Teaching English Language Learners Research Articles

The implementation of differentiated learning in ELT: Indonesian teachers’ readiness

In responding to the curriculum change in Indonesia to the Merdeka (Freedom) curriculum, the teaching and learning process should emphasize differentiated learning, including English Language Teaching (ELT). Despite the fact the teachers must implement it in their class, little research has examined the teachers’ readiness and its affecting factors in implementing differentiated learning. This study aims to address this gap by exploring teachers’ readiness in applying it and the factors affecting their readiness, by administering questionnaires and interviewing sixty public-school teachers of senior high schools who enrolled in the Subject Teacher Deliberation (STD) of English, in Central Java, Indonesia. The findings indicated that teachers were not ready in implementing content and process differentiation in ELT, but they just needed some improvements. Additionally, teachers had been ready in applying product and learning environment differentiation, but they still need a little enhancement. The factors affecting their readiness included insufficient training opportunities, limited time for planning and designing learning activities, difference of students’ readiness in learning English, and the large number of students in each class. Furthermore, the study recommends that the Indonesian government should provide additional training and workshops for teachers, establish a clear and consistent guideline for differentiated learning, and facilitating collaboration and communication among teachers to share their best practice.

Development of a case method learning model to hone students' translation competence in language teaching courses

In 2020-2024, the Ministry of Education and Culture launched one of the main objectives of developing a strategic plan, namely optimizing the quality of learning in innovative forms in order to realize student success in achieving maximum learning outcomes that include attitudes, knowledge and skills. Hodijah, S & et al (2022) argue regarding the development goals of the Ministry of Education and Culture that the expected innovative learning can be implemented from learning created in the form of collaborative and participatory classes. Furthermore, according to the 2022 edition of EF English First Proficiency, Indonesia is in 81st place out of 111 countries with a score of 469 which falls into the Low Proficiency category in every aspect of the English language, one of which is Translation. Based on these things, to overcome the low level of students' English proficiency, especially in terms of Translation and to answer the demands of the Ministry of Education and Culture for Higher Education in creating innovative classes . It is recommended for lecturers to use the Case Study learning model because it has been proven to be effective in improving translation skills in various previous studies. Based on these things, this research aims to developCase Study Learning to Improve Students' Translation Ability in the Translation in English Language Teaching (ELT) Course, Department of English Language and Literature, Medan State University The development of the Case Study Learning Model was carried out using the ADDIE Development model which consists of 5 stages, namely; (1) Needs analysis, (2) Design of the Case learning model 3) Development of the Case Study Learning Model in Translation in ELT Learning (4) Implementation, namely trial of the Case Study learning model in the Translation in ELT course (5) Evaluation of Case Study model-based learning . This research uses a qualitative and quantitative descriptive approach in analyzing data. Validity tests, Practicality Tests and Effectiveness Tests was carried out on the development product to ensure that the Case Study Learning Model developed valid, practical and effective in improving students' translation skills in the Translation in ELT course. The results of the research show that the model developed is valid, practical and effective.

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

Understanding the Work of Professional Learning Communities for English Language Learner Teachers: Possibilities and Limitations From Two Urban High Schools

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers’ participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise.

An Analysis of the Values of Project-Based Learning in English Language Teaching and the Cultivating Functions it Displays

Abstract In this paper, an English teaching cultivation evaluation model based on RBF neural network is designed to solve the problems of poor generalization ability, low evaluation accuracy, and correlation coefficient of the current teaching evaluation model. Before establishing the evaluation model, conditional information entropy is used to screen the evaluation indexes of the English teaching cultivation function, and six dimensions of core literacy and five dimensions of thinking ability are selected as evaluation indexes. A new relative merit matrix is constructed under the constraint of relative merit by using the screened conditional attributes. Selection, crossover, and mutation operations are used in the RBF neural network to select the optimal parameters through the introduction of the genetic algorithm. Finally, the assessment data of students after project-based English teaching are analyzed for values and nurturing functions using the evaluation model. According to the findings, project-based English teaching led to the highest average score of 29.15 for students’ values compared to the dimensions of interest, ability, and personality. In terms of the six dimensions of core literacy and the five dimensions of thinking ability, the score difference between the experimental class and the control class is more than 1.2 points, and the Sig value of each dimension is less than 0.05, which indicates that English teaching based on Project-Based Learning promotes students’ values, core literacy and thinking ability.

