Instruction For English Learners Research Articles

Enhancing Efl Students’ Active Learning Through Experiential Learning

The conventional model of school-based language learning and teaching aimed to accentuate the transmission of knowledge regardless of concrete experience. The experiential approach to learning was developed around the 1940s by Kurt Lewin’s research on group dynamics. It draws inspiration from learning approaches that focus on hands-on and real-world experiences. In light of this, it gained popularity in the late 20th century and encompassed the relationship between experience and learning. This study addresses both the benefits and challenges of experiential learning in enhancing EFL students’ active learning. Teachers’ perspectives on experiential learning and students attitudes toward this method are analyzed. Results showed that experiential learning offers more opportunities for active learning, increases student motivation, and provides ways of constructing knowledge through discovery and exploration. Moreover, the findings highlighted several challenges that EFL teachers face. These include students’ diverse learning styles, assessment strategies, and the foreseen curriculum which is not fully designed to match this learning approach. In order to effectively integrate experiential learning in English Language Teaching (ELT), it is recommended that training sessions and workshops be offered for EFL teachers.

Language Testing Reimagined: Enhancing Teaching and Learning in English Education

Language Testing Reimagined: Enhancing Teaching and Learning in English Education

THE DEVELOPMENT OF VIRTUAL VIDEO ANIMATED BASED ON ENGLISH TEACHING MEDIA FOR THE EIGHTH STUDENTS AT JUNIOR HIGH SCHOOL FITRA ABDI PALEMBANG

This research aims to develop virtual animated video-based teaching media to increase students' interest in learning and understanding in English teaching and learning activities in class VIII SMP Fitra Abdi Palembang. The method used in this research is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Trials using a questionnaire showed that this media was very interesting with a percentage of 91.9% according to the attractiveness criteria. The results of the pre-test and post-test conducted on 30 students showed significant improvement. In the pre-test, only 7 students achieved scores according to the criteria for completeness of learning outcomes. After learning using virtual animated videos, 28 students achieved scores above the criteria for learning completeness (70), while 2 students were still below these criteria. The overall class avera1ge increased to 79.3. It can be concluded that virtual English video animation media is effective and successful in improving student learning outcomes and their interest in the learning process.

An Analysis of Students' Perspective Toward the Classroom Management of English Teaching-Learning Process at MTs NW Putra Rinjani NW

This study has two objectives. The first objective is To describe the Students' Perspective Toward the Classroom Management of English Teaching-Learning Process at MTs NW Putra Rinjani NW .The second objective is To know what the students Problem in learning English Language. The data collection methods used in this study observation and interview. The data analysis method uses a qualitative descriptive method with the stages of data collection, data reduction, data presentation, and drawing conclusions. The result of the study shows that to handle a big class, the teacher uses the conventional seating arrangement. The teacher uses both English and Indonesian in the teaching and learning process in order that the students understand the lesson. To make the students easy to understand the material, the teacher acts as an informer and monitor in the teaching and learning process. The teacher uses small groups in grouping students. The teacher corrects the students’ spoken and written language by checking students’ pronunciation and writing one by one. The teacher gives feedback to the students individually or in groups. The teacher’s voice is loud in explaining the material. It is aimed to make the students hear the teacher’s voice clearly. The teacher’s pronunciation is correct and clear.

Blended Learning in English Education: A Comparative Study of Student Engagement and Learning Outcomes

This study investigates the impact of blended learning compared to traditional instruction on student engagement and learning outcomes in English language education. Findings indicate that blended learning significantly enhances student engagement, leading to higher motivation and participation in both online and in-person activities. Additionally, students in blended learning environments show greater improvements in language skills, particularly in reading comprehension, vocabulary acquisition, and listening proficiency. The results suggest that incorporating digital resources into language education can create a more effective and engaging learning experience.

Herramientas TIC para la comprensión oral del inglés en diferentes contextos. Fenomenología educativa y aprendizaje significativo

Auditory skills in the teaching-learning of English are a fundamental ability when it comes to learning a second language. In this context, the present exploratory research involves an analysis of several ICT tools and their suitability for teaching auditory skills. Throughout the text, a brief description of each technological tool identified is presented to assess their characteristics and uses in various academic contexts. In methodological terms, this is documentary-based qualitative research, elaborated by means of a survey of documentary sources of proven academic value, under a perspective close to educational phenomenology, interested in describing people's learning experiences without confirmatory theoretical biases. In its general conclusions, the research showed that, in the educational field, the integration of ICT not only facilitates access to authentic and updated materials but also allows for a more personalized and continuous evaluation of students' progress. This does not mean that these tools are infallible or can respond to all the needs and expectations of all learning communities, but beyond this reality, ICTs are an option in constant development.

