English Teaching Research Articles

Community-based explorations and visual literacies: A key interplay to enhance writing skills in early high school students

This paper presents the outcomes and findings of a qualitative study aimed to describe the effects of combining visual literacies with Community-Based Pedagogies (CBP) to enhance writing skills in early high school learners. The data was gathered through community mapping reports, a needs analysis instrument, students’ artifacts, a focus group, and teacher's field notes. This action research revealed how students, through systematic and consistent work, were smoothly guided in the writing process with the help of visual elements that served as triggers or supporters to produce short texts in which their voices were relevant by exploring their context and portraying their realities. The triangulation of the different instruments within the grounded analysis (Saunders et al., 2012), indicated a rise in the students’ quantity and quality of the writing production in the foreign language and a learners' genuine interest in writing assuming an active role. Based on the available findings, they contribute significantly to nurturing English language teaching practices in public schools by boosting students’ writing skills through the cognizant use of information about the surrounding contexts combined with visual stimuli as a valuable source.

The critical challenge for ELT in Indonesia: Overcoming barriers in fostering critical thinking in testing-oriented countries

In recent years, the Indonesian government has put greater emphasis on promoting critical thinking in the education system, including the notion of critical thinking in national examinations, curriculum, and graduate outcomes for school education. Nevertheless, as in many testing-oriented countries, fostering critical thinking in the Indonesian context can be challenging, as the long-standing culture of testing, in which every answer is either correct or not, contradicts the concept of critical thinking. This paper focuses on identifying challenges in promoting critical thinking in English Language Teaching, especially in testing-oriented countries. The paper argues that critical thinking can be effectively fostered in students if teachers have a profound understanding of the notion. Demonstrating how critical thinking can be incorporated into teachers’ daily pedagogical activities and encouraging teachers to conduct collaborative action research about the teaching of critical thinking are suggested as two productive ways to boost teachers’ understanding of the notion of critical thinking.

Practicum lesson study: insights from a design-based research in English language teaching practicum

PurposeThis study investigates the implementation of the Practicum Lesson Study (PLS) model, which is designed to be used by preservice teachers (PSTs), mentor teachers and advisors during school practicum.Design/methodology/approachEmploying a design-based research (DBR) framework and a multiple case study design, the research in this study evaluated the PLS model through eight distinct cases across two phases of research. In both phases, the qualitative research explored the nature of the stages and steps followed in each case, providing detailed descriptions of the procedural arrangements, teaching sessions and discussion meetings. Views of the participants regarding their satisfaction levels towards the PLS model, its benefits and challenges were collected through semi-structured interviews and a questionnaire.FindingsThe results of the research highlighted significant benefits of the PLS model, such as self-reflection, peer reflection and collaborative practices. These processes notably enhanced PSTs’ abilities to dynamically adjust teaching strategies based on real-time observations and feedback, effectively integrating suggestions from meetings with practical classroom experiences. However, the study also identified several challenges, such as managing diverse opinions and coping with information overload.Research limitations/implicationsBased on the comprehensive exploration of the PLS model, the study offers several implications for practitioners and suggestions for future research such as a closer examination of changes in beliefs and identity over time during PLS.Originality/valueThe study carries the significance of employing a DBR in the context of implementing LS during ELT school practicum.

Creating Synergy in English Language Teaching: Merging Classical Techniques with Contemporary Practices

This article explores the integration of classical and contemporary approaches in English Language Teaching (ELT) to address the diverse needs of learners in a globalized world. Classical methods, such as the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, emphasize linguistic accuracy and foundational skills, while contemporary practices, including Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Blended Learning, prioritize fluency, engagement, and real-world communication. By synergizing these methodologies, educators can create a balanced framework that fosters grammatical precision, critical thinking, and communicative competence. The article also examines challenges in implementing blended approaches, including the need for effective sequencing, balancing accuracy with fluency, and adapting to learner diversity. Recommendations are provided for overcoming these challenges, emphasizing the importance of professional development, institutional support, and continuous assessment. This holistic perspective offers practical and theoretical insights into enhancing ELT practices for learners’ linguistic and communicative growth.

