Pronunciation Research in the Malaysian Context: A Systematic Review

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohd Hilmi Hamzah ◽  
Nur ‘Aqilah Mohd Norain ◽  
Abdul Halim Abdullah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Empirical Studies ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Target Language ◽  
Current Evidence ◽  
Pronunciation Instruction ◽  
Received Pronunciation ◽  
Esl Learners

This paper presents the current evidence with regard to English pronunciation teaching and learning in the Malaysian context. A systematic literature review (SLR) of empirical studies was conducted with a focus on examining the degree to which pronunciation research is conducted in the context of English as a second language (ESL) in Malaysia. Results showed that teachers’ and learners’ beliefs are critical factors that may improve or impede the pronunciation instruction of the target language. In addition, there are also some criteria that need to be considered in order to ensure the effectiveness of pronunciation teaching for ESL learners. The issue of whether or not Received Pronunciation (RP) can be adopted as the pronunciation model in the Malaysian education system should also be addressed appropriately. These results are significant because they call for a reevaluation of pronunciation instruction in Malaysia. Finally, the findings of this SLR uncovered one of the real challenges in English language teaching, which is to bridge the gap between theory and practice, given the disconnection between research-based models and the actual practices in the ESL classroom

scholarly journals Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

2019 ◽  
Vol 13 (10) ◽  
pp. 150
Author(s):  
Mohammed Abdulgalil Abugohar ◽  
Kamariah Yunus ◽  
Ghaleb Rabab'ah ◽  
Tarig Awad Eltahir Ahmed
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Virtual Community ◽  
Modern Technology ◽  
English Language Teaching ◽  
Target Language ◽  
Language Classrooms ◽  
The Rich

<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>

The First Step

2021 ◽  
pp. 127-149
Author(s):  
Voghn E. Tatem ◽  
Martha Kimberly Marrast
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Target Language ◽  
Language Awareness ◽  
Teacher Resources ◽  
Language Teaching And Learning

Many of the current teacher resources fail to address the differences between home and target language; therefore, teachers in Barbados need to intentionally incorporate language awareness in their English Language teaching. Based on Craig's three-step orientation for language teaching and learning, this chapter presents data that sought to assist in concretizing the theory through practical application. For the research, eight teachers participated in a workshop designed to facilitate exposure to innovative uses of language awareness and expressed views about the application of the strategy within a focus group. Moreover, rich textual information was gathered through a thematic analysis of data. While participants expressed mixed views on the value of Bajan Dialect in the classroom, they agreed that some element of language awareness was needed. Further, they held the perspective that the implementation of the strategy would advance English Language teaching and learning in Barbados and move toward transformation in pedagogical practices.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia

2019 ◽  
Vol 12 (7) ◽  
pp. 139
Author(s):  
Jie Fan
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Chinese Students ◽  
Learning Difficulties ◽  
English Language Teaching ◽  
Esl Learners ◽  
Chinese Esl Learners

In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners&rsquo; needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.

scholarly journals A Need for a Substantive Change in Tertiary EFL Education

2021 ◽  
Vol 12 (4) ◽  
pp. 317-339
Author(s):  
Saeed Jameel Aburizaizah
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Large Scale ◽  
English Language ◽  
Tertiary Education ◽  
Global Scale ◽  
English Language Teaching ◽  
Target Language ◽  
The One ◽  
English Language Institute

As Saudi Arabia is increasing its international influence and educational collaboration at a global scale, promoting the importance of English language teaching and learning in basic and tertiary education has been more prioritized in the country. Diverse programs are offered in universities, incorporating foundation year programs and curricula, which have become a must for anyone passionate about his/her future, and a strategic necessity for any university that aims at preparing its graduates for their career life. This paper investigates the birth of one of the newest approaches in EFL curriculum design that tries to re-launch the link between labor markets and demands of academic requirements, global society, on the one hand, and the learners’ needs on the other hand, and questions the opinions of foundation year students who completed one academic year of the newly launched curriculum in an English Language Institute at a Saudi public university, data collection employed a large-scale survey (n = 2000) that purposefully explores the students’ opinion on the new curriculum. Results obtained from 371 respondents reveal students’ satisfaction toward a clear improvement in their language skills, specifically presentation, vocabulary, and writing, and joint agreement that the course was autonomy supportive. It was also significant that the course increased the students’ intrinsic motivation and appreciation of the challenges and inspiration this curriculum had given to them. This paper is an extended piece of knowledge for further research. It provides an illustration of students’ deep thoughts on their target language needs for policymakers and curriculum designers to consider.

scholarly journals Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study

2018 ◽  
Vol 13 (1) ◽  
pp. 1-16
Author(s):  
Adhika Irlang Suwiryo ◽  
Ellis R. Artyana
Keyword(s):  
Sign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Process Data ◽  
Teaching Process ◽  
English Teaching ◽  
Deaf Student ◽  
Sign Language Interpreting

This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.

scholarly journals Using Critical Media Literacy to support English Language Teaching and Practice

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Westman
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Practices ◽  
Language Teaching ◽  
Further Education ◽  
Media Analysis ◽  
English Language Teaching ◽  
Target Language

Digital media can convey a tremendous amount of linguistic information about discourse patterns and grammatical structures as well as clues about social interaction and values in particular communities. Language students that develop their media literacy skills not only develop useful skills of communication and inquiry, but also enhance their understanding of social and cultural practices which can improve their access to the target language community. Students will often bring with them to the classroom their previous experiences of making meanings using digital tools and in digital environments, so there is a clear need for literacy provision to be better aligned with their practices in everyday life. This paper describes and discusses the outcomes of two different media literacy educational initiatives with ESOL learners at a further education (FE) college in the United Kingdom and university students in Italy. This paper will discuss how activities such as media analysis, curation, and production can be used to enhance English Language teaching and learning. It explains the rationale for focusing on media literacy in the language classroom and how these types of pedagogic activities can contribute to the development of emergent and productive ‘Third Spaces’ (Bhabha, 1994) for learners in different settings.

