Experienced Language Teachers Research Articles

Trends in European language education policy on teacher education: Teaching foreign languages to young learners

Contemporary language education to young learners is seeing an increased focus on individual variation, due to students’ special educational needs and the diversity of contexts in which instruction takes place. This leads to the increased creativity of teachers and the emergence of innovative practices in various areas of teaching languages to children. On the other hand, due to globalization and international cooperation, language teaching experiences a degree of standardization. One source of this may be the impact of European education policy. Due to such influential tools as the Common European Framework of Reference for Languages or the European Portfolio for Pre-Primary Educators, educational systems find it convenient and useful to apply some of these assumptions. Therefore, it is important to make an overview of trends in European education policy in reference to teaching young learners, to indicate what kind of support can be given to language instructors in their work with children. The research question posed in the paper is to what extent the most important European policy documents and tools prove relevant in the practice of young learner educators? The analysis indicates the viability of selected European policy tools, modifications of their use across the years and new forms of implementation in the social media era.

Doskonalenie warsztatu metodycznego nauczyciela języka specjalistycznego w kontekście kształcenia nieformalnego. Wyniki badania pilotażowego

The importance of foreign language skills has increased in the labor market in recent years. A 2012 survey in Poland shows that effective communication and language skills are the most important skills sought from job applicants. It is therefore not surprising that private language schools and companies are offering more and more foreign language courses for professional purposes. In the context of thinking about informal learning of a language for specific purposes (LSP), it is worth reflecting on how a LSP teacher is prepared for work. It seems that attending workshops or practical training should be part of the repertoire of enhancing the professional competence of LSP teachers. However, discussions with experienced language teachers reveal that the reality is quite different. Therefore, given the growing demand for specialized language courses, diagnosis and discussion of the difficulties faced by LSP teachers is of academic relevance. The first part of this article presents a pilot study conducted in 2023 among LSP teachers. Following this, the difficulties of teaching professional languages will be presented. The last part refers to the presentation of methods, techniques and forms of work that can improve the methodological repertoire of LSP teachers.

An Attempt to Characterize the Frequent Teaching Procedures for Effective Language Teaching

This study is an attempt to classify the most frequent teaching procedures in English classes. A short inventory of teaching procedures for each language skill, including grammar and vocabulary, was created in the form of a questionnaire that was circulated among nearly 200 experienced language teachers at Jazan University, KSA. They were requested to rate the frequency of using those techniques in class. The response rate was low, but it was enough to indicate the overall frequencies. Sixty-two teachers completed the survey. The objective was to find out if there were common practices among English language teachers, that might mark effective language classes. Analysis showed that there were no prevailing teaching styles. However, certain procedures seemed to be more frequent than others, particularly those techniques that teachers believed to be more effective, most probably out of their experience in the teaching profession. A recommendation list for better English classes is summed up in the conclusion.

Training an AI-based Writing Assistant for Spanish Learners: The Usefulness of Chatbots and the Indispensability of Human-assisted Intelligence

This article deals with the relationship between human and artificial intelligence in the context of an ongoing Spanish Writing Assistant project, where ChatGPT is used to assist in four key tasks related to either training the underlying language model or preparing future user communication. The project is an interdisciplinary collaboration between lexicographers with experience in language teaching and IT experts from a high-tech company. The article first describes the methodology of the overall project and the specific role of the lexicographers. It then discusses the three tasks in which the latter are directly involved: the construction of a set of two parallel Spanish corpora, one correct and the other with induced errors, the generation of validation material, and the writing of extended grammatical explanations for Spanish learners. Based on a large amount of empirical data, including 35,000 carefully reviewed sentences, the article details the different steps of the interaction between human and chatbot, as well as the experiences and reflections drawn from this process. It concludes that the two parts engage in very different types of relationships depending on the concrete task, and that human knowledge, culture, skills and language intuition are crucial for the chatbot to work properly. Keywords: Spanish writing assistants, language learning, chatbots, human-assisted intelligence, training of language model, corpus building

Breathing Enlightenment and Necessary Change into English Language Programs with Creative Writing

Employing a number of crucial discoveries in neuroscience and drawing from years of valuable teaching experience, I show that creative writing is the most effective and natural kind of writing to help English language learners (ELLs) develop their writing skills. Based on over 25 years of language teaching experience, I argue that creative writing helps students find their unique writing style and voice, nurtures confidence in the craft, creates a genuine relationship with the skill, and successfully articulates their feelings and thoughts to a desired audience. Core writing problems for ELLs are addressed and creative writing is suggested as a powerful solution to many of these issues. A very successful creative writing workshop developed at an American Intensive English Program is offered to illustrate how essential the various genres of creative writing are for ELLs. This creative writing program developed the ELLs’ writing skills significantly more than any of the traditional kinds of academic writing activities or assignments. In most cases, the ELLs improved 30% to 45% on their writing exit exams after completing the creative writing program. The exit exam results for the academic writing course were considerably lower when compared to the creative writing program results. The article concludes by showing how discoveries in neuroscience and cognitive psychology support the use of creative writing over other forms of writing used in Academic English Programs and Intensive English Programs.

