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Artykuły w czasopismach na temat „Additional language education in ESL”

Autor: Grafiati

Data publikacji: 23 czerwca 2021

Data aktualizacji: 29 lipca 2025

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Sika-Paotonu, Dianne, and Carolyn Tait. "Scientific language communication within postgraduate Immunology education." Journal of Immunology 198, no. 1_Supplement (2017): 137.2. http://dx.doi.org/10.4049/jimmunol.198.supp.137.2.

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Abstract Language is the dominant medium through which communication occurs in tertiary education contexts. It is paramount that teachers consider the language of the classroom where learning and teaching activities occur as this is highly relevant to all students and in particular, English as Second Language (ESL) learners. The purpose of this work was to explore scientific language communication in the postgraduate learning and teaching environment for nursing, midwifery and health students undertaking Immunology classes and consider the implications for ESL learners in particular. Participa

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Hnatyhena, Iryna, and Inna Khariuk. "DISTANT LEARNING ESL." BULLETIN OF CHERNIVTSI INSTITUTE OF TRADE AND ECONOMICS I, no. 81 (2021): 144–54. http://dx.doi.org/10.34025/2310-8185-2021-1.81.10.

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Distance Learning is an online-based program that gives students additional practice outside the classroom and helps decrease the amount of time it takes inside the classroom to study for the HSE test or to improve English language skills. МЕТОДИКА ВИКЛАДАННЯ У ВИЩІЙ ШКОЛ І 146 Випуск І (81), 2021 Distance education, as a form of education that enables and promotes development of autonomous life-long learning skill, necessary to keep up with rapid changes and development in today’s society, is a concept definitely worth considering. Teaching a foreign language in a distance education system is

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Maria Nisar, Sadia Parveen, and Muhammad Asif. "Analyzing the role of socio-cultural Norms in Pakistani English Language Education: A case study of ESL Classroom Practices." Panacea Journal of Linguistics & Literature 2, no. 2 (2023): 89–103. http://dx.doi.org/10.59075/pjll.v2i2.284.

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Pakistani students face numerous problems as well as complications in English as a second language. The purpose of this study is to examine the role of socio- cultural norms in ESL classroom practices in Pakistani context. Because the role of socio-cultural norms usually found in each language and normally found in ESL learning. There is a gap that needs to be filled the complex interplay in the Pakistani context. By exploring the viewpoints of ESL teachers, this study purposes to fill this void and deliver valued perceptions into the role of socio- cultural norms in ESL education, subsidizing

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Alefesha, Heba M. N., and Dina Al-Jamal. "Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example." Journal of Ethnic and Cultural Studies 6, no. 1 (2019): 117. http://dx.doi.org/10.29333/ejecs/235.

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The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about imm

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Shinga, Sibongile, and Ansurie Pillay. "Why do teachers code-switch when teaching English as a second language?" South African Journal of Education 41, Supplement 1 (2021): S1—S7. http://dx.doi.org/10.15700/saje.v41ns1a1934.

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In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers

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Pei, Xiaoyu. "Language Learning Strategies from the Perspective of Learning Context." World Journal of English Language 13, no. 5 (2023): 251. http://dx.doi.org/10.5430/wjel.v13n5p251.

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Learning context, as an important influence on language learning strategy (LLS), has received more attention in recent years. For the purpose of better strategy choices in different learning contexts and language achievements, this study investigated LLS from the perspective of learning context. Participants were 44 doctoral students recruited in ESL learning context (the US) and EFL learning context (China). Data were gathered through a mixed-methods research design with the use of the Language Strategy Use Inventory (LSUI). The results showed that the participants in both learning contexts r

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FaqeAbdulla, Baraat I. "Analysis of Definite and Indefinite Article Usage in Students' Paragraphs." Koya University Journal of Humanities and Social Sciences 7, no. 1 (2024): 494–501. https://doi.org/10.14500/kujhss.v7n1y2024.pp494-501.

