Journal articles: 'TESL'

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Vacilotto, S., and R. Cummings. "Peer coaching in TEFL/TESL programmes." ELT Journal 61, no. 2 (April 1, 2007): 153–60. http://dx.doi.org/10.1093/elt/ccm008.

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Richards, Jack C. "30 Years of Tefl/Tesl: a Personal Reflection." RELC Journal 33, no. 2 (December 2002): 1–35. http://dx.doi.org/10.1177/003368820203300201.

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Watt, David, and John Taplin. "The Least One Should Expect of TESL/TEFL Programs." TESL Canada Journal 14, no. 2 (June 26, 1997): 72. http://dx.doi.org/10.18806/tesl.v14i2.687.

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Sekhar, G. Raja, and Sujata Chakravorty. "TESL/TEFL: Teaching english as a second or foreign language." ACADEMICIA: An International Multidisciplinary Research Journal 7, no. 4 (2017): 154. http://dx.doi.org/10.5958/2249-7137.2017.00044.1.

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Libben, Gary, and Tammi Rossman-Benjamin. "TESL Methodology in Canada: A Study of Instructor Attitudes and Correlates." TESL Canada Journal 9, no. 2 (June 26, 1992): 09. http://dx.doi.org/10.18806/tesl.v9i2.601.

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This paper reports on a survey of ESL teachers' attitudes toward classroom techniques. Sixty-four teachers, sampled from 5 ESL centres across Canada, completed a 95-item questionnaire which investigated attitudes toward specific ESL techniques and the factors which might influence them. The results indicated that teachers' age, amount and type of TESL experience, and individual learning style are all related to TESL attitudes. These effects, however, were localized to particular clusters of attitudes. The characteristics of an instructor's teaCher-training course, on the other hand, affected the entire range of responses. A correlation of .85 was found between ESL teachers' attitudes and the methodological attitudes expressed by their TESL teachers during teacher-training. We conclude that the attitudes of both the ESL and TESL teachers are influenced by a set of "cultural norms and values" in which all members of the TESL community participate.

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Hawes, Chris. "TESL in the Developing English World." TESL Canada Journal 6, no. 2 (June 26, 1989): 91. http://dx.doi.org/10.18806/tesl.v6i2.555.

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AL-SAGGAF, MOHAMMAD, Fazelinah Fazeli Kader, Aleaa Nur Insyirah Alias, and Nurul Azleena Abdul Raof. "Level of Attachment of Malaysian TESL Students Towards Their Cultural Identity." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 63–82. http://dx.doi.org/10.36892/ijlls.v2i4.458.

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Although it is encouraged for students to explore other cultures and be equipped with world knowledge, the basis of patriotism and love for the country must be embedded to ensure the nation has a sense of pride and belonging. This paper attempts to provide a preliminary investigation for the components of the cultural identity from a Malaysian standpoint, the level of attachment of Malaysian Teaching English as a Second Language (TESL) students to their cultural identity as well as factors affecting this relationship. Thus, quantitative method was adopted for this study to identify the level of attachment of Malaysian TESL students to their cultural identity. A questionnaire was distributed online to the participants from all three main races in Malaysia with TESL background and the data was analysed using SPSS. The findings of this study have shown that despite the extensive exposure to and involvement with the English language and culture, the level of attachment of Malaysian TESL students towards their cultural identity is high with regards to all three major components: national language, food and cultural spaces.

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Othman, Nurul ‘Ain, Maslawati Mohamad, Harieza Hussin, and Nor Azilawati Mat Isa. "Fieldwork: What Do TESL Trainee Teachers Benefit?" Creative Education 07, no. 11 (2016): 1676–86. http://dx.doi.org/10.4236/ce.2016.711170.

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Wan Yunus, Farhana, Melissa Malik, and Azyyati Zakaria. "Identity Status of TESL Students in Malaysia." Journal of ASIAN Behavioural Studies 3, no. 6 (January 4, 2018): 103. http://dx.doi.org/10.21834/jabs.v3i6.242.

