University English Language Teachers Research Articles

Enhancing Teaching through ICT Integration: Insights from Moroccan University English Language Professors

This article explores the positive impact of integrating Information and Communication Technology (ICT) in teaching, leading to improved teacher performance and increased student engagement. The study focuses on suggestions provided by instructors to enhance the use of technology in education. Data is collected through a questionnaire administered to Moroccan university English language teachers from Moulay Ismail University Faculty of Arts and Humanities - Meknes, and Sidi Mohamed Ben Abdellah Dhar - El Mahraz - Fes, serving as a case study. The Statistical Package for Social Sciences (SPSS) version 19 is employed for data analysis. The findings emphasize the importance of quality training, accessible ICT resources, and effective school policies as key factors in successfully integrating technology into education.

Qassim University English Language Teachers’ Perspectives about the Usage of Unconventional Teaching Methods

Qassim University English Language Teachers’ Perspectives about the Usage of Unconventional Teaching Methods

From EFL to ESL in the Eye of Saudi Vision 2030

Aims: Starting with the definitions of EFL and ESL, this paper aims to explore the transformation from teaching English as a foreign language to a second language in the context of Saudi Arabia to cope with the promising Saudi Vision 2030. At all levels, teaching in the Saudi context is inclined to be EFL teaching. However, English language proficiency has become an emergent need to determine the employment value in the competitive job market, nationally and internationally. Therefore, the transformation to ESL teaching is a focus nowadays for modulating the evolution of English Classroom Teaching in Saudi Arabia.
 Study Design: This study is a qualitative one that uses a semi-structured interview has been conducted at the participants' convenient time and venue. 
 Place and Duration of Study: The study has taken place at one of the languages Institute (ELI) at King Abdulaziz University, Jeddah, Saudi Arabia, during the second semester of the academic year 2021 – 2022.
 Methodology: The participants who took part in this study are six female English teachers, Saudis, and non-Saudis, holding Ph.D. and master's degrees in different fields of language teaching with teaching experience varying from 5 years to more than 10 years. 
 Results: The study sought to investigate the university English language teachers' beliefs about the transformation of teaching English from a foreign language to a second language in line with SAV 2030. Data analysis has brought a variety of issues considering the benefits of shifting from EFL teaching and learning to ESL, the obstacles related to such a transit, the challenges that may be encountered throughout the transition process, and the adaption readiness of all stakeholders, educational policymakers, teachers, and students. Looking at participants' responses to the research questions, it was found that they were in agreement with the transformation from EFL to ESL. The study's findings were categorized according to the responses to the four research questions.
 Conclusion: Since the declaration of VAS 2030, higher institutions in the kingdom have obliged their educational policies to an influential reformation that drives improvements in higher education to reach the successes intended by VAS 2030. The study results have provided substantial evidence that teaching the English language as an ESL rather than an EFL will conclusively add to Saudi English learners' skills and proficiency levels.

Instilling an Investigative Culture in Language Learning

To be proficient when learning a language, one needs to have an instilled culture to investigate and probe deeper into diversities of the underlying language aspects. An investigative culture and improved critical thinking skills during language learning requires a multifaceted approach that involves both the teacher and learners to engage cooperatively. When this culture has been instilled, teachers can impart to learners skills to analyse information and evaluate sources, yet, drawing conclusions based on evidence. This paper had its main aim of investigating whether instilling an investigative culture can enhance language learning for improved comprehension skills. For this investigation, a qualitative approach was applied and entrenched in a case study design where five conveniently sampled university English language teachers as initiators to implant an investigative culture to enhance language learning were nominated as participants. To collect data, semi structured interviews were administered and this assisted to have better understanding of the underlying factors caused by lacking culture to investigate matters for enhanced language learning. From this study it was divulged that (i) enhanced research skills and (ii) improved memory retention were the major findings as outcomes of an instilled investigative culture when learning languages. It is concluded and recommended by this paper that an investigative culture in language learning can lead to improved language proficiency, with established critical thinking skills that can help to enhance research skills, thereby preparing learners for real-world encounters.

