Grammatical Competence Among 21st Century Tertiary Learners
This correlational study with a descriptive-quantitative approach sought to assess the Grammatical Competence of 21st century tertiary learners in one of the State Universities of Region VII. This further examined the significant difference if grouped according to program enrolled. This study utilized various statistical tools such as Frequency and Percentage, Mean and Standard Deviation, and ANOVA. Out of 277 respondents, majority of the population is female, with 180 students, while there are only 97 male students. These respondents are all taking up grammar subjects in the general education curriculum. The level of grammatical competence of the different departments as to parts of speech and orthography varies. Based on the results, there is a significant difference in grammatical competence in the eight parts of speech and orthography if grouped according to programs. It affirms that the grammatical theory of Dell Hymes is a significant factor in outstanding performance in the world of academe. Students with proper knowledge tend to excel in the process of communication. Teachers of grammar studies may develop their instruction by using the output of the study, which magnifies the parts of speech and orthography.
21st century learners, communication, grammatical competence, orthography, parts of speech
Content Knowledge and the Teaching of English Stress, Rhythm and Intonation to Malaysian Learners of English
This paper makes a positive response to the CEFR Companion, which requires learners to speak the target language with appropriate prosodic features defined as stress, rhythm and intonation. When, as in Malaysia, the teaching of English is aligned with the CEFR, teachers are expected to teach prosody to enable their students to progress, despite the serious practical problem that they may not have the necessary content knowledge. The paper aims to provide teachers with the content knowledge, while leaving to teachers the prerogative to decide what and how to teach in their own classrooms. It outlines some basic prosodic concepts and covers what learners have to do when speaking English other than producing acceptable speech sounds. Although teachers who read up on English prosody may develop greater knowledge and increased awareness of prosodic features, just knowing about these things is not enough, and it is also essential to know how to recognize and produce them. In order to enable learners to acquire appropriate prosodic features, teachers require support at the point of need in the classroom, and the discussion includes suggestions how this can be done with modern technology.
word stress, speech rhythm, intonation, prosody, prosodic features
The Effects of Graphic Organiser-based Reading Instruction on Reading Comprehension among Malaysian ESL Learners
This study investigated the impact of two graphic organizer (GO) instruction methods on reading comprehension in Malaysian ESL learners. The experiment involved 180 Malaysian ESL students from three international schools, with one group received GO 1 instruction, another group received GO 2 instruction, and a control group received traditional instruction (NGO). Three instruments were used: a reading ability test, five practice sessions with five expository passages, and a reading comprehension test. The results of the 2-way ANOVA analysis indicated a significant interaction between GO instruction, reading ability, and reading comprehension performance. The study found that GO instructions, specifically the concept mapping (GO 1) and KWL strategies (GO 2), were effective in enhancing reading comprehension, particularly among good readers. The KWL strategy also demonstrated benefits for improving reading comprehension, promoting active participation and critical thinking compared to the concept mapping group. This research contributes to the advancement of knowledge in ESL education by comparing the effects of the Concept Mapping strategy and the KWL strategy on reading comprehension among Malaysian ESL learners, thereby enriching the existing understanding of instructional methodologies in the field. Additionally, it diversifies generative learning strategies research by focusing on specific strategies, namely Concept Mapping and KWL, in a comparative analysis against the traditional NGO method, providing valuable insights for ESL educators to make informed decisions about instructional approaches. The study's findings have important pedagogical implications for ESL instruction.