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Adolescence is a critical period for adolescents all over the world because this is the time they have to develop an identity. Students who wish to be teachers should not be unsure of their plans. A survey was conducted among future English teachers by using a set of questionnaire adapted from the EOMEIS-2 by Bennion & Adams (1986). The findings of this study are pertinent to the lecturers teaching pre-service English teachers so that they are aware of the identity status of their students. It is also to help them reach identity achievement for a better quality of life. Keywords: Identity Status; Future Teachers; Gender; Quality of Life. eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Bourke, James Mannes. "The Role of the TP TESL Supervisor." Journal of Education for Teaching 27, no. 1 (April 2001): 63–73. http://dx.doi.org/10.1080/02607470120042546.

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Bebout, Linda. ""What Was It Like to Learn English?" Learner Interviews in TESL Training." TESL Canada Journal 19, no. 1 (October 30, 2001): 73. http://dx.doi.org/10.18806/tesl.v19i1.921.

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To help the students in my introductory TESL course learn about the backgrounds and experiences of ESL learners like those they might someday teach, I have each TESL student find and interview a nonnative speaker of English in the community. They ask a variety of questions about the learners' English-language history, such as when they began learning English, whether they received formal ESL instruction, and what it feels like to live and work in a new language. They then write a report of their interview and share their information with the other TESL students in the class. Through this assignment, they gain vivid and valuable insights into both positive and negative aspects of second-language learning, the diversity of paths an immigrant can take to learning English, and the real people behind the abstractions in their textbooks.

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Majid, Faizah Abd. "A Comparative Study on the Current TESL Curriculum: Identifying a Match for Industry Revolution (IR) 4.0." International Journal of Applied Linguistics and English Literature 7, no. 6 (November 1, 2018): 214. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.214.

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This paper examines TESL curriculum and how the curriculum relates to the training of the super skills needed in Industry Revolution 4.0 (IR 4.0). Specifically, a comparative study on several TESL programmes offered in several public universities in Malaysia will provide the common trend among the universities and specific strengths of each university. Focus of comparison includes the programme outcomes (PO), discipline core courses offered, methods of delivery and assessment. The comparisons are made to shed some lights on how universities are providing relevant training for the pre-service English language teachers in meeting the demand of Industry Revolution 4.0. In addressing the relevance of the curriculum, a discussion on the super skills needed for IR 4.0, IR characteristics and components will be briefly provided. Findings that address the strengths and rooms for improvement in the current TESL programme curriculum in meeting the need of IR 4.0 could benefit policy makers, curriculum developer and TESL trainers.

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Jusoh, Zailani. "Evaluating TESL Students’ Beliefs about Foreign Language Learning." International Journal of English Linguistics 7, no. 6 (October 11, 2017): 228. http://dx.doi.org/10.5539/ijel.v7n6p228.

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Learning a foreign language is a monumental undertaking for many adult learners. This study was conducted to mainly explore university students’ beliefs about foreign language learning. It was also to investigate whether differences in their beliefs were present among different foreign languages. Students, pursuing diploma in TESL in a public university in Malaysia, were chosen as respondents. An instrument, BALLI, which is a measure of students’ beliefs about language learning was the primary instrument for data collection. Since this is a quantitative study, statistical techniques namely descriptive and a one-way ANOVA were employed. Findings indicate that generally, the beliefs held by the student teachers are positive. Nonetheless, significant differences in the beliefs were noted among the foreign languages. The findings have a number of pedagogical implications. One of which is the importance of instilling realistic beliefs among students in learning foreign languages.

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Chamberlin, Carla R. "TESL Degree Candidates' Perceptions of Trust in Supervisors." TESOL Quarterly 34, no. 4 (2000): 653. http://dx.doi.org/10.2307/3587780.

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Omar, Umazah, and Aizan Yaacob. "Exploring Types of Vocabulary Learning Strategies used by TESL Teacher Trainees at The Institute of Teachers Education." South Asian Journal of Social Sciences and Humanities 2, no. 4 (2021): 102–16. http://dx.doi.org/10.48165/sajssh.2021.2407.

