English Language Teaching Research Articles

Navigating English Language Instruction in China: Insights from Chinese Students on Native English-Speaking Teachers’ Practices

ABSTRACT This study uses the instructional beliefs model to analyse Chinese students’ perceptions of classes taught by Native English-Speaking Teachers (NESTs). Forty-five Chinese students from 12 universities in southwestern China participated in the semi-structured interviews. The findings indicate pedagogical practices were perceived positively for practical language application but criticized for culturally incompatible pedagogical practices. Instructional outcomes exhibited positive affective and behavioural changes but posed challenges in cognitive learning. The study underscores the need for tailored teaching approaches and an understanding of students’ expectations to enhance the overall effectiveness of NEST-led instruction in Chinese classrooms.

The Effect of Distance Learning on Technological Skills by English Language Teachers at Nablus Primary Governmental Schools

The study aimed at measuring the effect of distance learning on technological skills by English language teachers at Nablus primary governmental schools. It also determines the obstacles of technological skills during distance learning by English language teachers and suggests some appropriate solutions to these obstacles. To achieve the objectives of this study, the descriptive-analytical methodology was used. An online questionnaire was distributed to (231) teachers. The SPSS program was used to analyze the questionnaire data. The results showed a high degree of possessing technological skills by English language teachers during distance learning at Nablus primary governmental schools. According to the study results, the researchers recommended conducting further studies about technological skills during distance learning.

Research Proposal Development in ELT: Tools for Planning, Structuring and Writings

The primary objective of this study is to explore the tools and processes involved in developing a research proposal for English Language Teaching (ELT), focusing on effective planning, structuring, and writing practices. A theoretical framework underpinned by constructivist learning theory and sociocultural theory guides the design of the study. The research employs a qualitative approach, synthesizing existing literature and expert guidelines to develop a comprehensive framework for research proposal development. Key stages such as selecting a topic, conducting a literature review, formulating research questions, and outlining methodological strategies are critically analyzed. The study suggests that clear research objectives, grounded in theoretical principles, significantly enhance the coherence and impact of research proposals. Furthermore, the alignment of personal interests with current trends in ELT increases the likelihood of sustained researcher engagement. In addition, the paper presents that a systematic approach to proposal development, incorporating clear objectives and methodological rigor, improves the overall quality and relevance of ELT research. The paper suggest that the incorporation of mentorship and peer feedback in the proposal development process and the necessity for researchers to remain flexible in their methodological choices, adapting them to the research context. This study contributes to the field by providing a structured guideline that can be utilized by novice researchers in ELT.

Globalization and English language teaching: A glance into the status of the English language in the Algerian educational context

Globalization and English language teaching: A glance into the status of the English language in the Algerian educational context

Examining Adaptation Practices in English Language Textbooks

Authentic texts in English Language Teaching (ELT) textbooks are highly valued for their ability to provide learners with exposure to real-world language. In Portuguese ELT textbooks, very often authentic texts are marked as "adapted", but few discussions have been raised about how they are adapted in ELT textbooks and what elements are considered during text adaptation. Given the central role textbooks play in language teaching and learning, examining textbook writers' adaptation practices can help teachers make informed choices about how to best use such materials. The goal of this paper is to examine the nature of text adaptations in Portuguese ELT textbooks and the extent to which authentic texts are modified. To accomplish this, two corpora have been manually compiled: one consisting of 37 adapted texts extracted from two Portuguese ELT textbooks, and the other comprising their unmodified, authentic counterparts. Each adapted text was compared to its corresponding original source using a predefined set of criteria. Findings reveal that adapted texts differ from the authentic source with respect to size, while changes at the level of language, such as modifications to vocabulary and syntax, are very rare.

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

ELT Student Teachers’ Acceptance and Knowledge Base of Integrating Virtual Reality into Task-Based Contexts

This qualitative study explored the acceptance and knowledge base of English language teaching (ELT) student teachers regarding the incorporation of virtual reality (VR) into oral tasks to promote learner engagement within the framework of task-based language teaching (TBLT). Twenty-six ELT student teachers, pursuing their Master of Arts degree at a university in Hong Kong, were interviewed about their acceptance of VR oral tasks and assessed on their knowledge of task engagement and VR. Content analysis, guided by the technology acceptance model and the technological pedagogical and content knowledge (TPACK) framework, was conducted to analyse their interview data. The findings indicated their acceptance of VR-based oral tasks, based on their overall positive perceptions of VR, and confirmed their existing pedagogical knowledge of task engagement. However, their concerns regarding the effectiveness of VR-based oral tasks were influenced by their insufficient TPACK. The findings highlight their urgent need for professional training, not only to enhance VR experiential opportunities but also to learn how to develop teaching materials that integrate VR.