Graphic organizers, concept mapping strategy, KWL strategy, Initiation- Response-Evaluation strategy, reading comprehension performance, Malaysian ESL learners
Teaching Grammar as Meaning-Making in the Writing Class: An Inclusive Approach
This article addresses the question of how teachers can adopt an inclusive approach to the teaching of grammar that attends to the diverse language learning abilities of students in an English Language (EL) writing class. This article suggests that teaching grammar as a meaning-making resource in an EL writing class empowers students of various language learning abilities to make meaningful grammatical choices in their writing. Teaching grammar as a meaning-making resource entails adopting a descriptive view of grammar. This is as opposed to adopting a prescriptive view of grammar where the avoidance or remediation of errors in writing is the emphasis. Two primary school EL teachers engaged in an action research project in a primary school in Singapore on teaching grammar as a meaning-making resource within writing in the EL classroom were interviewed. Three strategies on how to teach grammar as a meaning-making resource in writing were identified. The three strategies are a) visualisation of links between grammar and writing, b) discussion of grammatical choices in writing and c) provision of clear feedback on grammar in writing. In teaching grammar this way, students of varying language learning abilities are empowered to make grammatical choices in creating meaning in writing.
grammar as meaning-making, writing, diverse learning abilities, inclusive approach
Malaysian ESL Teachers’ Perspectives on Curriculum Shift to Global Englishes Language Teaching
The Global Englishes Language Teaching (GELT) curriculum proposal aims to ensure students are equipped with the skills to communicate in global contexts but for curriculum innovation to take place, many related areas must be explored to fully comprehend the practicability of the proposed curriculum. Therefore, as key stakeholders and main recipients of the innovative ELT proposal, the aim of this qualitative study is to examine Malaysian ESL teachers’ perspective on the feasibility and practicability of a GELT curriculum shift in Malaysia through focus group discussions (n=12). The findings of this study demonstrated that the teachers’ overall perception towards GELT was mixed due to several factors, including attachment to Standard English and desire for clearer guidelines. Additionally, various barriers to the implementation of a GELT-inspired curriculum in Malaysian schools were identified, such as the lack of suitable teaching materials, along with suggestions to overcome the barriers. Practical implications from the study include the need to initiate change in teacher education as well as the immediate need to develop an example of the GELT curriculum that must also be tried and tested via a pilot study.
Global Englishes; Global Englishes Language Teaching; World Englishes; English language teaching
Malaysian University Students’ English Academic Reading and Writing Ecology: A Preliminary Description
This study presents a preliminary description of university students’ ecology of academic reading and writing in English. Data was collected through three online discussion forums, where students could post and discuss about their perceptions and experiences in academic reading and writing. Using a grounded approach, data from these online forum posts were thematized. To ensure credibility of students’ responses, the third forum post was used to triangulate data from the first two forums. Findings indicated that the students had specific experiences of reading, through their mention of various academic texts assigned by their lecturers; however, academic writing was found to be rather general, given the lack of specific information and experiences found in students’ responses. Beyond the university, it was found that students may not be reading materials in the English language, and that their reading was of a variety of genres. These findings bring about the assumption that the ecology for reading and writing, especially in the English language, is confined to the educational setting. It is suggested that English language instructors could leverage on materials students encounter outside the university to encourage reading and writing in English.
Language ecology, academic reading, academic writing, English for academic purposes
Empowering Passive Learners: Enhancing the Teaching and Learning Process with Scenario-Based Learning
Imagine a cup that's empty - that's how passive learners are. They simply gather information without thinking about using it. An empty cup describes them well because passive learners are not actively engaged in the learning process. When online classes happened due to the pandemic, passive learners hesitated even more to participate. This passivity can be detrimental in today's fast-paced world. To address this concern, Scenario-Based Learning (SBL) is a promising instructional approach. SBL can make learning more engaging. Teachers like it because it helps them reach their goals better. Moreover, it is an up-to-date inventive teaching method that provides a vast number of benefits and can dig active mood in passive learning. This tertiary-level study aimed to explore tertiary level students’ achievement and feedback about Scenario-based Learning (SBL) in the Communication course at Raffles University. A hundred and twenty undergraduate students participated in SBL for three months during a semester of study. Questionnaires and classroom observations served as the main data sources for this research. The findings of the study revealed that the majority of the passive students responded favorably, and the observation demonstrated that most of the students were willing to make effort to speak in English. The findings reflected the benefits of SBL as a language teaching strategy and a vital strategy to improve communication skills in the classroom. In the endeavor to produce graduates who are well-prepared and versatile for the challenges that lie ahead, Scenario-Based tasks have proven to be a promising and impactful method.
