ESL Teachers Research Articles

The influence of cross-language similarity and transparency on idiom knowledge in non-immersed L2 speakers

Idioms are frequently used by native speakers but pose challenges for L2 learners. In this study, we aimed to identify the key psycholinguistic properties that predict L2 idiom knowledge among non-immersed speakers. A total of 53 Chilean L2 English speakers participated in an online idiom knowledge test, requiring them to recognize the figurative meanings of 99 English idioms and rate their transparency. The results showed that cross-language similarity and transparency, in conjunction with familiarity, significantly predicted L2 idiom knowledge. Conversely, literal plausibility, decomposability, frequency, and predictability did not significantly impact L2 idiom knowledge. Our findings support the Parasitic Hypothesis of vocabulary development and suggest that non-immersed L2 learners heavily rely on their L1 lexical and conceptual networks. The study underscores the importance of semantic transparency and cross-language similarity in L2 idiom acquisition, particularly for learners in non-immersive environments. Our findings advocate for a proficiency-tailored ESL instruction approach. Initially, focus on teaching transparent idioms and those similar to the learners' native language for better comprehension and retention. As proficiency increases, gradually introduce idioms without cross-language parallels to enhance comprehensive linguistic mastery. This approach offers practical insights for language education and applied linguistics.

Analysis of Two EFL Writing Genres Using Appraisal Theory

EFL students must master the technicalities of English and learn how to construct arguments in the language. This means that they need to be able to use their emotions to create the desired impression. Appraisal Theory can be used to study their success in this aspect of language acquisition. This study examined word usage in two short essays by EFL students. One asked them to describe the location they had visited, and the other asked them to compare two such locations. Overall, most students made limited use of appraisal terms, but this was more common in the comparative essay, suggesting that the task structure encouraged such usage. Implications for further research and teaching of ESL are also considered.

Application of AI Technologies in Teaching ESL and ESP at Agro-Technical Higher Educational Institutions

Application of AI Technologies in Teaching ESL and ESP at Agro-Technical Higher Educational Institutions

Role Of Communicative Language Teaching Approaches In Strengthening English Language Speaking Skills In ESL Learners

This qualitative study explores ESL teachers' perspectives on the role of communicative language teaching (CLT) approaches in strengthening English language speaking skills among ESL learners. Fifteen ESL teachers from diverse educational backgrounds participated in semi-structured interviews, which were analyzed thematically to identify key themes and patterns. The findings revealed that teachers generally perceive CLT as effective in enhancin[1]g ESL speaking skills, citing the value of communicative activities in promoting authentic language use and fostering fluency and confidence among learners. However, teachers also encountered challenges in implementing CLT methodologies, including large class sizes, limited resources, and time constraints. Nonetheless, they emphasized the importance of adaptation and flexibility in overcoming these challenges and providing meaningful language instruction. The study underscores the dynamic nature of language teaching and the need for ongoing professional development and support for ESL teachers. Suggestions for enhancing language teaching practice include providing professional development opportunities, supporting classroom adaptation, promoting flexibility in instruction, advocating for policy changes, and encouraging reflective practice. By implementing these suggestions, institutions and educators can create supportive learning environments where ESL learners have the opportunity to develop their English language speaking skills authentically and effectively.

Teacher learning in Hong Kong: primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19

ABSTRACT This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers’ limited technological pedagogical content knowledge (TPCK) in ELT, students’ unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers’ attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students’ digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers’ TPACK.

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.

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.

Teaching Elementary ESL Writing in Canada

Writing is an important skill for children’s academic success (e.g., Fitts et al., 2016), underlining the need for effective ESL writing instruction in the elementary classroom (Brisk, 2012; Mohr, 2017; O’Hallaron, 2014). However, there is a paucity of research on elementary ESL writing instruction in Canada. Specifically, we have little understanding about the pedagogical practices in this context. To fill this gap, this paper reports on findings of a study that investigated: (a) factors that influence teacher preparedness, and (b) challenges teachers encounter in teaching ESL writing. Eight elementary teachers, each with at least three years of teaching experience, participated in the study. Data were collected from interviews and online surveys. Findings suggest that teacher preparedness was affected by four factors: (a) background knowledge of teaching ESL writing, (b) professional learning opportunities, (c) self-learning and experience as a teacher, and (d) collaboration, mentorship, and support for teachers. The challenges teachers encountered were grouped into five categories: (a) making sense of the writing curriculum, (b) finding relevant resources, (c) lack of time, (d) difficulty providing feedback, and (e) parental involvement at home. Drawing on these findings, the paper discusses implications and recommendations for ESL writing instruction in the elementary classroom.

