English Practice Research Articles

Effective Strategies and Teaching Methods for Developing Practical English Skills

Effective Strategies and Teaching Methods for Developing Practical English Skills

“It’s normal. That’s just my life”

Abstract This study explores Tatar-Russian bilinguals’ dynamic translanguaging and tranßcripting practices in Tatar, Russian, English, and Arabic. Based on interviews with six Tatar-Russian bilinguals as well as their written social media postings and audio recordings of voice messages over six months, the study illustrates the participants’ linguistic practices and their perceptions of bilingualism and relevant practices. The results demonstrate that the bilinguals engaged in various forms of translanguaging practices and regarded them as their everyday practices, emphasizing their ordinariness for bilingual interaction. The results also show that they expanded and reinvented their translanguaging into creative and playful tranßcripting practices in social media, regardless of their divergent attitudes towards each of the languages. The bilinguals projected their identity as cool multilingual youth through the tranßcripting practices that cross the linguistic boundaries between Russian (dominant state language), Tatar (dominant local), Arabic (religious), and English (peripheral global). By examining complex and dynamic relationships between multiple languages in an underrepresented region, this study highlights how translanguaging and tranßcripting practices reflect multilinguals’ everyday practices and their dynamic identity that go beyond the boundaries of the local languages and cultures.

Using social media platform X to enhance student medical English learning: an attempt based on design-based research (DBR) in a medical English for specific purposes (ESP) course

This study aimed to (1) elaborate on microblogging-based instruction, which was built on social media platform X and designed based on the four phases of the design-based research (DBR) framework (Amiel and Reeves in J Educ Technol Soc 11(4):29–40, https://www.jstor.org/stable/jeductechsoci.11.4.29, 2008); (2) put microblogging-based instruction into practice in a medical English for Specific Purposes (ESP) course; (3) examine students’ perceptions of the pedagogical value of X platform usage on their learning experiences; and (4) investigate how well microblogging-based instruction enhances the students’ specialised-language performance. On the basis of the four phases of the DBR framework, a study was conducted with students studying a medical ESP course to identify the problems in the teaching practices used in ESP courses. To improve the identified problems, following the second phase, social media platform X was used to supplement ESP face-to-face instruction. Three tasks were designed for the students to do on X. These tasks were implemented and assessed on 19 EFL first-year premedical undergraduate students over 16 weeks at a university in the Kingdom of Saudi Arabia. Data collected from the students included a copy version of the ESP final test, a questionnaire, and semi- structured interviews. The results revealed that X-based instruction improved students’ ability to use medicine-specialised language, offered opportunities for students to become more familiar with medicine-specific terms, perceived ability in using writing and reading skills, collaborative learning, and generated thoughtful discussions outside the confines of the classroom. However, the students’ inadequate knowledge of the specialised subject, the stress of making X mandatory, and log- in overload remain key challenges against the effective appropriation of X use in an ESP context.

Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices

Applied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process.

The Current State and Future Trends of AI-assisted Higher Vocational English Education

As information technology evolves, particularly with advancements in artificial intelligence (AI), higher vocational English education is witnessing significant transformations. This paper explores the integration of AI in teaching methods and predicts future trends. AI applications, such as automated assessments and personalized learning paths, enhance teaching efficiency and personalize education. Technologies like natural language processing (NLP) evaluate students' language skills in real-time, providing instant, objective feedback which lightens educators' workloads and increases assessment precision. AI-driven tools, including language learning software like Duolingo and virtual teaching assistants, utilize voice recognition and machine learning to simulate interactive learning environments. These technologies adjust teaching content dynamically and help students practice English in realistic scenarios, thereby improving language proficiency and motivation. Future advancements in AI are expected to introduce more sophisticated algorithms for complex tasks like discourse analysis and cultural education, supported by evolving big data technologies. This will enable deeper, more precise learning analytics and content customization, further enhancing educational outcomes. The integration of AI not only enriches resources but also fosters educational model innovation, supporting vocational colleges in training globally competent professionals. As AI continues to develop, its role in shaping higher vocational English education will grow increasingly vital.