Passive, learner, Scenario-Based Learning (SBL), Communication Skills
Utilizing Critical and Creativity Thinking to Enhance ESL Grammar and Vocabulary in Narrative Essay Writing among Malaysian Form-Four Learners
English as a Second Language (ESL) learners need to master all the four language skills which are listening, speaking, reading, and writing unconditionally. Nevertheless, most Malaysian ESL learners face a major problem in writing skill when compared with the other three skills. The 21st century learning skills are divided into the main four skills which are communication, collaboration, critical thinking, and creativity thinking. Henceforth, this study attempts to assess the usefulness of utilizing critical and creativity thinking-based activities among Malaysian upper secondary ESL learners in developing their grammar and vocabulary features to enable them to construct an appropriate and good piece of narrative essay. The participants of this research encompassed 17 Form-Four ESL learners from a secondary school in Penang, Malaysia. It was a mixed-method study, in which data were collected quantitatively by conducting pre-test and post- test, while the data were gathered qualitatively by using participant observation and document analysis. The findings indicated that relevant grammar and vocabulary activities by incorporating critical and creativity thinking of the 21st century main skills showed positive responses among the participants. It is hoped that the critical and creativity thinking-based activities would assist in learning and teaching narrative writing skills.
critical thinking, creativity thinking, grammar, English as a Second Language (ESL) learners, vocabulary, narrative writing skills
Formative Assessment in the English Language Classroom: A Review of Diversity and Complexities
Formative assessment has been found to play a significant role in enhancing the effectiveness of classroom learning. However, it is often regarded to be a complex construct given the diversity of definitions and practices associated with it. As teachers play a critical role in the implementation of formative forms of assessment in the English language classroom, this article aims to review and explore some of the diversity and complexities involved in comprehending what formative assessment entails alongside what practices are deemed to be formative. The article argues for the need for teachers to be aware of issues and challenges associated with formative assessment and the need for them to define what they regard to be formative alongside what formative practices should look like within their own specific contexts. This is essential when teachers embark on making decisions in implementing it as part of their assessment and classroom related literacy practices.
formative assessment definitions, formative practices, English language assessment, language pedagogy
Impact of Debate Instruction and Pair Practice on Japanese High School Students’ Speaking Skills and Critical Thinking
The revised course of study guidelines for senior high schools in Japan now features a new subject, “Logic and Expression”, designed to enhance communication skills through the formulation and elaboration of logical structures. This addition underscores a rising societal emphasis, both locally and globally, on fostering the ability to articulate thoughts logically and convincingly, anchored in critical thinking (CT). Existing research reveals a positive correlation between CT and speaking skills, crediting English debate, pair practice, and peer assessment as effective strategies. This study seeks to examine the impact of utilizing the “format” in debate instruction and implementing pair practice to augment high school students’ speaking skills and CT. Interviews were analyzed through the lens of the Modified Grounded Theory Approach to derive our core hypothesis: the instruction of debate “format” exhibits a synergistic relationship with pair practice. This research endeavors to illuminate the mechanisms through which debate “format” instruction and pair practice influence the growth of CT and speaking skills from the learners’ perspective. It underscores the value of collaborative learning in a secondary educational environment, projecting potential applications across diverse speaking instruction practices.
critical thinking, speaking skills, debate, pair practice, Modified Grounded Theory Approach (M-GTA)
Exploring the Learning Process of Individual Learners in a Student-Centered Activity: A Case of English Presentation Activities at a University in Japan
The purpose of this study was to analyze the learning process of university students during English presentation activities. Four students in the course participated in the research. Reflective texts written after each class were analyzed. The result of the correspondence analysis indicated that each participant reflected on themselves from similar or different perspectives. In addition, every single comment was classified into six categories: English, presentation, slide, content, collaborative learning, and active learning. Each comment was also judged whether it contained positive, neutral, or negative emotions. The results were discussed in terms of self-regulated learning based on the participants’ individual differences such as their presentation experiences or public speaking anxiety. The main finding was that despite the course offering the same English presentation activities, there were differences in the process or focus of learning among the participants. It suggests that teachers should focus more on individual-optimal learning in a student-centered activity in which students take the initiative in their learning. Self-regulated learning strategies such as how to reflect on oneself are thought to be effective for goal achievement at a higher level.
