English Language Teaching Classroom Research Articles

Stimulated recall, teacher beliefs, and teacher practices: Using structured reflective practice to examine teacher talk

AbstractTeacher talk is one of the key instructional components in English language teaching classrooms. This study used reflective practice and stimulated recall to investigate teacher beliefs and practices about teacher talk. Data came from two participants who teach English as a second language (ESL) courses at a private university in the United States. Findings of the study illustrated a disconnect between teacher beliefs and practices regarding teacher talk, suggested that quality and quantity of teacher talk are intertwined constructs that cannot be understood in isolation of each other, and highlighted the role of silent time in teacher talk. Implications for how stimulated recall through reflective practice can be used as a teacher education tool are discussed.

Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments

Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT has enhanced flexibility and accessibility, boosting learners' self-confidence and fostering self-directed and reflective learning through structured educational presentations. However, challenges persist, including the need for lecturers to maintain student engagement and provide effective feedback online, ensuring that even disengaged students participate actively. Additionally, the objectivity of online assessments and the technological divide are critical concerns. The study underscores the necessity of meticulously addressing these challenges and perceptions to cultivate more dynamic and inclusive online ELT classrooms in the future.

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

AbstractDespite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

Teachers’ Perceived Value of Integrating ICT in Transposing English Language Teaching in Nepal

In the evolving landscape of English Language Teaching (ELT), the integration of Information and Communication Technology (ICT) has emerged as a fundamental pedagogical approach. This research delves into the perceptions and value attributed by teachers in Nepal towards the incorporation of ICT tools and methodologies in their teaching practices. I have used content analysis method to gather the related field of studies and analysed the data. Findings indicate that significant challenges such as limited technology access, lack of trainings, administrative support, over-load of unnecessary paper-work cause major obstacles in transposing ICT in classroom. However, ICT also offers great opportunities to transfer the traditional teaching practices, develop ICT skills, access to vast source of information and more importantly, the potential era for a paradigm shifts in the recent practices. The study emphasizes the need for a strategic approach, including investment in technology infrastructure, teacher training and supportive policy environment, to enhance ICT integration in ELT classrooms. In addition, the study provides valuable insights for policy makers, educators, researchers, and other stakeholders in their efforts to integrate ICT in teaching and learning in Nepal. Most importantly, this research contributes to the escalating discourse on ICT integration in ELT by providing nuanced insights grounded in the Nepalese context. The findings advocate for a holistic approach encompassing infrastructural development, targeted professional development initiatives, and transformative pedagogical strategies to optimize the potential benefits of ICT in transposing English language teaching practices in Nepal.

Interaction as a Mechanism to Enhance English Language Proficiency in the Classroom

Research has concentrated on the subject of acquiring the English language as a second language. Numerous things influence learning the English language. This current study focuses on the role that interaction strategies have in advancing the acquisition of English as a foreign language. The emphasis is on interaction methods, covering conceptions that have emerged in the investigation of interaction as a technique for second language acquisition, and providing an assessment of the practical implications of the views. The study used a straightforward qualitative methodology, and secondary sources were used to compile the results. The conversation was conducted in a detailed manner. The analysis produced several insights. The observation that interactions have continued to be an essential component of acquiring English as a foreign language is the basis for the analysis's key argument. It was determined that interaction will continue to be a fundamental strategy regularly used to improve learning in English language teaching (ELT) classrooms. The study also found that contact, particularly in the classroom, helps identify the actual difficulties that students face when learning a second language. It has been demonstrated that consistent engagement that directly involves classmates throughout classroom activities prompts teachers to respond quickly to use effective strategies to ingrain cognitive modifications in pupils.

