Artykuły w czasopismach na temat „ESL”
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Rautionaho, Paula, Sandra C. Deshors i Lea Meriläinen. "Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes". ICAME Journal 42, nr 1 (1.03.2018): 41–78. http://dx.doi.org/10.1515/icame-2018-0004.
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AbstractThis study focuses on the progressive vs. non-progressive alternation to revisit the debate on the ENL-ESL-EFL continuum (i.e. whether native (ENL) and nonnative (ESL/EFL) Englishes are dichotomous types of English or form a gradient continuum). While progressive marking is traditionally studied independently of its unmarked counterpart, we examine (i) how the grammatical contexts of both constructions systematically affect speakers’ constructional choices in ENL (American, British), ESL (Indian, Nigerian and Singaporean) and EFL (Finnish, French and Polish learner Englishes) and (ii) what light speakers’ varying constructional choices bring to the continuum debate. Methodologically, we use a clustering technique to group together individual varieties of English (i.e. to identify similarities and differences between those varieties) based on linguistic contextual features such as AKTIONSART, ANIMACY, SEMANTIC DOMAIN (of aspect-bearing lexical verb), TENSE, MODALITY and VOICE to assess the validity of the ENL-ESL-EFL classification for our data. Then, we conduct a logistic regression analysis (based on lemmas observed in both progressive and non-progressive constructions) to explore how grammatical contexts influence speakers’ constructional choices differently across English types. While, overall, our cluster analysis supports the ENL-ESL-EFL classification as a useful theoretical framework to explore cross-variety variation, the regression shows that, when we start digging into the specific linguistic contexts of (non-)progressive constructions, this classification does not systematically transpire in the data in a uniform manner. Ultimately, by including more than one statistical technique into their exploration of the continuum, scholars could avoid potential methodological biases.
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Al-Seghayer, Khalid. "The Central Characteristics of Successful ESL/EFL Teachers". Journal of Language Teaching and Research 8, nr 5 (1.09.2017): 881. http://dx.doi.org/10.17507/jltr.0805.06.
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Achieving optimal success in teaching English as a second language (ESL) or English as a foreign language (EFL) requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this article is to orient the reader and succinctly identify the key variables that lead ESL/EFL teachers to distinctive success. It clearly delineates the characteristics of successful ESL/EFL teachers embedded within five central dimensions, along with their underlying structures. It also provides common taxonomies of successful EFL teachers’ attributes without burdening the reader with unnecessary detail concerning the many other validated attributes associated with ESL/EFL teachers’ salient attributions of success. To this end, this discussion contributes to a theoretical understanding of the development of successful ESL/EFL teachers and to improved knowledge of the key characteristics of successful ESL/EFL teachers.
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Görlach, Manfred. "Word-Formation and the ENL: ESL: EFL Distinction". English World-Wide 10, nr 2 (1.01.1989): 279–313. http://dx.doi.org/10.1075/eww.10.2.04gor.
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Widdowson, Henry G. `. "EIL, ESL, EFL: Global Issues and Local Interests". World Englishes 16, nr 1 (marzec 1997): 135–46. http://dx.doi.org/10.1111/1467-971x.00054.
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Sembodo, Thomas Joko Priyo. "Dampak dan Strategi Untuk Mengatasi Kecemasan Berbicara Dalam Pembelajaran Bahasa Inggris Sebagai Bahasa Ke-2 (ESL) dan Asing (EFL)". JLA (Jurnal Lingua Applicata) 1, nr 2 (31.03.2018): 123. http://dx.doi.org/10.22146/jla.35204.
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This paper aims at addressing the issue of speaking anxiety in ESL/EFL learning. This study of literature is believed to be significant as it can give insights into ESL/EFL anxiety and how it can be coped. In doing so, this paper starts with the description of the nature of language anxiety in ESL/EFL learning particularly speaking anxiety, its theoretical overview, causes of such an anxiety, and its effects on ESL/EFL learning. Furthermore, there is a review of studies on strategies used to cope with language and speaking anxiety in ESL/EFL learning or classrooms. These coping strategies can be classified into two categories, namely 1) self-employed strategies employed by anxious learners consisting of five strategies--in which two are inapplicable, and 2) employed by teachers, which consists of three strategies. Those strategies are able to help overcome the learner’s anxiety, leading to the more successful ESL/EFL learning. In addition, in ESL/EFL classrooms teachers play a key role in relieving anxiety experienced by their students. In conclusion, speaking anxiety can have debilitating impacts on learners experiencing it. However, this problem can be overcome with strategies employed by learners and their teachers.