THE USE OF TRANSLANGUAGING IN PRAGMATICS CLASS AT STKIP PGRI SIDOARJO

Abstract This research focused on exploring the usefulness of translanguaging used by pragmatics lecturers in teaching and English learning in EFL classroom at STKIP PGRI Sidoarjo. The grand theory used in this research was translanguaging conception by Cen Williams (1980s). This type of research was qualitative approach using observation. The data of this research were fragmented statements taken from voice recordings and notes concluded by the researcher. The data source was supporting data in the form of visual documents taken from observations, interviews, and documents non-visual taken from the documentation. Data collection techniques in this study were observation, interviews, sound recording and documentation. The data analysis technique in this study was thematic analysis. Based on the analysis, there were 2 findings from the perspective translanguaging practice in English as a Foreign Language class. First, the research results reveal that using Mixed languages ​​keep EFL students motivated to learn languages English better and to be able to achieve their dreams. Second, the results of further research reveal that the use translanguaging makes it easier for lecturers to explain material to EFL students. Keywords: Translanguaging, EFL Learner, EFL Teacher, Pragmatics, Language Translation Practice

Unlocking success: strategic approaches to enhancing communicative competence in English learning

This article explores the multifaceted nature of communicative competence, discuss its key components, and examine strategies for developing and enhancing this vital skill based on the survey conducted among English language learners. Through a deeper understanding of communicative competence, learners can unlock the full potential of their language abilities and navigate the complexities of our interconnected world with confidence and proficiency. The analysis of an online survey among first-year students provides insights into gender distribution, English proficiency levels, communication skills, and cultural awareness. A significant gender disparity is evident, with females comprising 83% of participants. Regarding English proficiency, the majority perceive themselves as intermediate, with smaller proportions identifying as pre-intermediate, beginner, or advanced. While confidence in overall communication skills is high, specific challenges exist in grammar, speaking, and writing. Limited engagement in English conversations outside formal settings indicates a need for increased practice opportunities. Various strategies are employed to enhance English skills, including media consumption and interaction with native speakers. These findings underscore the importance of tailored support for learners at different proficiency levels, promoting increased engagement in English practice outside the classroom, and integrating cultural sensitivity training to enhance communication skills and intercultural competence.

영어교육 위기 상황에서의 융합 영어영문학의 역할

This study aims to offer how English language education based on English literary works (including children's literature) can respond more actively to the current crisis in which 'Korean-style' English language education is heading towards collapse. This study also aims to help English language instructors and scholars themselves understand the pedagogical, ethical, and political aspects of their teaching and research so that learning should be at the heart of all transformative actions against the crisis in the way that English language education can help EFL learners acquire a strong sense of agency, practice critical thinking, and respond to and initiate changes against the crisis. This study 1) critically reflects on the communicative approach that has long dominated our English language teaching and learning; 2) examines the hybridity and non-convergence of the various foreign language teaching and learning principles and methodologies introduced so far and attempts to develop new convergent English language teaching principles, directions, and methodologies with a humanistic approach as the centerpiece; and finally, 3) explores the necessity, importance, and methodology of shifting to content-competence- based English language teaching. It is hoped that these efforts can be integrated to overcome the gap between English language teaching practices and the world outside the classroom, thus helping overcome the current crisis in English language education from within and outside.

A Study on the Application of Virtual Reality Technology in Engish Language Education Relying on Immersive Learning Environments and Interactive Experience Design

This study delves into the application of virtual reality (VR) technology in the realm of English language education, with a focus on immersive learning environments and interactive experience design. The primary objective is to explore the efficacy of incorporating VR technology to enhance the English language learning experience for students. The research investigates the potential of immersive learning environments provided by VR technology and the impact of interactive experience design on language acquisition. The study aims to contribute valuable insights into how these technological advancements can revolutionize English language education, offering an engaging and effective approach to language learning. Through a thorough examination of the immersive and interactive aspects of VR technology, the research seeks to provide a foundation for the integration of these technologies into English language education practices, ultimately paving the way for more innovative and engaging language learning experiences.