learning process, individual differences, self-regulated learning
Impact of “Socratic Cues” on Young Learners’ Reasoning Abilities of Graphic Novels Through Writing Comprehension
Critical reasoning ability was regarded as an essential skill for the 21st century, and it was crucial for pupils to develop this skill beginning from a young age. This research was based on the problem where pupils could not provide critical ideas in writing and could not generate various ideas during their pre-writing stage. This study proposed to improve young learners’ reasoning ability using the Socratic questioning strategy when reading graphic novels in the English Literature classroom. Throughout this research, “Socratic cues” was introduced as a means of assisting pupils in doing their writing tasks and trigger pupils’ reasoning ability regarding a certain topic. This case study adopted a mixed-methods approach in which three instruments were used to obtain triangulated data that included a pre- and post-test, a semi- structured interview, and an observation checklist. The research participants were selected through nonprobability convenience sampling consisting of fifteen pupils from a rural primary school in Negeri Sembilan. The results indicated that using “Socratic cues” had a positive impact on improving all fifteen participants’ reasoning ability through graphic novels. Through the use of Socratic cues, it was evident that pupils felt empowered and engaged in the classroom.
Socratic questioning technique, reasoning ability, critical writing skills
Embracing the Nuances of English Language Education in Modern Contexts
Welcome to the latest issue of The English Teacher Journal, Volume 53, Issue 1, where we delve into the dynamic and ever-evolving landscape of English language education. Our current issue presents a collection of insightful articles that explore various facets of teaching and learning English in diverse contexts, both traditional and digital. These contributions reflect the ongoing innovation and adaptation in English language teaching, driven by a need to meet the challenges and opportunities of a globalised world.
Using E-modules to Support EFL/ESL Learning in Asian Contexts: A Systematic Literature Review
The unprecedent prevalence of digitalization has an impact on learning modules, particularly with the shift from print modules to e-modules. Though there is amount of research dedicated to English learning modules, research on e-modules for EFL/ESL learning is still scarce. Hence, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines is used to guide the selection, screening, and reporting processes. The research objective is to synthesize the available literature, present the current stances of EFL/ESL learning e-modules, and identify gaps thoroughly scrutinizing documents from 2000 to February 2024. Three databased including Web of Science (WOB), Scopus and ERIC were reviewed, only with 15 articles meeting the inclusion criteria. The findings indicated that EFL/ESL learning e-modules were mostly related with two themes, namely English for specific purpose (ESP) and learner autonomy. Based on the findings, the review puts forward suggestions and gaps for future research.
learning module, e-module, EFL/ESL, systematic literature review, PRISMA
Understanding ESL Postgraduate Students’ Dissertation Writing Challenges: The Interplay Between Second Language Writing Anxiety and Writer’s Block
No matter how hard they try, some ESL postgraduate students experience periods when they can produce, if any, little writing. When such periods last for a considerable amount of time, the student is said to have a writer’s block (WB). Given the reciprocal connection between WB and second language writing anxiety (SLWA), more evidence is needed to determine the connection between the two factors in dissertation writing. Hence, this study aimed to investigate how challenges in second language (L2) postgraduate dissertation writing may heighten SLWA and WB, while also examining their interplay. In this mixed-method study, a total of 43 postgraduate students participated by completing an online survey to assess their levels of SLWA, while a subset of nine participants underwent semi-structured interviews. The thematic analysis revealed that WB stems from: i) SLWA experience; and ii) challenges in the writing process, research conceptualization, academic writing conventions, and academic reading. To overcome SLWA and WB, it is recommended that supervisors and language teachers provide specific suggestions to resolve writing issues, refrain from using anxiety to provoke performance, help break down the ultimate goal of dissertation writing into several obtainable goals, and foster open discussions about strategies for motivation and progress monitoring.
