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Journal articles on the topic 'English as a second language (ESL), Study and teaching'
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1
Dorji, Jigme. "COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 1. http://dx.doi.org/10.25134/ieflj.v3i1.648.
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The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon�s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn�s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers� conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies. ��� �Keywords: communicative competence, communicative language teaching, conceptualization
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Babaeian, Ali. "Approaches to Pronunciation Instruction in Communicative Language Teaching Classrooms." Journal of Studies in Education 11, no. 4 (October 12, 2021): 68. http://dx.doi.org/10.5296/jse.v11i4.18977.
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One of the main factors that affects pronunciation instruction in the classroom is the educators’ teaching approach. Various elements like L1 (first language), cultural backgrounds, et cetera would influence teaching pronunciation, making English teachers deploy different pedagogical approaches for the learning process to occur. This article aims to provide insights into the pedagogical approaches used by EFL (English as a Foreign Language) and ESL (English as a Second Language) teachers in their CLT (Communicative Language Teaching) classrooms. It will also explore the influencing variables on these approaches. For this purpose, five English teachers (two EFL and three ESL teachers) provided the needed data through a questionnaire and a semi-structured interview for this qualitative study. The results showed that the participants used two teaching approaches for delivering pronunciation lessons, and two types of variables (i.e., student-related and teacher-related variables) influenced their choice of approach in the pronunciation classroom. Although this study does not intend to be generalized, it provides language teachers with a view of pedagogical approaches used by a number of EFL and ESL teachers for teaching pronunciation.
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Reynolds, Barry Lee, Jin-Jy Shieh, Chen Ding, and Xuan Van Ha. "Sustained Content Language Teaching: Insights from an ESL and EFL course." International Journal of English Studies 22, no. 2 (December 23, 2022): 129–54. http://dx.doi.org/10.6018/ijes.507161.
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Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.
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Walter, Yepdia Leundjeu. "Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms." International Journal of English Language Teaching 10, no. 7 (July 15, 2022): 31–49. http://dx.doi.org/10.37745/ijelt.13/vol10n73149.
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First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in English. A population of 40 teachers was elicited through questionnaires and data analysis procedures adopted Ehrman, Leaver & Oxford (2003)’s theoretical framework. Findings revealed that a great deal of teachers reluctantly translanguaged when they taught English to French-speaking secondary students. They were more tolerant when students used French in class to meet their needs more than when they expressed themselves in Fulfulde. The challenge encountered by many teachers in the implementation of translanguaging pedagogy in classroom settings was mainly linguistic competence. Acknowledging EFL teachers’ shyness towards the use of learners’ L1 in the learning of second language, the researcher recommends a shift of paradigm in EFL teaching in Cameroon classrooms where the use of native languages by students should not be seen by their teachers as dramatic, odd, unproductive and shameful.
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Sabboor Hussain, Muhammad, Abdus Salam, and Aisha Farid. "Students' Motivation in English Language Learning (ELL): An Exploratory Study of Motivation-al Factors for EFL and ESL Adult Learners." International Journal of Applied Linguistics and English Literature 9, no. 4 (July 31, 2020): 15. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.15.
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This study analyzed adult learners’ motivation in learning English from two diametrically different paradigms viz., the EFL (English as a Foreign Language) from Saudi Arabia and the ESL (English as a Second Language) from Pakistan. The quantitative tool of the 20-items questionnaire administered at 100 EFL learners and 100 ESL learners helped find out the factors impacting the adult learners’ intrinsic and extrinsic motivation resulting in their being amotivated, unmotivated, and highly motivated English language learners. The major findings are that the learners in both the EFL and the ESL contexts were found intrinsically motivated to learn the English language. However, the Saudi EFL students, unlike ESL learners, lacked extrinsic motivation due to i) lack of an environment conducive for English language learning and ii) social disapproval of the English language learning. The extrinsic factors lacking for ESL learners in Pakistan are the provision of highly motivated and trained teachers, well-equipped classrooms, financial rewards, and a conducive learning environment in the institutions. Based on the findings, the study recommends that teachers must be trained to involve the intrinsically motivated students in challenging and encouraging activities. The teachers engaged in teaching to Saudi EFL learners need to exert more to create an excellent learning environment in their class to motivate and encourage their students towards learning of the English language, and to waive off the negative impact of social disapproval of the language outside the classroom.
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Fabre-Merchan, Paolo, Gabriela Torres-Jara, Francisco Andrade-Dominguez, Ma Jose Ortiz-Zurita, and Patricio Alvarez-Munoz. "A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences." English Language Teaching 10, no. 12 (November 7, 2017): 83. http://dx.doi.org/10.5539/elt.v10n12p83.
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Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.
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Islam, Muhammmad Reazul. "Literature in EFL/ESL Classroom: Integrating Conventional Poetry as Authentic Material." International Journal of Language and Literary Studies 4, no. 3 (September 30, 2022): 312–28. http://dx.doi.org/10.36892/ijlls.v4i3.1052.
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The paper aims to explore how poetry and poetic devices function as authentic sources and as required materials for teaching and learning English as a second language or a foreign language. It affirms that different modes of poetry, for example, tongue twisters, children's rhymes, sonnets, short and long poems, etc., can be stimulating, appealing, and above all, the natural material to the EFL/ESL classrooms. Through an interactive and integrated teaching approach, the paper intends to promote and motivate learners and teachers to use poetry as a functional source of literature for teaching English as a target language. Simultaneously, the study emphasises the constructive function of literature in developing a language learning process. The paper represents general sources or materials widely used in EFL/ ESL classrooms for decades. It proclaims why including authentic or natural material is inevitable to revitalize the language learning process. It profoundly claims that using conventional poetry in EFL/ESL classrooms can empower the teaching pedagogy with its own stylistic and pragmatic features. To focus on the pedagogical dimension of poetry in second language classrooms, the article demonstrates how a poem can relate to and integrate to enhance the English language and covers the four core language skills, grammar, and vocabulary through a series of interactive classroom activities.
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Ojanola, Raleigh. "Education linguistic model in teaching English as a second language: a discourse analysis." Technium Social Sciences Journal 30 (April 9, 2022): 64–74. http://dx.doi.org/10.47577/tssj.v30i1.6196.
