ESL Classroom Research Articles

Panel Discussion as a Teaching Tool in the EFL Classroom

This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.

Students' Perceived Usefulness and Enjoyment on the Use of ClassDojo in ESL Classroom

Students' Perceived Usefulness and Enjoyment on the Use of ClassDojo in ESL Classroom

Halt for Speaking

Conversation analytic (CA) research on multimodality has mostly focused on the “movement” rather than the “freezing” of such movement, except for a small body of work on gesture holds mostly in sign language and several European languages. Based on two large corpora of video-recorded family interactions and adult ESL classroom interactions in American English, this conversation analytic study demonstrates how halts of eating and drinking are carefully configured to preserve contiguity by facilitating completion and repair. Findings expand our understanding of the interdependence between multimodality and sequence organization within the larger context of managing multiactivity and materiality.

A closer look on Filipino ESL teachers’ best practices: A basis for a multiculturally responsive and eclectic teaching approach

English as a Second Language teaching in the Philippines has become popular worldwide, particularly among Asian students. This is a strong indicator that Filipino teachers are able to facilitate effective teaching-learning process amidst the presence of multilingualism and multiculturalism. Banking on this premise, this paper attempted to explore on the best practices of ESL teachers employ in promoting the macro skills among their culturally diverse students. To achieve this objective, a general qualitative inquiry design using a validated structured interview guide served as the primary data collection tool. The study had 8 Filipino ESL teachers who were purposively chosen following criteria set by the researcher. Results showed that the teachers purposely differentiate their approaches depending on the levels, cultural background, learning styles, and preferences of the students. Moreover, these approaches are generally aligned with the aim of scaffolding the students to improve their English language proficiency. Some of these include role-playing, essay writing, book reports, modeling, sentence diagramming, and the like. These results are congruent with the three approaches Martin (2014) claim namely Communicative Language Teaching (CLT), English for Specific Purposes (ESP), and Task-Based Language Teaching (TBLT). From these findings, the researcher framed the significance of a multiculturally responsive and eclectic teaching approach. Multiculturalism is found to be a significant factor in the ESL classrooms as it can create an inclusive a classroom atmosphere which can promote successful acquisition and learning of the English language.

THE INTEGRATED APPROACH IN ESL AND EFL CONTEXTS: THE PRACTICE IN GHANA AND GUINEA-CONAKRY

<p>A key concept of the English language syllabus for both Ghana and Guinea-Conakry is the <em>integrated</em> <em>approach</em> (as opposed to the <em>segregated-skills</em> approach) to the teaching of language skills. Like the <em>communicative language teaching</em> method, the <em>integrated approach</em> exposes English language learners to authentic language and challenges them to interact naturally in the language. The designers of English language curriculum in Ghana and Guinea-Conakry believe that the <em>receptive</em> (listening and reading) and <em>productive</em> (speaking and writing) skills are interrelated and hence complementary, and they must not be taught separately. Teaching language skills separately in a language learning setting has been defined as the <em>traditional approach</em> to teaching a second or a foreign language. Teachers of English in Ghana and Guinea-Conakry are expected to move away from the <em>traditional approach</em> to the<em> integrated</em> <em>approach </em>to language teaching. This paper aims to find out whether teachers of English in Ghana and Guinea-Conakry are familiar with the <em>Integrated Language Teaching </em>method and are being employed in the ESL and EFL classrooms in Ghana and Guinea-Conakry respectively. <em>A classroom observation</em> and <em>a semi-structured interview</em> were conducted with 24 English language teachers from 4 junior high schools and 8 senior high schools in Ghana and 5 teachers of English from Saint-André Catholic School, Guinea-Conakry. The findings showed that there was a disparity between the curriculum developers’ expectations and classroom practice in Ghana and that the selection of teaching methodology was highly influenced by the thought that the students had to sit for high-stakes tests but not that they had to attain communicative competence. However, in Guinea-Conakry, teachers used the<em> Integrated Language Teaching </em>method because <em>speaking</em> is tested.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

ChatGPT: Enhancing Learner Agency and Multilingual Practices in English Writing Class

ChatGPT is a newly developed artificial intelligence (AI) model that has the potential to improve student motivation and engagement in English writing classrooms. By using ChatGPT, teachers can create more engaging and effective writing instruction that fosters learner agency. This study explored how AI tools, such as ChatGPT, can be used to enhance learner agency and multilingual practices in English writing classrooms. The study successfully integrated learner agency theory and power dynamics theory into the specific and innovative context of ESL classrooms. The study investigated students' attitudes and experiences with the use of AI in writing classrooms. The results showed that most students had positive attitudes towards AI writing tools and believed that they could improve writing efficiency and quality.