The Impact of Teacher Feedback on Student Interaction Based on A Case Study in China

Teacher feedback plays a significant role in English teaching. Effective teacher feedback can not only enhance students' enthusiasm and motivation for learning but also improve their language skills and ability to think critically. This study analyzes data from classroom observations of the four teachers and their four English classes, attempting to explore the impact of teacher feedback on student interaction. A few instances of the usage of teacher feedback in Chinese college English classrooms are compiled in this study. The author suggests that teachers employ feedback language in the following three ways, based on the findings of the research: First and foremost, educators need to be aware of how much language is used in feedback. Second, educators should work to raise their own standards and employ a variety of feedback language in a flexible manner. Thirdly, input from teachers ought to be varied and not overly straightforward. In the future, incorporating these strategies into pedagogical practice may completely transform English instruction in Chinese universities, creating a more engaging and dynamic learning environment that not only gets students ready for success in the classroom but also gives them the critical thinking abilities they need to thrive in the increasingly interconnected world.

An Analysis Of Intercultural Awareness In English Coursebooks

This study delves into the representation of intercultural awareness in English coursebooks at the tertiary level, examining the balance between local, target, and international cultures. Utilizing a qualitative methodology, it scrutinizes three coursebooks and incorporates perceptions from instructors and students at Gazi University. Content analysis and semi-structured interviews serve as the primary tools for gathering data, focusing on the extent of cultural diversity and its alignment with fostering intercultural communicative competence among learners. The findings indicate a pronounced emphasis on target cultures, highlighting a shortfall in the inclusion of diverse cultural narratives. Such an imbalance suggests potential limitations in the coursebooks' efficacy to nurture a well-rounded intercultural understanding. The study advocates for a more inclusive representation of cultures in English language education, stressing the importance of coursebooks in cultivating a comprehensive intercultural awareness. Additionally, recommendations are provided to curriculum developers and educators to enhance the intercultural dimension within English language teaching, aiming to better prepare students for global communication.

THE EFFECT OF TWO STAY-TWO STRAY TECHNIQUE ON SPEAKING ABILITY OF THE TENTH GRADERS AT MAU AL ANWARI IN THE ACADEMIC YEAR 2023-2024

This study evaluates the effectiveness of the Two Stay-Two Stray technique in improving the speaking skills of tenth-grade students at MAU Al Anwari the academic year 2023-2024. Data were collected through pre-tests and post-tests to measure changes in students' speaking abilities after the application of the technique. Analysis revealed that most students achieved post-test scores within the 41-60 range, with an average post-test score of 52.38. The T-test analysis showed that the T-test value (13.650) was higher than the T-table value (2.086), indicating that the difference between pre-test and post-test scores was statistically significant. These findings suggest that the Two Stay-Two Stray technique has a significant impact on enhancing students' speaking abilities. The technique not only improved students' speaking skills but also provided a more enjoyable learning experience, supporting student motivation and engagement in the classroom. This result aligns with Warsono and Hariyanto's (2012) view that cooperative learning methods, such as Two Stay-Two Stray, enhance student participation and create a positive learning environment. The technique proved effective in facilitating peer interaction, allowing self-assessment, creative expression, and the development of interpersonal relationships, making it a valuable method for improving speaking skills in English language teaching.

Evaluating AI-Generated Language as Models for Strategic Competence in English Language Teaching

Strategic competence, the ability to use communication strategies (CS) to overcome challenges and enhance communication effectiveness, is crucial in language learning. However, the coverage of these strategies as well as target models to teach them remain scarce in current instructional materials. This paper represents the first attempt to examine the application of ChatGPT in providing target models of CSs and facilitate L2 learners' strategic competence. ChatGPT-4 was used to generate transcripts of monologues and dialogues around a description task following two types of prompts: with and without a taxonomy of communication strategies (structured and unstructured prompts). Preliminary findings suggest Chat-GPT’s considerable potential in modeling communication strategies. Across the two prompting conditions, the chatbot was able to present a wide range of CSs, including achievement, self-monitoring, time-gaining, and interactive strategies. The highest CS content was found in the structured-prompt dialogue which utilized 9 out of 10 CS sub-types, a more diverse range than typically covered in textbooks, with approximation, circumlocution, and time gaining being most frequently used. In terms of linguistic presentation, the AI-generated transcripts demonstrated appropriate use of CSs, though their linguistic realizations were limited in range. The article concludes with implications for leveraging Chat-GPT to contextualize communication strategies, considerations for prompt engineering, strategy training to proficiency levels, and AI-teacher collaboration.

