English Teaching Research Articles

Essential Knowledge for English Student Teachers: Core Competencies and Pedagogical Skills Needed for Effective Classroom Teaching

This study aimed to identify the essential knowledge and teaching competencies English student teachers should possess before beginning their in-school teaching practice. The study involved 24 English student teachers from the College of Teacher Education at Phranakhon Rajabhat University. All participants were in their 4th year of study and were actively engaged in their practicum during the academic year 2024. The data was collected using a Google form survey, designed based on the suggestions of three education specialists. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets and were calculated into the statistical values, Mean. The findings revealed that the participants demonstrated the highest confidence in integrating technology into English teaching, with a mean score of 4.34, reflecting their preparedness to utilize digital tools to enhance instruction. Confidence in pronunciation and phonetics (mean 4.27) and classroom management techniques (mean 4.20) also ranked highly, indicating their readiness to model accurate language and maintain an effective learning environment. Moreover, the highest-rated competencies include Classroom Management and Technology Integration (mean 4.37), highlighting confidence in managing classroom environments and integrating digital tools to support learning.

Investigating the Promises and Perils of Generative AI in EFL Learning in Higher Education: A Literature Review

In most disciplines, especially education, the spread of Generative Artificial Intelligence (GenAI) has been a hot topic. Since OpenAI launched ChatGPT (generative pre-trained transformer) in 2022, GenAI has garnered worldwide interest; as a result, the advent of GenAI has had significant applications for a number of fields, including language instruction. The teaching and learning of English as a foreign language (EFL) in higher education could be greatly improved by GenAI. This narrative review provides an overview of GenAI’s background, its promising future, and functions in assisting English language learners, after which the difficulties that EFL students may have when using GenAI in their learning process are presented. Finally, the review presents findings on the benefits and limitations of GenAI, followed by a discussion of its implications. This study aims to equip EFL instructors and learners with the knowledge needed to leverage GenAI effectively, fostering more successful and interesting learning environments.

The Impact of AI Writing Tools on Academic Integrity: Unveiling English-Majored Students’ Perceptions and Practical Solutions

The emergence of artificial intelligence (AI) tools has brought a multitude of benefits to many academic practices, particularly in the field of English Language Teaching. Nonetheless, they also present concerns regarding academic integrity. This research aims to explore how English-majored students at Ho Chi Minh University of Foreign Languages – Information Technology (HUFLIT) perceive the influence of AI writing tools on their academic honesty. This study also proposes some practical solutions that students might employ to maintain the authenticity of their work. Conducted in the summer semester (May to August), the participants were 114 English-majored seniors at HUFLIT. Data was collected through surveys and semi-structured interviews, which were analyzed using thematic analysis to identify students’ perceptions, challenges, and solutions. The findings indicated a broad spectrum of students’ perceptions towards the given concern, emphasizing that comprehensive guidelines and educational programs are important to implement AI writing tools responsibly. Additionally, some practical solutions, entailing institutional support, plagiarism checker, and ethical writing practices were identified at the end of the paper.

<b>The Practice of ChatGPT in English Teaching and Learning in Vietnam: A Systematic Review</b>

The purpose of the research is to explore the practice of using ChatGPT in teaching and learning English in the context of Vietnam based on a systematic review of 12 selected studies from 2023 to 2024, which were retrieved from journals such as International Journal of TESOL & Education, AsiaCALL Online Journal, Teaching English with Technology, European Journal of Alternative Education Studies, International Journal of Learning, Teaching and Educational Research, International Journal of Language Instruction, and Kognisi: Jurnal Ilmu Keguruan via Google Scholar. The detailed analysis focuses on the benefits, challenges, and issues of the use of ChatGPT in English teaching and learning in the context of Vietnam. The findings indicate that the deployment of ChatGPT greatly contributes to language education, namely the facilitation of students’ and teachers’ work. Nevertheless, there remain unsolved issues regarding academic dishonesty, plagiarism, sole reliance upon the tool’s function, the appropriateness of the information it offers. It is suggested that there should be training or guidance for teachers and students to use ChatGPT properly, balanced integration of the tool with teachers’ consideration, and so forth. The review article provides valuable references and pedagogical recommendations for future research papers about ChatGPT’s use in English language education.

