English Teaching Practice Research Articles

The Aesthetic Function of Educational Drama Practice in English Teaching

The Aesthetic Function of Educational Drama Practice in English Teaching

Practices and Challenges of Artificial Intelligence-Assisted Teaching in Vocational Undergraduate Public English Classrooms

Abstract This paper first introduces the architecture of the natural language processing system and then analyzes how natural language processing decomposes the probability distribution function by multi-factor form and Bayesian formula to improve the efficiency of function description. Then, NLM is applied to enhance the statistical coefficients of the N-gram model, which solves the problems of data sparsity and dimensionality disaster. By using natural language understanding in English teaching practice and experimenting with the teaching effect, it was found that the overall English achievement of the experimental group increased by 5.4 points, the average Z-score reached more than 3 points, and 96.6% of the students were interested in the teaching method. The new teaching method is demonstrated to have a significant impact on the improvement of English scores.

Innovative Practice of Multimodal Teaching Mode in English Education and Teaching Practice in Colleges and Universities in the New Media Era

Abstract Traditional English teaching methods are increasingly seen as outdated, failing to adequately develop students’ language abilities. This study introduces a multimodal teaching approach, evaluated through the innovative use of the sailfish optimization algorithm to gauge student attitudes towards this educational innovation. Additionally, the study leverages a genetically optimized CARMA algorithm to analyze academic achievement data, identifying optimal strategies for enhancing learning outcomes. Results indicate a significant improvement in students’ oral English skills, with approximately 70% reporting progress and 86 students endorsing the multimodal approach. Post-implementation test scores across five classes showed an impressive range of 85-97, with Classes A and B demonstrating significant score improvements (p-values of 0.021 and 0.014, respectively). The successful application of this novel teaching method in collegiate settings underscores its potential for broader adoption and highlights its relevance for modernizing educational practices across various subjects.

Research on Multimodal English Teaching Methods and Practices Leading to Intelligent Generation

Abstract In this paper, we first establish a multimodal knowledge graph and process the course teaching video using by PaddleOCR algorithm to distinguish and understand the teaching text. This paper also improves the traditional classroom behavior recognition method by using the skeletal covariance matrix extraction strategy to aggregate the skeletal sequence features while combining the courseware information features to jointly achieve the recognition of classroom behavior. Based on the above algorithms, this paper summarizes the English multimodal teaching system based on intelligent learning, which improves traditional English teaching methods in terms of learning environment, teaching method, and mode. Finally, this paper conducted an experimental test on the effects of a multimodal English teaching method. The results show that the class scores of the class applying the multimodal English teaching method have been cumulatively improved by 22.06 points, and the rankings have been improved from 4 or 5 to 1 or 2 among the six tested classes. Students’ satisfaction with the pedagogy increased from an initial score of 3.4 to 4.5. The results show that multimodal English teaching promotes the change of English classrooms in the smart era.

An Analysis of the Innovation of English Teaching Strategies and Their Impact on Learning Effectiveness in the Age of Big Data

Abstract In recent years, a wealth of research on English language teaching practice has emerged in the academic community at home and abroad, mainly focusing on the use of teachers’ strategies in the English language teaching classroom and less on whether the use of strategies can enhance students’ English language learning effectiveness. In this paper, we look for the factors affecting the effectiveness of English learning from the two subjects of teachers and students respectively, identify the main variables of the study, and put forward the relevant research hypotheses. By using partial least squares regression to construct a model of research impact on learning effectiveness, a regression test is proposed that utilizes Person’s correlation analysis as a benchmark. The research data were collected by means of an online survey, and in the descriptive statistics of the variables, the content mastery measure of the sense of learning goal effectiveness scored the highest at 4.253, and the learning content explanation of the English teaching innovation was adequate. The R2 of English learning strategies and goal effectiveness sense is 0.289 and adjusted is 0.265, the F value is 378.621, and the P value is less than 0.001, which is positive and significant. The more frequently English teaching innovation strategies are used in this study, the higher the sense of goal efficacy, which can significantly improve the effectiveness of learning.