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This paper aimed to describe the use of Education Linguistic Model in teaching English as a Second Language using discourse analysis. The study focused to the four (4) ESL teachers’ process in teaching English as a second language to the different groups of ESL learners in Koronadal National Comprehensive High School for the school year 2017-2018. The participants were selected based from the inclusion criteria formulated by the researcher: a) A participant must be a graduate of Bachelor in Secondary Education major in English; b) A participant must have an at least fifteen (15) years of experience in teaching English as a second language; and c) A participant must be one of the top ten (10) performing teachers as based from the Individual Performance Commitment and Review Form (IPCRF). Furthermore, classroom observation method was used to record classroom proceedings through field notes and voice recorder. Also, qualitative discourse analysis was employed to interpret and understand on how the four (4) ESL teachers utilize the seven (7) ELM categories which are building rapport, acknowledging success, modelling, addressing challenging behaviors, scaffolding the learning, responding to the individual learner and self-monitoring the teaching. The findings entail that the manifestations of ELM categories are evident in the process of teaching as a second language as reflected by the four (4) ESL teachers, but the process of exhibiting the ELM categories is unique and different compared among the ESL teachers. However, some of the categories are not consistently used in every class proceeding. Thus, modelling is not manifested by Teacher C and scaffolding the learning is not manifested by Teacher D. Moreover, both Teacher C and Teacher D do not manifest self-monitoring the teaching. Therefore, the study suggests that self-monitoring the teaching should be observed by the ESL teachers to enhance the process of teaching English as a second language in an ESL classroom.
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Alharbi, Sultan H. "The Dynamics of Individual Differences in Teaching/Learning of English as a Second/Foreign Language." International Journal of Linguistics 13, no. 6 (December 7, 2021): 47. http://dx.doi.org/10.5296/ijl.v13i6.19316.
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The subject of individual learner differences (IDs) in English as a Second/Foreign (ESL/EFL) Language teaching and learning is an area which has been much debated and investigated. Since these differences vary according to the geographical or cultural influences of the learners, variations in results and opinions among language instructors are inevitable. However, the indubitable fact is that these differences considerably influence the ESL/EFL language learners’ performances. Individuals are different in personality styles, and these personality styles are influenced by age, cultural background and a whole lot of other factors. These IDs lead to dynamism in language acquisition. The current study thus examined three set of IDs to determine how they affect the learning style preferred by individuals. The individual differences analyzed in this study include: race, exposure to English Language, and personality type (i.e., introvert or extrovert). The study concluded that while race and exposure to English Language affected the preferred learning style significantly as expected English language acquisition, personality style, however, did not have an influence on the preferred learning style for this study sample. IDs are extremely complex, with a large number of variables. As a result, it is critical for researchers as well as English language instructors to identify the source of the problem from a psychological standpoint and consider variables that would aid in Second Language Acquisition (SLA) improvement.
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Alghamdi, Haifa H. "Exploring Second Language Vocabulary Learning in ESL Classes." English Language Teaching 12, no. 1 (December 11, 2018): 78. http://dx.doi.org/10.5539/elt.v12n1p78.
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This research investigates how foreign language learners learn vocabulary in an English as a Second Language (ESL) classroom. The participants are eleven foreign students from an advanced ESL Reading class in Edmonds Community College in Lynnwood, WA. A questionnaire was used as an instrument to inquire about the students’ vocabulary learning methods. The results of the study proved that students are more engaged and motivated during group work activities and they learn more vocabulary from reading classes. The study concludes with pedagogical implications that ESL teachers might consider when teaching vocabulary in their ESL classrooms.
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Cekiso, Mzwamadoda Phillip. "The Nature of the Relationship between Student Learning Styles and Performance on Selected English Second Language Tasks." ITL - International Journal of Applied Linguistics 160 (January 1, 2010): 100–111. http://dx.doi.org/10.1075/itl.160.05cek.
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Abstract An awareness of individual differences in learning has made ESL/EFL educators and programme designers more sensitive to their roles in teaching and learning and has permitted them to match teaching and learning styles so as to develop students’ second and foreign language learning. The purpose of the present study is to (a) determine what the learning style profiles of College of Education (Eastern Cape) students look like as well as (b) to determine if there is a relationship between the learning styles of these students and their performance on selected ESL tasks. The results indicated that the ESL college learners in the Eastern Cape displayed a variety of learning styles and also performed differently on a variety of ESL tasks.
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Cai, Yufei, and Xiaoguang Yao. "Teaching Complex Sentences in ESL Reading: Structural Analysis." International Journal of English Linguistics 12, no. 5 (July 29, 2022): 59. http://dx.doi.org/10.5539/ijel.v12n5p59.
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Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.
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Chen, Dadi, Dineke E. H. Tigelaar, and Nico Verloop. "The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide." Asian Education Studies 1, no. 2 (May 17, 2016): 9. http://dx.doi.org/10.20849/aes.v1i2.48.
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Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.
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Yumnam, Rosy. "E-learning: An effective mode of teaching English as a Second Language." Journal of Translation and Language Studies 2, no. 2 (August 2, 2021): 1–9. http://dx.doi.org/10.48185/jtls.v2i2.275.
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The benefits of e-learning in teaching English as a Second Language (ESL) are huge. The outbreak of the dreaded COVID19 pandemic has forced schools, colleges and universities to temporarily remain closed to fight the contagion. E-learning or online learning is a learning method which has been employed in such a difficult scenario to continue the teaching-learning process. E-learning uses various tools and systems to optimize the teaching-learning process through online platforms. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching, and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. The paper explores the various e-learning practices into making effective teaching of English as a second language. Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. Further, the study investigated and analyzed an ESL classroom where various e-learning tools are used.
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Ullah, Md Mohib. "CLT at the Higher Secondary Level in Bangladesh: Theory and Practice." IIUC Studies 12 (December 10, 2016): 71–86. http://dx.doi.org/10.3329/iiucs.v12i0.30582.
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With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86
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Lin, Haiming. "Effects of Teaching Styles on Chinese University Students’ English Language Abilities." Theory and Practice in Language Studies 12, no. 6 (June 1, 2022): 1225–31. http://dx.doi.org/10.17507/tpls.1206.24.
