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Journal articles on the topic 'ELT-Learner-Motivation'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Ha, Thanh Bich Loan. "Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024." ICTE Conference Proceedings 5 (October 2, 2024): 140–64. http://dx.doi.org/10.54855/ictep.24512.

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This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings rev

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Velarde Orozco, Myriam Tatiana, and Bárbara Luisa De Benito Crosetti. "Enhancing English Language Teaching and User Experience in Virtual Environments: A Systematic Review on Gamification and Personalised Learning." Journal of Language and Education 11, no. 2 (2025): 157–74. https://doi.org/10.17323/jle.2025.24798.

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Introduction: Virtual learning environments (VLEs) have become central to English language teaching (ELT), although persistent disengagement suggests that design must go beyond content delivery. Gamification and personalised learning (PL) contribute to enhanced user experience (UX) and better learning outcomes, but evidence on their combined effects remains fragmented. Purpose: This systematic literature review (SLR) explains how gamification and PL influence UX, motivation, engagement and achievement in ELT-oriented VLEs, identifies effective design practices, and maps the implementation chal

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Masani, Andi. "Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic." Journal of Languages and Language Teaching 10, no. 3 (2022): 434. http://dx.doi.org/10.33394/jollt.v10i3.5442.

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The discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. The activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. This study was aiming at improving learners’ motivation and ELT achievement of the seventh-grade learners after Covid-19 Pandemic through the application of a scientific approach using Discovery Learning model. This study is a Classroom Action Research (CAR). The study was

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Delijar, Ressi, and Ive Emaliana. "SIMPLE VS SOPHISTICATED EPISTEMIC BELIEFS AN INITIAL STEP TO DEVELOP SEMINAR ON ELT COURSE MATERIAL." JURNAL ILMIAH BAHASA DAN SASTRA 8, no. 1 (2021): 12–21. http://dx.doi.org/10.21067/jibs.v8i1.5838.

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The development of appropriate teaching materials not only needs to be adjusted to the latest curriculum but also to the needs of the parties involved in learning. One of the parties involved is the learner. The needs of learners in the learning process must be known in order to develop appropriate teaching materials. This study is intended to map the needs of learners in the Seminar on ELT class as a first step to develop appropriate teaching materials by considering the different characteristics of students through the perspective of their epistemological beliefs. The participants involved i

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Utami, Artine Ayu, and Paulus Kuswandono. "Undergraduate Students’ Learner Autonomy during Thesis Writing: The Case of a Group of EFL Students in Indonesia." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 7, no. 2 (2023): 316. http://dx.doi.org/10.26858/eralingua.v7i2.46043.

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Abstract. Learner autonomy has recently gained popularity among scholars of ELT as autonomy is pivotal, especially during the thesis writing process. This study aims to explore undergraduate students’ learner autonomy during thesis writing. A case study method was employed to explore and record students' autonomy. A case study is a comprehensive, all-encompassing description and study of specific phenomena like a program, an institution, a person, a process, or a social unit. The data were collected from semi-structured interviews, weekly writing progress of five EFL students in Indonesia, and

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Padinjarekaithackal, Vinod Michael, and P. John Joseph Kennedy. "The Problems and Challenges to English Language Teaching in India: A Review using Schwab's 'Curriculum Commonplace' Framework." South India Journal of Social Sciences XXI, no. 7 (2023): 94–102. https://doi.org/10.5281/zenodo.15411707.

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This literature review investigates the problems and challenges in L2 teaching and learning in India in the last decade. Given the structure and diversity of the Indian education system, in-depth studies at the micro level and regular and continuous synthesis of data are required for a realistic understanding of the problems and challenges in ELT so that educators, policymakers and administrators can improve the quality of L2 teaching and learning. The two research questions posed were: What recurring challenges and problems in ELT in India are reported? And “What do these challenges and

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Ahmad, Hamdi, and Robert McColl Millar. "REVIEWING DIFINTIONAL AMBIGUITIES AND SIGNIFICANCE OF TEXT AUTHENTICITY IN ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 8, no. 4 (2020): 01–09. http://dx.doi.org/10.18510/hssr.2020.841.

