To see the other types of publications on this topic, follow the link: English as an International Language (EIL).
Journal articles on the topic 'English as an International Language (EIL)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English as an International Language (EIL).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
García, Raúl Enrique. "English as an International Language: A Review of the Literature." Colombian Applied Linguistics Journal 15, no. 1 (July 15, 2013): 113. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.1.a08.
Full textAbstract:
This article critically reviews and discusses English as an International Language (EIL) as an alternative to the traditional models of English as a Foreign Language (EFL) and English as a Second Language (ESL). The author suggests that the model of EIL is an alternative worthdiscussing in the Colombian context. The article is divided into four different sections: a) EIL, ownership of English and native-speakerism, b) attitudes towards EIL, c) EIL described: What does it look like? and d) EIL and English teaching. The review of the literature evidences that there are still many heated debates on the sociocultural aspect of EIL, that one of the greatest challenges of EIL is the attitudes of English teachers and speakers towards the use and legitimization of non-standard varieties, that there is still much to be done in terms of the description of EIL and that adopting an EIL perspective would imply transforming the ways English is taught. The article concludes with an invitation to the ELT community to initiate the discussion of the potential application of EIL in the Colombian context.
2
Tan, Kim Hua, Atieh Farashaiyan, Rahman Sahragard, and Fatemeh Faryabi. "Implications of English as an International Language for Language Pedagogy." International Journal of Higher Education 9, no. 1 (December 23, 2019): 22. http://dx.doi.org/10.5430/ijhe.v9n1p22.
Full textAbstract:
The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
3
Xu, Zhichang. "Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies." RELC Journal 49, no. 1 (January 31, 2018): 102–18. http://dx.doi.org/10.1177/0033688217753848.
Full textAbstract:
The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such ‘glocalization’ of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a ‘language’ per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled ‘Exploring English as an International Language’ in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today’s globalized world.
4
Lee, Ju Seong. "The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language." Australasian Journal of Educational Technology 36, no. 2 (May 15, 2020): 155–68. http://dx.doi.org/10.14742/ajet.5319.
Full textAbstract:
This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test of English for International Communication (TOEIC, South Korea’s most popular high-stakes English test), took English speaking and productive vocabulary-level tests, and completed surveys that measured the frequency of their IDLE activities and EIL perceptions. Results of the hierarchical multiple regression analyses showed that IDLE practice and TOEIC scores were significant predictors of EIL perceptions. The structural equation modelling analysis further revealed that IDLE practice partially mediated the relationship between TOEIC scores and EIL perceptions. This indicates that students with higher TOEIC scores tended to practise IDLE activities more frequently, which enabled them to experience diverse accents and users of English and, in turn, help increase their EIL perceptions. It also suggests that more proficient EFL speakers may not necessarily become competent EIL users. These findings are discussed with consideration of South Korea’s socio-educational contexts, followed by pedagogical implications for English language educators and test developers.
5
Lee, Ju Seong, and Nur Arifah Drajati. "English as an international language beyond the ELT classroom." ELT Journal 73, no. 4 (October 2019): 419–27. http://dx.doi.org/10.1093/elt/ccz018.
Full textAbstract:
Abstract While previous interventional studies on English as an international language (EIL) have focused on the role of teachers, recent studies have begun viewing how students engage autonomously in informal digital learning of English (IDLE) activities that are associated with their perception of English varieties and cross-cultural communication strategies. This mixed-method study examined the empirical relationship between IDLE and these two aspects of EIL involving 324 Indonesian EFL students. Results showed that receptive IDLE activity (e.g. watching English content) significantly predicted positive perception of English varieties, whereas quantity (frequency) of IDLE and productive IDLE activity (e.g. communicating with English users) significantly predicted the development of cross-cultural communication strategies. This study sheds light on the emerging phenomenon of how contemporary EFL students are exposed to and interact with diverse forms, accents, and users of English in a range of IDLE environments, along with the pedagogical implications for ELT.
6
Hino, Nobuyuki. "The teaching of English as an International Language in Japan." AILA Review 22 (November 16, 2009): 103–19. http://dx.doi.org/10.1075/aila.22.08hin.
Full textAbstract:
This paper explores the ambivalent nature of Japanese attitudes toward English vis-à-vis the Japanese language, followed by a discussion of Japanese efforts in incorporating the concept of English as an International Language (EIL) into their educational system and teaching practice as a solution to this dilemma. While the Japanese have an indigenous language used for all purposes including academic discourse, in this age of globalization they seem to find it to their disadvantage. The recent move in Japan in both public and private sectors is to promote the use of English even among Japanese people, often at the expense of their native language. One practical approach to a solution or a mitigation of this dilemma is the teaching of EIL or de-Anglo-Americanized English as a means of expressing indigenous values in international communication. Although Japanese teachers of English have not really gone beyond the World Englishes paradigm, which describes the Expanding Circle Englishes including Japanese English as basically exonormative, efforts have been underway in Japan to put the idea of EIL into practice. The teaching of EIL in place of Anglo-American English provides a chance of reconciliation between the use of internal and external language resources.
