English Practice Research Articles

Requirements Needed for the Improvement of English Listening-Speaking Courses in Iraq

English language students and learners, of a non-native mother-tongue, and especially in Iraq, do not practice communicating in English sufficiently. Students of English language and literature in Iraqi educational systems interact very little in English. Also, this is a similar case found to be present in educational systems in Iraq, whether in schools or upper educational systems, such as colleges and universities. As an English language teacher in Iraq for many years, it has been found that English students are exposed very little to speaking practices in English. There is insufficient second/foreign language exposure to native English communication, whether through the lack of interaction with native speakers or the lack of exposure to native language communication through tapes and materials. It is the aim of this paper, to give certain suggestions, reached through experience and study of teaching/learning methods and advice, which should lead to better English language teaching/learning. Certain points have been suggested, which involve requirements and needs of better English language teaching/learning, specifically in Iraq. As an English teacher, specifically as a teacher of speaking and listening courses, and as an English language student, in and outside of Iraq, certain conclusions have been reached for better and more efficiency in English classrooms. Results include the need of a more appliance of the communicative approach and more emphasis on native language exposure and skills. Through experience also, it has been reached that English language students, in Iraq, in general, are incapable to communicate proficiently in English. Thus, a second aim is to show how this leads to a gap in English as a second/foreign language learning and teaching and, therefore, suggestions have been listed and discussed in order to help learners of English language reach better competence of English and improve their second/foreign language capabilities and skills, especially their speaking and listening skills.

THE AFFECTIVE FACTORS THAT INFLUENCE ORAL ENGLISH COMMUNICATION IN NON-MAJOR EFL CLASSROOMS

Affective factors have been shown to play a crucial role in second language acquisition. However, they seem to be overlooked by most English as a foreign language teachers during classroom practices. Teachers’ oral English is an essential input for EFL students because they are rarely able to use and practice English outside classrooms. Compared with majors, non-English major students can have lower levels of motivation, which may lead to their lack of interest during lessons. Hence, the enhancement of English teaching efficiency in non-major EFL classes seems to be harder. This qualitative study investigates how affective factors are perceived to influence oral English communication in EFL classes where English is taught as a non-major subject at two public colleges in Vietnam. Data were collected via individual interviews with lecturers and focus group interviews with students. Findings reveal that symmetrical relationship, strong sense of belonging, and deep concern and understanding are the three affective factors that support EFL learning. Among these factors, concern and understanding about students influence both lecturers’ pedagogical decisions and students’ learning motivation. Therefore, EFL teachers are suggested to nurture a strongly emotional classroom culture to lower students’ English anxiety and enhance their learning.

Home culture and its effects on English as a lingua franca communication: Voices from Chinese students at a United Kingdom university.

In academic research on intercultural communication (IC), students' perceptions and experiences regarding English as a lingua franca (ELF) have been central to the discussion because they form the basis for English teaching policies and practices in multilingual and multicultural environments. Substantial theoretical research on ELF has called for a paradigm shift from emphasizing the over-simplistic correlation between language and Anglophone cultures to recognizing the legitimacy of non-native English learners' home culture in English teaching pedagogy. Nonetheless, little empirical research has been conducted to examine how ELF speakers understand their home culture in ELF communications. Relatively fewer studies have investigated to what extent ELF users' perceptions of home culture influence their IC practices. To address these gaps, this study aims to explore Chinese international students in a liberal arts university in the United Kingdom and their understanding of Chinese culture in authentic ELF interactions. In addition, the perceived effects of Chinese culture on students' IC were explored in great depth. This study adopts a mixed-method approach, including a student questionnaire (N = 200) and follow-up semi-structured interviews (N = 10). Following descriptive statistics and thematic analysis of the obtained data, the findings revealed that most participants lacked a thorough understanding of their home culture, while they considered home culture playing a significant role in ELF communications. The contribution of this study builds on work in English users' awareness of home culture in IC to identify the significance of enabling the presence of English learners' home culture in English language teaching (ELT) classrooms.