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Purpose of the study: The premise of this paper is to define and address the ambiguities surrounding the concept of text authenticity in the field of English Language Teaching (ELT). Methodology: It represents a critical review of a series of research studies aimed at defining the concept of text authenticity and investigating the effect of text authenticity on ESL/EFL learners’ individual differences, namely ESL/EFL learner motivation and communicative competence. However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic/contrived materials a

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Sedubun, Stenlly, and Nurhayati Nurhayati. "Exploring the Efficacy of Project-Based Learning in English Language Teaching: A Literature Review." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 1 (2024): 1089–92. http://dx.doi.org/10.62775/edukasia.v5i1.949.

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This study aims to explore the efficacy of project-based learning (PBL) in the context of English language teaching (ELT). The study seeks to identify the benefits and challenges associated with implementing PBL in language classrooms and explores its impact on language learning outcomes. A systematic literature review of relevant academic literature was conducted, focusing on studies published between 2010 and 2023. Peer-reviewed articles, books, and conference proceedings were analyzed to synthesize current findings on applying PBL in ELT settings. The review reveals that PBL promotes meanin

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Saraswati, Ni Putu Ritra Trees Ari Kartika Hadi, Ni Kadek Herna Lastari, and ⁠I Wayan Sumerta Winaya Asnadi. "Integrating Canva And Similar Digital Design Tools In English Language Teaching: A Literature Review." Jurnal Penelitian Ilmu Pendidikan Indonesia 4, no. 1 (2025): 8–13. https://doi.org/10.31004/jpion.v4i1.317.

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This study discusses the integration of Canva and similar digital design tools in English Language Teaching (ELT). It synthesizes research on design-based learning, digital storytelling, and the use of visual aids in English as a Foreign Language (EFL) classrooms, highlighting the pedagogical benefits and challenges of employing these technologies. The review emphasizes Canva’s role in enhancing student engagement, creativity, and language skills through interactive and collaborative learning environments. Methodologically, this study conducts a comprehensive synthesis of recent empirical stud

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Bist, Resham Bahadur. "Role of the Literature in ELT Course of Mid-Western University." Journal of NELTA Surkhet 5 (April 1, 2018): 56–64. http://dx.doi.org/10.3126/jns.v5i0.19488.

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This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and eff

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Vardanyan, Anichka. "BALANCING PERSONALISED LEARNING WITH THE DOGME ELT FRAMEWORK FOR DEVELOPING COMMUNICATIVE SKILLS: A CASE STUDY IN ARMENIAN CLASS." Annali d'Italia 67 (May 29, 2025): 26–31. https://doi.org/10.5281/zenodo.15544645.

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In the evolving landscape of language learning and teaching, it is of high relevance to use methods that not only foster effective language acquisition but also engage students by addressing their individual needs and interests. This study explores the integration of Dogme ELT (Teaching Unplugged) and personalized learning strategies within an English as a Foreign Language (EFL) context, aiming to increase student engagement, communicative competence, and motivation in shaping their own learning track. By blending these approaches, the research examines how a dynamic, learner-centered environm

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Sulistianah Sulistianah, Siti Kurniasih, and Nafan Tarihoran. "Leveraging TikTok for ELT : A Systematic Review." Jurnal Pendidikan dan Sastra Inggris 5, no. 1 (2025): 07–26. https://doi.org/10.55606/jupensi.v5i1.4986.