Project-Based Learning in English Language Teaching: A Bibliometric Exploration

Project-Based Learning in English Language Teaching: A Bibliometric Exploration

Teaching Practice of Mobile Assisted Language Learning in College English Courses

Mobile assisted language learning provides English learners with a more convenient, personalized, rich and autonomous learning experience, which helps to improve the learning effect and efficiency. Mobile assisted English learning should determine the learning theme and content according to learners’ needs and interests, and carry out teaching design based on real language materials. Mobile assisted language learning can be applied well in teaching English vocabulary, listening, reading and translation. The application of mobile assisted language learning in college English teaching requires English teachers to improve information literacy, improve ability of applying technology, and give full play to the advantages of information technology to improve the effect of online and offline blended teaching.

BELIEVE in collaboration: Effective evaluation partnerships for National Professional Development projects

AbstractQuality partnerships are imperative for successful project implementation. The partnership between project personnel and independent evaluators is often overlooked. In effective partnerships, both the evaluators and the education project management team collectively ensure that educational initiatives are well‐planned, executed, and assessed. This collaborative approach fosters a culture of continuous improvement and accountability, ultimately leading to better educational outcomes for English learner students, educators, and the community. This conceptual article highlights eight elements of an effective project management and evaluator partnership: (1) clear communication and collaboration, (2) goal alignment, (3) early planning for evaluation, (4) multi‐purpose evaluation activities, (5) shared responsibility, (6) feedback loops, (7) transparency, and (8) evaluation capacity building. The authors present these elements through the design, deployment, analysis, and use of the Better English Learners Instruction and Education in Varied Environments (BELIEVE) classroom observation tool. The tool was collaboratively created and deployed across two National Professional Development grants in response to the COVID‐19 pandemic, addressing the need for a tool that could be used in varying learning modes and capture how effectively classroom teachers were teaching academic content and literacy to English learners in elementary and middle schools. The article illustrates how this tool has been used by program personnel to inform the teacher–coach relationship and educate teachers and administrators about best practices, and by the evaluation team to assess the progress of teachers' use of research‐based practices to teach English learners.

EBS AI 펭톡 기반 어휘학습에 대한 초등영어학습자들의 반응 조사

After AI PengTalk was spread in the public education field, various studies have been conducted on the effectiveness of PengTalk in English teaching-learning. However, since previous research cases related to vocabulary learning were insufficient, this study examined the effect of PengTalk-based vocabulary instruction on the change of vocabulary proficiency levels of elementary English learners. The results verified through 14 weeks of experimental classes are summarized as follows. First, in terms of cognitive domain change, both textbook-oriented classes and classes using PengTalk improved students’ vocabulary before and after learning, but there was not a significant difference in improvement between textbook-oriented classes and classes using PengTalk. As a result of comparing the degree of change in students’ pre and post-vocabulary tests, positive improvement was confirmed, but this did not show statistically significant results. Second, according to the learner’s impression, 81% of students responded positively in terms of interest and the usefulness of vocabulary learning when using PengTalk. Students could feel the intrinsic motivation they felt as they passed through the learning stage, and it could be assumed that they responded positively because they could also get external motivation for learning English in the process of collecting tuna cans, the concept of PengTalk, and decorating characters.

Analyzing the Use of Project-Based Learning in English Education: Enhancing Student Engagement and Communication Skills

Analyzing the Use of Project-Based Learning in English Education: Enhancing Student Engagement and Communication Skills

Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes

Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration of content and language knowledge. The study aimed to evaluate the impact of a professional development (PD) program aligned with a previously reported teacher training knowledge framework aimed at improving bilingual/ESL teachers’ subject matter knowledge (SMK), pedagogical knowledge (PK), and disciplinary literacy knowledge (DLK). Methods: This study employed a quasi-experimental design involving 30 teachers in three cohorts, each experiencing different levels of subject matter and disciplinary literacy knowledge. The program was assessed over four time points using multiple-choice tests on math and science knowledge and an instructional strategy rubric to evaluate teaching quality. Results: Significant improvements were observed in both content knowledge and instructional quality across all cohorts, with the greatest gains in cohorts that started the PD with a focus on SMK. Teachers’ understanding of disciplinary literacy and its integration with subject matter knowledge significantly enhanced their teaching effectiveness. Conclusions: The findings suggest that structured PD programs that integrate disciplinary literacy with content knowledge effectively enhance teacher professional knowledge and classroom practices. Starting PD with a strong focus on content knowledge prepares teachers to better apply disciplinary literacy strategies, thereby supporting more effective instruction for ELs. Implications: This study highlights the importance of considering the sequence of professional learning and the integration of content and disciplinary literacy strategies in PD programs. Future PD efforts should focus on these elements to maximize the impact on teacher development and student outcomes in bilingual/ESL settings.