Fading in Teacher-Learner Scaffolding Interactions: a Case of Novice and Experienced Language Teachers

Fading in Teacher-Learner Scaffolding Interactions: a Case of Novice and Experienced Language Teachers

Stress and Its Causes Experienced by English Teachers and Lecturers during the Covid-19 Pandemic Online Teaching Period

Covid-19 pandemic period has itself been a very strong reason for stress. It is observed that this period has created effects that cause negative feelings and shake the well-being of many people all over the world. While this is the case, many factors have emerged that cause stress for teachers who are provided with distance education. In this context, the current research aims to determine the stress causes of English teachers and their results, to determine the difficulties they experience in this process, and to evaluate the effects of distance education on the teaching profession. 293 English teachers working in high schools affiliated with the Ministry of National Education and teaching staff working in foreign language schools of universities in Erzurum participated in the research. In the study, data were collected using the random sampling method and through questionnaires distributed online. Stress Index designed by McIntyre et al. (2020) was used as the data collection tool along with the Participant Identification Form created by the researcher and the stress levels of the participants were examined. Based on the results obtained, a significant relationship was found between the stress levels of participants and some variables such as age, gender, language teaching experience, online teaching time, current working institution, current living conditions, comparison of current life and pre-Covid-19 life and lastly, living with a person working at home. However, no relationship was found between the stress levels of the participants and the teaching method they used. In line with the results of the research, some suggestions were presented to practitioners and researchers.

Reconsidering the Distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) - Towards a Unified Perspective

This article critically examines the distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) within language teaching contexts. It argues that the traditional dichotomy between ESP and EGP is inadequate and proposes a unified perspective. The rationale behind this argument is that all English language teaching experiences involve specificity, as learners’ language needs are influenced by their particular goals, domains, and contexts. The article challenges the prevailing assumptions and highlights the limitations of the ESP vs. EGP dichotomy. The key findings reveal that the boundaries between ESP and EGP are blurred and that considering all English language teaching as ESP provides a more comprehensive and inclusive approach. This reevaluation has significant implications for language pedagogy, curriculum design, and teacher training, urging a shift in perspective toward recognizing the specific nature of all language learning and teaching contexts.

Enhancing High School English Teaching: Integrating EdPuzzle Media in Kurikulum Merdeka Modules


 
 
 
 
 
 This scientific article aims to investigate the integration of EdPuzzle media in teaching modules developed by high school English teachers following the Kurikulum Merdeka (KM) framework. Using document analysis, 16 EdPuzzle-integrated teaching module documents were qualitatively examined to understand teachers' preferences in selecting materials, methods, models, and assessments. The findings reveal that teachers successfully developed modules aligned with learning objectives and KM characteristics, incorporating EdPuzzle as both teaching material and assessment method. The study indicates a preference for narrative text topics, blended-learning models, and discussion methods. Writing skills were predominantly assessed using short-answer techniques, with EdPuzzle media mainly utilized for learning material rather than assessment. The implications suggest the need for teachers to diversify learning approaches, explore innovative techniques, and integrate technology effectively for an enhanced English Language Teaching experience.
 Highlight:
 
 The study explores the integration of EdPuzzle media in teaching modules within the context of Kurikulum Merdeka.
 High school English teachers successfully adapt teaching modules to align with learning objectives and KM characteristics.
 The majority of teachers utilize EdPuzzle both as learning material and as an assessment method, particularly in the context of narrative text topics.
 
 Keyword: Kurikulum Merdeka, Teaching Modules, EdPuzzle Integration, High School English Teachers, Document Analysis.
 
 
 
 
 

Interactional features in second language classroom discourse: variations across novice and experienced language teachers

Abstract Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.

A descriptive framework for academic listening pedagogy: An observational study

AbstractThis article reports on a case study that centers experienced language teachers as participants. To depict their instructional practices, the researcher employed grounded theory with open and axial coding design. To describe results, a listening experience framework was created that highlights the choices second language (L2) listening instructors make in what they explicitly ask their learners to listen to, reflect on, and respond to. Data analysis revealed that instructors spent far more class time offering strategies and instruction for adapted audio sources regardless of directionality than unadapted counterparts. Five percent of observed classes included a focused listening activity, but specific features of spoken language were not highlighted. Suggestions for a more systematic approach to L2 listening curriculum design and materials are shared.