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TikTok, as a social media platform, is increasingly gaining attention in English language teaching (ELT) due to its potential to enhance speaking and listening skills through interactive learning experiences. However, its effectiveness in formal education is still debated due to challenges pedagogical. This study aims to synthesize evidence related to the role of TikTok in English Language Teaching (ELT), specifically its impact on students' speaking, listening, and engagement learning. This study employs a systematic review method based on the PRISMA guidelines, with data search using the key

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Ngo, Nguyen Thien Duyen, and Trong Nghia Vo. "Augmented Reality in English Language Teaching: A Literature Review on Catering to Diverse Learning Styles." International Journal of TESOL & Education 5, no. 1 (2025): 71–87. https://doi.org/10.54855/ijte.25514.

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In contemporary educational contexts, the application of Augmented Reality (AR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of AR in accommodating diverse learning styles and individual learner needs within ELT. AR's multisensory features cater effectively to visual, auditory, and kinesthetic learners, enhancing engagement and motivation while promoting inclusivity. For visual learners, AR offers interactive visuals and 3D models; auditory learners benefit from pronunciation guides and immersive dia

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Anita, Gehlot. "ELT in the Metaverse: Gamified Language Learning and AI Teachers in Virtual Classrooms." Criterion: An International Journal in English 16, no. 2 (2025): 1306–48. https://doi.org/10.5281/zenodo.15321467.

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This research investigates the integration of English Language Teaching (ELT) within metaverse environments, focusing on gamified learning approaches and AI-powered virtual teachers. The study explores how immersive virtual reality classrooms transform traditional language acquisition methods by creating authentic contexts for communication while maintaining pedagogical effectiveness. Through analysis of emerging technological frameworks, pedagogical adaptations, and empirical studies, this paper demonstrates the potential of metaverse-based language learning to enhance student engagement, mot

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Akman, Ezgi, and Pınar Karahan. "ELT Students' Perceptions Toward Mobile-Assisted Language Learning (MALL): Exploring its Effects on Motivation and Learner Autonomy." International Journal of Educational Researchers 14, no. 2 (2023): 1–20. http://dx.doi.org/10.29329/ijer.2023.565.1.

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Ajmal, Mehwish, Fayyaz Ahmed, and Yasir Ahmed. "Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration." VFAST Transactions on Education and Social Sciences 12, no. 3 (2024): 49–56. http://dx.doi.org/10.21015/vtess.v12i3.1959.

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The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research s

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Michońska-Stadnik, Anna. "The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications." Neofilolog, no. 44/2 (March 22, 2019): 183–92. http://dx.doi.org/10.14746/n.2015.44.2.04.

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In professional research literature learner identity, motivation and au-tonomy are frequently the focus of attention. Identity is believed to be responsible for beliefs and opinions about the process of language at-tainment. Although much more has been written on learner identity, teacher identity is usually marginalized. The study summarized in this paper focuses on students – future teachers of English (N=32)- who at-tend M.A. EFL seminars to obtain full teaching qualifications. The stu-dents were asked to give answers to seven questionnaire statements referring to their present teaching car

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Mahdi, Ghaith Salih, Mahmood Shakir Sabbar, and Dhuha Fadhil Abbas. "Differentiated Instruction in English Language Teaching: Meeting the Needs of All Students." Alford Council of International English & Literature Journal 07, no. 03 (2024): 11–27. http://dx.doi.org/10.37854/acielj.2024.7302.

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An approach to teaching English as a second language (ESL) that takes into account the wide range of student backgrounds, talents, and requirements is known as differentiated instruction. This approach modifies lesson plans, course materials, and evaluation tools to accommodate students' unique learning styles. The goal is to make school a welcoming place where all students can thrive and develop to their maximum potential. This study delves into the theory and practice of ELT differentiated instruction, looking at how it might boost student engagement, motivation, and performance. We review s

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Shadrina, O. V., E. G. Korneeva, and N. V. Kabanova. "Using Quizlet and Brain Quiz in ESP virtual classroom at technical university (CEFR level B2/C1)." Tambov University Review. Series: Humanities 29, no. 2 (2024): 324–36. http://dx.doi.org/10.20310/1810-0201-2024-29-2-324-336.