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Teaching styles play critical roles in students’ English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between teaching styles and students’ English language abilities is still under-explored. The present study endeavored to explore the predictive power of teaching styles on Chinese university students’ English language abilities. A total of 1,318 English learners from a university in China were recruited. Perceived teaching styles of English teachers were assessed using the Students’ Perceived Teaching Styles Inventory (SPTSI), while English language abilities were measured based on the English Language Ability Self-Assessment Scale (ELASS). Findings indicated that teaching styles positively predicted English language abilities, and the predictive powers of Type I teaching styles on English language abilities were basically greater than that of Type II teaching styles. Pedagogical implications for university English teaching are discussed.
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Shinga, Sibongile, and Ansurie Pillay. "Why do teachers code-switch when teaching English as a second language?" South African Journal of Education 41, Supplement 1 (October 31, 2021): S1—S7. http://dx.doi.org/10.15700/saje.v41ns1a1934.
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In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners’ first language may be crucial in the teaching and learning of a second language.
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Musskopf, Ângela, and Débora Nice Ferrari Barbosa. "Executive functions in English second language learning." BELT - Brazilian English Language Teaching Journal 13, no. 1 (August 22, 2022): e42927. http://dx.doi.org/10.15448/2178-3640.2022.1.42927.
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Recently, neuroscience studies have helped the field of Education to understand how the brain processes information and how teachers can benefit from this knowledge, specially related to Executive Functions (EFs). EFs can be described as the set of skills which allow us to perform the necessary actions to achieve a goal. There are three core EFs: working memory, inhibitory control, and cognitive flexibility. In the field of second language teaching and learning, are these skills integrated into the classroom practice by teachers? If so, how? Does it benefit students’ learning somehow? Also, are EFs included in the curriculum of teachers’ training programs? Are future teachers being prepared to integrate EFs to develop their students’ skills? This study aims to look for clues about these issues in recent literature and to find studies with approaches to ESL that stimulate the EFs in the learning process and how these methods are developed in teachers’ training contexts using the systematic mapping study as a method. This study considered articles from 2011 to October 2021, looking for strings related to ESL, such as teacher training and EFs. The search showed results in Scopus, Web of Science, Pub-Med, Science Direct/Elsevier and data from specific SLA journals, such as Cambridge Core, Journal of English as International Language, TESOL International Journal, Linguistics Journal and Asian EFL Journal. The first search resulted in 5803, from which 3 full read after applying the inclusion/exclusion criteria. As the number of articles was very low, the snowballing method was applied, resulting in more 117 articles from which other 3 were analyzed. The six studies indicated that both qualitative and quantitative data are usually used. Also, it is possible to notice that studies relating aspects of neuroscience to the ESL approaches are still in the beginning. The articles’ authors mention the need for further studies. Teachers generally are not prepared to include critical thinking in their classroom practices. Studies which developed practices and gathered data show that the students’ critical thinking and metacognition improved. Teachers should have developed their own metacognition and critical thinking to enhance their students’ skills.
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Dineshika, H. K. P. "A Comparative Study on the Use of English Songs and Poems to Teach Vocabulary for English as a Second Language Learners." IAR Journal of Humanities and Social Science 3, no. 01 (February 28, 2022): 35–41. http://dx.doi.org/10.47310/iarjhss.2022.v03i01.005.
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Vocabulary is an important aspect of teaching and learning a language, especially in teaching and learning a second language or a foreign language. Lexical Approach by Lewis (1993) contains a taxonomy of lexical items which shows what kind of vocabulary the learner should develop, and Cameron (2001) states that in learning vocabulary the aspects of pronunciation, meaning, spelling and the grammatical usage of the specific words should be taught. In that case, there have been various strategies to teach and learn vocabulary in the English as a Second Language (ESL) context. This study investigates whether the usage of English songs and poems in English as a Second Language (ESL) classroom enhance the knowledge in the vocabulary of the secondary level learners. This study provides an answer to the research question “How does the usage of English songs and poems enhance the ESL students’ knowledge in vocabulary at the secondary level?” and claims two hypotheses, a) The use of English songs is more effective than using English poems in teaching vocabulary. b) There is a significant and positive impact after the usage of songs and poems in grade 10 with compared to grade 6. Twenty-five students from each class from grade 6 and grade 10 at H/ Weeraketiya Rajapaksha Central College participated in the study. The data was collected using the pretests and posttests. The data was analyzed using SPSS version 22. The findings indicated that both songs and poems have a positive impact on the enhancement of vocabulary knowledge at the secondary level. In both grades, songs were more effective in teaching vocabulary than poems. The second hypothesis of this study was partially confirmed as Grade 10 group that exposed to songs had an improvement whereas Grade 10 group that exposed to poems had shown a reduction in their marks, compared to Grade 6. Overall, the findings indicate the effectiveness of usage of English songs and poems in teaching and learning vocabulary in the secondary level ESL classroom. Though teachers do not pay much attention to the usage of songs and poems, they would be very much productive in enhancing the ESL learners’ knowledge in vocabulary.
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Wachuku, Ukachi Nnenna. "Interlanguage Request Production of Nigerian Learners of English as a Second Language." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 94–103. http://dx.doi.org/10.18844/prosoc.v3i3.1535.
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Within the Nigerian context, the communicative approach to English language teaching and learning is developing. However, the overemphasis of grammatical competence in the English language curriculum and pedagogy and the dearth of research into the interlanguage pragmatics of Nigerian ESL learners lead to inadequate knowledge of the pragmatic features of the English of Nigerian learners. This provides little basis for the teaching and learning of pragmatic competence, which according to Finegan (2008), is an important factor in the achievement of fluency in an L2. Using a discourse completion task and the CCSARP (Cross-Cultural Speech Act Realization Project) coding scheme (Blum-Kulka & Olshtain, 1984), this study investigated the request strategies of Nigerian undergraduate ESL learners whose native language is Igbo. The results revealed a preference for directness in their request production. Recommendations were made as regards the ESL curriculum and classroom practices.Keywords: pragmatic competence; speech act; requesting;
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Et.al, Guganeswary Vellayan. "A Review of Studies on Cooperative Learning Strategy to Improve ESL Students’ Speaking Skills." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 63–68. http://dx.doi.org/10.17762/turcomat.v12i3.466.