How Educational Intercultural Bilingualism has shaped indigenous people language learning in Mexico: Decolonial challenges

Educational Intercultural Bilingualism (EIB), this approach to language education in multi-ethnic integration countries has received attention from a wide range of experts and scholars. This is because the right to be educated in one's mother tongue and to speak a dialect based on indigenous people often does not coexist with the official language of cultural identity at the national level. Better inclusion and valuing the place of indigenous people in the national cultural identity makes language education a social movement for equity and adaptation progress. This paper will focus on the EIB in Mexico, through a multi-level analysis of the historical processes and challenges encountered in language education for indigenous populations decolonization. The richness of Mexico's linguistic diversity and changing social relations will be useful in helping to build on-board experience in language teaching around the world.

Emergency remote teaching of foreign languages at Saudi universities: Teachers' reported challenges, coping strategies and training needs.

Though considerable research has been reported on COVID-19-related distance education, some dimensions of remote foreign language teaching experiences during the pandemic crisis remain to be explored. The study reported in this paper investigated Saudi university foreign language teachers' accumulated experiences and reflective beliefs of emergency remote instruction. The study focused specifically on: a) the general educational challenges the teachers encountered and their attempts to overcome them; b) the teachers' perceived difficulties in remotely teaching and assessing foreign language areas and their strategies for coping with them; and c) their reflective evaluation of remote foreign language teaching after doing it for three academic terms. Questionnaire data was collected from 112 teachers of Arabic and English as foreign languages, and semi-structured interviews were conducted with 14 teachers. The analysis of both data types showed that the participants had a number of general educational and language-teaching-specific challenges in their COVID-19-related remote teaching. The teachers generally viewed the remote assessment of language areas is a more challenging task than teaching them. Reading was rated as the least difficult language area to teach and assess remotely, whereas writing was the most difficult one. The teachers reported using various coping strategies to overcome the educational and language teaching-specific challenges. They perceived their remote teaching experiences positively, but reported their needs for further training in developing better online assessment methods, using different teaching platforms and technological tools, and managing classroom interactions. The paper ends by discussing the results of the study and their implications.

DOES EXPERIENCE MATTER? A COMPARATIVE STUDY OF EFL TEACHERS’ CHALLENGES

Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying lengths of teaching experience. Quantitative data were collected utilising a questionnaire involving 208 language teachers. The respondents self-reported being especially challenged by teaching speaking, learner motivation, teaching writing and listening, learner engagement, differentiating instruction, and providing effective learning. The overall challenge rate was moderate. Notably, a statistically significant difference in the perceptions of challenges was established between groups of teachers with varying lengths of teaching experience. As expected, novice teachers reported being more challenged than their most experienced counterparts. Contrary to popular belief, challenge estimates of a group of experienced teachers (10-15 years) were higher than that of less experienced teachers (1-5 years). The principal implication of the current study is that experienced language teachers also need assistance in dealing with professional challenges arising from the complexities of language teaching. To serve well, teacher development courses should be sensitive to language teacher needs and challenges, aligned with transformations they undergo as they move along the career stages

Ten years later: Reexamining the TESOL Technology Standards for Language Teachers

The TESOL Technology Standards were developed for language teachers to better understand how to use technology appropriately. This article explores the following questions: (1) After 10 years since its publication, are the TESOL Technology Standards for Language Teachers (2011) still applicable to the current educational context? and (2) What potential updates are needed? To answer these questions, a panel of practitioners with expertise and experience in language teaching, computer‐assisted language Learning (CALL), and instructional technology were recruited to provide perspectives. Data collection utilized an online survey and a semi‐structured interview protocol. Findings reveal that the TESOL Technology Standards for Language Teachers remain applicable and helpful to teachers in current contexts. However, further updates for performance indicators are needed, such as learning with mobile applications, learner data privacy, and other issues that have been emerging over the decade. Addressing this need is crucial for furthering the research and guiding teacher education programs, teacher educators, individual teachers and other relevant stakeholders who pursue the effective technology integration in current and future educational contexts. Informed by qualitative data, this research recommends using the TESOL Technology Standards for Language Teachers as guidelines to train teachers for technology integration.

Online-trip to Russia: creating a virtual sociocultural environment for teaching Russian as a foreign language

The necessity to develop new methods and measures in teaching Russian as a foreign language is caused not only by the growth of distant educational technologies, but also by new cognitive style generation formed in the circumstances of changing the natural surrounding into the virtual (the cyberworld) one. The lack of methodic instruments for compensating the language and sociocultural environment in distant teaching of Russian as a foreign language interferes the forming of students’ communicative skills. The aim of the research is therefore to develop and realize the sociocultural surrounding model for the foreigners learning Russian in conditions of restricted natural surroundings. The material of the research contained the digital culture and country study content created in line with culturological approach in pedagogy and linguistics and in accordance with distant Russian language teaching experience. The research was held with the help of theoretical (analysis, comparison, extrapolation), diagnostic (pedagogical observation, expert value, oral survey) and reconfiguring (pedagogical modelling, integration of the research results into the learning process) methods. The results of the research consist in working out the didactic and methodic demands for modelling a virtual sociocultural surrounding; creating on this base an interactive calendar “Trip to Russia” that corresponds with the cognitive type of the “digital” generation and allows to perform the functions of the sociocultural surrounding in distant learning of Russian as a foreign language: it promotes the development of sociocultural competence, positive attitude to Russia and Russians, increases motivation for learning Russian. In conclusion the authors present the opportunities of the virtual sociocultural surrounding to use it efficiently in studying Russian as a foreign language.

