Teaching English Research Articles

Analysis on The Graduate Students’ Fossilized Mispronunciation at Pascasarjana Universitas Negeri Makassar

This article investigated and examined the fossilized mispronunciation on consonant and vowel sounds made by English graduate students in Pascasarjana Universitas Negeri Makassar. This research employed qualitative descriptive design with purposive sampling technique taking Teaching English as a Foreign Language (TEFL) course at Pascasarjana Universitas Negeri Makassar as the subject of this research limited to the students who have an English Bachelor degree as their previous academic background. The data were collected by using classroom observation and interview and analyzed by transcribing the Zoom recording of learning process. The results of this research showed that (1) There were 3 fossilized mispronunciation in vowel sounds (/ə/, /i/, /ɒ/) and 5 fossilized mispronunciation in consonant sounds (/z/, /v/, /θ/, /dʒ/, /tʃ/). Based on these findings, it considers that the fossilization can be avoided by reinforcing the comprehensive input from the lecturers and motivating the students to pay more attention to their pronunciation.

Is 50% of Arabic Enough to Teach English? The Problematic Use of Translation in the 21st Century Moroccan English Classroom

One of the perennial controversies in an EFL/ ESL classroom is whether to use or not to use translation in bi/ multilingual contexts. And here, I am referring to the use of Modern Standard Arabic (MSA)/ Moroccan dialect (Darija), Amazigh, or French in the Moroccan English classroom. To understand the complexity of this inter-lingual aspect, this paper aims at verifying the impact of using translation on the learning process of bilingual/ multilingual learners of English. It espouses the contention that the use of the existing linguistic repertoire is cognitively and practically unavoidable, especially in a mobile digital era. For assessing the credibility of this claim, a mixed methods approach is chosen to weigh out the adoption or rejection of using translation in foreign language learning and teaching. 52 middle and high school teachers were randomly selected to investigate the amount of translation used to teach English in their classes, and how it affects the students’ acquisition of this language. Through classroom observations, unstructured interviews, and a questionnaire, the data were collected to measure the consistence of an inter-language phenomenon that has kept haunting EFL/ESL theoreticians and practitioners alike. The findings show that more than half of the instructors favor the moderate use of translation in their teaching. By taking into consideration the learning experience of the teacher, the age of the learners, and the motivation factors that correspond with the rising of the mobile and communication technologies available, the need to use translation is seen as inescapable. Hence, it is calling for a judicious adoption that would prioritize the fulfillment of communicative, cross-linguistic, and cross-cultural competencies in foreign language learning.

The Perceptions of University English Teachers in Japan about Teaching English as an International Language

This study investigated the perceptions of English teachers teaching English as an international language (EIL) at Japanese universities through a focus group interview. Eight experienced full-time English teachers at a medium-sized comprehensive university in western Japan shared their thoughts on the ownership of English, the varieties of Englishes, raising students’ awareness, pronunciation models, and cultural input in the English classroom. Most teachers believed that English, which exists in many varieties, no longer belongs to any English-speaking country. Furthermore, they preferred letting their students experience various Englishes in the classroom. But they had diverging opinions on pronunciation models and most leant towards intercultural competence when asked about cultural input in the English classroom. Study results provide some pedagogical implications for English educators, especially in the English as a Foreign Language (EFL) context, and directions for further studies.

Coursebook Writers’ Orientations towards ELF: The Case of Coursebooks used in a Private University

Coursebooks used in English language teaching play a significant roles for language learners. One way of determining whether the current status of English in language teaching, that is, English as a lingua franca (ELF), is taken into account in the globalized world is through coursebook analysis. The purpose of this study is to determine how listening, speaking and video sections of two intermediate level coursebooks used in a preparatory program of a private university in Turkey are approached in respect of ELF principles in the teaching of English. This descriptive research, based on a qualitative and quantitative content analysis, was conducted using Rose and Galloway’s (2019) framework for coursebook analysis. The findings demonstrate that in one of the coursebooks, ELF interaction was higher than the other regarding listening recordings, and there was only one video representing an ELF interaction in both of the coursebooks. RP (Standard British English) was the core reference in the listening files and videos. Cross-cultural and global topics were chiefly included in the speaking tasks; however, there was a lack of multi-cultural topics addressed within the books. Speaking activities included mainly the strategy of turn-taking and only two clarification communicative strategies, but guided speaking tasks were in contradiction with ELF features. The findings offer practical implications for coursebook designers/writers, curriculum designers and language teachers.

Application of Hot Potatoes 6 Software in Teaching English Listening Comprehension Skills for Primary Education Students at Tan Trao University

The article is based on the theory of English reading comprehension skills, Hot Potatoes 6 software, and a survey conducted to assess the current state of English listening skills among students majoring in elementary education at Tan Trao University. Through an exploration of the teaching and learning practices of English, it can be said that students encounter specific difficulties in learning listening skills. They often lack interest in this subject and do not allocate much time for it. Based on these findings, the application of Hot Potatoes 6 software is introduced through four steps. The experimental results of implementing Hot Potatoes 6 software in teaching English listening skills for students majoring in elementary education demonstrate that students exhibit better listening skills, improved effectiveness, and a more proactive approach to learning.

