Instruction For English Learners Research Articles

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.

Strategies for Applying Schema Theory to Oral English Teaching in Universities

Schema theory is one of the important theories in foreign language teaching. However, there is only a small amount of domestic research that has applied schema theory to oral English teaching. In view of this, based on schema theory, this study analyzes the current situation of oral English teaching and student learning and explores the strategies for applying schema theory to oral English teaching, in the hope that more oral English teachers and learners will use schemata to improve the quality of oral English teaching and learning.

Differentiated instruction for English learners: Teachers' understanding and practices

AbstractThe increase in the English learner (EL) student population in the United States and these students' placement in U.S. public schools have created high priority demands to address their language and learning needs. General education teachers, however, are often unprepared or underprepared to work with ELs, with limited knowledge and expertise to integrate differentiated instruction (DI) for them. This study examined two elementary teachers' understanding of differentiated instructional practices for EL students in a mainstream setting. Employing qualitative methods and following inductive data analytic processes, the study examined what these elementary teachers say facilitates DI for ELs. The researcher used semi‐structured individual interviews, a joint interview, and photo elicitation as the primary sources of data collection, and documents such as teachers' differentiated lesson plans and statements of teaching philosophy as secondary data sources. Findings revealed that a caring relationship between the teacher and ELs was essential and played a key role in student learning. By building caring relationships, the teachers learned about their EL students' needs and their interests and used that knowledge to implement DI for these students. Furthermore, teachers' proficiency in a language other than English and their metalinguistic awareness to bridge between one language and the other guided the teachers' differentiated instructional practices for their ELs.

THE IMPLEMENTATION OF MERDEKA CURRICULUM IN ENGLISH TEACHING LEARNING

In Indonesia, the phenomenon of curriculum change continues to experience various changes and improvements starting from the 1947 curriculum to the one that is being hotly discussed "Merdeka Curriculum". The objectives of this research were to describe the implementation of the Merdeka Curriculum in English teaching learning and to find the teacher's problems during the implementation of the Merdeka Curriculum in English teaching learning at the seventh grade of SMPIT Insan Mulia Surakarta in the academic year 2022/2023. In this study, researchers apply a qualitative descriptive method. Researchers collect data through observation, interview, and documentation. The data were obtained from two class observations from seventh grade and interview with English teacher. The results of the study show that the Merdeka Curriculum has been implemented in teaching English learning. The teacher makes Alur Tujuan Pembelajaran and Modul Ajar based on Merdeka Curriculum that is adapted to the characteristics of the educational unit. The teacher has also implemented a learning cycle and conducted an assessment based on the Merdeka Curriculum. Learning components in the form of objectives, materials, methods, media and evaluation have been fulfilled in English teaching learning. The problem faced by the teacher are the limited time to design differentiated learning based on the individual needs of students and the teacher cannot maintain student enthusiasm until the end of the lesson.

Exploring Teachers’ Perceptions of EFL Students’ Engagement in Collaborative Learning: Implementation Issues and Suggestions

The evolving landscape of collaborative learning in English education for the last two decades has witnessed a notable research surge in diverse contexts. Nevertheless, empirical evidence suggests a noticeable dearth of attention or very limited emphasis, particularly within the setting of Arabic-native speaking countries on exploring English teachers’ perceptions concerning students' engagement in collaborative learning. Therefore, this study aims to identify teachers’ perceptions of EFL students’ engagement in collaborative learning with a special reference to implementation issues and solutions to address the challenges. The descriptive survey design was employed to attain the study objectives. A sample of (45) EFL teachers chosen following the convenient sampling method answered a closed-item questionnaire and did an interview. The results revealed that EFL teachers highly perceived implementing collaborative learning among university students in EFL classrooms. Also, the respondents’ teaching experiences did not impact their perceptions of implementing collaborative learning in EFL classrooms. In addition, gender did not play any role in affecting the respondents’ answers to implementing collaborative learning in EFL classrooms. Finally, the analysis of interview contents showed that the problems that teachers face in implementing collaborative learning include diverse language proficiency, cultural differences, impartial participation, personal conflicts, limited class time, access to resources, and lack of professional development. Additionally, the participants suggested differentiated teaching, encouraged participation, efficient time management, language skill grouping, and EFL-specific teacher training to make a collaborative learning environment effective.

