English Teaching Practice Research Articles

Construction of College English Blended Teaching Model Based on Internet + Platform

With the continuous deepening of the reform of informatization teaching in colleges and universities, many disciplines, including college English and other professional courses, have launched a blended teaching model that integrates the advantages of online teaching and classroom teaching. In this mode, teaching resources are effectively integrated, students' autonomous learning awareness and ability are continuously strengthened, the teaching evaluation system is more perfect, and the efficiency of both teaching and learning is effectively guaranteed. This article takes Internet+-based college English blended teaching practice as the research object, and on the basis of expounding related concepts and theories, analyzes the specific construction and realization process of blended teaching mode, discusses its practical effects, and its current existence some of the problems and improvement methods were studied and analyzed.

The Teaching Strategy of "Read to Write"Approach to English Writing in Junior Middle Schools in the New Era

As an important part of English teaching, writing teaching in junior high school can effectively examine students' vocabulary ability, language expression ability and English logic ability. The writing training of students should not be confined to the writing level, but should be introduced into the writing teaching to comprehensively train students' writing ability. However, in the current practice of English teaching, some teachers do not dig deeply into the reading text, do not fully cultivate students' interests, and also do not make a good summary after class. Therefore, teachers must combine with the teaching practice to conduct pre-class research, implement hierarchical teaching, and strengthen after-class activities, in order to better implement the core quality of English subject, effectively improve students' comprehensive English quality, expand students' English writing materials, and effectively promote writing teaching through reading.

Strengthen Practical English Teaching and Improve Primary and Secondary School Students’ Comprehensive English Ability

Strengthen Practical English Teaching and Improve Primary and Secondary School Students’ Comprehensive English Ability

A Case Study of Intercultural Sensitivity of Junior School Students in an International School

The process of internationalization requires people to have higher intercultural communicative competence, which refers to a person's ability to successfully communicate in different cultural environments. It consists of cognition, emotion, and behavior. The study of intercultural sensitivity actually focuses on the emotional factor in intercultural communication competence. Based on the concept of intercultural sensitivity and English teaching practice, this article intends to contribute a little to the intercultural communication teaching and relevant study by analyzing the current level of intercultural sensitivity of junior high school students and interviewing English teachers about the implementation of intercultural teaching strategies.
  

OUTCOME-BASED EDUCATION FOR ENGLISH TEACHING REFORM IN THE ERA OF THE “POST-METHOD”

“Post-method” language education is a new trend in foreign language teaching after the “method era”. “Outcome-based Education (OBE)” is an important theory for students’ learning development because it is students-centered and focuses on students’ performance. Combining the Post-method teaching system, and based on the OBE concept, we aim to explore the reforms of college English in the Post-method teaching era. We discussed the characteristics of teachers and students under the concept of OBE and analyzed the ways to carry out OBE in college English teaching. We hope that it will go beyond the limitations of traditional Chinese college English teaching theory and practice and bring new insights into college English teaching reforms.
 
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Research on Practical English Teaching Reform Based on Courses for Ideological and Political Education

Research on Practical English Teaching Reform Based on Courses for Ideological and Political Education

Peculiarities of English-teaching practice for students of electrical engineering

Problem. As engineering is a vast area of study in the world and English is a recognized language of international communication, knowledge of English is compulsory. Besides, we live in the digital age and English is the only language in latest version applications, installation guides and software instructions. Learning for students of engineering from not English-speaking countries is very important not only for their scholastic life, but also for their prospective career, mobility and successful communication. Goal. The goal of the work is to determine the features of teaching English to the students of electrical engineering, specify the role of English language for engineering students, outline the technique and methods of organizing the teaching process, look into innovative technologies of teaching. Methodology. The methodology is based on the analysis of the existing methods of teaching which are many, comparison of classical and innovative methods and analysis of the strategies of different methods. The paper emphasizes creative approach in teaching as a key to success. Results. The work provides a brief theoretical grounding and a working definition for creativity and motivation in teaching English for Specific Purposes and English as a Foreign language. It also explores the role and function of creativity in the context of the changing paradigm regarding the overall scope of the educational system in general and of the language learning in particular. Originality. The work offers combining creative methods and active strategies in fostering better language acquisition during English classes. When we see that the students are involved and motivated, it means that the strategy works. The teacher-oriented method is not currently welcomed in language teaching, and the ways to make it student-oriented are offered in the work. Practical value. The paper contains some practical advice on how a teacher can create more situations in which students can contribute, initiate, control and create. Keeping in mind the dependence of the learning success on creativity of teachers and motivation of students, new innovative methods of teaching in proper combination with theory of language can be used.