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Ali, Aziza M., i Abu Bakar Razali. "A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners". English Language Teaching 12, nr 6 (13.05.2019): 94. http://dx.doi.org/10.5539/elt.v12n6p94.
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Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.
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Muarif, Muarif, i Dwi Indarti. "Syntactic Complexity of Online Opinion Articles Published in South East Asian Countries". Lingua Cultura 16, nr 1 (23.03.2022): 25–32. http://dx.doi.org/10.21512/lc.v16i1.7827.
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The research investigated the syntactic complexity of opinion articles published in online newspapers from English as a Second Language (ESL) and English as a Foreign Language (EFL) countries in South-East Asia (SEA). The aims of the research were, first, to analyze the types of Syntactic Complexity (SC) of opinion articles in online news media. The second was to seek the difference in syntactic complexity in online opinion articles between ESL and EFL countries. The third was to seek whether there was a significant difference in terms of types of syntactic measurements between ESL and EFL countries. To answer the questions, the research applied both quantitative and qualitative methods. Twelve opinion articles from online news media in SEA countries were derived from Malaysia and Singapore, which represented ESL countries, and Indonesia and Thailand, which represented EFL countries. The data were analyzed by using an L2 syntactic complexity analyzer. The Second Language Syntactic Complexity Analyzer (L2SCA) program displayed fourteen syntactic complexity measures divided into five types of measurements such as the length of production, sentence complexity, subordination, coordination, and particular structures. From comparing overall ESL and EFL countries and each of the opinion articles topics, the research results reveal that opinion articles of ESL countries show a higher score on the lengthof production, sentence complexity, subordination, and particular structures than EFL countries. Meanwhile, in coordination type, EFL countries display a higher number of a score than ESL ones. The research indicates there is no significant difference between ESL and EFL countries since the p-value of each type of syntactic complexity is higher than 0,05.
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Gries, Stefan Th, i Sandra C. Deshors. "EFL and/vs. ESL?" International Journal of Learner Corpus Research 1, nr 1 (23.03.2015): 130–59. http://dx.doi.org/10.1075/ijlcr.1.1.05gri.
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The study of learner language and that of indigenized varieties are growing areas of English-language corpus-linguistic research, which are shaped by two current trends: First, the recognition that more rigorous methodological approaches are urgently needed (with few exceptions, existing work is based on over-/under-use frequency counts that fail to unveil complex non-native linguistic patterns); second, the collective effort to bridge an existing “paradigm gap” (Sridhar & Sridhar 1986) between EFL and ESL research. This paper contributes to these developments by offering a multifactorial analysis of seventeen lexical verbs in the dative alternation in speech and writing of German/French learners and Hong Kong/India/Singapore English speakers. We exemplify the advantages of hierarchical mixed-effects modeling, which allows us to control for speaker and verb-specific effects, but also for the hierarchical structure of the corpus data. Second, we address the theoretical question of whether EFL and ESL represent discrete English varieties or a continuum.
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Zhang, Weimin. "Semantic Prosody and ESL/EFL Vocabulary Pedagogy". TESL Canada Journal 26, nr 2 (3.06.2009): 1. http://dx.doi.org/10.18806/tesl.v26i2.411.
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There is evidence that semantic prosody, a novel linguistic theme, should attract much attention in ESL/EFL (English as a second/foreign language) vocabulary learning and teaching. Research suggests that inappropriate word choice arising from ignorance of semantic prosody is common among ESL/EFL learners (Wei, 2006; Xiao & McEnery, 2006). This article introduces the notion of semantic prosody and provides an overview of studies of semantic prosody from five perspectives: monolinguistic, cross-linguistic, register, lexicographical, and interlinguistic. Based on this overview, the article suggests that semantic prosody be integrated into ESL/EFL vocabulary pedagogy. Finally, implications on integrating semantic prosody into ESL/EFL vocabulary pedagogy are discussed.
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Farhan, Mahmood Atiya. "Investigating the Contextual Meaning of Idioms of Animals in Some Selected English Colloquial Utterances". ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 58, nr 1 (15.03.2019): 85–96. http://dx.doi.org/10.36473/ujhss.v58i1.838.