Fostering Intercultural Communicative Competence and Student Autonomy through Project-Based Learning

In today’s internationalized learning environment, intercultural communicative competence is deemed insufficient for students. Academic mobility presents challenges and opportunities due to language, culture, and learning background differences. The number of international students in Ukrainian universities is increasing. The efficacy of project-based learning in foreign language acquisition is recognized and incorporated into the English language syllabus in Ukraine. The current study investigates the effectiveness of project-based activities in English classes at Ukrainian University for improving students’ intercultural communicative competence and autonomous learning. It included seven university English language teachers and five groups of 59 students from various cultural backgrounds. Classroom observation and case study design were carried out to describe how the teachers and students used project-based learning. This research will provide new perspectives on the effective incorporation of project-based activities in English classes to boost students’ communication confidence to collaborate with diverse cultural groupmates and develop autonomy in learning. The study revealed that project-based learning allowed students to interact with the target content, focusing on long-term memory and promoting attitudes about education. Several advantages of this technique over traditional methods of improving international communicative skills and increasing confidence in language acquisition were highlighted by teachers and students. It engaged students in collaborative and cooperative language learning, improved their digital literacy, and promoted student autonomy. Thus, the project-based learning approach is highly recommended for educational use by teachers and students and should be encouraged in universities.

The Deficiency and Reconstruction of Knowledge of China's English Language Education History among University English Language Teachers

The Deficiency and Reconstruction of Knowledge of China's English Language Education History among University English Language Teachers

SOCIO-CULTURAL COMPETENCE DEVELOPMENT BASED ON THE USE OF VIRTUAL REALITY TOOLS FOR STUDENTS IN THE FIELD OF TRAINING ‘PEDAGOGICAL EDUCATION (WITH TWO TRAINING PROFILES)’

Purpose. The article is devoted to the ways to develop the university students’ socio-cultural competences. The article deals with the students in the direction of training 44.03.05 Pedagogical education (with two training profiles), profiles “The first foreign language and the Second foreign language”. The purpose of the article is to describe the peculiarities of using virtual reality tools for the socio-cultural competence development of the Pedagogical University 3rd year students. The objectives of the study include the selection of virtual reality tools for the formation of socio-cultural competence, the description of the features of their application and the results of experimental work in English language classes.
 Methodology. The basis of the research is the methods of analysis, synthesis and generalization, experiential training.
 Results. The novelty of the article lies in the fact that the possibilities of individual virtual reality tools for the development of socio-cultural competence of students are considered for the first time. The practical result of the study is the creation of methodological recommendations for a foreign language teacher of a higher school on the use of virtual reality tools in the practice of teaching English at a university.
 Practical implications. The results of the study can be of use for the university English language teachers when getting ready for the classes on “Area and Cultural Studies”, “History of the English language”, “Practical course in the English language”.

University English Language Teachers’ Use of Digital Platforms for Online Teaching

Digital disruptions have affected higher learning institutions and forced educators across the globe to use digital platforms for online teaching. This paper presents the findings of a pilot study that investigated (1) the usage of digital platforms for teaching English at a Malaysian university and (2) how university English language teachers employed digital platforms for online teaching. An online questionnaire survey was completed by 19 university English teachers who volunteered to take part. Cross-tabulation analysis with frequency count and percentage distribution was used to analyse data, and short open-ended responses were coded for themes. Online web meeting platforms for synchronous language classes, learning management systems for task-based language learning, and cross-platform instant messaging applications for interactions and class discussions were found to be the most popular digital platforms among university English language teachers. Teachers optimised those three platforms for teaching English online and believe that they are adequate for teaching with poor internet accessibility. Finally, this paper offers suggestions for effective use of digital platforms for teaching English online at a university.

Critical Analysis of Cultural Values and Traditions Represented in North Star English Course Book

This study reports the findings of a mixed method critical study of non-native university English language teachers’ perceptions about cultural values and traditions represented in North Star English course book (advanced level), published by Pearson. The sample consisted of 35 male teachers who had experienced teaching the course book under investigation used at an English language institute in one of a Saudi Arabian university. In this study, a combined dataset questionnaire was used to collect data. Findings revealed that the participants had a negative perception towards the cultural models and traditions represented in the course book. More specifically, they were not adequately designed to suit the Saudi cultural background, local cultural norms and traditions. Moreover, the participants indicated that the course book failed to embody the international cultures of English speakers. The study recommends adopting new cultural policies which consider incorporating both the local as well as international cultures and traditions of speakers of English.

EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

This research study, based on qualitative research design, reports on the findings from native and non-native university English language teachers’ perceptions and beliefs with regards to a professional development programme they attended in their teaching context where they work at an English language institute (ELI) that is part of a Saudi university. The sample consisted of five male English as a Foreign Language (EFL) teachers who were involved in teaching intensive EFL courses at a Preparatory Year Programme (PYP). In this study, semi-structured interviews were utilized as the data collection method. Analysis of the data revealed that all teachers had a wide understanding of some essential issues related to professional development. Most of these teachers supported adopting the obligation policy of teacher involvement in the professional development programme. On the other hand, several participants voiced few concerns towards the available activities that are marked by being irresponsive to their needs, inadequate for the teaching context and unhelpful for them to reflect on their teaching practice. Also, the data highlighted the absence of the teachers’ role in the implemented professional development programme. The findings, however, indicated that the participants found the group discussion useful and enriching to their learning experiences. Furthermore, the data findings pinpointed that the teachers provided some useful suggestions for future improvement in the study context. Their suggestions tackled the trainer’s competence, needs analysis and the involvement of teachers in setting the agenda of their professional development programs.

Native Language in English as a Foreign Language Classes: Teachers’ Lived Experiences

Along with the prevalence of post-method pedagogy in English language teaching, the use of learners’ native language (NL) in English as a foreign language (EFL) context has become a vital issue. Considering the issue, this article aims to dig into the phenomenon of NL usage with special reference to Nepal. For achieving this objective, I followed a phenomenological study design to explore the teachers’ lived experiences. I purposively selected ten university English language teachers to observe their EFL classes based on age, qualification, gender, and teaching experience. The information obtained from the unstructured classroom observation led me to the four themes such as conditions, reasons, strategies and consequences. The findings reveal that most informants used NL for better and more efficient communication; they used NL in different ways; and learners were at ease, self-assured, and pleased with NL usage. This implies that EFL teachers need to use the learners’ NL sparingly.

Undoing inequalities: inclusive and transformative language practices in rural Argentinian Patagonia

ABSTRACT This article reports a service learning experience carried out by university student tour-guides and pre-service teachers of English during 2017–2018 in a rural multi-grade primary school in northern Argentinian Patagonia. With their university English language teachers, participants taught workshops using intercultural literature in English to 6–14 year olds from the native Mapuche communities with no prior contact with English. They also designed and delivered two guided tours of heritage sites in the area. Theoretically, the study is grounded in a conceptualisation of social justice language education beyond redistribution, with a focus on recognition, inclusive language ideologies and practices, and transformative learning. Designed as a case study, data comprise reflection logs, workshop and tour plans, field notes, children’s artefacts, photographs and video-recordings of the experiences. Qualitative data analysis involves holistic, inductive and deductive phases. Findings indicate that the children engaged in multilingual, multimodal, creative and embodied forms of expression combining their affective and semiotic resources through literature, music, movement and embodiment, the creative arts and outdoor learning experiences. These resources became the means for initiating transformation of their selves and their social milieu focused on the local environment. Implications for language education in multilingual contexts are discussed.

Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices

AbstractSynchronous online language lessons (SOLLs) are distinctly different from in‐person lessons. Although digital tools, specifically, videoconferencing software, make doing SOLLs possible, these tools have specific affordances and constraints pertaining to how we engage, interact, and relate – creating new literacy practices. This study reports on a project which explored how five Hong Kong university English language teachers engaged in teaching SOLLs over a 13‐week semester. The aim of the project was to understand and conceptualize the professional practices of synchronous online language teachers; specifically, our goal was to explore the relationship between identified practices and the competences needed to use digital tools during SOLLs to facilitate classroom interaction and therefore create appropriate conditions for language learning. The study expands our understanding of the professional practices teachers are engaged in when doing SOLLs. Furthermore, our data exemplify the context‐specific teaching strategies and related competences needed to assist and mediate interaction in SOLLs. We propose that by improving synchronous online language teachers' interactional competence, they will be well‐placed to help language learners achieve their learning goals. The findings have implications for the preparation and professional learning of online English language teachers.

