EFL Classroom Teaching Research Articles

Teachers’ Practices of Reflective Teaching in EFL Classroom

Teachers’ Practices of Reflective Teaching in EFL Classroom

The Promotion of Students’ Critical Thinking Skills through the Integration of English Civics Elements into EFL Classrooms

Abstract As education advances with the times, traditional English EFL teaching can no longer fully adapt to the current educational situation. This paper studies the mining of the Civics element in English teaching integrates it into EFL classroom teaching, and constructs the morality cultivation EFL critical thinking ability teaching strategy based on the critical thinking ability model. The effects of applying this teaching strategy are analyzed and compared to the six dimensions of critical thinking ability: interpretation, analysis, evaluation, reasoning, explanation, and self-regulation ability. The exploration of critical thinking ability development and individual teacher factors is conducted. After the teaching experiment, the experimental group improved by 12.08 points, while the control group only improved by 0.46 points, indicating a significant difference between the two groups’ scores. The Sig. The values of the experimental group in the six dimensions are less than 0.05, and the Sig. The values of the control group are greater than 0.05. The teaching strategy of moral cultivation in EFL critical thinking ability has an obvious effect on improving students’ critical thinking abilities. There is a correlation between the development of critical thinking ability and teachers’ education, and teachers with master’s degrees are better than teachers with bachelor’s degrees.

Exploring EFL Teacher's Reflective Practice toward Autonomy-Supportive Instructional Behavior in EFL Context

This study explores teachers' reflective practices on instructional behaviors supporting autonomy in EFL classroom teaching. This study used the narrative inquiry method, where the researcher used teacher’s stories based on their experiences as data. Participants in this study were purposively selected based on the numerous of teaching experience in the EFL context. Semi-structured interviews and classroom observations were conducted to collect data. The data were analyzed through interactive model analysis. The finding shows that the higher level of education the less Autonomy-supportive instructional behavior was implemented by the teacher since the teacher considered that the higher a student’s level of education, the more they have the capability to determine their learning. While ASIB (Autonomy-supportive instructional behavior) highly influence on student satisfaction, it influences student motivation and a slight effect on student academic achievement for tertiary level. The differences in the implementation of ASIB should focus on pedagogical strategies that appropriate implemented in certain level of education rather than eliminating some ASIB because teachers think certain levels of education do not need autonomy support in learning.

The Effectiveness of Using Advertisements to Enhance Pragmatic Language Skills among EFL Learners

Pragmatics, a rarely explored area in language teaching, offers the necessary competencies for an understanding and interpretation of the meaning beyond words. The current study aimed to identify the effectiveness of using advertisements in language teaching to enhance students’ pragmatic language skills by exploring their opinions and observing their progress. A descriptive-analytical research method was implemented and the researcher made use of a questionnaire consisting of 14 items to generate the participants views about the effect of advertising in the Department of Languages and Translation, Northern Border University, Kingdom of Saudi Arabia, to explore the use of advertisements as a tool to enhance the pragmatic language skills of 70 female first-year English as a foreign language student studying language skills. All aspects of this research led us to the usefulness of advertisement in EFL classroom teaching. This study results proved that advertisements can be used as a promising instructional approach with maximum possibilities to enhance the English Language Development and the development of Pragmatic skills. The research recommended paying much attention to the value of advertisement in the teaching and learning process.

A Review of Virtual Reality Technology in EFL Teaching

Introduction of VR technology into EFL teaching can change traditional teaching methods by increasing learners’ interaction, engagement and motivation. However, studies of VR technology in EFL teaching and learning are scarce. This paper offers a review of current studies on VR-based EFL teaching and learning, encompassing 20 studies published between 2020 to 2022. There are three ESL-related findings in this study: (1) VR is beneficial for EFL learners’ listening comprehension, reading comprehension, speaking, pronuntiation, vocabulary acquisition and writing. (2) Integration of VR in an EFL lesson can lower students’ foreign language anxiety in an authentically fully-immersive context and improve students’ interaction; (3)The application of VR can enhance students’ intracultural learning, facilitate learners’ creative self-efficacy and intrinsic motivation. It is hoped that this review can provide insights for teachers, educators, and software develpers to consider the advantages and disadvantages of VR before it is integrated into ESL teaching in EFL classroom.

INVESTIGATING STUDENTS’ PERSPECTIVES ON THE USE OF TIKTOK AS AN INSTRUCTIONAL MEDIA IN DISTANCE LEARNING DURING PANDEMIC ERA

Abstract
 This study aims to investigate on students’ perspective on the use of TikTok Application as supplementary instructional media during pandemic session. 20 students of English Department Student at UNWAHA were voluntary to take part in this descriptive study. Employing questionnaire was carried out to obtain data related to their opinion. The researcher collects the data through questionnaire. Then, the researcher selects and identifies the data. After selecting the data, the researcher displays those data into good sentences. 3) After displaying data, the conclusion is drawn. This questionnaire is analyzed by using descriptive statistics The findings revealed that students at UNWAHA second-semester give positive attitudes towards introducing TikTok as video aids into EFL classroom teaching meanwhile using it as an English learning strategy out of class. Also, they stated that TikTok is expected to be used as instructional media in speaking class.

A Pragmatic Study on Teachers’ Feedback in EFL Classroom in China

EFL classroom teaching in China, no matter whether it is traditional one or a flipped one, is a dynamic communicative process by using English with the aim of learning it. The interactive discourse between the teacher and the student has its own pragmatic functions, especially the feedback given by the teachers which may influence the teaching and learning efficiency. In order to provide appropriate investigation resources, a corpus of 128,223 words with 36.65 hour-2199 minute real audiovisual college EFL classroom teaching transcripts is built. Taking the data of the resources as supporting evidence, this paper analyzes the pragmatic functions of EFL classroom feedback discourse, and proposes certain pragmatic strategies of increasing interactivity, which has certain pedagogical implications for EFL classroom teaching. 

Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective

Foreign language teaching highlights the cultivation of the learners’ communicative competence, because the main purpose of learning a foreign language is to use the target language to communicate. However, many students in higher institutions in China cannot speak English fluently after having learned English for more than ten years, although they have mastered abundant knowledge of grammars and enough vocabulary, which mainly results from lack of interaction in classroom teaching besides the natural language environment. Classroom interaction is the key to effective teaching in EFL classroom. So, using strategies to promote the interaction in class is necessary. This paper explores the interaction between teacher and student in EFL classroom from the perspective of Communication Accommodation Theory (CAT). Data was collected from 540 minute video samples of three English teachers’ classroom teaching. This study aimed: 1) To identify whether the teachers use communication accommodation strategies to develop the interaction，when they are faced with the difficulties in EFL class; 2)To answer which strategies are often used in EFL classroom? Findings showed: 1) Communication accommodation strategies happened in Teacher-student interaction; 2) Communication accommodation strategies such as approximation, interpret ability, emotional expression and interpersonal control are the basic strategies which were employed by the three participants in each session of EFL class; 3) Interpret ability and strategy of discourse management such as face-maintenance, turn-taking, topic control, asking referential questions, conversational repair and feedback occurred frequently according to the discourse. 4) The more accommodation strategies the teacher used, the better the interaction in the classroom was.

Research on Evaluation Model of the Effective EFL Teaching in the Era of Informatization

The world is changing with a remarkable speed with the advancement of the informatization, which has revolutionized many fields. EFL teaching in China enjoys great priority. While in the era of IT, traditional teaching mode can no longer satisfy the needs of the globalization and Chinese society. In order to improve the classroom efficiency, the first thing the author believes should be done is the reform of the traditional evaluation system of EFL classroom teaching. In this paper, the author proposes a new framework to evaluate the college EFL classroom teaching in the context of information age, hoping to contribute to the improvement of teaching efficiency at college EFL classroom.

The Listen-to-write Approach Proposed for EFL Teachers of College English in China: Definition and Its Essentials

College English writing in China has been faced with at least three problems: marginalization, poor input and reducing participation of the teacher. Considering these problems, the author introduced listening in the teaching of College English writing and this strategy has developed into an integrated approach: The Listen-to-Write Approach. In this paper, the author gives a complete and comprehensive definition to the Approach and has a detailed study of its essentials, including EFL classroom teaching, the intensification of listening, the assistance by computer technology, and the orientation to classroom teaching as a cognitive process. Finally, the author presents an overview of the Approach by analyzing its strengths and weaknesses, which helps readers to make their own decisions on it.

Students� Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.DOI: https://doi.org/10.24071/llt.2015.180205

Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

In general, incidental vocabulary acquisition is represented as the “picking up” of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannotbe involved in reading activities in Iran. For involving students with more reading activitiesin EFL classroom teaching and likening the resultsto the vocabulary exercises, the researcher directed a researchfor about five weeks in an EFL class. The subjects were 120 male and female students at high school level. Half of them (RP group) read chosen passages after which they did different vocabulary activities and exercises. The other half (RO group) received the reading only (RO) treatment, i.e., they only read several reading texts. The significance of the present study lies in the fact that it was able to compare the effectiveness of reading only and reading plus vocabulary enhancement activities on types of immediate and delayed lexical word recall in a single study. The researcher employed the Vocabulary Knowledge Scale to measure students’ knowledge of 60 vocabulary items. The results showed that RP group gained better results than RO group on both acquisition and retention tests. This indicates that “Reading plus” method is more effective in increasing knowledge of vocabulary and long term retention in male and female EFL learners in Iran.

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

AbstractAn empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

The Interplay of Motivation and Demotivation: The Case of EFL Learners Majoring in English

Motivation is widely viewed as a key factor to language learning success. This study investigates motivation among English language majors who are unexpectedly considered by most of their teachers as generally not motivated. Using the model proposed by Deci & Ryan (1985), the study classifies a sample of English male and female majors (n=365) into various levels of motivation. The study further examines the possible demotivational factors that may negatively influence the subjects’ motivation. Overall, the findings suggest that the view that the studied sample lack motivation is not accurate. However, the responses to the demotivational factors questionnaire indicate some effective demotivating factors. This effect is particularly statistically significant in relation to the method of teaching. The study concludes by stressing the importance of integrating motivational strategies in any method of EFL classroom teaching even if the learners are expected to be genuinely motivated.

A Probe into the EFL Learning Style Preferences of Minority College Students: An Empirical Study of Tujia EFL Learners in Jishou University

The purpose of this study is to find out the learning style preferences of Tujia EFL learners in Tujia-Miao Autonomous Prefecture of Xiangxi1 and provide some suggestions for improving effectiveness of College English teaching in Tujia-Miao Autonomous Prefecture of Xiangxi based on the findings. The findings of the study have both theoretical and practical significance. Theoretically, first, the feasibility of the multidimensional questionnaire of learning styles is proved in this empirical study. At the same time, the successful application of the multidimensional learning-styles instrument will help researchers to draw a complete picture of students’ learning style preferences. Second, the present study also found “the ethnic culture and socialization are the most important factors that influence the Tujia EFL learning style preferences”. Practically, the results help the Tujia EFL learners understand their own learning style preferences and instructors in making decisions about course design and improving the methods of the Tujia EFL classroom teaching. Methodologically, the successful application of both quantitative and qualitative approach and the use of a multidimensional learning-styles instrument expand the methodology of learning styles research.