English Teaching Research Articles

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

An Autoethnographic Account of a Native English-Speaking Teacher’s Change in Attitude to Non-Native English-Speaking Teachers

This study investigates and reflects upon how over a decade of teaching English as a foreign language my attitude towards non-native English-speaking teachers (NNESTs) changed from a negative perception to one of admiration. Focusing on language ideology and NNEST discrimination as conceptual lenses, I detail the evolution of my attitudes across time and space as a language educator using autoethnographic inquiry. I detail how my attitudinal changes towards NNESTs evolved, from beginnings where I questioned their authenticity, due to my sociocultural background, to a status where I espoused their competence and began researching how equity can be achieved in English language teaching (ELT) for NNESTs globally. I also summarize how my lived experiences can be replicated in official policy within ELT with a focus on critical reflexivity and exposure. As a ‘native English-speaking teacher,’ my experiences and perceptions seek to add countenance to those documented by NNESTs, therefore offering fluidity and depth to the discussion within the NNEST movement on how equity can be achieved.

Artificial Intelligence for English Language Learning and Teaching: Advancing Sustainable Development Goals

Artificial Intelligence for English Language Learning and Teaching: Advancing Sustainable Development Goals

Grammar in ELT and ELT Materials: Evaluating its History and Current Practice (Second Language Acquisition, 164) (Book Review)

The teaching of grammar in ELT has evolved from the grammar-translation method to communicative language teaching, where the focus of grammar teaching is not entirely on language forms, but rather involves learners in the pragmatic and functional uses of authentic language for meaningful purposes (Brown & Lee, 2015). Despite its evolution, exact rules on what grammatical structures to teach and the order in which they should be taught have never been fully addressed due to a lack of consensus from experts in the field. English language teachers may then rely on intuitions about what grammatical point is important without any empirical evidence. In response, Graham Burton’s book Grammar in ELT and ELT materials investigates the current and historical practice of pedagogical grammar in ELT and ELT materials, especially for general English teaching. The book also presents interviews with ELT authors and publishing professionals to explore evidence on how learners use grammar and current classroom practices. [First Paragraoph of Reviw]

Effectiveness of Communicative Language Teaching in Non-Urban Areas’ Primary Schools: The Case of Afif, Saudi Arabia

The main purpose of the study was to investigate the effectiveness of Communicative Language Teaching (CLT) in Teaching English to Speakers of Other Languages (TESOL) at primary schools in Afif city. The responses given by students covered their feelings towards CLT in terms of their English speaking levels, their motivation, their efforts, their grammar and vocabulary learning, their confidence in using English in real life, and their opinion towards other additional ways of learning English such as games and social media. A qualitative approach was used, with a sample of seven female students from two primary schools in the Afif district selected using a concentrated sampling procedure. Two instruments were used: the Students’ Attitude Scale, adapted from Savignon and Wang (2003), and peer observation. The Students’ Attitude Scale was used to evaluate students’ impressions of CLT, while peer observation was used to identify the impact of CLT in teaching English to non-native speakers. Overall, the most significant results of the study indicate that CLT has a positive effect on learners’ English comprehension skills, builds up their confidence to use English in different situations, and gives them more/more satisfaction with the experience. CLT also helps to motivate the students and bring about improvement in their dialogue/ communicative proficiency. Based on these results, the study recommends the continued implementation of CLT in English language teaching, ongoing professional development for teachers, promotion of student engagement, fostering confidence building, integration of technology, and encouragement of peer observation among teachers. These recommendations aim to enhance the effectiveness of CLT in TESOL settings in primary schools in Eastern Saudi Arabia.

PRESENTATION OF THE LEARNING MATERIALS DEPICTING CHARACTER EDUCATION VALUES IN THE ELT TEXTBOOK FOR JUNIOR HIGH SCHOOL STUDENTS: A CONTENT ANALYSIS

In education, the issue of character education has been considered necessary in developing students’ character. Furthermore, English Language Teaching (ELT) should teach students character education values in the textbook and its materials. This research aimed to investigate the learning materials depicting character education values presented or not in the textbook. The learning materials in this research were analysed, both visual and verbal materials depictions. This research was designed as a content analysis because it described the analysis of character education values found in the textbook. The research results of a content analysis revealed that to analyse the five core character education values covered in the textbook, specifically in semester 2. However, it was not all of them found in each chapter. The textbook only presented the character education values of nationalism, independence, mutual cooperation, and integrity, except religiosity with 15 data in total. The results imply that this research was necessary to provide opportunities to the textbook’s authors, English teachers, and future researchers that it was essential for them to deliver character development to students in the education context.

A Practical Study on Artificial Intelligence (AI)-Assisted College English Translation Teaching

With the advent of the digital age, it has become an inevitable trend to integrate advanced artificial intelligence technology with English translation teaching in colleges and universities. This paper aims to explore the practical application of artificial intelligence (AI)-assisted English translation teaching in colleges and universities, analyze its advantages in improving teaching efficiency, promoting personalized learning, and providing intelligent tutoring, and put forward corresponding strategies and suggestions. Through specific cases, this paper demonstrates the actual application effect of AI in translation teaching and looks forward to the future development direction.

