ESL Teachers Research Articles

A Comparative Study of ESL Teachers’ Evaluation Beliefs in China and Malaysia Comprehensive Universities

This survey was conducted among 20 ESL teachers in China and Malaysia comprehensive universities. Cross-sectional study design and purposive sampling being used in this study, this paper makes a comparative analysis on the description of the Chinese and Malaysian teachers' beliefs in teaching evaluation---evaluation purposes, evaluation forms and types, evaluation criteria, providing feedback and reporting final results, and the role of students in the evaluation process. This study shows that there are both similarities and differences in teachers' evaluation beliefs between the two universities. The two implications for college English Teachers' teaching evaluation are as follows: to establish scientific and reasonable evaluation standards for college English teaching; to improve the quality of teaching evaluation of college English teachers.

The effects of teaching English in STEM education for ESL learners

Relevance. STEM education is a progressive trend in modern education. Its basic principle is personal development through scientific methods, technical applications, engineering design, mathematical modelling, foreign language learning. To improve the quality of knowledge in the modern education system it is necessary to use the latest information technologies, effective methods and techniques that will provide creative mastery of scientific knowledge in the learning process.Purpose. The research aims to show the main techniques and methods of STEM education in teaching English as a second language. To form statistics and analytics for understanding perspective and trends of STEM-education development in educational institutions of Kazakhstan, to reveal their differences.Methodology. The empirical research part consists of a survey of teachers at leading schools in Kazakhstan about the impact of teaching English in integrated learning, as well as an assessment of the educational programme by undergraduate students of one of the leading universities in the country. In illuminating this topic, pedagogical, comparative, dialectical, descriptive, deductive, and inductive methods as well as the method of analysis and synthesis were applied.Results. The research resulted in the definition of the STEM-education method in teaching the English language with the application of theoretical foundations and applied skills, also the comparative analysis of programmes of leading world countries and Kazakhstani educational institutions on the implementation of education, named the main functions of robotics, defined the main tasks for development and promotion of integrated education in general. The study has provided an opportunity to highlight certain features and assess the prospects for further implementation of the latest learning technologies in the educational system of Kazakhstan.Conclusions. The practical relevance of this study is determined by the main methodological aspects that affect the effectiveness of the use of the latest educational information technology, as well as improve the quality of ESL education.

A Comparison of Urdu and Punjabi First language Interference on English as Second Language

This study examines errors in ESL students focusing on those who speak Urdu and Punjabi as their first languages. It uses Optimality Theory (OT) as a framework to explore the interaction between markedness and faithfulness constraints within OT. The study employs a mixed methods approach, including surveys and audio recordings from 30 participants (15 Urdu speakers and 15 Punjabi speakers). Three phonological factors are investigated; stress patterns, pronunciation of interdental /th/ and differentiation between bilabial /w/ and labiodental /v/. The data analysis, presented through bar graphs and interpreted using OT reveals nuanced patterns of errors. Notably Punjabi L1 speakers demonstrate a frequency of mistakes suggesting impact from their first language. This research significantly contributes to understanding the dynamics of language interference by shedding light on how phonological differences, among Urdu, Punjabi and English influence specific pronunciation errors. The findings hold educational ramifications for ESL teachers looking to upgrade language instructions custom-made to the phonological backgrounds of their students.

Competence-based language curricula: implementation challenges in Africa

Abstract Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture and learning styles significantly underlie complications ESL teachers face adapting and implementing competence-based curricula innovations in English language classrooms in low-income contexts in the global south. The experiences of teachers in Uganda resonate across most global south ESL educational contexts. They illustrate the universality of challenges teachers face and are likely to face when implementing competence-based curricula in sub-Saharan Africa and the wider global south where the teaching and learning of English is premised on facilitating acquisition of English language for meaningful interaction.

Promoting multilingualism and executive functions: a cross-cultural study on language learning support

This cross-cultural study examined the impact of multilingualism on executive functions in adults. The research sought to understand how language diversity influences cognitive abilities, particularly executive functions, across different cultural backgrounds. The study used email interviews with five open-ended questions to examine difficulties and methods for helping teachers and parents with language learning. Six ESL teachers and six Arabic-speaking parents whose children were enrolled in the ESL program were purposefully chosen for this study. The study identified the communication and coordination challenges between ESL teachers and parents in supporting language learning among ESL students, emphasizing the importance of trust and respect. Effective strategies for language acquisition, such as regular communication, integrating language learning into daily routines, utilizing technology, and involving children in cultural events, were identified. Inclusive teaching practices and the role of caregivers in language learning were also discussed as significant factors. Diverse participants should be involved in future research on language learning support while exploring effective collaborative strategies and multiculturalism.