The Efforts of Implementing the 21st Century Learning in English Education

This research aims to reveals the efforts of implementing 21st century learning and the challenges faced by respondents in applying 21st century learning in English Education Study program at STAIN Bengkalis. This study was a survey research. The findings indicated that several efforts to implement 21st century learning conducted by lecturers in the English Education Study Program at STAIN Bengkalis included: 1) In general, the lecturers have implemented 21st century learning models such as Collaborative Learning, Project Based Learning, and Problem Based Learning; 2) Lecturers employed student-centered learning methods; and 3) Digital literacy was utilized by lecturers in the teaching processes. Meanwhile, some challenges faced are: 1) Inadequate facilities and infrastructure; 2) Many students still lack proficiency in digital literacy; 3) Students face difficulties in mastering the 4C skills (Critical Thinking and Problem Solving, Communication Skills, Creativity and Innovation Skills, and Collaboration Skills); and 4) The concept and principles of 21st century learning are not fully understood by lecturers and students. In order to support better implementation of 21st century learning, institution should provide enough facilities and a workshop about how to implement 21st learning.

Designing Vibrant-Pop as A Medium for Teaching the Time Telling to the Seventh Grade Students

This research was conducted to design a Pop-up book; an additional medium tohelp English teaching-learning in seventh grade Putussibau, especially in time-telling material. The method of this research is developmental research. The research technique is divided into analysis, design, and development also known as ADD. The findings of the research showed that the seventh-grade students’ ability to recite the time-telling material fluently is below average and most students need an additional medium that is stimulate students’ learning enthusiasm in time-telling material. The goal of this study is to design an innovative pop-up book. The researcher designed Vibrant-pop to encourage the students. The designed product was completed regarding the needs. The Vibrant-pop is designed with function responsiveness, and ease of use. To sum up, Vibrant-pop was discovered to help support the teaching and learning of time-telling material to seventh-grade students. Keywords: Development Research, Vibrant-pop,Time Telling-Material.

Teachers’ creativity in designing English teaching learning material by Prajabatan student Program Profesi Guru (PPG) batch II

This research aimed to describe the teachers’ ways of designing creative English teaching learning material and to understand the factors of designing creative teaching material. The subjects of this study were ten Pra-Service Teacher Professional Education (PPG). This study used a descriptive qualitative research design. The data used to analyze were the transcripts of video learning and interviews. In the data analysis, it is found that there were seven aspects in designing their creative English learning material: 1) using an eclectic choice of method, 2) using activities that have creative dimensions, 3) teaching in a flexible way or adjusting and modifying the teaching during lessons, 4) looking for new ways of doing something, 5) adapting lessons, 6) using technology, and 7) looking for creative ways to motivate students. As a result, all the teachers apply those seven aspects during their teaching-learning process. There were three factors why English teachers design creative English teaching learning material: 1) the learning material is contextualized, 2) the learning material is designed for students' needs, and 3) personalization. After analyzing the data, it could be decided that all teachers have those three factors in designing their creative English learning material. Pre-service teacher Professional Education (PPG) was quite creative in designing teaching-learning materials. AbstrakPenelitian ini bertujuan untuk mendeskripsikan cara guru merancang bahan ajar bahasa Inggris yang kreatif dan untuk memahami faktor-faktor dalam merancang bahan ajar yang kreatif. Subyek penelitian ini adalah sepuluh Prajabatan Pendidikan Profesi Guru (PPG), Penelitian ini menggunakan desain penelitian deskriptif kualitatif, Data yang digunakan untuk menganalisis adalah transkrip video pembelajaran dan transkrip wawancara. Dalam analisis data ditemukan tujuh aspek dalam merancang materi pembelajaran bahasa Inggris kreatif mereka, 1) menggunakan pilihan metode yang eklektik, 2) menggunakan aktivitas yang berdimensi kreatif, 3) mengajar dengan cara yang fleksibel atau menyesuaikan dan memodifikasi pengajaran pada saat pembelajaran, 4) mencari cara-cara baru dalam melakukan sesuatu, 5) mengadaptasi pembelajaran, 6) menggunakan teknologi, dan 7) mencari cara-cara kreatif untuk memotivasi siswa. Hasilnya, seluruh guru menerapkan ketujuh aspek tersebut dalam proses belajar mengajar. Dan ada 3 faktor mengapa guru bahasa Inggris merancang materi pembelajaran bahasa Inggris yang kreatif, 1) materi pembelajaran dikontekstualisasikan, 2) materi pembelajaran dirancang sesuai kebutuhan siswa, dan 3) personalisasi. Setelah menganalisis data, dapat diputuskan bahwa semua guru memiliki ketiga faktor tersebut dalam merancang materi pembelajaran bahasa Inggris yang kreatif. Pendidikan Profesi Guru Prajabatan (PPG) cukup kreatif dalam merancang bahan ajar.Kata Kunci: Kreativitas guru; materi ajar kreatif; pendidikan profesi guru; PPG