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English is rich of idioms. Learning idioms is considered an integral part of vocabulary learning. Idioms of animals are very popular in everyday English and ESL and EFL learners should encounter them .The problem of this study is due to the fact that ESL and EFL learners may be unable to identify the intended meaning of idioms of animals since they are culture-bound and have colloquial sense. For example, “to beat a dead horse” has the abstract meaning talk about a topic other people think it is over whereas the contexual meaning is a failure or loser man. The current paper aims at identifying and figuring out the contextual meaning of idioms of animal. It is concluded:(1)ESL and EFL learners are unable to master these idioms because understanding their contextual meaning is difficult,(2) these idioms are culture-specific matter that needs further awareness of translators, ESL and EFL learners,(3)many ESL and EFL learners understand the literal meaning depending on dictionary meaning
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Cahyono, Bambang Yudi, Rika Irawati, Suci Nugrah Amalia i Luki Emiliya Hidayat. "Project-based Learning in EFL educational settings: A meta-analysis study in EFL/ESL writing". Journal of Writing Research 16, nr 1 (21.03.2024): 105–27. http://dx.doi.org/10.17239/jowr-2024.16.01.04.
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As project-based learning (PjBL) has become very popular in education over the past few years, this study conducted a comprehensive meta-analysis to synthesize the effectiveness of PjBL in EFL/ESL writing by examining 11 articles based on databases of Scopus and Google Scholar from 2013 to 2023. The result reveals that PjBL had a significant positive effect size in EFL/ESL writing. Moreover, the effect sizes of some moderating variables were analyzed, including educational levels, sample size, research design, intervention duration, and group size. It was found that the most important moderating variable that affects the effectiveness of PjBL in EFL/ESL writing is intervention duration. The significant overall effect of PjBL on ESL/EFL writing implies the need for educators to consider using PjBL in language teaching and learning. Meanwhile future researchers might consider applying other moderating variables such as research design, instructional strategies, and student characteristics, to identify the best practices for implementing PjBL in ESL/EFL writing.
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Ruthan, Mohammed Q. "Absence of English Phonemes from Arabic; The Impact on EFL and ESL learners’ Production of Loanwords". World Journal of English Language 12, nr 6 (12.07.2022): 105. http://dx.doi.org/10.5430/wjel.v12n6p105.
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The present study aims to address whether the absence of foreign English phonemes from the Arabic phonemic inventory have impacts of EFL and ESL learners’ pronunciation of English loanwords differently. The study adopts a comparative approach, seeking to examine whether the two groups of learners used the same or different phonemes for substituting or approximating the target phonemes. 28 English loanwords were utilized to test the productions of 15 learners at Salman Bin Abdul-Aziz University, Saudi Arabia (EFL) and 15 learners at the Center for English as a Second Language in Southern Illinois University, USA (ESL). Probing the impact of the learners’ L1, Arabic language, on the production of loanwords via numerous theories and frameworks such as transfer, approximation, and the Markedness Differential Hypothesis showed that these English loanwords underwent certain phonological modifications. Both EFL and ESL learners showed transfer from L1 to L2, native Arabic phonological processes, while only ESL learners showed a universal pattern, such as VOT approximation. That is, both EFL and ESL learners substituted /v, ɹ, tʃ/ with /f, r, ʃ/, but they differed in their production of /p/. While EFL learners substituted /p/ with /b/, ESL learners reflected approximated sound to /p/.
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Lai, Belinda, Kim Hua Tan, Mengyu He, Nur-Ehsan Mohd Said i Nazri Muslim. "The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review". Sustainability 14, nr 16 (18.08.2022): 10292. http://dx.doi.org/10.3390/su141610292.
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This scoping review identifies the roles of non-textual elements and how these roles have changed in sustaining the teaching and learning of English as an additional language (EAL) in the last five years. Much of the research regarding non-textual elements has shown that they have significantly contributed to learners’ motivation, active participation, and communication. However, a systematic synthesis of how these roles have changed over the last five years, in terms of the types of non-textual elements used as a result of the growing access to technologies, is lacking. Following Arksey and O’Malley’s framework, a scoping review of 50 studies from 2018 to 2022 was carried out, filtered from the ERIC, Scopus, and Google Scholar databases. The studies were compiled considering two characteristics: the roles and types of non-textual elements in enhancing English as a second language (ESL)/English as a foreign language (EFL) in classrooms. The results show that 29 out of the 50 studies used non-textual elements in complementary roles and 21 studies used them in supplementary roles to enhance the teaching and learning of ESL and EFL in recent years. Educators prefer to utilize non-textual elements in dominantly complementary roles rather than supplementary roles to create a sustainable EAL (ESL and EFL) learning environment. Non-textual elements help learners capture and recall information far longer than texts alone. A revised dual method using non-textual elements in a combination of both supplementary and complementary roles, and also utilizing both technologically driven and traditional approaches, is the way forward in sustaining effective EAL learning
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ZHIMING, BAO. "Social stigma and grammatical autonomy in nonnative varieties of English". Language in Society 32, nr 1 (24.12.2002): 23–46. http://dx.doi.org/10.1017/s0047404503321025.