Interaction as a Mechanism to Enhance English Language Proficiency in the Classroom

Research has concentrated on the subject of acquiring the English language as a second language. Numerous things influence learning the English language. This current study focuses on the role that interaction strategies have in advancing the acquisition of English as a foreign language. The emphasis is on interaction methods, covering conceptions that have emerged in the investigation of interaction as a technique for second language acquisition, and providing an assessment of the practical implications of the views. The study used a straightforward qualitative methodology, and secondary sources were used to compile the results. The conversation was conducted in a detailed manner. The analysis produced several insights. The observation that interactions have continued to be an essential component of acquiring English as a foreign language is the basis for the analysis's key argument. It was determined that interaction will continue to be a fundamental strategy regularly used to improve learning in English language teaching (ELT) classrooms. The study also found that contact, particularly in the classroom, helps identify the actual difficulties that students face when learning a second language. It has been demonstrated that consistent engagement that directly involves classmates throughout classroom activities prompts teachers to respond quickly to use effective strategies to ingrain cognitive modifications in pupils.

Determining professional development needs of school-based agricultural education teachers for working with English language learners

English Language Learners (ELLs) are one of the fastest growing student populations in the United States. However, teachers, including school-based agricultural education (SBAE) teachers, report being underprepared to teach ELLs. Skills needed to teach ELLs were identified and categorized using Coady et al.’s model for preparing effective teachers of ELLs. The purpose of this study was to describe current SBAE teacher perceptions and needs related to strategies for working with ELLs in the agriculture classroom. This was accomplished through a Borich needs assessment using an online survey of [State] SBAE teachers. Less than half of respondents reported receiving training in 37 out of the 41 ELL teaching strategies. The greatest professional development need was communication with ELLs and their parents. The results of this study were consistent with previous research, which reported that SBAE teachers received little training in working with ELL students. When examining teachers’ competence for working with ELL students, there were no teaching and learning strategies where teachers felt more than somewhat competent. Professional development should be provided to help improve teachers’ communication with ELL students and their parents, and teacher preparation programs should provide experiences to allow preservice teachers to work with ELL students.

Teaching writing to English language learners: two science teachers’ perspectives and practices

Abstract Writing is fundamental to science and integral to its practice. This study examined two sixth-grade science teachers’ perspectives on and practices in teaching writing to English language learners (ELLs). Both teachers were interviewed on their beliefs about and experience in teaching writing to ELLs in science. They were also each observed once per week for their writing instruction over one semester. All writing samples produced by the ELLs during the semester were collected. Qualitative analysis of the data revealed that both teachers recognized the importance of writing to science but provided few opportunities for extended writing and limited writing instruction to ELLs. The teachers cited ELLs’ disinterest in science and lack of writing proficiency, as well as their own lack of time and preparedness to teach writing, as the main reasons for not making writing a priority in their teaching practice, for having lower expectations for ELLs, and for not offering substantive language/literacy support to ELLs. These findings indicate that the lofty goal of literacy-science integration remains largely unfulfilled, despite nearly two decades of strong push for border crossing by both science and literacy educators. They suggest that a reenvisioning of the relationship between literacy and science is needed to ensure effective science instruction for ELLs and other students in need of language/literacy support.

The Implementation of Project Based Learning in English Language Teaching at Rural School: A Conceptual Review

Teaching English as a foreign language in a rural education is challenging. Due to the fact that most schools located in rural areas are not equipped with audio visual aids, it affected the learning strategies used by the teachers which only focus on grammar and mainly use L1 translation. To overcome those problems and also equip students with 21st century skills, Project-Based Learning (PjBL) can be an alternative. Many studies related to PjBL in the EFL context have been conducted and provided benefits. Considering the benefits of PjBL, this paper tries to explore more closely the current practices of PjBL in the EFL context. Using library research by collecting some related books and articles, this paper explained the concept, the procedures, and the assessment of PjBL. It also described the strengths and the weaknesses of applying PjBL in the EFL context. Furthermore, this paper presented some teaching techniques in PjBL which can be applied to promote EFL students’ language skills at rural schools. This review will give an implication for English teachers, especially at rural schools in understanding the concept and practice of PjBL which promotes 21st century skills.