7
James, Allan. "Exploring the Generic Nature of International English." ELOPE: English Language Overseas Perspectives and Enquiries 3, no. 1-2 (June 20, 2006): 75–83. http://dx.doi.org/10.4312/elope.3.1-2.75-83.
Full textAbstract:
The article investigates the nature of English as an International Language (EIL) from a sociolinguistic and sociocultural point via the notion of ‘genre’. Genre, it is claimed, plays a central role in an understanding of the internal hybridity of EIL in that it represents the ‘using’ as opposed to ‘use’ (register) or ‘user’ (dialect) dimension of language realization. While all three dimensions as linguistic resources for different subjectivities can shape an ensuing EIL discourse (such mixes constituting the ‘interdiscursivity’ of (a) text), it is genre that expresses the actional (inter- and transactional) properties of EIL. Drawing also on other linguistic models of genre, the article concludes by interpreting EIL within the discourses of postmodernity, poststructuralism and postcolonialism and pointing to the possibility of developing a new ‘postlinguistics’ for the new millenium.
8
Lai, Hsuan-Yau Tony. "English as an international language? Taiwanese university teachers' dilemma and struggle…" English Today 24, no. 3 (September 2008): 39–45. http://dx.doi.org/10.1017/s0266078408000278.
Full textAbstract:
ABSTRACTThis study aims to explore university English teachers' perceptions of the role of English today in Taiwan from two aspects – the ownership of English and acquiring target language culture in the English language classroom. The concept of English as an international language (EIL) or English as a lingua franca (ELF) has been discussed extensively in the ELT field for many years. Theoretically the concept promotes the idea that English is no longer a possession of any particular English-speaking countries and that there are many different varieties of Englishes. Since teachers are an important – if not the most important – influence in the language classroom, their perceptions are likely to affect the students profoundly. In spite of the theoretical discussion of EIL, in reality, what do university English teachers in Taiwan think about the role of English today? In the study, five experienced teachers were invited for a focus group interview to discuss these issues. The results suggest that university English teachers in Taiwan are facing a dilemma and struggle to follow the notion of EIL (or ELF) in the classroom.
9
Saud, Mohan Singh. "Teaching English as an International Language (EIL) in Nepal." Indonesian TESOL Journal 2, no. 1 (April 6, 2020): 29–41. http://dx.doi.org/10.24256/itj.v2i1.1079.
Full textAbstract:
With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.
10
McKay, Sandra Lee. "English As an International Language: What It Is and What It Means For Pedagogy." RELC Journal 49, no. 1 (January 23, 2018): 9–23. http://dx.doi.org/10.1177/0033688217738817.
Full textAbstract:
A great deal has been written about what English as an International Language (EIL) actually is (e.g. Alsagoff et al., 2012; Matsuda, 2012; McKay and Brown, 2016; Sharifian, 2009), ranging from a view of EIL as the many varieties of English that are spoken today to the use of English by second language speakers of English. Thus, EIL is viewed both as a type of English and as a way of using English. The purpose of this article is to (1) grapple with defining the construct of EIL and (2) elaborate on what this construct means for pedagogy. The article begins by discussing various terms and definitions associated with EIL and positing an alternative definition. Following this, the majority of the article will be devoted to elaborating on what such a definition suggests for a sensitive and effective EIL pedagogy.
11
Saito, Arifumi. "Factors Influencing EFL Learners’ Attitudes toward English Varieties." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 277–89. http://dx.doi.org/10.36892/ijlls.v3i2.623.
Full textAbstract:
This study explores how intercultural communication and the knowledge of ‘English as an International Language’ (EIL) affect EFL learners’ perception and attitudes toward “non-native” English varieties. Since EIL encourages non-native English speakers to use their own English with expressions reflecting their cultures and identities, introducing EIL in EFL classes is expected to lead EFL learners to positively change their mindset for English varieties and enhance their confidence in their own English. In this research, Japanese and Chinese/Vietnamese college students were divided into two groups and assigned different readings (EIL vs. non-EIL readings) before the discussion on English varieties. After the intercultural communication, participants were asked to write about their ideas on EIL, and their reflective writings were qualitatively analyzed to examine how the knowledge of EIL would influence the students’ attitudes toward English varieties. As a result, the Japanese students who did the EIL readings showed a positive attitude toward “non-native” English varieties, including ‘Japanese English’. In contrast, the Chinese and Vietnamese students showed a negative attitude toward them across the board even after learning about EIL. We aim to investigate the reasons and backgrounds of the results including what makes the difference between the Japanese and the Chinese/Vietnamese students.
12
Torres R, Julio C. "Raising High School English Teachers’ awareness of EIL." Interacción 14 (October 1, 2015): 97–110. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2338.
Full textAbstract:
The present study is a three-stage action research that aims at raising EFL teachers’ awareness of English as an International Language (EIL) and World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL).
13
Rodliyah, Rojab Siti, Ernie D. A. Imperiani, and Lulu Laela Amalia. "INDONESIAN TERTIARY STUDENTS’ ATTITUDES TOWARDS THE USE OF LOCAL CULTURE VS TARGET CULTURE READING MATERIALS IN ENGLISH READING CLASS." Jurnal Pendidikan Bahasa dan Sastra 14, no. 1 (April 1, 2014): 109. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.714.
