scholarly journals Perceptions of ESL Learners of Teaching Listening Skill at Intermediate Level in the Context of Khyber Pakhtunkhwa

2020 ◽  
Vol V (II) ◽  
pp. 93-100
Author(s):  
Sadeed Ahmad Khan ◽  
Shaukat Ali ◽  
Saddam Hussain
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Research Study ◽  
Intermediate Level ◽  
Quantitative Approach ◽  
Teaching English ◽  
Esl Teachers ◽  
Khyber Pakhtunkhwa ◽  
Listening Skill ◽  
Esl Learners

The present research study investigates the problems in teaching English listening skill to the students of English as a second language at the Intermediate level in Tehsil Batkhela, District Malakand. The study was carried out in ten government degree colleges of District Malakand, Tehsil Batkhela. A quantitative approach was adopted to get reliable results for which two hundred students among the whole population of intermediate level were selected. Data was collected through an open-ended questionnaire. Findings of the study revealed that there were shortcomings in the teaching methods of the teachers for teaching English listening skill. Moreover, it was also observed that students were not satisfied with the methods used by their teachers. Furthermore, the lack of utilization of supplementary materials was also one of the problems in teaching English in the ESL context. The study recommends that ESL teachers should be properly and frequently trained in teaching listening skill

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

Esl for Students with Visual Impairments

1997 ◽  
Vol 91 (6) ◽  
pp. 555-563 ◽  
Author(s):  
H. Guinan
Keyword(s):  
Second Language ◽  
Visually Impaired ◽  
First Language ◽  
Visual Impairments ◽  
Teaching English ◽  
Esl Teachers ◽  
Second Languages ◽  
Visually Impaired Students

This article reviews the literature on teaching English as a second language (ESL) to, and research on the acquisition of first and second languages by, both sighted and visually impaired students. Although braille should be taught to students in their first language, the author offers suggestions for teaching students in a second language when instruction in a first language is not possible. She concludes that closer cooperation between vision teachers and ESL teachers is essential for children with limited proficiency in English and visual impairments to become fully literate and communicatively competent.

Exploring the Use of Story bird Application for Rural ESL Teachers’ Professional Development

2021 ◽  
Vol 12 (3) ◽  
pp. 1200-1210
Author(s):  
Aizan Yaacob Et.al
Keyword(s):  
Teaching Methods ◽  
Rural Areas ◽  
Digital Technology ◽  
Native Speaker ◽  
Listening Skills ◽  
Esl Teachers ◽  
Policy Makers ◽  
Crucial Information ◽  
Teachers Professional Development ◽  
Esl Learners

While there has been a growing interest in the use of Storybird application, most of them focused on students’ writing in the native speaker context and very few examined speaking and listening skills for rural ESL learners. Besides, these earlier studies rarely focused on the teachers. The present study examined the use of Storybird application for rural ESL teachers. It highlights the effectiveness of Storybird application based on the teachers’ and experts’ perspectives. A survey was conducted to 89 primary ESL teachers from rural areas in the Northern state of Malaysia, and 8 teachers were later trained to use Storybird application and developed their own teaching materials to suit their learners’ needs. Multiple methods consisted of survey, interview, observation, and reflections were employed, while the ADDIE instructional design model was used to guide the research procedures. The findings revealed that the integration of Storybirdapplication has improved teachers’ digital skills, teaching methods and materials, and enhanced their creativity and motivation. This study provides crucial information regarding the effectiveness of Storybird application which can inform teachers, policy makers, and researchers on digital technology integration for rural ESL context.

scholarly journals Hidden Problems in ESL Learners

1985 ◽  
Vol 3 (1) ◽  
pp. 29 ◽  
Author(s):  
Paul Meara ◽  
Max Coltheart ◽  
Jackie and Masterson
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
Writing System ◽  
Teaching English ◽  
Esl Learners ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties ◽  
Surface Dyslexia ◽  
The Way