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The spread of English has created a rich array of varieties, which are often grouped into a tripartite division: the ENL, ESL, and EFL of Quirk, or the inner-circle, outer-circle, and expanding-circle of Kachru. These varieties, especially ESL, differ among themselves in both form and function. It is often assumed in the literature that these varieties are autonomous systems of communication. This article challenges this assumption by showing that the innovative phonological features of one ESL variety, the vernacular English spoken in Singapore, cannot be analyzed without reference to native English. These change-in-progress features fall into two types: those that originate in phonemes, and those that originate in words. Social stigma associated with them poses a formidable barrier to their stabilization and diffusion, and consequently to their autonomization. Nonnative English is grammatically dependent on native English.
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Correa, Doris. "Exploring Academic Writing and Voice in ESL Writing." Íkala, Revista de Lenguaje y Cultura 14, nr 1 (30.10.2009): 103–32. http://dx.doi.org/10.17533/udea.ikala.2667.
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This literature review explores two basic questions: First, why have English as a Second Language (ESL)/English as a Foreign Language (EFL) academic writing courses not been able to significantly help ESL/EFL students meet the academic writing demands of their university courses? Second, how can ESL/EFL writing instructors better help these students succeed in their undergraduate courses? To respond to these questions, the author reviews how notions of academic writing, text, and voice have changed over time, and how these changes have influenced (ESL) and (EFL) writing approaches and methodologies. The author also presents some of the critiques that scholars have posed regarding each of these notions, approaches and methodologies, and draws some conclusions based on these critiques.
Received: 13-11-07 / Accepted: 08-12-08
How to reference this article:
Correa, D. (2009). Exploring Academic Writing and Voice in ESL Writing.Íkala. 14(1), pp.103-132.
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Lin, Jia. "Factors Related to EFL/ESL Learners’ Reading Strategy Use: A Literature Review". Chinese Journal of Applied Linguistics 42, nr 1 (26.03.2019): 92–112. http://dx.doi.org/10.1515/cjal-2019-0006.
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Abstract This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language (EFL/ESL). The author examines empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What factors relate to the college-level EFL/ESL learners’ use of reading strategies? (b) How do these factors relate to college-level EFL/ESL learners’ use of reading strategies? An initial review of the literature identifies four factors related to EFL/ESL learners’ reading strategy use: English proficiency, first language (L1) literacy experience, gender, and motivation. For reasons of space, this article only reports and discusses findings on the first two factors. (1) English proficiency: High-proficiency readers use more metacognitive, support, global, and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers. They also differ from low-proficiency readers in learning reading strategies. (2) L1 literacy experience: EFL/ESL readers’ L1 linguistic features and L1 reading experience shape their strategy use when they read English.
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Layali, Khaled, i Ahmed Al-Shlowiy. "STUDENTS� PERCEPTIONS OF E-LEARNING FOR ESL/EFL IN SAUDI UNIVERSITIES AT TIME OF CORONAVIRUS: A LITERATURE REVIEW". Indonesian EFL Journal 6, nr 2 (11.08.2020): 97. http://dx.doi.org/10.25134/ieflj.v6i2.3378.
