Language Teaching Practices Research Articles

Reconsidering the Use of L1 in the Algerian EFL Classroom

There has been a considerable shift in opinion in recent years concerning the use of language learners’ first language (L1) in the teaching and learning of the second language (L2). Recent research has revealed that L1 use is less problematic than once believed. That research, however, has yet to consider the multiple contextual factors affecting L1 use, notably in the Algerian context. The current study explored beliefs held by Algerian teachers of English as a Foreign Language (EFL) concerning the use of learners’ L1 with the aim of comparing these beliefs with expected language teaching practices established by the country’s teaching policy. A questionnaire was distributed to 219 EFL teachers across three academic levels and six categories of teaching experience. The results revealed that teachers often felt neutral toward the use of L1 or considered L1 as a vital element in certain L2 teaching/ learning practices. Additionally, these results remained consistent when analyzed by teachers’ academic level, gender, and years of teaching experience, indicating that learning circumstances hold little to no importance in determining the role of L1 in the Algerian L2 classroom. These findings stand in stark contrast to the “strictly-no-L1” policy set by the country’s education system. Based on these findings, it is recommended that perhaps the country’s educational framework should be reconsidered to meet teachers’ and learners’ needs.

Exploring the Relationship between Language Attitude and Language Awareness towards World Englishes: A case of Indonesian pre-service English Teachers

Introduction. World Englishes (WE) is an important topic, especially regarding pre-service English teachers' attitude and awareness towards the plurality of WE in English language teaching (ELT) practices. Many previous studies have discussed language attitude and language awareness separately. In contrast, research into the relationship between language attitude and awareness towards WE, especially in the context of pre-service English teachers, has not been widely explored.
 Purpose. This study aims to fill the gap by researching the relationship between language attitudes and awareness of WE among pre-service English teachers, and its implication for their teaching practice.
 Method. This study employed a mixed-method approach using correlational and interview-based research. The research data was obtained from 62 respondents who filled out questionnaires from three universities in Jakarta and Tangerang, Indonesia. In addition, there were nine interviewees.
 Results. The results showed a weak relationship between Indonesian language attitude and awareness of WE pre-service English teachers. Respondents indicated a positive attitude towards WE but had moderate awareness.
 Conclusion. We concluded that pre-service English teachers view WE as an essential topic, but they tend not to teach WE because they have to obey the school curriculum.

Integrative and Modular Approach to teaching International Engineering Students.

Given the fact that teaching communication in academic and academicprofessional spheres is especially relevant for students studying Russian, the description of different approaches, their essence and features seem to be an important step in the linguistic and didactic comprehension of the problems of Russian language teaching practice. The aim of the study is to define the characteristics of the methodological term “Russian language for special purposes” (LSP), to present the history of the origin of the term and to compare it with the terms “scientific style of speech”, “speciality language”. The article defines the methodology of subject-language integrated learning (CLIL), finds the correlation of this approach with LSP teaching. It is proved that the concept of «integrative approach» does not contradict the concept of teaching foreign students in Russian language courses for special purposes. They are united by a single goal of teaching foreign students educational-professional communication. The problems considered in the article include description of the peculiarities of the terms “Russian language for special purposes”, “speciality language”, “scientific style of speech”, “subject-language integrated teaching”; comprehension of the essence of these concepts, as well as how the achievements formulated by different authors can be used by teachers in practical classes in Russian as a foreign language The article comes to the following main conclusions that the most adequate and modern term denoting the language teaching of specialists in a certain sphere in the world and domestic linguistics today is considered to be “Russian language for special purposes” (LSP). At the same time, the methodological and linguistic and didactic experience that has been acquired in the domestic science and teaching practice can be used in order to increase the effectiveness of teaching. Also, some features of subject-language integrated teaching are successfully introduced into teaching practice, as its concept does not contradict the concept of LSP teaching.

CODE SWITCHING IN EFL CLASSROOM: A NARRATIVE INQUIRY INTO TEACHERS’ EXPERIENCES AND PERCEPTIONS

This study utilized a narrative inquiry to investigate code switching in EFL teachers’ classroom and their experiences with it. By applying this approach, the study aimed to comprehend the complex nature of code switching in language classrooms through the perspectives of the teachers who utilize it. Ten EFL teachers were selected on the purpose for the study, and data was gathered through semi-structure interviews. The results reveal that EFL teachers varied in their frequency of code switching, with some preferring to use the target language as much as possible, while others employed code switching to enhance student comprehension. Code switching was more prevalent when teaching students with lower language proficiency to facilitate understanding and communication. It was also employed to create a comfortable learning environment, clarify meaning, and address communication breakdowns. However, some teachers were concerned that excessive code switching could hinder students’ language development, and frequent code switching could negatively impact language development. These findings provide valuable perspectives on code switching in EFL classroom, informing language teaching practices and curriculum development. In summary, this study highlights the complex nature of code switching in language classrooms and emphasize the importance of balancing its usage to promote students’ proficiency in the target language.