The influence of emotional intelligence awareness on the teaching experiences of university teacher trainees: a quantitative and qualitative analysis

Educating prospective teachers is a complex and interdisciplinary effort, encompassing educational policies, core subject knowledge, and honing essential skills, attitudes, and behaviours necessary for effective classroom teaching. This study focuses on the initial stage of teacher development, exploring how pre-service university students perceive and understand emotional intelligence (EI) and its components, especially as they embark on internships in primary and secondary schools. The emotional dynamics in English language teaching classrooms, involving various emotions among students, teachers, parents, and colleagues are examined. The study underscores the importance of emotional expertise for both students and teachers in facilitating a productive teaching and learning process. A review of relevant literature reveals that while there is extensive research on emotions in teacher training, the emphasis has been primarily on general education, with limited focus on second-language teacher education. EI is seen as a critical factor in teachers' classroom management, pedagogical skills, and overall success within the profession. Additionally, studies on EI within English as a foreign language (EFL) teacher education are relatively scarce but indicate a significant impact on teaching outcomes. This research employs a mixed-methods approach to investigate pre-service teachers' perceptions of EI. Quantitative data was collected through a survey questionnaire measuring participants' agreement with statements related to EI. Qualitative data was obtained through in-depth interviews with selected pre-service teachers. The study involved 32 pre-service university students enrolled in English language teacher education programs about to begin internships at primary and secondary schools in Poland.

Exploring Discrimination Experienced by Secondary Level Students in ELT Classroom: A Narrative Inquiry

This study aims at examining the experiences of discrimination in English language classrooms from the perspective of secondary level students. The research adopted a narrative inquiry approach, conducting individual face-to-face interviews with participants to explore their personal experiences and observations regarding discrimination. We selected four secondary level students from two government schools in the Kathmandu district purposively. We used semi-structured interviews allowing for open-ended questions and follow-up probes to gain deeper insights into participants’ responses.The analysis of the collected data followed a thematic approach. The researchers carefully reviewed the transcribed interview recordings to identify recurring patterns, themes, and key insights related to discrimination in English language classrooms.The findings revealed instances of unequal treatment by teachers, including favoritism based on gender, academic performance, and subjective factors. Participants expressed how such unequal treatment affected their motivation and engagement in the English language classroom. Discrimination based on physical appearance, skin colour, and linguistic competence was also highlighted, demonstrating the negative impact on students’ self-esteem and sense of belonging. Additionally, social hierarchies among peers contributed to exclusion and marginalization, affecting students from less privileged backgrounds.To minimize discrimination in ELT classrooms, the study suggests fostering an inclusive and supportive environment where all students are treated equally and valued for their individual strengths and contributions. Teacher training programs are recommended to promote cultural sensitivity, awareness of biases, and inclusive teaching practices. The importance of creating gender-inclusive curricula and encouraging positive gender socialization is emphasized. The research contributes to the understanding of discrimination in English classrooms by centering on students’ perspectives. The insights gained can inform educational policies and practices aimed at reducing discrimination and promoting equity in English language teaching classrooms.

USE OF CODE-SWITCHING IN FIJIAN ELT CLASSROOMS BY HIGHER EDUCATION ACADEMICS: A LANGUAGE LEARNING STRATEGY

Code-switching is a natural phenomenon that allows educators and learners alike to communicate in a classroom setting, which is multilingual in nature with diverse linguistic backgrounds. Hence, this study has aimed to explore whether higher education academics in English language teaching classrooms incorporate code-switching or not and what are the reasons for their incorporation. To achieve the aims of this study, two research tools were used for data collection namely checklist and observation. The checklist consisted of eleven reasons that are introduced by Gulzar (2010) for code-switching that showed where higher education academics code-switch in their classrooms and in which contexts. On the other hand, lesson observations were made during the participant’s classroom teaching and notes were taken. It is envisaged that the aim of code-switching is mainly to transfer the understanding of materials being used in ELT classrooms in the most effective manner. More imperatively, a mixed method research design was used to achieve the results output of the present study. The study has found that code-switching is indeed a spontaneous occurrence that happens naturally, and higher education academic professionals use it as a linguistic tool to assist learners in comprehending difficult nuances. Code-switching worked as a bridge between higher education academics and learners alike.

The Role of Audio Books and Video Books in English Language Teaching (ELT

The integration of audio books and video books into English Language Teaching (ELT) has transformed traditional language learning methods. This research paper explores the evolving role of these multimedia resources in ELT, investigating their benefits, challenges, and pedagogical implications. Through an in-depth analysis of relevant literature, this study examines how audio books and video books enhance listening skills and comprehension, facilitate vocabulary acquisition, cultural immersion and contextual understanding, fosters motivation and engagement, caters to diverse learning styles, and provide authentic language exposure. Furthermore, the paper discusses effective pedagogical strategies for integrating these resources into ELT classrooms. By synthesizing theoretical insights and practical examples, this paper highlights the potential of audio books and video books to create immersive language learning experiences that bridge the gap between classroom instruction and real-world language use.