Exploring Teaching Anxiety in Pre-Service ESL Teachers within the Malaysian Context: Conceptual Study

Anxiety is a topic that has been predominantly explored in the field of English learning. Unfortunately, within this extensive scholarly discourse, the prevailing trend has been to direct the bulk of attention and investigation toward unravelling the intricacies of anxiety experienced by foreign or second language learners, leaving a conspicuous absence in the thorough examination and understanding of anxiety in the context of teachers and educators involved in language instruction. As mentioned in language learning psychology, there is a similar tendency to focus primarily on research on language learners' psychology while ignoring language teachers' psychology (Mercer, 2018). However, anxiety related to speaking English while teaching has been identified as a distinct challenge affecting the success of language teaching and learning. Even experienced teachers can face this obstacle. This concept paper aims to explore the factors contributing to English language teaching anxiety among practicum teachers in Malaysian public schools. The study will employ the FLTA questionnaire, consisting of 27 out of 45 questions, to collect relevant data. The anticipated findings will serve as a roadmap for researchers, potentially paving the way for further studies on effective strategies to manage teaching anxiety among language educators.

A Comparative Study of ESL Teachers’ Evaluation Beliefs in China and Malaysia Comprehensive Universities

This survey was conducted among 20 ESL teachers in China and Malaysia comprehensive universities. Cross-sectional study design and purposive sampling being used in this study, this paper makes a comparative analysis on the description of the Chinese and Malaysian teachers' beliefs in teaching evaluation---evaluation purposes, evaluation forms and types, evaluation criteria, providing feedback and reporting final results, and the role of students in the evaluation process. This study shows that there are both similarities and differences in teachers' evaluation beliefs between the two universities. The two implications for college English Teachers' teaching evaluation are as follows: to establish scientific and reasonable evaluation standards for college English teaching; to improve the quality of teaching evaluation of college English teachers.

The effects of teaching English in STEM education for ESL learners

Relevance. STEM education is a progressive trend in modern education. Its basic principle is personal development through scientific methods, technical applications, engineering design, mathematical modelling, foreign language learning. To improve the quality of knowledge in the modern education system it is necessary to use the latest information technologies, effective methods and techniques that will provide creative mastery of scientific knowledge in the learning process.Purpose. The research aims to show the main techniques and methods of STEM education in teaching English as a second language. To form statistics and analytics for understanding perspective and trends of STEM-education development in educational institutions of Kazakhstan, to reveal their differences.Methodology. The empirical research part consists of a survey of teachers at leading schools in Kazakhstan about the impact of teaching English in integrated learning, as well as an assessment of the educational programme by undergraduate students of one of the leading universities in the country. In illuminating this topic, pedagogical, comparative, dialectical, descriptive, deductive, and inductive methods as well as the method of analysis and synthesis were applied.Results. The research resulted in the definition of the STEM-education method in teaching the English language with the application of theoretical foundations and applied skills, also the comparative analysis of programmes of leading world countries and Kazakhstani educational institutions on the implementation of education, named the main functions of robotics, defined the main tasks for development and promotion of integrated education in general. The study has provided an opportunity to highlight certain features and assess the prospects for further implementation of the latest learning technologies in the educational system of Kazakhstan.Conclusions. The practical relevance of this study is determined by the main methodological aspects that affect the effectiveness of the use of the latest educational information technology, as well as improve the quality of ESL education.

A Comparison of Urdu and Punjabi First language Interference on English as Second Language

This study examines errors in ESL students focusing on those who speak Urdu and Punjabi as their first languages. It uses Optimality Theory (OT) as a framework to explore the interaction between markedness and faithfulness constraints within OT. The study employs a mixed methods approach, including surveys and audio recordings from 30 participants (15 Urdu speakers and 15 Punjabi speakers). Three phonological factors are investigated; stress patterns, pronunciation of interdental /th/ and differentiation between bilabial /w/ and labiodental /v/. The data analysis, presented through bar graphs and interpreted using OT reveals nuanced patterns of errors. Notably Punjabi L1 speakers demonstrate a frequency of mistakes suggesting impact from their first language. This research significantly contributes to understanding the dynamics of language interference by shedding light on how phonological differences, among Urdu, Punjabi and English influence specific pronunciation errors. The findings hold educational ramifications for ESL teachers looking to upgrade language instructions custom-made to the phonological backgrounds of their students.

Competence-based language curricula: implementation challenges in Africa

Abstract Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture and learning styles significantly underlie complications ESL teachers face adapting and implementing competence-based curricula innovations in English language classrooms in low-income contexts in the global south. The experiences of teachers in Uganda resonate across most global south ESL educational contexts. They illustrate the universality of challenges teachers face and are likely to face when implementing competence-based curricula in sub-Saharan Africa and the wider global south where the teaching and learning of English is premised on facilitating acquisition of English language for meaningful interaction.

Promoting multilingualism and executive functions: a cross-cultural study on language learning support

This cross-cultural study examined the impact of multilingualism on executive functions in adults. The research sought to understand how language diversity influences cognitive abilities, particularly executive functions, across different cultural backgrounds. The study used email interviews with five open-ended questions to examine difficulties and methods for helping teachers and parents with language learning. Six ESL teachers and six Arabic-speaking parents whose children were enrolled in the ESL program were purposefully chosen for this study. The study identified the communication and coordination challenges between ESL teachers and parents in supporting language learning among ESL students, emphasizing the importance of trust and respect. Effective strategies for language acquisition, such as regular communication, integrating language learning into daily routines, utilizing technology, and involving children in cultural events, were identified. Inclusive teaching practices and the role of caregivers in language learning were also discussed as significant factors. Diverse participants should be involved in future research on language learning support while exploring effective collaborative strategies and multiculturalism.