Engaging Beyond Academia: Exploring Non-English Majors' Motivations for English Language Community Participation in Indonesia

This study explores the motivations and experiences of non-English major students participating in an English language community at Institut Syekh Abdul Halim Hasan Binjai, Indonesia, where English proficiency is viewed as a crucial tool for personal, educational, and professional advancement. The research, conducted through in-depth interviews with 18 volunteer participants from diverse academic fields such as Sharia Banking, Sharia Economics, Sharia Economic Law, Family Law, Islamic Education, and Early Childhood Islamic Education, reveals that the English community plays a pivotal role in fostering language development. It provides a supportive and immersive environment that facilitates English practice, boosts confidence, and enhances cultural engagement. Moreover, the findings highlight the significant impact of instructors in motivating students by creating a pressure-free atmosphere and encouraging continuous professional development. The study concludes that English language communities, complemented by tailored instructional strategies, are effective in enhancing English learning for non-English majors, empowering them to meet their varied goals and succeed in global settings.

Research on Project-based Learning in Practical English Education

Research on Project-based Learning in Practical English Education

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers

AbstractThis study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.

Exploring Student Agency in Narratives of English Literacy Events across School Subjects

In contemporary academia, English-language reading assignments are prevalent, even in contexts where English is not the primary medium of instruction nor the local language. This presents a challenge for students with English as a foreign language (EFL) who seek to pursue a university education in their home country. This study investigates the presence of English literacy events in Swedish upper secondary schools outside of English classes and explores their implications for university readiness and educational equity. Using survey data from 163 EFL students and qualitative content analysis, students’ written comments revealed a notable absence of English literacy events in non-English subjects, with limited exposure to written English texts and occasional use of multimodal English activities. The findings underscore disparities in students’ opportunities to engage with academic English literacy practices, primarily influenced by individual factors. This paper delves into the interplay between individual dimensions, and institutional and social practices, in shaping student agency in English academic literacy practices.

Review of Griffiths (2023): The Practice of English as a Medium of Instruction (EMI) Around the World

Review of Griffiths (2023): The Practice of English as a Medium of Instruction (EMI) Around the World

English Language Lab

At the first year of students in diploma, they have ENGLISH subject to study. The most commonly used medium to express oneself is language. First-year college students can face a variety of challenges when it comes to learning practical English. So we have developed this software for the students because of this they learn the English language in better way. We have converted all there manual practicals in online so they don’t need to do any written work. And it is easy to use so the faculty can teach directly using the software.

Language Lab Software

This research paper presents research paper presents a comprehensive analysis of Language Lab Software, discussing the challenges faced by students in the language learning process and proposing a solution-oriented approach to optimize traditional methods. Through a case study, various software options are evaluated, considering factors such as features, scalability, user-friendliness, and cost. The research aims to provide valuable insights and recommendations for students to enhance their language skills and knowledge. First-year diploma recipients are required to take an English course. Language is the most widely used medium for self-expression. Learning practical English can provide several problems for first-year college students. These are a few of the most typical ones: Confidence and Anxiety: Students may hesitate or remain silent out of fear of making mistakes or out of concern that their English skills will be evaluated. Insufficient self-assurance when speaking in front of others: For some people, English classes might act as a spotlight, which heightens their fear of public speaking. Language Skills: Since college-level English demands a wider vocabulary, having a limited vocabulary can make it difficult to communicate effectively. Grammar difficulties: Although pupils might understand grammar on a fundamental level, It can be difficult to use it in conversation effectively and naturally. Problems with pronunciation: Certain English sounds may not be recognizable to you, and accents can make it difficult to be understood. Learning Environment and Habits: It might be challenging to locate opportunities for extracurricular English practice, particularly if friends or classmates aren't comfortable speaking the language. Ineffective learning strategies: It's possible that students didn't have good practices for practicing grammar in real-world situations or for picking up new vocabulary. Lack of motivation: Students may find it difficult to muster the will to put in the work if they don't have a compelling purpose to get better in English