Livros didáticos de Espanhol para turismo: Uma análise FOFA para determinar seu presente e futuro

Abstract Being Spanish one of the most frequent languages of study, this paper aims to analyze, through a SWOT study, the strengths, weaknesses, opportunities, and threats of Spanish for tourism textbooks so as to determine their present and future. In doing so, the authors of this manuscript have carried out a qualitative and quantitative study. After an online discussion with four experienced language teachers, we have elaborated an observation checklist that contributes to the field of study and could serve as a tool to analyse language textbooks. We have applied this observation checklist to analyse ten Spanish for tourism textbooks. Results show that textbooks in this field have been adapted to the new realities of language teaching but still fail to include important elements for the correct development of all the skills.

May I See Your Credentials, Please? Displays of Pedagogical Expertise by Language Teaching Researchers

AbstractThere is a growing popular discourse that the intellectualization of the field of language teaching has resulted in a growing divide between language teaching researchers and professionals. Some scholars have called for more holistic professionals, that is, people who embody the identities of both researcher and practitioner. To explore such positioning, this study analyzed author biographies (bios; N = 400) of research articles in leading language teaching journals that self‐identified as major avenues to communicate research to language teaching practitioners. Questionnaires were then sent to authors to probe further into their professional positionality and their perspectives on the importance of teaching experience for researchers. Results of the biographical text analysis showed that authors primarily positioned themselves as researchers through their research interests, academic qualifications, and publication achievements. The questionnaire (N = 233) revealed that authors had a wealth of language teaching experience and qualifications and viewed the relationship between research and teaching as important. Comparing survey data to biographical data revealed that a majority of researchers clearly underreported teaching credentials in their author bios. We conclude that researchers with relevant teacher identities to draw upon should foreground their professional expertise in their published work, especially in journal outlets that claim to operate within a teaching–research nexus.

Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience

ABSTRACT While research on teacher identities has received a surge of attention in the past decades, there is a need for further exploring how teachers’ professional profiles contributes to their engagement in action research. To this end, the current action research-oriented study explored two novice and two experienced language teachers’ identities across the four main stages of action research, namely Plan, Act, Observe, and Reflect. For this purpose, we collected data via semi-structured interviews, reflective journals, and classroom observations. Data analyses indicated that the teachers’ identity construction was largely featured by similarities than differences, as Plan (similar predicaments, different confidence); Act (struggling differently, exulting similarly); Observe (similar emotions, similar recognition); and Reflect (similar trajectories, different reflectivity). In addition, the study argues that while experience influences teacher-researchers’ initial AR steps, novice and experienced teachers undergo similar trajectories in constructing their identities over the course of implementing their plans.

Educational Potential of Multicultural Language Teaching (on the Russian Language Teaching Experience)

The educational potential of the language teaching environment does not often become the object of a special scientific description due to several objective reasons. The model of subject-subject educational relations between the Teacher and the Student in the conditions of the multicultural educational environment is analyzed in this article. This model is focused on supporting the relative autonomy of the individual in the process of teaching within the pedagogical process and is aimed at creating conditions that ensure the formation of humanistic value orientations based on the principle of cultural appropriateness.
 The article emphasizes the equivalence of the positions of participants in the educational space, the need to build a psychologically comfortable and humanistic interaction between them. The authors note that a new type of educational interaction should be of a dialogical nature and should be based on the principles of pedagogy of cooperation. Dialogue as the main form of interaction between subjects of the educational process implies a meeting of positions and points of view, in the process of which the views, ideas, opinions that could form the personality are determined, specified, enriched and transformed. The socio-cultural aspect of dialogue is important, where the dialogue participants are interpreted as the subjects of the dialogue of cultures.
 The discursive model of learning allows us to consider the text as a means of involving the individual in the cultural heritage and spiritual values of one's own and other peoples (from text to culture and from culture to text). Using the pedagogical potential of the text, the teacher contributes to the formation of the learner’s necessary general educational competencies and his socio-cultural worldview. The article concludes that the educational text can be considered not only as a didactic unit but also as a unit for modeling cultural code, as a key tool for the formation of a person's spiritual culture of the learner.