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Journal articles on the topic 'English Language Teaching (ETL)'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Abayan, Ma. Rebecca, Hyasinth Tribujeña, and Fatima Butil. "Crossing the Borders in Utilizing English Varieties: Filipino Teachers' Experiences and Perceptions." Psychology and Education: A Multidisciplinary Journal 21, no. 9 (2024): 967–80. https://doi.org/10.5281/zenodo.12700207.

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The success of teaching and learning English largely depends on language teachers. In addition to their technical and pedagogical expertise, the teachers' proficiency in several languages is crucial in ensuring that learners acquire English to the greatest extent possible. Filipino English teachers vary in terms of their experiences in teaching English in nations where it is used as a foreign language (EFL), English as a second language (ESL), or English as a native language (ENL), especially when it comes to using the English variety in the classroom. The study aims to determine Filipino teac

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Yajie, Chen, and Nurul Farhana Binti Jumaat. "Blended Learning Design of English Language Course in Higher Education: A Systematic Review." International Journal of Information and Education Technology 13, no. 2 (2023): 364–72. http://dx.doi.org/10.18178/ijiet.2023.13.2.1815.

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Higher education has been innovated by technological advancement to fulfill the demands of various learning needs. Blended Learning (BL) is increasingly important for education institutions to transform the conventional classroom into a more open and innovative integration of teaching and learning not limited to time and space. There have been literature and systematic review on BL in various subjects, however, BL design of English courses applied in higher education lacks a comprehensive systematic review. This paper conducts a systematic review of BL in English courses to investigate the eff

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Mishu, Anjum, Md Mostaq Ahamed, Md Faruquzzaman Akan, et al. "How AI Is Ushering in a New Era in ELT: Teachers’ Perspectives." Theory and Practice in Language Studies 15, no. 2 (2025): 592–605. https://doi.org/10.17507/tpls.1502.29.

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The full potential and practical applications of an Artificial Intelligence-based language teaching and learning scenario still need to be fully understood. Previous studies have focused on theoretical concepts and specific tools or features, leaving gaps in understanding AI’s overall impact and effectiveness from EFL teachers’ perspective. Therefore, this study explores AI’s potential for teaching, learning, and professional development in teaching English as a foreign language (EFL)/English as a second language (ESL). This quantitative study closely evaluated the opportunities and obstacles

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Vanjinayaki, M., and M. Gayathri. "Enhancing English Language Teaching through Interactive Learning Activities." Shanlax International Journal of Arts, Science and Humanities 11, S5 (2024): 135–38. http://dx.doi.org/10.34293/sijash.v11is5.7677.

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The effectiveness of interactive learning activities in improving English Language Teaching (ELT) in various educational situations is examined in this research. It looks at different interactive approaches, such as cooperative learning, task-based learning, and communicative language education, and emphasizes how beneficial they are for improving language proficiency, communication abilities, and student engagement. This study emphasizes the significance of integrating interactive components into ELT curriculum design and classroom instruction, drawing on both theoretical frameworks and empir

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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 (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 aw

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Rashid, Md Harun, A. S. M. Shamem, and Wang Hui. "position of culture in English language teaching." Linguistics and Culture Review 6 (December 2, 2021): 43–51. http://dx.doi.org/10.21744/lingcure.v6ns2.1908.

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This thesis investigates the overlapping relationship between the community and English-language teaching in a descriptive manner. It sets out the various points of view and interpretations of linguistic scholars on the contentious issue of incorporating Culture into ESL/EFL classrooms. Although some accept that in today's globalized world, we must open our ESL/EFL learners to other cultures as part of their ESL/EFL learning, others disagree and dispute the value of doing so. Some are more radical, seeing it as linguistic hegemony that can be avoided. Including several observational findings,

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García, Raúl Enrique. "English as an International Language: A Review of the Literature." Colombian Applied Linguistics Journal 15, no. 1 (2013): 113. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.1.a08.

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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

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Islam, A. K. M. Manzurul. "An Investigation into the Perceptions, Believes, Barriers, Scopes and Qualifications of Bangladeshi Non-native English Teachers for Global English Language Teaching." RPSU RESEARCH JOURNAL 3, no. 1 (2024): 103–13. https://doi.org/10.5281/zenodo.14471061.

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As English is an international language, the growing demand for English language teachers is increasing day by day. English teachers from different countries have got a lot of prospects in the field of teaching English. However, the question is how much priority is given to the non-native speakers of English language to teach English worldwide. The present condition of Bangladeshi English teachers is not so clear to many. Bangladeshi English teachers do have a lot of potentials in the field of global English language teaching. But, are they given the priority as non-native speakers of English

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Khansir, Ali Akbar, and Mostafa Mirzaei. "The Classroom Management in English Language Teaching." Indian Journal of Language and Linguistics 5, no. 2 (2024): 44–52. http://dx.doi.org/10.54392/ijll2424.

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This paper examined a review study of the classroom management in English language teaching. Classroom Management is one of the important aspects of English language teaching is directly related to the job of English teachers in their classrooms. The successful of the English teacher is related to the ability of the teacher in managing his / her class. Today, the classroom management is an art as well as a science for the English teacher in order to become effective teacher in EFL or ESL classrooms. The teacher can use the art and science of his / her teaching English along with various classr

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Adityarini, Hepy. "ENGLISH AS AN INTERNATIONAL LANGUAGE (EIL) AND IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING." Kajian Linguistik dan Sastra 19, no. 2 (2015): 103–11. http://dx.doi.org/10.23917/kls.v19i2.4415.

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The nature of English as an International Language (EIL) has significant implicationsin the area of English Language Teaching (ELT). The current essay willreview the implications of EIL in three different areas: research on attitudes towardsvarieties of English, research on methods of improving non-native speakers’intelligibility, English teaching curriculum and materials for teaching pronunciation.Despite the debate of appropriateness of native speakers’ accent as modelsfor teaching pronunciation, the findings from most of the research on attitudestowards varieties of English suggest the stud

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Saha, Mili. "Teaching ‘Listening‘ as an ‘English Language Skill‘." Crossings: A Journal of English Studies 2, no. 1 (2009): 193–205. http://dx.doi.org/10.59817/cjes.v2i1.408.

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Listening skill is elementary for EFL, or ESL learners. It is the most frequently used one among the four skills of a language. Beginners of EFL need more listening input than the other learners. Although English has been taught as a foreign language in our country for long, we can overlook neither the contribution of practising listening in order to be successful nor the failure rooted in its absence in teaching or learning English. So, in this essay I have attempted to discuss the essentiality and utility of listening as a skill in the field of ESL or EFL through depicting the form, variety

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Mohammad, Sharif Hassanzoy, Rahmani Saifurrahman, and SC. Sandaran. "English Language Teaching Practice (ELTP) at Primary and Secondary School Levels in some Asian Countries: A Comparison of Afghanistan, Malaysia and Saudi Arabia." International Journal of Management and Humanities (IJMH) 4, no. 4 (2019): 8–13. https://doi.org/10.35940/ijmh.D0458.124419.

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English language teaching is a significant part of schools’ curriculum in native and non-native English speaking countries in the world. This study aims to present a review on the similarities and differences of ELTP (English Language Teaching Practice) at primary school level in three Asian countries: Afghanistan, Malaysia and Saudi Arabia. The paper discusses some of the similarities and differences of ELT practice at primary school level in these three Asian countries, based on teaching English as a foreign or second language ESL/EFL, when English as a subject is introduced in school,

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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.

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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 prop

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Simbolon, Nurmala Elmin. "Current Issues on TESOL Field in EFL Context." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 1, no. 1 (2018): 28–33. http://dx.doi.org/10.30630/polingua.v1i1.48.

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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 c

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Tirnaz, Mohammad Hossein, and Mostafa Morady Moghaddam. "Multicultural content in English language teaching textbooks." Journal of Applied Linguistics and Professional Practice 17, no. 1 (2023): 73–94. http://dx.doi.org/10.1558/jalpp.20434.

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The aim of this study is to explore two sets of widely used English Language Teaching (ELT) textbooks in Iran – an American ESL series known as Top Notch and an indigenous Iranian series of high school EFL textbooks known as Vision – in terms of their representation of multicultural elements at the surface and deep cultural levels, and their potential to promote language learners’ intercultural communicative competence (ICC). Interpretive content analysis is used to identify the cultural patterns in the ELT textbooks. The findings reveal that the Vision series only limitedly presents cultural

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Eoyang, Eugene C. "Teaching English as Culture: Paradigm Shifts in Postcolonial Discourse." Diogenes 50, no. 2 (2003): 3–16. http://dx.doi.org/10.1177/0392192103050002001.

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The teaching of an `imperialist' language like English in a postcolonial era presents not only unprecedented difficulties to the teacher, it also raises disconcerting questions about the paradigms underlying the concepts of language, language teaching, and culture. This new perspective makes inadequate, on the one hand, the pedalinguistic categories of EFL (English as a Foreign Language) and ESL (English as a Second Language), and, on the other, the postcolonial critique in general of hegemonic languages. Another category needs to be recognized, to which the author gives the acronym TUE (Teach

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Bahanshal, Dalal A. "From EFL to ESL in the Eye of Saudi Vision 2030." Asian Journal of Education and Social Studies 48, no. 4 (2023): 1–10. http://dx.doi.org/10.9734/ajess/2023/v48i41079.

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Aims: Starting with the definitions of EFL and ESL, this paper aims to explore the transformation from teaching English as a foreign language to a second language in the context of Saudi Arabia to cope with the promising Saudi Vision 2030. At all levels, teaching in the Saudi context is inclined to be EFL teaching. However, English language proficiency has become an emergent need to determine the employment value in the competitive job market, nationally and internationally. Therefore, the transformation to ESL teaching is a focus nowadays for modulating the evolution of English Classroom Teac

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Mora, Raúl Alberto. "Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE." GIST – Education and Learning Research Journal 24 (June 30, 2022): 25–42. http://dx.doi.org/10.26817/16925777.1137.

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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Langua

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Chowdhury, Takad Ahmed, and Arjumand Ara. "Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy?" Indonesian TESOL Journal 3, no. 2 (2021): 123–32. http://dx.doi.org/10.24256/itj.v3i2.1818.

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Pre-teaching vocabulary of unfamiliar words of a reading or listening lesson is a technique used by English language teachers where they define and explain unfamiliar but essential words of the text just before the start of the comprehension task.Conversely, learner autonomy is an educational practice that refers to the learners' responsibility for their own learning, both in terms of what they learn and how they learn. These two diametrical ideals in English Language Teaching (ELT) demand research to justify pre-teaching vocabulary in teaching receptive language skills. Accordingly, this revi

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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 (2014): 109. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.714.

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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

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Summers, Della. "English Language Teaching dictionaries: past, present, and future." English Today 4, no. 2 (1988): 10–16. http://dx.doi.org/10.1017/s0266078400013274.

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Ahmedova, Dildora, and Dildora Boboqulova. "EFFECTIVE METHODS IN TEACHING ENGLISH." Multidisciplinary Journal of Science and Technology 3, no. 3 (2023): 214–16. https://doi.org/10.5281/zenodo.10029093.

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Teaching English as a second language (ESL) or as a foreign language (EFL) is a complex and dynamic endeavor, with a diverse range of teaching methods and approaches. This article explores the key methods and strategies that have proven to be effective in enhancing the teaching and learning of English. The literature review delves into the history of language teaching, highlighting the evolution of methodologies. The methodology section presents practical techniques, tools, and tips for effective language instruction. The results section discusses the outcomes and benefits of these methods, su

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Zananda, Tiray Febria. "ENGLISH LANGUAGE TEACHING IN INDONESIA AND ITS RELATION TO THE ROLE OF ENGLISH AS AN INTERNATIONAL LANGUAGE." Enrich: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik 4, no. 1 (2023): 62–69. http://dx.doi.org/10.36546/pbi.v3i2.919.

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Since Indonesia is categorized as an English Foreign Language (EFL)country, it is interesting to find out whether this issue has an impact onEnglish Language Teaching practices in this country. This articledescribes general trends of English Language Teaching in Indonesialast few decades and discusses whether rapid globalization of Englishhas any significant impact on English as an International Language(EIL) policy and practices in this country, and also whether newtrends in English as an International Language (EIL) influenceperception of and toward English in this country.

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Li, Qiudong. "Teaching English as an International Language. Selvi, A. F., Galloway, N., & Rose, H. (2024). Cambridge University Press, 96 pages, ISBN: 978-1-108-82123-0." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 43 (January 28, 2025): 345–47. https://doi.org/10.30827/portalin.vi43.30970.

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As a utilitarian global lingua franca, English has eventually evolved into one language which abounds with diverse forms, functions, roles, domains, and users to date. Nevertheless, English language teaching (ELT) is still dominated by static nativeEnglish speaker episteme, resulting in a failure to suit current sociolinguistic realities and learners’ dynamic needs. By scrutinising exhaustively the spread of English as an international language (EIL) from historical, sociolinguistic, and pedagogical perspectives, Selvi, Galloway, and Rose’s monograph titled Teaching English as an International

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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 (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 me

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Agudelo Bedoya, Alejandra, and Paola Julie Aguilar-Cruz. "English day: Impact on motivation of english language teaching undergraduates." Revista Científica del Amazonas 7, no. 13 (2024): 30–41. http://dx.doi.org/10.34069/ra/2024.13.04.

