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"English as a Second Language Teaching Methods"
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International perspectives on materials in ELT
\"Current interest in ELT materials is driven by local concerns in an era where globalization, global English, technological advances and concomitant critical factors are having a significant impact on educational policy, curriculum provision, language pedagogy and materials use. Despite changing methodologies and technological developments, materials remain at the heart of language teaching. This book brings together different perspectives on ELT materials from a range of international contexts and a variety of educational settings. All the chapters are underpinned by sound theoretical principles while addressing practical concerns and debates in materials design and use. The focus throughout is on how the local experience of the individual authors, who are practitioners and educators as well as researchers, is relevant to a global audience of TESOL professionals\"-- Provided by publisher.
Book
Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members
The aim of this survey study was to investigate the perceptions of ten English as a Foreign Language (EFL) faculty members at Northern Border University regarding the effectiveness of ChatGPT in supporting their students’ English language learning. The study utilized in-depth interviews with the faculty members as the primary data collection method. The results of the interviews demonstrated that the faculty members held varying opinions about the efficacy of ChatGPT. Some faculty members acknowledged its usefulness in providing rapid and accurate responses to a wide range of questions, while others expressed concerns that ChatGPT might hinder students’ development of critical thinking and research skills, and potentially reinforce biases or misinformation. The study sample perceives ChatGPT as a valuable tool for complementing and enhancing traditional EFL teaching methods. Nonetheless, the faculty members recognized ChatGPT’s value as a teaching and learning aid and recommended further experimental research to evaluate its effectiveness. The study emphasizes the potential of ChatGPT as a tool for enhancing EFL students’ English language proficiency.
Journal Article
(En)countering native-speakerism : global perspectives
\"The notion of the 'native speaker' has historically dominated the profession of English language teaching to the extent that native-speakerism has become a wide-spread, tenacious and much 'taken-for-granted' ideology. These perceptions have become commonplace despite substantial, serious challenge to its coherence and value in the 21st century, when English is a world 'lingua franca'. With chapters written by ELT author-practitioners working world-wide, this volume investigates and challenges the 'native speaker' phenomenon in the real-world of international classrooms and the wider community. The book presents current findings about the extent to which the dominant ideology lingers or is being dismantled by new perspectives about the realities of who teaches English and what they teach in the second millennium\"-- Provided by publisher.
Book
Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions
Although many educators have recently discussed the positive effects of flipped learning, there is little empirical evidence about whether this approach can actually promote students' English learning. This study was undertaken in four sections of the same College English 1 (El) course over two consecutive semesters at a South Korean university. A total of 79 students enrolled in the El course participated in the study. Of the participants, 39 learned English using a communicative language teaching approach, whereas 40 studied English in a flipped learning manner. Data were gathered from the students' achievements in three major tasks, their responses to three surveys, and the instructor's notes on the students' engagement in the process of their English learning. Findings demonstrate that the students in the flipped classroom achieved higher average scores in their final three tasks than those in the non-flipped classroom, but only the final examination mean score indicated statistical significance. However, surveys indicated that most students in this study seemed to enjoy learning English in a flipped learning environment. Also, the instructor found the students in the flipped classroom to be more engaged in the learning process than those in the non-flipped classroom. Pedagogical implications for effective English teaching are discussed.
Journal Article
Literature in language education
\"Surprisingly little is known empirically about the use of literature in language education. Despite the popularity of literature, claims for its value rest more on speculation and assertion than on real understanding of the contribution it might make to greater language proficiency or language education more broadly. This book carefully details what is known of the language of literature, the reading of literature, and the uses of literature in language education, including assessment and curriculum, and in developing intercultural competence. Key studies are highlighted for what they tell us as well as for questions they leave unanswered. The book also incorporates pointers towards the kind of research now needed and practical guidance on how it might be carried out, as well as resources available. For this second edition, all sections have been substantially revised and updated to reflect the latest developments in the field\"-- Provided by publisher.
