English Practice Research Articles

Factors Affecting the Mastery of English Language Skills Among University Students in Somalia: A Case at Benadir University

The purpose of the study was to investigate the factors influencing the mastery of English language abilities among university students in Hodan district, Somalia, with Benadir University serving as the case study. The study was fully qualitative, with respondents being first-year students engaging in the English proficiency program at Benadir University’s Centre for Languages. Using the saturation principle, the researchers selected a sample of 17 respondents to provide firsthand opinions based on their experiences as students in Somali educational institutions. Findings show that many students have low command of the English language despite efforts to teach them English due to factors emerging from their educational background, learning environment, culture, society, English policy, and teachers. However, the most frequently reported barrier is the influence of Somali, which trumps English not only in class but also in the community. As a result, students are taught English in Somali, and they lack opportunities to practice English because everyone around them speaks Somali. The language of instruction is also not streamlined, as lecturers continue to deliver lectures primarily in Somali, with the exception of a few cases, the majority of which are for international lectures who do not speak Somali. These factors undermine efforts to create equitable and inclusive learning opportunities for Somali students both nationally and internationally. Finally, the researchers recommend a policy review to streamline the language of instruction, monitoring, and regulation. Innovations, such as using Literature to improve English language abilities, should be implemented. Finally, there is a need to embrace teacher refresher workshops, substantial research, sensitization, and international benchmarking for best practices in managing English proficiency programs. These recommendations could create more inclusive and equitable learning environments for Somali students.

Malaysia’s Dual Language Programme: a quest for equilibrium between globalization and national identity

ABSTRACT While English Medium Instruction is seen as a bridge to the globalized world, its adverse effect on local or national identity has attracted scholarly attention. This tension is apparent in the history of Malaysia's language policy and planning between Bahasa Malaysia (the national language) and English. The introduction of English Medium Instruction as the Dual Language Programme shows that the tension remains prevalent. The insistence on English Medium Instruction raises the question of how the program is contextualized at the policy level. To address the question, this study employs grounded theory with an inductive approach and analyzes seven national educational policies and documents relevant to the Dual Language Programme. This study utilizes Bourdieu's concepts of social, cultural, economic, and linguistic capital as a theoretical framework. The analysis finds that ‘English’ in the Dual Language Programme is portrayed as producing forms of capital that potentially contribute to the nation's economic growth, and an individual's employability and marketability globally. Additionally, Bahasa Malaysia reflects social, linguistic, and cultural capital as a language that signifies the national identity. However, it also reveals that minority languages are assigned no capital in Malaysia. This study concludes with recommendations for future English Medium Instruction research and practices.

The Significance and Path of Developing Students’ Critical Thinking Ability in English Writing Teaching

In today’s society, with the rapid development of artificial intelligence, fostering students’ critical thinking is especially important for nurturing their innovative capabilities. The “National English Curriculum Standards for General High School (2017 edition, revised in 2020)” outlines that the core competencies in English education encompass four dimensions: linguistic competence, cultural awareness, quality of thinking, and learning ability. Among these, the quality of thinking is primarily reflected in the logic, criticality, and creativity of thought. Critical thinking not only enhances students’ language skills but also plays a crucial role in mental growth and the cultivation of independent thinking. It encourages students to go beyond the surface meaning of texts, delving into the analysis of the structure, argumentation, author’s intent, and implicit meanings of articles. Whether for further education, employment, or personal development, critical thinking is an indispensable skill. This paper emphasizes the importance of cultivating critical thinking within the context of adolescent life themes, providing a new perspective for high school English teaching practices. It holds significant importance for promoting the comprehensive development of students’ competencies in a globalized context.