The Prophet's Style Learning Method: Prophetic Learning in English Language Teaching (ELT) to Students

This research describes the prophet's style learning method and prophetic learning in English Language Teaching (ELT). This research is a library research. The researcher uses sources from books and national journals. The analysis shows that in Indonesia, teaching English is a lifelong endeavor, starting from elementary school and continuing through university. The Prophet Muhammad SAW is a role model for Muslims, as he pioneered education and developed learning models applicable in various contexts, including English study. Teachers/lecturers should prioritize sincerity, patience, and honesty in the classroom to create strong relationships with students and maintain a strong connection with Allah SWT. Prophet Muhammad is a Muslim trendsetter, demonstrating cognitive and affective learning methods. To incorporate prophetic learning into English teaching, they can use prophetic learning strategies such as 1) teacher as a model, 2) stimulus-response/questioning, 3) storytelling, 4) analogy/logical order, 5) direct practice, 6) applied materials, 7) offering advice, 8) closing statement. Prophets possess virtuous qualities such as honesty, trust, communication, and intelligence. Besides, teachers/lecturers should give examples, play the role of guides, and support students in learning progress. Teachers/lecturers should also be able to create curiosity and enthusiasm about the next meeting and be prepared to answer questions and provide answers. In conclusion, prophetic learning is a crucial aspect of a student's life, and educators should emulate the learning methods to ensure their students are equipped with the necessary skills to succeed in their studies.

Reimagining Latinx Family Engagement in Schools Through Technological Equity, Culture and Linguistic Assets

ABSTRACT Research related to the engagement of parents in education continues to perpetuate critical misconceptions in the education of English Learners (ELs), as ideological mind-sets and mislabeling of Latinx families intentionally diminish their roles, importance, participation, and histories. The effects of COVID-19 pandemic on mitigating online instruction, exposed the magnitude of the technological inequities for Latinx families already marginalized by systemic discrimination and social injustices. Schools not only need to commit to training all educators on how to engage all families but to also consider providing technology training to parents of ELs. This five-year study aimed to improve the education of ELs by increasing the engagement of parents through technology. The research presented how the parents’ confidence levels on the use of technology remained moderate to low, even after participating in teacher-parent workshops targeted at increasing their skills. However, the study also demonstrated steady gains in confidence over time in using technology at home with their children. Findings indicate that parents need access to ample internet connectivity, basic knowledge of online communication, access to platforms used by schools, and ways they can monitor and support their children through technology. Trusting teacher–parent relationships served as a unifying element in cultivating community-school relations.

Exploring the Efficacy of Project-Based Learning in English Language Teaching: A Literature Review

This study aims to explore the efficacy of project-based learning (PBL) in the context of English language teaching (ELT). The study seeks to identify the benefits and challenges associated with implementing PBL in language classrooms and explores its impact on language learning outcomes. A systematic literature review of relevant academic literature was conducted, focusing on studies published between 2010 and 2023. Peer-reviewed articles, books, and conference proceedings were analyzed to synthesize current findings on applying PBL in ELT settings. The review reveals that PBL promotes meaningful language use, fosters learner autonomy, and enhances communicative competence among language learners. Students engaged in PBL demonstrate improved motivation, collaboration skills, and critical thinking abilities. However, challenges such as time constraints, assessment issues, and instructor readiness were noted as potential barriers to effective PBL implementation. Based on the findings, recommendations include comprehensive teacher training in PBL methodologies, the development of appropriate assessment strategies that align with PBL objectives, and integration of PBL activities that cater to diverse learner needs. Future research should explore PBL's long-term impact on language proficiency and investigate effective strategies for overcoming implementation challenges.

The Case of Using Instagram as a Mobile-Assisted Language Learning Tool in a Polytechnic Undergraduate English Class

Objective: The teaching-learning of English as a foreign language process is not a simple task to develop. Teachers look for different ways to attract and engage students in their classes. One of those ways include using various mobile phones applications to take advantage of students' everyday uses of these devices. Instagram is one of the most popular mobile applications and the focus of this research. Therefore, this investigation aimed to measure the effectiveness of using Instagram as a tool for learning English. Methods: A mixed-methods design was chosen for this paper. A survey, pretest-posttest, and semi-structured interviews were the chosen data collection tools. Descriptive analysis was used on the survey, the pretests and post-tests were analyzed using a paired T-test, and the interviews followed a general inductive approach. Results: The descriptive analysis of students' responses to the survey shows that learners have a positive attitude toward using Instagram to learn English (M=3.38, SD=1.084). Results of the Paired T-test showed there is a significant difference between Before (M=70.4, SD=13.1) and After (M=74, SD=12.1), t(126)=2.4, P=0.017. Also, informants mentioned that using Instagram to post tutorials was good for them. Conclusion: The intervention was successfully adopted as the analysis revealed a significant difference between the pretest and post-test. Also, participants explained that they have found using Instagram positive for their English language development.