The function of multimedia in the process of teaching English with the help of Post-Method techniques

This article presents the specific functions of multimedia in the process of English language teaching and learning with the active addition of Post-Method techniques. An experiment was conducted with two groups of learners in order to prove or reject the hypothesis. One group used textbooks throughout the entire time of the experiment whereas the other one used both the textbooks (the first two weeks) and the selected Post-Method techniques (the second two weeks). The statistical elaboration of the results showed that the multimedia tools, alongside the selected Post-Method techniques, delivered better learning and teaching results.

Music and English Language. State of Art about their connection through Prosody

Introduction: Considering a fact that music and a given language are different manifestations of language and that both take sound as their basic constitutional element, to highlight the existing research gap in this area and to reinforce the conception of music as a language is intended. Moreover, given the benefits that many authors state regarding the learning of oral skills in EFL, the need to cultivate aural and vocal education is also considered. Methodology: A parameterized bibliographic review following the PRISMA protocol on the material published in relation to the application of the musical element to the teaching of English as a Foreign Language (EFL) in a Spanish-speaking context is presented. Results: After the documentary analysis, it has been confirmed that only fourteen publications were selected based on: The year of publication, how the inclusion of the musical element is proposed, the attention to prosodic issues, the type of participants, the methodology used, and the impact of the study related to the object of study. Conclusions: Despite confirming the similarities between musical language and common language, the existence of a research gap in this type of publications is demonstrated.

Research on the Application of Artificial Intelligence in English Teaching in Higher Education

With the rapid development of science and technology, the domain of artificial intelligence (AI) witnesses a surge in growth. It is employed in English language teaching for non-native speakers both at home and abroad. This essay will examine the advantages and disadvantages of AI applications in English teaching, with a particular focus on higher education in China. A sampling survey is conducted to investigate the utilization of AI in English language teaching at the post-secondary level. The research involves administering a questionnaire to a sample of 50 college students to inquire about the integration of AI in the classroom. This paper reveals that the two most prevalent applications of AI in the classroom is assisted reading and spoken interaction. Nevertheless, the most evident challenge is the tendency of students to over-rely on AI. In addition, this paper points out the impacts of constructivism on English teaching by taking English writing as an example. These discussions provide some reference for future research on this topic. In light of the aforementioned conclusions, educators may gain insight into the potential applications of AI in the classroom aiming to optimise teaching efficiency.

Research on the Current Situation of High School English Teaching

English is crucial for high school students. In addition to being a crucial subject for college entrance exams, English is also the key to opening the window to the world. As globalization speeds up and the number of cross-border interactions rises, English teaching plays a crucial role in Chinas education system. Moreover, English is also a required course on the college entrance exam, one of the most significant tests that high school students must take. Therefore, this article will study the current status of high school English reading, listening, writing, and grammar teaching and propose improvement strategies. There are still many problems in current English teaching, such as single teaching methods, insufficient student interest in learning, and outdated teaching resources. When facing problems in high school English teaching, teachers, schools, and other parties need to do their best to work together to improve and perfect the current situation of high school English teaching.

Shifting trends in communicative English language teaching in Icelandic compulsory schools

This paper maps shifts in English language teaching in compulsory schools since curricular changes in 2007 and again in 2011/2013. The primary purpose of the current study is to examine the status of English language teaching from the perspective of active teachers. The secondary aim is to inform the development of teacher education programmes at the University of Iceland and improve English teacher preparation for those entering or working in the compulsory education system. When earlier surveys were conducted – a large-scale ministry survey in 2005/2006 and a smaller follow-up survey in 2007– teaching English was heavily influenced by the preparation of students for the final state exams, with a strong focus on reading comprehension, writing, and grammar. The National Curriculum Guide 2011/2013 introduced the fundamental pillars of education and competences as the base for teaching and assessment. Through a quantitative survey carried out in 2022, the researchers collected responses from 7th- and 10th-grade teachers about their access to, and usage of, teaching and learning materials, teaching practices, approaches to assessment, teachers’ professional development, and the use of English in the classroom. The response rate was 53% and a total of 156 teachers participated. The results show that traditional, textbook-based teaching methods are still prevalent, although oral communication skills receive increased emphasis. Cultural competences and learning skills need to receive substantial attention if they are to meet the requirements of the National Curriculum 2011/2013. The use of the target language (English) in the classrooms should increase, while the purposeful use of L1 Icelandic is still relevant in foreign language classrooms. Overall, communicative language teaching seems to be gaining ground.