The Roles of Teaching Presence in Asynchronous and Synchronous Online Teaching Contexts
Asynchronous and synchronous modes of learning are pivotal to the landscape of online education. To gain more insights into the effectiveness of online teaching practices, it is essential to investigate the teaching practice in online learning contexts, specifically how the teaching presence of instructors affect students’ learning in asynchronous or synchronous situations. This study aims to find out if the teaching presence varies between the two modes of learning through the lens of Community of Inquiry (CoI) framework. Additionally, it seeks to compare the factors impacting learners’ experiences in teaching presence. A total of 94 ESL tertiary learners answered the CoI questionnaire and 19 learners were interviewed. The results revealed that the perceived teaching presence between the two groups did not differ statistically. Findings from the interviews showed that the instructor’s interactivity is a pertinent factor in increasing teaching presence in both groups. Additionally, it seems learners from the asynchronous group valued the instructor’s feedback and positive characteristics while the instructor’s facilitation was essential for those from the synchronous group. The outcome of the study could potentially provide insights and practical solutions in relation to the functions of teaching presence in enhancing the learning experience of learners attending online lessons.
online learning, teaching presence, asynchronous learning, synchronous learning, Community of Inquiry
Exploring Teacher-Student Interaction in a Synchronous Online Modality: A Critical Discourse Analysis
The rise of online education, prompted by challenges posed by the COVID-19 pandemic, has revolutionized the education landscape and challenged the traditional norms and communications that have characterized communication in the education sector. This research, drawing on the interplay between Critical Discourse Analysis and Sinclair’s IRF model, peers into how language power is played out in cyberspaces of a virtual classroom. The study traces language’s hidden yet palpable influence in shaping power relations through an examination of various online engagements. Findings from the study show that teachers use rhetorical questions and affirmations to guide discussions and retain power based on Sinclair’s IRF model. On the other hand, Wodak’s CDA framework brings out the hidden power dimensions that lie unnoticed in language, which seems inclusive but seeks control. The outcome confirms how language influences power dynamics when teachers use linguistic strategies to shape narratives and dictate conversations. The study reveals strategies instructors utilize in General Education courses at Camarines Sur Polytechnic Colleges, Philippines. While appearing democratic, rhetorical questions and affirmations maintain the teacher’s authority as they help create an illusion of equality. The paper emphasizes the necessity of understanding language-power interplay in online education and advocates for including a course component devoted to language and power dynamics in teacher professional development programs. This awareness creates inclusive environments in online learning spaces where various voices are recognized, encouraging shared knowledge development. This research illuminates the intricate nature of language and power, laying the foundation for informed online learning teaching practices.
Online education, Critical Discourse Analysis, IRF model, language-power dynamics, virtual classroom interactions
Teaching L2 Vocabulary: What Goes on in the ESL Classroom?
Students’ lack of vocabulary knowledge has been an on-going concern among English as a Second Language (ESL) practitioners. Despite the consensus on the critical role of vocabulary instruction in language learning, many studies argue that teachers often dismiss vocabulary to focus more on grammar, reading and writing. It is unclear whether this neglect is due to overemphasis on exam- oriented system or teachers’ lack of awareness of lexical importance. The present study aims to investigate the vocabulary teaching strategies of twenty secondary school teachers and the pedagogical challenges they face in the classroom. A descriptive research design was employed, where data were gathered through a qualitative survey in the form of open-ended interview questions. Using grounded theory analysis (Charmaz, 2006) the data were then categorized and coded using thematic analysis. Findings from the current work suggest that teachers considered vocabulary to be significant, but they do not have a grounded approach in teaching it. Instead, they rely on a limited range of approaches in the classroom. Practical implications for effective vocabulary instructions in the ESL classroom are presented.