Adaptation of English Teachers to the Use of CALL in Technical Secondary Schools in Nyanza District, Rwanda, and Its Implications on Students’ Performance in English

In some Rwandan schools, the use of Computer-Assisted Language Learning (CALL) in English teaching has influenced students' English performance. In technical secondary schools, language teachers have begun utilizing new technologies as pedagogical tools to enhance students' English performance. The current study investigates how teachers adapt to the use of CALL and its implications for students' performance in English subjects in some Rwandan technical secondary schools. Sociocultural theory in language teaching guided this investigation. It used a descriptive research design with a sample of 24 English teachers from Nyanza Technical Secondary Schools. This study utilized a census of all 24 English teachers. Data were collected using questionnaires in the form of a Likert scale. Descriptive analyses indicate that 91% of respondents have a positive attitude towards CALL. The findings show that teachers of English use CALL in teaching English, which affects students’ performance in English. The inferential analysis results show a P value of 0.020, which is lower than the significant correction of 0.05. Therefore, the study findings confirm the teachers’ positive attitude towards CALL. According to the research, the Rwanda TVET Board should train new teachers and continue updating existing English teachers with new CALL technologies.

Development of mathematical competence as a key competence in English language teaching

The relevance of the study is conditioned to the need to explore new effective methods of implementing competence-oriented education while teaching English and forming key competences as a basis for learners’ comprehensive development and successful integration into a fast-moving cross-cultural society. The purpose of the study was to substantiate the category “mathematical competence in English language teaching learning” and analyse the survey of English language teachers to determine its understanding among teachers of secondary educational institutions. General scientific and empirical methods, deduction, comprehensive analysis, and comparison facilitated achieving the set goals. Hence, this paper presents the research on implementing the competence-oriented strategy stated by the Law of Ukraine on Education in general and the features of developing mathematical competence in English language teaching/learning as a key one. The modern view on understanding the concept in scientific discourse was analysed, including considering mathematical competence as a subject-specific, key, and super-competence. Assuming that communication is one of the methods and ways of teaching the English language, the authors’ vision of its definition regarding its development in the language learning was suggested. In addition, the survey of English language teachers was conducted and analysed and contradictions and problems in its comprehension and implementation among teachers were revealed: understanding the need to develop mathematical competence as a key one in teaching English; and the lack of methods and didactic materials for practical use at the English language lessons at secondary educational institutions. Furthermore, outlined prospects for future research in developing methods and efficient didactic materials for developing the mentioned competence and conducting an experiment to prove their effectiveness. These didactic materials also should comprise the psychological, linguistic, and lingua-didactic aspects, previously substantiated by the author of this paper, for developing mathematical competence as a key one in the process of teaching the English language

Research on the Integration of Jianghai Culture into College English Teaching Based on Project-based Learning

This paper explores the importance, existing problems, and optimization strategies of integrating Jianghai culture into college English teaching. It analyzes the uniqueness and diversity of Jianghai culture as well as its unique value under the globalization background. It points out the lack of Jianghai culture content in current college English textbooks, as well as the difficulties in implementing project-based learning in college English teaching and the low acceptance of students. To address these issues, corresponding optimization strategies are proposed, including enriching the content of Jianghai culture in college English textbooks, improving the application of project-based learning in college English teaching, and increasing students' interest and understanding of Jianghai culture. Through specific cases and strategic suggestions, this paper aims to provide useful references for integrating Jianghai culture into college English teaching, promote students' in-depth understanding and cognition of Chinese culture, and improve their cultural literacy and cross-cultural communication skills.

A Study on the Role of Lifelong Learning in English Teaching

Under the background of lifelong education, English teaching in colleges and universities should be based on education and teaching methods, pay attention to students’ emotional experience, and help them overcome difficulties encountered in English learning. Through the guidance and training by teachers, we can strengthen students’ self-learning awareness, build their self-confidence, create an English learning atmosphere, reduce tensions in English teaching, and ensure that students’ English skills can be improved. The role of lifelong learning in English teaching is reflected in many aspects. This paper first analyzes the development of lifelong learning and its application in English teaching, and lastly puts forward the methods to incorporate the concept of lifelong learning in English teaching.