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The research investigates the effects of cooperative learning strategy to ameliorate Malaysian ESL students’ speaking skills. It is not an uncommon issue that ESL/EFL (English as Second/Foreign Language)students face some difficulties to interact fluently in English language, in fact, it is a problem faced by students not only in Malaysia but around the world.The Malaysian Education Ministry is working deliberately on increasing students’ English language proficiency in order to unlock all sort of doors for students to excel in their future endeavors. In order to improve ESL students’ speaking skills, an appropriate strategy is crucial in teaching-learning process. This paper also investigates of the ESL students towards cooperative learning and their motivation towards speaking skills. This study is believed to be beneficial to the students, academicians and also the policy makers.
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Atta, Aqsa, and Swaleha Bano Naqvi. "PEDAGOGICAL TRANSLANGUAGING IN ENGLISH AS SECOND LANGUAGE (ESL) CLASSROOMS: A SURVEY OF EXISTING STUDIES." Journal of Nusantara Studies (JONUS) 7, no. 2 (June 30, 2022): 120–46. http://dx.doi.org/10.24200/jonus.vol7iss2pp120-146.
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Background and Purpose: There has been a strong assumption on part of ESL practitioners to use target language for teaching of ESL. However, in recent years, translanguaging has gained significant importance in teaching of ESL. This systematic review concentrates on empirical studies that draw on translanguaging framework in ESL classrooms in diverse contexts. By using the guidelines provided by PRISMA, the current work sheds light on the recent plethora of literature available across the globe. This systematic review identifies the differences with reference to the settings, participants’ background, methodology, and research problem. Moreover, it also evaluates how translanguaging has helped to improve ESL in diverse contexts. Also, it also suggests possible avenues for future research.
Methodology: Data was collected from 2015 to November 2021. The studies that used translanguaging for improving ESL skills are focused and analyzed.
Findings: The findings of the study showed that predominantly the research was conducted at the school level in the contexts of Africa, Japan and Indonesia using the qualitative approach. The findings also showed that translanguaging is helpful to improve ESL performance generally, but specifically it improves reading comprehension, vocabulary and writing skills. Moreover, the findings also indicated the positive attitude of teachers and students towards translanguaging pedagogy.
Contributions: The study synthesizes the knowledge to inform practitioners, researchers, teachers’ trainers, and policy makers about the recent advances in the field of teaching ESL, while using the learners’ complete linguistic repertoire.
Keywords: Translanguaging pedagogy, English language learning, systematic review, survey, recent advances.
Cite as: Atta, A., & Naqvi, S. B. (2022). Pedagogical translanguaging in English as second language (ESL) classrooms: A survey of existing studies. Journal of Nusantara Studies, 7(2), 120-146. http://dx.doi.org/10.24200/jonus.vol7iss2pp120-146
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Gardihewa, P. N. "Use of Poetry in the English as a Second Language Classroom: A Study of Second Year Undergraduates in Sabaragamuwa University of Sri Lanka." Vidyodaya Journal of Humanities and Social Sciences 07, no. 01 (January 1, 2022): 85–104. http://dx.doi.org/10.31357/fhss/vjhss.v07i01.05.
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This study focuses on the effectiveness of the use of literature among English as a Second Language (ESL) students. The purpose of this study is to investigate whether poetry has an impact on language teaching and learning in undergraduates in the English as a second language (ESL) classroom. This study focuses on poetry as a motivation factor and as a productive method to practice language in the ESL classroom. The target population was randomly selected from the second-year students who offer Center for English Language Learning (CELL) as their core subject for their degree program. The students were chosen at random from the sample, with 20 individuals divided into two groups. After the class, the first group was tested using non-literature content, and their scores were recorded. The second group received the identical instruction as the first, with the same test results. As a result, after learning the lesson through a poem, the second group was tested again, and their scores were recorded. They were also given a questionnaire to gauge their degree of satisfaction. The effectiveness of using poetry in learning and teaching was examined by comparing the independent variables. When the effectiveness of the employment of poetry in second language learning students is measured, the outcome-oriented examination shows no difference. There seem certain positive and negative effects.
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Onunkwor, Benedetta. "SOCIO-CULTURAL CORRELATES OF STUDENTS INTEREST IN ENGLISH AS A SECOND LANGUAGE." International Journal of Advanced Research 10, no. 02 (February 28, 2022): 885–90. http://dx.doi.org/10.21474/ijar01/14288.
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English is the official language in Nigeria and a ubiquitous part of teaching and learning in the educational ecosystem. However, English as a second language in Nigeria has been fraught with many challenges. The purpose of this present study was to examine the sociocultural correlates of students interest in ESL. Two hundred and thirty secondary school students (n=230) were conveniently selected from rural and urban schools in the Anambra States as the respondents. Data for the survey was collected using a self-report measure assessing interest in ESL. Linear regression analysis was conducted on the data, and the result showed that sociocultural context statistically significantly predicted interest in ESL. The study concludes that the sociocultural environment is a significant determinant of students interest in ESL in Anambra State.
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Lai Wah, Lim, and Harwati Hashim. "Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)." Sustainability 13, no. 14 (July 6, 2021): 7568. http://dx.doi.org/10.3390/su13147568.
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The advancement of technology has led to a paradigm shift in the educational system, especially in classrooms. Technological tools have been used for language teaching in recent years, and it is proven that the use of technology enhances teaching and learning experiences. However, the researchers lamented the lack of use of technology by pre-service to teach English as a second language (ESL). This study aims to investigate factors that influence pre-service teachers’ intention of using technology for teaching ESL. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) with some modifications to the constructs. Using simple random sampling, this study distributed questionnaires to 257 ESL pre-service teachers in Malaysia. Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to analyse the data. The findings showed that technological, pedagogical, and content knowledge (TPACK) had a significant positive effect on the intention to incorporate technology in teaching. This study provides knowledge on the factors that influence ESL pre-service teachers’ intention to use technology in the classroom. It is hoped that this study can provide information for teacher training institutions to develop strategies and a new framework to address pre-service teachers’ concerns in technology utilisation for teaching ESL. As a conclusion, further study could be conducted qualitatively to better understand the subject matter.
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Javed, Fareeha, Yameena Batool, and Sana Baig. "Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language." Global Educational Studies Review V, no. III (September 30, 2020): 294–307. http://dx.doi.org/10.31703/gesr.2020(v-iii).29.
