scholarly journals Professional Characteristics and Concerns of Instructors Teaching English as Second Language to Adults in Non-Credit Programs in Ontario

1997 ◽  
Vol 14 (2) ◽  
pp. 32 ◽  
Author(s):  
Razika Sanaoui
Keyword(s):  
Second Language ◽  
Data Gathering ◽  
Teaching Experience ◽  
Teaching English ◽  
English As Second Language ◽  
Educational Backgrounds ◽  
Adult Esl ◽  
Employment Conditions ◽  
Professional Characteristics ◽  
Credit Programs

A survey was conducted to describe professional characteristics of instructors teaching English as a Second Language (ESL) to adults in non-credit programs in Ontario. This province-wide survey was the first data-gathering phase in a three-phase project leading to the establishment of a protocol and uniform standards for the certification of instructors teaching non-credit Adult ESL in Ontario. The study was initiated by the Teachers of ESL Association of Ontario (TESL Ontario) and conducted in collaboration with the Ontario Ministry of Education and Training. Findings provided detailed descriptions of professional characteristics of1,196 respondents, including their age and gender, educational backgrounds and professional qualifications, teaching experience, employment, conditions of employments, and opportunities for professional development. Professional issues of concern to the instructors and their recommendations for addressing these issues were also summarized.

Assessing Business Communication Assignments of English-as-Second-Language Students

2002 ◽  
Vol 65 (2) ◽  
pp. 30-42
Author(s):  
Stephen D. Lewis ◽  
Linda G. McGrew ◽  
C. Nathan Adams
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Geographic Location ◽  
Teaching Experience ◽  
Nationwide Survey ◽  
Business Communication ◽  
Written Communication ◽  
Esl Students ◽  
English As Second Language ◽  
The Us

As the US population becomes more diverse, the enrollment of English-as-Second- Language (ESL) students in colleges and universities continues to expand. This diversity may sometimes lead to problems for business communication teachers who must assess the written communication skills of students who may not be fluent in English. To address these problems, we conducted a nationwide survey of business communication teachers, soliciting input on how ESL students' written communication skills were assessed. Respondents were asked to identify areas where their assessments of ESL students might differ from their assessments of stu dents whose first language was English. Comparisons were made based upon teachers' gender, age, number of years of teaching experience, and geographic location where they teach. Although some grading leniency was shown toward ESL students in specific areas, generally the respondents indicated that they do not assess business communication assignments any differently based upon the stu dents' primary language usage.

scholarly journals READING INTEREST AND ITS RELATIONSHIP WITH READING PERFORMANCE: A STUDY OF ENGLISH AS SECOND LANGUAGE LEARNERS IN MALAYSIA

2020 ◽  
Vol 7 (6) ◽  
pp. 1154-1161
Author(s):  
Siti Normala Muhamad ◽  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Survey Design ◽  
Data Gathering ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
English As Second Language ◽  
Reading Interests ◽  
Esl Learners ◽  
Reading Interest

Purpose of the study: This study aims to specifically examine reading interest among English as a Second Language (ESL) learners and determine its relationship with their performance in ESL classrooms. Methodology: This study is based on cross-sectional survey design, comprising a randomly selected sample of 351 ESL learners from the state of Terengganu. The questionnaire was used as a data-gathering instrument, consisting of pre-test and post-test items using Know Want Learn (KW Leading method). Main Findings: The findings revealed that most of the ESL learners read English materials for academic purposes rather than news and entertainment. Also, there is a significant relationship between ESL learners’ reading interests and their performance in ESL classrooms. Applications: This study consists of empirical evidence regarding students’ reading interests and their correlation with their performance in the ESL classroom. This could help ESL teachers to rectify the students’ problems in reading English materials. Novelty/Originality: This study provides valuable information on the importance of reading interests in determining students’ performance, particularly in ESL classrooms.

scholarly journals Perception on the Effectiveness of Method in Teaching English as a Second Language to 21st Century Learners

2020 ◽  
Vol 6 (10) ◽  
Author(s):  
Fara Samifanni ◽  
Rose Leslie Gumanit
Keyword(s):  
Second Language ◽  
21St Century ◽  
Group Discussion ◽  
Data Gathering ◽  
Target Language ◽  
Future Research ◽  
Teaching English ◽  
Student Centered ◽  
Large Classes ◽  
21St Century Learners