This article reports a case of a native speaker of Spanish who has severe reading and spelling difficulties in English. These difficulties resemble those found in surface dyslexia. It is argued that he also has the same difficulties in Spanish, but the regular spelling system of Spanish prevented his difficulties from becoming apparent. We consider the possibility that the writing system of a speaker's L1can strongly influence the way he/she habitually handles words both in the Ll and in an L2, and the implications of this view for teaching English as a second language are discussed.

scholarly journals Communicative Language Teaching in Teaching ESL for University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 49-57
Author(s):  
Le Thi Ngoc Hien
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Classroom Activities ◽  
Advantages And Disadvantages ◽  
The University ◽  
Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.  

scholarly journals Overview English asa Second Language for Young Learners

2016 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Setia Rini
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Lesson Plan ◽  
Early Age ◽  
Learning Method ◽  
Teaching English ◽  
Young Learners ◽  
Language Needs ◽  
Special Strategy

Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is very necessary for teachers to understand  the characteristics of young learners.’ Learning method s will influence how a teacher makes a lesson plan according to  young  learners’ minds. This article tries to explain some methods of young learners in teaching English as a second language for young learners  

Teachers’ Knowledge and Practices in Using Digital Literacy in Enhancing Communicative Competence in the English as a Second Language Class

2021 ◽  
Vol 55 (1) ◽  
pp. 37-55
Author(s):  
Folakemi O. Adeniyi-Egbeola ◽  
Kelechi J. Achike ◽  
Yekeen Bello
Keyword(s):  
Second Language ◽  
Digital Literacy ◽  
Communicative Competence ◽  
Digital Tools ◽  
Esl Teachers ◽  
Language Class ◽  
Different Types ◽  
The Government ◽  
Esl Learners ◽  
Do So

This study explored teachers’ knowledge and practices in using digital literacy in enhancing the communicative competence of English as a second language (ESL) learners. This is because there are different types of data in the digital domain, which necessitate their use in  various fields of learning. One hundred teachers of English from South-west Nigeria participated in a survey through online platforms.  After analyzing the data through both descriptive and inferential statistics, the major findings revealed the following: (1) ESL teachers have maximum knowledge of the existence of many of the existing digital tools (2) they largely perceive that digital literacy can be used to  enhance communicative competence, but do not maximally use the digital tools to do so, (3)the digital divide is a major factor limiting teachers’ use of digital tools in enhancing learner communicative competence. In view of this, it is therefore recommended,firstly, that  teachers be given adequate training on the use of digital tools in enhancing the communicative competence of ESL learners. Secondly, the government and other stakeholders should invest more in technology particularly in the area of education. Lastly, ESL teachers should make conscientious efforts to deploy digital tools in teaching to enhance the communicative competence of the learners.

scholarly journals The Effect of the Academic Attainment of ESL Teachers on Evaluation of ESL Learners’ Errors: Educational Degree-Based Study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Wael Abdeen
Keyword(s):  
Second Language ◽  
Educational Attainment ◽  
Word Order ◽  
Native Speakers ◽  
Academic Attainment ◽  
Esl Teachers ◽  
Native Speakers Of English ◽  
Educational Degree ◽  
Esl Learners

This paper analyzes reactions and evaluations of 70 participants, native and non-native speakers of English to 32 errors written by learners of English as a second language, ESL. It investigates the effect of the academic attainment of ESL teachers on the evaluation of ESL error seriousness. The educational attainment of teachers, both native and non-native, include the B.A., M.A., and Ph.D. degrees. Participants in the study include 34 non-native Palestinian ESL teachers, 26 English native speaking ESL teachers, and 10 English native speakers who are not teachers. Errors in this study are taken from compositions written by Arab-Palestinian students. Eight error categories including prepositions, concord, word order, plural, pronouns, spelling, vocabulary, and verb form are used. Four correct sentences are also included. All participants for the study had to underline errors and evaluate them by indicating the points from 0-5 they would deduct for each error; 5 indicates very serious errors; 0 is for error-free sentences; “1” is for errors which can easily be excused; “2”, “3”, and “4” are means to show intermediate degrees of seriousness. Results of the study show that the three academic groups differ in their evaluation of errors. Whereas the Ph.D. groups are the most lenient, the M.A. groups are the least tolerant. The non-teachers are the most tolerant of all groups.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

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