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Although they are among the most basic words in the English language, articles make writing difficult for EFL and ESL students. This study looks into how students use definite and indefinite articles in their paragraphs. What is the frequency of definite and indefinite articles in first-year English majors' paragraphs at Salahaddin University's College of Education? To what extent are students accurate in their use of definite and indefinite articles? are the main questions under investigation. The study aims to identify the frequency of definite and indefinite articles in 35 paragraphs writte

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Kildė, Laura. "ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya." Journal of Education Culture and Society 14, no. 1 (2023): 634–49. http://dx.doi.org/10.15503/jecs2023.1.634.649.

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Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this

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Makovec, Danijela, and Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving." Mediterranean Journal of Social Sciences 9, no. 4 (2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.

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Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in educatio

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Webster, Nina Lee, and Chunlei Lu. "“English Language Learners”: An Analysis of Perplexing ESL-Related Terminology." Language and Literacy 14, no. 3 (2012): 83. http://dx.doi.org/10.20360/g28593.

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In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic.

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Panhwar, Abdul Hameed, Abdul Sattar Gopang, Zubair Ahmed Chachar, and Shahnaz Baloch. "Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?" International Journal of English Linguistics 7, no. 5 (2017): 119. http://dx.doi.org/10.5539/ijel.v7n5p119.

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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English a

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Li, Shen, Dong Zhao, Ying Huang, and Dongqiang Han. "Intercultural Rhetoric in IELTS-Style Argumentative Essays: Analyzing Moves and Cultural Influences Among English and Non-English Majors in a Chinese University." International Journal of Linguistics 17, no. 2 (2025): 117. https://doi.org/10.5296/ijl.v17i2.22827.

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This research is on intercultural rhetoric of IELTS style argumentation essays between English major and non-English major students in a China’s university. The study uses a combination of genre and thematic approaches to examine essay organization in order to gain insights into the effect of cultural and education on writing style. Comparing genres across the two student groups shows how they use moves in their essays and the order of these moves. Additional enlightenment is provided by thematic analysis towards high school education, Chinese language and English teachers and a small effect o

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Dimaculangan, Nimfa G., and Michelle B. Sarmiento. "A corpus-based study of word-formation creativity in Facebook Philippine English." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 1252. http://dx.doi.org/10.11591/ijere.v13i2.26182.

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<span lang="EN-US">This paper is a study of English as a second language (ESL) teachers’ and students’ newly coined Facebook (FB) lexical items and expressions. It presents sample FB Philippine English (PhilE) words found in ESL teachers’ and students’ FB posts and messages and the formation mechanisms evident in the lexical items. The lexical items are culled from the researchers-built 50,000-word corpus of FB and FB Messenger conversations posted and sent by the mentioned texts’ contributors from the last quarter of 2016 to 2022. The PhilE neologisms are identified from their surroundi

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Hassan, Ahdi, Osamah Ibrahim Khalaf, T. PADMAPRIYA, GILBERT C. MAGULOD JR, and Shamim Akhter. "Editorial: Education in Times of Crisis: Methodologies and Solutions." World Journal of English Language 13, no. 3 (2023): 1. http://dx.doi.org/10.5430/wjel.v13n3p1.

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Special Issue publishes research articles, essays, research reports, teaching notes, and book reviews on a wide range of topics of interest to the language, literature and Education. Specifically, we encourage submission of manuscripts that, in a concrete way, apply language and linguistics or critically reflect on the application of educational technology. The aim of the Special Issue is to publish articles that contribute significantly to the body of knowledge. It publishes both theoretical and empirical articles and case studies relating to linguistics, literature, education, English, arts

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Mohamad, Maslawati, Erra Farina Adnan, Bity Salwana Alias, Azizah Mohd Zahidi, Ainul Azmin Md Zamin, and Rafidah Kamarudin. "Highly Immersive Programme (HIP): The Challenges Faced by ESL Teachers in Rural Schools." International Journal of Learning, Teaching and Educational Research 24, no. 5 (2025): 662–78. https://doi.org/10.26803/ijlter.24.5.34.

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The Highly Immersive Programme (HIP) is an initiative introduced by the Ministry of Education Malaysia (MOE) to enhance pupils’ English language proficiency. Implemented under the Malaysia Education Blueprint (2013–2025), HIP promotes language acquisition through immersive activities and increased exposure to English in both formal and informal settings. This qualitative study explores the challenges faced by ESL teachers in implementing HIP in rural Malaysian schools. Employing a multiple case study design, the research involved semi-structured focus group interviews with 15 ESL teachers acro

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Fu, Tingfeng, and Hossein Nassaji. "Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom." Studies in Second Language Learning and Teaching 6, no. 1 (2016): 159–81. http://dx.doi.org/10.14746/ssllt.2016.6.1.8.