Social and political dimensions of communication in grammar instruction: what teachers should contemplate

2016 ◽  
Vol 39 (2) ◽  
Author(s):  
Wu Shinian
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonnative Speakers ◽  
English Language Teaching ◽  
Target Language ◽  
Grammar Instruction ◽  
Grammatical Accuracy ◽  
Nonnative Speakers Of English ◽  
Political Dimensions

AbstractSuccessful language learning entails two levels of competence: adequate control of the grammatical system of the target language and ability to effectively communicate in pragmatic contexts. Espoused by the mantra of much inculcated communicative orientation in English language teaching and learning, the divination points to pedagogical trends which essentially jettison grammar instruction in the classroom. However, language is not merely a tool of communication but an instrument of social control, political power, and economic mobility, all of which require not only skills to “get your message across” by whatever means, but more importantly, the accurate use of and facility with language that has been codified and assessed formally by standardized tests. This paper critically examines the role of grammatical accuracy and its relation to communication in terms of social and academic functions of English and advocates a revival of currently penurious grammar instruction. Examples from both native and nonnative speakers of English are used to illustrate the interface between grammar and social and political dimensions of communication through language.

scholarly journals EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM OF THE FACULTY OF EDUCATION, UNIVERSITY OF BENGHAZI USING THE PEACOCK MODEL: TOWARDS QUALITY EDUCATION

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Regilito D. Laurel ◽  
Annabelle C. Belting ◽  
Ennaji Omran Almansouri
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Teaching Program ◽  
Student Centered Learning ◽  
Reflective Teacher ◽  
Faculty Of Education

<p>The English Language Teaching (ELT) is a theory and practice of English teaching and learning for the welfare of the non-native students whose language is not English. It is an English language degree in exploring the application of the language development and current practice in teaching and testing. The study aims to identify the aspects of the English Language Teaching (ELT) and how do the aspects of the English Language Teaching (ELT) program should be maintained and improved based on the Peacock’s Model and Evaluation. The study employs the quantitative and qualitative descriptive research design and method. The study comprised seventeen (17) alumni of the Faculty of Education, English Department, University of Benghazi, Libya as these participants had experienced the evaluation of the English Language Teaching program to be maintained and to be improved in the Faculty of Education. Purposive sampling is utilized in the study because it is non-probability which is known as judgmental, subjective, and selective sampling. Results show that participants are encouraged to be a reflective teacher when they start teaching and taught to evaluate themselves as a teacher which is vital and important in ELT profession in the Faculty of Education and in English as a Foreign Language, show to promote flexibility in using different teaching practices in different situation and classroom management skills in terms of participation, show that there is adequate training and teaching skills and balances of teacher-centered and student-centered learning on its courses in ELT in terms of experimentation, show to avoid overlapping information between different courses and are ready to teach ELT of the program in the university in terms of application, and show that participants are encouraged to reflect on their past experiences as a language learners and are encouraged to be a reflective teacher in their teaching process in terms of cooperation.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" /></p>

scholarly journals A Need for a Substantive Change in Tertiary EFL Education

2022 ◽  
Author(s):  
Saeed Jameel Aburizaizah
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Large Scale ◽  
English Language ◽  
Tertiary Education ◽  
Global Scale ◽  
English Language Teaching ◽  
Target Language ◽  
The One ◽  
English Language Institute

As Saudi Arabia is increasing its international influence and educational collaboration at a global scale, promoting the importance of English language teaching and learning in basic and tertiary education has been more prioritized in the country. Diverse programs are offered in universities, incorporating foundation year programs and curricula, which have become a must for anyone passionate about his/her future, and a strategic necessity for any university that aims at preparing its graduates for their career life. This paper investigates the birth of one of the newest approaches in EFL curriculum design that tries to re-launch the link between labor markets and demands of academic requirements, global society, on the one hand, and the learners’ needs on the other hand, and questions the opinions of foundation year students who completed one academic year of the newly launched curriculum in an English Language Institute at a Saudi public university, data collection employed a large-scale survey (n = 2000) that purposefully explores the students’ opinion on the new curriculum. Results obtained from 371 respondents reveal students’ satisfaction toward a clear improvement in their language skills, specifically presentation, vocabulary, and writing, and joint agreement that the course was autonomy supportive. It was also significant that the course increased the students’ intrinsic motivation and appreciation of the challenges and inspiration this curriculum had given to them. This paper is an extended piece of knowledge for further research. It provides an illustration of students’ deep thoughts on their target language needs for policymakers and curriculum designers to consider.

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