Language Teaching
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2021 ◽  
pp. 136216882110243
Ju Zhan ◽  
Qiyu Sun ◽  
Lawrence Jun Zhang

The present study investigated the potential of writing in English as a foreign language (EFL) for language learning by manipulating cognitive task complexity based on related models and hypotheses. English essays written by 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to writing complexity, accuracy, and fluency (CAF). Results showed that task complexity had no significant effect on EFL learners’ lexical complexity but had an influence on their syntactic variation in EFL writing. Findings suggest that manipulating writing task complexity could be a feasible means to promoting and enhancing EFL learners’ language learning. Such findings might broaden our understanding of the relationship between EFL writing and language learning in an EFL learning context. The interplay of EFL writing and EFL learning is also pedagogically relevant to those who are interested in appropriately sequencing tasks for more effective language teaching.

2021 ◽  
Vol 5 (2) ◽  
pp. 18-25
Du Thanh Tran

With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.

2021 ◽  
pp. 136216882110265
Lara Bryfonski

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

2021 ◽  
Vol 11 (7) ◽  
pp. 310
Jaroslav Kacetl ◽  
Blanka Klímová

Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior’s foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.

2021 ◽  

The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein professionals increasingly operate across blurred national boundaries. The chapters address a range of related issues at the intersections of personal and professional identities as well as pedagogy and research in ‘liminal’ transnational spaces.

2021 ◽  
pp. 1-4
David Connolly

First of all, I would like to thank Freda Mishan (2021) for a fascinating and insightful article into English language teaching (ELT) coursebooks. She covers a wide range of perspectives and raises many important issues. Although I may have different views on some of these, I think she has done a great service in helping me look with fresh eyes at what many teachers take for granted: the humble yet ubiquitous ELT coursebook.

2021 ◽  
pp. 1-22
Larissa Aronin ◽  
Maria Yelenevskaya

Abstract This article presents research on teaching English in Israel, a vibrant multilingual country, in the period between 2014 and 2020. After a brief introduction to the current approach to English language teaching around the world, it outlines the studies investigating: (a) learners of English, (b) English teachers, and (c) methods that are used in the country for teaching English. We explore how various student populations, Arabs, Bedouins, Circassians, Druze, Charedi (ultra-orthodox Jews), Jews, and foreign students, are taught English as well as their attitudes to this language. Then, we discuss research investigating different categories of English teachers in Israel, including teachers in Arab and Jewish sectors, the teachers labeled as ‘native speakers’, and also teacher trainers and teacher-training principles. We look at secondary and high school students, including those in special education, as well as those who take English courses in tertiary educational institutions. Finally, we are interested in whether innovative teaching methods compete with the conventional ones and which groups of learners have access to the former. Throughout the article, we aim to show to what extent practitioners and researchers are aware of the present-day realities of the interconnectedness of ‘teacher, student, and method’ elements and the impact of multilingualism on English teaching in Israel. This Country in Focus report also considers the current holistic perspective on English language teaching. This language should not be taught in isolation but work in concert with other contact languages.

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Yeraldine Aldana Gutiérrez

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

2021 ◽  
Vol 12 (2) ◽  
pp. 125-141
Yusop Boonsuk ◽  
Eric A. Ambele

Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.

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