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This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with language LDs, there is a need to assure the provision of teacher training facilities, application of sensorial activities, and establishment of good rapport between the teaching staff, school administration and parents of students with language LDs.
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Fenyi, Kojo, Enoch Mensah Awukuvi, John Andoh, and Francis K. Pere. "Language Policy vrs Language Reality in the Ghanaian Classroom: A Study of Colleges of Education." EduLine: Journal of Education and Learning Innovation 1, no. 1 (March 24, 2021): 34–51. http://dx.doi.org/10.35877/454ri.eduline391.
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This descriptive qualitative study attempted to understand, explore and report the occasions and reasons for which a tutor or a student would use the native language in the second language classroom in a national language policy context, like Ghana, where such practice is disallowed. To use the L1 in the L2 classroom or not has been an ongoing debate in Applied Linguistics and Teaching English as Second/Foreign Language (TESL/TESOL, TEFL), in that, while a group insists on a strict monolingual English-only ESL classroom, another group thinks a reasonable quantity of L1 and appropriate use of same in the ESL classroom could actually facilitate the teaching and learning of English. Data collection instruments were participant observation and semi-structured interviews. Participants were 13 language tutors and 53 second-year language specialism students, all from four Colleges of Education, and selected through purposive sampling. Results revealed that L1 is used as functional strategy in the L2 classroom, and serves various reasons; empathy, classroom management, identity, lack of comprehension, nurturing bilingualism. It is recommended, therefore, that, the national language policy of Ghana which limits the language of classroom instruction to English be made lax enough to allow for some appreciable amount of the L1 to aid ‘understanding’, which is the bedrock of education.
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Mazlan, Ahmad Farit, Maslawati Mohammad, Rosnani Kassim, and Erni. "Online Teaching and Learning During Covid-19 Pandemic: Challenges Faced by English Teachers in Islamic Tertiary Institutions in Malaysia and Indonesia." Theory and Practice in Language Studies 12, no. 10 (September 30, 2022): 2005–13. http://dx.doi.org/10.17507/tpls.1210.07.
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The Covid-19 pandemic has affected the education sectors globally. The sudden shift from traditional face to face learning to online teaching and learning brings various challenges to English teachers, particularly in tertiary institutions in Malaysia and Indonesia. Hence, the aim of this study is to examine the online teaching and learning challenges faced by teachers teaching English as a Second Language (ESL) in Islamic tertiary institutions in Malaysia and teachers teaching English as a Foreign Language (EFL) in Indonesia during the Covid-19 pandemic. The qualitative research design used in this study was a case study using focus group interviews (FGI), individual open-ended responses via Google Form and a discussion thread via Whatsapp. Purposive sampling was used, and 10 English teachers from Islamic tertiary institutions in Malaysia and Indonesia were chosen as the participants in this study. The data in this study was analysed through NVIVO applications and categorized according to themes. The findings revealed that among the challenges English teachers faced in ESL/EFL online teaching and learning are a lack of technological skills to teach online, constraints in terms of internet accessibility and devices used for teaching and learning, and effective interaction in online teaching and learning. The findings from this study could potentially be utilised to plan strategies and produce practical solutions to overcome the challenges in conducting online teaching and learning among English teachers in any tertiary learning institutions in Malaysia and Indonesia in the future.
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Younas, Muhammad, Muhammad Afzaal, Uzma Noor, Samina Khalid, and Swaleha Naqvi. "Code Switching in ESL Teaching at University Level in Pakistan." English Language Teaching 13, no. 8 (July 10, 2020): 63. http://dx.doi.org/10.5539/elt.v13n8p63.
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Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.
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Mabuan, Romualdo A. "DEVELOPING ESL/EFL LEARNERS� PUBLIC SPEAKING SKILLS THROUGH PECHA KUCHA PRESENTATIONS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 1. http://dx.doi.org/10.25134/erjee.v6i1.765.
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In the 21st century workplace, there has been an increasing demand for graduates to possess communicative competence particularly in speaking. Anchored on the 21st Century Learning Framework (Partnership for 21st Century Skills or P21, 2006) and the TPACK Framework (Koehler & Mishra, 2009), this study reports findings on the pedagogical viability of utilizing Pecha Kucha 20x20 Presentations in developing students� competence and confidence while presenting in the language classroom. Research participants include 43 English as Second Language (ESL) learners taking Speech Communication classes in a private university in Manila, the Philippines during the second semester of the academic year 2016-2017. Research data from students� reflections, interviews, survey, and focus group discussion (FGD) suggest that despite some format and technological limitations, delivering Pecha Kucha presentations may help students develop their English speaking and oral presentation skills, build their confidence in speaking before an audience, and practice their English macro skills such as listening and reading. In the light of these findings, pedagogical implications are provided for ESL (English as a second language) and EFL (English as a foreign language) teachers, communication educators, and researchers.Keywords: Teaching speaking, Pecha Kucha Presentations, ESL public speaking, TPACK
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Mohd Amin, Mohd Hafiszudin, Saiful Farisin Md Ramlan, and Wahiza Wahi. "Blended Learning to Learn Presentation Skills Among English Second Language (ESL) Learners." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001416. http://dx.doi.org/10.47405/mjssh.v7i4.1416.
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This study attempts to explore and understand how the collaborative blended learning environment affects students’ presentation performance. It also intends to examine students’ perceptions of this learning environment. 25 ESL students participated in this study. This study lasted for 14-weeks and involved students participating in the conventional class and group discussion delivered both face to face in the classroom and online mode via ifolio to collaboratively develop their presentation skills. Data collected were analysed qualitatively and quantitatively using the thematic and content analysis methods. The study concluded that integrating collaborative blended learning presentation skills activities in an ESL classroom enhanced students’ positive feeling towards presentations, decreased their communication apprehension and improved their presentation performance. The study implied that in order to create an ideal learning environment that helps students improve their presentation skills, collaborative blended learning presentation skills activities need to be integrated into learning and teaching. With the emergence of rapid technology, blended learning has become a useful teaching and learning approach for teachers and ESL learners, especially in learning presentation skills. However, most English courses are still practising teachers centred, thus, neglecting the important element of integrating technology with face-to-face learning activities in learning presentation skills.
