Teaching Language Skills Research Articles

In-Service EFL Teachers’ Needs Assessment for Professional Development (PD) at Public Sector Universities in Sindh, Pakistan

This study aims to reveal English language teachers perception towards professional development and to identify their needs regarding professional development. Present study used quantitative method to describe needs of the English teachers. The study included 100 EFL teachers who are working at Universities of Sindh. In order to achieve aim of the study, researcher used questionnaire for data collection. Research questionnaire consisted of three sections each of it included statements. Findings of the study clarified that professional development is essential with the emergence of new trend in ELT, it also helps in improving students, success and achievement, and it improves teachers’ learning and teaching quality. Furthermore, teachers needed professional development training programs on teaching language skills, classroom management, teaching methods and techniques and assessment and evaluation. Key words: Needs Analysis, Professional Development, and Teachers’ Needs. DOI: 10.7176/JLLL/86-05 Publication date: March 28 th 2022

THE EFFECT OF TECHNOLOGY-ENHANCED LEARNING APPROACH ON EFL LEARNERS’ LISTENING SKILL

Listening skills, as one of the four macro skills in language teaching, is regarded as the most difficult one by some educators. This meta-analysis, computing the data from 20 previous studies, aims at studying the effect of a technology-enhanced learning approach on English learners’ listening comprehension. It also studied the difference between the effect of different treatment types and treatment length. Data shows that the technology-enhanced learning approach help learners improve more than the traditional learning approach, CALL works better than MALL and long-term treatment have greater effect than short term one, which suggests the application of suitable learning aid as well as a longer application.

Students’ gender stereotypes about lecturers: evidence from an experimental study

ABSTRACT We examine student gender stereotypes about lecturers at a Vietnamese university by asking students to choose between male and female lecturers for different courses. The gender stereotype ‘math-male’, ‘language-female’ is the consistent finding concerning gender stereotypes. More than 70% of students prefer a male lecturer for a mathematics course, while about 30% of students prefer a male lecturer for an English course. We find that students prefer a male lecturer for mathematics partly because they believe that male lecturers are more knowledgeable in mathematics than their female colleagues. On the other hand, students prefer female lecturers for English, not because they believe women have greater knowledge than men but because they are convinced that women have better language teaching skills. In gender stereotypes about lecturers, we do not find significant differences between male and female students.

INVESTIGATING TRANSLATION COURSES AT AN UNDERGRADUATE EFL TEACHER EDUCATION PROGRAM: VIEWS OF INSTRUCTORS AND PRE-SERVICE TEACHERS

This study aims to investigate the contribution of translation courses to pre-service EFL teachers’ professional skills. Also, it is aimed to get in-depth insights from both pre-service EFL teachers and instructors in order to identify the weaknesses and strengths of translation courses in EFL teacher education programs. This study was designed as a qualitative case study and the participants were two course instructors and ten pre-service EFL teachers. The convenient sampling method was used, and the relevant data were collected through in-depth semi-structured interviews. After data analysis, it was found that translation courses are very rewarding for pre-service EFL teachers in terms of increasing their linguistic competence, improving reading comprehension and making contributions to teaching language skills; however, it was also suggested that the number of translation courses should be increased and the content of these courses should be redesigned in order to turn them into introductory courses for pre-service teachers who plan to work as translators or pursue their education in master’s degree programs after graduation. Also, it was found that choosing course materials from wide range of topics in translation courses would make positive contributions to prospective teachers’ intercultural competence. In the light of above-mentioned findings, this study aims to fill in a gap in the existing research by touching upon the current issues in translation courses in EFL teacher education programs.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0978/a.php" alt="Hit counter" /></p>

DEVELOPING CRITICAL WRITING SKILLS IN FOREIGN LANGUAGE TEACHING OF GENERAL SECONDARY EDUCATIONAL INSTITUTIONS

This article is devoted to the problem of developing critical writing skills in foreign language teaching of general secondary educational institutions. In particular, the essence of the concept of critical writing is revealed. Its differences from descriptive writing and interrelation with critical thinking and critical reading are investigated. The important steps are determined that the teacher should overcome in order to teach his/her students critical writing. Effective methods of teaching critical writing, based on the methods of the technology of critical thinking development, are also proposed. It is emphasized on the importance of systematic use of these methods in the English teaching process.
 Keywords: critical thinking; critical thinking skills; critical reading; critical writing; descriptive writing; argumentation; methods of teaching critical writing; foreign language teaching.

