English As A Second Language Teachers Research Articles

Pre-service ESL teachers and undocumented students in the United States

This article describes a teacher education course that attempts to raise pre-service English as a second language (ESL) teacher candidates’ awareness of undocumented students in US schools. Candidates completed a critical pre-reflection on the first day of class and a critical post-reflection on the last day of class. In the intervening period teacher candidates participated in guided reflective practice to help them process scholarly books, peer-reviewed articles, documentary film and first-person narratives regarding undocumented students and their families. The pre-data indicate most teacher candidates are unaware of undocumented students and the issues they face in school and society. The post-data suggest that encouraging teacher candidates to critically reflect on information regarding undocumented students has potential to make candidates more effective teachers of undocumented students.

English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students

ABSTRACT Understanding emergent bilingual (EB) students’ needs is important for school-based professionals supporting students’ academic and social-emotional development. English as a Second Language (ESL) teachers often have the most contact with EB students; however, research on interprofessional collaboration between school counselors (SCs) and ESL teachers is limited. The aim of this study was to increase the knowledge about how collaboration between SCs and ESL teachers can be understood and further developed based on the perspectives of ESL teachers. In total, twenty-eight ESL teachers participated in one of four focus groups sharing their perspectives on EB students’ challenges and strengths and their experiences collaborating with SCs. Through qualitative content analysis, three themes: ecological challenges, ecological supports, and interprofessional collaboration emerged across 12 categories. Examples of interprofessional collaboration with SCs such as designing curriculum lessons to support academic and social-emotional needs were shared. Implications and training recommendations for interprofessional collaboration are discussed.

ANALYZING TEACHING HABITS AND PRACTICES: SCHEMA THEORY IN ESL TEACHERS’ READING INSTRUCTION

<p>When reading, many researchers have theorized that readers construct information from a text by combining written information with their abstract knowledge structure called schema. Therefore, the reader’s knowledge is considered an important component in fully understanding a text’s meaning. Considering this, the paper sought to inquire about the everyday use of schema theory by teachers of English as a second language (ESL) in reading instruction. Specifically, this research study aimed to determine how reading teachers view schema theory, analyze their teaching practices based on ESL teachers’ responses to schema theory, and gather opinions and perceptions about the effects of applying schema theory in lesson preparation and delivery. The objectives were achieved through an appreciative inquiry-based questionnaire that was provided to participants chosen through convenience sampling. Afterward, the data were then analyzed through descriptive statistics and thematic analysis. The results showed that activities that promote independent realization schema are preferred among ESL teachers since they believed students learn in their own ways. The researcher also discovered that the participants had overall positive perceptions regarding activating schema in students, noting increased recollection and relation of ideas. Finally, the participants mentioned that they required more improvement to create and apply better techniques for better reading instruction. The researcher thus recommended enhancing teacher education, strengthening their conceptual knowledge about schemata, and giving them opportunities to immerse in diverse classrooms for a better understanding and application of schema theory to fully use schemata that play a major role in the development of their students.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0101/a.php" alt="Hit counter" /></p>

The Impact of Short Stories for English as A Second Language and Foreign Language Students: A Literature Review

Background: The importance of reading and comprehending short stories has been focused by many experts, particularly those who work in English as a second or foreign language (ESL) and (EFL). There has been a significant amount of investigation on how effectively employing brief narratives might aid ESL students' instruction. Aim: Many educators and researchers have been looking into more efficient approaches to assisting pupils in realizing their full academic potential as qualified readers. They support the idea that it would be beneficial to add literary works into language education, and they believe this would be beneficial. Suppose students of English as a second language (ESL) are taught literature in general and short stories in particular, effectively by ESL instructors. In that case, ESL and EFL students may get various benefits. Short tales, in particular, may be very beneficial. Method: Several databases have been utilized to search current research. Seventeen relevant papers were selected for evaluation on this topic. They were investigated extensively, and the results were conveyed normatively. Findings: This review paper summarizes the publications' most significant results and explains that short stories may be convincing to enhance vocabulary, self-motivated, and professionalism; this study's goal was to understand better how reading brief stories by students affected their comprehension processes. At the same time, they are correctly chosen and taught. The recommendation is obtained from the review, summarizing the most significant to applying ESL and EFL classes.