Towards Audio-Visual Resource Implementation to Enhance Language-Learning Abilities

For enhanced language learning abilities, the application of diverse teaching and learning resources has been noted to have some positivity towards academic attainment. This paper seeks to examine if audio-visual technologies have any significant influence towards enhancing learner abilities in language learning. Supplementarily, teacher-learner engagement that lacks implementation of the necessary learning gadgets, leads to both teachers and learners being overwhelmed more so in the administration of the English language which is not a home dialect for most learners. Additionally, a vast percentage of courses or subjects reinforcing the curriculum are offered in the English language medium. This investigation is embedded in a qualitative approach entrenched in a case study design, where three university English language teachers from an institution situated in a rural environment were conveniently identified and interviewed using semi-structured interviews as a data collection instrument to examine the problem’s intricate phenomenon. It emerged from the study findings that learning progressions with infused audio-visual resources encourage learner participation. This paper investigates whether teachers in schooling environments give learners access to interrogate audio-visual learning resources on their own, thus catering for learner-centredness. The paper concludes that such technologies are a foundation for effective learning. It becomes essential for learners’ speaking, reading and academic writing skills to advance. The Authors, therefore, recommend re-visiting the consistent use of audio-visual gadgets as means to cater for learners with impairments, thereby closing gaps and learner barriers for diverse cohorts. Keywords: Diversity, Academic attainment, Participation, Learning barriers, Technology Learning

Challenges and Opportunities in Teaching Writing Online Amidst the Pandemic: Voices from English Language Teachers in Philippine Universities

With the sudden transition to online instruction in most educational institutions caused by the COVID-19 pandemic, it can be assumed that there is paucity in research as regards the teaching of writing online during this crisis moment. To address this niche, 13 Filipino university English language teachers were asked to participate in both online semi-structured and follow-up email interviews to describe their experiences in teaching writing online during the pandemic, particularly the challenges they faced, their coping strategies to address these challenges, and the opportunities in online teaching they valued. The interview responses revealed three major challenges in teaching writing online: technological concerns and equity issues, vague response of schools to emergency remote teaching, and problems in assessment. Three key strategies to cope with these challenges were found: flexibility in communicating with students and in accommodating their concerns, initiatives for professional development, and gaining support from colleagues and students. Despite the challenges of online instruction, two opportunities for development in online writing instruction were identified: optimizing the use of online-teaching platforms and resources, and enhancing one’s reflective practice. Implications for teaching writing online in particular and for online learning and teacher education in general are discussed in the paper.

Local Epistemological Perceptions that Underlie EFL Literature and Teaching Practices in Colombia

This study aims to understand the local and updated epistemological perceptions of the teaching and learning of English as a foreign language (EFL) in Colombia from the voices of English language university teachers. This qualitative research emerges as part of a hermeneutical perspective which allowed the authors to analyze experiences, perceptions, and understandings of teachers in the foreign language-teaching field. Data collection instruments included a literature review using framework matrices and semi-structured interviews. After data analysis, three categories emerged: Pertinence and Relevance of Teaching and Learning of EFL, Teaching and Learning of EFL, and The State of Bilingualism. The study concludes with the recommendation of promoting the teaching and learning of foreign languages based on contextualized necessities of Colombia. We draw attention to the cultural and linguistic diversity in our country. In addition, we raise awareness among preservice teachers towards an epistemological reconstruction that involves the ecology of knowledge, engaging them in critical knowledge and practices from outside the Eurocentric vision.