Full textAbstract:
This paper aims at portraying Indonesian tertiary students’ attitudes towards the use of local and target culture reading texts in English reading classes with regard to today’s role of English. It has been widely recognized that today’s role of English is as an international language (EIL) and as a lingua franca (ELF). Regarding this international role of English language, ideally teaching and learning English should be matched with appropriate pedagogical approach, in this case, EIL pedagogy approaches. In other words, teaching and learning EIL should be different from teaching and learning of any other second or foreign languages. Since Indonesia is categorized as an EFL country, it is interesting to find out whether this issue has an impact on ELT practices such as English reading class in this country. The subjects of the study are first year English Education Department students. The data were gained by delivering Likert scale questionnaire to the students on their attitude towards the reading materials given to them in one semester. In addition to this, an interview was conducted to verify the data and gain further information. The findings revealed that in general they show positive attitude to both local culture and target culture reading materials, with the majority of them prefer reading target culture reading materials. Furthermore, a considerable number of the students also acknowledge the importance of the use international culture along with English language teaching.
14
Solhi Andarab, Mehdi. "The content analysis of the English as an international language-targeted coursebooks: English literature or literature in English?" Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 69–79. http://dx.doi.org/10.18844/cjes.v14i1.3930.
Full textAbstract:
The integration of literature and literary works has always played an undeniable role in language education. Despite the existence of a wealth of literature in non-native English-speaking countries, in the majority of the coursebooks, the entire attention is devoted to literary works of the native English-speaking countries. In this study, five coursebooks claiming to be based on English as an international language (EIL) were randomly selected and analysed to investigate to what extent they have incorporated the literatures of native and non-native English-speaking countries. The criteria for the content analysis of the claimed EIL-based coursebooks were based on Kachru’s Tri-Partide Model to categorise the countries, and culture with a small c and Culture with a capital C dichotomy. Results indicated that although the chosen coursebook purports to be based on EIL, less or nearly no attention is given to the literary works of the non-native speakers of English.
Keywords: ELT coursebooks, English as an international language, Kachru’s Tri-Partide model, literature in English
15
Rose, Heath, and Anuchaya Montakantiwong. "A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language." RELC Journal 49, no. 1 (February 9, 2018): 88–101. http://dx.doi.org/10.1177/0033688217746206.
Full textAbstract:
With the growth of English worldwide there have been numerous calls for a paradigm shift from teaching English as foreign language to teaching English as an international language (EIL). While there is a growing body of conceptual literature for teaching EIL, the voices of teachers remain severely underrepresented in this movement. As such, current EIL research is missing the perspective of this key stakeholder, who is in a prime position to report ‘on-the-ground’ challenges of integrating EIL approaches into English language classrooms. This article addresses this gap by offering an in-depth joint autoethnography of two English language teachers, who actively experimented with EIL-informed pedagogy at universities in Japan and Thailand, and who provide very different tales of the resulting challenges and successes. Data was collected via a duoethnographic approach, an innovative methodology which presents two juxtaposing dialogic narratives in order to show readers in-depth, personal and autobiographical accounts from both teachers’ experiences. Analysis of these narratives provides an illustration of the issues surrounding the implementation of research-informed innovations into ELT classrooms. The findings are discussed in terms of whether teaching EIL is a possible reality, or whether it remains an ideological fantasy.
16
Dogancay-Aktuna, Seran, and Joel Hardman. "Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory." RELC Journal 49, no. 1 (February 26, 2018): 74–87. http://dx.doi.org/10.1177/0033688217750642.
Full textAbstract:
Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.
17
Andarab, Mehdi Solhi. "Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks." Studies in English Language Teaching 3, no. 4 (October 29, 2015): 294. http://dx.doi.org/10.22158/selt.v3n4p294.
Full textAbstract:
<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Language (EIL), the issue of native speakerism, the ownership of English, and consequently the cultural content of ELT coursebooks have been the subject of debates. Despite the dominance of native speaker varieties of English in ELT coursebooks, there has been a growing awareness among publishers over the past years and accordingly some EIL-based coursebooks targeted specifically at EIL learners have been published. In this study, a sample group of such coursebooks was subject to close scrutiny. In so doing, an attempt was made to examine the representation of the characters in the claimed EIL-targeted coursebooks. According to the results of the study, despite the claim to be based on EIL, the biased representation of the non-native speakers of English is observed throughout the entire series of the analyzed coursebooks and they superficially surface a stereotypical association of culture and location/country.</em><em></em></p>
18
Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.
Full textAbstract:
Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.
19
Lee, Ju Seong, Yuji Nakamura, and Randall Sadler. "Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)." ReCALL 30, no. 3 (October 2, 2017): 319–36. http://dx.doi.org/10.1017/s095834401700026x.
Full textAbstract:
AbstractDespite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.
20
Huang, Li-Shih. "Taking Stock of Corpus-Based Instruction in Teaching English as an International Language." RELC Journal 49, no. 3 (April 20, 2017): 381–401. http://dx.doi.org/10.1177/0033688217698294.