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Coronavirus (COVID-19) was declared a world pandemic by the World Health Organization (WHO) on January 30, 2020. As a safety measure to protect people, most governments in the world, including Saudi Arabia, decided to close universities and workplaces. Prompted by this shut down, the researchers aimed to review the students� perceptions of e-learning for ESL/EFL in Saudi universities at this Coronavirus time. As such, this review reported on four primary studies that were found relevant to its focus during the period from January 2020 till April 2020 (Abu-Ayfah, 2020; Ahmad, 2020; Alshehri & Cumming, 2020; Hakami, 2020). As a historical perspective of the review�s focus, it also reported on other four primary studies dating back to 2018 and 2019 (Alshehri, Rutter & Smith, 2019; Mutambik, 2018; Oyaid & Alshaya, 2019; Sharma, 2019). The review�s objectives were to report: 1) students� perceptions of e-learning for ESL/EFL, 2) benefits of e-learning for ESL/EFL, and 3) drawbacks of e-learning for ESL/EFL in Saudi universities. Moreover, this review was compared to a conference paper from China (He, 2020) as it presented a strategy to continue college English learning and teaching at Coronavirus time. Results showed students� positive views, many benefits and limited drawbacks of e-learning for ESL/EFL in Saudi universities.Keywords: e-learning; ESL/EFL; students� perceptions; benefits and drawbacks; Saudi education.
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Din, Muhammad, i Mamuna Ghani. "Developing Lexical Competence Through Literature: A Study of Intermediate Students of Pakistan". International Journal of English Linguistics 8, nr 4 (22.03.2018): 164. http://dx.doi.org/10.5539/ijel.v8n4p164.
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This study brings to light the fact how much teaching English through literature renders any pay off in developing and honing the EFL/ESL learners’ lexical competence. This study strives to investigate the role of literature in developing the ESL/EFL learners’ lexical competence, find out the ESL/EFL learners’ attitude towards teaching lexical competence through literature, know the lexical competence level of the ESL learners, examine ESL/EFL learners’ vocabulary knowledge and get insight into the difference between the ESL/EFL learners’ receptive and productive knowledge of vocabulary. In the Pakistani context, literature seems to be inadequate language teaching tool at HSSC level. To achieve the set objectives, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of vocabulary was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher has also conducted “Vocabulary Level Test” and “Word Associate Test” as achievement tests. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop lexical competence when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.
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Ironsi, Chinaza. "Perceptions of English Language Students on the Relevance of ‘EFL’, ‘ESL’ and Other Such Terms in Contemporary Turkish Contexts". REiLA : Journal of Research and Innovation in Language 3, nr 2 (19.08.2021): 124–34. http://dx.doi.org/10.31849/reila.v3i2.6318.
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Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL. Several linguists have argued that these terms do not represent a wide range of language users under varying circumstances, given their various proficient language competence levels. In a bid to unveil the extent to which this presupposition applies to the use of ESL and EFL terms. A group of 36 participants from a school in North Cyprus was purposively chosen for this quantitative study. Four research questions were to be investigated. Questionnaires were used to collect vital data from the participants on their perceptions on terms like ESL and EFL. After analysis, results were collected, analysed and used to make cases for redefining the concepts of ESL and EFL terms, especially within the Turkish-Cypriot setting. A notable finding of this study was that the participants believed that terms like EFL ESL do not adequately define their language status. They further suggested that more appropriate terms should be used. The study suggested using English as an international and intranational language instead of the former terms, among other suggestions. This study adds to the corpus of research showing that while acronyms like EFL and ESL are relevant in English language education, more emphasis should focus on improving learner's four language skills which directly impacts their performance and production of the target language.
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Saaty, Ahdab. "The Rhetoric of Twitter in Terms of the Aristotelian Appeals (Logos, Ethos, and Pathos) in ESL/EFL Educational Settings". English Language Teaching 13, nr 5 (27.04.2020): 115. http://dx.doi.org/10.5539/elt.v13n5p115.
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The article argues that the Aristotelian appeals (logos, ethos, and pathos) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners’ rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter’s content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (logos, ethos, and pathos) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users’ constructions of logos, ethos, and pathos, and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.
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Fiani, Ani. "The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review". Linguistic, English Education and Art (LEEA) Journal 2, nr 1 (30.12.2018): 86–99. http://dx.doi.org/10.31539/leea.v2i1.442.
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Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia.
Keywords: Metacognition, Metacognitive awareness, Metacognitive instruction, Listening abilities
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Edwards, Alison, i Samantha Laporte. "Outer and expanding circle Englishes". English World-Wide 36, nr 2 (29.05.2015): 135–69. http://dx.doi.org/10.1075/eww.36.2.01edw.