Exploring the Influence of Social Media and Online Communities on Affordances in ELT

In modern times, the popularity of social media and online communities play an important role in both daily life and language learning. Social media and online communities have become integral to modern life, offering unique opportunities to transform English Language Teaching (ELT). This literature review examines how the affordances provided by these platforms are reshaping the current landscape of ELT through an ecological perspective. Specifically, the study investigates their influence on teaching and learning practices, focusing on how these affordances foster authentic language use, collaboration, and personalized learning experiences. Additionally, the review explores the implications of these affordances for teachers’ strategies in designing dynamic, multimodal learning environments that extend beyond traditional classrooms. By synthesizing findings from recent research (2014–2024), the study highlights the transformative role of social media and online communities in creating enriched affordance environments. These platforms enable greater learner autonomy, cultural awareness, and engagement. The study also identifies practical recommendations for educators to integrate these tools effectively while addressing challenges such as digital literacy and privacy concerns. This review provides a comprehensive understanding of how digital affordances are shaping ELT and suggests strategies for leveraging them in innovative and sustainable teaching practices.

The Comparison of Different Artificial Intelligence Software in Assisting Teachers Teaching Ability of Junior Middle School English Writing

Nowadays, the process of English teaching is significantly affected by various technological advancements. Artificial Intelligence (AI) has been applied in various aspects of peoples lives. Not only can some AI models help people to produce some ideas, but they can also be helpful in English learning. In this study, two different Al authoring tools are adopted, ZECOBA and ERINE, which are used to explore the function of Al in assisting in the teaching of junior middle school English writing. The author took Shanghai high school English composition for the past three years as an example, letting two Al models generate model essays. By comparing the model essays in vocabulary, special sentence patterns, the variety of conjunctions and other aspects of the difference, to draw a conclusion, on which software can better assist the teaching of junior high school English composition. So that teachers can realize which AI technology can assist them better in writing compositions and can be applied to classrooms better.

QUESTIONING ALIENATION OF HUMANITIES DISCIPLINE IN ENGLISH EDUCATION CURRICULUM

The English language education curriculum tends to focus on technical language issues (skills) and educational aspects. In fact, language proficiency is acquired through practice, training, and habit. Educators must have cognitive, psychological, and sociological understanding. This is the problem: English language learning tends not to involve the humanities in its curriculum. This research aims to explore the factors that make the English Education curriculum less likely to include humanities disciplines while it has crucial impact to the quality of English teaching and learning. In methodology, the type of research is qualitative. The approach in this research is case study. The data collection technique in this research is Focus Group Discussion (FGD). The type of FGD used in data collection is Single Focus Group which supports an explorative space to support the provision of data in the analysis. There are three parts to conducting FGDs: pre-activity, activity, and post-activity. The research employs the thematic analysis technique. There are three main results can be drawn implicitly by the researcher from the perspective of the English Education lecturers: Theoretical-Based Orientation, Skillset Target, and Positivistic Ideology. Firstly, the English Education curriculum processes English language learning through theories. Secondly, the English Education curriculum focuses on the English language skillset. Thirdly, the English Education curriculum aims to produce English teachers who will teach English focusing on the learning process and the learners’ internal problems in the classroom, not the learners’ external problems.

