ESL Teachers Research Articles

IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) ON ENGLISH SPOKEN PRODUCTION AND INTERACTION AMONG MALAYSIAN PRE-UNIVERSITY STUDENTS

This study aims to explore the impact of Task-Based Language Teaching on English-spoken production and interaction among English as a Second Language pre-university students in Malaysia. The quasi-experimental research design involved 63 pre-university ESL students and two ESL teachers from the Centre of Foundation Studies in Management at Universiti Utara Malaysia (UUM), Sintok, Kedah. Pre- and post-tests were conducted before and after the Task-Based Language Teaching intervention respectively. Data were also collected using semi-structured interviews, and online questionnaires. Data analysis procedures included a paired sample test, text analysis, thematic analysis and descriptive analysis. The results from the paired sample test revealed no statistically significant difference between the experimental and control groups. However, the experimental group indicated considerable development in spoken production and interaction in terms of fluency through reduction of fillers and improved speech quality. The thematic and descriptive analysis found that TBLT encouraged the students to enhance their spoken abilities. The findings suggest that although TBLT has the potential to foster greater fluency and deepen students’ engagement in language tasks.

Analysing the Impact of Artificial Intelligence in ESL Education: A Systematic Review

Analysing the Impact of Artificial Intelligence in ESL Education: A Systematic Review

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

Engaging Adolescents: Innovative ESL Teaching Strategies for Teen Learners

This study investigated the effectiveness of innovative ESL teaching strategies tailored specifically for teenage learners, focusing on the integration of digital tools and culturally relevant materials. Participants aged 13 to 19 were subjected to a mixed-methods approach, combining quantitative assessments of language skills and qualitative feedback through interviews and focus groups. Results indicated significant improvements in both test scores and student engagement, highlighting the crucial role of adapting educational strategies to the developmental needs and interests of teenagers. The research confirms that interactive and relevant teaching approaches can profoundly enhance learning outcomes in ESL contexts.

Exploring Artificial Intelligence Applications for Motivating Learners in English as a Second Language Classroom

This paper explores Artificial Intelligence Applications for Motivating Learners in English as a Second Language Classroom. It explains the significance and justifications for employing AI. This paper reviews literature and gives a scholarly background to the study by reviewing some contributions made by various researchers and institutions on AI Education, particularly AI appli cation for education. The paper discusses components of AI education and AI education in the ESL classroom. It also discusses AI applications for evaluation processes and the application of AI from four aspects of English: listening, speaking, writing and translation, and discusses its role in promoting the reform of English teaching. The major conclusion of the study is that the teacher needs to choose the most effective AI application for language learning based on each user’s requirements and time constraints in order to motivate the learners accurately. The paper then recommends that English teachers should attempts to explore the possibilities of using AI applications in the English as a second Language classroom in Nigeria to increase the productivity of the class and reduce the amount of responsibilities of the ESL teacher.

THE ROLE OF AMERICAN STORIES IN TEACHING ENGLISH

This study examines the effectiveness of using American stories in ESL education to enhance cultural understanding, vocabulary, listening, and pronunciation skills. By engaging with American folktales and literature, students gain exposure to idiomatic expressions, cultural nuances, and diverse language structures within meaningful contexts. Storytelling reduces language anxiety, promotes critical thinking, and provides practical language use models. Suggested classroom applications include storytelling circles, role-playing, and thematic discussions, which collectively foster cultural literacy, engagement, and language proficiency.

Motivational Strategies in ESL Classroom: Malaysian ESL Teachers' Beliefs and Practices

Motivational strategies are widely known as a practical method that is very much needed, especially in motivating students, to learn the second language. Therefore, this study is conducted to investigate further the ESL novice teachers' beliefs and practices on the motivational strategies used in the ESL classroom. The research was done among 40 ESL novice language teachers by distributing questionnaires that consist of closed-ended questions. The quantitative data was then analyzed using SPSS software to obtain descriptive statistics. This study's findings revealed the teachers' beliefs on the importance of the selected motivational strategies and how frequent they practice and implement the strategies in the ESL classroom. Therefore, it is hoped that this research would provide more insights for language teachers on the use of motivational techniques in the L2 classroom.