Teacher Practices in Translanguaging and Trans-semiotizing pedagogy in ELT classrooms: An Indonesian Case Study

Translanguaging and trans-semiotizing are emerging as pivotal methodologies in modern English teaching. The way a teacher adopts these methods is of paramount importance, especially when considering the combination of native language usage and multimedia resources which can profoundly influence the learning curve of English as a second language. This research delves into the practical application of these techniques in English Language Teaching (ELT) and their inherent benefits. Chosen through a purposive sampling technique based on their duration of English teaching experience (5 to 10 years), three educators from junior high schools in Indonesia were included in the study. Using interviews and classroom observation as primary data sources, a thematic analysis was conducted. The results highlight teachers' inclination towards translation tactics, like translating and code-switching, to foster student engagement. The analysis reveals teachers' proclivity towards utilizing methods such as translating and code-switching to enhance classroom interaction. Additionally, the embracing of trans-semiotization resources, spanning from simple hand gestures to advanced digital materials like videos and online links, stands out as a dominant feature in their pedagogy. This study enhances the existing discourse on translanguaging, offering tangible recommendations for language-teaching stakeholders.

MULTILITERACIES PEDAGOGY: A CASE STUDY OF CRITICAL READING IN ELT CLASSROOM BY IMPLEMENTING SITUATED PRACTICE

This research study aims to investigate the implementation of situated practice in multiliteracy teaching within an English Language Teaching (ELT) classroom, specifically focusing on critical reading activities. This study employed a qualitative approach. The study focuses on lecturers delivering lectures to third-year students enrolled in the English Study Program at Teacher Training and Educational Faculty, Timor University, East Nusa Tenggara Province. To analyze the data gathered and insights linked to the situated practice of multiliterate teaching in the ELT classroom, data were transcribed, encoded, displayed, and interpreted. The collected data is subjected to a comprehensive analysis to assess the effectiveness of implementing the situated practice of the multiliteracies pedagogical framework through students' critical reading. The findings revealed a significant enhancement in students' critical thinking abilities due to engaging in a series of learning activities within the Multiliteracy Pedagogy framework.

English Language Teaching in Indonesia: Monolingual and Multilingual Practices

21st century urges one’s ability to tacitly navigate the increasingly complex linguistic spaces of this modern world and it results in super diverse society (Gallagher, 2020). Kachru’s (1986, as cited in Wardhaugh & Fuller, 2015) arrives with the conceptual framework named world of Englishes. It becomes such pivotal consideration to drive today’s language ideology, including Indonesian. This literature review then aims at unveiling Indonesian EFL teachers’ views about monolingual and multilingual practices by capitalizing English language teaching classroom as the context. Data were derived from relevant research reports that meet the criteria. Criteria comes in threefold. They were conducted in any range of time, were obtained from catch-all indexing, and were done in Indonesian setting. The findings come in agreement that both monolingualism and multilingualism yielded two camps: justifying it and rejecting it in Indonesian EFL context. Implication is then needed to further validate it in accordance with empirical research’s result.

Home culture and its effects on English as a lingua franca communication: Voices from Chinese students at a United Kingdom university.

In academic research on intercultural communication (IC), students' perceptions and experiences regarding English as a lingua franca (ELF) have been central to the discussion because they form the basis for English teaching policies and practices in multilingual and multicultural environments. Substantial theoretical research on ELF has called for a paradigm shift from emphasizing the over-simplistic correlation between language and Anglophone cultures to recognizing the legitimacy of non-native English learners' home culture in English teaching pedagogy. Nonetheless, little empirical research has been conducted to examine how ELF speakers understand their home culture in ELF communications. Relatively fewer studies have investigated to what extent ELF users' perceptions of home culture influence their IC practices. To address these gaps, this study aims to explore Chinese international students in a liberal arts university in the United Kingdom and their understanding of Chinese culture in authentic ELF interactions. In addition, the perceived effects of Chinese culture on students' IC were explored in great depth. This study adopts a mixed-method approach, including a student questionnaire (N = 200) and follow-up semi-structured interviews (N = 10). Following descriptive statistics and thematic analysis of the obtained data, the findings revealed that most participants lacked a thorough understanding of their home culture, while they considered home culture playing a significant role in ELF communications. The contribution of this study builds on work in English users' awareness of home culture in IC to identify the significance of enabling the presence of English learners' home culture in English language teaching (ELT) classrooms.