Full textAbstract:
Corpora are essential tools in the teaching of English as an international language (EIL). With the advent of high-powered computers, online corpora have been developed with the potential to transform how EIL is taught both inside and outside the classroom, since anyone with a mobile device and internet access can now take advantage of numerous corpora databases. But applying computer corpora to language pedagogy also requires teacher mediation; moreover, the issues involving the lack of corpus integration in either the EIL language classroom or teacher training programmes are both challenging and complex. Nonetheless, there is hope that empowering teachers with the necessary tools, skills, and knowledge in using online corpora will lead to the day when corpora resources and their use are no longer the exclusive preserve of researchers and reference material developers.
21
Zacharias, Nugrahenny T. "INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (July 1, 2014): 217. http://dx.doi.org/10.15639/teflinjournal.v25i2/217-232.
Full textAbstract:
Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual interviews. The findings of the study indicated the complexity of practicing EIL pedagogy in the classroom. BESTs were enthusiastic about EIL pedagogy that they voluntarily decided to continue practicing the pedagogy during the teaching practice. Despite the enthusiasm in practicing EIL, the study points to the limited understanding BESTs have of EIL pedagogy when it relates to setting pedagogic models. Although some BESTs did attempt to bring local Englishes into the classroom, it seems they continue to perceive Native English Speakers (NES)/standard English as the desirable pedagogical models. The paper ends with specific suggestions for preservice teacher education program to better prepare BESTs to teach English in the era of World English particularly in Expanding circle countries.
22
Saito, Arifumi, and Younghyon Heo. "Promoting English Speaking Confidence through Online Expanding Circle Communication." SHS Web of Conferences 102 (2021): 01010. http://dx.doi.org/10.1051/shsconf/202110201010.
Full textAbstract:
This study explores how expanding circle communication (i.e., intercultural communication between “non-native” speakers of English) boosts the confidence of Japanese EFL learners by developing a positive attitude toward their own English. Japanese, Chinese and Vietnamese university students participated in four sessions of online discussion. Since the idea of “English as an International Language” (EIL) is considered as a key to promote the learners’ positive mindset for what had been considered “non-native” English varieties and boost the confidence in their own English, it was introduced in the reading activities in each session. After the completion of four intercultural communication sessions, reflective writings on two questions asking 1) their self-confidence in speaking English and 2) their attitude about EIL were collected. The result shows that the expanding circle communication brought the Japanese participants to raise their confidence in speaking English in relatively high percentage (73%) of all cases. Regarding the attitude on EIL, on the other hand, students were divided into two groups with the negative (43%) and positive (57%) attitude. In this study, therefore, the gap in the percentage between the participants’ confidence in speaking English and attitude on EIL was examined and discussed.
23
Low, Ee Ling. "EIL Pronunciation Research and Practice: Issues, Challenges, and Future Directions." RELC Journal 52, no. 1 (February 22, 2021): 22–34. http://dx.doi.org/10.1177/0033688220987318.
Full textAbstract:
Research has seen a growing recognition of the crucial role pronunciation plays in teaching English as an International Language (EIL), in achieving effective communication and its close link to the mastery of other aspects of language teaching and learning. In spite of its recognised importance, pronunciation is still a marginalised skill in many EIL programmes due to EIL teachers’ lack of required phonetic and phonological knowledge, and the paucity of comprehensive coverage targeted at EIL learners. While there has been much research on phonetic and phonological features of world varieties of English, there has not been a strong research–practice nexus in the field. There is therefore a need to comprehensively review EIL pronunciation teaching, to document what previous research tells us, and to discuss how research can be translated into practice. This article aims to cover a range of current issues concerning EIL pronunciation modelling and theorising, and provides a brief articulation of the current issues surrounding the global spread of English and its theoretical development. Specifically, it considers current EIL research issues, challenges, and their implications for pronunciation practice. It also considers the implications of Gardner’s (2008) Five Minds for the Future for EIL pronunciation teaching and postulates the necessity of a sixth mind to navigate the field in the post-pandemic era.
24
Prakaianurat, Pichet, and Preena Kangkun. "Language Attitudes of Thai Working Adults Toward Native and Non-native English Varieties." MANUSYA 21, no. 2 (2018): 92–111. http://dx.doi.org/10.1163/26659077-02102005.
Full textAbstract:
The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and identity construction of English speakers. This present study investigates language attitudes of 80 Thai working adults toward native (American and British) and nonnative (Filipino, Singaporean, and Thai) varieties in terms of social status and competence, attractiveness, and linguistic quality through the use of the Verbal Guise Test (VGT) (80 participants) and semistructured interviews (10 participants). The results showed that the dominance of native varieties still prevails as native varieties are perceived more favorably than non-native counterparts in all dimensions, and remain the English accents that Thai speakers of English want to learn and use. The results also indicate that Thai speakers of English aim for certain native-based varieties due to intelligibility, the ownership of English, and identity reasons. Findings suggest the importance of awareness-raising of the diversity of English varieties among Thai speakers of English in order to promote a sense of linguistic tolerance and prepare them for interactions in ELF contexts where English is used as a default language for those whose native language is not shared.