ENHANCING ESL LEARNERS READING COMPREHENSION AND MOTIVATION VIA AI-GENERATED PERSONALISED READING TEXTS

This study identifies the effect of AI-generated personalised reading texts on ESL learners’ reading comprehension and motivation at the secondary school level in Sabah, Malaysia. Drawing on the research of Jendia and Ismail (2023), the current study extends the exploration of AI’s potential in tailoring reading materials to cater to individual learner needs. Conducted with 20 students from SMK Desa Kencana, Lahad Datu, the study employed a mixed-methods approach that incorporates both quantitative (pre-assessment and post-assessment scores) and qualitative (open-ended questions) data. The findings reveal significant improvements in reading comprehension, specifically among low and intermediate-proficiency groups. Advanced learners, however, failed to show maximal gains from the intervention which suggests the need for materials challenging materials yet suitable for higher proficiency levels. The intervention’s effectiveness is due to the personalised and engaging nature of the AI-generated texts, which enhanced learners’ motivation and engagement. Qualitative feedback obtained from the students also indicates the relevance of the personalised materials in the classroom. Despite the positive outcomes, limitations such as small sample size, external factors, and convenience sampling that may affect the generalizability of data are recognized. The study concludes with practical and theoretical implications, recommending integrating AI-based personalised materials in ESL education to support differentiated instruction and meet diverse learning needs. Future research should consider more extensive yet diverse samples and control for external variables to validate and broaden these findings.

The Pronunciation Problems Encounter EFL Learners in Spoken English at University

This research examines the pronunciation difficulties of EFL undergraduate learners at universities when pronouncing English phonemes. It collects data using recorded speech samples, pronunciation tests and questionnaires as part of a research method for collecting data. The instruments used for this study are collecting data and analyzing them. The test materials are prepared in speech levels. Therefore, the observations of these were based on auditory impressions. The results suggest that the participants had a pronunciation challenge with the phonemes in English. This research gives insights and supports ESL teachers in developing teaching techniques that will lessen or eliminate future issues with Arabic speakers' pronunciation of English phonemes.

Editorial: Navigating the Complex Terrain of Multilingualism and Innovation in ESL Education

Editorial: Navigating the Complex Terrain of Multilingualism and Innovation in ESL Education

The Power of a Smile: Exploring the Connection between Teacher Facial Expressions and ESL Learning

This research was designed to determine the impact of smiling by an ESL teacher on students' learning achievement. Ten males and six females were interviewed using semi-structured interviews. All of them were students of a higher education program in the United Arab Emirates for the study. The findings suggested that a smile is a major part that can lead to better learning outcomes and affirmed the positive psychology theory. In addition, it was ascertained that a smiling teacher leads to positive changes in attitude; learning climate; motivation and involvement; rapport with the subject; reduction in stress; anxiety; fear and anger; and an improvement in trust and respect. Higher learning outcomes may be achieved through any of these ways. This conceptual model is conducive to empirical research study as presented in this research.

Russian-speaking immigrants’ adaptation in Canada

Abstract This article examines acculturation among Russian speakers in Canada focusing on immigration goals achievement, integration, feeling at home in Canada, and self-identity vis-à-vis the participants’ socio-demographic characteristics and language use. The study draws on data from a survey which was completed by 100 native speakers of Russian. The survey included Likert-scale responses and short answers analyzed quantitatively using Pearson correlations and chi-squares. The results indicate that most participants feel well-adjusted in Canada, they view immigration as the right decision and believe they have reached their immigration goals. However, about half of the respondents report experiencing discrimination, and only 20 % consider Canada their true home. In their self-identity expressions, their country of origin is prioritized. Correlations have been observed between the adaptation parameters and self-identity on the one hand, and the length of stay in Canada, participants’ age and age upon immigration, gender, and language use, on the other hand. These findings are crucial for immigrant help centers, ESL teachers, local governments and immigrants themselves (facilitating comparisons with peers’ immigration experiences). The results are interpreted in the light of Acculturation and Linguistic Equilibrium theories.