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This study investigates how the English Day, an extracurricular activity, influences intrinsic and extrinsic motivation among English as a Foreign Language (EFL) undergraduates. Conducted at a public university in Florencia, Caquetá, Colombia, the qualitative case study involved thirty (30) participants from the English Language Teaching (ELT) program at Universidad de la Amazonia. Through semi-structured interviews and grounded theory analysis, the research aimed to analyze the role of the English Day in motivating ELT undergraduates. Results revealed that the majority of participants felt in

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N., Brindha, and M. S. Zakir Hussain Dr. "ROLE OF LITERATURE IN TEACHING ENGLISH LANGUAGE." International Journal of Applied and Advanced Scientific Research (IJAASR) 5, no. 1 (2020): 21–24. https://doi.org/10.5281/zenodo.3710677.

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Language and literature are inseparable. They are complementary to each other. Literature cannot live without language and language cannot survive without literature. Among language instructors, there has been a hot debate as to how, when, where and why literature should be incorporated in ESL, EFL curriculum. Literature plays a vital role in teaching four basic language skills like reading, writing, listening, and speaking. However, when using literature in the language classroom, skills should never be taught in isolation but in an integrated way.

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Walter, Yepdia Leundjeu. "Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms." International Journal of English Language Teaching 10, no. 7 (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 Engli

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Babaeian, Ali. "Approaches to Pronunciation Instruction in Communicative Language Teaching Classrooms." Journal of Studies in Education 11, no. 4 (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 o

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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected thr

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Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.

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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English r

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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The tre

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Aufa, Fauzul. "STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (2017): 9. http://dx.doi.org/10.24036/ld.v7i1.7254.

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Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities th

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Alharbi, Sultan H. "Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students." English Language Teaching 10, no. 2 (2017): 33. http://dx.doi.org/10.5539/elt.v10n2p33.

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The principal purpose of this paper is to critically examine and evaluate the efficacy of the principled eclectic approach to teaching English as second/foreign language (ESL/EFL) writing to undergraduate students. The paper illustrates that this new method adapts mainstream writing pedagogies to individual needs of learners of ESL/EFL in order to address students’ difficulties arising from their contact with an unfamiliar language. Such a claim is based on the researcher’s review of relevant research, the analysis and evaluation of scholarly studies on the subject by leading academics and aut

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McIver, N. "Teaching Unplugged: Dogme in English Language Teaching." ELT Journal 63, no. 4 (2009): 419–21. http://dx.doi.org/10.1093/elt/ccp072.

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Ordem, Eser, and Ömer Gökhan Ulum. "Gender Issues in English Language Teaching: Views from Turkey." Acta Educationis Generalis 10, no. 1 (2020): 25–39. http://dx.doi.org/10.2478/atd-2020-0002.

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AbstractIntroduction: Research into gender diversity and equality of gender in humanities has been mounting since 1960s, when post-modernism and post-structuralism emerged as a reaction to metanarratives of modernization. Methods and approaches in ELT also arose in the same years. However, queer and LGBT identities were intentionally ignored in ELT discipline and departments, although English as a lingua franca was already hailed in the inner circle. This study aimed to unearth the views of young adult learners of English regarding LGBT. Two data collection instruments were administered. A sta

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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned abo

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Rahimi, Mahmood. "Effective Ways of Teaching English as Foreign Language: A Conceptual Paper." Cognizance Journal of Multidisciplinary Studies 4, no. 11 (2024): 444–51. https://doi.org/10.47760/cognizance.2024.v04i11.027.

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Effective teaching strategies are the cornerstone for a successful English language teaching in English as a foreign language learning (EFL). English language learning proficiency is extensively recognized as a crucial skill around the world which has impacted communication, access to information, and economic opportunities. This proficiency in English has been significant for socioeconomic, professional, and academic advancement. However, achieving English proficiency in the Afghan context is hindered by socioeconomic, infrastructural, and cultural factors. This study explores effective ways

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Mahmood, Rahimi. "Effective Ways of Teaching English as Foreign Language: A Conceptual Paper." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 11 (2025): 444–51. https://doi.org/10.47760/cognizance.2024.v04i11.027.