Whose English should be talked and taught? Views from international English teachers in Thai higher education

This qualitative study aimed to explore the perceptions of 12 international English teachers (from the UK, the USA, Australia, Indonesia, and the Philippines at four universities in Thailand) towards World Englishes (WE), Thai English (TE), and the feasibility of incorporating WE into English language teaching (ELT) classrooms. Based on semi-structured interviews and qualitative content analysis, findings revealed that the participants demonstrated positive views and did not deny the existence of WE and TE, although their rules, vocabularies, pronunciations, and accents diverge from British English (BrE) and American English (AmE). Furthermore, the participants regarded different English varieties as symbols and representations that reflect users’ cultural and national identities. For implementations in ELT, while the majority disapproved, valued unequally, marginalized, and questioned the legitimacy of WE, others viewed that allowing learners to experience English diversity would be a sound preparation for changes in English linguistic landscapes and the realistic use of today’s English.

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.

Positive Psychology Interventions in the Asian English Language Teaching Classroom: A Call to Action

Positive Psychology Interventions in the Asian English Language Teaching Classroom: A Call to Action

Social Inequalities in ELT Classroom and Challenges on Teachers

This paper analyzes the policies and pedagogies related to English language teacher education (ELTE) in Nepal. Similarly, this study also addresses issues of social equalities and inequalities associated to ELT, Challenges that English language teachers are facing due to these social inequalities in the classroom, and the role and action that teachers can perform to mitigate these inequalities. From the review of different sources, it was found out that there exist various forms of social inequities in the English language teaching (ELT) classroom which have created several challenges for teachers in the classroom. Moreover, this study suggests that although avoiding social inequalities is tough work, the teachers can perform several actions and avoid social inequalities if they really show their commitment to solve the issue and take action accordingly.

English Literature: An Authentic/Interesting Teaching/ Learning Material/Resource for English Language Development

This study is focused on finding how English literature assists to ameliorate English language in English language teaching (ELT) class attempting to analyze how literature attunes students with various language skills in ELT classroom. Commencing with the debate about teaching English language whether using only exponents of English language or teaching English language through literature, it proposes to research on how English literature assists as both content and language for ELT. Furthermore, it quests to answer many queries concerned with the relationship between language and literature. The research project is library based research utilizes secondary source of required data. Regarding the debate on the basis of analysis and discussion of the secondary data, it is argued that as an authentic teaching and learning materials, literature imparts knowledge about language, cultural, and religion entertaining readers assists to ameliorate language skills and knowledge of culture and religion of the target language. So, understanding its authenticity, it is prescribed in ELT courses of Nepali universities under Bachelor and Masters of Education English program but that is limited portion. To increase learners’ awareness about language, culture, religion and philosophy, it seemed necessary to increase portion of literature in ELT courses. Furthermore, for effective learning, it is better to prioritize epali writers’ literary writing in English or their authentic translated versions from Nepali to English too.

Mother Tongue as an Interactional Mediation in Nepalese ELT Classes: A Phenomenological Study

In this paper, I explore the use of mother tongue (MT) as an interactional mediation in the Nepalese community school English language teaching (ELT) classes within the framework of the lived experiences of the teachers and their Grade 9 students. For this, I observed the classes, collected written lived-experience descriptions (LEDs) from the teachers, and took phenomenological interviews with the teachers (N = 3) and students (N = 5). I analyzed the data thematically using ATLAS.ti 9 from the perspective of the interactional mediational aspect of the sociocultural theory of the second language (L2) learning, which postulates that the mother tongue can have the function of interactional mediator in learning an L2. The study finds the participants have lived the experience of using the MT for its interactional functions. The conclusion is that the interactional function of MT in ELT classrooms cannot be ignored in the context same or similar to the researched one which is characterized by the less interactive students hesitant at speaking in English, and the same MT shared by both the teachers and students.