Exploring the Efficacy of Scaffolded Learning in English Language Learning at the Secondary School Level

The educational landscape is evolving, with a shift towards innovative pedagogical strategies to improve student learning outcomes. This article explores the effectiveness of scaffolded learning in secondary school English language education as a means to enhance student engagement and learning experiences. By comparing scaffolded learning with traditional teaching methods, the study aims to evaluate its impact on English language skills, student motivation, attitudes towards learning, and long-term retention and application of language skills. Challenges faced by educators in implementing scaffolded learning, its influence on classroom dynamics, feedback mechanisms, inclusivity, and adaptability to diverse student needs and IQ levels will also be examined. The findings seek to contribute valuable insights to optimize English language teaching practices in secondary schools.

Advice for East Asian Countries’ English Teaching under the Perspective of Lexical Pragmatics— Taking Modern Family as examples

Though there were sufficient lexical analyses and Pragmatics analyses, researches based on Lexical pragmatics are not enough as it involves the combination of written meaning of text and extended meaning based on context in particular situations. Subsequently, more teaching methods are required for ESL in East Asian countries who aims at communication with native English speakers in cultures where English is the first language. This paper focused on the lexical pragmatics analysis of an episode of Modern Family, a popular American sitcom in which characters’ lines were used to create humor successfully. Aspects in lexical pragmatics including narrowing, broadening and figurative speeches such as metaphor and puns are used for research in this paper. In addition, teaching methods, such as adding English conversation practice and corresponding criteria were proposed for high level ESL in East Asian countries. This paper could help broaden creative mind for English teachers for second language learners to improve teaching quality.

SHAPING INTEGRITY, APPROACH, AND STANDARD LEARNING FOR ENGLISH LEARNERS IN JUNIOR HIGH SCHOOL- A PHENOMENOLOGICAL STUDY

This study aimed to explore how school administrators mediate language policy to shape the education of students designated as English Learners. This study somehow explores how school leaders in selected public high schools mediated language policy in an effort to improve learning outcomes for English Learners. Ten participants, who were school leaders in public junior high schools in Sulop, Davao del Sur, were the focus of my study. I selected these participants through random sampling. All of them were licensed administrators and teachers with at least two years of experience. They also had experience implementing the standard English learning policy in their schools. This qualitative study comprised the techniques employed in the qualitative phenomenological research process (Creswell, 2019). My methods were inductive in my personal experience of gathering and interpreting data. Shaping integrity, approach, and standard learning in English at the junior high school level, when viewed through the lens of institutional theory, had significant implications for both the structure of the educational system and the actions of its members. Institutional theory emphasized that schools operated not just as educational entities but as organizations deeply influenced by societal norms, rules, and policies. On the other hand, shaping integrity, approach, and standard learning in English at the junior high school level, based on structuration theory, had significant implications in understanding the dynamic relationship between structure and agency. According to structuration theory, educational practices in English were not solely determined by rigid institutional rules or policies but were instead the result of continuous interactions between the structures of the school system and the actions of individuals within that system. KEYWORDS- Shaping, Integrity, Approach, Standard Learning, English Policy

Community-based explorations and visual literacies: A key interplay to enhance writing skills in early high school students

This paper presents the outcomes and findings of a qualitative study aimed to describe the effects of combining visual literacies with Community-Based Pedagogies (CBP) to enhance writing skills in early high school learners. The data was gathered through community mapping reports, a needs analysis instrument, students’ artifacts, a focus group, and teacher's field notes. This action research revealed how students, through systematic and consistent work, were smoothly guided in the writing process with the help of visual elements that served as triggers or supporters to produce short texts in which their voices were relevant by exploring their context and portraying their realities. The triangulation of the different instruments within the grounded analysis (Saunders et al., 2012), indicated a rise in the students’ quantity and quality of the writing production in the foreign language and a learners' genuine interest in writing assuming an active role. Based on the available findings, they contribute significantly to nurturing English language teaching practices in public schools by boosting students’ writing skills through the cognizant use of information about the surrounding contexts combined with visual stimuli as a valuable source.