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Effective teaching strategies are the cornerstone for a successful English language teaching in English as a foreign language learning (EFL).  English language learning proficiency is extensively recognized as a crucial skill around the world which has impacted communication, access to information, and economic opportunities. This proficiency in English has been significant for socioeconomic, professional, and academic advancement. However, achieving English proficiency in the Afghan context is hindered by socioeconomic, infrastructural, and cultural factors. This study explores effective

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Harmer, J. "Exploring English Language Teaching: Language in Action." ELT Journal 66, no. 3 (2012): 394–96. http://dx.doi.org/10.1093/elt/ccs023.

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Vettorel, Paola. "Decolonizing Primary English Language Teaching." ELT Journal 72, no. 2 (2018): 217–19. http://dx.doi.org/10.1093/elt/ccx065.

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McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this revi

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Moafa, Ruqayyah N. "Language Instructors’ Perceptions on the Utilization of English as an International Language in English-Speaking Instruction." World Journal of English Language 14, no. 4 (2024): 240. http://dx.doi.org/10.5430/wjel.v14n4p240.

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This study examined the attitudes of English as an International Language (EIL) instructors in Saudi Arabia and its impact on their beliefs. A blend of qualitative and quantitative approaches was used. The collection of quantitative data was done through a Likert scale questionnaire, while the collection of qualitative data was done through semi-structured interviews. For the quantitative data, participants responded to around 50 % of the questions, viewed a short film, and then responded to the remaining questions. The short film introduced the participants to the notion of EIL. The sample co

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Nureldeen, Waleed. "Teachers' Beliefs about Language Teaching and Learning." JET (Journal of English Teaching) 6, no. 3 (2020): 232–45. http://dx.doi.org/10.33541/jet.v6i3.2145.

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The role of teaching materials in ELT has usually been a controversial issue in terms of what type of materials teachers should use and how important these materials are to language teaching and learning. This controversy got heated by the advent of calls for material-light classrooms and using teachers and learners as resources to liberate ELT from the ‘tyranny’ of course books. Nevertheless, these calls remain to carry a relatively little weight in mainstream ESL/EFL teacher education circles. They are communicated to teachers and educators, mainly through professional development arenas. Si

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Yulitriana, Yulitriana, Emeral Emeral, Elanneri Karani, et al. "TEACHERS' ATTITUDES TOWARDS THE IMPLEMENTATION OF EXTRAMURAL ENGLISH (EE) IN ENGLISH AS FOREIGN LANGUAGE (ELT)." Premise: Journal of English Education 14, no. 1 (2025): 116. https://doi.org/10.24127/pj.v14i1.11267.

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Teachers have essential roles in facilitating ELT, and their attitudes towards the approaches applied will contribute to the success of language learning. The objective of this research was to examine teachers' attitudes towards the implementation of Extramural English (EE) in ELT. One-shot survey research was conducted in rural areas of a regency in Central Kalimantan, Indonesia, with 60 high school English teachers participating as the sample. A survey incorporating both closed- and open-ended questions was administered to gather data. The data analysis involved calculating the percentages f

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Hassan, Ahdi. "Editorial: Covid19 EFL/ESL/English Teaching Environment and Digital EFL/ESL/English Learning Methods." World Journal of English Language 12, no. 7 (2022): 01. http://dx.doi.org/10.5430/wjel.v12n7p01.

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As a corollary to this, new trends in the field of English language teaching/learning are likely to surface, develop, and find application in the academic settings. The current global pandemic of Covid19 has caused a massive shift in teaching paradigms with previous methodologies being turned upside down due to the mass migration of education to online medium. One area that has been greatly affected is the entire ESL industry, from schools in Asia to universities in Australia, the UK and the US. No form of English teaching school has been unaffected by this global catastrophe. As a result, new

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Soomro, Muhammad Arif, Ayyaz Ahmed, Insaf Ali Siming, Mukhtiar Ali Rajper, and Sameena Malik. "Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom." Journal of Language and Cultural Education 8, no. 3 (2020): 76–88. http://dx.doi.org/10.2478/jolace-2020-0021.

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Abstract This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.

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Tira Nur Fitria. "Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT)." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 1 (2022): 36–43. http://dx.doi.org/10.55123/sosmaniora.v1i1.199.

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The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the stud

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Nero, Shondel. "Languages Without Borders: TESOL in a Transient World." TESL Canada Journal 29, no. 2 (2012): 143. http://dx.doi.org/10.18806/tesl.v29i2.1106.

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In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of

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Azimova, S. "The Communicative Approach in English Language Teaching." Bulletin of Science and Practice 5, no. 4 (2019): 471–75. http://dx.doi.org/10.33619/2414-2948/41/70.

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Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge–based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influe

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