Методические условия реализации метода предметно-языкового интегрированного обучения (CLIL) в обучении английскому языку в начальной школе

The aim of the study is to substantiate the possibility of implementing the method of Content and Language Integrated Learning (CLIL) in early English language teaching in primary school. The paper discusses the notion of the CLIL method, its main components, as well as the conditions that ensure the most optimal use of the method in teaching a foreign language to primary school children and provides examples of the practical implementation of the specified conditions. The scientific novelty of the study lies in identifying the methodological conditions that make it possible to teach English most effectively at an early stage on the basis of content and language integration. As a result of the study, it was found that CLIL can be successfully used in teaching English to primary school children with consistent observance of a number of important conditions. The issues related to the selection of the teaching content in accordance with the programs of the integrated subjects, as well as the possibility of further practical application of knowledge and skills on the studied topics and the vocabulary used in them, are considered. In addition, the importance of strict adherence to established methodological stages in the formation of foreign language speech skills and abilities is emphasized, as well as the need to involve all types of speech activity when using the CLIL method.

Teaching English in Inclusive Primary School: Teachers’ Challenges and Coping Strategies

This research investigated the teachers' challenges and coping strategies in teaching English in ZonaKata Inclusive Primary School in the academic year 2022/2023. This research was designed as qualitative case-study research to discover teachers' challenges and coping strategies when teaching English in inclusive settings. Five teachers who teach grades one through five at ZonaKata Inclusive Primary School participated in the study. The observation, interviews, and a review of the documents showed that the students' emotional-behavioral problems and communication-language features problems are the teacher's challenges during English teaching-learning. Therefore, the coping strategies that the teachers used were through developing and maintaining a good relationship with the students, differentiation (content, process, and product) to accommodate the different needs of the students, and collaboration between teachers in teaching. In short, the combination of these strategies effectively dealt with challenges and is recommended for teaching English in inclusive schools.

Computer Assisted Language Learning in English Teaching: Availability of Teaching and Learning Resources to Enhance Students’ Performance in English as Subject in Technical Secondary Schools, Nyanza District

The implementation of appropriate methods in English language teaching holds a crucial role in improving students' academic performance. Despite English being a core subject and medium of instruction in Rwanda's educational system, in Technical Secondary Schools from southern province, poor performance in English subject has been observed in national examinations and school-level assessments. The objective of this research was to determine the level of availability of teaching and learning resources for the integration of the Computer Assisted Language Learning (CALL) and its effect on students’ performance in English subject. Research was carried out in 8 Technical Secondary schools from Nyanza District in southern province. The study utilized a sample of eight Head teachers and employed the descriptive research design with a quantitative method. Data were collected using questionnaires in the form of a likert scale. To analyze the data descriptive and inferential analysis were used. Findings indicated that the existing teaching and learning resources to integrate CALL are insufficient to help students in learning English through CALL, thus performance enhanced. It is shown by the inferential analysis with a P value of 0.64 which is greater than 0.05 of the significant correlation. Therefore it implies the negative correlation. The research recommends that the Ministry of Education should avail sufficient computers and internet connection to Technical Secondary schools to enable the integration of CALL in English teaching therefore performance enhanced.

The Application Practice of Ubiquitous Learning in Secondary School English Teaching

Ubiquitous learning is the extension of digital learning, and meanwhile the trend under the new situation of educational concept innovation as well as technological development. secondary school English classroom is the main place of English education, and English teaching innovation is regarded as the core content of improving the English efficiency of secondary school. Based on the innovative concept of ubiquitous learning, this project adopts a combination of qualitative and quantitative research methods to study the application of ubiquitous learning in English teaching in secondary schools. It is found that ubiquitous learning is beneficial to cultivate the concept of lifelong learning and enhance the effectiveness of students’ independent learning. It is hoped that this project will provide a theoretical framework for the current problem of English teaching in secondary schools in the context of ubiquitous learning, and provide practical suggestions for policymakers and educational practitioners to make the advantage of online teaching.