25
Horibe, Hideo. "Perspectives: The Place of Culture in Teaching English as an International Language (EIL)." JALT Journal 30, no. 2 (November 1, 2008): 241. http://dx.doi.org/10.37546/jaltjj30.2-5.
Full textAbstract:
In the conventional ELT paradigm it has often been said that teaching English cannot be separated from teaching the culture of its native speakers. But in the paradigm of English as an International Language (EIL), which focuses on the functions of English as a means of communication among people from various linguistic and cultural backgrounds, the traditional view of culture must be thoroughly reconsidered. Attempting to define the place of culture in EIL, this article presents a new conceptual framework consisting of three kinds of culture: (1) culture as a social custom, (2) culture in the pragmatic sense, and (3) culture in the semantic sense. Based upon this classification, the article attempts to clarify how culture should be understood and dealt with in the EIL perspective, and proposes what cultural factors should be incorporated into the classroom, both in the general ELT context and in the specific context of Japanese English education. 従来の英語教育の理論的枠組みにおいては、英語を教えることはその母語話者の文化を教えることと切り離せないとよく言われてきた。しかし、多様な言語的・文化的背景を持つ人々の間での意思疎通の手段としての英語の機能を重視する「国際語としての英語」(EIL)という理論的枠組みにおいては、このような伝統的文化観は根本から見直さなければならないだろう。EILにおける文化の位置を見定めるための試みとして、本稿は「社会習慣としての文化」「語用論的意味における文化」「意味論的意味における文化」の３種類からなる新しい文化概念を提起する。この三分法に基づき、一般的な英語教育のコンテクストと日本の英語教育という特定のコンテクストの双方において、EILの観点から文化をどのように理解し、取り扱うべきかを明らかにし、どのような文化的要素を授業に取り入れていくべきかについて具体的な提案をする。
26
Saha, Mili. "Perceptions of Dominance in English as an International Language (EIL) Pedagogy." Journal of Teaching & Teacher Education 08, no. 01 (January 1, 2020): 01–13. http://dx.doi.org/10.12785/jtte/080101.
Full text
27
Tajeddin, Zia, Mahmood Reza Atai, and Roya Pashmforoosh. "Beliefs about English as an International Language (EIL): voices from Persian-speaking English teachers." Pedagogies: An International Journal 15, no. 2 (October 28, 2019): 127–45. http://dx.doi.org/10.1080/1554480x.2019.1684923.
Full text
28
Simbolon, Nurmala Elmin. "Current Issues on TESOL Field in EFL Context." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 1, no. 1 (June 6, 2018): 28–33. http://dx.doi.org/10.30630/polingua.v1i1.48.
Full textAbstract:
This article discusses several issues raised in TESOL field range from the variety of English to the technology application in language teaching. The term of English as an International Language, or EIL has been growing in TESOL field. And then, the issue about teaching focus is still fresh to discuss. The variety of cultures using English has stirred the language teaching to focus on the language use instead of the language form. Finally, technology implication such as online learning in TESOL classrooms is now increasing. To sum up, the issues link much with the importance of intercultural competence in second language teaching; therefore, some adaptations to the ELT teaching method in EFL context such as in Indonesia need to be adopted.
29
Linebaugh, Gary, and Thomas Roche. "Learning to hear by learning to speak." Australian Review of Applied Linguistics 36, no. 2 (January 1, 2013): 146–59. http://dx.doi.org/10.1075/aral.36.2.02lin.
Full textAbstract:
In this paper we explore English pronunciation teaching within an English as an International Language (EIL) framework, arguing that teaching learners how to produce English phonemes can lead to an improvement in their aural ability. English as an Additional Language (EAL) learners often have difficulty discriminating between and producing specific sounds of the target language; Arabic speakers, for example, typically have difficulty distinguishing between /p/ and /b/ in words such as pin and bin. The research described here indicates that explicit articulatory training in the production of two problematic sounds, /p/ and /b/, improves learners’ ability to perceptually discriminate between the two. Following articulatory training, participants were better at correctly identifying which member of a minimal pair they heard (pack or back, for example), whereas simply providing focused aural exposure to those sounds, as advocated in the non-form focused intuitive-imitative approach, did not lead to similar improvement. This suggests that for sounds that are perceptually difficult for learners, complementing exposure as advocated by the intuitive-imitative approach with articulatory training may produce the best results in terms of segmental discrimination and ultimately target language production. We also point to evidence that accuracy in segmental production is especially relevant in the EIL context.
30
Skopintseva, Tatiana. "Looking for an EIL Pronunciation Standard: A Literature Review and Classroom Experience from the Russian L1 Perspective." Journal of Language and Education 1, no. 1 (March 1, 2015): 20–26. http://dx.doi.org/10.17323/2411-7390-2015-1-1-20-26.