The Use of Artificial Intelligence Based Technology in English Language Teaching

Artificial Intelligence (AI) is a technology that enables computers and machines to simulate learning, understanding, problem-solving, decision-making, creativity, and computer-based human intelligence. AI is also one of the driving forces of the Industry 4.0 revolution to facilitate education in the teaching and learning process. This research aims to understand the role of AI in English Language Teaching (ELT) and to investigate AI technologies in ELT. This is a library research study. The results show that AI offers a conducive learning environment for English language learning. It has significant capabilities to create a personalized environment where learners use their senses to simultaneously practice English skills depending on their current English proficiency level, vocational needs, or interests. AI provides a real-life simulation platform for dialogue, such as spoken English, and enhances practical skills like writing. It increases students' practice capacity and optimizes the impact of English teaching in ELT. Learning English has become easier with the development of technology and platforms. AI technology offers opportunities to enhance English language skills. The availability of various learning technologies makes it easier for students to understand English. There are many AI-based ELT applications available for students to use. This technology, as a smart machine that thinks and behaves like humans, can simulate intelligence and make decisions similar to human reasoning through processes on computers or mobile phones, such as Google Translate, Able Platform, Orai, Elsa, Chatbot, Duolingo, Hello English Apk, and many others.

English teaching in public schools: analysis of the municipality of Meoqui, Chihuahua

Este trabajo de investigación describe el proceso de enseñanza y aprendizaje del inglés considerando cuatro dimensiones: didáctica, planeación, evaluación y comunicación oral. Se centra en el análisis de experiencias de tres maestras de educación básica del municipio de Meoqui, Chihuahua (México) mediante entrevistas a profundidad. El estudio se enmarca en el paradigma interpretativo, utilizando un enfoque cualitativo y una metodología de estudio de caso. Los resultados muestran que los docentes planean de acuerdo con las fases incluidas en el programa de estudio, utilizan las TIC como material didáctico, emplean la evaluación formativa con instrumentos cuantitativos y desarrollan habilidades de comunicación oral a través de prácticas sociales del lenguaje.

A Study on the Relationship between Field Cognitive Style and English Reading Strategy Choice

In recent years, China has accelerated its internationalization process and made more and more achievements in cross-border exchanges and cooperation. Learning English is essential for the current generation of college students. English reading is an important means to acquire English language knowledge, understand external information, and improve English language practice skills. Since the 70s of the 20th centuries, many scholars at home and abroad have been conducting a lot of research on the correlation between reading strategies and cognitive styles, but most of them are descriptive analysis, and there are few empirical studies. In this study, 324 first-year students majoring in science and engineering of Beijing Institute of Petrochemical Technology were selected by random sampling method, and the questionnaires of mosaic pattern test (Chinese version) and reading strategies were conducted, and data processing was carried out by SPSS 26.0, and descriptive statistics, independent samples t-test and Pearson correlation analysis were performed. The results show that there are significant differences in the use of reading strategies among field-independent and field-dependent science and engineering freshmen. Among them, field-independent individuals are more inclined to choose metacognitive strategies, and field-dependent individuals are more inclined to choose social/emotional strategies. Teachers should give full consideration to the characteristics of students' cognitive styles in English teaching, scientifically adjust the design of activities, the selection of teaching materials and teaching methods, and provide diversified guidance to help students correctly understand themselves and improve their learning efficiency. Due to the limitation of time and sample size, there are still many shortcomings in this study, but to a certain extent, it reflects the current situation of science and engineering English learners in China, and provides empirical data support for teachers' "teaching" and students' "learning".

Technology-Enhanced Approaches for Teaching English to Law Students: Innovations and Best Practices

This research paper summarizes an investigation into technology-enhanced English language teaching for law students in Medellín, Colombia. It briefly outlines the study's objectives, methodologies, and key findings, focusing on the improved English language proficiency, legal communication skills, and increased student engagement and autonomy due to technology-enhanced learning. Background: The study addresses the importance of English language proficiency for law students in a global legal context and the challenges in teaching English to this group. It reviews relevant literature on technology in language learning, particularly in legal education, establishing the theoretical basis for the research. Materials and Methods: The paper describes a mixed-methods approach involving 40 law students in Medellín. It explains the use of questionnaires for quantitative data and interviews and observations for qualitative data, alongside the methods of data analysis and ethical considerations of the research. Results: Findings from questionnaires indicate positive student perceptions of technology in learning and improvements in language proficiency. Qualitative data from interviews and observations highlight enhanced legal communication skills and increased engagement and autonomy in learning due to technology use. Conclusions: The conclusion synthesizes the study's findings, underscoring the positive impact of technology in legal English education. It discusses the implications for educators and suggests integrating technology into the curriculum. The paper concludes with recommendations for future research, particularly in exploring effective technology-enhanced teaching strategies.