Silence: A duoethnography

Duoethnography is an emerging research methodology and tool for reflective practice in English language teaching (ELT). Duoethnography allows for people to become the sites of their own inquiry and investigate issues and phenomena of importance to them (Sawyer Norris, 2013). In duoethnography, participants engage in critical dialogue with one another as a way to challenge broader normative assumptions but also as a way to bring meaning to experiences and find solutions to immediate teaching issues. In this duoethnography, we examine the phenomenon of silence through our shared experiences as English language teachers and applied linguists but also from our diverging perspectives, cultures, and backgrounds. Data were gathered from online conversations, reflective notes, and memos between the two authors with emerging themes including 1) Shifting perspectives on silence, 2) Silence in the online classroom, and 3) Turn-taking and student/teacher discourse expectations. While specific to the authors, it is hoped that this duoethnography may resonate with readers and serve as a catalyst for further reflection on silence.

The Integration of ICT in ELT Practices: The Study on Teachers’ Perspective in New Normal Era

The emergence of the Covid-19 Pandemic has defined more dependence upon the involvement of ICT in EFL Class. This study investigates the integration of ICT in English teaching practices among teachers in the EFL context in a new normal setting. To achieve the aim of the study, a mixed-method approach has been applied. Thirty- two EFL teachers of junior high school who joined as members of Musyarawah Guru Mata Pelajaran (MGMP-English Teacher Regional Forum) in Bitung City, North Sulawesi, Indonesia. They have been selected as the participants for their familiarity for teaching English using the technological tools and for their teaching experience. A quantitative inquiry is carried out by distributing a questionnaire of twenty-three items adapted from two questionnaires namely those of Mailizar & Fan, and Almalki. Due to the Pandemic, the questionnaires are distributed by utilizing Google form, and then, the responses are analyzed by using SPSS tool. The qualitative data are in the forms of interview as the verification to deepen the discussion of the quantitative results. The semi-structured interview is performed and the responses are analyzed in triangulation method. The study showed that teachers’ knowledge and perception toward the integration of ICT is high. Further, this study found that despite acknowledging the importance of the enjoyment of integrating the ICT in the learning process, teachers identified the aspects of learners’ lack of technological literacy and infrastructure, and lack of motivation can be barriers for the success of the ICT integration. For such challenges, the study also revealed that teachers attempt to practice a sort of home visit and invitation learning and encouraging the making of soft skills for class activity management. These findings expectedly contribute to define the role of ICT in the current pandemic era.

Application Value of Multimedia Artificial Intelligence Technology in English Teaching Practice

Since the 1980s, with the continuous deepening of penetration of reform and liberalization, there has been scientific and technological development. In such an environment, the traditional teaching model of colleges and universities posed new challenges and put forward higher requirements for English teaching practice. To enhance the performance of English instruction, this article applies a multiple media technique to start English education practice; firstly, through the study of the current English teaching mode, it analyzes the specific needs of teachers and students and designs the functions to meet their specific needs. Secondly, combined with multimedia technology and network technology, a multimedia English practice teaching platform was designed and implemented. In this way, the overall educational efficiency has been increased by nearly 30%, and the acceptance of the model by students has been increased by 35%. Finally, this paper constructs a small multimedia piano practice teaching platform for testing and proves the practicability and usefulness of multimedia synthesis technology in English education practice through comparison with traditional English teaching effects. Experiments show that the adoption of multimedia artificial smart technology in English education has a remarkable impact on enhancing the result of English teaching, can stimulate students’ learning enthusiasm, and realize the reform of English teaching.