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Importance. The use of game design features in educational activities, or gamification of learning, is a popular, albeit contentious, trend in the field of education right now. This research applies gamification as a strategy to enhance inner motivation and learner autonomy in acquiring L2 technical vocabulary of the second language by students at the B2/C1 level in a virtual classroom.Research Methods. The case study uses a two-cycle action research design to assess the difference between learning terminology with and without Quizlet support throughout a spring semester 2022, observes the dev

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Shahi, Dhurba Kumar. "ICT-Based Teaching-Learning Tools Used in ELT." AMC Multidisciplinary Research Journal 4, no. 1 (2025): 1–12. https://doi.org/10.3126/amrj.v4i1.78672.

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Information and Communication Technology (ICT) has revolutionized education, particularly in the field of English Language Teaching (ELT), by providing diverse tools for creating dynamic and interactive learning environments. This review-based research paper explores ICT-based teaching-learning tools and their impact on ELT, drawing on a wide range of studies to analyze their efficacy, applications, and challenges. Key ICT tools such as computers, mobile phones, tablets, digital recorders, interactive whiteboards, and traditional yet versatile devices like radios and televisions are examined f

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Ahmad, Hamdi, and Robert McColl Millar. "Review of Text Authenticity Relationship with Language Learner Motivation and Communicative Competence." International Journal of English Linguistics 10, no. 5 (2020): 89. http://dx.doi.org/10.5539/ijel.v10n5p89.

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Although the call for a more learner-centered pedagogy has long existed in English language teaching, viewpoints are still very controversial on what type of materials should be used in language classrooms. This paper is aimed at defining and addressing the ambiguities surrounding the concept of text authenticity and its relationship with language learner motivation and communicative competence in the field of English Language Teaching (ELT). However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic materials are also discussed. The study is based u

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KAPPALUMAKKEL, THOMAS BABY. "Application of Mobile Phone as a Motivational Tool in the ESP Classrooms of Dhofar University." International Journal of Language and Literary Studies 2, no. 1 (2020): 81–89. http://dx.doi.org/10.36892/ijlls.v2i1.116.

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The present paper investigated the factors of motivation and the role of teachers in motivating English language learners in the ESP classes of Dhofar University as well as the significance of motivation in teaching and learning through mobile application technology. Mobile phones are handy devices that are readily available with all the students in universities and colleges nowadays. Furthermore, the innovative use of mobile applications and internet technology is very common among the undergraduate students. This paper is a detailed description of some of the teaching strategies employed thr

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Widiantari, Ida Ayu Putu Anugrah, and Ni Luh Putu Eka Sulistia Dewi. "YouTube as an Alternative Learning Media for Independent Bilingual Young Learners: A Review." JET (Journal of English Teaching) 9, no. 1 (2023): 83–97. http://dx.doi.org/10.33541/jet.v9i1.4611.

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This study was designed to review the literature on the implementation of YouTube as the alternative learning media in English Language Teaching for bilingual young learners, which includes (1) identifying the effectiveness of using YouTube for independent bilingual learner; (2) YouTube in enhancing English language skills; and (3) providing suggestions for choosing the teaching strategy and media applying YouTube for Independent Bilingual Learner. This study employed a systematic review method to critically observe the application of YouTube as a digital learning medium for independent biling

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Dr. Mirza Sibtain Beg. "Role of Motivation in English Language Learning: A Real Challenge." Creative Launcher 6, no. 4 (2021): 224–29. http://dx.doi.org/10.53032/tcl.2021.6.4.33.

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One of the most important Laws of Learning is the Law of Readiness. It is a big challenge for the teachers to kindle a strong desire in pupils to learn English Language swiftly which is not their Native Language. Motivation plays a very important role in the process of learning a Language. Intrinsic Motivation is a kind of motivation that comes from inside. Extrinsic Motivation emanates from external pressures such as essential for job or any other obligation. The differential success of ESL learner proffers us to examine the strategies utilized by successful Language Learners. The teachers ca

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Mark N., Saldivar, John, and Fernandez, Bernadeth L. "Concept Analysis of Adaptive Learning Strategy in English Language Teaching (ALS-ELT)." International Journal of Social Sciences and English Literature 8 (December 21, 2024): 45–56. https://doi.org/10.55220/2576683x.v8.231.