A Netnographic Study on The Reasons Why People Fail to Learn English

In a global and digital world, learning a language, especially English is essential for people to keep up with the developments in science, business, technology, etc. Despite starting to learn English early, students might not always reach desired proficiency levels. Therefore, the present study aims to find out some of the reasons why people fail to learn English. Employing a netnographic approach, the researchers examined asynchronous comments posted in online communities on a social media platform. Within the scope of this study, 198 comments answering the question of why people fail to learn English were obtained from three online groups of English language teachers on Facebook. The findings show that 154 out of 198 comments aimed to answer the question. They were analyzed through content analysis, which revealed that there are educational, social, personal, and linguistic reasons why people fail to learn English. Educational reasons were among the most mentioned reasons by the members of the communities. In addition, the analysis indicates a balanced representation of linguistic and personal factors, with social factors slightly less prominent in comparison. Considering the existing literature review, several implications are highlighted to overcome the difficulties and challenges of learning English. Finally, this study is limited by its reliance on Facebook posts collected within a specific timeframe; future research could enhance depth and scope by incorporating longitudinal methods, diverse social media platforms, and in-depth interviews.

Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies

Purpose This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development. Design/methodology/approach Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections. Findings Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment. Practical implications This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods. Originality/value This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges.

Integrated Teaching of Science and English Language at Primary Level

Integrated Teaching of Science and English Language at Primary Level

Teacher's Perception Towards Introducing English Language from First Grade

The importance of English language education as a foreign language (FL) is growing significantly in today's globalized technological world, preparing young children to achieve a high level of social integration and language proficiency. Since English has spread widely internationally, many countries teach English at the elementary level to remain competitive in a global economy and to advance individual and national development. This study examines teachers' perceptions of teaching English to first-grade students. It will be evaluating the opportunities, strengths, and weaknesses of the English as a Foreign Language (EFL) program for first-grade students in Saudi Arabian schools. It will also identify differences between teachers' perceptions of teaching needs. The study relies on the questionnaire as the primary quantitative instrument to gather the data. Results confirm that teachers were outstandingly supportive and agreed with teaching a foreign language in first grade. Regarding the second theme of opportunities, strengths, and weaknesses of the EFL program for first graders in Saudi Arabia, many teachers expected opportunities and improvement for the EFL students in the future. The participants showed an urgent need for either educational courses or the appointment of specialized teachers to teach first-grade

The role of biomechanics in enhancing cognitive function and learning outcomes in English language teaching

Language learning, traditionally taught through memory and repetition, often overlooks the role of physical movement in enhancing cognitive and linguistic abilities. Theories like embodied cognition and motor learning suggest that cognitive functions are closely linked to physical actions. Research suggests that posture, gestures, and movement can improve language processing and comprehension. However, the practical integration of biomechanical principles into structured language teaching remains underexplored. Previous studies on gesture-based learning and movement-enhanced vocabulary acquisition indicate potential benefits but lack a comprehensive approach. This study introduces a series of biomechanical interventions in English language teaching, including posture training, movement-based vocabulary learning, sensory-motor integration, and kinesthetic learning techniques. A quasi-experimental design with 115 12–16-year-olds was used for 8 weeks. The experimental group received biomechanical interventions, and the control group received traditional teaching. Cognitive function and language outcomes were assessed pre-and post-assessment. The experimental group showed significant cognitive function improvements, with scores rising from 78.5 ± 5.6 to 89.3 ± 4.8, while the control group showed only a minor change (77.9 ± 5.8 to 80.7 ± 5.5, t = 4.56, p = 0.002, d = 1.78 In the experimental group, vocabulary scores increased from 85.6 ± 7.4 to 92.3 ± 6.2 (t = 3.22, p = 0.008, d = 1.03). Memory improvement correlated strongly with vocabulary acquisition (r = 0.68, p = 0.003). Also, engagement frequency increased (p = 0.004).

The British Parliamentary Debate Practices in Promoting English Speaking Proficiency: A Systematic Literature Review in Multiple EFL Cases

This systematic review of the literature explored the impact of The British Parliamentary Debate Practice from several studies. The present study focused on the way debate practice enhances students’ English-speaking abilities in an EFL context. The PRISMA method stages to search journal databases was used in this study. However, after an intensive selection process, the researcher found that 11 articles from 3 reputable databases such as Google Scholar, Scopus, and Semantic Scholar had the most relevant and suitable content to answer the purpose of this Systematic Review study. The research findings revealed that the implementation of British Parliamentary Debate in English language teaching is highly effective to improve speaking skill. Besides, through this learning method, several aspects such as; linguistic skill, vocabulary, self-confidence, and self-awareness of students at various levels of education can also be increased. The researcher also found that there are learning stages using British Parliamentary Debate that can be adapted by teachers to improve the teaching of students’ speaking skills such as AREL (Argument, Reasoning, Evidence, Link Back) technique. In addition, the current study includes a number of recommendations.

Teachers’ Interaction with Prescribed Teaching Materials: Evaluation, Adaptation and Exploitation

In recent years, material development in English language teaching has received growing attention, yet the interaction between English language teachers and prescribed teaching materials remains an under-researched area. This study aims to address this issue and contribute to the understanding of teachers’ agency in their interactions with prescribed textbooks. The study addresses this gap by exploring how five high school English teachers in two major cities in southern and southwestern China interact with prescribed textbooks within the curriculum policy context. Through in-depth semi-structured interviews and documentary analysis, the study investigates teachers’ evaluation, adaptation, and exploitation of materials, revealing that while teachers exercise agency in material development, both textbook structure and external factors contribute to the deprofessionalisation of teachers. The findings underscore the complex relationship between a standardised curriculum and teachers’ context-sensitive practices, highlighting the need for flexible textbook designs and more supportive administrative practices to better facilitate teacher agency in classroom material use.

English language Teachers’ and EFL Students’ perceptions of oral errors and corrective feedback in a rural institution

This study explores the perception that English language teachers and students hold of errors and corrective feedback in oral communication. To collect data for this qualitative study semi-structured interviews were conducted with two English language teachers and five beginner English language students. The findings in this study provide evidence that teachers hold general knowledge about error correction and know how to provide corrective feedback. However, there may be factors that limit the implementation of corrective feedback in the workplace. As regards the decision-making process about corrective feedback, students and teachers keep different perspectives

Studies on English Language Teaching in Georgia: A Literature Review (2016-2023)

Studies on English Language Teaching in Georgia: A Literature Review (2016-2023)

Incorporating Gamification in Second Language Learning: A Bibliometric Analysis

In the contemporary digital era, the utilization of gaming has emerged as a prevalent method for actively engaging students in the learning processes at various levels of academic curricula and within the broader educational community. This trend is particularly pronounced in English language teaching curricula, especially among learners whose mother tongue is not the English language. The judicious incorporation of gaming activities into courses pertaining to English as a second language (ESL) holds substantial promise for augmenting student learning, motivation, and knowledge acquisition across diverse disciplines. The present study conducts a bibliometric analysis focused on the utilization of gamification in ESL teaching and learning. The study's primary objective is to furnish a descriptive analysis of scholarly documents, authors, citations, and interconnections among authors. To achieve this objective, data extracted from the Scopus database are subjected to analysis. In addition to descriptive analyses, the extracted data undergo scrutiny using the VOSviewer software, facilitating the discernment of visual representations encompassing authors' interconnections, keywords connectedness and clusters indicative of research topics within the examined scholarly landscape. Using bibliometric analysis techniques, our investigation of the citation relationships among 61 publications has successfully identified two predominant themes influenced by gamification: language learning and student motivation. The discernible evidence of a rising number of publications focusing on gamification and ESL within the examined literature highlights the growing significance of this intersection. This study holds practical implications for serious game designers, English language educators, and educational institutions.

Boosting Students’ Learning English Experiences in Islamic Higher Education: The Integration of Artificial Intelligence

The objective of this study is to analyze and elucidate the incorporation of AI technology into the English language instruction process in Islamic universities in Indonesia. It also seeks to identify the obstacles and possibilities that emerge from this integration. The study employed a qualitative methodology, including observations, interviews, and documentation studies to gather data from both lecturers and students at Fatmawati Sukarno State Islamic University (UIN), Bengkulu during the academic year 2024-2025. The findings demonstrated that AI has the potential to enhance the efficiency of English language acquisition by means of tailored and interactive learning. AI facilitates the rapid enhancement of students’ proficiency in speaking, writing, listening, and reading by delivering precise and immediate feedback. Nevertheless, the presence of inadequate infrastructure and a lack of digital literacy among teachers and pupils pose significant barriers that must be surmounted. In order to maximize the capabilities of AI, this paper proposes numerous approaches such as providing training to lecturers, revising the curriculum, and fostering collaboration between educational institutions and stakeholders. Incorporating AI into English language education in Islamic universities not only enhances students’ linguistic abilities, but also equips them to confront worldwide technologies-driven issues.

The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation

ABSTRACT In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and constraints they attribute to them. Through examination of semi-structured interview data, this qualitative study uncovered that teacher guides function as potent scaffolding tools, providing teachers with procedural, instructional, and emotional support. However, despite these scaffolds, the teachers expressed their apprehensions regarding their excessive dependence on guides and their limited accommodation of diverse classroom dynamics and student needs. The teachers indicated their practice of appropriation, where they adapted teacher guide content to suit the sociocultural milieu of their classrooms and the diverse cognitive and affective needs of their students. Additionally, the teachers mentioned a gradual transition toward self-regulated teaching, where they rely more on personal expertise and creativity and less on teacher guides. This study contributes to our understanding of the complex dynamics and dual agency between teachers and teacher guides, emphasizing the need for more inclusive and reflective pedagogical resources to support teachers’ growth and autonomy.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.