Full textAbstract:
This article concerns itself with the identification of language units essential to the intelligibility of communication of non-native English speakers (NNESs) in international settings, or English as an international language (EIL) communication. It focuses on a seemingly narrow but nevertheless significant area of speech production and reception – pronunciation. Based on the works of pronunciation scholars and classroom experience, we outline areas of concern for NNES training and suggest pronunciation foci for Russian learners of English as a foreign language (EFL). We specifically examine areas where academic discourse goals overlap with the goals of developing NNES pronunciation fluency and rhetorical competence, targeting those features that, if improved upon, would make NNES speech sound intelligible, educated and cultured as the academic environment requires. We consider these features in view of their importance for two emerging pedagogical domains: English as a lingua franca (ELF) and English as a medium of instruction (EMI), particularly taking into account their approach to NNESs’ identity and attitude.
31
Melati, Melati, and Herlina Herlina. "Optimizing EIL Using “Memrise” As A Builder Students’ Vocabularies." Edu-Ling: Journal of English Education and Linguistics 3, no. 1 (December 31, 2019): 190. http://dx.doi.org/10.32663/edu-ling.v3i1.1315.
Full textAbstract:
Although the online English learning platform currently is interesting and entertaining and it can improve language acquisition, pronunciation, four integrated skills but it still becomes difficult to be used in English learning. Therefore, people must be mastering high technology to support their daily life and get much information instantly and accurately. In this article, the writer would like to introduce a suitable platform in English learning. English is considered as an international language (EIL) and the purpose is to facilitate communication of ideas, thoughts, feelings, knowledge, and culture, the language is a medium. Moreover, English can be taught by using Memrise Application in order to encourage students to learn English. train students in Communicative Competence and optimize the effectiveness of English Language Teaching. After reading this article, the writer expects that this article can help English teachers to apply this platform for English teaching in Indonesia. For this reason, teachers need to develop strategies that are appropriate to the characteristics of millennial students and be able to make it reach the competencies specified in the learning objectives. In this case, the use of media is also needed in innovative learning. Innovative learning using learning strategies and the use of media is very important to create effective English language learning, especially the current COVID-19 pandemic situation.
32
JASSIM, LINA. "Using and Learning English by Administrative Staff for Communication purposes." Journal Ishraqat Tanmawya 26 (June 2021): 78–108. http://dx.doi.org/10.51424/ishq.27.29.
Full textAbstract:
This study aims to examine using and learning English by administrative staff. Questionnaire and interview were employed to examine the ability of 10 administrative staff in using and learning English for communication purposes in School of Business Management at UUM. The data analysis reflected the linguistic diversity depending on the communicative needs across university workplaces. The administrative staff practiced various strategies to exploit the effectiveness of learning and using English for communication. They exploited the opportunities of learning for using English for communication purposes. Thus, the suggestions of this study are that the disciplinary knowledge about using and learning English to the communication needs of English for Specific Purposes (ESP) research and other areas widens the English as an International Language (EIL) paradigmatic scope for research and pedagogy to import ESP courses in the future should be regarded simply for learners with related needs and backgrounds. The aim of this case study was not to overgeneralize the results to a broader population, but instead to narrowly assess the impact of English learning on a certain group of learners with the present EIL and ESP literature. Keywords: Administrative staff; An international language ;International Students; Communication purposes; Learning
33
Hino, Nobuyuki. "English as a Lingua Franca from an applied linguistics perspective: In the context of Japan." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 633–48. http://dx.doi.org/10.22363/2687-0088-2020-24-3-633-648.
Full textAbstract:
For the past two decades, the concept of English as a Lingua Franca (ELF) has been a topic of much debate among researchers in the global use of English, including those involved in English language teaching (ELT). While in many respects ELF may be viewed just as a new name for its predecessors, such as World Englishes (WE) and English as an International Language (EIL), in other ways it also provides some fresh perspectives for the function of global Englishes. In particular, having grown chiefly out of Europe, where English has traditionally been studied as a foreign language rather than a second language, the ELF paradigm is often suited for the needs of learners of English in the Expanding Circle. With Japan as a primary example, the present paper discusses the significance of the concept of ELF and of the studies within its framework for ELT in the Expanding Circle. An important argument of this article is that studies in the early days of ELF, seeking for elements to facilitate international intelligibility, are still highly useful for ELT in the Expanding Circle. They cater especially to ELT in the Asian Expanding Circle, where pedagogical models are of crucial importance, no less than current ELF studies focusing on the fluid and translingual nature of ELF do. This paper points to the need for ELT teachers to be eclectic and integrative, learning from multiple paradigms, including ELF, WE, and EIL, while even going beyond the newness and oldness of pedagogical approaches, in order to best serve their students.
34
Proshina, Zoya G., and Cecil L. Nelson. "Varieties of English and Kachru’s Expanding Circle." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 523–50. http://dx.doi.org/10.22363/2687-0088-2020-24-3-523-550.
Full textAbstract:
In this overview article, we present the motivations for compiling this issue of RJL and summarize the major premises of the World Englishes (WE) Paradigm. The focus is on the relations between the WE school of thought and the paradigms that branched from it, i.e. English as a Lingua Franca (ELF) and English as an International Language (EIL). The statuses of Englishes in the Kachruvian Expanding Circle that function mainly as lingua francas in international communication is one of the most controversial issues in sociolinguistics. We discuss the misconceptions regarding the Expanding Circle Englishes. Finally, we give a brief survey of the articles contributed to this issue, which develop theoretical and empirical material for the WE paradigm.