Developing mediation skills at the tertiary level of education

The article discusses the need to implement various aspects of mediation, a concept included in CEFR 2003 and updated in the form of new illustrative descriptors in the 2018 CEFR Companion Volume, into English Philology program with reference to students’ needs, the role of mediation in the process of both traditional and online communication. The bottom-up perspective on the selection of mediation descriptors adopted by the author in the project published in the CEFR Companion Volume, Examples from Practice (2022) inspired further changes in the English Studies program. The article presents a model of implementing the mediation-oriented strategies and activities into the syllabi of Practical English, specialization courses, seminars, etc. and discusses their advantages as well as challenges.

Afghan EFL Learners’ Perceptions towards Factors Causing Demotivation in Learning English and Strategies to Make Them Motivated

Demotivation is a significant concern for foreign and second language researchers, as it has a direct impact on the academic success of students at various educational levels, including primary, high school, and university. This study aimed to explore the demotivation factors that affect English language learning among EFL students at Jawzjan University, as well as to identify strategies for re-motivating these learners. The study employed a qualitative approach, and an open-ended interview question was conducted to collect data. The findings revealed several demotivating factors that have a negative influence on learners, including a lack of information about the dominance of the English language, insufficient support from teachers and family, economic challenges, an excessive focus on nonprofessional courses, the use of local languages in English classes, and a lack of opportunities to practice English outside the classroom. Based on the findings, the study suggests that English teachers should pay attention to their feedback, incorporate audiovisual materials into their teaching, and consider the students' interests and proficiency levels when selecting teaching materials.

Teachers’ perspectives on effective English language teaching practices at the elementary level: A phenomenological study

This study examined instructional practices and challenges English language teachers face in elementary schools. This study used a phenomenological approach and a mixed-method design. The data were collected through four tools: questionnaires, case studies, interviews, and observations in eight elementary schools in which eight educators and two hundred students participated from schools of three districts in central Punjab, Pakistan. This study aimed to explore the perspectives of teachers and students regarding the current pedagogical and instructional practices employed in English language classes. This study identified issues related to the lack of professional training and qualifications, overcrowded classrooms, cultural and social barriers, limited availability of the latest resources and technology, and a lack of parental cooperation. The findings suggested revisiting teachers’ professional development programs, focusing on innovative teaching methods, incorporating technology into language teaching classes and classroom materials development, and adaptation preparation. It further suggested that teachers with low levels of professional qualifications and training should consider focusing on specific approaches to meet the challenges they face in language classes instead of general teaching approaches.

The Influence of Family Education on Primary School Students’ English Speaking

English, as a globally prevalent language for communication, holds significance in various spheres of life. Language acquisition, contingent on the linguistic milieu, especially in the sociocultural context, is profoundly influenced by familial factors. Both domestic and international studies have underscored the considerable impact of family background on students' English language acquisition. This paper aims to delve into the influence of family background on English language acquisition, with a specific focus on three pivotal aspects: family circumstances, parental cultural competence, and the home environment. This examination aims to provide readers with a comprehensive insight into the pivotal role that family background plays in shaping linguistic proficiency. Research findings underscore that family circumstances, encompassing socioeconomic status and access to educational resources, exert a significant influence on English language acquisition. Furthermore, parental cultural competence, which encompasses their educational attainment and exposure to the English language and culture, assumes a crucial role in this process. In addition, the familial atmosphere, inclusive of parental involvement, encouragement, and support, significantly impacts children's motivation and attitude toward English language learning. To optimize language acquisition, it is imperative for families to acknowledge the importance of their background and actively engage in efficacious educational practices. Recommendations encompass creating an English-rich environment within the home, exposing children to diverse English learning resources, nurturing a positive disposition toward learning, and encouraging regular English practice and communication.