Exploring Directive Speech Acts in Elementary School Communication in Kolaka: Language Pedagogy Implications

This sociopragmatics study aims to investigate the various types of directive speech acts and the markers of local wisdom in the communication of elementary students in Kolaka. The research design employed is qualitative descriptive, chosen for its ability to describe the types of directive speech acts and the manifestation of local wisdom within the context of elementary school students. The participants in this study consisted of elementary school students from Kolaka Regency. Data were collected through non-participant observation, and the analysis followed qualitative data procedures based on the interactive model developed by Miles and Huberman, which involved data reduction, data presentation, and drawing conclusions. The findings revealed four types of directive speech acts commonly used by elementary school students: demanding, commanding, begging, and challenging. These directive speech acts were found to be influenced by the cultural context, specifically manifested through the use of clitics. The clitics -ko, -mi, -ka, -hae, and -na were identified as significant markers of the local wisdom in the communication of elementary students, observed in utterances such as lihatko, ayomi, pindahko, biarmi, siniko, and jemputna. These clitics not only serve as markers of cultural identity but also indicate different levels of politeness in communication. Further implications for language teaching practices are also discussed.

Exploring Effective Teaching Approaches for English as a Foreign Language (EFL) Instructors: Best Practices and Future Directions

The field of English as a Foreign Language (EFL) is expanding rapidly, with millions of students globally seeking to improve their English language proficiency. To meet the demand for effective EFL instructors, it is essential to possess a diverse range of skills, including knowledge of best practices in language teaching and an understanding of individual learner needs. This paper explores effective teaching approaches for EFL instructors at the university level in France, focusing on key practices and future directions in the field. The paper discusses the significance of effective EFL instruction, outlines the challenges instructors may encounter, and examines approaches such as communicative, task-based, intercultural approach and content-based language teaching. Additionally, the role of technology in EFL instruction is explored as a means of enhancing learning outcomes. Finally, the paper aims to highlight the importance of effective EFL teaching and to propose a roadmap for EFL teachers who wish to improve their teaching practice.

The Necessity and Feasibility of Blended Learning Mode in Foreign Language Teaching Practice

With the development of modern information technology, blended learning mode has become a new mode in foreign language teaching in universities, which can effectively solve some problems existing in traditional teaching modes. This article combines the necessity and feasibility study of blended learning mode in foreign language teaching practice, proposes the necessity and feasibility study of blended learning mode in foreign language teaching practice, provides some beneficial ideas for future foreign language teaching reform, and hopes to promote the improvement of foreign language teaching level in Chinese universities.

Exploration on the Integration of E-book Bags and Primary School Chinese Classroom Teaching

With the continuous application and popularization of information technology, e-books have gradually entered primary school Chinese language classrooms and become an important force in promoting teaching mode reform and achieving the development of information-based teaching. At the same time, the conflicts and contradictions between e-books and traditional teaching modes in classroom teaching have gradually emerged. Taking the practice of primary school Chinese language teaching as an example, starting from the substitution effect of e-books, the design and selection of information based teaching content, and the interaction of classroom teaching factors, this paper elaborates on the problems in the integration of e-books and traditional teaching models, and explores corresponding development strategies for the problems, in order to provide suggestions for promoting the information based reform of primary school Chinese language teaching.

Changing the “Mindset” of Saudi MA Students: From Native-Speakerism to Global Englishes

English is an international language with diverse varieties around the world that are referred to as Global Englishes (GE). Numerous studies demonstrate the importance and effectiveness of integrating GE-informed materials in English Language Teaching (ELT) practices but in the context of the Gulf countries, particularly in Saudi Arabia, such studies are relatively rare. Furthermore, ELT in the Saudi setting is heavily predicated on native-speakerism, with few courses adopting materials informed by GE, which in any case are also limited. This study addresses this gap by exploring the impact of a course delivered on English as a World Language to Saudi postgraduate students using a critical pedagogical approach. The study assesses how such a course can contribute to students’ awareness of their own English as well as GE in general. This qualitative research study investigated the perceptions of Saudi students taking the optional course as part of their Master’s English degree at Jouf University in Saudi Arabia. Data collection methods included semi-structured interviews and reflective journals. The findings revealed positive attitudes towards incorporating GE into English learning and teaching and an improved understanding of linguistic diversity after taking the course. The pedagogical implications of the findings are discussed, and recommendations are given for integrating GE into current ELT practices. The study explores whether incorporating a critical pedagogical approach can not only enhance students’ awareness of English varieties, but also improve their attitudes towards such diverse forms of English as well as their own English variety.