35
Sifakis, Nicos C. "Teaching EIL—Teaching International or Intercultural English? What Teachers Should Know." System 32, no. 2 (June 2004): 237–50. http://dx.doi.org/10.1016/j.system.2003.09.010.
Full text
36
Jeong, Hyeseung Jeong, Bosse Thorén, and Juliana Othman. "MUTUAL INTELLIGIBILITY OF MALAY- AND SWEDISH-ACCENTED ENGLISH: AN EXPERIMENTAL STUDY." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 43. http://dx.doi.org/10.17509/ijal.v7i1.6857.
Full textAbstract:
In using English as an international language (EIL), one important issue is mutual intelligibility among EIL speakers from different language backgrounds. The present study investigates the cross-linguistic intelligibility of Malay-accented English and Swedish-accented English, regarding the three phonetic features – word stress pattern, consonant clusters, and long vowel in particular. We prepared 15 English statements that are evidently true or false if understood, and examined to what extent the three phonetic features are related to 30 Swedish and 38 Malaysian listeners’ understandings of the statements read by a speaker from the other language group. We compared the Malaysian and Swedish listeners’ answers given with understanding as well as processing time to respond. The listeners’ own accounts of their struggles in understanding the speakers’ pronunciations were also analyzed. Results show that Malaysian listeners easily understood Swedish-accented English, while Swedish listeners struggled to understand Malay-accented English. The difference between the two groups of listeners seems to be closely related to the degree of the realization of the three phonetic features by the speakers as well as to the degree of the use of these features as perceptual cues by the listeners. Based on the findings, we discuss potential phonetic core features of EIL for intelligibility and some pedagogical implications for teaching English pronunciation to the learners of the language.
37
Modiano, Marko. "Rethinking ELT." English Today 16, no. 2 (April 2000): 28–34. http://dx.doi.org/10.1017/s0266078400011603.
Full text
38
Guerra, Luis. "Shifting Attitudes toward Teaching Culture within the Framework of English as an International Language." ELOPE: English Language Overseas Perspectives and Enquiries 7, no. 1 (May 17, 2010): 105–18. http://dx.doi.org/10.4312/elope.7.1.105-118.
Full textAbstract:
This study deals with the cultural dimensions of EIL, which are analysed based on the following domains: (a) subjects’ attitudes toward teaching about specific cultures (native and non-native); and (b) subjects’ attitudes toward teaching about culture in general. In essence, a view of culture based on native cultures can emerge from three different approaches: it may promote British culture only, it may focus on both the UK and the US, or it may incorporate other English native cultures. Likewise, a more international viewpoint can also be offered from three perspectives: it may refer to ESL contexts only, it may present both ESL and EFL communities – including the local culture – or it may introduce international aspects not specific to any culture. However, the analysis of data in this study indicates that the subjects’ attitudes toward teaching culture do not usually correspond to just one of these perspectives; rather, teachers display a manifold set of beliefs which may at times be closer or more distant to an international approach to teaching culture.
39
Li, David C. S. "Researching and teaching China and Hong Kong English." English Today 23, no. 3-4 (October 2007): 11–17. http://dx.doi.org/10.1017/s0266078407003045.
Full textAbstract:
ABSTRACTTHE ENGLISH curriculum in China – including the Hong Kong Special Administrative Region (HKSAR) – has traditionally been dominated by native-speaker (NS) based pedagogical models. This is a source of many problems, ranging from learning outcome to teaching performance, and from cultural inappropriacy to speaker identity. Research in World Englishes (WE), in English as a lingua franca (ELF) and an international language (EIL), and to a lesser extent in second-language acquisition (SLA) has shown that a curriculum informed by a deficit model (by measuring learner performance using the yardstick of native-speaker-based standards) is by its very nature disempowering, and should be replaced with a model of difference, whereby learners' L1 identities and ownership of English are both respected.
40
Li, Yinghao. "Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 768. http://dx.doi.org/10.17507/jltr.0704.18.
Full textAbstract:
The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.
41
Kanoksilapatham, Budsaba, and Paweena Channuan. "EFL LEARNERS’ AND TEACHERS’ POSITIVE ATTITUDES TOWARDS LOCAL COMMUNITY BASED INSTRUCTION." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 504. http://dx.doi.org/10.17509/ijal.v7i3.9790.
Full textAbstract:
The new status of the English language as an international language (EIL) in the age of globalisation has contributed to a cultural change of focus in English language teaching (ELT). Instead of paying attention to cultural aspects of native English speakers as in traditional English instruction, cultural diversity now plays a key role in the teaching of culture in order to enhance leaners‟ intercultural awareness. To fill this need, this study aims to document EFL learners‟ and teachers‟ attitudes towards local community instruction in which young Thai students learned English whilst being encouraged to take pride in their local culture. In this study, a set of local community-integrated lessons for elementary English education were constructed and subsequently implemented in Grade 4 classes at schools in the northern region of Thailand. Questionnaires were then administered to the students, and semi-structured interviews were also conducted with the school English teachers to elicit their attitudes towards the integrated lessons. The results indicated that young Thai students, along with their English teachers, have highly positive attitudes towards the local community based instruction. This lead to significant implications related to integrating aspects of local cultural identity into ELT practices.
