English Language Teaching Research Articles

A Review of Studies on Virtual and Blended Environments in English Language Education

Integrating technology into the classroom has become more and more popular recently, while at the same time blended learning has also engaged researchers’ attention. This paper investigates the differences among virtual environments in an EFL classroom by making reference to various studies conducted for this reason and the author’s opinion based on the conclusions. Specifically, the focus is on the diverse ways in which the language skills are acquired in the particular educational settings. There is also a reference to the combination of these two learning environments and a comparison of them altogether. The results indicate the positive and negative characteristics of virtual, traditional and blended EFL learning environments. The data demonstrate that virtual environments are stress-free, so they can improve students’ skills as long as they are familiar with technology and they do not face poor internet connectivity as well as the fact that blended learning leads to better acquisition since students have the chance to practice more broadly on what they have learnt. Some of the characteristics that contribute to these results are the flexible and convenient environment they offer, the chance to experience long-term learning, as well as the huge source of information that students have the chance to encounter.

Investigating the Impact of Strategies Used in Contextualization and Structures Toward Teaching English Words for EFL University Students

The aim of the study was to find out the impact of strategies used in contextualization and structures toward teaching English words for Libyan EFL university students. The used a pretest and a posttest. The participants in this study were 65 students from a university in Sebha learning English as a foreign language (EFL) with their 2 English language teachers. The students were divided into two groups. The result showed that contextualization was effective for high performers (HPs) regarding contextual speaking and writing. Strategies used in structures effective for average performers (APs) and low performers (LPs). The average performers (APs) and low performers (LPs) taught by the structural strategies had better performance due to analyzing words morphologically, and the students’ participation and collaboration with each other.

Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning

This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.

Use of ICT in English Language Teaching Classroom

Information Communication Technology (ICT) in teaching and learning is indispensable for improving teachers' professional skills in English language teaching (ELT). This paper examines secondary English language teachers' experiences in using ICT in teaching English in Nepal. The extensive semi-structured interview as a key information-gathering strategy under the phenomenological research method was employed to explore the participants’ experiences in applying ICT skills in teaching English. Four English language teachers who had been using ICT in teaching for at least two years were selected purposively from two public secondary schools in Rupandehi, Nepal. The findings revealed that the use of ICT engages students' cognitive processes and their autonomy in class. It also creates an engaging and dynamic atmosphere for learning and facilitates better access to learning materials. The study can contribute to improving teaching and learning efficacy using ICT skills for effective teaching in public schools in Nepal.

Impact and Functions of Questioning in English Classes

This study offers valuable insights into how English teachers in Nepali secondary schools are utilizing questioning techniques in the classroom, highlighting both the strengths and challenges of current practices. Adopting a qualitative research design for the study, eight secondary-level English teachers from four community schools in the Rupandehi district were selected as informants. The data were elicited through classroom observation and semi-structured interviews. First, classroom observation of eight teachers was carried out. Then, they were interviewed, and the data were processed. It was found that the teachers employed a range of questioning types, including higher-order, lower-order, and follow-up questions. These varied approaches aimed to foster interactive classroom environments and enhance students' communicative abilities. Critical thinking and brainstorming questions were also used, suggesting an effort to develop students' analytical skills. Most students responded positively to being questioned, indicating a preference for interactive engagement. However, a minority of students expressed fear of making mistakes, which could hinder their participation. Some teachers occasionally used an inappropriate tone, such as shouting or displaying anger, leading to irrelevant or unsuitable questions. This approach negatively impacted student motivation and participation. The findings highlight the importance of using a variety of questioning techniques to promote critical thinking and communication skills. Teachers should be mindful of their tone and approach when asking questions to avoid creating a fearful or uncomfortable classroom environment. There is a need for ongoing professional development to help teachers refine their questioning strategies, ensuring they are effectively fostering student engagement and critical thinking. This study contributes to a deeper understanding of how questioning practices can be optimized in English language teaching to improve student learning outcomes in Nepali classrooms.

Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites

Abstract Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

English language teacher education and linguistic shame and shaming in non-Anglophone settings: the case of Sri Lanka

ABSTRACT Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher education in settings outside the Anglosphere where English is taught and learned as an additional language, in which pre-service English teachers are generally also learners of English. Awareness and understanding of linguistic shame within language teacher education in such settings has implications for participation in the learning of pre-service teachers. Drawing on data from pre-service English teacher education in the non-Anglophone setting of Sri Lanka, we discuss the understanding of linguistic shame and shaming as a social practice, awareness of and responses to it in teacher education classrooms, and the implications.

Using collaborative action research to promote critical thinking pedagogies in ELT in Indonesia

ABSTRACT In several studies, collaborative action research has been shown to be a productive approach to enabling teachers to incorporate critical thinking into their pedagogy; however it has not been investigated in the Indonesian context. To address this gap, we facilitated a collaborative action research project with a small group of English language teachers in Indonesia. We organised three online focus group discussions (FGDs), shared resources, and mentored the teachers via phone and WhatsApp. The case study confirms that collaborative action research involving practising teachers and academic mentors in Indonesia has the potential to bring about transformation: to different degrees, the teachers took on new identities and expanded their repertoire of teaching strategies for critical thinking.

Literature And Translation For Effective Teaching In Secondary School English Classes Of Arabic Students

This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.

Hybrid professional identities: exploring non-native English-speaking teachers’ lived experiences through the Cyborg Manifesto

ABSTRACT Drawing on Donna Haraway’s ‘Cyborg Manifesto’ and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of ‘non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs’ identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of ‘hybrid professional becoming’ in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students’ English language learning experiences and reshape the field in alignment with Donna Haraway’s Cyborg Manifesto.

Current Policies and Pedagogies of English Language Teacher Education: Unveiling Social Challenges

Current Policies and Pedagogies of English Language Teacher Education: Unveiling Social Challenges

A Decolonial Approach in English Language Teaching as a Lingua Franca:

Language is a social practice and, therefore, is embedded within social, cultural, political, and economic relations. According to Benesch (2001), language is a site of struggle, a range of discourses competing for legitimacy in specific social contexts where power is unevenly distributed. Due to its transnational and transcultural scope, English is increasingly understood as a Lingua Franca that challenges the ideology of the supposed superiority of the native speaker, as well as the concept of the nation-state and the interrelations between language, territory, and culture. Furthermore, since the establishment of the Modernity/Coloniality group (CASTRO-GOMEZ; GROSFOGUEL, 2007), theories of decoloniality have been widely discussed in various academic fields, including Applied Linguistics and English teaching and learning. For this reason, Souza and Duboc (2021) argue in favor of a more performative decolonial praxis in order to identify, interrogate, and disrupt coloniality in different spheres of contemporary social relations, including language teaching and learning. In this sense, this article aims to reflect upon the role of English as a Lingua Franca (ELF) in teacher education as a key concept for promoting a decolonial approach to English language teaching from the Global South.

EFL Teachers’ Emotions Toward Online-Merge-Offline Teaching Mode in University

The Online-Merge-Offline (OMO) teaching mode has emerged as a prominent new approach in language education reform with the expansion of online teaching in China. Due to the emotional complexity involved in educational reforms, this study explores the emotions expressed by Chinese EFL teachers in OMO classes, investigates the situational causes, and examines emotion regulation strategies in English Language Teaching. A questionnaire was distributed to 48 Chinese EFL teachers teaching General English (GE) using OMO mode across three normal universities, followed by semi-structured interviews for deeper insights. After collecting and analyzing data from questionnaires and interviews, the findings revealed a spectrum of emotions were experienced by EFL teachers, with positive emotions prevailing, particularly in GE classes. Love, surprise, and joy were prominent across different settings. Situational triggers encompassed classroom dynamics, institutional factors and social influences; reflecting teachers’ beliefs and identities, students’ learning engagement, behavior and academic achievements, colleagues and administrators’ work support and emotional support, policy makers’ reform mandate, and the Confucian heritage cultures. To regulate positive and negative emotions, Chinese EFL teachers primarily employed appraisal, followed by situation modification and selection. This study underscores the importance of emotional awareness for both students’ learning achievement and teachers’ professional development in ELT. It encourages Chinese EFL teachers to recognize the significance of their emotions in teaching effectiveness and offers insights for educators and administrators into supporting teachers’ emotional well-being and professional growth.

Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications

Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications

Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024

This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings reveal various trends in applying SDT to foster learner motivation in ELT, including trends in research topics, methods, and noteworthy new themes in the applicability of SDT and its six sub-theories to ELT. These provide insights into the great potential of SDT in ELT research. The paper also has implications for new research ideas of learner motivation with STD.

Grade 13 commerce students' perceptions on English language learning at a government school in Nintavur Educational Division

This study aims to comprehensively understand Grade 13 Commerce students' perceptions of English language learning at a government school in the Nintavur Educational Division. The research identifies challenges students face, evaluates the effectiveness of learning resources and teaching aids, and assesses overall learning experiences and teachers' attitudes. Employing a mixed-methods approach, the study integrated quantitative and qualitative data collection, involving 74 students, two English teachers, and educational stakeholders, including the Principal and In-Service Advisor (ISA). Data were gathered through structured questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Quantitative analysis revealed students' fear of making mistakes, lack of confidence, and concerns about pronunciation as significant barriers to learning English. The effectiveness of learning resources was met with mixed opinions, indicating uncertainty about their impact. The study also highlighted dissatisfaction with current teaching methods, with a noted disconnect between teaching practices and students' needs. Chi-Square analysis showed no significant gender differences in perceptions of learning experiences or teachers' attitudes. Qualitative insights from interviews and observations suggested gaps in textbooks and a need for more interactive and practical teaching approaches. The study concludes that addressing emotional barriers, improving teaching resources, and enhancing teacher training are critical for advancing English language education. A multifaceted approach, incorporating better pedagogical strategies, relevant resources, and supportive learning environments, is essential for overcoming the identified challenges and improving students' English language proficiency.

Examining Parents' Views on Parental Involvement in Preschool English Teaching

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review

The integration of artificial intelligence (AI) into language instruction has presented new opportunities, with ChatGPT emerging as a promising tool for interactive and personalized learning. This systematic review examines the effectiveness, advantages, and drawbacks of the ChatGPT in English language teaching (ELT). To achieve this objective, peer-reviewed studies published between 2023 and 2024 were sourced from the Web of Science database and focused on those that explored ChatGPT for language instruction. Using standardized criteria, data extraction covered the study design, participants, interventions, outcomes, and quality assessments. The findings indicate that the ChatGPT significantly improves language teaching by providing personalized feedback, fostering learner autonomy, enhancing student motivation and engagement, and facilitating specific language skills. Moreover, its ability to simulate real-life conversations makes it an effective tool to improve language fluency and comprehension. Nevertheless, challenges have been highlighted, such as overreliance on AI, academic dishonesty, skill deterioration, biases in AI-generated content, and the digital divide affecting access to AI technology. Integrating AI into existing educational frameworks and addressing the need for teacher training have also emerged as significant concerns. The implications are provided based on these findings.

Examining The Integration Of ICT Tools In English Language Teaching: Comparative Analysis Of High School Teachers' Practices In India And Vietnam

This study explores the integration of Information and Communication Technology (ICT) tools in English language teaching practices of high school teachers in India and Vietnam. A survey with chart-based responses was distributed to 60 teachers(30 from each country) from nearby districts. The research investigates howteachers utilize ICT tools, their assessment practices, and perceived effects on student engagement and learning. The findings reveal that both countries employ ICT tools, with a focus on social media platforms, language learning applications, and online dictionaries. Vietnamese teachers demonstrated a slightly higher adoption rate, particularly for virtual reality (VR) and augmented reality (AR) technologies. While paper-based assessments remain prevalent, online tools like Google Forms and online assessment platforms are gaining traction. Teachers reported positive perceptions of ICT tools, believing they enhance student engagement and learning outcomes. However, challenges were identified, including limited access to technology resources and a lack of training on effective ICT integration. This study highlights the need for further research to directly measure the impact of ICT tools on student achievement. Additionally, it emphasizes the importance of addressing teacher training needs to unlock the full potential of ICT tools and create more engaging and effective English language learning experiences for students.

Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting student-teachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.