Design of Oral English Teaching Quality Evaluation System Based on AHP-Fuzzy Algorithm

In the evolving landscape of English oral language instruction, the integration of online and offline (blended) teaching methodologies has emerged as a significant approach to enhance learning outcomes. This study addresses the need for a robust and nuanced evaluation framework capable of assessing the quality of blended English oral language teaching. Motivated by the limitations of traditional evaluation methods in capturing the complexities and subjective nuances of blended teaching environments, we propose a novel evaluation model that leverages the Analytic Hierarchy Process (AHP) and Fuzzy Association Analysis. This paper outlines a systematic approach to construct a comprehensive evaluation indicator system tailored to the specific demands of English oral language teaching. Utilizing AHP, we determine the relative weights of various evaluation indicators, laying a solid foundation for a structured assessment framework. Subsequently, Fuzzy Association Analysis is employed to handle the inherent uncertainties and subjectivities associated with teaching quality assessment, thereby facilitating a more accurate and holistic evaluation. An empirical case study is presented to demonstrate the practical application of our proposed AHP-Fuzzy model in evaluating the quality of a specific blended English oral language teaching program. The results underscore the model’s effectiveness in providing a detailed and nuanced assessment of teaching quality, highlighting its superiority over traditional evaluation methods in addressing the complexities of blended teaching environments.

Modeling and Analysis of College English from the Perspective of Connected Intelligent Algorithms

To explore the realm of English education through contemporary advancements in artificial intelligence (AI), language education methods have developed significantly traditional approaches that usually have trouble with individualized learning needs and cannot handle diverse proficiency levels. This paper reveals the most prominent problem of inefficiency and non-personalized learning experiences in college English as a significant concern in the existing literature. In response, it suggests a novel method called Artificial Intelligence based English Teaching Method (AI-ETM). It has linked intelligent algorithms that can dynamically adapt teaching strategies and learning materials according to individual student’s needs, rate of comprehension and proficiency levels. The main aim of AI-ETM is to integrate AI technologies with hybrid particle swarm optimization (PSO) into English language teaching to improve effectiveness and efficiency and provide personalized learning experiences for students. This paper expects several outcomes from the implementation of AI-ETM. Among these is enhanced student engagement and motivation due to personalized learning experiences customized according to personal preferences and level of competence. Additionally, AI-ETM is expected to improve learning outcomes by offering targeted feedback and adaptive learning resources. This paper suggests that once AI-ETM is introduced, efficiency in delivering language instruction services will improve, thereby optimizing the allocation of educational resources.

Tantangan Implementasi Kurikulum Merdeka Pada Sekolah Dasar yang Berbasis Islami: Evaluasi dan Solusi

The Merdeka Curriculum offers a variety of learning approaches that allow students and teachers to choose material that suits each learning need to achieve optimal learning. This research uses qualitative methods, the research location is at one of the Islamic schools in Palembang. This research involved eight sources as informants who were selected using purposive sampling techniques. The data in this research was collected through two data collection techniques, namely interviews and distributing questionnaires to participants. The results of the study stated the lack of school readiness in accepting and implementing the independence policy, especially English language teaching. The novelty of this study is that the successful implementation of the independence curriculum requires Independent Curriculum Training, English Language Training, Facilities and Media. This study contributes to the world of education, especially in the implementation of the Independent Curriculum based on Islamic values ​​in Elementary Schools.

Leveraging Wikis in English Language Teaching: Bridging the Gaps in the Traditional Methods of Instruction

The integration of digital technologies in education is gradually transforming the landscape of language teaching and learning, offering opportunities for innovation and improvement. However, Traditional Methods of Instruction (TMIs) in the English language are constrained in terms of students’ engagement and fostering communicative competence. The limitations of TMIs have prompted educators to seek alternative pedagogies. Technology-enhanced instruction is viewed as one avenue to revitalize English language teaching. Among these technologies, Wikis have emerged as a promising tool for promoting interactive and student-centred learning environments. The study on which this paper is based investigated the effectiveness of Wikis as a pedagogical tool in bridging gaps in TMIs in English language teaching. Grounded in Salmon's Five-Stage Model, this study integrated Wikis into English language instruction with 20 secondary school students. The Wiki intervention was tested through two iterations. The findings revealed that Wiki-based instruction can effectively address some of the limitations in TMIs by fostering collaborative learning and peer feedback, promoting self-directed learning and autonomy by enhancing all four language skills. The study contributes to the growing body of research on technology-enhanced language learning by highlighting Wikis' potential to enhance English language teaching