Investigating Preservice Teachers’ Self-Efficacy and Motivation to Teach English Language Learners (ELLs)

This study investigated preservice teachers’ self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers’ preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers’ self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in- service teachers.

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

The Implementation Steps of Project-based Learning in English Language Teaching at Islamic Boarding School

Project-based learning is a student-centered method of organizing learning in projects in which the students drive their learning and the teacher plays as facilitator in a project designed. This research aimed to explore the implementation steps of the Project-Based Learning (PjBL) approach employed by a teacher in an EFL classroom. It used a descriptive qualitative method. For the description of PjBL steps, the researchers administered classroom observation and in-depth interviews taking an English teacher as the informant at Al Ihsan Islamic boarding School, Polewali Mandar, West Sulawesi. The findings revealed that the teacher implemented three major steps of PjBL in English language teaching, that is (1) planning and preparation, (2) the project work, and (3) report and presentation. Planning and preparation steps showed the best sample of previous project work referring to a real-life example of language usage and building the project activities’ framework; the project work step guided the project’s implementation and monitored the progress of the students’ project; and report and presentation step bridged the discussion and encouraged peer assessment among the students’ work. Based on these three steps, it is concluded that the implementation of PjBL had a positive impact not only on English language learning as a whole but also on other areas of learning, that is critical thinking, collaboration and communication skills of the students as well.

Trauma, Policy and Teaching English Language Learners

The authors present findings that emphasize a need for trauma-informed policy to mitigate vicarious trauma transmission for teachers who work in English language learning (ELL) classrooms. Qualitative data was collected from 10 stakeholders in Canada using an interpretive-phenomenological methodology. Findings assisted to better understand the impact of institutional policy, or lack thereof, on trauma-informed practices within English language teacher work. Themes that emerged were settlement factors, roles, and responsibilities (personal and professional), and organizational policies. A scan of publicly available information on trauma-informed policy suggested a gap for English language teachers. Current literature on vicarious trauma stresses that trauma-informed practice necessitates an individual and systemic approach to mitigating its effects. A basic scan of potential trauma-informed frameworks was discussed as potential institutional approaches to reduce the impact of vicarious trauma on teachers.

BLENDED LEARNING IN ENGLISH LANGUAGE TEACHING

Through this document, it was possible to analyze the main characteristics of the volume of scientific production regarding the study of the variables Blended Learning and English Teaching. A bibliometric analysis was proposed to analyze the details such as Year of Publication, Country of Origin of the publication, Area of Knowledge in which the published research is carried out and the Type of Publication most frequently used by the authors of each document published in high impact journals indexed in the Scopus database. during the period between 2017 and 2022. Among the main findings, it was possible to determine that, for the execution of the different research methodologies, the report of 272 scientific documents related to the study of Blended Learning in English language teaching was achieved. The maximum number of publications made in a year was 74 papers submitted in 2022. The country of origin of the institutions that reported the highest number of records in Scopus, was China with 60 documents. The area of knowledge with the greatest influence at the time of executing the research projects that resulted in scientific publications was Social Sciences, which contributed great theoretical material in a total of 184 publications. Finally, the type of publication most frequently used to publicize findings from the analysis of the aforementioned variables was the Article with 166 copies of this type.

How to Implement Discovery Learning in English Language Teaching at Indonesia Higher Education?

This study aims to investigate the implementation of discovery learning in teaching English. This study was qualitative research, and it applied a case study. The researcher conducted her study at Universitas Sulawesi Barat Majene Regency West Sulawesi. The data source was from the sample research, and purposive sampling was the selected technique in this study. The researcher is a primary instrument in this case study research. The findings release there were six steps of discovery learning implementation. The lecturers carried out the process of discovery learning, which consists of six steps. The frequency of implementation of discovery learning can be described into different categories, namely: High Implemented Discovery Learning (HIDL), Moderate Implemented Discovery Learning (MIDL), and Law Implemented Discovery Learning (LIDL). All lecturers are the High Implemented Discovery Learning is marked by the highest frequency of using discovery learning in teaching English education students. The stages of this implementation are stimulation, problem identification, data collection, data processing, verification, and generalization. The highest frequency of using marked the selection of each category discovery learning in teaching English.

