English Language Teaching Practices Research Articles

Impact of Artificial Intelligence (AI) on Lecturers’ Proficiency Levels in English Teaching and Library Practice in Nigerian Universities

This paper presents a literature on the impact of Artificial Intelligence (AI) in English language teaching and library practice and its impact on library operations. This study aims to provide researchers with a comprehensive understanding of AI in the English language teaching and library context. This paper aims at analyzing an artificial intelligence platform that can be used in examining lecturers’ proficiency levels in English teaching and library practice in Nigerian universities. It draws attention to how AI facilitates personalized learning experiences by adapting to individual teachers’ teaching style, pace, and proficiency levels. The paper examines the proficiency levels of lecturers in Nigerian universities regarding the utilization of AI features in three innovative presentation software tools: MS PowerPoint, Canva, and Gamma. Through the application of AI playing as a pivotal tool in enhancing research, teaching and learning experiences, the study explores the significance of PowerPoint literacy in modern English teaching and learning settings. The method of research design is descriptive. The population of the study consists of the entire academic staff in Nigerian universities. The sample size used is made up of 600 lecturers. Data are analyzed using descriptive statistics of mean, standard deviation on a 4-point Likert Scale. The findings of this study serve as a base for developing training programs and interventions to enhance PowerPoint literacy skills in the teaching of English Language and library practice in Nigerian universities. The findings also illustrate that Artificial Intelligence technology is useful for developing teaching of English Language and library practice. The major limitation of this study is that it does not examine the extent of AI role in teachers’ teaching and students’ English learning. The information presented in this paper serves as a valuable resource for researchers interested in exploring the use of AI in English language teaching and library practice.

An Analysis of the Innovation of English Teaching Strategies and Their Impact on Learning Effectiveness in the Age of Big Data

Abstract In recent years, a wealth of research on English language teaching practice has emerged in the academic community at home and abroad, mainly focusing on the use of teachers’ strategies in the English language teaching classroom and less on whether the use of strategies can enhance students’ English language learning effectiveness. In this paper, we look for the factors affecting the effectiveness of English learning from the two subjects of teachers and students respectively, identify the main variables of the study, and put forward the relevant research hypotheses. By using partial least squares regression to construct a model of research impact on learning effectiveness, a regression test is proposed that utilizes Person’s correlation analysis as a benchmark. The research data were collected by means of an online survey, and in the descriptive statistics of the variables, the content mastery measure of the sense of learning goal effectiveness scored the highest at 4.253, and the learning content explanation of the English teaching innovation was adequate. The R2 of English learning strategies and goal effectiveness sense is 0.289 and adjusted is 0.265, the F value is 378.621, and the P value is less than 0.001, which is positive and significant. The more frequently English teaching innovation strategies are used in this study, the higher the sense of goal efficacy, which can significantly improve the effectiveness of learning.

Student Teachers’ Practices: A Case of English Language Teaching Classrooms

The primary purpose of carrying out the study was to explore English language teaching (ELT) practices adopted by the student teachers (STs) in their classrooms and to examine the effectiveness of teaching practice (TP) of Janapriya Multiple Campus (JMC), Pokhara Nepal. The information was collected through unstructured tools such as observation, questionnaire, and focused group discussion (FGD). The collected information was analyzed through qualitative methods. The STs were found punctual, dedicated, and responsible in their TP. They were found practicing various classroom activities such as language games, role plays, discussions, group works, pair works, translations, question and answer, and drillings during their TP. In addition, they also were found conducting various activities in the classrooms such as debates, storytelling, essay writing, quiz contests, and eloquence. Moreover, they also carried out a case study and wrote a report, prepared a Secondary Education Examination (SEE) model question, constructed various types of questions, observed three peers’ classes, and kept a record of their classroom activities and teaching materials. Completing all the required activities, the STs performed effectively during their TP. The findings of the study can be useful to make the TP more effective.