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Vocabulary is described as an essential element in second language learning. Having a good command over vocabulary helps in gaining unlimited access to latest information available at different platforms. Therefore, improving vocabulary through Vocabulary Learning Strategies (VLSs) will help the second language learners to become, academically and communicatively, more successful. The present study investigated the types of vocabulary learning strategies used by teacher trainees majoring in Teaching English as a Second Language (TESL) at the Institute for Teachers Education (ITEs) Darulaman Campus. Vocabulary learning strategies or skills are not directly taught to TESL teacher trainees during their training at ITEs. Teaching and learning vocabulary strategies are neglected by most of the teacher trainees. However, they need to make their teaching and learning processes more successful while learning a second language. This study was conducted based on the theories related to second language acquisition and used qualitative approach using the structured interviews of 14 TESL teacher trainees. The findings of the study were analysed based on Gu and Johnson’s (1996) and Schmitt (1996) categorisation of Vocabulary Learning Strategies and the results revealed TESL teacher trainees employed more metacognitive strategies in their vocabulary learning compared to other nine VLSs.

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Yazan, Bedrettin. "TESL Teacher Educators' Professional Self-Development, Identity, and Agency." TESL Canada Journal 35, no. 2 (December 31, 2018): 140–55. http://dx.doi.org/10.18806/tesl.v35i2.1294.

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Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

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Moskal, T. D. "PRECONDITIONS OF LEADING A SUCCESSFUL DISCUSSION IN TESL FORMAT." Innovate Pedagogy 1, no. 25 (2020): 91–95. http://dx.doi.org/10.32843/2663-6085/2020/25-1.16.

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Khojasteh, Laleh. "Malaysian TESL Students’ Challenges: Instructional Use of Video Production." Journal of Scientific Research and Reports 2, no. 1 (January 10, 2013): 46–62. http://dx.doi.org/10.9734/jsrr/2013/2248.

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Brinton, Donna, and Christine Holten. "What Novice Teachers Focus on: The Practicum in TESL." TESOL Quarterly 23, no. 2 (June 1989): 343. http://dx.doi.org/10.2307/3587356.

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Mangubhai, Francis. "TESL AND LITERACY IN AUSTRALIA: Directions for the Future." Discourse: Studies in the Cultural Politics of Education 12, no. 2 (April 1992): 46–54. http://dx.doi.org/10.1080/0159630920120205.

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Farrell, T. S. C. "Critical reflection in a TESL course: mapping conceptual change." ELT Journal 63, no. 3 (November 10, 2008): 221–29. http://dx.doi.org/10.1093/elt/ccn058.

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Ting, Ying Ying, and Azlina Abdul Aziz. "TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (April 8, 2021): 161–77. http://dx.doi.org/10.47405/mjssh.v6i4.739.

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The use of online tools has become more prominent as the global lockdown of education institutions in order to slow the spread of the novel coronavirus pandemic (COVID-19). Teachers all over the world resorted to continue the teaching and learning process online using different online tools. In this study, the preferred online tools, and the relationship between the factors of TESL teachers’ use of online tools and their behavioural intention are investigated. A survey was conducted on 56 Malaysian TESL teachers using purposive sampling technique. The data were collected through online survey questionnaires assigned using Google Forms. The findings showed the top 3 major online tools used by TESL teachers were WhatsApp (80.4%), Google Form (71.4%), while Quizizz and YouTube both achieved a 62.5% among the 56 respondents. Regression analysis showed that Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Condition were positive predictors of teachers’ Behavioural Intention to use online tools, with Effort Expectancy being the factor that affects Behavioural Intention the most. Since the findings pointed out that Effort Expectancy was the main factor that influences teachers’ online teaching and learning experience, the ministry of education and online tools developers should ensure the online tools are user friendly to reduce teachers’ burden and hence, encouraging the use of online tools.

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Kaiser, DJ. "Setting Up Shop in Uzbekistan : TESL Programs in New Markets." Journal of AsiaTEFL 17, no. 4 (December 31, 2020): 1524–31. http://dx.doi.org/10.18823/asiatefl.2020.17.4.29.1524.

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Dona Donny, Claudia, and Nor Hafizah Adnan. "TESL Undergraduates’ Perceptions: Utilizing Social Media to Elevate Speaking Skills." Arab World English Journal 13, no. 4 (December 15, 2022): 539–61. http://dx.doi.org/10.24093/awej/vol13no4.35.