Salience and Learned Attention: A Study on the Perception of Uninflected Verbs by Brazilian Portuguese-English Bilinguals

The present study explores the potential reasons for L2 users’ difficulty with inflectional morphology. We investigated the effects of salience and learned attention on the processing of second language inflectional morphology by Brazilian Portuguese(BP)-English bilinguals. To analyze the effects of salience, we tested L2 users’ perception of past regular verbs and past irregular verbs ending with /?t/, which involves a more salient change in the verb root. To probe the influence of learned attention, we compared their behavior concerning regular past tense makers (–ed) and regular present tense markers (–s), as the latter occurs in a grammatical context in which Portuguese uses null morphemes. We conducted an Acceptability Judgment Task to observe L2 users’ behavior in relation to sentences that were ungrammatical due to the use of uninflected verbs. The results indicate that the participants were more sensitive to the absence of regular past tense than to the absence of regular present tense marking, but the absences of regular and irregular past tense markings were perceived similarly. The study's results corroborate models that account for the effects of cross-linguistic influence on learned attention to linguistic cues and also reverberate through second language teaching practices.

Linguistic landscapes tasks in Global Englishes teacher education

Abstract This cross-sectional study attempts to investigate the impacts of linguistic landscape (LL) tasks on EFL teacher candidates’ understanding of English in local and global contexts. To this end, three cohorts of student teachers carried out LL fieldwork, uploaded images of English signage to an LL application, Lingscape, and submitted a mini research paper on the use of Englishes. They also wrote a reflective journal featuring a discussion of their experiences. Qualitative content analysis was utilized to interpret the data for the purpose of illustrating major themes emerging from the data. The findings highlighted a heightened awareness among student teachers towards locating and reflecting on Englishes in everyday contexts, an improved understanding of English as a lingua franca and Global Englishes, and their intentions to adopt Global-Englishes-oriented language teaching practices in the future. The study concludes by discussing the implications of this approach, and calls for a wider inclusion of LL-centred tasks in EFL teacher education curricula.

The Application of Exercises in English Classroom Teaching based on the Concept of New English Curriculum Standard

Practice is a crucial link in classroom teaching. How to improve students' practice is an important problem that teachers should pay attention to in teaching. This paper mainly studies the application of practice teaching in the classroom, is a essential part of the language teaching practice, and the paper research mainly from contact with listening, speaking, reading, writing and translating a few aspects, analysis of English practice should pay attention to some problems, as well as the students how to use the classroom practice, promote efficiency of learning and learning interest problem is analyzed.

Symbolic annihilation: processes influencing English language policy and teaching practice

ABSTRACT Using a critical approach, I discuss the socioeconomic power impact of capitalism, neoliberalism, and globalization in the teaching of English as a foreign language (EFL) in Colombia, described as a symbolic annihilation process. I argue how these three constructs have influenced language policy-decisions making processes and classroom practices by providing documentation from an 8-month critical ethnographic study. This research was interested in understanding participants’ experiences, as well as exposing the inequalities they faced in a marginalized context in which ‘death’ seems to be the norm. This article theorizes that a necropolitical process has been enacted not only on the human bodies of teachers and students but as a subtle source of political power that operates to eliminate, transform and dismantle the possibilities for teacher autonomy, employment possibilities and choice of languages to be learned. I conclude by describing how teachers counter this necropolitical power by responding to their school realities.

‘I don’t want to see the foreign languages connected with our family disappear’: building and maintaining a multilingual family in the monolingual context of Vietnam

ABSTRACT At a meso level, families have shown an imperative role in language policy in general and language education in particular. Predicated on the theories of family language policy and a transdisciplinary framework for L2 development, this study was undertaken to explore what three generations of a family did with the foreign languages they had learned in order to build and maintain their multilingual family. Data was gathered through informal interviews with the family members as well as field notes taken by the principal researcher during each visit to the family. The findings indicate that the members conformed to the prevalent discourses of L2 learning in mainstream education. They had specific strategies to sustain ‘old-fashioned’ L2s while simultaneously demonstrating their complete openness to emergent L2s. Of acute significance in research results is their interaction with L2s in multiple ways of learning and the system of values and ideologies they associated with the L2s in the monolingual context of Vietnam. The study offers implications for family stakeholders’ engagement in the policy, research, and practice of language education.