Perceptions toward Thai English: A study of university English language teachers in Thailand

ABSTRACT This study explored perceptions of university English language teachers in Thailand regarding Thai English. Using purposive-convenience sampling, 60 teachers of English from two Thai universities answered a survey; 11 of which participated in in-depth semi-structured interviews. An analysis of the survey and interview responses indicated that although the teachers would tend to embrace the legitimacy of World Englishes (WE) or English varieties and Thai English, especially in terms of different accents and the use of Thai English (along with inner circle Englishes) in media and in intranational and international communication, they still preferred American English and British English when they speak and write, and when they teach and use English in the classroom in terms of pronunciation, vocabulary, grammar, examinations, and textbook preference. They were inclined to conform to the “native-speakerism” ideology enshrined in most educational institutions, although they agreed that Thai English exists as a localized variety of English, an indication that Thai English is slowly emerging or developing.

Teachers’ beliefs and practices about oral corrective feedback in university EFL classes

AbstractThis study examined (in)congruences between beliefs and practices of EFL university teachers on in‐class oral corrective feedback (OCF). The participants were 20 university English language teachers from a private university in Turkey. Data were collected via video‐recorded non‐participant detached observation, a task about OCF to determine the beliefs of the teachers, and a stimulated recall interview. The results showed incongruence between what the teachers said they believed and what they did. However, teachers’ beliefs and practices were similar regarding whether the errors should be corrected, when errors should be corrected, and who should correct them. Particularly notable in this study was the finding that those teachers with the greatest incongruence almost always stood by their decisions, even after they watched their unsuccessful OCF practices.

English language learning demotivation among Pakistani university students: do resilience and personality matter?

PurposeA plethora of research highlights the pernicious effects of English language learning demotivation on students' language learning outcomes. Therefore, to prevent students' demotivation has been a challenging task for the English language teachers. To shed fresh insight into this problem, the prime purpose of the present study was to examine the possible constituents of Pakistani university students' language learning demotivation, and how they interact with the resilience and the two personality dimensions (i.e. conscientiousness and openness to experience).Design/methodology/approachThe present quantitative research study administered a questionnaire consisting of four parts to 215 undergraduate students who were enrolled in the two public universities in Quetta, the capital city of Balochistan province of Pakistan. To analyze the data, both descriptive and inferential statistics were performed with the SPSS (version 24).FindingsThe results identified both external and internal salient demotivating factors. The external factors included classroom environment, classroom learning materials, characteristics of classes, whereas lack of language learning interest and experiences of failure were the internal factors. Additionally, the results of simple linear regressions and multiple linear regressions also revealed that resilience and the two personality dimensions influenced the English language learning demotivation.Practical implicationsThe prevalence of demotivation in the language classrooms necessitates Pakistani university English language teachers to adopt motivational teaching strategies to elicit, enhance and sustain language learners' motivation. The present study also draws the attention of the university teachers to foster students' resilience, conscientiousness and openness to prevent their language learning demotivation. The findings also implicate the ministry of education of Pakistan to equip educational institutes with language learning facilities to lower the burgeoning issue of students' language learning demotivation.Originality/valueThe present study provides empirical evidence regarding the interaction of resilience and personality with demotivation in the Pakistani context and contributes to the sparse existing knowledge on this issue. Additionally, the present study also establishes the knowledge that despite experiencing demotivation, language learners can regain language learning motivation through their resilience as well as behavioral patterns (i.e. being conscientious and open).

Factors Preventing in-service University English Language Teachers from Becoming Action Researchers in Pakistan

Research suggests that TR enables classroom teachers to address their classroom-specific problems without having to rely too heavily on published research. However, despite the fact that TR narratives of language teachers have increased lately, there is still need for studies investigating the perceptions of university English language (EL) teachers about TR, and exploring the factors affecting their engagement with TR in culturally diverse contexts. The current study was designed to explore the perceptions of university EL practitioners about the factors that inhibit or encourage them to engage in TR in a university context in Pakistan. Data were obtained from fifteen EL teachers from four public sector universities through semi-structured interviews. Results show that teachers appeared to possess only simplistic knowledge of research as an activity aimed at finding something new. While a majority admitted to have done no research, even the engagement of others who claimed to have done some research seemed sporadic and less than systematic. The main factors responsible for teachers’ dis-engagement from TR included academic culture, management’s attitude, power relations between senior and junior faculty, workload, lack of monetary benefits, and large classes. A number of implications have also been discussed.