On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts

Yonas Mesfun Asfaha is an associate professor at Asmara College of Education in Eritrea, and recently he accepted the role of acting dean of the College of Education. He is a well-known literacy scholar specializing in African literacies as well as multilingual language policy as it relates to education. Lydiah Kiramba is an associate professor at the University of Nebraska and is originally from Kenya. Her areas of expertise include multilingual and ESL education, language and literacy teaching and assessment, and bi/multiliteracy development. Lydiah Kiramba talked with Yonas Asfaha via Zoom during the spring/summer months of 2023 about epistemologies and ontologies that have significantly influenced his work.

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.

Enhancing Speaking Skills through Storytelling: Perspectives of ESL Teachers from Northern Sindh

This qualitative study investigates the effectiveness of using storytelling as an educational strategy to improve spoken English abilities among secondary ESL students. The research, which was conducted in a Government High School in Sukkur, Sindh, Pakistan, used semi-structured interviews with seven ESL teachers to gather ideas directly from practitioners. The findings indicate that storytelling has a favorable impact on students. Through the storytelling approach students’ engagement increases, and they improve their vocabulary and fluency in the English language. Furthermore, students gain speaking confidence and better pronunciation. Limited resources, access to storytelling resources, and difficulty managing overcrowded classes were the most identified challenges by the teachers. The study's recommendations include resource distribution, class size control, and teacher professional development. The study adds significantly to literature by emphasizing the practical benefits of storytelling in ESL instruction, delivering context-specific insights, and making targeted recommendations for creating a successful learning environment.

Exploring Tertiary Vietnamese EFL Students’ Engagement in Vocabulary Learning through the Use of an AI Tool

The utilization of AI tools in language teaching is increasingly popular worldwide. Existing literature suggests that educators have integrated AI tools into their teaching methodologies to enhance student learning. Among the tools, POE is currently being used by several Vietnamese ESL teachers. Nonetheless, students’ engagement in and their perception of the effectiveness of the tool still needs to be explored. Hence, this research was carried out to assess student engagement in utilizing this AI chatbot for students’ vocabulary learning and their perceived usefulness and benefits. With a mixed-method approach, the study was conducted at a public university in Vietnam with a sample of 31 English-majored students. Data were collected through questionnaires and interviews. The quantitative data were analyzed with the use of repeated-measures ANOVA (RMA), while the qualitative data were analyzed following thematic analysis guidelines. The findings revealed that most of the participants found the tool useful, and they were actively engaged in learning vocabulary using this tool. The research outcomes propose valuable insights for university EFL teachers regarding the integration of AI tools like POE into curricula to optimize students’ learning experiences with innovative language instruction.

The impact of non-native English speakers’ phonological and prosodic features on automatic speech recognition accuracy

The present study examines the impact of Arab speakers’ phonological and prosodic features on the accuracy of automatic speech recognition (ASR) of non-native English speech. The authors first investigated the perceptions of 30 Egyptian ESL teachers and 70 Egyptian university students towards the L1 (Arabic)-based errors affecting intelligibility and then carried out a data analysis of the ASR of the students’ English speech to find out whether the errors investigated resulted in intelligibility breakdowns in an ASR setting. In terms of the phonological features of non-native speech, the results showed that the teachers gave more weight to pronunciation features of accented speech that did not actually hinder recognition, that the students were mostly oblivious to the L2 errors they made and their impact on intelligibility, and that L2 errors which were not perceived as serious by both teachers and students had negative impacts on ASR accuracy levels. In regard to the prosodic features of non-native speech, it was found that lower speech rates resulted in more accurate speech recognition levels, higher speech intensity led to less deletion errors, and voice pitch did not seem to have any impact on ASR accuracy levels. The study, accordingly, recommends training ASR systems with more non-native data to increase their accuracy levels as well as paying more attention to remedying non-native speakers’ L1-based errors that are more likely to impact non-native automatic speech recognition.

Enhancing EFL Learning Through Computer-Based Gamification: An Investigation of Impact.

This study examines the impact of computer-based gamification on English language learning among adult and young learners. In order to gauge any potential impact of this teaching technique on learners, empirical research has been conducted using a quantitative design. Relevant data was collected using two quantitative data collection instruments; a questionnaire and a proctored test. The questionnaire sought to get insights into adult learners’ perspectives with regard to web-based learning while the test measured any impact of using Kahoot on English language performance and retention. The current study showed that the use of Kahoot positively affects learners' performance, motivation, engagement, and retention of English language skills and components. Besides, this research offers valuable recommendations to ESL teachers and designers of teaching materials as well, suggesting more integration of gamification in language teaching programs to enhance motivation and enjoyment in the EFL classroom. Furthermore, it emphasizes some advantages and drawbacks of integrating web-based gamification in teaching.