ESL learners, vocabulary instructions, Malaysian ESL classroom, L2 vocabulary acquisition
Book Review: Think Aloud Protocols in Second Language Writing: A Mixed-Methods Study of Their Reactivity and Veridicality
The challenge of teaching writing, particularly for students in their second language, often stems from the complexity of translating thoughts into written words and ensuring the product aligns with the task given. This predicament prompts English Language Teaching (ELT) teachers to explore various strategies to enhance the effectiveness of their instructions. One potential strategy for improving classroom approaches is through observing verbal reports made by the students, either as they complete a task (also called concurrent reporting or think-aloud protocols) or after completing the task (also called retrospective reporting) (Güss, 2018). This method allows insight into the cognitive processes of participants and, when triangulated with other data, can offer valuable information to teaching practices in the classroom.
Language Processing, Research Method, Think Aloud Protocols, Writing
A Systematic Literature Review on Augmented Reality in Game-Based Learning for English as a Second Language
This systematic review explores the integration of Augmented Reality (AR) within game-based learning for English as a Second Language (ESL). Based on empirical studies spanning 2020 to 2024 sourced from Web of Science (WoS), Scopus, ERIC, and Google Scholar. The review assesses AR's impact on ESL education. The findings highlight AR's potential to enhance language attainment through mobile applications, fostering learner satisfaction, engagement, and motivation. Additionally, the fusion of game-based learning and AR diversifies learning experiences across subjects, promoting collaboration and communication skills. However, challenges such as technical hurdles, the learning curve for teachers and students, financial constraints, and potential distractions from learning content persist. Despite these obstacles, AR presents promising opportunities for improving ESL learning outcomes. Moreover, it contributes to understanding AR's role in ESL education and underscores the need for further research to address implementation barriers and maximise its educational potential.
Augmented Reality (AR), Game-Based Learning (GBL), English Second Language (ESL)
Investigating the Level and Factors of Speaking Anxiety among High Performing School Students
English is mandatory for Malaysian students from standard one until form five. The subject per se has been one of the prerequisites to pass Sijil Pelajaran Malaysia (SPM) and to attain a high school certificate. Regardless of the long years formally learning and acquiring the language within the classroom walls especially, many still fail to speak fluently. Furthermore, the issue of low English proficiency among Malaysians has been one of the primal causes of unemployment in the country. In terms of an individual’s speaking performance, it is found that anxiety during speaking a particular language can cause mental barriers that will prevent learners from speaking fluently. This quantitative study examined the levels of speaking anxiety of Form 1 students towards the English language and the contributing factors towards English-speaking anxiety. 138 Form 1 students took part and completed an adapted 33-item English Language Classroom Anxiety Scale (ELCAS) questionnaire. The questionnaire was then analyzed using Statistical Package for the Social Sciences (SPSS) for the mean and frequency values. The results show that 56.5% of the Form 1 students have moderate levels of English-speaking anxiety. It is also found that the highest contributing factor towards the students’ speaking anxiety is Fear of Negative Evaluation (FNE) with a mean of 2.59. In conclusion, English proficiency level, and socioeconomic as well as geographical factors influence the level of speaking anxiety among ESL learners in Malaysia.
Speaking anxiety, Speaking skill, Anxiety Scale, Fear of Negative Evaluation
Overcoming Linguistic and Cultural Barriers in English Language Learning: An Exploration of Culturally Responsive Pedagogy
This study investigated the implementation and effectiveness of CRP in English language learning at Cebu Technological University-Tuburan Campus, addressing linguistic and cultural barriers for learners and explored diverse subcultures, including respondents’ religion, family structure, socioeconomic status, and educational attainment. Employing a mixed-methods design, the research utilized surveys and pre-post-tests with thirty-three respondents, and interviews with six informants to gather data. Findings revealed a broad age range, a predominance of female participants, and a religiously influenced demographic. The pre-post-test results demonstrated a significant improvement in overall written communication competencies, highlighting a substantial improvement in the application of morphological concepts in writing essays, coupled with sustained high proficiency in grammar. A multiple regression analysis identifies the varying influences of demographic factors on test scores. Teachers perceived CRP as a catalyst for inclusive education, emphasizing customized approaches aligned with cultural backgrounds. Thus, CRP positively impacts language learning outcomes in diverse educational settings. Overcoming Linguistic and Cultural Barriers in English Language Learning: An Exploration of Culturally Responsive Pedagogy Recommendations include implementing an action plan to enhance language proficiency and overcome linguistic and cultural barriers in English language learning. Findings contribute to a broader understanding of CRP’s significant application in a culturally diverse educational context.
