English Language Teaching Methods Research Articles

Traditional Vs Modern English Language Teaching Methods: Study Based on a Survey

The study compares traditional and modern English language teaching methods and examines the prevalence and adoption of these methods by English language teachers. The sample consists of 100 English language teachers. The researchers use OLS regression, binary logistic regression and structural equation modelling to establish an association between adopting a particular language teaching method and the characteristics of the language teachers. Results indicate that experienced teachers prefer the social learning method, while less experienced teachers advocate the bilingual, experiential, and listening and observation methods. There are gender differences in accepting these language teaching methods. Female language teachers show an inclination towards the listening and observation method, whereas male teachers ardently favour the bilingual and experiential methods. Regression analysis reveals a higher probability of adoption of bilingual translation methods by non-English educational background teachers. Experienced teachers adopt the Social Learning Method, while less experienced teachers prefer experiential learning and bilingual translation methods more. Results of the path analysis using structural equation modelling indicate that the gender of the teachers mediates their educational background in the adoption of the particular language teaching method.

The Effects of Microlearning on EFL Students’ English Speaking: A Systematic Review and Meta-Analysis

Despite advancements in microlearning-based English-speaking education, comprehensive meta-analyses of its effectiveness remain scarce. This study aimed to evaluate the effect of microlearning on English speaking among English as a foreign language (EFL) students through a systematic review and meta-analysis. Following the PRISMA principles, the research was conducted in June 2023 across five phases: problem identification, data collection, screening, evaluation, and extraction. Data were obtained from peer-reviewed journals indexed in databases, including ERIC, Science Direct, Scopus, and Google Scholar. Data analysis was undertaken using the modified Newcastle-Ottawa Scale-Education (NOS-E). Subsequently, the R meta program facilitated a robust meta-analysis, allowing us to comprehensively gauge effect size. A literature review yielded 10 studies (combined sample size = 743) that matched the eligibility guidelines. On the NOS-E, each study scored 4.55 out of 6. The results demonstrate the superiority of microlearning over traditional lectures (total English-speaking scores, SMD = 1.43, 95%CI = 1.27?1.59, p < .05). In the meta-analysis, heterogeneity was revealed (total scores for English speaking, I2 = 66%, p < .01), with no publication bias. Microlearning significantly benefits English language teaching (ELT) and enhances EFL students’ English-speaking skills. However, limitations do exist. By addressing these limitations, educators may refine pedagogical practices for optimal ELT methods for EFL learning.

Research on Intercultural Communication Ability Training Strategies in College English Education in Cangzhou Open University in Hebei Province, China

As economic globalization continues to advance, the importance of Chinese-English intercultural communication skills becomes increasingly evident. In order to effectively cultivate more skilled professionals in society, this study observed and investigated the English language teaching environment and situation at Cangzhou Open University. Through questionnaire surveys and face-to-face interviews with students and English teachers, the researcher collected relevant data and content, and identified existing issues in intercultural communication within English teaching.By the analysis of the data and the scientific classification of the conversation content summary, the researcher proposed effective methods for improving current English language teaching methods and recommended effective intercultural communication cultivating strategies in English teaching.

Principles and Procedures of Material Development in the Evolving ELT Scenario

There are many linguists who tried to define an important aspect of ELT which is the Curriculum. Curriculum refers to the specific blueprint for learning that is derived from desired results—that is, content and performance standards (be they state-determined or locally developed) (Dundar, 2017). According to Tomlinson, the term "material development" refers to all of the procedures used by professionals who create and/or utilize language learning resources, such as adaptation, design, production, exploitation, evaluation, and research. Curriculum designing in itself is a complex process which involves a lot of factors and not just writing or teaching a curriculum. As part of the development process, curriculum design and evaluation is crucial to the teaching of English and other subjects since it outlines the methodologies, procedures, strategies, and activities used to teach the language and its content. (Brown, 1995). Reflecting on the historical context of English language instruction, we don’t see much done before the 20th century. ELT gained popularity with migrants moving to English-speaking countries. The importance of English also increased in terms of business and trade. The expansion of and significant growth of various media sources such as radio, movies, and television, supported English to become more popular. Eventually, lots of research was initiated in the area of English language teaching methods and material development. In fact, many teaching methods have been tried and tested in the last one century in pursuit of the most effective method. The search for new methods is still on to improvise ELT in the current dynamic classrooms

Comparative Analysis of English Language Proficiency in Business vs. Technology/Engineering Students

This study investigates English language proficiency among students in Business and Technology/Engineering programs. It aims to understand which discipline exhibits higher English proficiency and to explore the differences in language skills between these fields. The research employs descriptive and inferential statistical methods, including the Mann-Whitney U test, to analyze students’ English language proficiency scores in listening and reading. Results indicate that students in Technology/Engineering programs generally outperform those in Business programs in both listening and reading proficiency. The study finds significant disparities within each field; for example, in Business programs, students majoring in Marketing Management show much higher proficiency than those in Accountancy. Similarly, within Technology/Engineering, Civil Engineering students demonstrate higher language proficiency compared to their peers in Information Technology. The study concludes that there is a statistically significant difference in English language proficiency between students in Business and Technology/Engineering programs, with the latter group showing higher overall proficiency. This research provides valuable insights for educators and curriculum developers, suggesting the need for tailored English language support and teaching methods in different academic disciplines.

