Quality Of English Language Teaching Research Articles

Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students’ ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

In-service training for improving the quality of English language teaching in Zanzibar’s secondary schools

PurposeThe purpose of this study is to evaluate an in-service training (INSET) programme for improving the quality of English language teaching in Zanzibar’s secondary schools. Specifically, there were two objectives: i) to explore the teachers’ views on the zanzibar improvement students prospect (ZISP) training programme in improving the English language teaching techniques in secondary schools in Zanzibar and ii) to find out the organisational support provided to teachers when they are using the skills and knowledge acquired from the ZISP teaching programme.Design/methodology/approachThe study used a qualitative research approach, particularly the case-study design. It used interviews to collect qualitative data that was analysed thematically. Twelve English language teachers from seven secondary schools who had benefited from the ZISP teaching programme and five headmasters from five schools participated in the study as respondents.FindingsThe study found that the ZISP training programme equipped teachers with pedagogical skills useful for preparing lessons and materials, using technology in teaching and providing timely feedback to students. In terms of support, teachers receive materials and motivation from various organisations.Research limitations/implicationsThis study focused on ordinary teachers and headmasters. Nevertheless, other studies could use classroom observation, focus group discussion, document review or survey questionnaire to evaluate the impact of the programme and look at how the skills obtained are used in the teaching and learning of the English language. In addition, this study involved 12 participants who were teachers and headmasters, respectively. Other studies could include students, their families, employers and non-teaching staff. This would provide a holistic view of how the stakeholders perceive the INSET programme.Originality/valueThe study contributes to the body of knowledge regarding the benefits and organisational support teachers receive after participating in the INSET training programme in Zanzibar. Thus, teachers need regular exposure to INSET so that they improve the quality of their teaching.

English teachers’ views of EFL education in private educational institutions in Tunisia: A qualitative investigation

This research study focuses on the status of English language education in private educational institutions in Tunisia, an area that has received limited attention. Qualitative investigation, utilizing one-to-one interviews with English language teachers in private schools and universities, was conducted to understand the conditions of Teaching English as a Foreign Language (TEFL) in the private sector. Interviews were conducted online and transcribed for analysis. Findings indicate that the quality of English language teaching in private institutions surpasses that of state schools, with students benefiting from early exposure and ample practice opportunities. Teachers in private institutions have access to better resources due to stable financial situations, but they tend to be less experienced compared to their counterparts in public schools. Despite the study's limited scope, it provides valuable insights into Tunisian English teachers’ perceptions of working conditions and highlights their need for professional development and improvements in TEFL. The instrument used in the study has been validated and could serve as a basis for future research. This research, part of a larger PhD dissertation, contributes to understanding the differences between state and private language education and has pedagogical relevance for EFL education in similar contexts.

A Multiple Teaching Model for Chinese Culture Integration in English Translation Courses with Multiple Data Chain Networks

Abstract This study investigates how to integrate Chinese culture into English translation courses in a multidata chain network environment to develop a multifaceted teaching model, enhance students’ cross-cultural communication skills and cultural understanding, and improve the effectiveness of English teaching. Neural networks and regression models were used to extract and analyze the artistic elements, and the design and implementation of an English teaching model based on cultural integration were studied. The results show that through the “five lines of integration” teaching mode, the effective combination of culture, knowledge and literacy is realized. The comparative analysis before and after the teaching shows that the mean value of the students’ English scores is increased from 85.204 to 94.568, which indicates that the teaching mode effectively improves the students’ English proficiency. In addition, correlation and regression analyses further confirmed that cultural support, teacher support, course quality, academic performance, and student satisfaction significantly positively affected teaching effectiveness. This study proves the effectiveness of integrating Chinese culture into English language teaching and provides new perspectives and methods to improve the quality of English language teaching.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

The Implementation of Multimodal Approach to Teaching English Online in The Covid – 19

The advent of COVID-19 and the subsequent national lockdown has catapulted higher education institutions into emergency remote teaching. It is make the students must study from home. Multimodality is an emergent phenomenon that may influence how digital learning is designed. By the Multimodal the teacher and the students can study well, eventhough they are at home. Multimodal employed in highly interactive and immersive learning environments. In this research, the author investigates and analyzes the multimodal theory and proposes an effective way to teach English in higher education under the multimodal vision. This study aims to analyze the multimodal approach theory and proposes an effective way to teach English in higher education under the multimodal vision. The instrument used by the writer in this research is a questioner and interview. The interview was made after administering the questionnaires to verify the students’ responses. The questioner is sent by G-form. From the data and analysis that have been completed from the results of the questionnaire regarding the students’ interest in learning English. There are 47 respondents. The respondents or 93.7 % were attracted to learn English by Multimodal Approach. It means that the Multimodal Approach help to improve the quality of English language teaching in higher education institutions. The students can understand through a multimodal approach to teaching English Online in Higher Education during the covid-19. Keywords: Multimodal Approach, Online Learning, Teaching and Learning