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Teaching English as a Second Language undergraduates are English teachers in training. Recently, a concern arose when it was found that these undergraduates in Indonesia perceived their speaking skills as the lowest in terms of their mastery. Many studies have been conducted on the use of social media. Still, there is a literature gap in using social media among TESL undergraduates in the Malaysian context. Thus, this study aimed to explore TESL undergraduates’ perceptions of their speaking skill mastery and their perceptions of utilizing social media to enhance their speaking skills. It was significant to investigate how those undergraduates feel about their speaking skill mastery to create self-awareness. By being aware of their belief, they can find ways to keep improving themselves. The main question for the study was to discover respondents’ belief in their speaking mastery level and respondents’ self-confidence in speaking performance. A total of 132 respondents from the National University of Malaysia participated in this research through an online questionnaire conducted on Google Forms. The results showed that the students recorded unsatisfactory perceptions of their speaking skill mastery. The data revealed that social media does help in elevating their speaking skills. The students chose ‘WhatsApp,’ ‘YouTube,’ and ‘TikTok’ as their preferred social media that help their oral communication skills. In addition, limitations and recommendations were explained to better future works in the equivalent or relevant studies.

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Abdul Sitra, Abdul Rashid, and Ain Nadzimah Abdullah. "TESL Trainee Practitioners’ Self Perception of their Personality Traits and Verbal Communication Skills." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 9. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.9.

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The teaching and learning of English as a second language involve many different skills. This study investigates the relationship between Teaching English as a Second Language (TESL) trainee practitioners’ (TPs) personality traits and their verbal communication skills. The personality traits investigated are the Big Five, while the verbal communication skills investigated include interpersonal skills, verbal-linguistic skills, motivation, altruism, and self-regulation. This study involved 277 TESL TPs from four different teacher training institutes in Malaysia. This quantitative study used questionnaires to investigate both the variables. The findings show that out of the Big Five personality traits, only openness showed positive relationship to verbal communication. This trait deserves greater attention if students are to maximise the use of effective communication skills. This study profiles personality traits to examine the relationship of each trait in relation to communication skills. The findings of this study would be significant for the Higher Education Ministry of Malaysia and education regulators, apart from the teaching community.

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Bartel, Joan. "Pragmatics in the Post-TESL Certificate Course "Language Teaching for Employment"." TESL Canada Journal 30, no. 7 (February 14, 2014): 108. http://dx.doi.org/10.18806/tesl.v30i7.1155.

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For those immigrants to Canada who need some language training in order to access employment in their field, occupational ESL classes have been available in Ontario for several years. Recent additions to Occupation-Specific Language Training and Bridging programs, as well as a new emphasis on work-related content in LINC classes, have created a need for trained instructors for this area of ESL. The Language Training for Employment (LTE) is a Post-TESL Certificate course that addresses this need. Within the course, Pragmatics is 1 of 12 units— one that participants have little knowledge of or practice with before the course, and 1 of 2 units that receive unanimously positive feedback from participants at the end. This article explains the conceptual framework of LTE, the content of the Pragmatics Unit, its implementation and participant feedback.

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Obaid, Awatif, Ezzan Amnie Azizan, Fairuz Umira Azmi, Nur Anisah Tahir, and Onaliza Satimin. "LANGUAGE ANXIETY AMONG KUPTM’s TESL UNDERGRADUATES IN AN ONLINE LEARNING ENVIRONMENT." International Journal of Education, Psychology and Counseling 7, no. 45 (March 31, 2022): 516–33. http://dx.doi.org/10.35631/ijepc.745039.