The Promotion and Dissemination of Chinese Excellent Traditional Culture in English Teaching in Colleges and Universities under the Background of Informatization

Abstract The growing strength of China’s national power and the rapid advancement of the country’s foreign development make the country pay more and more attention to the development of Chinese excellent traditional culture education. Integrating Chinese excellent traditional culture into English teaching in colleges and universities can help to inherit and promote Chinese excellent traditional culture. This paper explores the path of integrating excellent Chinese traditional culture into English teaching in colleges and universities based on the background of informatization and designs a digital English teaching method of traditional culture based on somatosensory interaction with regard to the carrier of traditional culture teaching materials. The method was adopted for English teaching practice, and the effect of traditional culture dissemination was analyzed from three aspects: cognition, attitude, and action. A questionnaire survey on students’ interest and willingness to learn was conducted, and the results showed that students’ interest and willingness to learn traditional culture increased dramatically after digital English teaching of traditional culture based on somatosensory interaction. By comparing the students’ English scores with the pre and post-tests, the average of the student’s total scores before the implementation of the teaching case is 45.631, and the average of the total scores after the implementation of the teaching case is 68.521, and the student’s scores are significantly improved. By analyzing the effect of traditional culture dissemination, the digital English teaching method of traditional culture based on somatosensory interaction designed in this paper can effectively promote and disseminate excellent Chinese traditional culture.

Analysis and application of psychological factors in English teaching practice based on deep learning

Abstract With the deepening of higher vocational English teaching research and the continuous advancement of reform, this paper combines in-depth learning with higher vocational English teaching and makes an in-depth study of higher vocational English teaching practice based on in-depth learning theory and learning theory. First of all, the paper expounds on the concept of higher vocational English teaching and the research of English teaching. Explain the related concepts of psychological factors and the composition of psychological factors, then describe the model of in-depth learning, elaborate the related algorithms of in-depth learning optimization methods and the functions of various data of in-depth learning-related research, and finally, based on in-depth learning, explain the psychological factors of teachers and students in higher vocational English teaching. It reflects the importance of psychological factors in higher vocational English teaching. With the development of in-depth learning, we should apply in-depth learning to higher vocational English teaching and optimize the teaching mode of in-depth learning reasonably, including formulating comprehensive higher vocational English teaching objectives, adjusting students' psychological status reasonably, and carrying out cooperative learning.

Transforming English Language Teaching (ELT) in Bangladeshi Primary Schools: Challenges and Strategic Solutions

English occupies a critical role within the national education system of Bangladesh, spanning Grades I through XII. The primary education sector, which includes students from Grades I to V, is designed to lay a foundational understanding of English literacy. This study aims to identify the challenges, recent advancements, and strategies for improving English language teaching at the primary level in Bangladesh. Adopting a qualitative research methodology, this study draws on semi-structured interviews with four Bangladeshi teachers to explore their perspectives on effective English teaching practices in primary schools. The qualitative data were analyzed through thematic coding to identify prevailing patterns. The findings reveal several significant challenges to effective English teaching and learning, including students' lack of engagement in English classes, resistance to learning a foreign language, limited vocabulary proficiency, insufficient development of the four language skills, and suboptimal class sizes. Consequently, this study contributes valuable insights by addressing current challenges and offering actionable recommendations for enhancing English language instruction in primary education in Bangladesh.

Student Teachers’ Practices: A Case of English Language Teaching Classrooms

The primary purpose of carrying out the study was to explore English language teaching (ELT) practices adopted by the student teachers (STs) in their classrooms and to examine the effectiveness of teaching practice (TP) of Janapriya Multiple Campus (JMC), Pokhara Nepal. The information was collected through unstructured tools such as observation, questionnaire, and focused group discussion (FGD). The collected information was analyzed through qualitative methods. The STs were found punctual, dedicated, and responsible in their TP. They were found practicing various classroom activities such as language games, role plays, discussions, group works, pair works, translations, question and answer, and drillings during their TP. In addition, they also were found conducting various activities in the classrooms such as debates, storytelling, essay writing, quiz contests, and eloquence. Moreover, they also carried out a case study and wrote a report, prepared a Secondary Education Examination (SEE) model question, constructed various types of questions, observed three peers’ classes, and kept a record of their classroom activities and teaching materials. Completing all the required activities, the STs performed effectively during their TP. The findings of the study can be useful to make the TP more effective.

An intelligent decision methodology for triangular Pythagorean fuzzy MADM and applications to college English teaching quality evaluation

Abstract The development of contemporary college English teaching methods and practice should respect the subjective will of college students; fully tap their wisdom and potential; constantly innovate college English teaching methods, teaching practice activities, classroom teaching, and teaching evaluation models; create a good teaching atmosphere; and establish the concept of developmental evaluation. Through the innovation of teaching methods, college students’ actual language communication ability is cultivated, the teaching objectives and teaching methods of college English reading are innovated, and interactive, body language, role play, situational teaching, communicative teaching, and other teaching methods are used. The College English teaching quality evaluation is a classical multiple attribute decision making (MADM). In this article, the triangular Pythagorean fuzzy sets (TPFSs) are introduced, and the MADM problem is investigated under TPFSs. Based on the traditional dual generalized weighted Bonferroni mean operator and power average operator, the triangular Pythagorean fuzzy dual generalized power Bonferroni mean (TPFDGPBM) operator is proposed. Accordingly, the TPFDGPBM operator is employed to construct the triangular Pythagorean fuzzy MADM method. Finally, a numerical example for College English teaching quality evaluation is constructed to verify the TPFDGPBM technique.