Book
Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education
There has been increasing ambiguity and debate about the meaning and applicability of the terms codeswitching and translanguaging in English language classrooms. To address this issue, this article first offers a historical overview of the literature on codeswitching and translanguaging. This overview serves as the basis for an updated framework that highlights necessary areas of shift in conceptualization from codeswitching to translanguaging, and dimensions of codeswitching research that can still be integrated into a translanguaging lens. This framework is illuminated through an autobiographical narrative inquiry analysis of a teacher educator and a student-researcher at an English-medium university in Kazakhstan, a country that is officially bilingual and developing policies and practices to promote trilingualism. The article reinforces the argument that teachers, teacher educators, and ESOL researchers need to shift from a separate (monoglossic) view of languaging practices to a holistic (heteroglossic) view. Research on teachers’ beliefs and language practices need to be reviewed critically to identify whether they take a monoglossic or heteroglossic view of language practices. The preponderance of spontaneous rather than strategic pedagogical use of translanguaging suggests that teachers and teacher educators in Englishlanguage classrooms need to be explicitly taught ways to incorporate heteroglossic ideologies and intentional translanguaging pedagogies into their teaching practice.
Journal Article
Blended language program evaluation
\"With the ever-increasing integration of new technologies in face-to-face instructional settings, approaches to modern language education pose numerous challenges to program evaluation. Blended Language Program Evaluation introduces an argument-based approach to guide program evaluators and stakeholders through planning, conducting, and appraising evaluation projects that result in useful outcomes leading to program improvement. Written for program evaluators and language professionals alike, the book discusses theoretical underpinnings for the proposed framework, describes the specifics of its effectuation at each of the three program levels: micro, meso, and macro levels. To illustrate the utility, flexibility, and application of the framework for evaluating blended language programs, the book presents four case studies conducted in diverse international contexts\"-- Provided by publisher.
Book
Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities
Drawing on data from a recent research international research project, this article focuses on the challenges faced by teachers of English to young learners against the backdrop of the global rise of English. A mixed-methods approach was used to obtain the data, including a survey, which was completed by 4,459 teachers worldwide, and case studies, including observations and interviews with teachers, in five different primary schools in five different countries. A number of challenges emerged as affecting large numbers of teachers in different educational contexts, namely, teaching speaking, motivation, differentiating learning, teaching large classes, discipline, teaching writing, and teaching grammar. Importantly, some of these challenges have not been highlighted in the literature on young learner teaching to date. Other challenges are more localised, such as developing teachers' English competence. The article argues that teacher education should focus less on introducing teachers to general approaches to English language teaching and more on supporting teachers to meet the challenges that they have identified.
Journal Article
Blended Learning in English Teaching and Learning: A Review of the Current Literature
This paper provides a review of the research related to the use of blended learning in English as a second/foreign language context. Blended learning is a relatively new field that combines traditional teaching approaches with distance and online learning. The use of blended learning has been emphasized by the recent research that examines the academic and social benefits of this teaching approach. Because it combines traditional and online teaching modes, the promise of blended learning rests on the strengths of both teaching approaches. The present review of the literature revealed that blended learning can be used effectively to develop language skills, enhance the English learning environment, and promote students’ motivation toward learning the language. There is a dearth of literature that examines the challenges that face language teachers when using blended learning. Hence, more research has to be done to identify and deal with these challenges.
Journal Article
Remix Culture and English Language Teaching: The Expression of Learner Voice in Digital Multimodal Compositions
A number of scholars maintain that the affordances of digital media to easily copy, edit, and share digital content has led to the development of a remix culture in which the amateur creation of cultural artifacts—often remixes, mashups, or parodies based on the creative works of others—has proliferated. At the same time, in TESOL there is increasing interest in engaging students with processes of digital multimodal composition, focusing not only on language proficiency as it is traditionally conceived but also on the strategic use of multimodal resources and collaborative tools to reach a wide authentic audience on the Internet. One issue which such approaches must face is the tendency for some students to draw upon and remix existing creative works in their digital compositions. In particular, the issue is whether this practice of remix promotes or compromises the expression of learner voice. This article considers these questions by examining the multimodal compositions of students in a course in English for science at a Hong Kong university. The analysis generates a theoretical model of remix practices, which can be applied to the teaching and evaluation of multimodal compositions in English language courses.
Journal Article