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Zhai, Xiuwen, and Abu Bakar Razali. "Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses." SAGE Open 13, no. 1 (January 2023): 215824402211472. http://dx.doi.org/10.1177/21582440221147255.
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In the last 19 years (2003–2021), research on genre-based approaches (GBAs) to writing pedagogy has been accumulating in the fields of English as a second language (ESL) and English as a foreign language (EFL). This review mapped existing literature to identify research trends and provide a research agenda for future GBAs. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and identified 52 published articles and 2 unpublished doctoral theses via a structured keyword search on Web of Science, Scopus, ERIC, Google Scholar, and ProQuest in the fields of teaching English to speakers of other languages, language learning, and education. The results show that GBA is now widely used in teaching English academic writing to ESL/EFL tertiary/graduate students. The main research findings include: (1) the top five countries in the number of paper publications are China (i.e., five), the United States (i.e., five), Japan (e.g., 4), Thailand (e.g., four), and Sweden (e.g., four); (2) the top four authors in the number of paper publications are Hyland (i.e., two), Lu (i.e., two), Negretti (i.e., two), and Pineh (i.e., two); and (3) the top three most strengthen keywords are writing pedagogy, genre-based approach, and English for academic purpose. This study also discusses the theoretical and practical implications.
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Zhang, Yechun. "A Study on ESL Teachers’ Intercultural Communication Competence." English Language Teaching 10, no. 11 (October 25, 2017): 229. http://dx.doi.org/10.5539/elt.v10n11p229.
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Intercultural Communication Competence (ICC) is the absolute necessity for talents in the 21st century. Meanwhile, the development of ICC competence has already become a new teaching concept, which will penetrate in all aspects of language teaching activities. Indeed, to facilitate language learners to develop ICC, language teachers, especially those teaching English as Second Language (ESL), should first be competent intercultural communicators with great confidence and sufficient experience.The study is undertaken to discover real picture of the ESL teachers’ ICC competence by measuring their individual system, episodic system, and relational system. Most ESL teachers under the test are strong in their individual system in that they are highly proficient in English, and they have a good deposit of cultural and linguistic knowledge in target language. In this case, they are mostly likely to achieve communication effectiveness in intercultural communication. Nevertheless, they don’t have well-built episodic system and relational system. This is largely due to the facts that they haven’t experienced varying intercultural contexts, and the interpersonal relations with foreigners are inclined to be simple. All these factors contribute to ESL teachers’ incompetence in accomplishing different tasks in intercultural communication, as well as in intercultural education. Therefore, ESL teachers should improve their ICC through real intercultural practices. Besides, the study also tests statistical significance between ICC and overseas experience, and the significance between ICC and frequency of contact with foreigners.
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Masood, Muhammad Hamzah, Shahzeb Shafi, Muhammad Yousaf Rahim, and Maqsood Ali Darwesh. "Interference of L1 (Urdu) in L2 (English) in Pakistan: Teaching English as a Second Language." International Journal of Applied Linguistics and English Literature 9, no. 5 (September 30, 2020): 110. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.110.
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Under the shadow of the inescapable fact that learning L2 (Second or Foreign Language) especially English in this global village is mandatory for academia in developing countries, thereupon, Pakistan faces akin conditions where learners are exposed to Urdu as National Language and English as Academic and Official Language besides L1 (First Language, Mother Tongue, Primary Language or Native Language). Within this confused sequential multilingualism, few achieve native-like accuracy or fluency or both, while others fall a prey to influence of L1 in L2. The current study extends to explore the different types of interferences Pakistani Urdu (L1) speakers face while learning English as Second Language (ESL) (L2). A random sample of thirty students of first semester BS (Hons.) program students with Urdu as L1 from eleven Pakistani universities were interviewed online and were examined utilizing qualitative approach for the investigation of syntactic interferences which were theoretically evaluated employing the Contrastive Analysis technique proposed by Ellis (1985). Findings unfolded four types of syntactic errors owing to interferences of L1 (Urdu) in the usage of L2 (English): Articles, prepositions, subject-verb agreement and direct implications of Urdu (L1) words which were posing hurdles for Urdu as L1 speakers of Pakistan in learning ESL as L2.
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Williams, Heather, and Robert Ditch. "Co-teaching: Equity for English Learners?" Theory & Practice in Rural Education 9, no. 2 (October 11, 2019): 20–34. http://dx.doi.org/10.3776/tpre.2019.v9n2p20-34.
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This study adds to the current understanding of co-teaching in rural school systems, specifically its use to equitably serve the needs of English learners (ELs). The authors investigated one western U.S. rural district’s implementation of a co-teaching model where general classroom teachers shared teaching responsibilities with an English as a second language (ESL) teacher in a secondary school setting. Research has long shown traditional pull-out models for teaching ELs are not the most effective because there is often a disconnect between what is happening in the mainstream classroom and what is happening in the pull-out placement. This quantitative study included observations of 20 co-taught classes during 400 minutes of classroom instruction to measure fidelity to the district’s co-teaching model. This article details the extent to which teachers utilized specific co-teaching strategies. It also reports on the quantity of teacher-student interactions in general and relative to ELs and non-ELs. Observations revealed that EL students worked primarily with the language specialist, and most of those interactions took place in the context of individualized support. Implications regarding equity and opportunity to learn academic content for both EL and non-EL students are discussed.
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Mehat, Siti Zawani, and Lilliati Ismail. "Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching." Asian Journal of University Education 17, no. 3 (August 1, 2021): 235. http://dx.doi.org/10.24191/ajue.v17i3.14504.
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Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.
Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors
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Po Lan Sham, Dr Diana. "The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era." English Literature and Language Review, no. 59 (September 15, 2019): 158–63. http://dx.doi.org/10.32861/ellr.59.158.163.
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In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).
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Gipal, Robert John D., Leonard John Carrillo, and Jose Carlos Mallonga. "Teachers’ experiences of online teaching in English as a second language classes during the COVID-19 pandemic." International Journal of Learning and Teaching 14, no. 4 (September 9, 2022): 97–111. http://dx.doi.org/10.18844/ijlt.v14i4.6758.