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this issue does not seem to be taken into account with regard to English language teaching (ELT) and learning practices as different ELT stakeholders continue to conform to traditional teaching methods related to NESs. This action is reflected in an English language ideology called ‘native speakerism’ which has long been entrenched in Thai society. It has repeatedly caused different problems for both Thai teachers and students of English language until the present day. This review article aims to demonstrate the impacts of the native speakerism ideology on Thai teachers and students of English language in the period of English as a global lingua franca. The article begins with an explanation of how the changes of role and status of English challenge traditional perspectives of English language and how the ELT industry around the world, including in Thailand, should adapt to such changes. Then, the article gives brief conceptualizations of native speakerism and its effects on English teachers and students. Finally, it moves on to discuss the native speakerism ideology in Thailand and reports different negative effects of native speakerism on Thai teachers and students of English language.

Action research and collaborative reflective practice in English language teaching

ABSTRACT The purpose of this investigation was to explore how reflective practice (RP) could be implemented and systematized in diverse ELT Mexican contexts in order to foster continuous professional development. Hence, this collaborative action research was conducted over aperiod of 22 months with different English Language Teaching (ELT) practitioners; 24 Mexican teacher educators and two in-serviceEnglish language teachers from Longford, Ireland and Texas, USA who were living and working in Mexico. The data was collected by means of classroom observations, feedback sessions, individual interviews, and professional dialogues–informal meetings, self-reporting,and text messaging. Overall, the findings of this investigation showed that teachers, who had the openness to challenge inconsistencies, gaps and at times fears in their teaching stances, beliefs and therefore practices, also had the willingness to carry out reflective actions that were guided by critical inquiry, collaboration with the researcher and modelled practices by other colleagues; enabling teacher effective engagement in reflective procedures as well as in personal continuous professional development processes.

How Well Do E-portfolios Facilitate Students’ Learning Engagement in Speaking Courses during the COVID-19 Pandemic?

The COVID-19 pandemic has affected educational practices worldwide, including English language teaching and learning practices like teaching speaking courses. It has also shifted face-to-face learning into distance learning modes. Implementing e-portfolios in assessing students' speaking performance seems to be an alternative as this technique could be implemented fully online. However, how well e-portfolios facilitate students' learning engagement in speaking courses, especially during online learning, has been little documented. Thus, this study aims to explore the students' learning engagement and the challenges of implementing e-portfolios in an online speaking course. Using a single case study in an English Language Department at a public education university in Indonesia, the study involved ten participants selected using a purposive sampling technique. Data were collected from various resources, such as phone interviews, videos, and reflection journals, as data/source triangulation. The data were then analyzed using a theoretical thematic analysis technique. The findings revealed that the participants had active participation and showed almost similar engagements in cognitive, affective, and behavioral domains during the online speaking course. However, the students also faced several challenges that inevitably affected their feelings. Few implications are also discussed pertaining to conduct English language teaching practices during the COVID-19 pandemic.

EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM OF THE FACULTY OF EDUCATION, UNIVERSITY OF BENGHAZI USING THE PEACOCK MODEL: TOWARDS QUALITY EDUCATION

<p>The English Language Teaching (ELT) is a theory and practice of English teaching and learning for the welfare of the non-native students whose language is not English. It is an English language degree in exploring the application of the language development and current practice in teaching and testing. The study aims to identify the aspects of the English Language Teaching (ELT) and how do the aspects of the English Language Teaching (ELT) program should be maintained and improved based on the Peacock’s Model and Evaluation. The study employs the quantitative and qualitative descriptive research design and method. The study comprised seventeen (17) alumni of the Faculty of Education, English Department, University of Benghazi, Libya as these participants had experienced the evaluation of the English Language Teaching program to be maintained and to be improved in the Faculty of Education. Purposive sampling is utilized in the study because it is non-probability which is known as judgmental, subjective, and selective sampling. Results show that participants are encouraged to be a reflective teacher when they start teaching and taught to evaluate themselves as a teacher which is vital and important in ELT profession in the Faculty of Education and in English as a Foreign Language, show to promote flexibility in using different teaching practices in different situation and classroom management skills in terms of participation, show that there is adequate training and teaching skills and balances of teacher-centered and student-centered learning on its courses in ELT in terms of experimentation, show to avoid overlapping information between different courses and are ready to teach ELT of the program in the university in terms of application, and show that participants are encouraged to reflect on their past experiences as a language learners and are encouraged to be a reflective teacher in their teaching process in terms of cooperation.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" /></p>