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Adaptive Learning Strategies (ALS) are revolutionary forces in the ever-changing educational landscape, where varied learning contexts and technological breakthroughs converge. This study aimed to acquire a nuanced understanding of the concept while providing empirical support and new information on the usefulness and effects of ALS on language learning outcomes. Research articles from open-access databases such as Google Scholar, CrossRef, and OpenAlex published from 2019-2024 were carefully analyzed using Walker and Avant’s eight-step analysis. Keywords utilized were adaptive learning, knowl

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Damar, Ebru A. "Identifying Motivational Factors of Pre-service EFL Teachers." Academic Journal of Interdisciplinary Studies 7, no. 1 (2018): 147–51. http://dx.doi.org/10.2478/ajis-2018-0015.

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Abstract For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, Engl

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Unal, Burcu, Suzan Kavanoz, and Ezgi Aydemir Altas. "Unlocking Potential: Assessing Motivation, Learning Strategies, and Cognitive Load in Flipped Learning during Online Teaching in Higher Education." International Journal of Education in Mathematics, Science and Technology 12, no. 4 (2024): 1006–31. http://dx.doi.org/10.46328/ijemst.4219.

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Flipped learning has become the focus in many educational contexts especially with the integration of technological tools in learning space for the last decade. In flipped learning, learners perform surface learning at home, whereas deep learning such as problem-solving, critical thinking exercises etc. is covered in the classroom which potentially increases motivation and satisfaction of learners. Cognitive load, the assumed load of the working memory caused by the processing of tasks, has also attracted attention in online learning settings which pose different processing demands. This study

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Gharti, Luk. "Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions." Journal of NELTA Gandaki 1 (June 14, 2019): 62–73. http://dx.doi.org/10.3126/jong.v1i0.24461.

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The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Gro

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Noor, Zulfikar, and Farida Repelita Waty Kembaren. "The Issues of Teaching English in Elementary School Based on Students Engagement: Exploring Teachers’ Perspective." Scope : Journal of English Language Teaching 8, no. 1 (2023): 274. http://dx.doi.org/10.30998/scope.v8i1.17721.

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<p>The English-teaching problem is a significant issue that has been discussed in various contexts around the world, including English teachers’ issues, students’ assessments, curricula and textbooks, and the various variables that contribute to effective English as a foreign language (EFL) teaching. As a result, the purpose of the study is to explore 10 participants' perspectives on issues of teaching English in ELT classrooms. The purpose of this descriptive qualitative study is to investigate how teachers perceived the English teaching issue in relation to the students involved. Data

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H. Al-khresheh, Mohammad. "The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review." Language Teaching Research Quarterly 43 (October 2024): 54–80. http://dx.doi.org/10.32038/ltrq.2024.43.04.

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The integration of artificial intelligence (AI) into language instruction has presented new opportunities, with ChatGPT emerging as a promising tool for interactive and personalized learning. This systematic review examines the effectiveness, advantages, and drawbacks of the ChatGPT in English language teaching (ELT). To achieve this objective, peer-reviewed studies published between 2023 and 2024 were sourced from the Web of Science database and focused on those that explored ChatGPT for language instruction. Using standardized criteria, data extraction covered the study design, participants,

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Sher, Muhammed Khan. "DEVELOPING SPEAKING SKILLS OF UNDERGRADUATES THROUGH COMMUNICATIVE OUTPUT ACTIVITIES." International Journal of Marketing & Financial Management Volume 5, Issue 4, Apr-2017 (2017): pp 37–41. https://doi.org/10.5281/zenodo.805383.

