Teaching English Research Articles

AN ANALYSIS OF TEACHING AND LEARNING ENGLISH SECOND LANGUAGE (CASE STUDY ON NONFORMAL EDUCATION INSTITUTION)

This research aims to analyze the English language learning process at nonformal education namely Kumon Citraland Puri Serang. The objectives of this research are 1) to examine how the strategy used by Kumon citraland on teaching English. 2) to investigate what is the media used by Kumon Citraland Puri Serang to teach English. 3) to analyze the material used by Kumon Citraland Puri Serang on teaching English. 4) to analyze how to evaluate students. This study is descriptive qualitative research that used interviews, observation and documentation to collect data. Based on the research results, it shows that Kumon Citraland Puri Serang has its own learning strategy which is different from other courses, where Kumon Citraland uses a placement test to determine the starting point/basic level that will be taught according to the student's abilities. Kumon Citraland Serang also uses several learning media including audio and CD players, text books, practice sheets, the My Kumon application, and Kumon Konek. The material taught at Kumon is very diverse, starting from the lowest level, namely level 7A, to the highest level, namely level O. Each student will move up a level when they have completed the material at one level, namely 200 practice sheets. As evaluation material, Kumon Citralan Puri also provides several summary questions from each level to find out how far students understand the material that has been taught. These questions consist of listening, writing, reading comprehension and speaking skills.

Positive Influences of Integrating Information Communication Technology in Teaching English at a Technical and Vocational Training College

The paper investigated the positive influence of integrating Information Communication Technology (ICT) in teaching English to National Certificate NC (V) students at a Technical and Vocational Education and Training (TVET) college. A qualitative research approach was used in this research to explore and determine ways in which ICT can be used in teaching English. The research’s participants were fifteen NC (V) lecturers offering English. Semi-structured interviews and focus group interviews were conducted with Heads of Departments (HODs), Senior Education Specialists (SES), Education Specialists (ES), and NC(V) English lecturers. This paper found that there are barriers when it comes to integrating ICT in teaching English, and these were teacher-level barriers, student-level barriers, and school-level barriers. It is hoped that this research will contribute towards strategic ways that will ensure that ICT is integrated in teaching English at Nkangala TVET College, as this will improve students’ class attendance and enhance teaching and learning.

Potentiality of Mother Tongue Instruction and Multilingual Education Approach to Teaching English at Primary Level

The objectives of this study were to explore the participants’ lived experiences on medium of instruction while teaching English in the classrooms and to explore the participants’ lived experiences on Mother Tongue Based Multilingual Education approach to teaching English at primary level. Phenomenological research design was employed to complete this study. A set of questionnaires, interviews and discussion were the major research tools and three primary level English teachers were the sample population of this study. Phenomenological interviews and a set of questionnaires were used to collect the data. The collected data were transcribed, translated, coded and interpreted and analyzed thematically. The result of this study shows that a suitable medium of instruction is the most important factor and MTB-MLE approach is an effective approach to teach English language for the children of ethnic group people at pre-primary level. This study has implications for social change as teachers who engage in collaboration with colleagues and reflective practice will positively affect student achievement. Students may be taught by teachers who have the knowledge, skills, and attitude required for a successful implementation of a multilingual approach.

Motivational and Practical Frameworks for Teaching English to Weak Learners: An Empirical Study

Teaching English to weak learners poses significant challenges, as traditional methods often fail to engage and motivate these students. This study explores the effectiveness of integrating motivational and practical teaching frameworks to enhance language acquisition and confidence among struggling learners. Using a mixed-methods approach, the research involved 150 high school students, with pre- and post-tests measuring proficiency in reading, writing, listening, and speaking. The intervention combined goal-setting, positive reinforcement, and real-world contextual learning, resulting in substantial improvements, particularly in speaking and listening skills. Qualitative feedback from students and teachers emphasized increased engagement and self-assurance, validating the impact of these strategies. The findings suggest that implementing such frameworks can significantly transform language education for weak learners, offering valuable insights for educators seeking more effective teaching approaches.

Workshop On Teaching English Using The Communicative Approach For Teachers At The Elementary, Junior High, And High School Levels In Kiara Pandak Village

Workshop On Teaching English Using The Communicative Approach For Teachers At The Elementary, Junior High, And High School Levels In Kiara Pandak Village

Integration of Curriculum Ideological and Political Education into Teaching English Reading in China

Integration of Curriculum Ideological and Political Education into Teaching English Reading in China

Essential Skills in Teaching English to Children: A Comprehensive Overview and Research-Based Analysis

Teaching English to children presents unique challenges and requires a specific set of skills distinct from teaching adults. Children acquire language naturally through real-world interaction, play, and sensory experiences. This article examines the essential skills that teachers need to effectively teach English to young learners and optimize their language acquisition. It also incorporates findings from existing research to highlight the effectiveness of various teaching methodologies, stressing the role of motivation, interaction, classroom management, and technology in fostering successful English learning experiences for children.

