English Language Teaching Research Research Articles

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.

“Online group discussion was challenging but we enjoyed it!” an exploratory practice in extensive reading

PurposeWhile many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.Design/methodology/approachThe exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.FindingsThe findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.Research limitations/implicationsThe present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.Practical implicationsThis study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.Originality/valueThe present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

Implementing project-based learning in Moroccan classrooms

English language teaching (ELT) underwent significant changes during the 1970s and 1980s. New educational approaches and practices emerged, shifting the focus from teaching to learning. Among these methods is project-based learning (PBL), which has gradually gained popularity in many ELT settings. The incorporation of the PBL approach in the educational system has revealed its positive effect on boosting learners’ skills and learning outcomes. Nevertheless, discussions with ELT practitioners and researchers in Morocco have revealed three key facts regarding PBL in the Moroccan context. First, it is noticed that such a method has not been adequately used in Moroccan classrooms, especially at the university level. Second, the implementation of PBL in Morocco has often been based on misconceptions regarding the fundamental nature of project-based learning. Third, the research exploring PBL in relation to language skills has been rather limited in comparison with studies that have investigated the role of PBL in promoting soft skills and 21st century skills. The rationale behind the present paper is therefore to promote the effective implementation of PBL in Moroccan EFL classrooms. It aims to achieve this by highlighting the essential elements for successful implementation, addressing misconceptions, and exploring the impact of PBL on learners' language skills. Moreover, this paper also discusses potential challenges that may impede the successful implementation of PBL and suggests strategies to overcome them. By clarifying misconceptions and providing guidance, this paper seeks to foster a favorable learning environment in Moroccan EFL classrooms.

The Trend of Mixed Methods Research Employed in the Journal of NELTA (2009-2022)

This research trend analysis aims to understand the prevalence of Mixed Methods Research (MMR) in English language teaching (ELT) research within the Journal of NELTA from 2009 to 2021, identifying the extent to which MMR is employed in the ELT field and assessing adherence to the International Journal of Mixed Methods Research (IJMMR, 2018) guidelines. A two-stage screening process was conducted, initially involving the manual screening of 176 articles and subsequently assessing 20 shortlisted articles against the checklist of IJMMR. The analysis confirms a limited utilization of MMR in ELT research, with only 20 (approximately 11%) of the 176 reviewed articles incorporating MMR, while qualitative and quantitative methodologies take precedence. Adherence to the International Community of Practice guidelines, as established by IJMMR, is lacking in most articles, emphasizing the need for better alignment with established guidelines to enhance MMR quality in ELT research. This study highlights a substantial gap in the adoption of MMR in ELT research, possibly due to methodological conservatism and a lack of awareness and training within the ELT community, presenting an opportunity for scholars to explore MMR’s potential to bridge gaps in traditional ELT research and enhance the understanding of language teaching and learning processes.

A Corpus-based Study: A Comparison between China and Abroad in Current Hot Topics of English Language Teaching within Abstracts of TESOL Conventions

The purpose of this study was to explore the current hot topics of English language teaching (ELT) between China and abroad using a corpus-based approach, with the research data taken from key words of 2775 abstracts within the 2021-2022 program books of International TESOL conferences and TESOL China assembly as four corpora, two of China and abroad in 2021 as well as two in 2022. It attempted to give significant proposals for future ELT research in China. A mixed methodology of (Quantitative +qualitative) was employed, one of which was AntConc software, for quantitative analysis on the data of high-frequency key words coded from each corpus. A qualitative analysis was subsequently conducted to analyze the potential reasons of major differences lie in Chinese and foreign hot topics of ELT. The study found major differences in terms of four aspects of hot topics of ELT between China and abroad: 1). Chinese academics mostly employed presentation as the primary teaching method, whereas foreign countries used a different variety of teaching methods, including online teaching tools, amount of teaching activities; 2). China stressed students’ summary writing and public speaking skills when it came to the aspect of student cultivation. On the other hand, foreign nations helped students improve their academic and reflective writing skills; 3). In China, test and peer assessment were the crucial methods of teaching evaluation, while formative assessment was used as the pivotal role in foreign countries; 4). China focused on the construction of teachers' professional identities and strategy training in teacher development. Yet, foreign countries concentrated on teachers' professional development. Pedagogical implications are that future ELT research in China needs to draw on overseas experience for drilling in four aspects: teaching methods, student cultivation, teaching evaluation and teacher development.