ENGLISH TEACHING THROUGH DISTANCE EDUCATION: OPPORTUNITY OR THREAT?

The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.

Reform and Practice of Oral English Teaching in Higher Vocational Colleges in the Blended Teaching Mode

With the development of information technology and the wide application of educational technology, English teaching has experienced great changes. However, higher vocational college students can not meet the requirements of oral communication under the teaching mode of emphasizing scores over communication in high school. Therefore, higher vocational oral teaching is in urgent need of reform. This paper researches how to carry out oral English teaching reform under the background of development of information technology and the rise of blended teaching.

Thoughts on the Application of Virtual Simulation Technology in Police English Teaching

The rapid development of information technology in the 21st century has provided an effective way for virtual simulation technology to be used in police English teaching. It has a good development prospect and use value. It not only affects the effectiveness of police English learning, but also solves the problem of language teaching for language The basic needs of the context provide useful guidance for police English course education and teaching practice activities.

Mini Texts: A Fusion of Grammar, Communication and Vocabulary Development in CLT (Communicative Language Teaching)

Rich and adequate input is the first and foremost condition for perfect language learning, other important things come later in order to achieve the goal of developing communicative competence in a language learning process in an EFL or ESL setting. In this context, Communicative Language Learning (CLT) is still the most prevalent approach of English language learning/teaching field both in ESL and EFL settings. In EFL settings CLT is adopted nowadays with some reservations. One solution to the drawbacks of CLT is "mini texts" in order to provide rich and adequate language input as they subsume grammar, communication, and most importantly, adequate vocabulary development. Objectives: The main objective is to critically assess the role of mini texts in order to provide rich and adequate language input for language learning. Method: Collaborative action research design was adopted to assess the outcome of teaching "mini texts" under improved communicative approach. Brief written and oral performance tests of class ten students were used as the tools of evaluation. Purposive sampling was used for the selection of thirty schools in three districts of the Kathmandu Valley whereas random sampling was used to select the respondent students of mixed ability for the written and oral performance test. The test items for the test were easy enough to be answered by average students of even lower classes. The test items were based on fixed criteria: different elements of grammatical competence to write and speak correctly, and also on some essential aspects of informal colloquial English used in fast spoken English. Pre-test and Post test were administered in order to compare the result of the traditional teaching with the outcome of the new method teaching with "mini texts" as the primary teaching material to provide optimal and quality language input to the students. Result: The over-all result of the test shows that the learning outcome, in general, is rather frustrating. Let alone government schools where most of the students belong to lower-class unprivileged families, even in private schools, or rather in so called A grade private schools, the condition of the English proficiency from the viewpoint of grammatical competence is rather frustrating. Surprisingly, not a single school could obtain even pass marks whereas same students secure good marks in their national level SEE exam.Conclusion: The current English teaching practice in Nepalese schools is deficient in (i) optimal quality language input, and (ii) suitable teaching methods to produce desirable outcome of English teaching for better learning outcome or better communicative proficiency. Mini texts have come out as an appropriate teaching material to be experimented on a large scale as they subsume essential, grammar points, essential vocabulary stock and also communication-oriented practice exercises.

Better in Pictures

Better in Pictures

Application of Multimedia Technology in College English Teaching Practice

In the context of global economic integration, English teaching practice is an important part of college teaching curriculum. Improving the quality of college English teaching is conducive to promoting students’ all-round development and improving their comprehensive ability. This paper first analyzes the application of multimedia technology in college English teaching practice, and discusses the specific measures and paths of English teaching mode innovation for readers’ reference.