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The classification of English as a native (ENL), second (ESL) and foreign (EFL) language is traditionally mapped onto Kachru’s (1985) Inner, Outer and Expanding circles, respectively. This paper addresses the divide upheld between these different varietal types. We explore the preposition into using comparable corpora for all three varietal types: the International Corpus of English (ICE) for Inner and Outer Circle varieties, and a comparable Corpus of Dutch English to represent the Expanding Circle. Our results show that the least institutionalised varieties (Hong Kong and Dutch English) are the most dissimilar to the ENL varieties, and the most institutionalised variety (Singapore English) is the most similar. We also compare our results for the Corpus of Dutch English to the Dutch component of the International Corpus of Learner English. While the latter patterns with other learner varieties, the Dutch English corpus patterns with ESL varieties, suggesting that “Expanding Circle” and “EFL” are not synonymous.
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Lin, Jia. "Factors Related to EFL/ESL Readers' Reading Strategy Use". International Journal of Translation, Interpretation, and Applied Linguistics 1, nr 1 (styczeń 2019): 31–42. http://dx.doi.org/10.4018/ijtial.2019010103.
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This Article systematically reviews the use of reading strategies among college-level English as a foreign/second language (EFL/ESL) learners and its relationship with two non-cognitive factors: gender and motivation. The author reviews empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What gender disparities exist in college-level EFL/ESL learners' use of reading strategies? (b) How do motivation factors relate to college-level EFL/ESL learners' use of reading strategies? Findings indicate that: (1) motivation factors, including achievement goals, interest in reading, and self-efficacy, positively relate to reading strategy use. (2) gender has an influence on strategy use and female readers show higher use of reading strategies. (3) Interaction effects among factors exist. EFL/ESL learners' strategy use is shaped by multiple factors jointly.
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Indarti, Dwi. "Lexical richness of newspaper editorials published in Southeast Asian countries". Studies in English Language and Education 7, nr 1 (2.03.2020): 55–69. http://dx.doi.org/10.24815/siele.v7i1.15032.
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This paper investigates the lexical richness of newspaper editorials written by the writers from ESL (English as a Second Language) and EFL (English as a Foreign Language) of Southeast Asian countries. Using editorial texts published on the same day in two major online newspapers from Malaysia and the Philippines as representative of ESL countries, and two major online newspapers published in Indonesia and Thailand that represent EFL countries, this paper compares the production of Type Token Ratio (TTR) as a measurement of the lexical richness. This study displays a profile of lexical richness gained by submitting the texts into a vocabulary profiler program namely Lexical Frequency Profile (LFP) proposed by Laufer and Nation (1995) to highlight the emergence of the high-frequency word list (K1 and K2 words) and low-frequency word list (AWL and Off-list words). In general, the results show that in all terms of word lists, ESL texts have more varied vocabulary than EFL texts as indicated by the TTR scores (ESL: 0.51; EFL: 0.49). Although the gap of the TTR scores between ESL and EFL texts is slightly insignificant, a bigger TTR score indicates a high lexical richness, while a smaller TTR score shows a low lexical richness. The higher score of TTR in ESL texts could be understood since English plays an important role in education, governance policy and popular culture in those countries (i.e. Malaysia and the Philippines), meanwhile, in Indonesia and Thailand, it plays a lesser role.
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Yuan, Yirong. "Analysis of Negative Sentence in English Teaching and Learning". Learning & Education 10, nr 5 (13.03.2022): 223. http://dx.doi.org/10.18282/l-e.v10i5.2749.
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A grammatical category—negative sentence was identified in the article; It explained why it is problmatic for my EFL/
ESL students, in terms of form, meaning and use and finally discussed its pedagogic implications in the EFL/ESL class.
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Chen, Dadi, Dineke E. H. Tigelaar i Nico Verloop. "The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide". Asian Education Studies 1, nr 2 (17.05.2016): 9. http://dx.doi.org/10.20849/aes.v1i2.48.
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Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.
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Ta, Na, i Abu Bakar Razali. "Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review". International Journal of Learning, Teaching and Educational Research 22, nr 8 (30.08.2023): 287–300. http://dx.doi.org/10.26803/ijlter.22.8.16.