Effectiveness of Using the Web-Quest Technique to Improve Students’ Reading Comprehension Skills in An ESL Classroom

The place of technological resources in the classroom can never be denied in the present globalized era. Integrating technology in ESL classes affects the creativity, curricular attitude, appropriateness, and interest of the learners in the learning environment. In this regard, action research was carried out in order to solve the problem of weak comprehension skills of the EFL learners of Grade 10. The problem was identified through pre-observations of the indicators. In order to overcome the identified problem, a tool was designed in the form of a pre-posttest. After the completion of the data collection, the researcher analyzed the quantitative and qualitative data that were recorded through pre-posttest and focused group discussion respectively. For the quantitative data, the researcher used SPSS to find out the statistical differences between the reading scores of the participants in the pre-posttest. The mean scores of the pre-posttest were compared which exhibited that there was a significant difference between the mean scores of the participants in their reading comprehension before and after the implementation of the Web-Quest technique. Moreover, a thematic analysis of the Qualitative data was made. The results of the study proved that there was a significant effect of using the Web-Quest technique to improve the reading comprehension skills of the participants.

Using Kahoot! To Teach Grammar in an ESL Classroom: Pupils’ Perspectives

Gamification method in the education field is the application of game mechanisms in a non-gaming environments like such as classrooms and virtual learning sessions. Gamified learning has attracted attention among educators and learners over the past several years. There are debates and opinions regarding the most suitable approach to teach students in the ESL classrooms and how it will impact students’ level of proficiency. The recent outbreak of COVID-19 has forced schools to be closed thus restricting face-to-face interactions during teaching and learning sessions. Online learning becomes the best option. However, many teachers encounter difficulties in teaching grammar to ESL students effectively. Therefore, students’ perception on the use of Kahoot! to teach grammar will be surveyed to determine the impact of gamification method towards learning. This study will employ survey research design and a questionnaire will be distributed among 70 Year 5 and year 6 pupils studying in a semi-rural school in Tatau, Sarawak. The questionnaire consists of 25 items which was adapted from a similar study conducted by Bicen and Kocakoyun (2018). The survey will be conducted using both online and offline method. The participating students have low to average level of proficiency. The results of this study will be used to determine students’ perception towards the use of Kahoot! application in the grammar teaching. Apart from that, the findings of this study will benefit ESL teachers and help them to design more suitable teaching and learning activities to increase students’ understanding and motivate them in learning.

Role of Technology in Learning English as A Second Language at Undergraduate Level

This paper aims to highlight the academic role of technology that promotes learning in ESL classrooms for undergraduates. It also signifies that there is an excessive use of technology within the academic field that every undergraduate student must require access to technology for academia. This paper takes into account quantitative method analysis in the SPSS software including responses of 50-50% of each male and female student of the English Department Quaid-e-Awam University of Engineering Science and Technology. There are 14 Questions that we ask from our respondents that articulate the role, value, progress, and diverse use of technology within education. All these are shown in the visual representation (graphs and tables). Many agreed that technology has a huge role in learning English as a second language. However, there are technical flaws that most of the students face while using this Behoof technology that must be ceased in future by technology experts and creators for improvement of this collaborator phenomenon. This research will be helpful for undergraduate students who are facing trouble with technology or do not know which type of technology is effective at the undergraduate level. Especially for those who are taking this subject English as their academic career and future growth, the strategies that we provide in this paper will help not only students and teachers but also give an indicative signal to the technology developers and creators to create more helpful technology that boost the knowledge and confidence of students.