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The outbreak of the COVID-19 pandemic has profoundly altered the conventional face-to-face to a new modality of teaching and learning, all across the globe. Several changes have occurred as the pandemic ran its course and became a challenge for the majority of teachers. In this regard, this study aimed to explore teachers’ experiences of online teaching in English as a Second Language (ESL) classes during the COVID-19 pandemic. The findings of the study indicated that although others were getting accustomed to the use of technology in the teaching–learning process, the majority of language teachers expressed that online teaching has several limitations, such as access to the Internet and ownership of technological devices, classroom management in terms of low students’ participation and teachers’ readiness to facilitate online teaching, which might affect their experience in teaching ESL online. Hence, the researchers recommend that as the present situation continues to challenge the quality of education during these trying times, educators should have additional training in technology and should be given enough resources and support to ensure positive outcomes for the students. Keywords: Teaching experiences, online learning, English as a second language (ESL), COVID-19 pandemic;
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Gipal, Robert John D., Leonard John Carrillo, and Jose Carlos Mallonga. "Teachers’ experiences of online teaching in English as a second language classes during the COVID-19 pandemic." International Journal of Learning and Teaching 14, no. 3 (September 9, 2022): 95–107. http://dx.doi.org/10.18844/ijlt.v14i3.6758.
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The outbreak of the COVID-19 pandemic has profoundly altered the conventional face-to-face to a new modality of teaching and learning, all across the globe. Several changes have occurred as the pandemic ran its course and became a challenge for the majority of teachers. In this regard, this study aimed to explore teachers’ experiences of online teaching in English as a Second Language (ESL) classes during the COVID-19 pandemic. The findings of the study indicated that although others were getting accustomed to the use of technology in the teaching–learning process, the majority of language teachers expressed that online teaching has several limitations, such as access to the Internet and ownership of technological devices, classroom management in terms of low students’ participation and teachers’ readiness to facilitate online teaching, which might affect their experience in teaching ESL online. Hence, the researchers recommend that as the present situation continues to challenge the quality of education during these trying times, educators should have additional training in technology and should be given enough resources and support to ensure positive outcomes for the students. Keywords: Teaching experiences, online learning, English as a second language (ESL), COVID-19 pandemic;
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Nuniyazova, Shakhlo. "IMPLEMENTATION OF IDIOMS AND SET EXPRESSIONS INTO THE PROCESS OF TEACHING ENGLISH." МЕЖДУНАРОДНАЯ НАУЧНАЯ КОНФЕРЕНЦИЯ: "СОВРЕМЕННЫЕ ФИЛОЛОГИЧЕСКИЕ ПАРАДИГМЫ: ВЗАИМОДЕЙСТВИЕ ТРАДИЦИЙ И ИННОВАЦИЙ II" 2, no. 18.03 (April 7, 2022): 391–98. http://dx.doi.org/10.47100/nuu.v2i18.03.91.
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Beyond peradventure, idioms and set expressions are an important part of language and culture around the world. Idioms cause difficulties for English as Second Language (ESL) learners because their meanings are unpredictable. Nonnative speakers can find themselves in “hot water” for example when encountered with idioms. This study will discuss some prospective ways of teaching idioms for ESL students and will analyze effectiveness for learners.
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Kamal, Siti Soraya Lin Abdullah. "Teaching Struggling Readers of English as a Second Language in the Malaysian Classroom." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 172–83. http://dx.doi.org/10.9756/int-jecse/v13i2.211052.
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Teacher plays an important role in students’ reading growth through the implementation of various suitable instructional strategies in the classroom. This study contributes to the existing literature pertaining to the way the teacher worked with the students who were identified as struggling readers of English as a second language (henceforth ESL). This is a qualitative study involving one primary teacher as a research participant. Data was obtained from classroom observations, interviews and documents collection. Inductive analysis was carried out and the process incorporating a co-construction of meaning between the participant responses and the researcher’s own understanding. Two main themes emerged in the study namely “involvement” and “challenges”. In this paper, one of the themes namely “involvement” that incorporates “classroom environment” and “instructional methods” will be discussed. The findings of this study suggest that the Ministry of Education (henceforth MOE) can look into how support can be given to the teachers to assist them to have more effective teaching strategies in the ESL classroom.
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Cancino, Eliana M. Rubio, and Claudia P. Buitrago Cruz. "Exploring the Use of Bibliotherapy With English as a Second Language Students." English Language Teaching 12, no. 7 (June 18, 2019): 98. http://dx.doi.org/10.5539/elt.v12n7p98.
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Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students’ lives and what connections/ reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.
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Gamage, Sandamali. "Cartoons as an Authentic Supplementary Teaching Tool in English as a Second Language Classrooms." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 107. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.107.
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The present study seeks to find the students’ performance towards the assigned tasks related to cartoons and their perceptions towards the use of it as an authentic, supplementary teaching tool to facilitate the process of speaking. A sample of thirty-five students was selected to involve in different tasks related to selected number of cartoons. The researcher conducted an empirical investigation by employing quantitative and qualitative research methods. Audio recordings and classroom observations were used to investigate the students’ active involvement towards the assigned tasks related to cartoons and a well-structured questionnaire was employed to evaluate their perceptions towards the use of it as an authentic supplementary tool in teaching the speaking skills of ESL learners. The results of the study revealed that a majority of students actively involved in the assigned task related to cartoons. The students gave a comprehensive and controversial account of the assigned cartoons incorporating the clues given by the facilitator resulting to assure better learner motivation and participation, transforming the teaching and learning experience into an enjoyable, stimulating, and memorable experience. Furthermore, nearly 70% of students demonstrated a positive perception towards the use of cartoons in ESL classrooms as they believed it facilitates their speaking skills making the input more comprehensible and enhancing collaborative learning. Besides, they accepted that cartoons improve students’ personal relationships with fellow students and promote peer learning. Based on the findings, it was concluded that cartoons can be effectively used as an authentic supplementary tool in ESL classrooms to teach speaking skills to Sri Lankan ESL learners.
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DeAlwis, Caesar. "Code-switching in Malaysian Classroom as the Microcosm of Society in Socio-cultural Context." International Journal of Service Management and Sustainability 4, no. 2 (March 2, 2020): 135. http://dx.doi.org/10.24191/ijsms.v4i2.8069.