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The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequenc

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Gipal, Robert John D., Leonard John Carrillo, and Jose Carlos Mallonga. "Teachers’ experiences of online teaching in English as a second language classes during the COVID-19 pandemic." International Journal of Learning and Teaching 14, no. 4 (2022): 97–111. http://dx.doi.org/10.18844/ijlt.v14i4.6758.

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The outbreak of the COVID-19 pandemic has profoundly altered the conventional face-to-face to a new modality of teaching and learning, all across the globe. Several changes have occurred as the pandemic ran its course and became a challenge for the majority of teachers. In this regard, this study aimed to explore teachers’ experiences of online teaching in English as a Second Language (ESL) classes during the COVID-19 pandemic. The findings of the study indicated that although others were getting accustomed to the use of technology in the teaching–learning process, the majority of language tea

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Gipal, Robert John D., Leonard John Carrillo, and Jose Carlos Mallonga. "Teachers’ experiences of online teaching in English as a second language classes during the COVID-19 pandemic." International Journal of Learning and Teaching 14, no. 3 (2022): 95–107. http://dx.doi.org/10.18844/ijlt.v14i3.6758.

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The outbreak of the COVID-19 pandemic has profoundly altered the conventional face-to-face to a new modality of teaching and learning, all across the globe. Several changes have occurred as the pandemic ran its course and became a challenge for the majority of teachers. In this regard, this study aimed to explore teachers’ experiences of online teaching in English as a Second Language (ESL) classes during the COVID-19 pandemic. The findings of the study indicated that although others were getting accustomed to the use of technology in the teaching–learning process, the majority of language tea

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Salerno, April S., and Elena Andrei. "Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students." AERA Open 7 (January 2021): 233285842110022. http://dx.doi.org/10.1177/23328584211002212.

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Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English as a Second Language (ESL) services. Parents/guardians are asked to complete the surveys when enrolling a student into a school. We collected surveys from the 50 states and the District of Columbia. We completed them as if we were the parent/guardian of six use-case students. Research questions were (1) How do HLS vary from state to state, if at all? What kinds of questions do they ask? (2) How do HLS across the 50 states and the District of Columbia identify,

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JOZWIK, SARA, YOJANNA CUENCA-CARLINO, and STEPHANIE GARDINER-WALSH. "Special Education Teachers’ Preparedness for Teaching Emergent Bilingual Students with Disabilities." Multiple Voices for Ethnically Diverse Exceptional Learners 20, no. 2 (2020): 38–53. http://dx.doi.org/10.56829/2158-396x-20.2.38.

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Abstract Throughout the United States, public school districts serve increasing numbers of students with disabilities who are in the process of developing proficiency in English as a new or additional language. As a result, the need persists for special education teacher preparation programs to cultivate competencies for meeting the needs of emergent bilingual students with disabilities. In this study, researchers gathered special education teachers’ perceptions of their current levels of competence for teaching emergent bilingual students with disabilities. Self-assessment ratings for 50 comp

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Saharani, Munawira, Raihana Romly, Mohd Ariff Nafizi Ibrahim, and Azza Jauhar Ahmad Tajuddin. "Evaluation of Satisfaction in an English Enrichment Program for ESL Malaysian Polytechnic Students." Research in English and Education Journal 10, no. 1 (2025): 23–28. https://doi.org/10.24815/read.v10i1.34343.

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Enrichment programs play a crucial role in providing additional academic support and resources to English as a Second Language (ESL) students in higher education settings. This study evaluates the satisfaction levels of ESL students enrolled in an enrichment program at a polytechnic institution through a quantitative survey approach. The program aimed to enhance the English language proficiency and academic performance of ESL students through various interventions, including supplementary classes, workshops, and individualized tutoring. A validated satisfaction survey was administered to 57 ES

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Gembaruk, Alla. "The Development of Thinking Skills in English as a Second Language Methodology Classroom." Educational Challenges 28, no. 2 (2023): 51–62. http://dx.doi.org/10.34142/2709-7986.2023.28.2.04.