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2020 started off with the hit of Covid-19 which has halted various sectors including the educational sector. The mode of learning has abruptly changed to online learning as the virus limits any physical contact and almost everyone was affected. Language anxiety is not a newly coined term and has been around for a long time. However, research that studies second language anxiety in online mode classes is still very limited. Therefore, this research intended to investigate the contributing factors towards KUPTM’s TESL Undergraduates language anxiety and discover the coping strategies in dealing with such anxiety in an online learning environment. A mixed method study involving a survey and four (4) interviews was done. All 105 participants of this research were the students who were involved in online language learning. The data from the survey was analysed using IBM SPSS Statistic 25, while the interviews would support the quantitative findings through thematic analysis. The findings showed that the biggest factor that leads to language anxiety is the fear of negative evaluation, followed by the factor of distractions and the lack of a productive environment, and the third factor discovered from the data is communication apprehension. The coping strategies were divided into three domains; cognitive, affective and behavioural. It was found that the most used coping strategies by the participants of this research was behavioural. The results highlight a number of implications and recommendations for future researchers.

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Abdul Aziz, Azlina, and Rosmizal Makhtar. "TESL In-Service Teachers' Experiences When Evaluating an Oral History Workbook." 3L The Southeast Asian Journal of English Language Studies 27, no. 3 (September 28, 2021): 56–72. http://dx.doi.org/10.17576/3l-2021-2703-04.

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Morita, Naoko. "Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program." TESOL Quarterly 34, no. 2 (2000): 279. http://dx.doi.org/10.2307/3587953.

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Omar et. al., Hamzah Bin Md. "TESL Undergraduate Student Teachers’ View on Translation in a Rural School." Journal of Teaching and Teacher Education 2, no. 1 (January 1, 2014): 61–68. http://dx.doi.org/10.12785/jtte/020105.

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Mirzadeh, Saeed, and Anis Iranmanesh. "A new class of skew-logistic distribution." Mathematical Sciences 13, no. 4 (October 5, 2019): 375–85. http://dx.doi.org/10.1007/s40096-019-00306-8.

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Abstract In this study, the researchers introduce a new class of the logistic distribution which can be used to model the unimodal data with some skewness present. The new generalization is carried out using the basic idea of Nadarajah (Statistics 48(4):872–895, 2014), called truncated-exponential skew-logistic (TESL) distribution. The TESL distribution is a member of the exponential family; therefore, the skewness parameter can be derived easier. Meanwhile, some important statistical characteristics are presented; the real data set and simulation studies are applied to evaluate the results. Also, the TESL distribution is compared to at least five other skew-logistic distributions.

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Omar, Umazah, and Aizan Yaacob. "THE BENEFITS OF LEARNING MANAGEMENT SYSTEM (LMS) IN FACILITATING THE TESL TEACHER TRAINEES’ LEARNING." Practitioner Research 2 (September 6, 2020): 103–19. http://dx.doi.org/10.32890/pr2020.2.6.

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Learning Management System (LMS) is becoming an important platform for university students. The use of LMS in teaching and learning process which focuses on the content subject has provided a wider opportunity for the TESL teacher trainees not only to apprehend the content but also to apply them in real life contexts. The study aims to unveil the usefulness of LMS in TESL teacher trainees’ learning of the content subject which is Second Language Acquisition (SLA). 15 participants (12 female, and 3 male) from one of the Teacher Training Institutes in the northern region of Malaysia participated in this qualitative case study. Participants were asked to write their personal reflections after each interaction using LMS. 15 weeks of classroom interactions were recorded for analysis. Participants had to write their reflections based on Pre-Class, While-Class and Post-Class Sessions. The findings were analyzed thematically based on the Seven Principles of Learning. The findings indicated that the participants were able to set their target in learning, they were aware of their learning styles, improved their skills and became more engaged in classroom activities. This study depicts the role of LMS in facilitating successful learning. It suggests that practitioners need to maximize the use of LMS for successful teaching and learning.

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Nikian, Samira, and Faizah Mohamad Nor. "The importance of investigating TESL trainees' attitudes towards Communicative Language Teaching (CLT)." Global Journal of Business and Social Science Review (GJBSSR) Vol. 2(2) 2014 2, no. 2 (April 13, 2014): 55–60. http://dx.doi.org/10.35609/gjbssr.2014.2.2(7).