Global Englishes and TESOL: An Editorial Introduction to Innovating Research and Practice

AbstractThis editorial introduction to the special issue on Global Englishes and TESOL (Teaching English to speakers of other languages) explores the shifting landscape of English language teaching in response to English's role as a global lingua franca. The increasing diversification of English speakers and contexts challenges traditional TESOL practices, which have long centered on native speaker norms. This special issue includes 15 articles that critically examine the theoretical foundations of Global Englishes, the integration of these concepts into curricula, and the need for innovative research designs to support their implementation. These articles discuss how Global Englishes can address linguistic inequities, promote social justice, and reshape English language education by focusing on real‐world language use. The collection emphasizes the need for collaboration between researchers and practitioners to ensure that pedagogical approaches reflect the diverse linguistic realities of English learners today. Additionally, it highlights the barriers posed by standardized testing, textbook content, and entrenched native speaker ideologies. By advancing empirical research and showcasing diverse global perspectives, this special issue aims to push the boundaries of Global Englishes scholarship and inspire meaningful, practical innovations in TESOL.

Exploring the English language teaching in bilingual private primary schools in Benin: Case of Abomey-Calavi region

This study examines English language teaching practices in bilingual private primary schools in the Abomey-Calavi region of Benin. The aim is to identify the challenges teachers face in teaching English and to propose solutions to overcome them. A mixed-methods approach was used, combining three hundred (300) students’ survey data with ten (10) English teachers’ semi-structured interview data and classroom observation. Thematic analysis was used for qualitative data and descriptive statistics for the survey results. The results show several challenges: limited English exposure, bad teaching strategies and lack of resources. The study concludes that teacher training, resource availability and student engagement are key to effective English teaching in bilingual schools. The practical implication of this study is that policymakers and educators should focus on teacher development and better teaching materials to improve outcomes in a bilingual context.

Research on How Foreign Language Writing Anxiety Affects Chinese Ninth-Grade Students' English Practical Writing Quality

Writing anxiety is common in language learning and is an essential factor leading to successful study. Ninth-grade students are facing the challenges of the high school entrance exam and suffering from anxiety. This study intends to investigate how students in North China's ninth grade who are experiencing writing anxiety related to foreign languages affect the caliber of their English practical writing. In this study, questionnaires and essay topics were distributed to them. SPSS was used to evaluate and measure the experimental process and results. The results show that ninth-grade pupils' moderate degree of writing anxiety is mostly caused by exam pressure. Higher anxiety levels in students are typically associated with less accurate writing. Writing complexity and fluency show no significant relation to writing anxiety. Finally, this study provides insights for English educators, enabling them to focus on key teaching points. Moreover, it provides ideas for students to lessen their nervousness when writing and enhance their output.

Ideological tensions between the English language teaching system and cosmopolitan aspirations in the South Korean context: reflections from a group of bilingual Koreans

ABSTRACT Increasing cross-border interconnectedness continuously shapes perceptions and ideologies of the English language. This qualitative research explores the complex tensions between local ideologies and globalisation influences on English teaching practices in South Korea from the perspective of bilingual English-speaking Koreans. Findings highlight that English serves as crucial cultural capital, influencing social mobility, but the prevailing prestige ideology often leads to an instrumental approach to learning that may hinder effective communicative competence. There is a noticeable tension between the narrow focus on English for competitive advantage and the broader global perspectives of younger Koreans. Although the current English Language Teaching (ELT) system emphasises local competitiveness, students’ increasing exposure to transnational influences necessitates a shift in teaching strategies. To better reflect the realities of a multicultural society, this study suggests adapting ELT practices to focus more on identity negotiation and less on rigid linguistic structures, considering the diverse experiences within contemporary Korean society.