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This article focuses on an important aspect of modern education – the development of thinking skills. The purpose of this article is to outline the way thinking skills are developed in English as a Second Language (ESL) Methodology. The research was undertaken at Pavlo Tychyna Uman State Pedagogical University. The methodology is based on a review of academic literature, analyses of core Curriculum and ESL Methodology course books, and a generalization of our own ESL Methodology teaching experience. Results. The notion of thinking skills is revealed and their role for language lear

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Zhang, Zining. "The Impact of Family Involvement on Learning Motivation and Outcomes of Non-Native English Learners in the Post-Pandemic Era." Lecture Notes in Education Psychology and Public Media 85, no. 1 (2025): 151–57. https://doi.org/10.54254/2753-7048/2025.21307.

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The COVID-19 pandemic has profoundly impacted education, particularly for English as a Second Language (ESL) learners, who have faced unique challenges due to remote learning and limited access to in-person schooling. In this new context, parental involvement has become more critical than ever. The transition to online learning, reduced communication between parents and teachers, and the need for parents to quickly adapt to new educational demands have all highlighted the essential role families play in supporting their childrens academic success. This study examines how parental involvement a

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P, Raj Kiran, and N. Usha Dr. "The Effect of Mobile-Assisted Language Learning (Mall) On ESL Students' Reading Comprehension." Literary Enigma 2, no. 2 (2025): 65–69. https://doi.org/10.5281/zenodo.15319680.

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Abstract   Technological advancements, particularly with the advent of smartphones and their multimedia applications in education, have significantly transformed language learning practices. One such innovation is Mobile-Assisted Language Learning (MALL), which provides learners with flexible and interactive learning experiences. This study examines the effect of MALL on reading comprehension among first-year engineering students at an engineering college in Andhra Pradesh. The experiment involved thirty students, who were first administered a proficiency test and then divided into experi

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Ong, Wei Ann, Suyansah Swanto, and Asmaa Alsaqqaf. "Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 717–25. http://dx.doi.org/10.17509/ijal.v9i3.23222.

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Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video logs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Resu

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Alsharidi, Norah K. M. "The Use of Twitter Amongst Female Saudi EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 198. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.198.

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Twitter is a popular microblogging site amongst the Saudi population, which means that Saudi EFL learners are now increasingly connected with millions of native English speakers and other EFL/ESL students. This paper shed light on the use of Twitter by female Saudi EFL learners to determine their English learning practices and their perceptions beyond formal learning contexts. Specifically, the research determined the manner by which the participants’ social interactions over Twitter can help with second language (L2) development and the factors that drove them to choose this site to support t

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Apedaile, Sarah, and Cheryl Whitelaw. "Roots and Connections: A Culturally Integrated Approach to EAL Instruction." TESL Canada Journal 30, no. 1 (2013): 127. http://dx.doi.org/10.18806/tesl.v30i1.1130.

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This article describes a culturally integrated approach to teaching English as an Additional Language (EAL) through Roots and Connections: A Culturally Inte- grated ESL Curriculum for Community Orientation in Alberta. This was devel- oped by the Centre for Intercultural Education to integrate intercultural sensitivity into English-language instruction. Based on a Canadian Language Benchmarks (CLB) approach to language development, it integrates supported community connections and cultural knowledge to provide effective early social integration supports through survival-level language developme

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Marchese, Megan Margino. "Generation 1.5 and Academic Libraries: Strategies for Supporting English Learners (ELs) in Reference and Instruction." Evidence Based Library and Information Practice 16, no. 4 (2021): 100–117. http://dx.doi.org/10.18438/eblip30023.

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Background – Compared to native English speakers, English Learners (ELs) often face additional barriers to academic success. Though typically competent in social English, Generation 1.5 ELs struggle with academic English at the postsecondary level and are still considered to be in the process of learning English. As colleges become increasingly linguistically diverse, academic librarians must adapt to support the growing numbers of ELs in the campus community. Objective – This paper aims to provide academic librarians with information on the scope of English Learners in K-12 through postsecond

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Mohamed Akram, Fathima, and Uranus Saadat. "Obstacles Faced by Omani Grade Twelve ESLLearners in English Speaking Skills." International Journal of Emerging Issues in Social Science, Arts, and Humanities 02, no. 02 (2024): 69–78. http://dx.doi.org/10.60072/ijeissah.2024.v2i02.007.