Mindfulness-based Classroom Intervention: Boon or bane to ESL Teachers in Malaysia?

Teachers as well as pupils may experience stress during the process of teaching and learning a second language in a classroom setting. Mindfulness-Based Interventions are an effective way to manage stress issues in language classrooms. This study aimed to explore the perception of selected English as a Second Language (ESL) teachers on implementing MBIs during their online lessons regarding their understanding of and challenges in its execution. The perceptions of Malaysian English language teachers of this intervention have not been adequately evaluated, despite being one of the most important stakeholders in academia. Seventeen English language instructors from two secondary schools in Perak were interviewed using a semi-structured format. The subjects were chosen using a convenient sampling method. The goal was to determine what the teachers thought about the intervention in general. In addition, their readiness and acceptance of the method are also investigated. The interview was also conducted to elicit their thoughts on the potential inhibitors and facilitators to the introduction of MBIs in their lessons. The findings indicate that the idea of mindfulness is still new to the teachers since they do not understand it collectively. The challenges associated with executing the plan are also emphasized, along with recommendations for mitigating them. Despite possible obstacles, the teachers exhibit a generally positive attitude and a strong desire to implement Mindfulness-based Interventions in their classrooms.

ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya

Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers. Keywords: educational technologies, online learning technologies, Technology Acceptance Model (TAM), English as a Second Language (ESL), non-formal education

The Use of Educational Apps as Didactic Tools in Teaching English as a Second Language

This research paper aims to investigate the effectiveness of educational apps as didactic tools in teaching English as a second language (ESL) and their impact on student learning outcomes. Educational apps are interactive and engaging tools that can be used to support language learning outside the classroom. This study will examine how educational apps can be used to enhance student engagement and promote language learning. The research will be conducted through a mixed-methods approach, including a literature review and a quasi-experimental study. The literature review will synthesize previous studies on the use of educational apps in ESL instruction and their impact on student learning outcomes. The quasi-experimental study will involve comparing the learning outcomes of students who use educational apps with those who receive traditional classroom instruction. The study aims to provide insights into how educational apps can be effectively integrated into ESL instruction to enhance student learning outcomes. The research findings will contribute to the existing body of knowledge on educational apps and ESL instruction and provide recommendations for teachers to effectively use educational apps as a didactic tool to enhance student learning outcomes.

Situated Learning Theory: The Application of Grammatical Structure (Gerunds and Infinitives) in Developing EFL Students’ Cover Letters

Focusing on integrating teaching and learning grammatical structures in real actions and practices has been critical and one of the cornerstones in the Teaching English as a Second Language (TESOL) domain. This paper emphasizes exposing EFL learners to actual tasks and opportunities they can benefit from in their future careers, along with understanding the meanings and functions of gerunds and infinitives. The situated learning theory was used to frame the current study on EFL students taking the grammar 1 course. The number of students was 60, but the study sample was seven students, which selected randomly. Students were guided to use gerunds and infinitives to develop a cover letter for one of the agencies they selected rather than apply those rules to artificial tasks. The sampled data of the qualitative research was used to analyze students’ cover letters by investigating two main concepts. First, their use of gerunds and infinitives; second, the elements of writing professional cover letters. The findings showed students’ accurate usage of gerunds and infinitives in different phrases, such as opening, closing, and body paragraphs, to present their educational background and experiences. Thus, the findings showed that the cover letters that have been written by the participants were not the best, but they achieved the general guidelines of creating cover letters and applied the targeted rules. EFL teachers are recommended to enhance their students with variety of authentic tasks that integrate the use of grammatical structures and the practice of using these structurers in real tasks.