The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects’ syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners’ perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students’ cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

Importance and Problems of Oral Teaching in Teaching Chinese as a Foreign Language

This study reviews the importance of oral teaching in teaching Chinese as a foreign language. The oral teaching of the primary stage of Chinese as a foreign language has different characteristics and properties from other languages and other stages of learning in terms of the nature of the subject and the stage of learning. The main goal of oral teaching is to improve students’ oral communication skills. The training of second language teaching skills is generally divided into listening, speaking, reading, writing and translation. The purpose of language teaching is to cultivate students’ ability to communicate in the language they have learned. This study introduces the problems that should be paid attention to in the primary stage of oral teaching, which is helpful in teaching oral Chinese as a foreign language. Teaching Chinese as a foreign language should take the cultivation of learners’ language communication skills as the main goal, which has become a consensus among people. Among the many courses of Chinese as a foreign language, oral course can be regarded as the most flexible and directly related to the actual communicative ability of the training language. Speaking class provides students with speaking opportunities, such that students can master spoken words, spoken grammar and spoken expression patterns; fully mobilise the language information accumulated in the brain memory bank for communication; and move up from language learning as soon as possible The ‘plateau area’ in China is a problem that teachers of oral English classes need to explore. This study aims to improve the effect of oral Chinese teaching in the primary stage of teaching as a foreign language and achieve the expected teaching goals. This study also discusses this issue from the principles of specific teaching implementation.

The Importance of Using Computer Assisted Language Learning (CALL) in Learning and Teaching English Language Skills

Using computers in learning and teaching environment has been widely presented to find a better way to implement computer-based activities and tasks in classrooms. Lately the significance of using computers appeared directly in learning and teaching English language and in this paper the researcher tries to investigate and understand usage of CALL (Computer Assisted Language Learning ) in language learning in general and in learning and teaching language skills in particular providing which type of activities and tasks that CALL may offer in each skill and how the language teacher can integrate these activities in his/her lesson(s) with finding out any obstructions that can oppose the flexibility of the learning process with using CALL.The survey method used for the collection of data to investigate the effectiveness of CALL in learning and teaching English at the graduate level. This questionnaire is designed to students who were studying in English department in faculty of Arts & Science in Ghemines. The results that found will be showed at the end of this work. It concludes that English language teaching through the CALL technique assist English teachers to provide quality-based language education along with the improvement of English language teaching skills. It also empowers the students to learn and appropriate knowledge of the English language.

Confidence And Practice Of Teaching Arabic In Specific Professional Standards/ المعتقدات التدريسية وممارسات للتدريس في ضوء المعايير المهنية التخصصية

This study aimed to explore the teaching beliefs of Arabic teachers and their practice of teaching elementary pupils in the light of specialized professional standards in the context of virtual classes. To achieve the data, the researcher used semi-restricted interviews and structured observations with participants selected by the "target sample" strategy; To obtain an in-depth understanding of four female teachers' beliefs and teaching practices. The study results revealed that all female teachers have similar beliefs that are often contrary to specialized professional standards. The results also revealed some differences in the beliefs of female teachers, with interview data indicating that although female teachers have some beliefs about modern and appropriate strategies for teaching language skills to beginners, their practices were traditional. In the light of these findings, some recommendations were made.