Numerous studies revealed to us that rote memorization is an ineffective learning approach and the teacher-centered or traditional instruction, versus student-centered instruction, may not provide the most efficient outcomes for students‟ learning. The focus of this study was to assess the Perception on the Effectiveness of Method in Teaching English as a Second Language to 21st Century Learners. Using the descriptive-correlational research design, the study utilized a survey questionnaire as the main data gathering tool and a semi-structured open-ended questionnaire for the focus group discussion. It was revealed that the teachers are using Communicative Language Teaching (CLT) due to its effectiveness in managing large classes. The preference of 21st-century learners on CLT strengthens their use of the target language. Twenty-first century ESL students highly exposed to CLT improve their fluency, accuracy, and competence. The fundamental role of education is to prepare the 21st century learners to become assets and responsible members of our society. With the changes and improvements which come with time, this importance of education‟s role remains. Recommendations for future research were proposed.

scholarly journals Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching

2021 ◽  
Vol 17 (3) ◽  
pp. 235
Author(s):  
Siti Zawani Mehat ◽  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Language Production ◽  
English Language ◽  
English Language Teaching ◽  
English As Second Language ◽  
Adult Esl ◽  
Study Results ◽  
Esl Learners ◽  
Writing Errors

Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.   Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors

scholarly journals Exploring Instructors’ Rationale and Perspectives in Using Blogs as a Tool for Teaching English as a Second Language

2016 ◽  
Vol 9 (10) ◽  
pp. 142
Author(s):  
Supyan Hussin ◽  
Rehab Omar Salem Aboswider ◽  
Noriah Ismail ◽  
Soo Kum Yoke
Keyword(s):  
Second Language ◽  
Online Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
Teaching English ◽  
English As Second Language ◽  
Second Language Education ◽  
Education Community ◽  
Malaysian Students

<p>Embedding web-based learning systems in education has drawn increasing popularity and growing interest among the contemporary language education community in recent time. In particular, blogs have become a profound phenomenon in the present landscape of online education. However, research addressing the instructor’s perspective about the engagement of blog technology in second language education is still lagging behind. The current study seeks to explore and survey the perspectives of six Malaysian academicians on the use of blogs in teaching English as second language to Malaysian students at higher education institutions. A qualitative approach was adopted to collect responses from the participants via a semi-structured interview. In addition, a checklist of features of the blog was used to investigate the blogging activities in the courses conducted by the participants. The collected data from the interview were analyzed qualitatively, whereas the blog checklist data were analyzed quantitatively. The obtained results indicated that the surveyed instructors had a positive reflection on using blogs in the teaching and learning of the English as second language.</p>

scholarly journals Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective

2018 ◽  
Vol 3 (3) ◽  
pp. 259
Author(s):  
Joseph Agofure Idogho
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Second Language Learners ◽  
Effective Communication ◽  
Teaching English ◽  
English As Second Language

<p>Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.</p>

scholarly journals Non - Native Speakers Motivation in Learning English as Second Language

2021 ◽  
Vol 58 (1) ◽  
pp. 1490-1495
Author(s):  
Dr. Kampol Navun Et al.
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Native Speakers ◽  
Learning Activity ◽  
English As Second Language ◽  
Good Communication ◽  
Educational Backgrounds ◽  
Learning English

The demand for a good communication is the basis for every language learning activity, regardless of the language being learned. Studies on language leaning have shown that motivation is a key role, which moves a learner towards attaining proficiency in the goal language. The target of studying may be communicative, linguistic, materialistic or academic. It could also take from the need to improve one’s linguistic skills already acquired, in order to be a more competent user of the language and to be better communicator. In this situation, as a cognitive factor motivation plays an important role in learning English as a second or a Foreign language.  The objective of this present article analyzes the motivation in learning English as second language of non - native speakers. The non - native speakers are from different social and educational backgrounds. The results of the study show that motivation is an important portion which language learning and varies with individual learners. What triggers motivation is the focus of the study that takes a few interesting attitudes of the leaners to limelight.

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