Teaching English Research Articles

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.

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.

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.

An Analysis of Speech Act Strategy Used by Teacher in Teaching English as Foreign Language

This research elucidated and examined the practice of teacher speech actions in the context of teaching English as a second language. The present study used qualitative research approaches. The present study investigated the verbal expressions of professors at Universitas Negeri Makassar. The data consisted of teacher comments and other utterances. The researcher actively participated in all aspects of this inquiry, including the whole process from concept to data report. Data was obtained by audio video and observational methods. The data was gathered, documented, chosen to align with study objectives, organized into data sheets, and then analyzed and assessed using Searle's speech act theory. The study revealed that the teacher used many speech acts, including locutionary, illocutionary, and perlocutionary activities. There were 122 words (51.69%) that had locutionary actions. There was a total of 107 illocutionary activities, accounting for 45.33% of the utterances, and 7 perlocutionary acts, or 2.97%. Teachers using speech acts in English instruction use them to validate, rectify, elucidate, apprise, and assert on behalf of their students. Directives include a range of directives, such as reminders, requests, instructions, and warnings. Expressive words include expressions of gratitude, warm greetings, praises, and dissatisfaction. Compliments are reciprocal in nature. Instructions were used by teachers the most often, accounting for 93 instances or 45.15 percent of all speech activities. The purpose of the teacher's speech was to pose an inquiry.

The Effectiveness of Using the Word Network Technique to Teach English Vocabulary for First Graders: A Case Study of Teachers from Southern Thailand

The Effectiveness of Using the Word Network Technique to Teach English Vocabulary for First Graders: A Case Study of Teachers from Southern Thailand

Application of Student-Centered Learning in Improving Teaching English as a Foreign Language Students’ 21st-Century Skills Performance

A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills performance. To achieve this objective, a total of 220 questionnaires were distributed to TEFL students, and ten course designs were obtained from the department. Content analysis on course designs showed that hard skills were more prioritized than soft skills, while character slightly ebbed in learning design. Furthermore, SCL application through Group, Independent, and Online learning methods significantly increased TEFL students’ 21st-century skills. Hard and soft skills were most and slightly associated with cumulative grade point average (CGPA), respectively. These results showed that SCL should be properly applied to deliver course content and improve 21st-century skills performance.

An Analysis of Teacher’s Perceptions and Challenges in Implementing the Merdeka Curriculum for Teaching English Reading Skills at SMA Negeri 1 Gowa

This research aimed to find out the perceptions and challenges faced by teachers in the implementation of the Merdeka Curriculum in teaching reading skills. This study used a quantitative descriptive method with data obtained from questionnaires and interviews with three grades of X English teachers at SMA Negeri 1 Gowa. The results of the study showed that teachers had a positive perception of the importance of learning to read, with an average score of 84.33% obtained by respondents. This positive perception was obtained based on the results of the questionnaire, the teachers stated that they agreed with the statements that showed that they understood the importance of learning to read, motivate students, use interesting learning strategies and others. While the teachers' challenges were obtained from the results of the interviews, the challenges faced by teachers include difficulties in integrating technology and difficulties in increasing students' interest in reading. The results of this study are expected to provide insight into the application of the Independent Curriculum in teaching reading.

The Practical Application of Schema Theory in Teaching English Writing in High Schools

English writing is an important part of English learning and an important indicator of students’ comprehensive use of English. In English writing teaching, schema theory has a certain guiding role and is favored by many educators. The article focuses on the connotation of schema theory, the relationship between schema theory and English teaching, and how to apply schema theory to the teaching of writing in secondary school. Therefore, in the English writing classroom, teachers should use the schema theory to help students improve their English writing ability.

TEACHING ENGLISH THROUGH CONTENT: METHODOLOGICAL APPROACHES TO CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

TEACHING ENGLISH THROUGH CONTENT: METHODOLOGICAL APPROACHES TO CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

Exploring Effective Strategies and Activities to Teach English in EFL Classes

Exploring Effective Strategies and Activities to Teach English in EFL Classes