A Study on the Impact of A spherical videobased virtual reality on Teaching English Writing Guided by Experiential Learning Circle Theory

English as an international language, English writing is a very important skill as an important form of language output, which is not only an important means of expressing emotions and awareness, but also reflects the ability to use language in an integrated way. In language teaching, the development of English writing skills is an important and challenging teaching task. English writing language is expressed not only at the basic level of vocabulary, grammar, and sentence structure, but also at the higher-order level of text organization, logical reasoning, and argumentation. However, in traditional English writing teaching, students usually do not have the opportunity to have an in-depth experience of the context of the topic, which leads to a lack of motivation and poor writing results. Therefore, this study developed an SVVR learning system based on spherical video-based virtual reality (SVVR) technology and conducted a quasi-experiment in a university English major classroom. The results of the study showed that the SVVR-supported approach to English writing could improve students' writing performance, enrich writing content, and increase learning motivation.

TEACHERS’ TALK IN TEACHING ENGLISH: ROLES AND CHALLENGES

This study aimed to identify the most common teachers' talk in EFL classrooms as well as the reasons that influenced their selection. This research focused on the teacher's perception of how the teacher talks with students in class and some of the challenges that teachers might face while interacting with students to encourage students in the learning process to take place. The participants of this research were 2 English teachers who received professional training in English teaching as part of the undergraduate program. They were English teachers at an integrated Islamic school in Medan. The observations were made to describe the teacher interview process data and also the learning carried out by the teacher to find insights about how the teacher talks and what challenges the teacher faced when interacting with students in class. This study used a qualitative descriptive method. The findings in this study were that the teacher applied more dominant English communication as input. Teachers felt that increasing the use of the target language will be more challenging because it is influenced by several aspects, such as the motivation, attitude, and skills of the teacher and students. In addition, when the teacher spoke it varies greatly on several levels based on the factors that influence the teacher and student. The results of this study also showed that most teacher conversations are used in the form of questions, then explaining the lesson, giving directions to students, and praising or encouraging students. Apart from that, because students are considered as learners or beginners, class interaction must be adjusted to the right and appropriate choice of language so that communication becomes easier and more effective. In addition, the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situations.

The Effect of Four Skills Integrated Strategy on Learners’ Vocabulary Development

This research paper explores the impact of four language skills integration on learning of vocabulary using quasi non-random pre and posttests experiment. Vocabulary development is considered to be crucial for improving the proficiency in any target language. The significance of vocabulary is conspicuous in improving all four skills: reading, writing, listening and speaking. The paper examines the impact of these four language skills if integrated on developing vocabulary. The participants were selected from a university. They were being taught English at the undergraduate level. One group was termed as treatment group as it was taught vocabulary through four language skills integration strategy whereas another cluster was named control group and was taught through traditional approach. The results present four skills integration strategy superior to the traditional approach as the treatment group received better scores and outperformed the control group. It is recommended to authors and teachers to use four skills integration strategy for better results to develop their students’ vocabulary. Moreover, it is also suggested that qualitative research should be conducted to understand the underlying processes that contribute to the success of this strategy.

Investigating Preservice Teachers’ Self-Efficacy and Motivation to Teach English Language Learners (ELLs)

This study investigated preservice teachers’ self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers’ preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers’ self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in- service teachers.

EFL Teachers’ Voice about the Pedagogical Competencies in Teaching English Grammar Context

This research was focused on understanding pedagogical competence voiced by EFL teachers in teaching grammar context. The research was conducted in Makassar. This study was descriptive qualitative research that involved six teachers in Makassar as participants which chose randomly. The instrument of this research was an interview which was analyzed with a qualitative method. The result of the current study showed that four indicators including pedagogical competence owned by the teachers namely the competence in understanding the students’ need in learning grammar, competence in preparing teaching grammar, competence in choosing method and technique in teaching grammar, and competence in choosing assignment and evaluating the students’ outcome after learning grammar. This research would have a great theoretical and practical contribution to undergraduate students and future researchers in the English language department, especially students from the education department or candidates of teachers in terms of understanding pedagogical competence.

Integrating Technology into ESP Instruction : Teaching English for Pharmacy Students

Integrating Technology into ESP Instruction : Teaching English for Pharmacy Students

Teacher Knowledge Sharing and Reflection as Predictors of Teacher Professional Development: A Case of Iranian TEFL Faculty Members.

Despite the accumulated body of research on teachers' professional development few have offered a relationship between professional development and knowledge sharing or reflective practice. We investigated whether Iranian Teaching English as a foreign language (TEFL) teachers' reflective teaching and their knowledge sharing can predict their professional success. To answer the research questions a quantitative approach was utilized. Then, 264 faculty members through available sampling were recruited using three questionnaires, namely reflective teaching measurement scale by Akbari et al. (System, 38(2): 211-227, 2010), teacher professional development scale by Soodmand Afshar and Ghasemi (J Teach Lang Skills 37: 169-210, 2018), and Teachers' knowledge sharing behavior by Ramayah et al. (Eval Rev 38(2): 1-28, 2014). Findings showed that knowledge sharing has a significant relationship with professional development (P < 0.001). In addition, teachers' reflective practice has a significant relationship with professional development (P < 0.001). Based on the findings we suggest that TEFL teachers should promote their knowledge sharing and reflection to improve their professional development.

An Analysis Of Three Curriculum Approaches In Teaching English At Schools

This research aims to find out the differences and explain the 3 curriculum approaches. This research uses a descriptive qualitative approach with library research methods. The data collection technique is to collect several references, such as books, articles, and other related sources. Then the data analysis techniques used in this study are content analysis, with stages of data display, data reduction, data verification, and conclusion . In this study using qualitative research. The data analysis method used in this research is descriptive qualitative method. The results showed there is no best approach to curriculum design, and that forward design, central design and backward design may each work well but in different circumstances. Each approach has advocates and practitioners who can cite examples of their successful implementation. They may also work simultaneously in some circumstances.

THE MECHANISMS OF TEACHING ENGLISH LANGUAGE ON THE BASIS OF INTERACTIVE TEACHING METHODS

THE MECHANISMS OF TEACHING ENGLISH LANGUAGE ON THE BASIS OF INTERACTIVE TEACHING METHODS

INTERNATIONAL PERSPECTIVES ON TEACHING AND LEARNING ACADEMIC ENGLISH IN TURBULENT TIMESEdited by JamesFenton, JulioGimenez, KatherineMansfield, MartinPercy, and MariangelaSpinillo. Routledge. ISBN 978‐103225‐478‐4. Price USD 39.16 (paperback). 282 pages.

TESOL JournalEarly View e739 MEDIA REVIEW INTERNATIONAL PERSPECTIVES ON TEACHING AND LEARNING ACADEMIC ENGLISH IN TURBULENT TIMES Edited by James Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, and Mariangela Spinillo. Routledge. ISBN 978-103225-478-4. Price USD 39.16 (paperback). 282 pages. Ilka Kostka, Corresponding Author Ilka Kostka [email protected] Northeastern University Correspondence Email: [email protected]Search for more papers by this author Ilka Kostka, Corresponding Author Ilka Kostka [email protected] Northeastern University Correspondence Email: [email protected]Search for more papers by this author First published: 20 June 2023 https://doi.org/10.1002/tesj.739Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES Bell, D. E. (2022). Methodology in EAP: Why is it largely still an overlooked issue? Journal of English for Academic Purposes, 55, 101073. https://doi.org/10.1016/j.jeap.2021.101073 Latif, M. (2022). Coping with COVID-19–related online English teaching challenges: Teachers educators' suggestions. ELT Journal, 76(1), 20– 33. https://doi.org/10.1093/elt/ccab074 MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers' coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1– 13. https://doi.org/10.1016/j.system.2020.102352 Tardy, C. M. (2023). English for academic purposes. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 55– 67). New York, NY: Routledge. Early ViewOnline Version of Record before inclusion in an issuee739 ReferencesRelatedInformation

METHODOLOGY OF TEACHING ENGLISH LANGUAGE TO ADULTS

METHODOLOGY OF TEACHING ENGLISH LANGUAGE TO ADULTS

Teacher’s Beliefs On Using Youtube In Teaching English At Senior High School

Penelitian ini bertujuan untuk mendeskripsikan kepercayaan guru dalam penggunaan Youtube sebagai media pembelajaran dalam mengajar Bahasa Inggris. Penelitian ini menggunakan pendekatan case study dengan jumlah 1 orang responden guru Bahasa Inggris yang mengajar menggunakan media youtube di SMAN 5 Sijunjung. Pengumpulan data dilakukan melalui observasi ceklis, catatan lapangan dan wawancara dalam bentuk semi-struktur. Hasil penelitian menunjukkan bahwa guru Bahasa Inggris di SMAN 5 Sijunjung memiliki kepercayaan direct transmission dalam penggunaan youtube sebagai media pembelajaran.

TEACHING ENGLISH THROUGH LITERATURE

TEACHING ENGLISH THROUGH LITERATURE

TEACHING ENGLISH THROUGH LITERATURE

TEACHING ENGLISH THROUGH LITERATURE

THE METHOD OF PROJECTS IN TEACHING ENGLISH: THE RELATIONSHIP OF STUDY AND PRACTICE

THE METHOD OF PROJECTS IN TEACHING ENGLISH: THE RELATIONSHIP OF STUDY AND PRACTICE