The Effect of Kahoot! On Junior Secondary School Students’ Vocabulary Mastery: An Experimental Study

The aimed of this research to investigate the significant effect of Kahoot application towards students vocabulary mastery at the eighth grade of MTs Al-Mu’min Cikeusik, Pandeglang academic year 2023/2024. This research was quantitative approach with quasi-experimental design. The research paper used the quantitative approach and quasi-experimental design. This research was conducted from July-august, The technique in choosing the sample is cluster random sampling; and the researcher has chosen two classes are a control class and an experimental class This research consisted of two variables namely Kahoot application media as independent variable and students vocabulary mastery as dependent variable, using pre-test and post-test control group design. The population of this research was eighth grade of MTs Al-Mu’min Cikeusik consisted of 42 students divided into two class. the sample of this research were VIII A (22 students) as experimental class and VIII B (20 students) as control class. In the Collecting data technique, the researcher gives pre-test and post-test. The score pre-test of control group are 1,210, the score pre-test of experimental class are 1,475. Then, the score post-test of control group are 1,405, the score post-test of experimental group are 1,850. To collect the data, the researcher used SPSS version 29. to know whether was any significant effect students’ vocabulary mastery, between the students who are taught by using Kahoot application as media and who are not. Therefore, From the explanation above, it can be concluded that Kahoot application an effective media for English teaching-learning. The result of this research showed that the students who were taught by using Kahoot! game got better score than the students who were taught by using traditional method. The researcher has found the result of Significant two-tailed = 0.001 < α 0.05.

English Teacher Perception of Implementation Kurikulum Merdeka in English Teaching Learning Process

English Teacher Perception of Implementation Kurikulum Merdeka in English Teaching Learning Process

The Perceptions of Teachers Regarding Digital Literacy and The English Teaching Learning Process

<p><span class="fontstyle0">The study intends to show how teachers perceive their students' progress in studying English during and after the pandemic and their digital literacy abilities. The research was conducted utilizing a case study qualitative methodology, which involved interviewing four English instructors at private junior high schools in Bandung City in addition to surveying a population and a sample of 15 English teachers. The study's findings demonstrate that: 1) The teacher can effectively convey the fundamentals<br />of digital literacy, including its components—understanding, skills, and initiatives to raise awareness and proficiency—in these areas. 2) The teacher can adequately describe the process of learning English during a pandemic, taking into account the learning design, problems, and benefits of learning during a pandemic, as well as the effects of digital literacy on the process. 3) The teacher is able to plan the English learning process that will take place once the pandemic is over, taking into account learning challenges after the pandemic, the effects of digital literacy on the learning process after the pandemic, and the effects of learning during the pandemic on the learning process after the pandemic.</span> <br /><br /></p>

Code Switching in English Teacher Instruction: A study of the Teacher Language in English Classroom and Its Implications for Indonesian Students Language Education

Teaching English in Indonesia is not the same as teaching English in a country where English is the native language. The teacher should make sure the students understand the explanation or instruction from the teacher. In the foreign language classroom, code switching is naturally occurring to make the teaching learning process run smoothly. Therefore, this study aimed to explain the function of code switching, students perceptions of the teacher’s code switching, and the effect of teacher’s code switching practices on students’ understanding in the teaching learning process. It was conducted at SMAN 9 Palu by using descriptive qualitative as the method. The researcher used observation, questionnaire and interview to get the data. The results of the study showed that first, there were three functions of code switching used by the teacher proposed by Sert (2005), those are topic switch, affective function, and repetitive function. Second, most of the students had positive perceptions about students' understanding and students' feelings during learning with code switching used by the teacher. Third, code switching used by the teacher in teaching learning English process provides a positive effect in providing a positive learning environment, and facilitating students with low level of second language proficiency
 .
 Keywords: Code switching, English classroom, teacher instruction

A Study on the Precision Effect of Blended Learning in English Teaching and Learning

Abstract Realizing personalized and precise teaching using traditional English methods is challenging. This paper proposes a blended precision teaching model that relies on student portraits, using technical methods to provide tailored learning resources for every student. A deep neural network is used to extract student features, and the k-means algorithm is used to construct a clustered portrait of students. Based on the student portraits, the similarity between student objects is calculated, and the collaborative filtering method is combined to achieve personalized recommendations for English learning resources. And the learning warning model is established by considering the ranking order relationship when predicting students’ English scores. Setting up the experimental class and the control class to analyze the effect of blended teaching precision, in terms of English scores, the average score of the experimental class is 6.06 points higher than that of the control class, with a significant P-value of less than 0.05, which shows a considerable difference. Its classroom teaching observation dimension score totaled 91.6, students’ classroom performance and teaching effect performed well, English literacy was improved, and the mean values of each satisfaction of emotional experience showed significant differences (P<0.05). The mean values of several dimensions of learning motivation were higher than those of the control class, with highly significant differences in the dimensions of extrinsic goal orientation, learning beliefs, and intrinsic goal orientation (P<0.01).

Application and Assessment of Task-Based Learning in High School English Teaching

Application and Assessment of Task-Based Learning in High School English Teaching

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.