Field Of English Language Teaching Research Articles

What does Bourdieu Mean by the ‘Habitus’ and What Implications does This Idea Have for English Language Teaching in China?: Using Bourdieu: Introducing Habitus, Field and Capital

Habitus remains an ambiguous and cryptic concept, triggering drastic debate not only in sociology and anthropology but also in culture studies and literary criticism. The topic has been cited by a range of writers, notably Mauss, Husserl and Bourdieu. Even Bourdieu did not provide a clear, authoritative or coherent definition of the term in his work. Due to the fact that habitus plays an indispensable part of social constructionism, which defines our understanding of the world. It is necessary for parents, schools and the government to learn about this concept, and utilize it to guide their education practice and policy enactment. This essay will explore the theoretical concept of “habitus” and its interrelationship with “field” and “capital”. Then discuss the wide disparity in different social groups, in terms of habitus and capital in China. Followed by an analysis of the imbalances in Chinese rural and urban schools respectively, in the field of English language teaching. It aims to help readers better understand the poor performance of students who come from less advantageous social groups in language learning, rather than attributing their failure to their individual defects. The essay will also introduce the 2003 English curriculum reform, illustrate the current status of its implementation in various family upbringing and school locations and put forward some feasible proposals for parents, teachers, students and government to promote social equity in English language teaching in China.

Teachers’ Perceptions on Participatory Action Research in Classroom for English Language Teaching and Learning

Participatory Action Research (PAR) is widely acknowledged for its substantial role in the field of English Language Teaching and Learning (ELT), fostering collaborative and active engagement, and a culture of reflective practice. This study explores the perceptions held by English teachers regarding the contribution of PAR to the efficacy of English language teaching and learning. Additionally, the study seeks to scrutinize the strategies employed by teachers in implementing PAR to augment the teaching and learning of English within the classrooms. Through the discussion of data obtained from in-depth interviews conducted with three English language teachers form three secondary level school of Kailali district and a comprehensive review of theoretical and empirical literature, this paper reveals the intricate challenges associated with the implementation of PAR, despite the positive disposition of teachers towards this approach. The findings highlight the belief held by English language teachers that PAR not only facilitates proficient teaching and learning of English as a foreign or second language but also assumes a pivotal role in the ongoing professional development of educators. Moreover, this paper accentuates the significance of PAR in ELT, emphasizing its capacity to empower both teachers and learners, instill contextual relevance, promote a sense of community, address equity concerns, and contribute substantively to the perpetual enhancement of language teaching and learning practices.

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

Walking Toward the Demonumentalization of Qualitative Research: A Collaborative Autoethnography Account While Producing an Educational Podcast

This article examines how two teacher educators, as researchers and as research teachers, engaged in a collaborative interpretation of their autoethnographies about questioning an instrumentalist and positivist research culture in the field of English Language Teaching (ELT). The autoethnographies simultaneously emerged from the research activities related to the production of a bilingual podcast named “Conversing about "Investigación Cualitativa.” Specifically, the authors conducted a qualitative study of autoethnographic and collaborative nature while working on their podcast. The data were individual written retrospective accounts, which were shared, discussed, and interpreted in online live meetings. The outcomes of the study were encapsulated in a major theme called Qualitative research: The path traveled from dogma to critical awareness, and three subsidiary themes named Questioning the culture of scientificity from our research experiences; Adopting a critical perspective (but still teaching by the book); and Empowering ourselves as teachers and as research teachers. Overall, this study emphasized a questioning attitude toward building a critical perspective from which examine alternatives to demonumentalize qualitative research without falling into extremes. Thus, it contributes to finding a balance between dogma and skepticism through a dialogue between local and global research agendas.

The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that student-teachers are conceived as subjects with principles, values, beliefs, responsibilities, and knowledge. Meanwhile, the pedagogical practicum is an academic space, process, and experience constituted by purposes, practical knowledge, and building relationships. This literature review mainly contributes to the field as an invitation to continue revising the foundations of the pedagogical practicum and the kind of student-teachers that this space may develop.

Supervision Models and Supervisory Feedback in English Language Teacher Education: A Meta-Synthesis Study Adopting a Discourse Analytic Perspective

This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory post-conferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peer-reviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clear-cut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.