Social Media in ESL Classroom: Teachers’ Preference and Challenges

The advancement of technology has brought us convenience to keep up with the world. With a click of the gadgets, it bridges us with people and recent happenings in the society. Social media platforms have been one of the most popular software-based digital technologies that are widely utilized, including educators who teach skills and deliver knowledge in the classroom. Numerous research had been conducted to provide insights and professional practices to the educators. However, a few has been done in Malaysia semi-urban primary ESL (English as a Second Language) classroom context. Thus, this research was intended to explore the use of social media platforms in primary ESL classroom. An online survey questionnaire which presented in Google Form had been distributed to 300 primary ESL teachers in Terengganu, Malaysia to know their most preferred social media platform and challenges faced in ESL classroom. The result showed that YouTube is the most preferred social media platform in ESL teaching. It also portrayed that the most challenging issue was time constraint. It is recommended to conduct a detailed research to understand the real-world situation by having in-depth interviews with the ESL teachers to discover their ESL teaching experience in using social media platforms.

Primary Teachers’ Perspectives on Using Artificial Intelligence Technology in English as a Second Language Teaching and Learning: A Systematic Review

Artificial Intelligence in Education (AIEd) is an emerging education field. This paper explicitly investigates the use of AI technology in language learning specifically in English as a Second Language (ESL). As a robust cloud-computing solution, AI-powered technology can be used to aid teaching and learning processes and improve language learning. While students' perspectives on AI-related research are prevalent, teachers' perspectives are not extensively discussed. In addition, studies on the effects of AI technology in ESL primary education, are understudied. Using two databases, namely Google Scholar and the Educational Resources Information Centre (ERIC), 12 articles related to the use of AI technology in ESL teaching and learning in primary schools were extracted out of 672, from 2019 to 2022 by using the PRISMA review methodology. Teachers’ perspectives were discussed based on the effectiveness, convenience, motivation and challenges. It is found that teachers perceived the integration of AI technology positively due to its dynamic characteristics and effectiveness despite facing various challenges resulting in disadvantages associated with its use. This paper explores AI technology's impact on ESL primary education from the perspective of teachers as curriculum stakeholders. Future research should delve further into the challenges that impede the use of AI technology in ESL primary education. This is essential for sustaining the momentum of AI-powered education.

Empowering and Fostering the ESL Teachers of a Private English Language Institute in the Philippines

Employee empowerment is essential for any organization or company. For any organization to flourish and be at par with others, leaders or managers must strive harder to encourage and motivate and empower employees or faculty. Empowerment is the main target for success; each member of an organization or company can produce great materials, resources, and learning tools, clear vision and mission, goals, and objectives. Empowerment is a process that continues. Bandura’s Social Cognitive theory and self-determination theory contribute to employee or faculty empowerment and aid in determining the choice of task and fostering positive attitudes. The faculty will feel free and possess the competence to resolve problems and contribute their ideas to the success of an organization. This study aimed to determine how administrators foster and empower teachers at an English language institute. This study used a qualitative research design (case study) approach. Interviews, observations, document analysis, and other documents that may be required for the research design were used. The participants were English as a Second Language (ESL) teachers from a selected private English Language Institute in the Philippines. This study will benefit the leaders and faculty of an educational institution. Employee empowerment is essential for any organization or company. For any organization to flourish and be at par with others, leaders or managers must strive harder to encourage and motivate and empower employees or faculty. Empowerment is the main target for success; each member of an organization or company can produce great materials, resources, and learning tools, clear vision and mission, goals, and objectives. Empowerment is a process that continues. Bandura’s Social Cognitive theory and self-determination theory contribute to employee or faculty empowerment and aid in determining the choice of task and fostering positive attitudes. The faculty will feel free and possess the competence to resolve problems and contribute their ideas to the success of an organization. This study aimed to determine how administrators foster and empower teachers at an English language institute. This study used a qualitative research design (case study) approach. Interviews, observations, document analysis, and other documents that may be required for the research design were used. The participants were English as a Second Language (ESL) teachers from a selected private English Language Institute in the Philippines. This study will benefit the leaders and faculty of an educational institution.

Challenges faced by ESL in-service teachers enrolled in a teacher education programme via open distance learning in Malaysia

PurposeThe purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide.Design/methodology/approachA qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL.FindingsThe research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers: (1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature.Practical implicationsFindings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions.Originality/valueThis study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes.