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The importance of teacher attitudes and their influence on teacher behaviour and the learning process has been recognised by a number of teacher educators and educational researchers (Breen 1991, Burns 1990, Clark & Yingcr 1979,Garcia & Reynolds 1977, Dunkin & Biddle 1974, Gayle 1979, Grotjahn1991, Guthrie 1984, Nunan 1990, Shavelson & Stern 1981, Wright 1990). Teachers' attitudes play an important role in curriculum innovations in the success or failure of innovation projects. Hence, investigating teachers' attitudes towards the philosophy of the innovation, help the researcher to understand the difficulties teachers face in implementing curriculum innovations (Dingwall 1985) Type of Paper Conceptual Keywords: TESL trainees; attitudes; CLT; Communicative Language Teaching.

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Luaran, Johan@Eddy, Noor Syamimie Mohd Nawi, Fazyudi Ahmad Nadzri, and Kamarol Baharen Mohd Rom. "Internet Dependency in Completing Academic Assessment: A Study On UiTM TESL Students." Procedia - Social and Behavioral Sciences 90 (October 2013): 196–202. http://dx.doi.org/10.1016/j.sbspro.2013.07.082.

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Wang, Ya-huei, and Hung-Chang Liao. "Data mining for adaptive learning in a TESL-based e-learning system." Expert Systems with Applications 38, no. 6 (June 2011): 6480–85. http://dx.doi.org/10.1016/j.eswa.2010.11.098.

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Mendelsohn, David, Palmer Acheson, Janet Dawson, Richard Handscombe, Maureen Hynes, Francis Mangubhai, Jura Seskus, and H. H. David Stern. "The Teacher's Desert Island Survival Kit." TESL Canada Journal 3 (August 26, 1986): 135. http://dx.doi.org/10.18806/tesl.v3i0.1000.

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This paper consists of a brief introduction to a Symposium of the same title presented at the TESL Canada/TESL Ontario conference in Toronto in November 1985. In addition, it includes each panelist's list of the key items-their "survival kits"-which would be taken abroad if all they knew about their position was that they would be teaching adults.

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Soekarno, Megawati, Irma Wani Othman, Ameiruel Azwan Ab Aziz, and Nik Zaitun Nik Mohamed. "CHALLENGES IN OVERCOMING THE USE OF TOPIC FRONTING AMONG TESL TRAINEES IN MALAYSIA." International Journal of Education, Psychology and Counseling 6, no. 43 (November 30, 2021): 13–29. http://dx.doi.org/10.35631/ijepc.643002.

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Communication strategies include the use of nonverbal or paralinguistic communication strategies such as the use of mime, gestures, facial expressions and eye contact as well as the use of pauses for emphatic expressions could be assimilated. Communication strategies also include the use of verbal communication strategies which need to be learned and developed. One of the verbal communication strategies is a Malaysian classified variety, topic fronting. The issue is that, despite being an achievement communication strategy, topic fronting does not abide by the English language grammatical rule. Thus, a high use of this strategy among ESL learners might affect them adversely especially in academic discourse. This study looked into this strategy among the TESL trainees in two universities from two states in Malaysia. The findings obtained from their focus group discussions (FGD) identified the utilisation of topic fronting in online interactions and methods of overcoming it as well as the inculcation of suitable communication strategies. This study’s findings show a low utilisation of topic fronting (1.142 per thousand words) with the highest theme on the “concession of topic fronting in teaching” at 2.20% average. In the effort to inculcate the TESL trainees’ awareness of their use of topic fronting communication strategy, they need to be involved in active FGDs and be provided with communication strategy trainings on alternative strategies, specifically linguistic strategies like exemplification, circumlocution and paraphrasing.

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Sathappan, Ramesh, and Malini Sathappan. "TESL STUDENT-TEACHERS’ PERSPECTIVES OF PRACTICUM PRACTICES IN A MALAYSIAN TEACHER EDUCATION INSTITUTE." International Journal of Research -GRANTHAALAYAH 6, no. 2 (February 28, 2018): 86–93. http://dx.doi.org/10.29121/granthaalayah.v6.i2.2018.1548.

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This study set to find out the challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools for the 2nd semester of the academic year 2017. This research is of significant value, as the 17 students- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. Thematic areas are discussed in the findings. These findings are triangulated with document reports from their respective supervisors and the school teachers who mentored them. Questionnaires and interviews were conducted. This research enables to shed more lights into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month-long practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous continuous self-assessments to become effective second language teachers.