Literature Review: Utilising Online Gamified Learning to Improve Students’ Learning Motivation in ESL Classroom

Literature Review: Utilising Online Gamified Learning to Improve Students’ Learning Motivation in ESL Classroom

Benefits and Challenges in Implementing Artificial Intelligence in Education (AIED) in ESL Classroom: A Systematic Review (2019-2022)

Benefits and Challenges in Implementing Artificial Intelligence in Education (AIED) in ESL Classroom: A Systematic Review (2019-2022)

Special Education Integration Program: Teacher’s Insights on utilizing Technology in ESL Classroom

In the dynamic landscape of technology-infused education, this research delves into English language instruction for students with special needs within Malaysia’s Special Education Integration Program (SEIP). Despite the potential benefits of technology, educators in Special Education grapple with distinctive challenges. The pandemic-driven transition to technology underscored its pivotal role in bridging educational disparities for special needs students. Aligned with Malaysia’s commitment to inclusive education, this study focuses on the intersection of technology and special education. The research aims to garner insights and recommendations from special education teachers regarding technology integration in SEIP ESL classrooms. Employing a qualitative approach, the study conducted semistructured interviews and analyzed data thematically based on the participants’ answers. Findings highlighted a positive transformation in ESL instruction upon technology usage, elevating student participation, engagement, and independent learning. However, a notable absence of specialized tools or software for SEIP students has also been uncovered. Implications extend to pedagogical practices in special education, proposing avenues for future research. This study reveals an unexplored dimension of technology advancement tailored to SEIP students in Malaysia, making a substantial contribution to the theoretical and practical discourse on inclusive education and technological innovation in ESL classrooms.

Communication Activities with Indigenous Content for Enhancing Speaking Skills of Undergraduate Students in ESL Classroom

This paper aims to study and equate the oral or verbal ability of the second-year students of B.Sc., Physics and Mathematics courses of Thiagarajar College, Madurai, by using three communication activities with indigenous content and also to analyze the learners' attitude during the period. The students are exposed to a learner-centered classroom that demands communication activities. This study uses communication activities with indigenous content. It is an experimental single-group pretest and posttest design. The subjects are forty-five students of second-year Physics and Mathematics courses. The quantitative data are obtained from speaking assessments and the attitude of learners. The research instruments consist of lesson plans, an oral communication competence test and an attitude questionnaire. In addition, this paper finds that these three activities, namely the Picture Description, Description of Video Clip and Asking and Answering Questions with indigenous components, could enhance the speaking ability of the undergraduate students and their attitude towards learning speaking skills in English. This study recommends that the second language teacher should focus on activities to enrich the learners' active vocabulary by providing indigenous content for better interaction and oral competence so that the teacher can deal with the second language classroom with communication activities with the native material.

Consequences of Correction: Learner’s Uptake and Perceptions through Written Corrective Feedback

This study investigates the effect of written corrective feedback (WCF) styles on high school science students’ second language writing. A descriptive-correlational design explored student uptake (revision based on feedback) and perceptions on WCF, having been exposed only to the indirect and the metalinguistic WCFs. Students revised outputs in writing with both styles, and a survey assessed their perceptions. Uptake was high for both WCFs. Students’ perceptions on WCF was generally positive across variables such as sex, section, and type of school graduated from. Despite exposure to only two methods, students generally preferred the direct feedback and found the red ink helpful. No significant relationship between uptake and preferences was found. The study highlights the value of WCF as a formative assessment tool of language teachers in an ESL classroom.

Investigating the Syntactic Variation among Non-Native English ESL Learners of Khawaja Fareed University of Engineering and Information Technology

Introduction: This research investigates syntactic variation among non-native ESL learners with Urdu, Punjabi, and Saraiki language backgrounds, utilizing Howard Giles' Communicative Accommodation theory. Methodology: Writing samples from 105 students at Khawaja Fareed University of Engineering and Information Technology were analyzed for syntactic differences across various linguistic elements. Results/Findings: Distinct patterns of syntactic variation emerged among language groups, with Urdu-speaking students showing heightened variation in Prepositions, Pluralization, Modal Verbs, Adjective Placement, and Code Switching. Punjabi-speaking students demonstrated increased variation in Subject-Verb Agreement, Verb Tense, Word Order, Pronunciation, Vocabulary, and Relative Clauses. Saraiki-speaking students displayed more variations in Idiomatic Expressions, Question Formation, Negation, and Conjunction. Implication/Future Direction: The findings underscore the importance of considering mother tongue influence in ESL instruction. These variations are attributed to students' inadequate competence, insufficient training, and limited exposure to the target language. Further research should explore effective strategies to address syntactic variation in ESL classrooms.

