Communication Matters

The chapter deals with the potential of smartphones for the ESP class, which is currently taught within a communicative framework at the University of Bucharest. The study begins from a survey conducted among non-philological students, with a view to assessing their opinion on the acceptance of MALL. As the findings confirmed, the instructors' general observation that students would welcome a mobile-integrated course. The first part of this chapter exemplifies how the smartphone can enhance both productive and receptive skills. It provides within concrete scenarios various recommendations of specific applications, methods, or videos to be incorporated in the class, as well as the advantages such enterprises may bring. The last part establishes some general directions for using the smartphone to improve individual types of skills. The chapter concludes that, while receptive skills mainly benefit from mobile technology in terms of efficiency and ease of use, productive skills allow deeper changes in the pedagogical paradigm, thus offering fertile ground for MALL.

Mobilizing Departments of English for the Post-Method Paradigm

This chapter makes the claim that English Language Heads of Departments are best suited to lead transition efforts from a traditional to a post-method pedagogy Department of English. It claims that though they are lacking some requisite competencies, skills, and disposition to do so successfully, special training preparation to undertake this mobilization could have a positive impact. It gives a brief overview of the dynamics of HODs' operational context and illustrates why these heads are best suited to influence their department members' embrace of the post-method paradigm. Additionally, it will also discuss some of the challenges that these department heads could encounter during the transition period and ways to resolve them. Finally, it will recommend a theoretical training framework of support to bridge the gap of skills, competencies, and dispositions to make them more suited to aid transition to post-method departments.

Integrating E-Learning in the Teaching of English Language Classes

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

From Teacher Talk to Student Talk

Informal observation in the Caribbean seems to indicate persistent application of traditional teacher-dominated strategies. For this chapter, data were collected from fifty-one Grade K to 3 teachers from six Caribbean countries, including three twin islands, to investigate the application of student-talk as an instructional strategy in repositioning learners for success with oral language skills. The data included an online survey and non-participant classroom observation using a mixed-methods research design drawing on qualitative and quantitative indicators. The study revealed that along with some evidence of student to teacher interaction, talk in the classrooms was primarily teacher-directed and students were usually expected to be silent except when responding to questions posed by the teacher. In addition, it was found that student to student talk was not encouraged generally, and the representation of a classroom environment favorable for the development of oral language skills was limited.

The Jamaican Corner in a Virginian Classroom

A Jamaican teacher recruited to teach English in Virginia, USA reconstructed her childhood and adolescent experiences, which had nurtured sensitivity towards place and space in her own acquisition and learning of English. This sensitivity to place and space later gained pedagogical significance as she recognized that she had to reckon not only with geographical distance from her homeland but the cultural divide in her classroom with Hispanic and Chinese students who spoke mono-syllabic English and the American students who faced challenges with her Standard Jamaican English accent. There was, however, one thing that everyone in this multi-cultural classroom had in common: the concept “Bob Marley.” This thirst for more information about the Jamaican Reggae icon gave birth to the Jamaican Corner. From this corner, the students and their teacher, the researcher, navigated cultural borders through language and developed respect for the cultural diversity in their classroom.

The Implications of Text-Messaging for Language Learning

The impact of text-messaging on the form of students' writing was examined using a quantitative approach with a correlational research design to arrive at the findings. A total of 80 students in a Jamaican high school constituted the sample, which was randomly selected. The findings of this research revealed that the Grade 9 students in the sample used a minimal number of text forms in their academic writing. The students who used text forms in their academic writing tend to score high academically. Therefore, texting was found to have a slightly positive impact on students' writing. There was no relationship between the students' gender and their texting patterns. The findings of this study can assist teachers of English to better meet the needs of students who use text-messaging and become a tool for building phonemic awareness and improving literacy.

Post-Paradigm Pedagogy

The Jamaican language environment is complex and unique. The two languages, Jamaican Creole and Jamaican Standard English, have been perpetually at odds with the root of this being the language politics. Compounding this situation is the varied language backgrounds of learners. A qualitative research was done to explore the perspectives and experiences of a teacher and fourteen students in order to get a deeper understanding of how they are affected by the controversy surrounding the ‘methods' approach and how post method pedagogy would fit into their context. Interviews done with the teacher and students validated the importance of a post-method paradigm by confirming the value and possibilities of employing this approach in Jamaican classrooms. It was found that once instruction informed by action research and that responds to the language situation is employed in English language teaching, there will be much improvement in the teaching and learning of English in Jamaican classrooms. Therefore, the solution-based approach that is much needed is a post-method pedagogy.

Pre-Service English Teachers' Perception of the Practicum Experience

The aim of the research is to explore pre-service teachers' perceptions of a school-based practicum experience as part of their training as future teachers. To achieve the goal of the research, a quantitative study is employed. The sample is composed of a total of 113 pre-service teachers studying the last year of the Degree in Primary Education: English ranging in age from 22 to 48. To operationalize the variables and collect the data, the researchers use a questionnaire. On analysing the results, the investigators highlight that pre-service teachers are quite satisfied with the experience, the majority of them consider this practice brings them the opportunity to observe the real context in which they will develop their future work, and to put into practice what they have acquired. The experience contributes to student empowerment in learning since they have the opportunity to manage different lessons and demonstrate their teaching skills.

The Influence of Teacher Talk in English Grammar Acquisition

This chapter reviews studies related to the teacher talk through grammar instruction that occurs naturally with learners. It attempts to portray the impact of teacher talk in English grammar acquisition. It focuses on the manner learners acquire grammar verbally from their teachers' conversation. Teacher talk is the crux of grammar instruction, and the manner teachers handle it in their classroom is the main purpose of this chapter. This chapter also highlights the role of techniques, strategies, and procedures used during teacher talk in the learning process. It contributes to improving the grammatical rules acquisition through the post-method pedagogy. The conversation analysis method was used for the transcription and analysis of the data. Consequently, this chapter focuses on the issues related to grammar, grammar instruction, techniques, and strategies used in teacher talk through grammar explanation. This was done with reference to the interaction procedures used by the teacher to improve and extend the learning space.