Learning English Across Borders: Nepali Students’ Experiences in Nepal and Australia

The students’ experiences, perceptions, and outcomes of learning English may be affected by the different methods and practices of English Language Teaching (ELT). Methods and strategies used in ELT may differ from one country to another due to various factors. This qualitative study employed an interpretive framework and narrative inquiry approach to explore the way Nepali students learned English in Nepali and Australian contexts. The participants involved five Nepali students who studied an advanced-level English for Academic Preparation (EAP) course at Melbourne City College Australia (MCCA). The researcher employed snowball sampling to select the subjects. The technique used in data collection was a semi-structured interview. All the interviews were audio recorded and transcribed verbatim. The data was coded and categorized using thematic analysis to find common themes and patterns. The findings revealed significant differences in the teaching methods, vocabulary instruction, feedback practices, and technology use. The study emphasized the importance of using pedagogical strategies that foster communication skills, contextual vocabulary learning, constructive feedback, and technology integration for effective ELT.

Application of TBLT (Task-based language teaching approach) in English teaching in junior high schools and universities

Task-based Language Teaching (TBLT) offers a student-centered approach that encourages meaningful interactions and authentic language use, aligning with the growing emphasis on communicative language teaching. Researching TBLT can contribute to improving English language teaching practices by exploring innovative instructional methods. Thus, through literature review, this paper provides an overview on the application and effects of TBLT in English language education in middle school and university settings. In addition, the demerits of TBLT are also analyzed to provide a critical view and suggestions. This paper aims to examine the rationale for researching TBLT in English language teaching, discuss the research methods employed, outline the main themes explored, and emphasize the importance of such research.

Situacionnaya model' prepodavaniya anglijskogo yazyka v vuzah Kitaya v kontekste teorii «zhiznennogo obrazovaniya» Tao Sinchzhi

This article expounds Mr. Tao Xingzhi’s life education theory, and closely links it with university ELT (English language teaching) practice, and analyzes the important role of life education theory in university ELT practice, so as to put forward some application strategies of life education theory in combination with university ELT practice, which leads to high language learning efficiency.

PELATIHAN PENERAPAN KURIKULUM MERDEKA BELAJAR DI DALAM KONTEKS PENGAJARAN DAN PEMBELAJARAN BAHASA INGGRIS

This article reports a community service program held by the Master’s Program in English Language Education at the Faculty of Language Arts, Universitas Kristen Satya Wacana, in collaboration with the Salatiga Education Department. The program was in the form of teachers’ training about best practices of implementing the Merdeka Belajar curriculum in the English language teaching and learning practices. Thirty-six (36) English teachers in junior high schools in Salatiga participated in this training from July 31 – August 1, 2023. There were five main sessions in the training, namely (1) critical thinking and Merdeka belajar, (2) differentiated instruction in the ELT contexts/EFL classrooms, (3) digital text-based learning for teaching English in secondary schools, (4) best practices in technology-enhanced language learning, and (5) the implementation of Merdeka Belajar curriculum: A reflection. Brief descriptions of what the presenters discussed in each of their sessions, directions for future community service programs, and research are presented.

SURVEY ON VOCABULARY LEARNING STRATEGIES OF HIGH–QUALITY ENGLISH STUDIES PROGRAM STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

This research study aimed to investigate the usage of vocabulary learning strategies among English Studies students at Can Tho University (CTU), specifically those under the high-quality program at the School of Foreign Languages (SFL). The primary objective of the study was to identify the most commonly used strategies for learning English vocabulary and to compare the similarities and differences in how these strategies were applied among students by academic year. A total of 200 survey responses from SFL, CTU got involved in the study, and 12 of whom joined a semi-structured interview. The data gathered were analyzed using both descriptive and inferential statistical techniques. The results of this study provided insights into effective vocabulary learning strategies and would facilitate the improvement of English language teaching and learning practices at the university level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0031/a.php" alt="Hit counter" /></p>

Freirean strategies in meaningful learning: A critical pedagogy of contextualized classroom

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

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Chinese Higher Education - A Study of Two Higher Educational Institutions in China

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

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.

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.

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.

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.

Exploring Qualities that Prevent EFL Teachers from Redundancy

The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.