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The IT revolution and globalization of business have brought communication skills to the forefront of academia and industry. With the whole world becoming a global market and business becoming diverse and result-oriented, professionals are facing newer challenges in English proficiency every day. Moreover, English is also considered a bridge to make them employable soon after completing their graduation. In this backdrop, Indian students have become more conscious about good speaking skills besides acquiring technical knowledge. This global status of English has also led to significant changes

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Tari, Nirmala, and Ni Putu Dianita Safitri. "Using Games: Role Play and Kahoot in English Language Teaching and Learning for Tourism Students." Jurnal Manajemen Pelayanan Hotel 7, no. 2 (2023): 1093. http://dx.doi.org/10.37484/jmph.070226.

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To improve students' language learning and overall learning experience, the incorporation of games intoEnglish Language Teaching (ELT) has emerged as a potential pedagogical method. This abstract explores theuse of two types of game, namely role play and kahoot as a creative and successful teaching and learningEnglish, focusing on the effects on language proficiency, motivation, and engagement. Games are used in ELTas a dynamic and engaging platform that promotes a learner-centered atmosphere and stimulates studentparticipation and teamwork. The variety of possibilities accommodates to various

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Pandey, Gopal Prasad. "From Motivation to Engagement in ELT: Evidence-Based Strategies for Transformation." Journal of Critical Studies in Language and Literature 6, no. 1 (2024): 39–45. https://doi.org/10.46809/jcsll.v6i1.318.

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Enhancing learner engagement in English Language Teaching (ELT) necessitates a comprehensive understanding of effective strategies that motivate and sustain active participation. This paper explores how secondary level English teachers enhance learner engagement through motivational strategies. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations of five experienced teachers. The study revealed six key strategies: personalizing learning content, creating supportive classroom environments, promoting autonomy, integrating technology, fos

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Al-Murtadha, Mutahar. "Increasing EFL learner self-confidence with visualization tasks." ELT Journal 74, no. 2 (2020): 166–74. http://dx.doi.org/10.1093/elt/ccaa009.

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Abstract L2 linguistic self-confidence has been considered a constituent of L2 motivation, a predictor of L2 proficiency, and part of the willingness to communicate construct (WTC). However, little is known about how to increase it. This intervention study examined whether helping EFL learners visualize their ideal L2 selves enhances their L2 linguistic self-confidence. Two hundred and six Yemeni EFL learners formed the experimental and control groups. The experimental group received one visualization lesson a week for six weeks, whereas the control group received their regular lessons. The in

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Abdel Latif, Muhammad M. M. "Coping with COVID-19-related online English teaching challenges: teacher educators’ suggestions." ELT Journal 76, no. 1 (2021): 20–33. http://dx.doi.org/10.1093/elt/ccab074.

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Abstract Although a number of studies have surveyed the challenges of remote English instruction imposed by COVID-19, a main research gap yet to be addressed is examining the relevant pedagogic experiences and suggestions given in language teacher educators’ blogs. Through analysing fifty-one blogs posted by teacher educators on four well-known language education websites, this study attempted to identify their perceived COVID-19-related online English language instruction challenges and suggested coping strategies. Analysing the blogs revealed nine main perceived online English teaching chall

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Jalolova, M.B, and Sarvinoz Shokirova. "TEACHING ENGLISH TO YOUNG LEARNERS AND THE FEATURES OF ELT TO ADOLESCENTS." INTERNATIONAL CONFERENCE ON INTERDISCIPLINARY SCIENCE 2, no. 5 (2025): 217–23. https://doi.org/10.5281/zenodo.15424886.

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<em>This study investigates the distinctive characteristics and methodological approaches in teaching English to young learners and adolescents, examining both theoretical frameworks and practical implications for classroom instruction. The research analyzes how age-specific developmental factors influence language acquisition processes and teaching strategies, with particular focus on the integration of cognitive development theory, second language acquisition principles, and age-appropriate pedagogical practices. </em>

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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.