Culturally Responsive Pedagogy, linguistic and cultural barriers, English language learners, subcultures, written communication
Translanguaging Influenced Writing in Different Languages: A Case of Multilingual Students at Secondary Education in Sri Lanka
Researching aspects of multilingualism has attracted growing interest among scholars. However, such studies have less explored how translanguaging (TL) influences writing in multiple languages. This study considered essays written by three students in secondary education in Sri Lanka, using their first language (L1/Tamil), second language (L2/English), and third language (L3/Sinhala). The study aims to comprehend how TL practices have influenced their writing and report on the reflections of the students and their teachers on TL in writing. A comprehensive qualitative analysis of the data revealed that TL practices such as the use of lexical items from students’ L2, following similar strategies for writing and the use of previously learnt information and writing knowledge have influenced the writing across languages. The findings from the interview data suggested that the student writers sensed uneasiness towards TL in writing as such practices were not recognised as legitimate and that the teachers did not favour TL in writing even though they were lenient towards TL in speaking. The implications for the education of multilingual students are also discussed.
Multilingualism, Multilingual Students, translanguaging, pedagogy, Literary Practices
Navigating the Complex Terrain of Multilingualism and Innovation in ESL Education
Welcome to this issue of The English Teaching Journal, Volume 53, Issue 2, where we explore the intersections of language, culture and technology in the context of English as a Second Language (ESL) education. The diverse collection of articles in this issue highlights the ongoing challenges and innovative solutions in teaching English across different cultural and technological landscapes. This issue has included a new genre, book review. These contributions serve as a testament to the evolving nature of language education and the need for educators to adapt to the complexities of multilingualism and modern pedagogical practices.
Book Review: 101 EFL Activities for Teaching University Students
Hall Houston’s 101 EFL Activities for Teaching University Students is a compilation of activities from the author’s more than 20 years of experience teaching EFL. The book offers a wealth of ideas for language educators seeking to invigorate their English language classrooms. It presents an extensive collection of 101 activities designed to engage and inspire university students in learning English. The book propounds a variety of practical, creative and engaging activities for the language classroom. The stimulating nature of the activities, with challenging and engaging content, makes them particularly well-suited for the university context. While the book may be tailored for university students, many of the activities can be adapted for use with other age groups and different language proficiency levels.
Using the Concept of Teacher Possible Selves as a Springboard to Teacher Satisfaction and Effectiveness
This article uses an autoethnographic lens (Ellis et al., 2011) to present the concept of teacher possible selves and invites past, present, and future English as a Foreign Language teachers to apply the concept to themselves. Specifically, teacher possible selves offers three perspectives on how language teachers see themselves as professionals: actual self, ought-to self, and feared self. Then, the question asked is how these teacher possible selves may affect teaching effectiveness and satisfaction. Personal histories, current teaching conditions, student perceptions, teacher education programs, and changing educational trends serve as sources of teachers’ perceptions of possible selves. Additionally, the literature on teacher possible selves suggests that teachers base their self-assessment on categories such as pedagogical skills, socio- affective skills, personality, and professional outlook. The concept of teacher possible selves is particularly important regarding teachers who are currently discouraged and disoriented due to the difficulties they experience being in the profession. Creating positive visions about oneself can serve as a motivation and a guide on what steps teachers can take to improve their current situation. This paper suggests relevant strategies.
Improving Pragmatic Competence of ESL Students: Anecdotes of Filipino Language Teachers
This study explored the strategies, challenges, and adaptabilities of Filipino language teachers in improving the pragmatic competence of ESL students. Using purposive sampling, there were five teachers who participated in the Key Informants Interview and another five for the Focus Group Discussion. The data were analyzed using thematic analysis. The findings of the study revealed that teachers enhanced the pragmatic competence of ESL students by imposing the English Only Policy, Integrating Differentiated Tasks, Translating of Words to English, and Addressing Linguistic Diversity. Teachers strategized to effectively address the distinct linguistic background of the students by incorporating localized perspectives, allowing students to use their mother tongue, contextualizing lessons by connecting students’ experiences, and by encouraging students to express themselves in the English language. Expressing thoughts in English, fearing of judgement and inferiority, and upbringing and community influence were the challenges they faced in applying pragmatic competence instruction for ESL students. In order to navigate pedagogical challenges, the language teachers practised the giving of rewards, encouraged students to constantly learn, positioned oneself as a parent, and gave everyone the chance to speak.
pragmatic competence, Filipino teachers’ strategies, ESL students, cultural linguistic backgrounds, adaptabilities
Evolving Horizons in ESL and EFL Education
Welcome to this issue of the English Teaching Journal, where we explore transformative strategies, self-reflective pedagogies, digital trends, and engaging resources shaping the fields of English as a Second Language (ESL) and English as a Foreign Language (EFL) education. The articles in this edition highlight the ingenuity, adaptability, and resilience of educators as they navigate the complex and ever-evolving landscape of English language teaching.
Changes in Teacher Beliefs and Identity of In-Service TESOL Novice Teachers
There is a limited body of research that explores the issues encountered by teachers during their first year and how their problem-solving approaches influence the formation of their teacher identity and beliefs, especially in the context of education in Malaysia. The purpose of the study is to explore novice TESOL teachers’ experiences to understand changes in in-service TESOL teachers’ beliefs and how they influence their teacher identity. The research paradigm employed for this study is rooted in the interpretive paradigm, specifically adopting a qualitative case study approach, and will be using in-depth semi-structured interviews as the primary research tool. The key findings are the change of teachers’ beliefs over time, with the impact of environment, support from colleagues, mentors, and personal growth through reflection and addressing mistakes play a crucial role in shaping novice teachers’ evolving identities. This study underscores the importance of integrating practical experience with theoretical knowledge in teacher training programs and emphasizes the need for supportive professional networks to navigate the complexities of the first year of teaching. The experiences of novice teachers can help pre-service teachers better understand and prepare for situations they may encounter in their future careers, thereby reducing the challenges and anxieties faced by novice teachers.
Novice teacher, teacher identity, teacher beliefs
Examining First-Year Japanese University Students’ Anxiety in the English Communication Classroom – An Exploratory Study
Several studies regarding English education in Japan highlight the challenges of transitioning from high school to university English classes, where students must adopt more active learning roles, often increasing classroom anxiety. Research has also examined how teaching methodologies can alleviate this anxiety. Building on studies of foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE), this article presents initial findings from an exploratory study on the effects of student-centred classrooms in reducing anxiety and enhancing enjoyment. The study involved 372 first-year students in 15-week elective English communication courses at two northeastern Japanese universities. A Pearson bivariate correlation conducted early in the courses examined the relationship between self-perceived English ability and both classroom anxiety and enjoyment. Results showed that higher- perceived English ability correlated with lower anxiety and greater enjoyment (r = -.307), while lower-perceived English ability was linked to higher anxiety and reduced enjoyment (r = .152). Student remarks collected after several weeks of student-centred instruction highlighted the appeal of this approach for both groups. Comments focused on classroom and teacher behaviours that effectively reduced anxiety and promoted enjoyment, indicating that a student- centred classroom methodology benefited students regardless of their perceived English ability or anxiety levels.
Japan, Foreign language classroom anxiety (FLCA), Foreign language enjoyment (FLE)