PLATFORMS, PROBLEMS AND SOLUTIONS OF ONLINE ENGLISH LANGUAGE TEACHING AT VOCATIONAL HIGH SCHOOL

The study aimed to discover and to describe online learning platforms used, the problems faced and the solutions that offered by the English teacher in Vocational High School. The descriptive qualitative research was used as the research design in order to describe in detail the issues which had been discovered. The researcher selected 7 English teachers from each state vocational high school of Bengkulu city as the representative sample for this research. The instrument of this research was the interview guideline and data were collected by using the interview. After collecting the data, the researcher analyzed the data by using descriptive analysis. The result Google classroom and WhatsApp were effective platforms to have online English language teaching in the pandemic era, especially, for the students at the vocational high school. The problems of using the platforms were the internet connection, lack of students’ motivation, lack of students’ understanding, and inefficient teaching time. While the problems of teaching language skills through the use of platforms were miss understanding and lack motivation, in adequate time, lack of interaction, and overload the use of data plan. The solution that the teacher used for solving the use of platform were providing the extended time and offline module or having face to face class. However for solving the problems of teaching language skills, the teachers did Whatsapp discussion, peer feedback and having question and answer session in Whatsapp, decreasing listening activity and providing additional time for writing.

Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

Teachers’ Most Frequently Used ICT Tools for Teaching Language Skills and Components in Moroccan Secondary School EFL Classrooms

The present study explored the most frequently used ICT tools for teaching language skills and components in Moroccan secondary school EFL classrooms. This study adopted a mixed-method approach of investigation wherein two instruments were used to collect data: a survey questionnaire and a semi-structured interview. A total number of 80 Moroccan secondary school EFL teachers participated in this study and were selected using convenience sampling. Eight teachers were selected for the interviews through reputational and purposive sampling. Collected data was analyzed quantitatively and qualitatively. Findings revealed that teaching speaking and listening skills received high use of ICT compared to teaching language components and reading and writing which integrated medium and low ICT use, respectively. Findings also showed that computers, laptops, and projectors are the most preferred ICT tools among EFL teachers. This study concluded that teachers’ ICT tools preference seems to have an impact on their ICT use frequency. The latter is also influenced by other factors such the availability/unavailability of ICT equipment/facilities in the schools and training/lack of training on the use of ICT in instruction. A number of recommendations are presented regarding a successful integration of ICT in EFL language teaching in the Moroccan secondary school contexts.

The Miscellaneous Approach to Language Teaching: A Critical Look at the Single-Method Approach Adopted in the Libyan Schools

This research investigates the learners' and teachers' perceptions of the integrated-skill approach and explores the possible impact of this approach on the learners' communicative competence. To gather the required data, a qualitative study was conducted in the faculty of education, English department, University of Misrata/ Libya. Focus group discussions were used with thirteen students, and semi-structured interviews were conducted with four teachers. The questions asked were primarily focusing on the approach followed in teaching language skills; integrated or segregated approach, the learners' and teachers' perceptions of these approaches, and their possible influences on learners' competence. The results of this study revealed that there was integration, to some extent, regarding the skills of listening and speaking, and this integration was beneficial in enhancing learners' ability to use English properly. Whereas; the segregated-skill approach adopted to teach reading and writing was not effective as it led students to focus on some language elements such as vocabulary, following memorization techniques without paying any attention to authentic practice. Therefore, it is recommended that educators and policy makers consider students' needs and the possible impact of this approach on students' communicative competence, by advocating to the integrated-skill approach.

Developments on Technology Integration in Language Teaching and Learning

The way people obtain information, learn, and connect with others across the world has changed dramatically as a result of technological advancements. Technology has eliminated distance constraints, allowing higher education to efficiently teach anybody. In order to improve teaching and learning, technology integration is becoming more common in classrooms. A better pattern for recognizing new teaching models has evolved as a result of the fast expansion of technology integration. As a result, it is critical in both learning and teaching language skills. There are numerous advantages to using technology to offer an environment for teaching and learning English skills. The objectives of the current review article were to discover answers to the issues of how technology integration promotes language learning and what the most current developments in language learning are. According to research, introducing technology into classrooms substantially improved teaching and learning English language skills.

