners' beliefs toward the subject. The study used semi-structured interviews to collect qualitative data from ten English major students just completing their Morphology course and four teachers of the subject at a university in Vietnam. The findings show that both learners and teachers have positive attitudes toward Morphology, affirming it is challenging but worth studying and emphasizing the importance of its inclusion in the English language curriculum. This research argues that teaching and learning Morphology should prioritize explicit instructions in learners' utilization of their mother tongue accompanied by tasks and discussions.

INVESTIGATING THE STUDENTS’ AND INSTRUCTORS’ VIEWPOINTS ON THE ENGLISH LANGUAGE CURRICULUM OF THE PREPARATORY YEAR PROGRAM AT THE FACULTY OF ENGINEERING, UNIVERSITY OF ADEN

The purpose of this study is to investigate the students’ and instructors’ viewpoints on the English Language curriculum of the preparatory year program at the faculty of engineering, University of Aden. A descriptive mixed-method design was employed for this study. Both quantitative and qualitative data were collected. The former type of data was gathered via questionnaires administrated to (n=90) preparatory year students, and the latter was collected through individual interviews conducted with five EFL instructors. Both quantitative and qualitative data were subject to descriptive statistical analysis and content analysis respectively. The findings revealed that revision of the English language curriculum is necessarily needed (M= 3.03- 2.66) in terms of its content, teaching methods, course books, and assessment. The only dimension that was found to require significant improvements was the classroom environment (M=2.55). The findings also revealed that among the challenges EFL instructors encountered during the implementation of the ELC were the absence of facilities such as language labs, smart screens, and data shows. Moreover, the huge number of students in each class and the variety in students’ levels were critical problems that instructors faced.