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The academic field of second language acquisition has studied the obstacles faced by Arabic ESL learners in developing their English-speaking abilities for many years. This study examines the challenges faced by Omani high school Arabic ESL learners in rural contexts. The country has been focusing on English teaching since 1970. Despite attempts, outcomes remain subpar, necessitating additional tutoring, while graduates face job market challenges due to private sector demand. A qualitative approach was employed to gather data from eight grade 12 students at public schools in Oman, primarily th

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Hinduja, Preeta, and Martin Thomas. "The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor." FWU Journal of Social Sciences 14, no. 4 (2020): 26–42. http://dx.doi.org/10.51709/fw12723.

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This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Student

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Torres-Hergueta, Enrique. "The use of subtitled TV series as a didactic resource for the EFL class in higher education." Revista de Lenguas para Fines Específicos, no. 29 (June 14, 2023): 110–24. http://dx.doi.org/10.20420/rlfe.2023.619.

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Language teaching models are constantly changing. From learning based on a system of in-class, repetitive, grammar-oriented activities, we have moved to ubiquitous learning (u-learning), where the resources and tools used gain importance compared to elements such as time and space.In this scenario, TV series with integrated subtitles appear as a resource to improve listening, speaking and vocabulary skills among Spanish students of English as a Second Language (ESL). The main objective of this article is to present a case study that includes watching TV series as a continuous activity outside

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Winska, Joanna, and Iryna Shevchenko. "Multimodal, transmedial, and trans-European perspectives for online language teaching and learning: II YUFE – Ukraine seminar." Cognition, Communication, Discourse, no. 29 (December 29, 2024): 104–10. https://doi.org/10.26565/2218-2926-2024-29-07.

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This review explores the Second YUFE – Ukraine seminar, held from November 12th to 14th, 2024. Young Universities for the Future of Europe is a European University alliance of 10 higher education institutions. Hosted by the University Centre for Foreign Languages at Nicolaus Copernicus University in Toruń—one of Poland’s largest state universities—and supported by the Polish National Agency for Academic Exchange (NAWA), the seminar marked a significant trans-European collaboration. This event brought together foreign language educators and researchers from Poland, Ukraine, Cyprus, Finland, Geo

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Meletiadou, Eleni. "Transforming Multilingual Students’ Learning Experience Through the Use of Lego Serious Play." IAFOR Journal of Education 11, no. 1 (2023): 143–66. http://dx.doi.org/10.22492/ije.11.1.08.

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To prepare their students for the increasingly demanding workplace of the 21st century, business schools resort to using experiential learning techniques to make explicit connections between knowledge and experiences students already have, encouraging them to make their own interpretations. In this case study, 50 multilingual students participated in a Lego Serious Play (LSP) intervention for one academic semester. Due to the continuous rise of the numbers of international students in management schools in the UK in the post-COVID-19 era, researchers and lecturers indicate that additional supp

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Wei, Rining, and Jieyun Feng. "Implementing CLIL for young learners in an EFL context beyond Europe." English Today 31, no. 1 (2015): 55–60. http://dx.doi.org/10.1017/s0266078414000558.

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Content and Language Integrated Learning (CLIL) is ‘a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language’ (Coyle, Hood & Marsh, 2010: 1). It represents a model of bilingual education which, broadly speaking, involves some use of two (or more) languages of instruction in connection with teaching courses other than language per se.

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Ankawi, Ayman. "Saudi Arabian University Students' Perspectives on Issues and Solutions in Academic Writing Learning." English Language Teaching 16, no. 8 (2023): 1. http://dx.doi.org/10.5539/elt.v16n8p1.

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EFL students confront a host of obstacles and challenges when it comes to academic writing, most notably those generated by the distinction between spoken and written English. In this regard, it is worth noting that Arabic differs significantly from English when it comes to both spoken and written versions. A number of variables drive these differences, including: 1) differences in the letters; and 2) differences in writing methods, with Arabic featuring more figurative phrases and longer sentences than English. There are various ways of teaching writing in academia; some are beneficial, like

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Xu, Wei. "Empowering multilingual classrooms: approaches and trends in English as an additional language education." Contemporary Research in Education and English Language Teaching 7, no. 2 (2025): 27–33. https://doi.org/10.55214/26410230.v7i2.6832.