COLLABORATIVE WRITING TOOLS IN ENGLISH CLASSROOM

Teaching writing is an important aspect of teaching language skills to undergraduate engineering students. Due to the pandemic it has been very difficult to teach the step by step teaching of writing. This paper establishes the importance of use of online apps namely Mentimeter and Google Docs for teaching writing and also evaluation. The survey was carried out using Google Forms, another online app. Post teaching 106 students took the survey and the results clearly establishes the usefulness of these tools in teaching writing and further also establishes the usefulness of these apps in collaborative writing.

A Review on Instructing English through Literary Genre

This study aims to highlight the utilization of literary genre as a well-liked method for instructing both language skills (that is to say, writing, reading, speaking, and listening) and language fields (that are grammar, pronunciation, and vocabulary). Why employing literary textbooks in foreign language classrooms and the main motives for choosing appropriate fictional texts in these classrooms are emphasized to make the reader acquainted with the motivating incentives and standards for foreign language teachers’ employing and picking erudite textbooks. Additionally, the teaching of language skills and literary genre gains benefits of diverse fields of literature (like drama, poems, tragedy and tales) to language teaching and to several difficulties met by language teachers in the sphere of instructing English using fiction (i.e. shortage of training in the field of literature teaching English as a Second English and Teaching English as a Foreign Language curriculums, deficiency of precise aims describing the function of fiction in English as a Foreign Language and English as a Second Language, foreign language teachers’ not possessing the experience and preparation in literature, and lack of suitable teaching tools to be utilized by foreign language teachers in a class milieu) are taken into consideration.

Implementation of The Critical Thinking Skills in Arabic Language Teaching and Learning: A Preliminary Study

Implementation of The Critical Thinking Skills in Arabic Language Teaching and Learning: A Preliminary Study

Language Learners' and Teachers' Perceptions of the Integrated-skill Approach and its Possible Impact on Learners' Communicative Competence

This research investigates the learners' and teachers' perceptions of the integrated-skill approach and explores the possible impact of this approach on the learners' communicative competence. To gather the required data, a qualitative study was conducted in the faculty of education, English department, University of Misrata/ Libya. Focus group discussions were used with thirteen students, and semi-structured interviews were conducted with four teachers. The questions asked were primarily focusing on the approach followed in teaching language skills; integrated or segregated approach, the learners' and teachers' perceptions of these approaches, and their possible influences on learners' competence. The results of this study revealed that there was integration, to some extent, regarding the skills of listening and speaking, and this integration was beneficial in enhancing learners' ability to use English properly. Whereas; the segregated-skill approach adopted to teach reading and writing was not effective as it led students to focus on some language elements such as vocabulary, following memorization techniques without paying any attention to authentic practice. Therefore, it is recommended that educators and policy makers consider students' needs and the possible impact of this approach on students' communicative competence, by advocating to the integrated-skill approach.

COMPARATIVE LITERARY WORKS, LANGUAGE LEARNING AND CHARACTER BUILDING OF LEARNERS

This paper aims to express efforts to use comparative literary works as a medium in language learning, and at the same time as a means for the formation of the character of learners. The benefits of comparative literature, among others: (1) as the basis of the study of cross-cultural literary works, (2) as the basis or basis of language skills learning (Sprachfertigkeiten) namely: listening (Hӧrverstӓndnis-Sprechfertigkeit), reading-writing (Leseverstӓndnis-Schreibfertigkeit), (3) as a means of strengthening character education. As the basis for cross-cultural text studies, comparative literary works can be used to compare cultures between nations. As the basis of language learning, comparative literary works, has a uniqueness that is not possessed by other linguistic teaching materials, because the language of literary works has a connotative characteristic (figurative), contains majas, and prioritizes the characteristics of narrative discourse. Language in literary works prioritizes its main function, which is communicative function and suitable to be used to teach language skills. Furthermore, as a means of strengthening character education, literary works are worthful, which can be used to provide value strengthening for learners as the future generation of the nation.

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.