Business English Teaching with Intelligent Assistance—Research on Case-driven and Artificial Intelligence Application Improvement

This paper explores a new model of business English teaching in an intelligent-assisted environment. Through the application of case-driven and artificial intelligence technology, it aims to improve teaching effectiveness and learning efficiency. The article first analyzes the current status and problems of business English teaching, and then introduces in detail the specific application of case-driven teaching method and artificial intelligence technology in business English teaching. Finally, the effectiveness of this teaching model is verified through empirical research, and the prospects for future research are proposed. Resources.

Digital Empowerment of College English Teaching: Exploration and Practice

With the rapid development of technologies such as big data and artificial intelligence, the education sector is undergoing unprecedented changes. In college English teaching, digital empowerment has become an important way to improve teaching quality and optimize learning experience. This article aims to explore the current application status, advantages, challenges, and coping strategies of digital empowerment in college English teaching, and propose specific implementation paths and suggestions, in order to provide reference for the innovation and development of college English teaching.

A Brief Discussion on the Path to Improving Intercultural Communication Skills in College English Teaching

In today's increasingly globalized society, the importance of intercultural communication skills is self-evident. College English teaching, as a key link in cultivating students' international perspective and cross-cultural sensitivity, directly affects students' future performance on the international stage. However, there are still many deficiencies in current college English teaching in terms of cultivating students' intercultural communication skills. Starting from the definition and importance of intercultural communication skills, this article will deeply analyze the current situation and challenges faced by college English teaching, and then explore an effective path to improve intercultural communication skills, aiming to lay a solid foundation for students' future international exchanges and cooperation.

Strategy Transformation of Teachers as Facilitators in English Classrooms

This study delves into the process by which teachers shift from being controllers in traditional teaching settings to becoming facilitators, and offers a detailed examination of how this transformation plays a crucial role in enhancing the quality of English education. The paper highlights the challenges currently faced in English teaching practices and addresses them by outlining the key competencies that teachers, as facilitators, should possess. Moreover, it offers specific strategies to facilitate this transformation. The study aims to provide higher education institutions with a practical framework for teaching reform, helping them better align with the evolving demands of talent cultivation in the modern era.

Survey and Analysis of English Teaching Evaluation in Higher Vocational Colleges

This paper presents a survey conducted to assess the current state of English teaching evaluation in higher vocational colleges. The survey aims to gather data on teachers' perceptions of the effectiveness of teaching methods, the clarity of evaluation criteria, and the support systems in place. The analysis of the survey results provides insights into the strengths and weaknesses of the current evaluation practices and offers recommendations for improvement.

Exploration of Strategies for Improving English Listening and Speaking Abilities of Students in Higher Vocational Colleges

This paper aims to explore strategies for improving English listening and speaking skills among students in higher vocational colleges. Through analyzing the current status of students' English listening and speaking abilities in these colleges, and integrating language acquisition theories, English listening and speaking teaching strategies, as well as multimedia teaching and autonomous learning theories, a series of targeted improvement strategies are proposed. Using empirical research methods, this paper verifies the effectiveness of the proposed strategies and provides suggestions for English teaching in higher vocational colleges. The research results indicate that significant improvements in students' English listening and speaking abilities can be achieved by enhancing teaching methods, creating an English listening and speaking environment, intensifying listening and speaking training, and cultivating students' autonomous learning skills.

Exploration on the Training Methods of English Listening and Speaking Skills for Cruise Major

This article explores training methods for listening and speaking skills in cruise professional English, aiming to improve students' English proficiency to meet the demands of the cruise industry. The paper first analyzes the current status and existing problems of cruise professional English teaching, then emphasizes the importance of listening and speaking skills in cruise work. Subsequently, this article proposes a series of innovative training methods for listening and speaking skills, including practical simulations, role-playing, and the utilization of multimedia and online resources. Finally, the effectiveness of the proposed methods is verified through empirical research, and corresponding teaching suggestions are provided.

Practice and Research on College English Teaching from an Interdisciplinary Perspective

With the deepening of globalization, English, as the main language of international communication, is no longer limited to the teaching of language knowledge, but pays more attention to the cultivation of comprehensive application ability from an interdisciplinary perspective. This paper aims to explore the practice and research of college English teaching from an interdisciplinary perspective. By analyzing the current status and shortcomings of college English teaching, combined with multidisciplinary perspectives such as philosophy, culture, and politics, this paper proposes strategies and methods to improve college English teaching. Through practical teaching and case analysis, this paper verifies the effectiveness of college English teaching from an interdisciplinary perspective and looks forward to its future development direction.

Research on the Value of Poetry Teaching for English Majors in Applied Undergraduate Universities Under the Background of the New Liberal Arts

The emphasis of the traditional teaching environment on English instrumentality has resulted in the marginalization of poetry teaching for English majors in applied undergraduate universities. The construction of the new liberal arts affirms the importance of the English literature curriculum and also inspires people to re-evaluate the potential and unique value of English poetry teaching. English poetry is the material for the cultivation of students’ patriotism. Its condensed space contains multi-disciplinary knowledge, its long history makes it bear rich cross-cultural information, its beautiful language helps improve students’ aesthetic and creative ability and its dialectical thinking stimulates students’ critical thinking. English poetry teaching is an effective way to cultivate international compound talents with Chinese feelings required by the new liberal arts construction for applied undergraduate English majors.