Learning English Across Borders: Nepali Students’ Experiences in Nepal and Australia

The students’ experiences, perceptions, and outcomes of learning English may be affected by the different methods and practices of English Language Teaching (ELT). Methods and strategies used in ELT may differ from one country to another due to various factors. This qualitative study employed an interpretive framework and narrative inquiry approach to explore the way Nepali students learned English in Nepali and Australian contexts. The participants involved five Nepali students who studied an advanced-level English for Academic Preparation (EAP) course at Melbourne City College Australia (MCCA). The researcher employed snowball sampling to select the subjects. The technique used in data collection was a semi-structured interview. All the interviews were audio recorded and transcribed verbatim. The data was coded and categorized using thematic analysis to find common themes and patterns. The findings revealed significant differences in the teaching methods, vocabulary instruction, feedback practices, and technology use. The study emphasized the importance of using pedagogical strategies that foster communication skills, contextual vocabulary learning, constructive feedback, and technology integration for effective ELT.

Research on English teaching practice for college students in the context of intelligent classroom

Because of the rapid development of modern information technology, big data, multimedia, cloud computing, and others play a vital role in people's daily life. Especially in the field of education, the establishment of an intelligent classroom is a reform of English education ideas, methods, and models, and also brings convenience to the teaching of English teachers in universities. Students can also learn more English knowledge in classroom learning. However, for a long time, English teachers have encountered many difficulties in utilizing and reforming smart classrooms due to the limitations of English education resources. In order to improve the current situation of English teaching in universities and enhance the effectiveness of smart classroom teaching, this article will conduct in-depth exploration of English teaching practices for college students in the context of intelligent classrooms, hoping to provide reference for future related research.

Application of TBLT (Task-based language teaching approach) in English teaching in junior high schools and universities

Task-based Language Teaching (TBLT) offers a student-centered approach that encourages meaningful interactions and authentic language use, aligning with the growing emphasis on communicative language teaching. Researching TBLT can contribute to improving English language teaching practices by exploring innovative instructional methods. Thus, through literature review, this paper provides an overview on the application and effects of TBLT in English language education in middle school and university settings. In addition, the demerits of TBLT are also analyzed to provide a critical view and suggestions. This paper aims to examine the rationale for researching TBLT in English language teaching, discuss the research methods employed, outline the main themes explored, and emphasize the importance of such research.

Cultural integration in English material (a study on students’ vocabulary mastery and its effect on communication ability)

The objective of this study is to maximize SMA students’ mastery of English vocabulary which is to support and give the best effect on their ability in using English communication. To reach this objective is to treat the three English Department students of UNG in their English teaching practice based on cultural context of Gorontalo, in terms of improving the SMA students’ speaking ability which supported by their rich vocabularies. The method used in this program is qualitative and the technique to gather the data is observation of the teaching practice. The data derived from the 12 SMA students’ speaking ability to who were observed as they were the leaders of each of 12 groups from the 4 groups in each 3 classes handled by the three English Department students of UNG. The results show that applying cultural context material in teaching English can give positive effect in terms of improving SMA students’ ability in their communication in English.

PELATIHAN PENERAPAN KURIKULUM MERDEKA BELAJAR DI DALAM KONTEKS PENGAJARAN DAN PEMBELAJARAN BAHASA INGGRIS

This article reports a community service program held by the Master’s Program in English Language Education at the Faculty of Language Arts, Universitas Kristen Satya Wacana, in collaboration with the Salatiga Education Department. The program was in the form of teachers’ training about best practices of implementing the Merdeka Belajar curriculum in the English language teaching and learning practices. Thirty-six (36) English teachers in junior high schools in Salatiga participated in this training from July 31 – August 1, 2023. There were five main sessions in the training, namely (1) critical thinking and Merdeka belajar, (2) differentiated instruction in the ELT contexts/EFL classrooms, (3) digital text-based learning for teaching English in secondary schools, (4) best practices in technology-enhanced language learning, and (5) the implementation of Merdeka Belajar curriculum: A reflection. Brief descriptions of what the presenters discussed in each of their sessions, directions for future community service programs, and research are presented.