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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into si

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Abenova, Gulchexra Jalgasbaevna. "THE IMPACT OF PEER EVALUATION IN TEACHING ENGLISH LANGUAGE FOR STUDETS." Multidisciplinary Journal of Science and Technology 5, no. 4 (2025): 474–75. https://doi.org/10.5281/zenodo.15206820.

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Peer evaluation has become a widely used pedagogical strategy in English language classrooms. This paper explores the effects of peer evaluation on students’ language acquisition, motivation, and overall performance. Drawing from recent studies and classroom-based research, the article highlights both the benefits and limitations of peer evaluation. Findings suggest that when implemented effectively, peer evaluation enhances critical thinking, increases engagement, and improves language accuracy. However, challenges such as bias, lack of training, and cultural attitudes toward peer feedb

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Azad, Oishi. "Using Communicative Language Teaching to Teach English as a Second Language to College Students." Inverge Journal of Social Sciences 3, no. 1 (2024): 28–44. https://doi.org/10.63544/ijss.v3i1.70.

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The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acqu

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Swatevacharkul, Rosukhon, and Nida Boonma. "Learner autonomy assessment of English language teaching students in an international program in Thailand." Indonesian Journal of Applied Linguistics 10, no. 3 (2021). http://dx.doi.org/10.17509/ijal.v10i3.31764.

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The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a s

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Rahayu, Mundi. "LITERATURE IN LANGUAGE TEACHING." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 4, no. 1 (2011). http://dx.doi.org/10.18860/ling.v4i1.591.

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The role of literature in the ELT classroom has been re-assessed by many experts, and now many of them view literary texts as providing rich linguistic input, in addition to effective stimuli for students to express themselves in other languages. In this way, literature can be a potential source of learner motivation. Literary texts offer a rich source of linguistic input and can help learners to practice the four language skills -speaking, listening, reading and writing- in addition to exemplifying grammatical structures and presenting new vocabulary. It is found out as well that literary tex

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Salamanti, Elena, David Park, Nadia Ali, and Sophie Brown. "Efficacy of Collaborative and Multimodal Learning Strategies in Enhancing English Language Proficiency Among ESL/EFL Learners: A Quantitative Analysis." Research Studies in English Language Teaching and Learning 1, no. 2 (2023). http://dx.doi.org/10.62583/rseltl.v1i2.11.

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This study examined the efficacy of collaborative and multimodal learning strategies in enhancing English language proficiency among ESL/EFL learners. A total of 120 secondary school-aged learners from three schools in the United Kingdom participated in the study, with half of the participants receiving collaborative and multimodal instruction, while the other half received traditional instruction. Pre and post-tests were conducted using the Oxford Quick Placement Test, and a modified version of the Language Learning Motivation and Engagement Scale was used to assess student engagement and mot

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Summer, Theresa, Jakub Przybył, and Arild Høie Henriksen. "Learner attitudes to English instruction in Germany, Norway, and Poland: Insights from the ELT Survey." Language Teaching Research, May 4, 2025. https://doi.org/10.1177/13621688251333092.

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Language learner attitudes have been linked to motivation, willingness to communicate, and attainment in second language (L2) learning research. Yet, explorations of learner attitudes remain scarce, especially concerning learners’ perspectives on the language instruction they receive in schools. To contribute to a more complete picture of L2 English instruction, we gathered data from 2,721 adolescent learners of English in German, Norwegian, and Polish schools through the English Language Teaching (ELT) Survey. Our measures of attitudes included summarized ratings of classes, semantic differen

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Волошина, Валентина, та Ольга Неясова. "ПСИХОЛОГІЧНІ ДЕТЕРМІНАНТИ ОВОЛОДІННЯ ІНОЗЕМНОЮ МОВОЮ ПІДЛІТКАМИ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ". Науковий часопис НПУ імені М П Драгоманова Серія 12 Психологічні науки, 31 жовтня 2023, 28–37. http://dx.doi.org/10.31392/udu-nc.series12.2023.22(67).03.