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

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

Tech-Driven Transformation: Improving English Language Instruction With Technology

This article focuses on exploring the transformational impact of technology on English Language Teaching (ELT) in the 21st century. The progress of educational technology and its role is facing challenges confronted by traditional ELT methods. The technologies include virtual reality, audio listening tools, video software tools, grammar tech, mobile applications, and personalized learning. Utilizing technology in language education enhances instruction, practice, and evaluation, as per the World-Readiness Standards for Learning Languages. Technology can support language learners as they use the target language in an interactive, meaningful way. Language educators are responsible for the planning, instruction, assessment, and facilitation of any language course, influencing technology to support language learning. This article emphasizes the need of the significance of teachers’ professional development, digital literacy, and pedagogical training for effective technology incorporation. Augmented Reality (AR) and Virtual Reality (VR) technologies are revolutionizing language education by offering immersive and interactive experiences that engage learners in ways which are unimaginable. Finally, the article emphasizes that by implementing technology considerately, educators can produce inclusive and lively learning environments that empower learners with essential language skills for the digital age.

Innovation in Teaching English with Digital Tools

The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.

The EFL Lecturers’ Voices: Strategies and Concerns in Writing the Ba Thesis

The objective of this paper is to examine the perspectives of department chairmen and lecturers who teach Research Methods in English Language Teaching (ELT) with regards to strategies employed in thesis writing. We conducted in-depth interviews to collect data. Four English Education department chairs were interviewed and 24 lecturers teaching Research Methodology in ELT via FGDs. Using coding techniques, the data from interviews and FGDs were divided into two main themes: academic and non-academic variables to successful thesis writing. Academic variables include the selection of research problems, analysis of prior relevant themes, formulation of research questions, and comprehension of writing styles. In addition, participants acknowledged that non-academic variables play a vital role in the successful writing of a thesis. The participants highlighted time management and interpersonal relationships as non-academic issues.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

MULTICULTURAL BASES OF STUDENTS CIVIC IDENTITY FORMATION IN HIGHER EDUCATION INSTITUTIONS

The article substantiates the main priority and innovative ideas of this problem in theory and practice, examines the semantic meaning of the concepts of "multicultural education", "multicultural upbringing", "civic identity", "tolerance", and identifies effective forms and interactive methods of education and training with school and university students in the context of reforming the education system. Three levels of multicultural education are highlighted, including ethnic, civic and global (planetary). It is noted that multicultural education synthesizes knowledge about culture, which is the property of the civilized world, about ethnic culture, about national culture as a product of historical mutual enrichment and interpenetration of ethnic cultures. It is emphasized that the very concept of "multicultural education" is inextricably linked with the concept of "civic identity" in the meaning that the latter as a form of social life of a person encompasses "the feeling of being a part of society and the desire to be an active member of it in the present and future. The author characterizes the technology of education of the culture of personal self-affirmation, which actualizes the multicultural focus, active civic position of the student's personality. The described innovative program on English language teaching methods developed by the British Council in cooperation with the Ministry of Education and Science of Ukraine within the framework of the project "New Generation School Teacher" focuses on the formation of students' professional and pedagogical competences of future teachers, the development of critical thinking, initiative, creativity, independent thinking, and active citizenship in the socio-cultural reality. The author summarizes that the analysis of domestic and foreign experience makes it possible to comprehensively study the problems of civic identity and tolerance in the context of multiculturalism of the modern educational space. Therefore, it is undoubtedly especially valuable to clearly define and substantiate a conceptually oriented perspective which would contribute to the development of active civic position of pupils and student youth, the formation of national consciousness, the formation of high moral feelings and habits, would ensure the creation of a positive system of pupils' and students' attitudes towards reality, and establish tolerant intercultural relations in various activities. Key words: multicultural education, multicultural upbringing, tolerance, intercultural communication, civic identity, culture of personal self-affirmation, interactive methods, personality-oriented approach.

Research of English Teachers’ Teaching Strategies under a Key Competencies’ Context in China

Since the OECD proposed introducing the concept of "key competencies," the term has been much debated by educational researchers and widely utilised in education worldwide. The researcher aspires to identify the teaching strategies of English teachers in China under a 'key competencies' context. This article first introduces the formation of the "core literacy" system and the process of its chinisation (practising a global concept to Chinese policy). Then it analyses the problems that exist in English language teaching methods in China. Subsequently, it explores the guiding role of 'key competencies' for modern English teaching from the shallow to the deep. After reviewing, the researcher finds that students’ lack of motivation to study and the deficiency of teaching methods are key problems to apply key competencies in English teaching, school managers’ lack of attention for schools and teachers to the application of key competencies is also remarkable. Based on the problems existing, the researcher proposes to contextualize the course content to develop students' language skills, enhance thinking orientation and lead students' quality of thinking and strengthen interaction and communications to activate cultural awareness.