The Use of Edtech Apps in English Language Learning: EFL Learners’ Perspectives

The emergence of Edtech apps has contributed to the quality of education in general and English language teaching and learning in specific. With the help of Edtech Apps, learners can experience the real world easily and be motivated in learning. Nevertheless, the proliferation of Edtech Apps varies from one context to another. This mixed methods study aims at exploring the utilisation of Edtech apps in English language learning (ELL) from the learners’ perspectives. A group of 122 English as a foreign language (EFL) students from a high school in Vietnam partook in answering the closed-ended questionnaire and fifteen of them taking part in the semi-structured interview. Two types of data, namely quantitative and qualitative data, were generated. The former was processed using the SPSS software, while the latter was analysed thematically. The findings unravelled that EFL students had positive attitudes towards the deployment of Edtech Apps in ELL, and they believed that Edtech Apps in ELL were useful, easy for use, and motivating. The study also highlights some pedagogical implications to leverage the quality 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.

Secondary School Teachers' Perceptions and Knowledge of Pragmatic Aspects in EFL Teaching in Tanzania

Studies have shown that language teaching has been overly concerned with grammar while disregarding the importance of pragmatics. Despite this, the reasons behind this instructional approach have not been adequately investigated. Thus, this study aimed to investigate the knowledge and perceptions of English as a Foreign Language (EFL) teachers in Kinondoni Municipality, Tanzania, regarding the integration of pragmatics teaching into the classroom. A questionnaire was shared through Google Form and completed by thirty-six English language teachers from 8 secondary schools. Results revealed that the majority of teachers have a positive attitude towards the integration of pragmatics teaching and felt confident in their ability to incorporate it into their teaching, yet they have limited knowledge of pragmatics. These findings have implications for the quality of English language teaching and learning in the schools. The study recommends that more focus be given to the integration of pragmatics in the EFL teachers' education, as well as providing regular in-service training to English language teachers in Tanzania.

EFL LEARNERS’ DEPLOYMENT OF DISCOURSE MARKERS IN IELTS ESSAYS: FROM BELIEFS TO PRACTICES

This paper aims at presenting the findings of a study examining the deployment of discourse markers (DMs) in IELTS essays by EFL learners in terms of beliefs and practices. The study involved a group of 60 EFL learners who were taking IELTS preparation courses at an English language center in Ho Chi Minh City, Vietnam. The research data were gained from questionnaires and 120 IELTS essays (Task 2) written by EFL learners. The questionnaire data were processed using the SPSS software, while the essay data were scrutinized by AntConc software. The findings showed that EFL learners strongly believed in the importance of DMs in writing, and they deployed DMs in their writing at a moderate frequency. Additionally, among six categories of DMs, EFL learners utilized elaborative markers more than other categories of DMs. This paper also presents some pedagogical implications in an attempt to improve the quality of English language teaching and learning in general and English writing teaching and learning in specific at the research context and other similar EFL ones.

Inadequate Grammatical Proficiency of B. Ed. English Majors: Claims and Confessions

Subjective critiques can often be heard about the quality of English language teaching and learning in higher education in Nepal — both as being deteriorated and upgraded. This study stemming from the major finding of a previous one — low grammatical proficiency of B. Ed. English majors studying at a community campus in Nepal — was an attempt, as a case study, to explore the reasons perceived by the English majors themselves and their teachers as the participants. Focus group discussions were conducted separately with the different groups of participants. Discussed thematically in this article, the major reasons for this as perceived by the participants were the decreased sense of responsibility and misconceptions about the essence of the practical examinations, inappropriate instructional techniques — specifically excessive lectures — and students’ poor English-base and absenteeism as a tendency. Likewise, some other reasons were students’ insufficient exposure to English, their hesitation to produce English and a lack of professional development opportunities for the teachers. Low grammatical competence of the students and less favorable learning environment were also identified as being attributable to the problem. Finally we suggest that some common efforts of the students, the teachers and the institution are required to improve the situation.