On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts

Yonas Mesfun Asfaha is an associate professor at Asmara College of Education in Eritrea, and recently he accepted the role of acting dean of the College of Education. He is a well-known literacy scholar specializing in African literacies as well as multilingual language policy as it relates to education. Lydiah Kiramba is an associate professor at the University of Nebraska and is originally from Kenya. Her areas of expertise include multilingual and ESL education, language and literacy teaching and assessment, and bi/multiliteracy development. Lydiah Kiramba talked with Yonas Asfaha via Zoom during the spring/summer months of 2023 about epistemologies and ontologies that have significantly influenced his work.

Using Kahoot! To Teach Grammar in an ESL Classroom: Pupils’ Perspectives

Gamification method in the education field is the application of game mechanisms in a non-gaming environments like such as classrooms and virtual learning sessions. Gamified learning has attracted attention among educators and learners over the past several years. There are debates and opinions regarding the most suitable approach to teach students in the ESL classrooms and how it will impact students’ level of proficiency. The recent outbreak of COVID-19 has forced schools to be closed thus restricting face-to-face interactions during teaching and learning sessions. Online learning becomes the best option. However, many teachers encounter difficulties in teaching grammar to ESL students effectively. Therefore, students’ perception on the use of Kahoot! to teach grammar will be surveyed to determine the impact of gamification method towards learning. This study will employ survey research design and a questionnaire will be distributed among 70 Year 5 and year 6 pupils studying in a semi-rural school in Tatau, Sarawak. The questionnaire consists of 25 items which was adapted from a similar study conducted by Bicen and Kocakoyun (2018). The survey will be conducted using both online and offline method. The participating students have low to average level of proficiency. The results of this study will be used to determine students’ perception towards the use of Kahoot! application in the grammar teaching. Apart from that, the findings of this study will benefit ESL teachers and help them to design more suitable teaching and learning activities to increase students’ understanding and motivate them in learning.

Enhancing Speaking Skills through Storytelling: Perspectives of ESL Teachers from Northern Sindh

This qualitative study investigates the effectiveness of using storytelling as an educational strategy to improve spoken English abilities among secondary ESL students. The research, which was conducted in a Government High School in Sukkur, Sindh, Pakistan, used semi-structured interviews with seven ESL teachers to gather ideas directly from practitioners. The findings indicate that storytelling has a favorable impact on students. Through the storytelling approach students’ engagement increases, and they improve their vocabulary and fluency in the English language. Furthermore, students gain speaking confidence and better pronunciation. Limited resources, access to storytelling resources, and difficulty managing overcrowded classes were the most identified challenges by the teachers. The study's recommendations include resource distribution, class size control, and teacher professional development. The study adds significantly to literature by emphasizing the practical benefits of storytelling in ESL instruction, delivering context-specific insights, and making targeted recommendations for creating a successful learning environment.

Exploring Tertiary Vietnamese EFL Students’ Engagement in Vocabulary Learning through the Use of an AI Tool

The utilization of AI tools in language teaching is increasingly popular worldwide. Existing literature suggests that educators have integrated AI tools into their teaching methodologies to enhance student learning. Among the tools, POE is currently being used by several Vietnamese ESL teachers. Nonetheless, students’ engagement in and their perception of the effectiveness of the tool still needs to be explored. Hence, this research was carried out to assess student engagement in utilizing this AI chatbot for students’ vocabulary learning and their perceived usefulness and benefits. With a mixed-method approach, the study was conducted at a public university in Vietnam with a sample of 31 English-majored students. Data were collected through questionnaires and interviews. The quantitative data were analyzed with the use of repeated-measures ANOVA (RMA), while the qualitative data were analyzed following thematic analysis guidelines. The findings revealed that most of the participants found the tool useful, and they were actively engaged in learning vocabulary using this tool. The research outcomes propose valuable insights for university EFL teachers regarding the integration of AI tools like POE into curricula to optimize students’ learning experiences with innovative language instruction.

The impact of non-native English speakers’ phonological and prosodic features on automatic speech recognition accuracy

The present study examines the impact of Arab speakers’ phonological and prosodic features on the accuracy of automatic speech recognition (ASR) of non-native English speech. The authors first investigated the perceptions of 30 Egyptian ESL teachers and 70 Egyptian university students towards the L1 (Arabic)-based errors affecting intelligibility and then carried out a data analysis of the ASR of the students’ English speech to find out whether the errors investigated resulted in intelligibility breakdowns in an ASR setting. In terms of the phonological features of non-native speech, the results showed that the teachers gave more weight to pronunciation features of accented speech that did not actually hinder recognition, that the students were mostly oblivious to the L2 errors they made and their impact on intelligibility, and that L2 errors which were not perceived as serious by both teachers and students had negative impacts on ASR accuracy levels. In regard to the prosodic features of non-native speech, it was found that lower speech rates resulted in more accurate speech recognition levels, higher speech intensity led to less deletion errors, and voice pitch did not seem to have any impact on ASR accuracy levels. The study, accordingly, recommends training ASR systems with more non-native data to increase their accuracy levels as well as paying more attention to remedying non-native speakers’ L1-based errors that are more likely to impact non-native automatic speech recognition.