Unfolding Transnational students’ Writing Challenges in Two Different Languages Across Borders

ABSTRACT This is a qualitative study that addresses writing challenges transnational students face as a result of the transition from an American educational system to a Mexican one. Seven transnational students from an undergraduate program in English Language Teaching (ELT) took part in the study. A case study design was adopted; students were taught for eight weeks how to write an introduction to a research paper following a modified version of Tardy’s (2019) genre pedagogy. Two semi-structured interviews and a focus group were conducted at different phases of the study. We also collected students’ drafts and the final version of the introduction to a research paper. This article, however, reports the results of the first interview that was analyzed by means of thematic analysis. Results reveal that students have some difficulties with the organization of texts in English despite their immersion in an English-speaking environment, and students acknowledge that some Mexican teachers overstress the use of grammar when teaching writing in English. This paper contributes to the English as a Foreign Language (EFL) field because it informs English teachers about some academic writing difficulties that transnational students face.

Research on Interactive Teaching of College English Based on Deep Learning and Virtual Reality

As digital technologies advance, the need for interactive teaching methodologies in higher education has become crucial, particularly in the context of English language learning. This study explores innovative approaches utilizing deep learning and virtual reality to enhance student engagement and learning outcomes in college environments. The primary aim is to investigate the effectiveness of an Intelligent Coral Reef Optimization-driven Redefined Long Short-Term Memory (ICR-RLSTM) model, designed to facilitate a more dynamic and personalized learning experience in college English courses. The dataset comprises diverse English language materials, including texts, audio and interactive exercises, sourced from various educational platforms. Data pre-processing involves standardization techniques and the application of Natural Language Processing (NLP) algorithms to ensure the information is clean and structured for optimal analysis. The proposed interactive teaching model integrates gamification elements and virtual environments to provide students with immersive learning experiences. The ICR-RLSTM algorithm enhances predictive capabilities by optimizing long-term memory retention through intelligent coral reef optimization techniques, adapting to individual learner progress. Preliminary results indicate that the proposed model significantly improves student engagement and knowledge retention compared to traditional methods. The findings suggest that integrating deep learning and virtual reality into English language teaching can create adaptive and effective learning environments. This research contributes valuable insights into enhancing interactive teaching strategies and informs future educational practices.

Mediation as Intercultural Communication: A Narrative Review

Written mediation is a critical skill that enables individuals from diverse languages and cultures to communicate with each other effectively. Developing written mediation skills is essential in language learning classrooms and is included as a component of the National Foreign Language Exam System (KPG) for advancing harmonious global societies. This narrative review explores written mediation as a form of intercultural communication in English language classroom contexts. The review provides insights into the nature and purpose of written mediation, the role of the mediator, and the competencies needed to fulfill the role with the objective of providing the information for language learning classrooms to develop and instruct written mediation skills effectively. This review goes beyond traditionally held views of mediators as interpreters primarily concerned with linguistic aspects and underscores the close relationship between and the need for a broader conceptualization of mediation that includes both language and culture. In particular, critical cultural awareness is emphasized as a primary driver of effective mediation, underscoring the importance of addressing cultural components within the English language teaching context. English language teachers have a vital role in promoting the development of learners' intercultural competence, ultimately ensuring they are competent mediators equipped to facilitate intercultural encounters.

Fostering creativity and critical literacy: transforming EFL classes with engaging critical media literacy integration

PurposeThis study aims to examine the effect of critical media literacy integration in the context of English language teaching (ELT) in Indonesian high school students on improving students’ creativity and essential literacy skills.Design/methodology/approachThe study was conducted in an Indonesian ELT class consisting of 32 high school students. The methodology involved instructing students to analyze various media sources and articles to demonstrate their critical reading abilities before writing creative argumentative essays. Data collection instruments included students’ argumentative essays, teaching observations and students’ self-reflections on their learning experiences.FindingsThe study revealed that students were capable of creating creative and well-structured argumentative essays. However, their conclusions were often unclear and lacked sound judgments. This indicates that Indonesian EFL students require more practice in forming well-rounded judgments. Media analysis and discussion sessions were found to be significantly beneficial for enhancing critical literacy instruction.Research limitations/implicationsOne limitation of the study is its focus on a single class of 32 students, which may not be representative of all Indonesian high school students. Future studies should consider expanding the sample size and incorporating diverse educational contexts.Practical implicationsThe findings show that integrating critical media literacy (CML) into ELT not only boosts students’ creativity and critical thinking but also helps them tackle real-world challenges, like identifying misinformation in Indonesia’s digital landscape. To make this approach more practical, the study highlights the importance of teacher-led strategies, such as using guiding questions during discussions and modeling how to create media context. These methods align well with Indonesia’s Merdeka Belajar policy, which encourages flexible, student-centered learning. This research provides valuable insights for educators, policymakers and curriculum designers looking to adapt media literacy to the needs of 21st-century learners across Indonesia’s diverse educational settings.Social implicationsThe study highlights the importance of critical media literacy in fostering a more critically aware and socially responsible youth. By enhancing students’ ability to analyze media and creatively develop well-structured arguments critically, critical media literacy integration can contribute to a more informed and engaged citizenry. This is particularly relevant in today’s media-saturated environment, where the ability to discern and evaluate information critically is crucial for democratic participation and social cohesion.Originality/valueThis research contributes to the limited research on the role of media literacy integration in enhancing students’ creativity and critical literacy within ELT. It highlights the importance of teacher-led discussions in fostering critical thinking skills, providing valuable insights for teachers, practitioners and policymakers aiming to improve media literacy instruction in similar contexts.

Exploring Saudi Teacher’s Readiness to Use Augmented Reality (AR) Technology to Teach English Language in Schools

This study seeks to investigate the readiness of Saudi teachers to use augmented reality (AR) technology to enhance English language instruction in secondary schools in Riyad, Saudi Arabia. With the increasing integration of technology into educational settings, AR technology has garnered considerable attention as a potential aid for engaging and motivating language learners. Throughout this research, ten Saudi English language teachers from selected secondary schools in Riyad were interviewed to collect data. The findings consistently indicate a resoundingly positive response to AR technology, with teachers keen to incorporate it into English language classes. In addition, the study revealed that Saudi teachers recognised several significant advantages of AR technology in English language teaching. These results suggest that AR has the potential to revolutionize traditional teaching methods and improve the educational experience for both teachers and students. English language teachers in the study area are eager to adopt AR technology as an effective instrument for teaching English in secondary schools. This study catalyzes future research and collaboration to effectively integrate AR technology into the English language curriculum, thereby transforming the way English is taught and learned in Saudi Arabian secondary schools.

College English teaching in a digital environment: The experience of China

College English teaching in a digital environment: The experience of China

Designing Question Chains in Senior High School English Reading Teaching: An Activity-based Approach

Question chains have long been utilized in English teaching to enhance student learning. However, certain issues in their design can hinder teaching effectiveness. These challenges can be addressed by constructing question chains built upon the activity-based approach. This paper combines theoretical analysis with practical application, using a specific discourse as an example. It divides questions into big questions and sub-questions to form a question chain that guides students toward achieving the intended learning objectives. Additionally, question chains are designed for each stage of the teaching process, following the activity-based approach, to help students explore thematic meaning and develop core competencies. Ultimately, this paper aims to contribute to the understanding of how activity-based question chains can improve the efficiency of English reading instruction.

Teachers’ Perspectives and Experiences in Higher Education Vocabulary Instruction

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.

A Needs-Based Model for the Personalized Design of Academic English Teaching Materials in Engineering Education

The advancement of engineering education within English-medium environments underscores the need for tailored English for Academic Purposes (EAP) resources that address the linguistic, communicative, and technical needs of engineering students. This study presents a need-based model for EAP material development, focusing on personalized approaches to enhance learning efficacy and engagement. By analyzing data from surveys, interviews, and classroom observations with both students and instructors, this research identifies specific language skills and knowledge areas necessary for engineering students. The model includes vocabulary selection, genre-specific writing practice, and multimodal learning tools aligned with EAP objectives. Findings demonstrate that need based, personalized EAP resources in engineering contexts can enhance students' academic and professional communication capabilities. Practical recommendations are provided for developing EAP materials suited to engineering disciplines.

Investigating EFL Female Saudi Teachers’Attitudes Toward the Use of ChatGPT in English Language Teaching

The emergence of ChatGPT has revolutionized foreign language education, offering various benefits. However, limited research exists on the practical advantages and challenges of employing ChatGPT in teaching and learning English as a Foreign Language (EFL). This study explores the perceptions of EFL Saudi teachers regarding the integration of ChatGPT into English language teaching within the Saudi context. Using an interpretive qualitative approach, semi-structured interviews were conducted with 13 female EFL teachers at Al-Manar University. The findings indicate that participants generally held positive views of ChatGPT, appreciating its utility in lesson planning, designing activities, and creating assessments. Teachers emphasized that ChatGPT enhances efficiency, engagement, and interactivity in the classroom. However, concerns were raised regarding its credibility and the potential for students to become overly dependent on it, leading to diminished skills and abilities in critical thinking, independent learning, and emotional intelligence. These limitations highlight the need for a balanced approach to integrating ChatGPT into teaching practices. This study addresses a gap in the literature by focusing on the unique cultural and educational perspectives of Saudi EFL teachers, offering insights into how Artificial intelligence (AI) tools can be tailored to specific educational contexts. The findings underscore the importance of professional development for teachers to promote responsible AI use and encourage student-centered learning. Implications for practice and future research directions are discussed.

Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes

In recent years, the incorporation of artificial intelligence (AI) into instructional settings has sparked important interest in how it can develop different aspects of language learning, principally in the realm of assessment. While traditional assessment methods have long been central to evaluating learners’ progress, the rise of AI tools presents an opportunity to revolutionize assessment practices by providing more personalized and adaptive feedback. This study explored the significance of portfolio assessment in AI-assisted environments, focusing on its impact on academic emotion regulation (AER), mindfulness, and attitudes toward language learning. A total of 69 students (38 in the experimental group (EG) and 31 in the control group (CG) from Bahir Dar University, Bahir Dar, Ethiopia, aged 22–34 years, participated in this quasi-experimental study. The participants, enrolled in the final term of their Bachelor’s program in English Teaching, were randomly assigned to either the EG or CG. The EG engaged in a portfolio assessment approach where AI was employed by the course instructor to review the portfolios and provide continuous, individualized feedback. Conversely, the CG also followed a portfolio assessment approach but relied on traditional teacher-led feedback without AI integration. The study employed pretests and posttests to measure AER and mindfulness levels before and after the intervention. Additionally, an attitude questionnaire was administered to the EG to assess their perceptions of AI-based portfolio assessment. Data analysis included analysis of covariance (ANCOVA), independent sample t-test, and one-sample t-test to determine the effects of the intervention. The findings indicated the potential of AI-assisted portfolio assessment in enhancing AER and mindfulness while fostering positive attitudes toward language learning. By comparing AI-integrated and traditional approaches, this study provides valuable insights into the role of AI in promoting effective and engaging learning experiences in EFL contexts.

SKILLS OF THE ENGLISH LANGUAGE TEACHER AS A SECOND LANGUAGE IN THE POST-PANDEMIC CONTEXT IN PUBLIC SCHOOLS

Abstract: This study investigates the challenges faced in English teaching during the Covid-19 pandemic, addressing the difficulties and strategies adopted by educators and students during this period. The research was conducted through a review of existing literature, utilizing original articles found in relevant databases. The results indicate that the lack of technological infrastructure and limitations in teacher training were the main obstacles, compromising student engagement and the effectiveness of pedagogical practices. Furthermore, the analysis emphasizes the need for new approaches and the importance of investments in technology and ongoing training for educators. It is concluded that to ensure quality English teaching, it is essential to promote methodological adaptations that meet the demands of the contemporary educational environment.