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The increasing linguistic diversity of student populations worldwide has foregrounded English as an Additional Language (EAL) as a pivotal area in educational policy and classroom practice. This paper examines the current state of EAL education, using one book as a foundational text. Drawing on recent academic research, the discussion explores challenges in teacher preparedness, the evolving theoretical landscape of language acquisition, and the crucial role of sociocultural and identity factors in shaping multilingual learners’ experiences. The review highlights evidence-based instructional s

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Scott, Ben, and Raina Mason. "Cyber as a Second Language? A Challenge to Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.137.

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Cybersecurity pedagogical approaches do not address the challenges faced by students with English as an additional language (EAL). Despite EAL students representing a critical labour force for this important global and multidisciplinary industry, there lacks both research and cohesive solutions to address this issue. Via student interviews and semi-thematic analysis, this paper demonstrates that EAL cybersecurity students express challenges with aspects of cybersecurity content. Secondly, it is shown that predominant cybersecurity education bodies of knowledge and frameworks do not address cha

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Carter, Susan. "English as an additional language (EAL)viva voce: the EAL doctoral oral examination experience." Assessment & Evaluation in Higher Education 37, no. 3 (2011): 273–84. http://dx.doi.org/10.1080/02602938.2010.528555.

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Langille, James, and Zoila Green. "Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 4 (2021): 1024–50. http://dx.doi.org/10.53967/cje-rce.v44i4.4723.

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Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although

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Carter, Susan. "Volunteer Support of English as an Additional Language (EAL) for Doctoral Students." International Journal of Doctoral Studies 4 (2009): 013–25. http://dx.doi.org/10.28945/43.

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O’BRIEN, ANNE, and VOLKER HEGELHEIMER. "Integrating CALL into the classroom: the role of podcasting in an ESL listening strategies course." ReCALL 19, no. 2 (2007): 162–80. http://dx.doi.org/10.1017/s0958344007000523.

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Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide additional practice. For the most part, we are still quite a way from what Bax (2003) calls the normalization stage of CALL, i.e., the stage where CALL becomes invisible and truly integrated. Podcasting, a new method of delivering on-demand audio and vide

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Zulkifli, Muhammad Syafiq, Nur Nadiah Badrul Hisham, and Norizan Abdul Razak. "ESL Lecturers’ Adaptation to the New-Norm of Online Teaching in Malaysia." TESOL and Technology Studies 3, no. 1 (2022): 15–23. http://dx.doi.org/10.48185/tts.v3i1.334.

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Since March 2020 in Malaysia, tertiary educational sectors have been forced to shift to online classrooms under the Movement Control Order (MCO). The abrupt change to online learning has affected educators’ style of teaching and in navigating themselves for online classrooms. This study aimed to investigate ESL lecturers’ adaptation to online teaching and learning during the outbreak of COVID-19 in Malaysia. This paper adopted a case-study approach with four lecturers were interviewed. The findings of this study indicate that lecturers use online platforms such as Google Meet, Zoom. Additional

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Rogers, Sammy, and Steph Middleton. "Supporting children with English as an additional language in early years." Early Years Educator 24, no. 3 (2023): 37. http://dx.doi.org/10.12968/eyed.2023.24.3.37.

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Sammy Rogers and Steph Middleton, co-founders and directors of Wonderbloom, explore how to support children who have English as an additional language (EAL) in early years settings, highlighting the strategies they use at Wonderbloom to foster a welcoming environment, involve parents/carers and enhance each child's early education experience.

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McKelvey, Róisín. "Language Provision in Education: A View from Scotland." Social Inclusion 5, no. 4 (2017): 78–86. http://dx.doi.org/10.17645/si.v5i4.1150.