A NARRATIVE INVESTIGATION ON TPACK ENGLISH TEACHERS’PROFICIENCIES

Abstract: The introduction of the Merdeka curriculum has brought significant changes in the curriculum, particularly in terms of the autonomy and flexibility of teachers’ teaching especially regarding to digital literacy. The Merdeka curriculum is based on the Technological Pedagogical Content Knowledge (TPACK) framework, which seeks to integrate subject expertise, pedagogical skills, and technological content. Despite extensive research on TPACK, there is a noticeable gap in qualitative studies that explore teacher experiences and perceptions, particularly in the context of Indonesia’s Merdeka curriculum. The novelty of this research lies in its methodological approach—using Narrative Inquiry to explore the experiences of English teachers. This approach provides a deeper, more nuanced understanding of how teachers perceive and implement TPACK in their classrooms. To gain a comprehensive understanding of this issue, we examined 50 teachers from various regions in West Java. Our findings indicate that a significant portion of teachers (55%) have successfully incorporated technology in their teaching practices. Furthermore, the majority of teachers (84%) feel confident utilizing efficient teaching strategies and delivering targeted content (80%). We note that a large percentage of teachers (76%) exhibit proficiency in integrating technology into the teaching-learning process, while also acknowledging their proficiency in technology, pedagogy, and content (79%).However, we also identified several obstacles such as internet connectivity issues, which were identified as a significant potential hindrance (68%), students' unfamiliarity with the application (20%), and data quota limitations (5%) as restrictions. A minor yet distinguished percentage illuminated issues such as school procedures (3%), lack of access to smartphones (2%), and indecision in using LCD facilities (2%) as pitching factors that hinder the smooth merging of technology into teaching and learning. Based on the available evidence, it can be inferred that despite facing several obstacles, a majority of teachers have demonstrated a high level of confidence in their ability to implement digital literacy TPACK-related skills. These skills are essential for promoting effective teaching and learning in a digital age. However, it is important to note that the challenges faced by teachers in this regard cannot be ignored. To ensure that teachers are adequately equipped to navigate these challenges, it is essential to provide them with appropriate training and support. Moreover, the result of this study could contribute to the field of English language teaching, educational technology, and policymaking in education.

‘Foreign education and companies are superior to local ones’: nativeness preferences are also found amid non-English teaching positions in China’s job market, but with different focus

ABSTRACT Native-speakerism denotes a prevailing belief within English language teaching (ELT) that native speakers are perfect linguistic exemplars and practitioners of a better pedagogical approach. Despite unrelenting efforts made to discontinue the biased employment behavior in ELT, other professions facing the same conundrum receive much less attention. This study, therefore, intends to fill this gap by applying document analysis to examine 249 online recruiting advertisements for non-English teaching positions in China and using thematic analysis to interpret interviews with employers. Findings indicate neither traces of discriminatory practices in terms of the language of job adverts nor favorable attitudes to native speaker status. Regarding English language certification, both international and domestic language certificates are accepted, although certificates developed by English-dominated countries are more persuasive concerning oral proficiency. Nevertheless, an unreasonable preference for overseas experiences that add nativeness to candidates’ professional and educational background is easily noticed. This economy-based prejudice of equating native background with working ability echos precious scholarship focusing on ELT. Thus, this study advocates that enhancing awareness across all sectors of society about this unfair recruiting ideology is not only paramount in the ELT field, but also needed in all walks of life.

The Correlation between Reading Strategies and Reading Comprehension

Indonesian students continue encounter difficulties when it comes to reading English academic materials as English is their foreign language. The study aims to explore the reading strategies employed by English as a Foreign Language (EFL) students in order to improve their reading comprehension and to determine whether a significant correlation exists between reading strategies and reading comprehension. The study involved 60 participants from one senior high school in Batam, Indonesia. The study utilized Survey of Reading Strategies (SORS) and reading comprehension test. The Kolmogorov-Smirnov test was performed to determine the normality of the data distribution while Pearson correlation was utilized to investigate the interrelation among the variables. The results showed that students most commonly employed problem-solving strategies when reading and there was a significant correlation between reading strategy and reading comprehension. The findings suggest that students who employ a variety of reading strategies, including problem-solving strategies, support reading strategies, and global reading strategies, perform better on reading comprehension assessments. The study made a significant addition to the field of English language teaching by highlighting the need of raising EFL students’ awareness and teaching them proper reading strategy for comprehending scholarly texts.