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Soekarno, Megawati, Irma Wani Othman, Ameiruel Azwan Ab Aziz, and Nik Zaitun Nik Mohamed. "REFORMULATING COMMUNICATION STRATEGY TRAINING TO REDUCE TOPIC FRONTING AMONG TESL TEACHERS IN MALAYSIA." International Journal of Education, Psychology and Counseling 7, no. 48 (December 15, 2022): 126–40. http://dx.doi.org/10.35631/ijepc.748009.

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Communication strategies involves the vast range of linguistic and paralinguistic techniques such as the use of negotiation of meaning to the very complex facial expressions. Despite being highly human based, the use of communication strategies needs to be learned and developed. The Malaysian classified variety, topic fronting, is a highly utilised communication strategy. However, despite being an achievement strategy, topic fronting does not abide by the English language grammatical rule. Although one of the primary factors of communication strategy is the independence from linguistic rules, a rampant use of this strategy among ESL learners might affect them adversely especially in academic discourse. This study looked into this strategy among the TESL practitioners from Universiti Malaysia Sabah. The findings obtained from their focus group discussions (FGD) identified four themes in the utilisation of topic fronting methods of overcoming it as well as the inculcation of suitable communication strategies. This study’s findings show that low utilisation of topic fronting should be able to allow the reformulation of the current communication strategy training.

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Al-Saggaf, Mohammad Ali, Norhafiza Azween Binti Sumali, and Mohammed Mohammed Ali Abdulkhaleq. "The Perception of MSU TESL Practicum Students Towards the Idea of Using English Songs with Written Lyrics in Teaching Vocabulary." Studies in Humanities and Education 2, no. 1 (June 30, 2021): 1–18. http://dx.doi.org/10.48185/she.v2i1.172.

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Despite the fact that English songs with written lyrics are already familiar in Malaysia, however only a few that recognizes the potential use of the material in teaching vocabulary especially among Malaysian English teachers. The researcher finds it necessary to understand the perception towards the idea of using English songs with written lyrics in teaching vocabulary especially in Malaysian context. This quantitative research aims to identify the MSU TESL practicum students’ perception towards the idea of using English songs with written lyrics in teaching vocabulary and to find out if there is any difference according to gender and program (DTESL/BTESL) in the practicum students’ perception. A total of 164 TESL practicum students are used as the sample in this research where an online questionnaire is distributed to collect data. The results reveal that the practicum students exhibit a positive perception towards the idea of using English songs with written lyrics in teaching vocabulary. No significant difference in perception is found regardless the gender and programs. The findings are hopefully to give significant to the English teachers and the English Language Teaching curriculum developer. Further recommendation is given for a better understanding of the perception.

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Po Lan Sham, Dr Diana. "The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era." English Literature and Language Review, no. 59 (September 15, 2019): 158–63. http://dx.doi.org/10.32861/ellr.59.158.163.

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In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

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Govindasamy, Manickavasagar, and Jariah Mohd. Jan. "EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES." Malaysian Journal of Languages and Linguistics (MJLL) 6, no. 1 (February 1, 2017): 26–48. http://dx.doi.org/10.24200/mjll.vol6iss1pp26-48.

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Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.

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Ariffin, Natasha, and Abu Bakar Razali. "Exploring TESL Trainee Teachers' Reflective Practice Experiences through the Use of Facebook Group Discussion." Universal Journal of Educational Research 8, no. 12B (December 2020): 8324–33. http://dx.doi.org/10.13189/ujer.2020.082637.

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Azar, Ali Sorayyaei, Norhisham Binti Mohamad, Rusyaizila Binti Ramli, and Chin Si How. "The Impact of HOT Skills on Enhancing Professional Communication Strategies among Malaysian TESL Students." Journal of Reviews on Global Economics 8 (December 11, 2019): 900–915. http://dx.doi.org/10.6000/1929-7092.2019.08.77.

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Bt Md Khir, Roselina Johari. "Multiple Modalities: Using Graphic Novel to Stage a Shakespearean Play in a TESL Classroom." Advanced Science, Engineering and Medicine 7, no. 7 (July 1, 2015): 620–23. http://dx.doi.org/10.1166/asem.2015.1744.