Exploring the Efficacy of a ChatGPT-Based Application in Enhancing Oral English Proficiency for Chinese ESL Students

This research explores the impact of Chat GPT AI Characters on ESL learning, comparing them to traditional peer practice in language education. It investigates AI's influence on language proficiency, engagement, and response quality, drawing from literature on ESL challenges. Using mixed methods—pre- and post-test questionnaires, classroom experiments—the study evaluates two groups' language fluency, response speed, and answer quality. Thematic analysis uncovers student perspectives, while statistical methods like t-tests and correlation studies highlight group differences. Ethical considerations prioritize privacy and consent. Anticipated outcomes include improved language skills and engagement. Acknowledging limitations in sample size and cultural biases, this study illuminates AI's role in ESL education, informing future teaching practices.

Effectiveness of English language textbook in developing Oral communicative competence of high school students

This study aimed to evaluate the revised English textbook "Comprehensive English Book One for Class XI" prescribed by the Sindh Textbook Board for its effectiveness in fulfilling the language needs of ESL students in Pakistan, particularly in developing oral communicative competence (OCC) of high school students. Using an interpretivist approach, the research adopted a qualitative method, employing semi-structured interviews with thirty participants-ten teachers and twenty students, purposively selected, along with participant observations. Data from these sources were analyzed using thematic analysis, ensuring validity and reliability through methodological triangulation. The findings indicated that the revised textbook was highly effective in enhancing students' oral communicative competence. However, a major issue identified was the improper classroom implementation of the textbook, undermining its overall effectiveness. The study highlights the need for improved ESL teaching practices in Pakistan, and contributes to existing literature on textbook development. It recommends capacity-building measures for teachers to optimize the use of teaching resources and ensure effective implementation of the revised textbook.

ESL Pre-Service Teachers’ Literacy and Acceptance of ChatGPT as a Generative AI Tool for Writing: A Sequential Explanatory Study

The main objective of this research is to explore how ESL pre-service teachers perceived ChatGPT, a generative AI tool for writing, and the factors shaping their perception of ChatGPT for writing skills in an educational context. The research aims to investigate ESL pre-service teachers’ awareness, acceptance, perception, and the interplay between these factors regarding ChatGPT for writing. A sequential explanatory research design was employed and utilized complete enumeration sampling. The sample consisted of 80 undergraduate students enrolled in the Teacher Education Department English majors were used to collect students’ engagement data including students’ perceptions and usage of the platform, and user experiences were examined using the data using a 5-point Likert scale. Also, an in-depth interview was conducted with ten (10) students based on those who got the highest and lowest scorers in the Quantitative phase to understand deeper experiences in using ChatGPT and to explore design opportunities for leveraging ChatGPT as a generative AI tool for writing in the field of ESL education. The findings emphasized the awareness and acceptance of ChatGPT in writing. However, there were limitations to consider. These challenges encompassed issues such as inaccurate automated responses and the possibility of plagiarism. Despite these limitations, the research findings demonstrate that ChatGPT is effective writing tool. As researchers who experienced the process of different writing styles using ChatGPT, researchers believe that its potential needs to be maximally utilized. We suggest its application across different subjects and disciplines to examine its strengths and weaknesses in depth thoroughly.

Implementation of Comprehensible Input in Teaching English as a Second Language: Basis for an Action Plan

This study explored the extent of the implementation of comprehensible input among ESL teachers. The theoretical underpinning of this study was based on the concept of comprehensible input (i+1), which was introduced by Krashen (1985). Both quantitative and qualitative data were collected to present the strategies that teachers used in implementing comprehensible input, teachers’ perceptions, and the challenges they encountered. There were four (4) ESL teachers who voluntarily participated in this study. The results showed that all strategies were rated positively by ESL teachers, indicating that they found them useful in implementing comprehensible input. Teachers perceived that the implementation of comprehensible input in teaching ESL was effective in promoting natural language acquisition and improving students' language skills. Limited credible resources, lack of formal training, and proficiency mismatch were the minor challenges that teachers encountered in the implementation of comprehensible input. The action plan that provides instructional support to ESL teachers has been developed by the researcher in order to effectively implement comprehensible input in teaching English as a second language.