42
Kakaew, Jiraporn, and Anamai Damnet. "Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 19. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.19.
Full textAbstract:
This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom.
43
Lee, Ju Seong, and Jun Chen Hsieh. "University students’ perceptions of English as an International Language (EIL) in Taiwan and South Korea." Journal of Multilingual and Multicultural Development 39, no. 9 (February 13, 2018): 789–802. http://dx.doi.org/10.1080/01434632.2018.1438448.
Full text
44
Kiss, Tamas. "A Review of “International English in its sociolinguistic contexts: towards a socially sensitive EIL pedagogy”." Language and Education 24, no. 3 (May 2010): 273–76. http://dx.doi.org/10.1080/09500780902853830.
Full text
45
Cao, Yiqian Katherine, and Wei Wei. "Willingness to communicate from an English as an International Language (EIL) perspective: The case of Macau." System 87 (December 2019): 102149. http://dx.doi.org/10.1016/j.system.2019.102149.
Full text
46
Wang, Li-Jen, Ying-Tien Wu, and Chiu-Ming Hu. "English Teachers' Practice and Perspectives on Using Educational Computer Games in EIL Context." International Journal of Technology and Human Interaction 12, no. 3 (July 2016): 33–46. http://dx.doi.org/10.4018/ijthi.2016070103.
Full textAbstract:
With in-depth interviews, the study explored 36 Taiwanese high school English teachers' practice and perspectives on using educational computer games (ECGs) in teaching English as an international language (EIL). The teachers were asked to experience an ECG for English vocabulary learning. Then, tape-recorded individual interviews were conducted. This study revealed that only few participant teachers had ever used computer games in their instruction; however, most of them were willing to use ECGs in their English classes in the future. It should be noticed that most participant teachers showed only poor understanding of ECGs and digital game-based learning.They recognized their insufficient specific pedagogical content knowledge (PCK), the need for technology-related skills, and the support from administration. Based on the finding derived from this study and those of previous research, cultural differences were further discussed. Also, implications for further research and teacher professional development were proposed.
47
Saito, Arifumi, Younghyon Heo, and Jeremy Perkins. "Building Confidence in L2 Speaking through the Expanding Circle Communication : Practicing English as an International Language (EIL)." Journal of Language Sciences 27, no. 2 (May 31, 2020): 199–228. http://dx.doi.org/10.14384/kals.2020.27.2.199.
Full text
48
Dakhalan, Andi Muhammad. "FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qur’an)." Rausyan Fikr: Jurnal Studi Ilmu Ushuluddin dan Filsafat 12, no. 1 (February 5, 2018): 105–24. http://dx.doi.org/10.24239/rsy.v12i1.78.
Full textAbstract:
The emergence of today’s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learners’ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the students’ achievement in English language learning by using linguistic and Al-Qur’an theory. The conclusion of the study is the factors that influence the students’ achievement in English language learning are the students’ intelligence, motivation, school facilities, policies of government and the principal, family, and environment
49
Ado, Mohammed Ahmed, and Mohammad Othman Ahmad Alsheyab. "Level of Knowledge Awareness and Use of Planning as Writing Strategy by EFL International Students in UUM English Intensive Course." Journal of English Language Teaching and Linguistics 4, no. 3 (December 14, 2019): 319. http://dx.doi.org/10.21462/jeltl.v4i3.318.
Full textAbstract:
<em>Malaysian English Language Curriculum makes it compulsory for every newly intake student to master and pass the English Writing Tasks (EWT) as among the basic skills in the language learning processes. However, most of the English Foreign Language (EFL) international students face difficulties with the EWT during the English Intensive Course (EIC) leading to consistent mass failures. The possible reasons of these failures could be due to the neglect of the writing strategies. Hence, the central focus of this paper is to identify and determine the EFL international students’ level of awareness and the use of planning as writing strategy before writing English essays. To this end, convenient purposive sampling strategy was used where 50 EFL (postgraduate and undergraduate) international students drawn from Universiti Utara Malaysian EIC program were selected and administered Writing Strategy Questionnaires (WSQ). The participants hailed from various countries who used and learned English as a foreign language, namely; Jordan, Iraq, Saudi Arabia, Libya, Palestine among others. The data were analyzed using SPSS. The findings revealed proportionate disparity between the EFL students that use planning strategy before starting writing English essays (usually true = 28%) with those that do not (usually not true = 28%). In terms of Revising Requirement for writing process before one start writing an essay in English, the findings revealed validity (40%) of participants’ responses at 82% cumulative. This is followed by “somewhat true” responses at 24% and 42% cumulative. These imply the EFL international students’ reasonable use of planning and having knowledge awareness of writing strategy</em>
50
Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 18, 2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.
Full textAbstract:
This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction