Examining the Mechanisms Utilized by CML Web-Logging Instructors in ESL Classroom: A Case Study

Purpose – This study was aimed to explore the experiences of an instructor and her learners concerning the authenticity of language and technology use in YouTube-aided ESL classroom. Methodology – A qualitative case study was employed involving an ESL instructor and seven learners from a higher learning institution in Malaysia. To achieve the objective, the experiences were uncovered through in-depth interviews and a series of journal entries. Findings – The findings demonstrate that the content of YouTube could be exploited to expose the learners to authentic English. In addition to that, the web 2.0 features of YouTube can familiarise the learners with the current technology application. Significance – This study is significant as it shares with the readers the experiences of an ESL instructor and the learners concerning the potential of YouTube in offering authentic materials and use of technology. By adopting an online video platform and not relying solely on textbook and other printed materials, ESL practitioners are anticipated to be more creative in delivering the subject. This is especially true in teaching today’s generation who is the digital native. Accordingly, it helps ESL instructors to be able to keep pace with the trendy technology in order to enhance teaching and learning as well as fulfilling current learners’ technological demand.

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National reproduction in national claims: A case study of discursive power in an adult English as a Second Language (ESL) classroom setting

Linguistics and Education ◽

10.1016/j.linged.2018.04.002 ◽

2018 ◽

Vol 45 ◽

pp. 83-91 ◽

Cited By ~ 2

Author(s):

Bryan Meadows

Keyword(s):

Second Language ◽

Classroom Setting ◽

Discursive Power ◽

Esl Classroom

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Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior

System ◽

10.1016/j.system.2013.08.001 ◽

2013 ◽

Vol 41 (3) ◽

pp. 740-751 ◽

Cited By ~ 23

Author(s):

Qunyan (Maggie) Zhong

Keyword(s):

New Zealand ◽

Theory Of Planned Behavior ◽

Planned Behavior ◽

Multiple Case Study ◽

Willingness To Communicate ◽

Chinese Learners ◽

Multiple Case ◽

Esl Classroom

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How Does the First Language Have an Influence on Language Learning? A Case study in an English ESL Classroom

English Language Teaching ◽

10.5539/elt.v10n7p123 ◽

2017 ◽

Vol 10 (7) ◽

pp. 123

Author(s):

Yanilis Romero ◽

Milton Pajaro Manjarres

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

First Language ◽

Saudi Arabian ◽

Contrastive Analysis ◽

Theoretical Support ◽

Shape Learning ◽

Esl Classroom

This article presents a case study which aims at analyzing the influence that the first language has on the learning of a foreign language. This research was conducted in an ESL classroom from a Language Center in England and was carried out with a Saudi Arabian student during a two-month period. In order to conduct this research, theoretical support about contrastive analysis (CA) and error analysis (EA) were taken into account. The findings of this case study suggested that CA and EA are effective ways to study and understand how the first language (L1) of a learner might have an influence on the learning process in a foreign language. In this particular case study, it was found that this Saudi Arabian learner had a better performance in receptive skills; there were some evidences of U shape learning in this learner and also it was noticed that his handwriting and the use of punctuation marks although good, they needed some improvement.

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Discussion boards as a culturally responsive tool in the ESL classroom

Research on Education and Media ◽

10.2478/rem-2019-0019 ◽

2019 ◽

Vol 11 (2) ◽

pp. 29-37

Author(s):

Laura E. Mendoza

Keyword(s):

Culturally Responsive ◽

Online Discussion ◽

Qualitative Case Study ◽

Discussion Boards ◽

Emergent Bilinguals ◽

Digital Literacies ◽

Online Platform ◽

Multicultural Classroom ◽

Esl Classroom

Abstract The inclusion of new digital literacies in the ESL classroom has been growing lately. This study presents information about how beneficial it can be for emergent bilinguals to use an online platform, Blackboard, to engage in thoughtful and meaningful discussion boards. Findings from this qualitative case study show that such online discussion boards help students to not only develop their linguistic abilities, but also to feel valued as they can share their knowledges and experiences as part of the discussions. Discussions in the present study rely on students’ funds of knowledges to promote a more inclusive and multicultural classroom.

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