Constructing professional identities in new figured worlds: Foreign language teachers transitioning to English teaching in Vietnam

ABSTRACT Teachers stand at the face of educational change, and it is therefore important to understand the identity work that they do if reform is to be successful. This paper explores how two Vietnamese university language teachers renegotiated their professional identity in the context of dramatic changes to language provision in the tertiary-sector in Vietnam. These changes were brought about by higher education reforms and the national plan to improve the quality of English language teaching, commonly referred to as National Project 2020. The authors use the concept of Figured Worlds, and the related notions of figurative and positional identities, to analyse the narratives that permeated these teachers’ professional identities. Their storylines provide an illustrative case which highlights the complex forces that reshape teacher professional identities in times of externally imposed reform and professional transition. The findings of our study show that prior experience, language affiliation, emotional responses to change, professional orientations and actions, confidence, and self-esteem were key influential forces shaping the teachers’ identities. The findings have relevance for the broad field of teacher professional identity as well as for language education in Vietnam and other Southeast Asian countries.

English Language Proficiency in the Philippines: An Overview

The Philippines is considered one of the largest English-speaking nations in the world. In fact, English is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in English language proficiency can be observed among Filipinos based on the EF English Proficiency Index, Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning environment, teaching strategies, comprehensive input, learners’ socio-economic status, and learners' age. Several articles have been reviewed and examined for the authors to come up with the following conclusions: 1) Continuous practice and usage of the English language could help us further cement our economy; 2) there is still a huge room for improvement in terms of grammar which could also help alleviate learners’ anxiousness, and 3) we still need to strike a balance in polishing the English language education and nurturing our local and cultural languages. This review will help the teachers in planning and implementing English classes to improve students' English proficiency, the educational institutions that aim to uplift the quality of English language teaching, and curriculum developers in constructing innovative English proficiency learning materials.

Improving the Quality of English Language Teaching And Learning

This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being inline with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being in line with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand, but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.

Gamificación como estrategia innovadora en la enseñanza del Inglés

El objetivo del siguiente estudio es presentar de una forma práctica y simple las ventajas de la aplicación de la gamificacion para potenciar y mejorar la calidad de la enseñanza del idioma Inglés en la escuela “Emilio Abad” de la ciudad de Azogues, en donde se detecta poca participación y colaboración de los estudiantes en lo que respecta al aprendizaje de este idioma extranjero. De enfoque mixto con resultados cuantitativos y cualitativos. El 54.5% de estudiantes sostienen que no están motivados y, por lo tanto, no participan activamente en las clases de inglés. Cuando se aplica la Gamificación es necesario tener presente siete elementos claves que se enlazan simultáneamente formando eslabones, los cuales son necesarios para que todo el proceso sea efectivo y significativo: Objetivo, diseño, retos, niveles, normas, avatar y la recompensa para los estudiantes que logran cumplir los objetivos trazados.

Multimodal Approach to Teaching English in Higher Education

With the deepening of educational reform and the continuous development of the times, the traditional English teaching model has been difficult to meet the current society's demand for requirements of English talents. Therefore, from the perspective of multi-mode, colleges and universities should recognize the shortcomings of traditional English teaching mode, and actively innovate and reform English teaching through various effective ways, so as to cultivate talents that meet the needs of social development. The author investigates and analyzes the multimodal theory and proposes an effective way to teach English in higher education under the multimodal vision. It is hoped that it will help to improve the quality of English language teaching in higher education institutions.

The Implementation of Authentic Assessment in English Language Teaching

<p>This research aims to describe (1) teachers’ perceptions toward authentic assessment; (2) the implementation of authentic assessment; and (3) the effects of authentic assessment to the quality of English Language Teaching (ELT). The research method used in this study is qualitative research method, case study. The data were collected through in-depth interview with the teachers and the students, passive classroom observation, and document analysis toward syllabus, lesson plan, scoring rubric. The data were analyzed by using case study data analysis proposed by Yin (2002) consisting of examining, categorizing, tabulating, testing. The next step used in analysing the data was pattern matching. The findings of the research are: (1)teachers’ perception toward authentic assessment is assessment which can assess the students’ knowledge, skill, and attitude during the teaching and learning process; (2) the implementation of authentic assessment in English language teaching conducted in one of state senior high school in Surakarta includes types of authentic assessment, the steps of developing authentic assessment, documents used in implementing authentic assessment, teachers and students’ roles, teachers obstacles in implementing authentic assessment; (3) the implementation of authentic assessment affects to the quality of English language teaching. It can improve students’ motivation, interest, self-confidence, activeness, enthusiasm in learning English. The implementation of authentic assessment can also improve the students’ English ability and learning result.</p>

Evaluation on senior high school English textbooks

In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.

Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions

Abstract Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.

Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.