The Effect of E-Learning on the Future of Language Learning

It’s obvious that E-Learning will be a major factor in how educational materials are delivered in the future. E-Learning has changed education, enabling both students and workers to study at their own pace in a setting that works for them. Nowadays, the major changes affecting communities and the huge use of e- learning have a number of effects on the comprehension of English language learning (ELL) and teaching methods. Therefore, this study aims to investigate the impact of E-Learning on English Language Learners at Sulaimnai Polytechnic University (SPU) in Northern Iraq. It also aims to assess previous research in this area. The university's Technical College of Informatics drew a sample of its student body from the first-year students to conduct the research. The participants were 50 first-year students and 7 ELT teachers from the International English Language Center (IELC) at The University’s Technical College of Informatics. The participants were asked to answer a questionnaire. The study’s results show that E-Learning has effects on the students’ understanding and methods of teaching, and this makes the language learning process easier and the teaching methods harder. Thus, it is suggested that there is a need to change the strategies and the methods of teaching.

Fundamentals of teaching English through IT technologies

Improvement of English language teaching methods remains relevant for all stages of education today. This scientific article discusses the methodology of organizing English language teaching and improving educational efficiency based on IT technologies, using ICT tools.

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.

Between teacher’ roles and students’ social: Learner autonomy in online learning for EFL students during the pandemic

The study’s objectives were to determine how students’ capacity of autonomy and its influencing factors promote student autonomy in online learning during a pandemic. It was a qualitative design, and the participants were twenty-five students enrolled in an English Language Teaching Methods course at one of Indonesia’s public universities, in Surabaya. The data were collected via online survey and interview. Descriptive statistics, reduction and verification were used to analyze them. The results indicated that the capacity of EFL student teachers during online learning was moderate. Although students could engage in self-direction, self-instruction, and self-access, the instruction’ role was still required since learner autonomy should be taught incrementally to foster their autonomy. Next, motivation and collaboration were the most influential determinants of students’ autonomy. When students are motivated, they would have responsibility to study to attain their goal. Thus, the teacher provides numerous collaborative activities and strategies that promote students’ active learning during online learning. Collaboration offers more opportunities to acquire the necessary complex skills. Online learning actively encourages and complements students to access information, and facilitate independent learning. For findings that are more generalizable, it is suggested that additional research be conducted with larger samples or additional instruments.

Students’ English Language Usage of Facebook during the Covid-19 Pandemic

Social network sites such as Facebook are constantly experiencing enormous changes, arousing the attention of many researchers who wish to integrate technology into education and create innovative methods in English Language Teaching; several technological devices can facilitate teaching and serve learners’ needs. Therefore, teachers started to use and adopt modern techniques in education, mainly because of the pandemic of covid-19and, thus making the teaching process safe and effective. The current study aims to investigate students’ perceptions of using Facebook to enhance their learning during an acute crisis. The main questions that established the research work are what are the students’ perceptions of using Facebook to enhance their learning? What are the benefits of Facebook during the pandemic of covid-19? To answer these questions, the researcher conducted a case study of 2nd year English as Foreign Language students in the English Department at Tlemcen University, Algeria. The researcher used two research instruments to collect data; a questionnaire addressed to the students and a structured interview administered to the English teachers. Findings revealed that Facebook adoption has a significant positive relationship with usefulness and ease of use; there was also a considerable influence of Facebook adoption on educational usage. Additionally, both teachers and students stated that Facebook could improve students’ academic performance, and recognized its importance during this crisis period in making teaching and learning more accessible and productive. Based on the findings, the researcher made some recommendations about using Facebook in education, and future research can deal with more communities.

INNOVATION METHODS IN ENGLISH LANGUAGE TEACHING

INNOVATION METHODS IN ENGLISH LANGUAGE TEACHING

MODERN METHODS IN ENGLISH LANGUAGE TEACHING

MODERN METHODS IN ENGLISH LANGUAGE TEACHING

Practical Research on College English Teaching Mode Reform Based on Computer Multimedia

The fastest development of technologies encourages computer multimedia-oriented education. Nowadays, information technologies create human basic abilities. College English teaching mode reform based on computer multimedia is the aim of the paper. Generally, computer multimedia technologies oriented college English education merging pictures, videos, audio, vocabulary, and animation. We described the development of multimedia in English teaching mode, applications of college English teaching, a novel model of foreign language teaching in the classroom and a computer, computerized English language teaching method TPACK design, and the latest architecture of college English language teaching based on computers in this paper. We are discussing face-to-face teaching, language lab autonomous learning room, network teaching area in multimedia, and network teaching circumstances in this paper. This paper evaluated wireless communication’s range, challenges facing college English teaching, comparative analysis of attitude, comparative analysis of curriculum, and comparative analysis of technology. We express that, from the year 2000 to the present, the technologies in wireless communications with computer multimedia are developing in the range of wireless communication.