The Effects of Online Production-Oriented Approach (POA) on Chinese Undergraduates’ English Speaking Competence Development During COVID-19 Pandemic Era

The Covid-19 pandemic has expedited Online Teaching and Learning (OTL) following a sudden closure of academic institutions. Although within the past years, POA was fully developed and expanded in various projects that yielded fruitful college English learning results (Matsuda, 2017), recently, in the learning and practice of Oral English by Chinese undergraduates, there are distinct drawbacks and issues affecting language learning. This paper attempts to apply POA to Chinese undergraduates' oral English classes based on OTL during the covid-19 pandemic, specifically focusing on whether POA can increase the effectiveness of oral English learning for undergraduates. Data analysis of both the pre and post-tests revealed significant improvement in the experimental class and minimal improvement in the controlled class. Students' pronunciation, vocabulary, and fluency improved in the experimental group. It is implied that the POA application was effective in enhancing Chinese undergraduates' speaking skills. Some suggestions are put forth to enhance the application of online POA during the covid-19 pandemic era.

Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL

Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.

Generation Z Students Characteristics and Attitude in a Chinese English Language Teaching Classroom

Recently, the notion of Generation Z has been received a wide attention in various academic studies. As the generation who were born and raised in the era of the Internet, digital tools, and social media, Generation Z tend to have different characteristics from the previous generations. In this respect, this paper focuses on providing a better view of Generation Z characteristics and their attitude towards English writing and classroom instructions in an English as foreign language classroom in Yunnan, China. Questionnaires and essay analysis were used to present the experimental Generation Z students opinions and their writing features. The results indicated the experimental Generation Z students have shown both the general characteristics (such as tech savy, multi-taskers) and the typical Chinese characteristics, and that these students had negative attitude to English writing and classroom instructions. As the current English language teaching seems ineffective in meeting the needs of Generation Z students in an L2 English language classroom, this paper concludes that it is urgent for language teachers to find effective methodology to enable the Generation Z students to achieve more in their English language learning practices.

Exploring inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE): Research protocol

There is growing evidence suggesting that inclusive practice, an approach to teaching that accepts diversity as framing the learning experience, transforming the educational system based on ideals of enacting social justice, is now part of the global educational agenda with institutions worldwide. Inclusion, however, still remains elusive, with conceptualizations proliferating across the literature and in practice where different people use the term in different ways and for varying purposes. The proposed study will employ qualitative and co-production methods to explore perspectives and attitudes towards inclusive teaching practices of EAP in HE and identify strategies through which such practices can be best promoted/implemented, the endpoint being to develop a framework/set of recommendations to be utilized as a guide to good practice.This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.

Characterising the burden of chronic kidney disease among people with type 2 diabetes in England: a cohort study using the Clinical Practice Research Datalink

ObjectivesTo describe prevalence of chronic kidney disease (CKD), demographic and clinical characteristics, treatment patterns and rates of cardiovascular and renal complications for patients with type 2 diabetes (T2D) treated in...

THE STUDENTS’ PERCEPTIONS ON THE USE OF MOBILE-ASSISTED LANGUAGE LEARNING THROUGH DUOLINGO IN IMPROVING VOCABULARY MASTERY AT THE TERTIARY LEVEL

The use of Duolingo as one of free online applications by students in learning English is essential. More studies on Duolingo app were conducted. However, in the context of university students of Indonesia in improving vocabulary mastery in the online learning setting, this current study was rare. This research was aimed to investigate the students’ perceptions on Mobile-Assisted Language Learning through Duolingo Apps to improve vocabulary mastery. The research used a mixed method. There were 95 undergraduate students from some private and public universities in Indonesia. Online questionnaire and semi-structure interview were conducted to collect the data. The finding revealed that Duolingo apps improved the students’ vocabulary mastery in their English learning. It is then recommended that Duolingo be used for EFL and non-EFL students in the university to increase their English proficiency, mainly in vocabulary mastery as it is simple, easy to use, and available to access. In addition, it provides interesting and informative features. Therefore, it implies that Duolingo promotes the students’ willingness and motivations to practice English better.

THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers. Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes.

Effects of participation in an online intercultural exchange on drivers of L2 learning motivation

While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei’s concept of the L2 motivational self system and Yashima’s theories on international posture about how their motivations for learning English had changed. The study suggests that extended interactions in a virtual exchange improve participants’ view of themselves as capable speakers, their motivation to become better speakers for their ideal future, and give them a broader perspective on their view of their place in the wider world. In contrast, motivations for learning English as a responsibility towards others were decreased.

English Pronunciation by Korean EFL Learners on Hilokal Language Educational Application

English is being learned for several purposes by people globally embody some different accents; therefore, this study analyse the English pronunciation by Korean learners on English learning application classes since Korea is still having lack of perfect English standard pronunciation with its identity of developed industry country. Consequently, this study aims to investigates Korean-English phenomenon on Hilokal application as most English learners there by comparing the differences between original English sounds and Korean using descriptive qualitative from the audio recordings has been collected. The result shows that all 7 Korean learners (age range of 20-35) still produce some different sounds from the standard English ones noted as International Phonetic Alphabet (IPA) because of the differences in the writing systems of the two languages and the alphabet of Korean itself. There are five places of articulations: labiodental, alveolar, post-alveolar, bilabial, and palatal seized from some processes such as replacement, addition, and omission in producing the word sounds. Furthermore, the dominant difference in sounds is in sound addition /ə/ or /ɪ/ with 27 items and 17 items from loan words. The implications of this study are fresh data focus on phonology analysis and can be useful in English teaching practice for foreign languages in order to have close resemblance English pronunciation to have more intelligibility with the standard patented.

Student-Teacher Strategies And Practices Toward Effective Classroom Management In Teaching And Learning English At Senior High School In Jambi City

The purpose o of this study is to describe how an English student- teacher Manages effective classes in teaching and learning English at Senior High School in Jambi City. This study is focused to find out the strategies of classes management an effective classroom especially Eglish subject in class XI IPS and to find out the ways the English student-teacher practices in teaching for the four skills such as; listening, reading, writing and speaking.This study was a descriptive qualitative research conducted in class XI IPS at Senior High School in Jambi City, which consisted of 34 students. The researcher held interviewer and observation were applied in data collection. The result showed that the student- teacher was able to know and applied the effective management in teaching and learning for the four skills in English such as, listening, reading, writing and speaking.it seem that student-teacher had applied the aspects of the effective classroom management in evert teaching English process in teaching listening, reading, writing and speaking skills well.

The role of home language environment and parental efforts in children’s English development in an EFL context

ABSTRACT Despite the unique status of English as a super-power among foreign languages in Korea, and researchers’ increasing interest in Korean parents’ zeal for achieving their children’s early bilingualism and willingness to invest heavily in private English education outside of school, insufficient attention has been paid to the role of parental involvement and English-friendly home environments in Korean children’s early bilingual education. Accordingly, this case study of one Korean family provides an in-depth exploration of how the home language environment, family language policy, and parental investment affected the children’s bilingual development as well as other aspects of family dynamics. The results show that such family capital as parents’ English language proficiency, ability to support and sustain English language practice at the home domain in an ELF context, and access to learning resources can support their consistent efforts to provide a rich linguistic environment with positive psychological support in the home domain. Pedagogical implications for Korean parents with high aspirations for their children’s bilingual development are discussed.

The Effectiveness of Edmodo as E-learning in English Learning Practice Discussion at Indonesia Senior High School

This research aimed to find out the effectiveness of the use of social networking media Edmodo on class discussions on practical learning of English; and the relationship between the use of social networking media Edmodo and students’ participation in class discussions on practical learning of English. The sample of this research was 32 students of class XI in the 2022/2023 academic year of Kebangsaan senior high school Medan, North Sumatra, Indonesia. This research was an experimental research type using a factorial design, where the test variable (x1) was the use of Edmodo social media, the control variable (x2) was without the use of Edmodo social media, the dependent variable (y1) consisted of students’ participation in class discussion in the first simulation on practical English teaching materials (y1), and the second simulation on practical English teaching materials (y2). The results of the MANOVA test proved that the effectiveness of using discussion forums using Edmodo to increase students' English learning participation. As a result, there were differences in students’ participation in class discussions in the first simulation on English practice teaching material (y1), and the second simulation on English practice teaching material (y2) with those who did not take part in discussions on the social networking media Edmodo (x2).