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Teaching English as a second language is distinctive because of its specific needs. Facing a competitive market, students from young need to acquire communicative skills in English for future studies and employment. However, outside the classroom, it is no longer just a norm for multilingual societies to code- switch but rather code–switching has become a part of their unique speech style. As such in the teaching service, ESL teachers may not be able to isolate themselves from such a social norm. The question of whether English language teachers should code-switch in the classrooms has been much debated with mostresearchers maintained that teachers who code-switch, may end up invalidating the second language of students. Cases of students having low level of English proficiency to understand a teacher’s input or students too reluctant to participate in learning because they feel incompetent in the English language classrooms are common concerns to all ESL teachers. Therefore, should the ESL teachers code-switch to make them understood? Or should the English only policy be used and different from the wider multi-cultural linguistic environment? The data collection technique used in this study was audio recording and unstructured interview with 10 TESL teachers, teaching in Sarawak, Malaysia. The perceptions of ESL teachers who generally suggest that code-switching is a common phenomenon and not interference in ELT are pertinent issues to be discussed.
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Aziz, Farhan, Tahir Saleem, Aisha Saleem, and Rabia Batool. "From pragmatic competence to intercultural competence: Pakistani ESL teachers perspectives of teaching interculturality in ESL classroom." Revista Amazonia Investiga 9, no. 33 (October 19, 2020): 37–45. http://dx.doi.org/10.34069/ai/2020.33.09.4.
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In recent years, the areas of intercultural pragmatics and transcultural pragmatics under the phenomenon of “interculturality” have been investigated by linguists and language scholars because interculturality has a deep-rooted connection with the language and second language teaching and learning. This data-oriented study follows a quantitative research design. The data is collected through a survey questionnaire from 75 English teachers who are teaching at the university level in five different public and private sector universities in Pakistan. The overall results encourage embedding the knowledge of interculturality in ESL/EFL classes. There is a need to organize training sessions for teachers because many teachers reported that they do not utilize such skills in their ESL/EFL classrooms. In addition, the majority of teachers also believed in employing new approaches for teaching transcultural pragmatics to their students. This study further highlights that teacher/educators could also benefit from working together to develop the teaching of interculturality and transcultural competence, and to make this development happen in relation to teacher professional development.
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Bhatti, Muhammad Safdar, and Rafia Mukhtar. "Impact of Vocabulary Learning Strategies on Gender Based ESL Learners in Pakistan." REiLA : Journal of Research and Innovation in Language 2, no. 3 (December 27, 2020): 135–41. http://dx.doi.org/10.31849/reila.v2i3.4603.
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The wide spectrum of English language compels readers to find out the exact crux of the language itself. English has won the status of international language. It has become a dire need of this age. The English language is comparatively difficult due to its pronunciation, sentence structure and vocabulary level from local languages in Pakistan. Vocabulary is the utmost aspect of learning a second language. It is the essence and soul of language. The language process depends on learning vocabulary. So the current paper investigates the impact of vocabulary learning strategies for the ESL learners in Pakistan. It was an experimental type of research. One hundred students of Grade-9 in the academic year 2019-20 participated in this study. The data was collected through test and questionnaire. The study results revealed that the students who were taught by the ESL learning techniques (semantic mapping, imaging and pics, visual and auditory, group association and word contact) performed better as compared with the students in the traditional vocabulary learning method. Female students performed better in the experimental group. ESL male learners used group association learning technique at priority, and ESL female learners used visual and auditory learning at their priority. The researchers recommend that English language teachers should use vocabulary learning strategies for teaching English to ESL learners.
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Phothongsunan, Sureepong. "Teachers’ Conceptions of the CLT Approach in English Language Education." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 121. http://dx.doi.org/10.36941/jesr-2020-0071.
Full textAbstract:
The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.
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Adebileje, Adebola, and Aderonke Akinola. "Teaching and Learning English as a Second Language in Nigeria: Examining Evolving Approaches and Methods." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1015. http://dx.doi.org/10.17507/tpls.1009.02.
Full textAbstract:
This paper examines language teaching and learning theories in a bid to consider evolving and appropriate approaches and methods for efficient teaching and learning English as a second language in Nigeria. While traditional approaches do provide a solid foundation for effective language teaching, they do not always address students' situational and current needs. Hence, the study reveals that strategies and methods are evolving especially, in this hi-tech age, to meet such additional needs. Since no one theory or method is the best, the study recommends a principled eclectic approach for the effective and functional teaching and learning of English in Nigeria. It also suggests processes that could enhance teaching and motivate learning in the ESL classroom.
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Abduljawad, Samah. "Male Students’ Perceptions of Being Taught by Female Teachers under the Backdrop of Saudi Cultures and Traditions in ESL Classrooms." Arab World English Journal 13, no. 4 (December 15, 2022): 215–36. http://dx.doi.org/10.24093/awej/vol13no4.14.
Full textAbstract:
The study aims to investigate the perceptions of male students of being taught by female English Second Language (ESL) teachers and examine the efficiency of instructors in teaching English to male students under the restrictions of Saudi customs. Teaching male students of the opposite gender to whom they have not been exposed to prepared before in Saudi Arabia might have an impact on their feelings which may deter them from learning ESL successfully. Therefore, the study aims to answer the main research question; what are the male students’ perceptions of being taught by female ESL teachers in Saudi Arabia? The researcher employed a mixed-method design: A quantitative method, which consists of an ESL test and a 20-item questionnaire, which were distributed among ninety male students in Saudi Arabia to determine their language competence and feelings towards the opposite gender, and a qualitative method, which consists of semi-structured interviews with six ESL teachers and six learners. The study highlights the fact; although teaching male students to females in Saudi Arabia has slightly an impact on their feelings, such as feeling shy and not accepting of them, it does not negatively affect the learning of a second language. However, the efficiency of teaching ESL is the most considerable from the student’s perspective. The outcome of the study can essentially contribute to the development of learning ESL in the Saudi context; it demonstrates some barriers that female ESL teachers face in male classes and highlights some strategies to help female teachers easily interact with male students.
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Sabbir, Fatima. "Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study." Asian Journal of University Education 15, no. 3 (December 31, 2019): 34. http://dx.doi.org/10.24191/ajue.v15i3.7819.
Full textAbstract:
The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain a broader perspective on the perceived view of teachers towards PT3 English Language.
KEYWORDS: Form Three Assessment (PT3), Pentaksiran Tingkatan Tiga (PT3), Perception of teachers.