The Trend of Mixed Methods Research Employed in the Journal of NELTA (2009-2022)

This research trend analysis aims to understand the prevalence of Mixed Methods Research (MMR) in English language teaching (ELT) research within the Journal of NELTA from 2009 to 2021, identifying the extent to which MMR is employed in the ELT field and assessing adherence to the International Journal of Mixed Methods Research (IJMMR, 2018) guidelines. A two-stage screening process was conducted, initially involving the manual screening of 176 articles and subsequently assessing 20 shortlisted articles against the checklist of IJMMR. The analysis confirms a limited utilization of MMR in ELT research, with only 20 (approximately 11%) of the 176 reviewed articles incorporating MMR, while qualitative and quantitative methodologies take precedence. Adherence to the International Community of Practice guidelines, as established by IJMMR, is lacking in most articles, emphasizing the need for better alignment with established guidelines to enhance MMR quality in ELT research. This study highlights a substantial gap in the adoption of MMR in ELT research, possibly due to methodological conservatism and a lack of awareness and training within the ELT community, presenting an opportunity for scholars to explore MMR’s potential to bridge gaps in traditional ELT research and enhance the understanding of language teaching and learning processes.

Turkish EFL Learners’ Perceptions and Preferences of Written Corrective Feedback

Written corrective feedback (WCF) has gained considerable attention from both researchers and teachers in the field of English language teaching (ELT). Although a large bulk of research on WCF has focused on the link between different feedback types and language development, more research is needed to understand how language learners perceive written corrective feedback and what feedback practices they favor more than others. Therefore, this study aims to investigate Turkish EFL learners’ perceptions and preferences of written corrective feedback in terms of the feedback strategies employed in their classrooms as well as their revision practices upon getting feedback. 90 Turkish Intermediate EFL undergraduates from a public university in Turkey completed a 21-item Likert-scale questionnaire online. Using descriptive statistics, the questionnaire data were analyzed. The findings showed that the learners’ perceptions and their teachers’ feedback practices mostly aligned, and most learners preferred to receive comprehensive and indirect feedback that focuses on grammatical, mechanical, and lexical errors rather than organization and content. These findings highlighted the importance of learner expectations in relation to the perceived efficacy of feedback practices.

The Use of Dall-E Artificial Intelligence Platform for Enhancing Students’ Vocabulary Acquisition

The use of technology in the field of English Language Teaching (ELT) has been valued giving positive results proven by scholars. However, among myriad research on the use of technology, little has been discussing the influence of AI in expanding students’ vocabulary acquisition. In contrast, previous researchers were limited to examining the effect of web-based 2.0 on several micro and macro skills. In fact, the use of Artificial Intelligence (AI) web-based platforms seems promising because of its innovation. Therefore, this paper aims at examining the effectiveness of the DALL-E AI platform in increasing the students’ vocabulary acquisition. To reach the aim, experimental design was employed. This current research invited thirty-one senior high school students from one of Islamic based schools in Yogyakarta. Three treatments were conducted along with a pretest before the treatments and posttest after the treatments. A paired-sample t-test showed an increasing score mean from 56.35 in the pretest to 67.58 in the posttest. Apart from the mean results, the t-test revealed that there was a significant difference between the pretest and posttest mean, where the significance value was at .000. By finding this, the alternative hypothesis is accepted. In accordance with the result, it could be asserted that the DALL-E Platform could be employed by the teacher to expand the students’ vocabulary acquisition.

Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?

AbstractThe topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).

Non-Native English-Speaking Teachers and Self-Appreciation: How Non-Native English-Speaking Teachers Can Gain Equity by Learning to Appreciate Themselves

This research paper explores how non-native English-speaking teachers can consider using their multilingualism and transnationalism as assets in creating competitive portfolios fit for the 21st century linguistic marketplace. This enhancement in the portfolio to attract credit as ‘investors of the self’ is an aspect of human capital that can be utilized by non-native English-speaking teachers to enhance their self-esteem. This, in turn, can encourage potential investors to view non-native English-speaking teachers as relevant players in a global landscape that appreciates linguistic diversity and pluralism, as well as transnational experience. This research was conducted by performing interviews with non-native English-speaking teachers and an analysis of website 2.0 sources, aiming to gain insights into the opinions of non-native English-speaking teachers regarding their human capital and how new approaches can aid their equity within the field of English language teaching. The results demonstrated a desire in teachers to utilize their inherent skillsets comprising multilingual and transnational capabilities.

‘The least stable form of employment’: the professional (in)security of English Language Teaching

ABSTRACT The field of English Language Teaching (ELT) increasingly requires advanced qualifications. While learners benefit from instruction of trained pedagogues, many professionals are nevertheless forced to accept employment incommensurate to their qualifications. Indeed, recent graduates may discover that they are unable to engage in the field for which they have prepared. This insecurity places ELT professionals into the precariat, a socioeconomic classification that includes individuals who possess vocational qualifications yet lack a secure professional identity and must accept status and income below their qualifications. Reporting on the experiences of professionals who recently completed an ELT preparation program, this article seeks to understand why some individuals remain in the field while others leave; it connects these experiences to qualities of the precariat. The article provides insight into how the prospect of professional precarity undermines the attractiveness of ELT as a profession.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role and education, 3) Principal concerns which yield the introduction of critical pedagogies to ELT field, and 4) Limitations and challenges for critical pedagogies in ELT. This paper stresses the need to deepen and expand research in the field of ELT around the category of critical pedagogies as a possibility to contribute to the English teaching practices, mainly when included in the teachers’ education processes.