An Adaptive Blended Learning in English Language Teaching

The post-Covid-19 outbreak exposes vulnerabilities in the educational system. The learning process shifts from online to blended learning. This article aims to describe the process of adapting blended learning for English education students. This article discusses the process of applying blended learning to English education students, the difficulties of doing so, and the impact on students who learn using blended learning at IAIN Ponorogo. This research was conducted on 6th-semester English education students at IAIN Ponorogo. The findings of this study show that the lectures were conducted in blended learning in the English education department at IAIN Ponorogo. The students said that blended learning helps them to understand the material easily. The finding of this study also revealed a positive impact experienced by students. Adaptive blended learning provides the students with new experiences as it combines virtual face-to-face learning and classroom interaction.

Quantity and quality of literacy instruction for English language learners in Indiana elementary schools

Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.

Blended Learning in English Language Teaching and Learning: A Focused Study on a Reading and Vocabulary Building Course

Blended Learning is a teaching approach that combines traditional face-to-face instruction with technology-mediated activities. It allows students to access course materials and interact with their peers and instructors in physical and virtual learning environments. By incorporating digital tools and resources, blended learning can provide students with more flexible and personalised learning experiences that will impact their English language learning, especially the skills of vocabulary building and reading. It also allows instructors to use a variety of teaching methods and to assess student progress in real-time. While blended learning can offer many benefits, it also requires careful planning and coordination to ensure that it is implemented effectively and meets the needs of all students.

Persuasive Language in ELT-Related Ads on Social Media.

In line with the concept of mobile learning in English Language Teaching (ELT), the aim of this research is to explore how Iranian ELT practitioners take advantage of social media to propose supportive and impactful language learning programs by adhering to persuasive linguistic devices. The research design is nonexperimental and explorative. ELT-related commercial videos and pictures were identified on social media platforms, including Instagram, Facebook, TikTok, and YouTube. We delved into the syntactic and pragmatic features of the data on ELT-related ads to identify the persuasive techniques and strategies these ads resort to for attracting language learners to online classes and services. To analyze the data, the widely-used and acknowledged Cialdini's (The psychology of persuasion, Quill William Morrow, 1984) principles of persuasion are employed. The results manifested that 'reciprocity' and 'scarcity' were the most used persuasive strategies, while 'commitment and consistency' and 'consensus' were the least favorable persuasion principles in these ads. The analysis of the Iranian ELT-related ads indicated that the language used within this context is purposeful and strategic. A contextual investigation of the ELT-related ads on social media can meaningfully contribute to social practices underlying English language pedagogy and digital literacy.

Best Practices for Health Literacy Education for English Language Learners

Health literacy is the ability to retrieve, understand, and utilize health information. Poor health literacy is associated with diminished participation in primary and secondary disease prevention strategies, worsened mental health outcomes, and difficulties navigating the healthcare system—especially for English Language Learners (ELLs) who have language barriers. Pre-health undergraduate students at Georgetown University worked in partnership with the Alaska Literacy Program in 2021 to deliver two virtual health literacy courses titled “Health in the English Language” to 28 adult ELLs. This paper aims to detail key takeaways regarding best practices for virtual learning, teaching strategies, and the significance of health literacy experiences within pre-health education. Virtual learning increased course accessibility for students and instructors, supported the engagement of students’ family members and friends, and increased practice in digital literacy. Studying health literacy and engaging in experiential learning provides an important foundation for pre-health undergraduates to learn about how health can be influenced by one’s culture. Pre-health undergraduates gain insight into the importance of communicating with and advocating for non-native-English speaking patients. Observed success in virtual health literacy education supports developing partnerships for future implementation of health literacy courses in rural, under-resourced, and/or immigrant communities by pre-health college students.