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Yunus, Melor Md, Harwati Hashim, Noriah Mohd Ishak, and Zamri Mahamod. "Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms." Procedia - Social and Behavioral Sciences 9 (2010): 722–28. http://dx.doi.org/10.1016/j.sbspro.2010.12.224.

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Kien Men, Loo, and Nooreen Noordin. "Senior Meets Junior Digital Natives: TESLians Integrating Technology in their Teaching Practice." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 150. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.150.

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The younger generations of students called Digital Natives learn via technology. The Malaysia Education Blueprint 2013-2025 has taken the initiatives to implement Information and Communication Technology (ICT) in learning in bid to cater to their learning styles. However, the implementation has not been smooth-sailing as most teachers have not been integrating ICT in their lessons seamlessly. Goldberg’s (1981) Big Five Model of Personality can explain various usage of ICT based on their respective trait but TESL (Teaching English as Second Language) undergraduates in the Malaysian context had not been studied before. The researcher purposively selected 72 TESL undergraduates from the Faculty of Educational Studies in a public university in Malaysia for the study using a questionnaire and semi-structured interview. The findings reported high levels of ICT integration and motivation in integrating it. Next, they scored the highest in Openness to experience towards ICT integration in L2 teaching while low in Neuroticism. There was also a statistically significant, moderate, positive relationship between their level of motivation, Agreeableness, Conscientiousness, Extraversion and Openness traits and their ICT integration in L2 teaching. These findings present vital implications for TESL program and course coordinators to facilitate their pre-service teachers to leverage ICT in their teaching practice.

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Al-Saggaf, Mohammad Ali, and Zur Ain Nabila Binti Rusli. "Investigating the Types of Motivation of TESL Students in A Higher Education Institute in Malaysia." TESOL and Technology Studies 1, no. 1 (January 5, 2021): 55–69. http://dx.doi.org/10.48185/tts.v1i1.105.

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The purpose of this study is to investigate the types of motivation of students from a Higher Education Institute, the School of Education and Social Sciences in learning English language. The research instrument was adapted from Gardner’s Attitude/Motivation Test Battery (AMTB). The questionnaire has 28 items 14 items from intrinsic motivation and 14 items from extrinsic motivation. Students from a Higher Education Institute, Shah Alam, Malaysia participated in answering the questionnaire. The findings reveal that, the participating students do have high level of intrinsic motivation and extrinsic motivation, but if to compare between these two types, intrinsic and extrinsic motivation, the Participating students’ intrinsic motivation are slightly higher than their level of extrinsic motivation. The researcher concludes that the participating students rely on intrinsic motivation rather than extrinsic motivation.

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Al-Saggaf, Mohammad Ali, and Zur Ain Nabila Binti Rusli. "Investigating the Types of Motivation of TESL Students in A Higher Education Institute in Malaysia." TESOL and Technology Studies 1, no. 1 (January 5, 2021): 55–69. http://dx.doi.org/10.48185/tts.v1i1.105.

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The purpose of this study is to investigate the types of motivation of students from a Higher Education Institute, the School of Education and Social Sciences in learning English language. The research instrument was adapted from Gardner’s Attitude/Motivation Test Battery (AMTB). The questionnaire has 28 items 14 items from intrinsic motivation and 14 items from extrinsic motivation. Students from a Higher Education Institute, Shah Alam, Malaysia participated in answering the questionnaire. The findings reveal that, the participating students do have high level of intrinsic motivation and extrinsic motivation, but if to compare between these two types, intrinsic and extrinsic motivation, the Participating students’ intrinsic motivation are slightly higher than their level of extrinsic motivation. The researcher concludes that the participating students rely on intrinsic motivation rather than extrinsic motivation.

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Rojalai, Aizuddin, and Harwati Hashim. "TESL Primary School Teachers’ Motivation in the Implementation of Remote Teaching during COVID-19 Pandemic." Creative Education 13, no. 02 (2022): 537–56. http://dx.doi.org/10.4236/ce.2022.132032.

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Journal articles on the topic 'TESL'

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