Promoting ELF awareness in Language Teacher Education and ELT practices: perspectives and challenges

Abstract Research into the pedagogical implications of English as a Lingua Franca (ELF) has seen important developments over the last decade, through investigation of how English Language Teaching (ELT) can, and should, respond to the challenges and issues connected to the global spread of English in terms of curricula, syllabi, materials and classroom practices. In this perspective, Language Teacher Education is a central factor to promote awareness of the necessity to respond to how English is used as a global lingua franca today, not least in terms of Language Awareness, multilingual practices and meaning negotiation through Communication Strategies. In this paper we aim at addressing aspects related to teacher awareness as to ELF, in terms of how ‘language’, ‘language teaching and learning’ and ‘language use’ are conceived within an ELF-aware perspective. We will look in particular at the role that Language Awareness, Communicative Competence especially as to its strategic dimension in pragmatic moves, and multilingual practices play in ELF, and at their relevance in raising teachers’ awareness of ELF and ELF-aware pedagogic practices. We will then examine how these aspects interrelate with the three components in Sifakis’ ELF awareness model – awareness of language and language use, awareness of instructional practices, awareness of learning – also providing exemplifications of activities that could be used in ELF-oriented Teacher Education, and in ELT practices, to foster reflection on how they can become part of English language teaching and learning.

Investigating the influence of formative assessment on the learning process in the English language classroom

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited knowledge and use of formative assessment practices, the study found that their use had a significant positive effect on student learning outcomes. The effective implementation of formative assessment practices could help to improve the quality of English language teaching and learning in Morocco. The study provides insights into the benefits of using formative assessment practices in the Moroccan context and offers recommendations for their effective implementation in the English language classroom. This research could inform and guide policy and practice in English language teaching in Morocco and other similar contexts, contributing to improved outcomes. English language teachers and policymakers in Morocco can use the findings to enhance the quality of English language teaching and learning in their classrooms and institutions.

A needs analysis of English syllabi of select engineering colleges affiliated to Abdul Kalam Technical University

This paper presents a comprehensive needs analysis of the English syllabi in select colleges affiliated with Abdul Kalam Technical University (AKTU). The study aims to examine the current practices of English language teaching in these colleges and shed light on the challenges faced by both students and teachers in the teaching-learning process. To gather the necessary data, a survey questionnaire was administered to a sample of 150 students and 50 teachers across 5 AKTU-affiliated colleges. The findings of the study reveal that the prevailing practices of English language teaching in AKTU colleges predominantly adhere to traditional and grammar-based approaches. The emphasis is primarily placed on teaching grammar rules and vocabulary, with limited attention given to the development of practical language skills. Conversely, the students expressed a preference for a more communicative approach to language teaching. They indicated a strong desire for increased opportunities to practice their speaking and writing skills, which were not adequately provided for in the current English syllabi. The study also observed that the existing syllabi placed a greater emphasis on theoretical aspects of language learning, rather than focusing on the practical application of language skills. The challenges identified in the study encompassed several aspects. One prominent challenge was the limited availability of opportunities for students to practice their language skills, hindering their overall language proficiency. Moreover, students reported a lack of motivation to learn English, citing a perceived lack of relevance to their future careers. Additionally, teachers faced difficulties due to a shortage of authentic materials, such as audio and video resources, which could enhance the teaching and learning experience. Another significant challenge highlighted was the inadequate provision of professional development opportunities for teachers, resulting in a gap between their skills and the evolving demands of English language teaching. Lastly, the study recognized that many students lacked the foundational language proficiency necessary to effectively learn English, thereby presenting a considerable challenge to both students and teachers. Based on the findings, this study recommends various strategies for improving English language teaching in AKTU colleges. First and foremost, it is essential to adopt a more communicative approach to language teaching, enabling students to actively engage in practical activities such as role-plays, group discussions, and debates. This shift will facilitate the development of students' language skills in a meaningful and interactive manner. Furthermore, the English syllabi should be revised to provide more opportunities for students to practice their language skills in diverse contexts, encompassing speaking, listening, reading, and writing. Incorporating authentic materials, including audio and video resources, will expose students to real-life language usage and foster their language acquisition. To address the issue of motivation, it is crucial to design English syllabi that emphasize the practical relevance of English to students' future careers, highlighting its importance and applicability in professional domains. Finally, AKTU colleges should prioritize the provision of professional development opportunities for English language teachers, enabling them to enhance their teaching skills and remain up-to-date with the latest methodologies and practices in language education.