Shadow Education: A Case Study of Grade 10-12 Students’ Perspectives towards the Influencing Factors Affecting English Language Learning Competency

This study aimed to investigate the influencing factors affecting students’ English learning experiences of grade 10-12 students in the consecutive academic years of 1/2022 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 140 students who are studying Science-mathematics majors, Mathematics-English major, English-Chinese major, and English-Japanese major. The instrument used for data collection was the Google form questionnaire. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets. Case studiesAssistant immigration officer: JohnThe findings revealed that the majority of the students studied in grade 11 and attended the English Tutorial class outside school. The reasons for attending the tutorial class were 1) to prepare for the Thai University Center Admission System (TCAS), 2) to prepare for the specific test, such as TOEFL, IELTS, GED, TOEIC, OPI and OPIC, Cambridge Exams, TU-GET and CU-TEP, 3) to improve listening, speaking, reading, and writing skills and 4) to improve ability in vocabulary and grammar use. New vocabulary, English practice and feedback, advanced grammar structure, and speed reading should be strongly emphasized in further English courses.

L2 Investment and Techno‐Reflective Narrative Interviews

English medium instruction (EMI) can become pantomime in the context of higher education, and such non‐participation can be shaped and explained by learners' refusing to invest in the English learning practices while performing their learner/speaker/user identities. Taking a Bourdieusian stance on this issue, the study discusses techno‐reflective narrative interviews (TRNI) as a retrospective framing tool for investigating L2 learners' English investment by showcasing a tertiary TRNI exemplar and examining the extent to which TRNIs help to (1) investigate how students negotiate and perform multiple and constantly contradictory linguistic, cultural, and role identities; (2) provide a reflective account of students' critical genre and literacy awareness while finishing various tasks; and (3) empower the students by amplifying their voices and positioning and unfold their struggle with ideological notions of English ownership.

Reform and Innovation of College Practical English Talent Training Model

Reform and Innovation of College Practical English Talent Training Model

Study on the Design of Writing Activities for the Integrative Review of High School English Units Based on the “Large Unit” Mode

The “large unit, overall context and major task” teaching mode marks the transformation of English teaching. Under the new situation of cultural conflicts, integration and innovation, the establishment of English learning task groups with English core competence as the guideline and students’ English practice as the focus is an innovative teaching mode to meet the demands of the times, namely “influencing people through culture and cultivating people via learning”. Applying the teaching mode of “large unit, overall context and major task” to the writing teaching can enrich the text contents and imbue teaching with poetic charm. Taking “Cultural Relics: Topic Writing Based on Modular Review” in the reading section in Unit 1 of Oxford High School English Book 2 as an example, this paper introduces how the teacher presents the topic writing method through the examples in the textbook, which takes the textbook as the foundation, focuses on the contents of the whole unit, and transcends the text by secondary processing, and finally generates the materials required in teaching. This method aims to encourage students to learn from words to sentences and then to paragraphs by way of gradation and progress with tiered difficulty. Text processing based on profound understanding strengthens students’ impression and memory, displaying a new teaching perspective for the writing.

The design and evaluation of a digital learning-based English chatbot as an online self-learning method

A majority of government and international organisations have chosen English as their official language since it is the only language in the world with the status of a global language and a world language. One of the key components of learning a language is oral communication; however, students frequently overlook the value of oral communication, which reduces the effectiveness of language acquisition. To enhance the motivation and effectiveness of non-native English speakers to learn and practise English, this study aims to develop an interactive self-learning and self-improvement approach. A well-designed and chatbot-assisted learning environment is designed, using a variety of concepts such as informal learning, language learning, mobile learning, and educational mobile application, and evaluated.