Teachers’ Strategies for Improving ESL Learners’ Speaking Skills

The study examines the perception of Nepalese English teachers on the strategies employed to enhance ESL learners’ speaking skills. To gather insights and experiences, interviews were conducted with two secondary-level English teachers from schools in the Kathmandu valley. The findings reveals that creating a supporting learning environment and utilizing different teaching strategies, such as task-based learning and communicative language teaching are crucial for improving students’ speaking abilities. The study also highlights how socio-economic and cultural factors influence language learning, underscoring the need for the inclusive and equitable educational practices. Despite the study’s contributions to understanding effective ESL teaching practices and its practical implications for educators and policymaker, effective reading strategies are underestimated. The study emphasizes the importance of adopting effective teaching strategies and fostering supportive learning environments to enhance ESL learners’ speaking skills and confidence in using English.

The Impact of Cultural Differences on ESL Learners' Language Acquisition

This article explores the impact of cultural differences on ESL learners' language acquisition, focusing on how communication styles, learning preferences, and attitudes toward authority influence the learning process. It highlights the challenges of misunderstandings, language anxiety, and cultural adaptation in diverse classrooms. The article also discusses strategies for culturally responsive teaching, promoting cross-cultural understanding, and building supportive learning environments. Through case studies, it demonstrates the importance of integrating cultural awareness into ESL instruction to enhance student engagement and success.

Grammaticality in Writing Skills of L2 English Learners: Challenges in Pakistani Academic Setting

This study examines how second-language English learners' grammar issues differ in rural and urban Pakistani schools. This study is quasi-experimental. The study uses a quantitative approach and SPSS-analyzed writing test samples. The key findings reveal that pupils struggle to understand complicated syntactic structures like qualifiers, adjectives, adverbs, and adjunct and complement categories, even though they understand subject-verb agreement. Lack of resources and poor language education exacerbate these issues in rural areas. Teachers emphasize the need for the government to improve English grammar education and the necessity for custom learning aids to help rural students with their particular issues in grammar and syntax. Teachers also want enhanced professional development to master advanced grammar teaching methods. Students expressed mixed confidence in their grammatical skills since they were unsure how well they comprehended complex grammar principles. To assist students in comprehending and using grammar rules, the study recommends adding more interactive and relevant grammar assignments to courses and using the process-genre technique. The results also demonstrate the need for teachers to continue to study and have support networks to ensure good language sessions. Policy suggestions include equipping schools, especially rural ones, modifying the curriculum, and funding teacher training. This study enhances Pakistani second language learners' academic and employment prospects by identifying grammar issues and providing writing tips. Thus, it expands ESL instruction.

The Integration of Technology-assisted Assessment in esl (English as a second Language) Instruction

This study explores the incorporation of technology-assisted evaluation in English as a Second Language (ESL) teaching and its influence on educational achievements. The study investigates the effectiveness of using several technology tools, such as online platforms, adaptive software, and multimedia resources, to evaluate the language ability of ESL learners. Through the utilization of these tools, instructors strive to deliver interactive, captivating, and customized assessments that provide significant insights into learners' advancement and areas requiring enhancement. The study highlights the significance of accuracy in the design and execution of assessments to guarantee their validity and reliability. The text examines the role of technology in enhancing the gathering and examination of assessment data, empowering educators to make well-informed choices to improve instructional methods and to cater to the unique needs of each student. Moreover, the study explores the capacity of technology-supported evaluation to tackle issues encountered in conventional assessment approaches, such as the ability to handle large-scale assessments and ensure impartiality. Additionally, it emphasizes the importance of addressing implementation factors, such as guaranteeing availability of devices and dependable internet connectivity. In summary, this article argues in favour of incorporating technology-assisted assessment into ESL training to improve learning outcomes and promote better language proficiency among learners.