PERSPECTIVES OF EFL TEACHERS ON CONTENT KNOWLEDGE, TECHNOLOGICAL CONTENT KNOWLEDGE, AND PEDAGOGICAL CONTENT KNOWLEDGE

A qualitative study was conducted in a Vietnamese city to investigate the EFL teachers’ perspectives on CK, TCK, and PCK. Qualitative data revealed that integrating Technological Pedagogical Content Knowledge (TPACK) into English teaching practices is considered time-consuming, impeded by factors such as time constraints and students' cognitive abilities. This study also investigated the level of content integration among educators, specifically those using traditional teaching methods emphasising textbook information. The investigation revealed a deficiency in the effective integration of technological tools during teaching practicum despite using various technologies. This is due to the lengthy duration of the process and the difficulties faced by individuals with limited proficiency in keeping pace with technological advancements. Most teachers exhibited confidence in utilizing pedagogical skills to deliver content in English classrooms, employing various effective approaches, techniques, and methods. Recommendations for future research are put forward.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0705/a.php" alt="Hit counter" /></p>

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

A Study on the Relationship between Field Cognitive Style and English Reading Strategy Choice

In recent years, China has accelerated its internationalization process and made more and more achievements in cross-border exchanges and cooperation. Learning English is essential for the current generation of college students. English reading is an important means to acquire English language knowledge, understand external information, and improve English language practice skills. Since the 70s of the 20th centuries, many scholars at home and abroad have been conducting a lot of research on the correlation between reading strategies and cognitive styles, but most of them are descriptive analysis, and there are few empirical studies. In this study, 324 first-year students majoring in science and engineering of Beijing Institute of Petrochemical Technology were selected by random sampling method, and the questionnaires of mosaic pattern test (Chinese version) and reading strategies were conducted, and data processing was carried out by SPSS 26.0, and descriptive statistics, independent samples t-test and Pearson correlation analysis were performed. The results show that there are significant differences in the use of reading strategies among field-independent and field-dependent science and engineering freshmen. Among them, field-independent individuals are more inclined to choose metacognitive strategies, and field-dependent individuals are more inclined to choose social/emotional strategies. Teachers should give full consideration to the characteristics of students' cognitive styles in English teaching, scientifically adjust the design of activities, the selection of teaching materials and teaching methods, and provide diversified guidance to help students correctly understand themselves and improve their learning efficiency. Due to the limitation of time and sample size, there are still many shortcomings in this study, but to a certain extent, it reflects the current situation of science and engineering English learners in China, and provides empirical data support for teachers' "teaching" and students' "learning".

Strategy Transformation of Teachers as Facilitators in English Classrooms

This study delves into the process by which teachers shift from being controllers in traditional teaching settings to becoming facilitators, and offers a detailed examination of how this transformation plays a crucial role in enhancing the quality of English education. The paper highlights the challenges currently faced in English teaching practices and addresses them by outlining the key competencies that teachers, as facilitators, should possess. Moreover, it offers specific strategies to facilitate this transformation. The study aims to provide higher education institutions with a practical framework for teaching reform, helping them better align with the evolving demands of talent cultivation in the modern era.

Practice and Research on College English Teaching from an Interdisciplinary Perspective

With the deepening of globalization, English, as the main language of international communication, is no longer limited to the teaching of language knowledge, but pays more attention to the cultivation of comprehensive application ability from an interdisciplinary perspective. This paper aims to explore the practice and research of college English teaching from an interdisciplinary perspective. By analyzing the current status and shortcomings of college English teaching, combined with multidisciplinary perspectives such as philosophy, culture, and politics, this paper proposes strategies and methods to improve college English teaching. Through practical teaching and case analysis, this paper verifies the effectiveness of college English teaching from an interdisciplinary perspective and looks forward to its future development direction.

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study

Abstract This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

Analysis of an Output-Oriented Teaching Method in College English under the Second Language Acquisition Theory

In the context of economic globalization, English has become increasingly essential for students’ communication and professional activities, necessitating higher proficiency in speaking and listening. The theory of second language acquisition posits that college English teaching can purposefully guide students’ learning and facilitate unconscious language acquisition. By integrating an output-oriented teaching method, students are provided with opportunities to practice and apply English, thereby addressing the traditional issue of “separation of learning and use.” This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching. The goal is to develop students’ linguistic competence and improve their practical English skills.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.