Immersive technologies and the practice of foreign language teaching for students of computer science specialities

The problem of digital transformation, which arose as a result of global processes of forming a new type of society, is an integral part of professional development at the current stage of human development. This bright trend is also reflected in education, especially during the training of IT students, where old methods of work are no longer relevant, because they do not take into account the needs of today. The traditional didactic paradigm does not form an individual educational trajectory and does not develop the skills of international interaction of future specialists in the labor market. Using the example of an educational program for students of computer specialities, the article proves the effectiveness of digital bilingual education, which differs from traditional forms because its methodological schemes involve the use of a foreign language not only as a tool of the humanitarian cycle, but also as a means by which speciality subjects are taught. In order to develop immersion, that is, a type of digital bilingual education where a large number of subjects are studied in a foreign language, it is necessary to perform a complex task that requires colossal training at various levels – a sufficient informational and material university base and a powerful scientific and methodological potential among professors and teachers stuff. Learning conditions within bilingual programs are implemented mainly in English and require correct planning from the administration, and new forms of preparation for classes from the lecturers. In the educational environment, the use of augmented and virtual reality technologies begins – in order to visualize the educational material, supplement it with visual information materials by reading QR code with smartphones, tablets and other gadgets, increase motivation and interest in learning. An important role is played by the ability to work in tandem (a practice widely used by European educational institutions), as well as the ability to self-educate. It is necessary not only the cooperation of teachers of language disciplines with specialized departments and guarantors of specialities, but also access to the resources of other countries, the creation of a special environment that will promote high-quality teaching, learning and use of the English language.

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

AbstractRecent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that examines how neo‐nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation.

Teeth of the hydra: the policies and practices of English language teaching in Japan

ABSTRACT The English language can be compared to the hydra from ancient mythology as it is an unstoppable force throughout the world. Using this comparison, this study examines the history of English in Japan, English linguistic imperialism, and its impact on contemporary Japan. Five myths of English language teaching are used as a framework, referred to as the teeth of the hydra, are considered: English should be taught monolingually; The ideal teacher of English is a native speaker; The earlier English is taught, the better the results; The more English is taught, the better the results; Standards of English will decline if languages other than English are used in the classroom. Upon investigating relevant literature, it was found that although some progress being made, some myths not only endure in higher education but are actively promoted by the Ministry of Education, Culture, Sports, Science and Technology. These enduring myths prevent Japan from improving English language standards within the country. Japan has long resisted accepting English as an official second language, considering it a threat to the Japanese language and culture. Japan could overcome its concern about the English language by creating a distinct Japanese English dialect and improving English language teaching standards.

Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach

Incorporating technology in English language teaching practices has the potential to generate more lively and captivating learning experiences for learners. The challenge lies in adequately equipping pre-service English language teachers with the skills to seamlessly incorporate technology in their teaching methods and improve students' academic performance, despite their favorable perception of its usefulness. The study aimed to shed light on the factors that contribute to pre-service teachers' acceptance of technology and to determine the applicability of the Technology Acceptance Model in the context of English language Teaching (ELT). For this study, the framework developed by Teo (2009) was utilized. The participants were 286 English pre-service teachers. The study identified 21 pairs of factors that positively and significantly affect technology acceptance, with Perceived Usefulness having the highest correlation coefficient and Facilitating Conditions having the lowest.   The path analysis of the technology acceptance model revealed that while the model was a good fit for this study, there were two non-significant paths. Perceived Ease of Use and Perceived Usefulness were found to directly affect technology acceptance, while Technological Complexity and Facilitating Conditions had indirect effects through Perceived Ease of Use and Perceived Usefulness. The results of this study showed that interventions to improve technology acceptance amongst pre-service teachers should take into account direct and indirect factors.

Research on Corpus-based Foreign Language Teaching in China: A Bibliometric Analysis

Based on the data published in major journals, this study examines the research articles on China's corpus-based foreign language teaching published from 2000 to 2023. In order to thoroughly explore the development status, the number of articles published, the journals involved, keywords, authors, institutions, and research trends are analyzed. It is suggested that corpus-based foreign language teaching research in China has yielded fruitful results, supported by diverse research perspectives, micro and macro research focus, and virtual foreign language teaching practice. At the same time, the study also reveals weaknesses. These include less cooperation among authors and institutions, uneven research resources, and unbalanced development of teachers' information literacy.

Peace, emotion labor, and language teacher identity in times of war: The stories of two Ukrainian English university teachers

AbstractThe purpose of this interview‐based study was to explore the experiences of two university teachers who fled war‐torn Ukraine and currently reside in Poland. We collected the data through two individual interviews to illustrate the dynamism and complexity of the participants' language teacher identities (LTIs) and emotion labor when striving for inner and interpersonal peace, using positioning theory as a theoretical framework. Findings show that in response to the forced migration, the participants continuously strived for inner and interpersonal peace, which is an indispensable element of their language teaching practices. The participants' longing for inner and interpersonal peace needs to be understood as a dimension, reflecting the multilayered, complex nature between peace and tensions. Further, data reflected that participants' longing for inner peace directly shapes their emotion labor and language teacher identities. The manuscript ends with a discussion of the findings by referring to the concept of well‐being in language learning and teaching.