The determinants of data use practice for instructional practice in higher education

PurposeAn evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems, collecting and transforming various types of data into instructional decisions, and implementing informed actions to improve instruction and student learning. Since teachers are the main actors in instructional practices, this article reports on a study aimed at predicting the influence of various teachers’ characteristics on the degree of data use practices for instructional purposes.Design/methodology/approachIn this study, we conducted a survey in a developing country to gather primary data. The collected data were analysed using a supervised machine learning approach, focussing on decision tree analysis, to determine the influential factors.FindingsOur investigation identifies pedagogical knowledge, data literacy, content knowledge, knowledge of English for teaching and attitudes towards data as crucial determinants in predicting the intensity of such data use practices. Notably, pedagogical knowledge emerges as the most potent predictor, emphasising its pivotal role in shaping teachers’ frequency of instructional data use practices. Surprisingly, English proficiency does not exhibit a significant influence in this predictive model.Research limitations/implicationsThe findings may not be generalisable to a wider context since this study relied on a relatively small teacher self-reported sample collected through surveys, and, as this study used perception data, this may or may not reflect teachers’ actual knowledge and skills.Practical implicationsBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional improvement, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. Ultimately, it provides a foundation for targeted interventions and strategies aimed at fostering a culture of evidence-based practices to improve instruction and consequently student learning outcomes within educational settings.Social implicationsThis insight holds significant implications for policymakers, educational practitioners and providers of professional development programmes seeking to facilitate effective data use practices for instructional improvement.Originality/valueBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional purposes, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. This study represents an empirical examination of such factors by employing a quantitative approach: a flexible decision tree analysis. This contributes to a growing body of research on factors related to teacher characteristics and much of the research in the field of data use has been done using a qualitative approach.

Investigating the Impact of Strategies Used in Contextualization and Structures Toward Teaching English Words for EFL University Students

The aim of the study was to find out the impact of strategies used in contextualization and structures toward teaching English words for Libyan EFL university students. The used a pretest and a posttest. The participants in this study were 65 students from a university in Sebha learning English as a foreign language (EFL) with their 2 English language teachers. The students were divided into two groups. The result showed that contextualization was effective for high performers (HPs) regarding contextual speaking and writing. Strategies used in structures effective for average performers (APs) and low performers (LPs). The average performers (APs) and low performers (LPs) taught by the structural strategies had better performance due to analyzing words morphologically, and the students’ participation and collaboration with each other.

Implementing Critical Pedagogy in EFL Classes: Pre-Service Teachers’ Experiences

The application of Critical Pedagogy (CP) based on strengthening and valuing the identity of each person to educate them in diversity and achieve social equity becomes key to helping learners identify themselves as agents of change to contribute to the creation of social solutions. The study reports the experiences of pre-service teachers of the Teaching English as a Foreign Language (TEFL) undergraduate program while implementing CP to teach English to children and teenagers who are beneficiaries of a Charity Foundation in Cuenca, Ecuador. The findings show that pre-service teachers were able to implement the principles of CP not only to teach English but also to foster in students a sense of self-identity and social justice, achieving the goals of using this approach.

A Framework for Preparing EFL Student Teachers to Teach English to Students with Special Educational Needs in Egypt Using Inclusive Education

A Framework for Preparing EFL Student Teachers to Teach English to Students with Special Educational Needs in Egypt Using Inclusive Education

Sustainable Early English Language Education: Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language

Sustainable Early English Language Education: Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language

Personal Practical Knowledge and Effective Teaching: A Study of Turkish Teachers Teaching English as a Foreign Language

Personal Practical Knowledge and Effective Teaching: A Study of Turkish Teachers Teaching English as a Foreign Language

Strategies to Teach English as a Foreign Language in Merdeka Curriculum: A Systematic Literature Review

This study uses a qualitative methodology and literature review strategy to explore various approaches to enhance students' English acquisition as a foreign language. Two distinct teaching approaches are identified: Teaching-Centered Learning and Student-Centered Learning. Effective teaching methods include teacher training, participation in English teacher meetings, creating a stimulating learning atmosphere, implementing differentiated learning, and conducting assessments. To address challenges, educators may adopt a novel approach to teaching English, such as the Merdeka curriculum, which incorporates the unique traits of each student based on their Pancasila profile. This curriculum is closely intertwined with ICT advancements from the Industrial Revolution, enhancing students' motivation and engagement in teaching and learning. Instructors must exhibit a proactive and inventive approach to create a captivating educational experience, fostering student engagement and enjoyment. Digital resources like YouTube, SMART-board, Twitter, and blogs can be utilized in the educational process to improve student involvement and efficiency while adhering to the updated curriculum standards.

<b>Perspectives of Van Lang University Master's Students in English Language Studies towards the Pedagogical Application of Kahoot! and Quizlet to Teach English Vocabulary</b>

<b>Perspectives of Van Lang University Master's Students in English Language Studies towards the Pedagogical Application of Kahoot! and Quizlet to Teach English Vocabulary</b>

IMPLEMENTASI METODE DELPHI TERHADAP TUGAS AKHIR MATAKULIAH TEFL

In the era of globalization and rapid technological development. To prepare students to face social changes, the world of work and rapid technological advances, student competencies must be improved and prepared to face the demands of the times. and these optimal and relevant skills must be considered in the Teaching English as a Foreign Language (TEFL) course. Microteaching in TEFL courses must be adapted to the demands of the times. Therefore, the Delphi Method can be used to form guidelines and predict trends. The five main uses of Delphi in higher education, include: cost effectiveness, cost-benefit analysis, curriculum and campus planning, university education goals and objectives, generalized futuristic education goals and objectives. This research uses a descriptive qualitative method with a literature study approach. Keywords in qualitative research, namely, the process of understanding, and humans. both natural phenomena and man-made phenomena. These phenomena can be activities, and the difference between one phenomenon and another. This is indicated by the results of the standard deviation which has reached the optimal level. Based on the results of the priority sequence reference, it can be determined that students are required to record microteaching practices. themselves, and upload it to YouTube and then report it to the lecturer. YouTube's selection policy is based on this platform not limiting the length of the video, so students can be as creative as possible in class.

Book Review: The Routledge Handbook of Teaching English to Young Learners

No Abstract available.

Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education

This mixed-methods study explored Iranian English teachers' perceptions of barriers to implementing an innovative CLT-based curriculum in Iranian high school English classes. The sample of the study was composed of three groups: 23 English teachers who participated in semi-structured interviews, 217 English teachers who completed the initial version of the questionnaire for construct validation, and 143 English teachers, including 45 Teaching English as a Foreign Language (TEFL) graduates, 58 beginning teachers, and 40 experienced teachers, who completed the validated questionnaire. The instruments utilized were a semi-structured interview and questionnaire. The thematic analysis of the qualitative data indicated that the barriers were of five core categories related to institutions, culture, learners, teachers, and CLT. The analysis of the quantitative data demonstrated that on the continuum of full/non-implementation, the participants stood considerably away from the full implementation extreme believing that few CLT principles could be implemented. The findings also revealed that the graduates' perceptions of barriers were significantly different from those of beginning teachers and experienced teachers, while no significant difference was observed between the beginning teachers' perceptions and those held by the experienced teachers. It is concluded that there is a huge gap between the curriculum developers' intentions and teachers’ perceptions, both in urgent need of modifications.

Balancing Emotions for Effective Teaching: Cultivating Teacher Well-being in TESOL

This study aims to examine the extent to which Saudi Teaching English to Speakers of Other Languages (TESOL) teachers appreciate teacher well-being, perceive the significance of balancing emotions for effective teaching, and establish a compassionate classroom culture that promotes learner well-being and learning achievement. The study also investigates the Saudi TESOL teachers' perceptions of the importance of the mixed-methods research design for exploring teacher well-being. The study applied a quantitative design, administering an online survey to a sample of 59 Saudi TESOL teachers with varying educational levels and experience. The findings indicate that Saudi TESOL teachers consider emotions to be highly important for effective teaching, though they report placing moderate importance on cultivating strategies to support their own well-being. Additionally, they perceive the use of mixed-methods research to explore teacher well-being as moderately important. The study results indicate that prioritizing teacher well-being can significantly influence student learning outcomes underlining the role of educational institutions in considering this an important factor in quality enhancement on their campuses.

Saudi Students’ Reluctance to Engage in English Communication: Critical Issues and Considerations

Teaching English as a foreign language is an important aspect of global education. Yet, a common pedagogical hurdle for EFL instructors is fostering students’ confidence in spoken English, an essential skill for cross-cultural communication and collaboration in today’s interconnected world. Therefore, the paper aims to examine why Saudi EFL students may experience comparable challenges in speaking English, akin to those faced by students in other EFL settings. A comprehensive literature review was carried out, exploring speaking reluctance across diverse contexts, including the Saudi EFL setting. The paper adopted an alternative approach to address students’ reservations about speaking. Diverging from the conventional emphasis on motivations and anxiety as primary contributors to speaking reluctance, this study delved deeper, highlighting the underlying conditions that lead to reduced motivation and heightened anxiety. The review’s findings revealed that conditions including, students’ unreadiness, lack of relevance, artificial and limited learning environments, fear, lack of self-confidence, and low proficiency level are critical sources of anxiety, lack of motivation, and interest. The paper concluded with a thorough discussion of potential implications for language instructors, educational administrators, teaching methodologies, theoretical frameworks, and future research directions, all directed toward overcoming speaking reluctance among Saudi EFL students.