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Мета. Стаття присвячена дослідженню психологічних детермінант, що впливають на успішність вивчення іноземної мови підлітками в умовах дистанційного навчання. Основна увага приділяється когнітивним здібностям, а саме пам’яті та мисленню, а також індивідуальним психологічним характеристикам, таким як мотивація, імпульсивність та мовна тривожність. Методи дослідження. Теоретичні: синтез, порівняння, моделювання, узагальнення. Емпіричні: Шкала мотивації вивчення англійської мови (ELLMS), Шкала дитячої імпульсивності Барратта (BIS-11c) та Шкала тривожності перед публічними виступами (PSCAS) були ви

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"Language learning." Language Teaching 39, no. 1 (2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@

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Kato, Yoshitaka, and Judith Hanks. "Learner-initiated exploratory practice: revisiting curiosity." ELT Journal, July 23, 2021. http://dx.doi.org/10.1093/elt/ccab039.

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Abstract This paper investigates the potential of learner-initiated exploratory practice (EP), which encourages learners to set their own investigative agenda based on their curiosity-driven puzzles. A case study was conducted in a remedial course for undergraduate students at a university in Japan. Data included student puzzles, posters, and reflective questionnaires. Student investigations of their puzzles remind teachers and researchers of the affordances of learning from learners. The results suggested that, despite their previously disoriented attitudes towards learning English, this form

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"Language teaching." Language Teaching 38, no. 3 (2005): 119–23. http://dx.doi.org/10.1017/s0261444805212995.

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05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.05–207Chang, Mei-Mei (National Pingtung U of Science and Technology, Taiwan, China), Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 217–230.05–208Coleman, James A. (The Open U, UK; J.A.Coleman@open.ac.uk)

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Mike, Okmawati. "Students' Motivation in Learning English through Quizizz (Current Technology in ELT)." October 24, 2021. https://doi.org/10.5281/zenodo.6300075.

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Encouraging students’ motivation in the target language is quite complex. In many cases, the students face difficulties in learning English and are not often obsessed to learn. Research in ELT has found that certain media technology can help the students get more positive attitudes and become more motivated in the learning process. The aim of the research is to investigate the students’ motivation in learning English by using Quizizz. The participants of the study were 12 students at elementary school who take an English Course. The data were taken through questionnaire and intervi

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Ferdousi, Akter, and Al Mamun Md. "Study of Humanistic Education: A solution to Language Teaching in Bangladesh." November 18, 2019. https://doi.org/10.5281/zenodo.3545047.

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<strong>Introduction:</strong> In the realm of language teaching and learning, the humanistic approach is one of the most remarkable movements. It is such an approach where the learner is seen as a whole person with physical, emotional and social features as well as cognitive characteristics. It is pertinent to educate the whole person i.e. the intellectual and the emotional dimensions” (Moskowitz,1978). It emphasizes the importance of the inner 1970, the behaviouristic and the mentalistic approaches dominated the second and some fresh suggestions came forward towards the end of the 1970

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Кавнатская, Е. В., Л. Г. Кузьмина та Ж. В. Петросян. "О НЕКОТОРЫХ НОВЫХ ВОЗМОЖНОСТЯХ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ В МАГИСТРАТУРЕ". Бизнес. Образование. Право, № 4(61) (28 листопада 2022). https://doi.org/10.25683/volbi.2022.61.429.

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Статья посвящена проблеме повышения эффективности обучения иностранным языкам студентов магистратуры. Анализируются изменения в дистанционном обучении этой категории студентов, обусловленные пандемией. Отмечается, что резкий переход к дистанционному обучению не ухудшил качество обучения, но даже открыл дополнительные возможности для организации эффективной работы студентов, которые отсутствовали при традиционном обучении. Обосновывается, что массовое внедрение дистанционного обучения в преподавание иностранных языков вызвало потребность в поиске ресурсов, позволяющих компенсировать известные н

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