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A tension between mobility and inclusion can be seen in public sector attempts to respond to the increasingly multilingual nature of the Scottish population. Increased mobility has contributed to greater linguistic diversity, which has led to growing demand for multilingual public services. Legal instruments and education policy in Scotland provide a promising framework in terms of promoting language learning and multilingualism, but implementation is not always successful and responding to linguistic diversity among pupils is beset with challenges. This article will consider some of these cha

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Davaasambuu, Sarantsetseg, Jessica Cinelli, and Christine Zagari. "Adult Noncredit Students’ Priorities and Satisfaction." Adult Learning 31, no. 2 (2019): 57–68. http://dx.doi.org/10.1177/1045159519875582.

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Background. Adult Student Priorities Survey (ASPS) from Ruffalo Noel Levitz was utilized to examine the level of importance and the level of satisfaction of continuing education students in allied health care and English as a second language (ESL) programs at Kingborough Community College, Brooklyn, NY. Method. Mean scores for both “importance” and “satisfaction” items were calculated by summing participants’ ratings (1-7 Likert-type scale) and dividing them by the number respondents. Mean scores for each scale were also calculated by summing all respondents’ scale scores and dividing them by

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WARD, MONICA. "The additional uses of CALL in the endangered language context." ReCALL 16, no. 2 (2004): 345–59. http://dx.doi.org/10.1017/s0958344004000722.

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This paper considers the additional uses of CALL in the Endangered Language (EL) context. It briefly reviews ELs and reports on CALL for ELs in general. It then reviews the extra uses of CALL for ELs; these include changing negative attitudes towards the language, arousing interest in the language and contributing to language maintenance and documentation. In order to demonstrate the benefits of CALL for an EL, three examples are presented. Each of the ELs discussed in this paper could be considered to be on a different scale on the Fishman (1991) Scale for an EL. The first CALL application di

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Cheeli, Bhagya Prabhashini. "Human Elements in Pedagogical Assistants that Aid in English Language Teaching & Learning: An Offline Study." Proceedings of The International Conference on Advanced Research in Teaching and Education 1, no. 1 (2024): 41–54. http://dx.doi.org/10.33422/icate.v1i1.321.

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Technological development continuously advances with additional innovations added to the existing account. Yesterday’s apps, today’s ChatGPT, and tomorrow’s extended reality applications are proof of continuous innovation in the Information Technology (IT) sector. During the 2020 pandemic, the world’s education system shifted to online teaching. By then, Artificial Intelligence (AI) had already invested in introducing pedagogical agents (PAs) in teaching through multimedia learning. There are multiple attributable studies about human-comparable on-screen agents that support teaching and improv

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Chua, Hui Wen, and Nagaletchimee Annamalai. "A Bibliometric Analysis and Systematic Review in AI Chatbots in Language Teaching and Learning." International Journal of Technology in Education 8, no. 2 (2025): 274–331. https://doi.org/10.46328/ijte.1035.

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The role of AI chatbots is undergoing a transformation, where it was firstly used for English native language learning; later, it shifted to the use for learning English as a second language (ESL) and English as a foreign language learning. Lastly, it is used to learn foreign languages. Hence, due to the changes in AI chatbots’ role, there is a need for a study to analyse the development of AI chatbots over the years between 2006 and 2024 and their influence on language education. Therefore, bibliometric analysis and systematic analysis study aim to determine the state-of-art topics related to

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Muharikah, Afifah, Minglin Li, and Jacqueline Roberts. "SCOPING REVIEW OF TEACHING AND LEARNING OF ENGLISH AS AN ADDITIONAL LANGUAGE AMONG AUTISTIC INDIVIDUALS." Malaysian Journal of Learning and Instruction 19, no. 2 (2022): 1–35. http://dx.doi.org/10.32890/mjli2022.19.2.1.

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Purpose - The purpose of this scoping review was to examine research studies relating to autistic students in learning English as anAdditional Language (EAL) to outline potential research agendas and to inform EAL educators of current related issues. Methodology - PRISMA-ScR protocol outlined by Tricco et al. (2018) was followed when selecting the relevant studies publishedbefore July 2020 from six prominent databases: Education database, ERIC; Linguistics database, PsycINFO; SAGE, and Scopus. Inaddition, a hand search of Google Scholars was conducted. Inclusion and exclusion criteria were app

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Kasanga, L. A. "Requests in English by second-language users." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 123–53. http://dx.doi.org/10.1075/itl.119-120.09kas.

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Abstract The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students'

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