ESL Teachers’ Views on the Implementation of CEFR in Reading Skill

One of the most essential elements of learning English is the ability to read fluently. Mastering reading skills among ESL (English as a Second Language) learners is important in this global environment as it helps to widen their vocabulary acquisition and gradually helps them to enhance their other language skills. Although there is a large volume of published studies describing the implementation of CEFR (Common European Framework of Reference) in the English education system, these studies have not dealt with the implementation of CEFR specifically in reading skill. Thus, this study aims to find out more about ESL teachers’ views on the implementation of CEFR in reading skill. Besides that, the findings of the study will be able to identify the current arising issues or challenges in the teaching of reading skill. Data for this study was gathered through an online survey which was participated by 42 primary ESL teachers from Negeri Sembilan. The findings revealed that primary ESL teachers have mixed views on the implementation of CEFR in reading skill in terms of applicability. Although, the findings suggest that CEFR improves ESL learners’ reading skills, the results revealed that there is a need to adapt and modify CEFR related reading texts to fit in the Malaysian context with a local touch. Thus, the findings of this study provide useful information for other researchers who are interested in analysing the need of adapting the CEFR textbooks and reading texts to be in line with the Malaysian context.

ESL Teacher’s Professional Identity in English Language Teaching

The current paper is a small-scale study on the core elements of professional identity (PI) issues among English as a second language (ESL) teachers. The study highlights the significance of professional identity, and the compromise and transformation ESL teachers undergo during their careers. Qualitative exploratory research methodology is applied in the investigation involving five ESL teachers. Semi-structured face-to-face interviews were conducted to explore the potential factors that have impacted English teachers’ professional identity. The study revealed the impact of top-down policy implementation, the significance of professionalism, unstructured overseas educational setup, and workplace challenges on the professional identity of English teachers. The findings of the study highlighted several key areas that had a positive as well as a negative impact on the PI of ESL teachers. ESL teachers’ adherence to their individuality and teaching philosophy in spite of facing different challenges, time and teaching experience of ESL teachers, culturally diverse working environment, and teachers’ evaluation system emerged as positive factors in PI development. However, the study also drew special attention to ESL teachers’ PI primarily getting affected by the imposition of a central policy system on ESL teachers, ignoring ESL teachers’ voices without taking their feedback into consideration, lack of awareness to foster positive professional relationships among peers and working in the overseas broken educational system. The study concluded that ESL teachers need their independent professional space to utilize their teaching capabilities and share their experiences to have an influential professional identity. However, due to the small number of participants a larger study would be better in unfolding in detail the causes behind the professional identity crises of ESL teachers.

An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia

Learning style is one way to find out a person's most comfortable way in the learning process being carried out. In the learning process takes place, students have their learning style preferences. Learning styles have four preference models, namely VARK; visual, aural, read/write, and kinesthetic. The VARK can help students' learning style preferences in maximizing their learning style. Thus, the gap in this research is the investigation of learning styles in the English as a Second Language (ESL) context. The purposes of this study were to find out; (1) the learning styles employed by students and (2) the dominant learning style employed by the students in Sekolah Indonesia Kuala Lumpur, Malaysia in learning English. This research used a descriptive quantitative research method that deals with the types of learning styles by VARK Neil Fleming. The total participants of the research were 28 students. The findings showed that (1) it was found that in the ESL context, students prefer to use two learning style preferences, namely; unimodal and bimodal, and (2) students predominantly used the kinesthetic learning style. The current findings implied that ESL teachers should provide English learning activities which is able to trigger students to engage directly in the process of teaching and learning in the classroom so that they can use their learning style maximally. Furthermore, the teaching process should emphasize on students—centered learning in order that students will be easier in reaching the objectives of Learning English in ESL context.