“快乐英语”理念下的英语教学实践与研究

This paper examines English teaching practice and research under the Joyful English philosophy. It emphasizes the essence of the Joyful English philosophy, analyzes the characteristics of Joyful English teaching, and identifies the challenges faced in Joyful English education, and anticipates future trends, including the integration of education and technology, the fusion of interdisciplinary education and personalized learning, and the development of a multicultural education evaluation system. The paper underscores the value and impact of Joyful English teaching while also presenting methods to address challenges and seize future opportunities, aiming to continuously enhance the quality and effectiveness of English education.

Indonesian Curriculum Issues: Teacher Implementation and Student Perception of K13 in ELT

The 2013 Indonesian curriculum is contentious. The government mandated that all schools follow the 2013 curriculum in 2015, but in December 2014, the Ministry of Education altered the requirement to return to KTSP. Indonesia's frequent curriculum changes affect teaching and learning and education stockholders. This study examined the implementation of the 2013 curriculum in English teaching practice, the challenges teachers and students face, and students' perceptions of ELT practice related to the 2013 curriculum. This study uses descriptive qualitative research. English teachers and students at an Indonesian vocational school are the subjects of this study. The data was acquired through interviews, observations, and documentation. A semi-structured interview was conducted to assess English teachers' grasp of the 2013 implementation. English teacher's 2013 curriculum implementation was observed in the classroom. The researcher interviewed students about their views on ELT procedures and their challenges. Interview data was evaluated using Miles and Huberman's (1994) interactive model analysis. The teacher understood the Standard Process of the 2013 Curriculum teaching features well. Teachers use the 2013 curriculum's standard teaching process in the primary activities. Limited time for English was the biggest issue with teaching it under the 2013 curriculum. All students enjoyed English class; thus, they had a good view of ELT. Speaking was the biggest challenge for pupils learning English. The researcher assumed from the students' interviews that little English practice caused speaking difficulties.

SURVEY ON VOCABULARY LEARNING STRATEGIES OF HIGH–QUALITY ENGLISH STUDIES PROGRAM STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

This research study aimed to investigate the usage of vocabulary learning strategies among English Studies students at Can Tho University (CTU), specifically those under the high-quality program at the School of Foreign Languages (SFL). The primary objective of the study was to identify the most commonly used strategies for learning English vocabulary and to compare the similarities and differences in how these strategies were applied among students by academic year. A total of 200 survey responses from SFL, CTU got involved in the study, and 12 of whom joined a semi-structured interview. The data gathered were analyzed using both descriptive and inferential statistical techniques. The results of this study provided insights into effective vocabulary learning strategies and would facilitate the improvement of English language teaching and learning practices at the university level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0031/a.php" alt="Hit counter" /></p>

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role and education, 3) Principal concerns which yield the introduction of critical pedagogies to ELT field, and 4) Limitations and challenges for critical pedagogies in ELT. This paper stresses the need to deepen and expand research in the field of ELT around the category of critical pedagogies as a possibility to contribute to the English teaching practices, mainly when included in the teachers’ education processes.

DECOLONIZING ANGLOPHONE EAP INFLUENCE IN THE EUROPEAN HIGHER EDUCATION CONTEXT

It is widely known that English teaching practices are largely rooted in colonialism and linguistic imperialism – the belief in the superiority of the Western teaching methods and linguistic norms established in such countries as the UK and the US. The current trend to decolonize English teaching has been gaining momentum for over three decades but has not entirely penetrated into the mainstream teaching of English, with English for Academic Purposes not being an exception. Relatively little focus has been placed in the research onto non-English speaking contexts with the purpose of analysing the current state of EAP provision at universities and gauging the influence of the native-speakerist academic English norms on EAP students’ writing. In the case of the EU context, it may be particularly pertinent to investigate the potential influence that Brexit might have had in terms of rejecting the imposition of the Standard British English norms and associated teaching approaches. This paper is meant to be a reflection with an attempt to stimulate the discussion of EAP teaching practices and academic discourses in the EU higher education in the post-Brexit era. It will consider the issues in the EAP provision in the EU with the example of Portuguese HE and will reflect on the native-speakerist tendencies within the academia and ways to tackle the dominance of the Anglophone norms. This paper hopes to contribute to the argument in favor of the decolonization of EAP teaching practices in non-English speaking contexts, as decolonization can help foster a more equitable and inclusive world.