The Place of Storytelling Research in English Language Teaching: The State of the Art

Storytelling techniques serve as dynamic tools for enhancing language skills, encompassing both receptive (listening, reading) and productive (speaking, writing) proficiencies. In contrast to their non-narrative counterparts, these techniques offer a more potent array of teaching methodologies. This study aims to elucidate the current landscape of research concerning the efficacy of storytelling techniques. Initially, the investigation delves into the cognitive processing of narratives. Stories engage language processing centers, invigorate the visual cortex, evoke emotive responses, and facilitate comprehension of intricate information. Subsequently, the study explores linguistic processing theory and embodied cognition theory. Through an exhaustive literature review, this research applies a rigorous evidence synthesis method to assess selected studies, culminating in the amalgamation of findings when comparability permits. The study unveils that storytelling techniques foster reading and listening comprehension, bolster speaking and writing skills, and kindle creativity and imagination. Moreover, enhancements span vocabulary, grammar, and syntax. Nonetheless, while generally efficacious, the uniformity of effectiveness across diverse learners remains a nuanced aspect.

Eco-ELT for environmental research and praxis in ELT

Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications.

The Postgraduate Theses in ELT between 2019 and 2021: A Methodological Comparison

The Covid-19 pandemic has affected the scientific research in educational sciences as almost all aspects of life since it broke out in China in late 2019. Research in English Language Teaching (ELT) has run across several problems, much like other science domains. Researchers may have encountered difficulties while trying to reach volunteers in their studies due to psychological or physiological complications. On the other hand, distance, or flexible face-to-face education in all the educational cycles may have led some researchers to spend more time conducting their studies. Considering these possible effects of the pandemic, the main purpose of this study is to explore ELT researchers’ methodological tendencies in their master’s theses and doctoral dissertations published pre (2019) and while (2020, 2021) pandemic in Türkiye. The sample consisted of 806 master’s theses and 128 doctoral dissertations. By using a grid and checklist, data was collected qualitatively by implementing the qualitative document analysis method. The collected data was analyzed quantitatively by using descriptive statistics. Although the number of theses and dissertations decreased during the pandemic, the findings indicated that researchers conducted more in-depth analyses. The study has significance for further researchers in that the findings have shown that they may need to do their research planning in a more adaptable way and have alternative plans in case of similar unusual situations on a large or small scale, like the pandemic.

A QUALITATIVE EVIDENCE SYNTHESIS OF ARTICLE ABSTRACT WRITING IN ELT AND LITERATURE JOURNALS

Abstracts are essential components of academic research articles, providing a concise summary of the study's purpose, methods, results, and conclusions. This qualitative evidence synthesis examines the quality, structure, and content of abstracts in the fields of English Language Teaching (ELT) and Literature. A systematic search of relevant databases identified 15 peer-reviewed articles published in English with a focus on abstract writing. Thematic analysis was used to analyze the studies for their research findings, methodologies, and recommendations related to abstract writing. The findings reveal that abstracts tend to be descriptive, with a focus on presenting the research problem, methodology, and main findings. However, there is a lack of consistency in structure and content across journals, and the quality of abstracts varies widely. Based on the analysis, several key recommendations for improving abstract writing in ELT and Literature journals are proposed, including greater consistency and standardization across journals, and improved training for authors and reviewers. This qualitative evidence synthesis offers a thorough overview of the body of knowledge on the subject of writing effective abstracts for ELT and literature journals and makes suggestions for further study and practice in this field. The study highlights the need for greater attention to abstract writing quality, structure, and content, and provides practical recommendations for improving the quality of abstracts in ELT and Literature research articles using thematic analysis as a data analysis technique.

Connecting Action Research in English Language Teaching: A Postulation

The paper entitled 'Connecting Action Research in English Language Teaching: A Postulation' aims to explore the theoretical aspects of action research by linking the idea with a particular context where the English language is being taught as a foreign language. It was written by collecting related documents from the library and online sources specifically. The resources were sorted out to make them relevant to the selected issue. Specifically, the books and generally, some articles were reviewed mainly for the literature and made a list thematically. Then, they were analyzed, interpreted, and connected to the topic. It was concluded that the area of action research is broad and many action kinds of research are being done cyclically in social science. As it is a buzz word in the field of education, particularly in English as a foreign language teaching, the practitioners are requested to connect the action research for the purpose of improving the teaching-learning as well as professional development in this nonnative English situation.

Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”

This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this article highlight that the understanding of what a MOOC is might differ between the UK and China. The article concludes by presenting the perceived pros and cons of adopting a ‘distributed flip MOOC blend' as previously discussed in related work.

Functional analysis of stance nouns in English Language Teaching research articles

The study of stance as a linguistic feature that conveys the attitude of writers to their materials and readers has become an important research area. The head noun in noun complement structures is one of the overlooked means of stance. This study aims to explore the frequencies, forms and functions of such a structure in a sample of 50 research articles from the discipline of English Language Teaching (ELT). The classifications of stance nouns proposed by Jiang and Hyland were used to meet the study objectives. According to the results, stance nouns were more frequent in this study compared to studies reviewed in literature, suggesting the impact of disciplinary conventions. Also, the findings indicated that the attribute class of stance was the most frequent, pointing to the intention of ELT writers to use stance nouns to make judgments and evaluations. In addition, the findings showed that stance nouns were dominant in the of-preposition structure. In conclusion, the findings of this study could act as a guideline to include stance nouns in the syllabus for teaching research article writing in ELT and relevant disciplines.

Engaging pre-service English teachers in Sheltered Instruction Model – mediated content and language learning

This study employs the Sheltered Instruction (SI) model and a micro-ethnographic classroom-based study to develop the content (i.e., quantitative research in English Language Teaching) and language learning advancement of pre-service English teachers (henceforth PETS), which includes lesson planning and preparation, building a backdrop, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment. Seventy English Education students enrolled in the Quantitative Research in English Language Teaching (ELT) course at Universitas Singaperbangsa Karawang, Indonesia, volunteered to take part in the study. In this study, data was gathered using students' work artifacts: questionnaires, in-class discussion notes, and reflective journals (daily notes). The findings of a qualitative study indicate the SI model of content and language learning helps PETS improve their academic language. This study also shows that employing SI as an intervention model could help pre-service English teachers improve their academic language skills in the content or subject area in the context of English as a foreign language.

Research on Small Group Writing Activities Compared to Individual Flipped Model Through Whatsapp

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than teaching cohesion with individual flipped instruction through Whatsapp with individual writing activities. Originality: Flipped classroom innovation has attracted English Language Teaching researchers’ attention to scrutinize its effectiveness.

Current Landscape of English Language Teaching Research in Southeast Asia: A Bibliometric Analysis

Current Landscape of English Language Teaching Research in Southeast Asia: A Bibliometric Analysis

Facilitating Student Voice through Sandwich Principle of Teaching (SPoT): Research-Led Teaching in English Language Teaching (ELT)

This study explores the implementation of the Sandwich Principle of Teaching (SPoT) in facilitating the students to voice their thoughts properly while learning about research in English Language Teaching (ELT). This case study is guided by the theory of research-led teaching from Walkington and SPoT from Wahl. The study employed 30 students of higher education as research participants. In 14 weeks, the teacher alternately used traditional and collaborative learning. The students were involved in various learning experiences; formulating lesson goals, reading journal articles, selecting the article, identifying the gap, and choosing and defining research topics. The findings revealed that the integration of SPoT into research-led teaching provides guidance for the teacher to teach research and space to voice their thought under the language learning research program. The findings show a positive attitude on students’ experiences in each stage of the learning research program through SPoT. Based on the findings, it is concluded that the integration of SPoT into research-led teaching could provide the students a space to voice their thought in the language learning research program. They got better learning experiences as they could engage actively in the class and voice their thoughts as well.

COVID-19 and Language Education: Lessons of a Pandemic for English Teaching

ABSTRACT In this article, I present a thought experiment highlighting some lessons of the COVID-19 pandemic for language education. I focus on two characteristics of the pandemic and the English language teaching (ELT) industry. First, during the pandemic, humans appeared to grapple with the ancient problem of killer viruses, with modern medicine initially offering little beyond basic advice; and ELT seems to deal with old problems like teaching vocabulary with little real progress in decades. Second, Asia was the epicenter of COVID-19 that later spread worldwide and caused social consequences in addition to health disasters; and the history of English as an additional language started in Asia before spreading to other places and creating sociocultural challenges. Departing from this tentative analogy, I argue that traditional ELT theory and research trends need to be revisited, and sociopolitical concerns should be considered as crucial aspects of the essence of ELT.

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

Cultural Representations in Indian English Language Teaching Textbooks

Culture plays an integral role in English language teaching (ELT) and is a necessary component of ELT textbooks. This study explores the issue of cultural representation in the reading components of ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.