TEACHERS` PERCEPTIONS ABOUT DATA DRIVEN LEARNING (DDL) IN ESL CLASSROOMS

DDL has gained widespread attention due to its success in language education. It is a student-centered approach that encourages independent learning as well as the finding of rules and patterns. According to Johns (1988), DDL necessitates a role reversal for both the educators and the pupils involved. Instead of imparting knowledge to students straightforward and unambiguous, the role of the teacher is more like that of a research director and collaborator. The present study aimed to investigate the Teachers’ Perceptions about DDL in ESL classrooms. To meet the objective of the research the researcher used a quantitative research design. Because the study is quantitative, the researcher employed a questionnaire to gather information. Teachers of the Bahawalpur colleges at a postgraduate level were the population of the study. There were thirty teachers in the sample. The data was gathered from respondents using a selective non-random sampling approach. For the analysis of data, the researcher used SPSS software. The tables were designed through SPSS and graphs were formulated through MS Excel. The study's findings demonstrated that although this solution requires far less time and effort from DDL teachers than traditional approaches, it still does. Teachers agreed with the statement that Teaching through the DDL method brings positive changes in ESL learners. The results revealed that Most of the respondents agreed with the statement that, The DDL method of teaching grammar highlights the formal aspects of the target language to the student.DDL materials take a long time to prepare. Although DDL resources are readily available and sufficiently comprehensive toaddress the needs of various defined lessons or situations, their requirements will continue to be one of the most significant barriers preventing their adoption as a standard educational practice.

Exploring Communicative Strategies in ESL Classroom: Perspective of ESL Learners in Focus

Exploring Communicative Strategies in ESL Classroom: Perspective of ESL Learners in Focus

Exploring the Preferred Application of Oral Corrective Feedback in ESL Classroom Settings

In a language classroom, learners are constantly working towards achieving native-like proficiency thus making them vulnerable to errors. Educators play a crucial role as feedback providers, employing various strategies to enhance learning outcomes especially when language errors are noticed or being made. Corrective feedback, in particular, stands out as an impactful strategy in providing learners feedback in ESL learning. There are six distinct types of Oral Corrective Feedback: Explicit Correction, Recast, Clarification Request, Metalinguistic Clues, Elicitation and Repetition. This research utilised a purposive sampling method tested on 340 ESL students from a local public university. It was found out that Explicit Correction has the highest mean compared to other Oral Corrective Feedback types. Therefore, based on this research, it can be concluded that Explicit Correction is the most preferred form of feedback within the ESL classroom settings. This discovery emphasizes the importance of utilising specific feedback approaches to enhance language learning experiences.

Application of Total Physical Response and Songs in the ESL Classroom for Young Learners

Application of Total Physical Response and Songs in the ESL Classroom for Young Learners

Empowering Language Learners: Unveiling the Transformative Potential of Value-Based Pedagogy in ESL Education

This desk research examines how, in an ESL classroom, when combined with standard academic content, value-based pedagogy becomes a comprehensive and transformative approach to education that strongly emphasises instilling essential values and principles in students. Value-based pedagogy strongly emphasises developing students' critical thinking and moral reasoning skills. Moreover, one could not place a division between language and values as one could not explore either in isolation. In value-based pedagogy, students get the ability to make ethically sound decisions and traverse the intricacies of the real world by participating in classroom discussions and ethical issues. This study's methodology is based on a textual analysis of the existing lesson materials designed for undergraduate students and an in-depth reading of published materials in the above-mentioned research area. The study is based on the theoretical works of scholars such as Arjuna Parakrama, Bill Johnston and Paulo Freire. Finally, the findings and the conclusion of this study emphasise the need for value-based pedagogy in an ESL classroom which empowers students to navigate challenges in life. Similarly, this approach urges educators to act as role models and questions established paradigms. The importance of value-based pedagogy in education is highlighted by its capacity to bring about profound transformation in learners, teachers, and society at large.