Research on the Innovation of Maritime English Teaching Mode in the Big Data Environment

With the rapid development of the global shipping industry, maritime English teaching faces new challenges. This paper focuses on the innovation of the college maritime English teaching mode in the big data environment, and explores innovative strategies such as flipped classrooms, VR/AR technology-driven situational simulations, personalized learning path design, and multi -dimensional evaluation systems. The research shows that these big-data-based teaching modes can effectively improve students' language application ability, situational response ability, and cross-cultural communication ability, providing a new path for cultivating high-quality maritime talents.

Design and Development of A GPBL College English Module and its Effectiveness on Students' Achievement, Interest and Self-Efficacy in China

This paper has discussed how to design and develop Gamified Problem-Based Learning (GPBL) module for College English teaching in China. It has focus on outlining how GPBL has been effective in enhancing the academic achievement, interest, and self-efficacy of students. The paper has used secondary methods. Through a systematic review of 15 studies on GPBL, this paper on understanding the process of design and development of GPBL and its impact on student achievements, interest and self-efficacy. The findings from the review have indicated that out of 15 reviewed studies, 8 reported improved academic performance, 9 reported increased student interest and motivation for learning, and half presented an increase in self-efficacy through GPBL. The findings of this study have also represented that GPBL actively engages students in the process of learning, reduces learning anxiety, and promotes confidence with incremental successes provided by gamified elements. Therefore, it can be said that this study presents the potential of GPBL to become a transformative tool in teaching the English language to students in China.

The effect of parallel and multidisciplinary approaches in teaching English on student achievement

ABSTRACT Interdisciplinary approaches in instruction and curriculum development can lead to a more comprehensive understanding of knowledge, resulting in innovative solutions and enhanced problem-solving and research processes. This is particularly important for learning terminology and linguistic structures from various disciplines, both in native and non-native speakers. This study aimed to investigate the impact of two micro models of different interdisciplinary approaches, one of which is parallel and the other is a multidisciplinary approach, in English language teaching on student achievement A quasi experimental research design was developed for two English classes, using a course plan as a micro model of interdisciplinary understanding of parallel and multidisciplinary approaches. The course was implemented for 8 weeks, with two groups of 18 and 13 individuals, and pre-tests and post-tests were conducted. Pre-test results showed no significant differences between the two experimental groups, except for writing skill review. However, post-tests showed both methods were effective in teaching different language skills. Parallel interdisciplinary instruction significantly affected reading skills and average test performance, while the multidisciplinary approach led to significant differences in vocabulary, writing skills, and test scores. Post-tests showed only significant differences in reading section scores, with the parallel multidisciplinary group showing more achievement. Language plays a dual role as a means of education and a reflection of intellectual thought and cultural values, making it crucial to improve the effectiveness of language instruction by utilizing multidisciplinary insights.

Embracing Global Englishes in Thailand: Linguistic Diversity and Cultural Integration

The concept of Global Englishes (GE) redefines English as a pluralistic and dynamic entity shaped by sociocultural contexts worldwide, challenging traditional native-speaker norms. This study explores the historical, sociopolitical, and linguistic dimensions of GE, focusing on its implications for English language education and policy in Thailand. Thai English, a localized variety influenced by Thai linguistic and cultural norms, exemplifies how non-native speakers creatively adapt English to suit local communicative needs. Key linguistic features of Thai English, including distinct pronunciation patterns, lexical innovations, grammatical adaptations, and discourse strategies, reflect the intersection of global and local influences. The study critiques Thailand’s traditional English language teaching (ELT) models, which often privilege Standard English over localized varieties, thereby marginalizing linguistic diversity and limiting students’ communicative competence in global contexts. This paper advocates for integrating diverse English varieties into curricula, enhancing teacher training programs to include GE pedagogy, and promoting multilingualism through inclusive language policies. Emphasizing linguistic diversity and intercultural competence, the study also underscores the need for public awareness campaigns and sustained research to transform societal attitudes and institutional practices. By embracing Global Englishes, Thailand can align its language education policies with the realities of global communication, empowering learners to navigate multicultural contexts confidently. Such an approach contributes to social equity, intercultural understanding, and the development of a more inclusive and globally relevant educational framework.