DESIGNING AND ADAPTING MATERIALS FOR DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE CLASSROOMS: A LITERATURE REVIEW

DESIGNING AND ADAPTING MATERIALS FOR DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE CLASSROOMS: A LITERATURE REVIEW

Exploring the use of ICT by language instructors at a university in Kazakhstan: Expectations, realities, and factors influencing adoption

The field of English Language Teaching (ELT) is undergoing a revolutionary shift in response to the spread of English as a lingua franca around the world, aligning itself with the needs of English as a tool for international communication (Cameron & Galloway, 2019). This change calls for a closer look at how teachers use information and communication technology (ICT) in ELT and how they view the changing environment. Research on educators’ attitudes about the use of ICT is crucial to examine before adopting such changes to ICT use practices, since this offers invaluable insights into the viability of curriculum innovation in language teaching and learning. There have been more studies addressing language attitudes on ICT use, but there remains a scarcity of studies that look at instructors’ views regarding ICT use beliefs from the perspective of multilingualism. Even though the body of knowledge about language instructors’ attitudes has grown, few studies have looked at teachers’ attitudes about ICT use from the perspective of their multilingualism (Dalvit, 2010). By filling this important gap, the current study aims to clarify how instructors’ perceptions of English, Russian and Kazakh in Kazakhstan’s higher education context interact with micro (personal beliefs), meso (colleagues in the department) and macro (wider environment). These attitudes have the potential to have a substantial impact on how successfully ICT use approaches are incorporated into a multilingual educational environment. Our understanding of how teachers’ ICT use attitudes manifest within the Kazakh multilingual context.

Teaching Practicum in English Language Teaching (ELT): A Systematic Review

As a three-handed social process including pre-service teachers, teacher educators from academia, and mentor teachers from schools of practice, teaching practicum, with its reflective and collaborative notions, has recently gained more interest in the field of English language teaching (ELT). In this regard, this systematic review aimed to find out recent research based on teaching practicum in ELT. Regarding the PRISMA guidelines and clear eligibility criteria, the review included a total of 24 research articles based on the ELT teaching practicum. Of the articles, the majority were qualitative studies and mostly conducted in EFL (English as a foreign language) contexts such as Türkiye and Indonesia. MAXQDA (v.2020) software-based content analysis was conducted to analyze data, and the findings were demonstrated via tables including themes, categories, and codes. The study concluded that teaching practicum has several professional (e.g., theoretical and practical awareness, classroom management, and reflective practice) and personal gains (e.g., positive beliefs and attitudes toward ELT, reflectivity, more interaction and communication, and self-confidence) for pre-service ELT teachers. On the other hand, the selected studies also stressed negative professional aspects (e.g., the incompatibility between theory and practice, lack of feedback, and inefficient mentoring) and personal (e.g., lack of reflectivity, adaptation problems, and lack of social contact). The review lastly included implications revealed by these studies to shed light on the issue of ELT practicum for supporting further research.

Freirean Strategies in Meaningful Learning

Employing a qualitative research method and Freire’s critical pedagogy as the main lens, this study explores the techniques of using the contextual approach in the context of secondary level public school in Nepal. Critical pedagogy is seen as one of the burning theories to uplift marginalized learners for equity to enhance the quality of education in the field of English language teaching. Contextualized teaching is not a new approach where its usefulness is understood and practiced. And for lack of training and traditional teaching model still being dominant, this approach has yet to take traction in many school levels of English teaching in Nepal. Data are obtained from participants in-depth interviews and written documents, which were transcribed and analyzed for developing themes. Teachers who have been teaching for long years at secondary level applying contextual approach were purposefully selected as the participants for this study. Through the eyes of the participants the natural world was seen and reached in the conclusion incorporating the practises and experiences. Based on the perspectives of participants and practices the collected data were interpreted and analyzed. Moreover, my own past experience as a student in a rural public school in Nepal also provides the initial drive for this study. Triangulation of data suggests that contextualizing English language teaching practices exists and exhibits in multiple ways and they need to be fore grounded for the benefits they have for innovative teaching, organic leaning, linking learning with real life, and providing students with tools and opportunity to empower themselves as well as own learning.