FACILITATING THE CONSTRUCTION OF KNOWLEDGE COLLECTIVELY THROUGH DIALOGIC DISCOURSE: TEACHERS’ PERSPECTIVES AND PRACTICES IN ENGLISH LANGUAGE TEACHING

Dialogic discourse is said to aid the social and cognitive aspects of language learning and acquisition and students’ success in second language learning is therefore largely dependent on the interactional opportunities available. Recognising the potential impact of dialogic discourse in enhancing second language acquisition amongst Malaysian students, the Malaysian Ministry of Education (MOE) provided a large-scale training on dialogic discourse to a group of lower secondary English language teachers. This study explores the perceptions of English as a second language (ESL) teachers on the role of dialogic discourse in affording students’ opportunities for the construction of knowledge and investigates their practices in affording students with the opportunities to construct knowledge collectively through the discourse structure. To understand the role of dialogic discourse in affording students to construct knowledge collectively, five ESL teachers’ dialogic discourse strategies were examined. A qualitative approach was employed, which comprised semi-structured interviews and classroom observations for the data collection. Two of the teachers’ lessons were also examined to illustrate how dialogic discourse created opportunities for the construction of knowledge collectively which supported ESL learning through close discourse analysis of the lesson transcripts. The findings have shown that ESL teachers’ use of dialogic discourse strategies facilitates the construction of knowledge collectively among the students.This study expands our current understanding of how ESL learning occurs through classroom discourse.

Factors Causing ESL Students' Demotivation to Learn English

Despite the importance of English language proficiency in Pakistan, many learners struggle to develop a positive attitude towards English language learning. Thereby, this qualitative research study aims to analyze the factors causing ESL (English as a Second Language) college students' demotivation to learn English. The researcher conducted semi-structured interviews with sixteen students from different colleges in Karachi. The study found that difficult course content, non- interactive teaching styles, using English as the medium of instruction, and teachers' attitudes were the major sources of demotivation among the participants. This study emphasizes the importance of motivation in English language learning among ESL students. These findings have implications for ESL teachers in designing effective interactive language instructions that can help students improve their motivation to learn English.

When literacy ate language: An analysis of a research‐based literacy intervention for designated English Learners

AbstractScripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade‐level reading comprehension. Most literacy programs lack an explicit focus on oral language, vocabulary in use, and immersive writing, needed areas to improve reading comprehension and English proficiency among designated ELs. Literacy interventions often work in tandem with English as a second language (ESL) instructional delivery or as a substitute and are staffed with personnel trained in reading interventions, but do not necessarily involve the principles of English language development or multilingualism. In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists. Findings demonstrate that reading teachers following the literacy intervention protocol fostered oral language and vocabulary, yet the emphasis was on reading, with very little time focused on writing. Implications point to the need for reading programs to conceptualize their teaching within a framework of English language development and multilingualism, instead of defaulting to reading interventions alone. A mapping in collaboration with general education, ESL, and reading teachers is needed to foster congruence across literacy and language learning. The authors call upon stakeholders implementing literacy programs to conceptualize multilingual language and literacy resources that encompass oral language, vocabulary, and immersive writing.

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era.

This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited via convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed via descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.

Global education movement: English as a second language teachers' perceptions of integrating volatility, uncertainty, complexity, and ambiguity elements in lessons.

Education evolves and progresses globally in a technology-driven world, highlighting the integration of VUCA elements of volatility, uncertainty, complexity, and ambiguity in lessons. Learners are molded to equip themselves with the world and real-life knowledge in their readiness to adapt to the VUCA world. Global education consists of preparing learners for the VUCA world. This study aimed to investigate the current English as a Second Language (ESL) teaching practices and the ESL teachers' incorporation of VUCA elements in ESL lessons. This study was conducted quantitatively using a survey questionnaire. This study was administered to 30 ESL teachers from different secondary schools in a district in Malacca. The results from the questionnaire revealed that the ESL participants had positive perceptions toward the adaptation of VUCA in the current ESL lessons. Most of the ESL teachers agreed that they adapted VUCA elements into the activities during lessons, although some showed uncertainty about their knowledge and understanding of VUCA. From the high agreement levels in the findings, it can be concluded that the ESL teachers agreed that VUCA elements through problem-based, digital-based, collaborative, and challenging activities in English lessons are beneficial to assist students' meaningful and autonomous learning. Based on these findings, implications were made for enhancing ESL teachers' knowledge, understanding, and skills in adapting VUCA in lessons in response to global education demand.