Enhancing EFL Learning Through Computer-Based Gamification: An Investigation of Impact.

This study examines the impact of computer-based gamification on English language learning among adult and young learners. In order to gauge any potential impact of this teaching technique on learners, empirical research has been conducted using a quantitative design. Relevant data was collected using two quantitative data collection instruments; a questionnaire and a proctored test. The questionnaire sought to get insights into adult learners’ perspectives with regard to web-based learning while the test measured any impact of using Kahoot on English language performance and retention. The current study showed that the use of Kahoot positively affects learners' performance, motivation, engagement, and retention of English language skills and components. Besides, this research offers valuable recommendations to ESL teachers and designers of teaching materials as well, suggesting more integration of gamification in language teaching programs to enhance motivation and enjoyment in the EFL classroom. Furthermore, it emphasizes some advantages and drawbacks of integrating web-based gamification in teaching.

Sustainable ESL teacher support in the Global South through e-coaching

Abstract This qualitative study investigates the challenges faced by five ESL teachers in Nigeria and the role of an e-coaching intervention in providing support for these challenges. In undertaking the study, the author engaged in a two-cycle coaching session involving a pre-planning conference and post-observation feedback with the teachers. Teachers were interviewed to examine their perceptions about e-coaching support. Analysis revealed several key findings on the role of the coach in providing instrumental support to the teachers, which they felt had a positive impact on their professional development. The study proposes e-coaching as a feasible teacher development activity in low-resource contexts and sheds light on whether the coaching models adopted via online platforms are accessible and practicable for experienced ESL teachers in comparable contexts across both sub-Saharan Africa and the wider Global South.

Tech Takeover? Examining Technology Acceptance Among Malaysian SJKC ESL Teachers at Kota Tinggi District After the COVID-19 Pandemic

Tech Takeover? Examining Technology Acceptance Among Malaysian SJKC ESL Teachers at Kota Tinggi District After the COVID-19 Pandemic

The Use of Visual Aids to Improve Deaf Students’ English Vocabulary: A Literature Review

This literature review examines the efficacy of employing visual aids to enhance the acquisition of English vocabulary among deaf students. It investigates the vital role of visual aids in conveying meaning, enhancing memory and cognitive functions, and fostering engagement. The review discusses their effectiveness in promoting contextual comprehension, improving learning outcomes, and the integration of visual aids with sign language for deaf learners. The study also addresses the challenges that deaf students encounter, such as learning English as a foreign language, lack of exposure, and the complexities of abstract concepts. The implications of this research highlight the need for collaborative efforts between ESL teachers and sign language experts to develop accurate and culturally relevant visual aids. The review concludes by emphasizing the importance of context-based learning, hands-on experiences, and multisensory approaches to cater to the diverse learning needs of deaf students. This synthesis contributes valuable insights for educators, researchers, and policymakers seeking to enhance vocabulary learning experiences for deaf students through the effective integration of visual aids.

Special Education Integration Program: Teacher’s Insights on utilizing Technology in ESL Classroom

In the dynamic landscape of technology-infused education, this research delves into English language instruction for students with special needs within Malaysia’s Special Education Integration Program (SEIP). Despite the potential benefits of technology, educators in Special Education grapple with distinctive challenges. The pandemic-driven transition to technology underscored its pivotal role in bridging educational disparities for special needs students. Aligned with Malaysia’s commitment to inclusive education, this study focuses on the intersection of technology and special education. The research aims to garner insights and recommendations from special education teachers regarding technology integration in SEIP ESL classrooms. Employing a qualitative approach, the study conducted semistructured interviews and analyzed data thematically based on the participants’ answers. Findings highlighted a positive transformation in ESL instruction upon technology usage, elevating student participation, engagement, and independent learning. However, a notable absence of specialized tools or software for SEIP students has also been uncovered. Implications extend to pedagogical practices in special education, proposing avenues for future research. This study reveals an unexplored dimension of technology advancement tailored to SEIP students in Malaysia, making a substantial contribution to the theoretical and practical discourse on inclusive education and technological innovation in ESL classrooms.

Investigating the Syntactic Variation among Non-Native English ESL Learners of Khawaja Fareed University of Engineering and Information Technology

Introduction: This research investigates syntactic variation among non-native ESL learners with Urdu, Punjabi, and Saraiki language backgrounds, utilizing Howard Giles' Communicative Accommodation theory. Methodology: Writing samples from 105 students at Khawaja Fareed University of Engineering and Information Technology were analyzed for syntactic differences across various linguistic elements. Results/Findings: Distinct patterns of syntactic variation emerged among language groups, with Urdu-speaking students showing heightened variation in Prepositions, Pluralization, Modal Verbs, Adjective Placement, and Code Switching. Punjabi-speaking students demonstrated increased variation in Subject-Verb Agreement, Verb Tense, Word Order, Pronunciation, Vocabulary, and Relative Clauses. Saraiki-speaking students displayed more variations in Idiomatic Expressions, Question Formation, Negation, and Conjunction. Implication/Future Direction: The findings underscore the importance of considering mother tongue influence in ESL instruction. These variations are attributed to students' inadequate competence, insufficient training, and limited exposure to the target language. Further research should explore effective strategies to address syntactic variation in ESL classrooms.

Ongoing Enhancement of ESL Education Through Reflective Surveys for University Students

Reflective surveys in global best practices are used to ensure that the course meets the varied linguistic needs of university students. Therefore, we aimed to analyze quantitative and qualitative data on university students’ feedback across various dimensions of ESL courses and provide recommendations aimed at improving and sustaining the quality of teaching English at the university level. To achieve this, we used a mixed-method research design to obtain quantitative and qualitative data which revealed that university students expressed their overall satisfaction with the ESL courses. They especially appreciated the possibility of completing assignments asynchronously, as well as relaxed deadlines and discussions. They suggested creating study groups according to language proficiency levels and making them smaller to ensure an individual approach. The results of the research showed that students were mostly positive regarding ESL course content, teaching methods, instructor approach, assignments and assessments, class participation, technology integration, group work, resources and materials, time management, English proficiency, collaborative learning, and relevance to future careers. We observed statistically that students were especially enthusiastic about their teachers’ support and guidance, as well as about relaxed deadlines. This study highlighted the importance for students to communicate with each other in groups, play games, have discussions, do problem-solving tasks, focus on their professional needs, establish rapport with their teachers, get regular feedback and error correction. In conclusion, the study contributes to the importance of reflective surveys in holistically evaluating and refining the ESL learning experience for university students. In future research, reflective surveys could be used for teachers and students from several higher education institutions to further enrich our knowledge in this area.

Building a data-driven teaching platform for ESL vocabulary corpus in universities based on VR technology

With the rapid development of information technology, the application of VR to English language teaching has gradually become an emerging trend. As the driving force of English learning, the establishment of ESL vocabulary corpus is of great significance for making great progress in teaching in colleges and universities. By analyzing the characteristics of VR technology, the study establishes a data-driven teaching platform for ESL vocabulary corpus in colleges and universities based on this technology. Then, based on the improved graph neural network, the text classification of the ESL vocabulary corpus was carried out to achieve the integration of ESL vocabulary corpus resources. The results show that the improved graph neural network vocabulary text classification model converges at 145 iterations, and the convergence speed is improved by up to 100 generations; Among different datasets, the recognition accuracy of the SADE-GNN model on the MR, R8, SST1, and SUBJ datasets is 90%, 99%, 63%, and 96%, respectively. In the recognition and classification of ESL vocabulary corpora in universities, the accuracy of this model is stable at around 95%, with a maximum value of 97%. In practical teaching applications, students' English listening, reading, writing, and speaking scores have all increased to varying degrees, with the top 50% of students achieving 95 or above in both reading and speaking. The above results indicate that the teaching platform under the research model has high accuracy in text classification, can significantly improve the effectiveness of English teaching, providing new reference ideas for the construction of ESL vocabulary corpus and teaching method reform in universities.

Influence of Teachers’ Lived Experience on Conceptualization of ESL Teaching

Influence of Teachers’ Lived Experience on Conceptualization of ESL Teaching

The Role of Artificial Intelligence in Facilitating Real-Time Language Translation to Complement ESL Education

Abstract Real-time English translation systems incorporating speech recognition have a wide range of application scenarios due to the need for further language translation support for second language learners in ESL programs. The traditional Transformer model is further improved by this study using the end-to-end speech recognition model for performance enhancement considerations when performing real-time language translation tasks. The study examines the degree to which the real-time language translation system enhances the learning effect of students in ESL courses. It is found that the Transformer model based on the attention mechanism has obvious performance advantages in a large corpus, and the improved Transformer model containing the transcription network module, prediction network module, and cointegration network module has stronger performance in recognizing English speech. In the case study based on five students, the average recognition time of the translation system under the improved Transformer model is 1.2295 seconds, which is 0.8132 seconds faster than that of the traditional Transformer model, proving that it has a better real-time English translation performance. In a controlled experiment of ESL course learning within a school, the average translation score of the students in the experimental group is 90.45±2.91, which is better than the average translation score of the students in the control group, and there is a significant difference in the translation scores between the experimental group and the control group (P<0.001).