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Reading is an essential learning tool for students to achieve academic and career success, and the ability to read also has a significant impact on students’ lifelong learning. In the field of ESL/EFL reading teaching, concept mapping has attracted considerable attention as a technique that can be used. To enable researchers and teachers to understand the research focus and application trends of concept mapping in the teaching of ESL/EFL reading, this article provides a literature review of 33 studies published in peer-reviewed journals from 2012 to 2022 on the use of concept mapping in teaching reading comprehension for learners in diverse ESL/EFL contexts. It was found that concept mapping was primarily used and studied among ESL/EFL students at the undergraduate level, serving as an advanced organizer in the pre-reading stage, an instructional medium in the while-reading stage, and a summarizing and evaluation tool in the after-reading stage. It was also found that the application of Kit-Build concept mapping, either in a technology-supported learning environment or with a source connection function, seems to have a promising impact on reading comprehension. Based on these findings, suggestions are provided to ESL/EFL teachers and researchers for better implementation and future research of concept mapping.
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Khatib, Mohammad, Saeed Rezaei i Ali Derakhshan. "Literature in EFL/ESL Classroom". English Language Teaching 4, nr 1 (28.02.2011): 201. http://dx.doi.org/10.5539/elt.v4n1p201.
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This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.
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Lokon, Elizabeth. "Reconsidering Basic ESL/EFL Terms". TESOL Journal 11, nr 2 (czerwiec 2002): 3–4. http://dx.doi.org/10.1002/j.1949-3533.2002.tb00076.x.
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Alghonaim, Ali S. "Explicit ESL/EFL Reading-writing Connection: An Issue to Explore in ESL/EFL Settings". Theory and Practice in Language Studies 8, nr 4 (1.04.2018): 385. http://dx.doi.org/10.17507/tpls.0804.04.
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This paper tries to explore the explicit relationship between reading and writing from ESL/EFL perspectives. The reading-writing connection has long been established in language literacy. Yet, this paper specifically focuses on the usefulness and effectiveness as well as the need for the explicit connection between the two language skills in ESL/EFL settings. It compares between Arabic rhetoric and English rhetoric as two opposite language systems. This paper tries to relate some issues in natural settings in Saudi Arabia in relation to the status of reading and writing in real classrooms and writing teachers’ strategies. Finally, the paper explores the composition teachers’ role and knowledge in making this explicit connection significant to ESL learners of writing. This paper cites some examples that the author experienced in reading and writing courses when he was an EFL student enrolled in English department.
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Hassan, Ahdi. "Editorial: Covid19 EFL/ESL/English Teaching Environment and Digital EFL/ESL/English Learning Methods". World Journal of English Language 12, nr 7 (21.10.2022): 01. http://dx.doi.org/10.5430/wjel.v12n7p01.
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As a corollary to this, new trends in the field of English language teaching/learning are likely to surface, develop, and find application in the academic settings. The current global pandemic of Covid19 has caused a massive shift in teaching paradigms with previous methodologies being turned upside down due to the mass migration of education to online medium. One area that has been greatly affected is the entire ESL industry, from schools in Asia to universities in Australia, the UK and the US. No form of English teaching school has been unaffected by this global catastrophe. As a result, new methodologies especially useful for the online teaching environment must be effectively made use of. Whereas online education was formerly looked down upon in some countries, it has now become the norm. Nevertheless there are many educators who are ill-equipped to deal with this change, some students are also demotivated due to the online system of education. This special issue will focus on the Covid19 and post-Covid19 EFL/ESL/English teaching environment and digital EFL/ESL/English learning methods with the aim of creating a ready-for-reference corpus, especially for teachers with little or no formal training in online EFL/ESL/English teaching.
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Suh, Young-Mee. "Strategy-Based Reading Instruction Utilizing the CALLA Model in an ESL/EFL Context". International Journal of Literacy, Culture, and Language Education 1 (5.03.2012): 199–212. http://dx.doi.org/10.14434/ijlcle.v1i0.26834.
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This paper describes four English reading instruction approaches which are primarily used in ESL/EFL reading classes: ExperienceTextRelationship, the Reciprocal Teaching Approach, Transactional Strategy Instruction, and the Cognitive Academic Language Learning Approach. Each reading approach is based on reading strategy instruction, and students are considered active learners in these paradigms. The CALLA model in particular puts emphasis on both language and content development while teaching strategies explicitly. Considering that the CALLA model is based on promotion of language and content at the same time, it can be a desirable instructional model in ESL/EFL reading classes. Targeting post-secondary school students whose English reading proficiency levels are in between intermediate and highintermediate, this paper illustrates each stage of the CALLA instructional model and provides a sample lesson plan. ESL/EFL teachers may utilize the demonstration or the lesson plan in a real teaching situation to help learners be successful ESL/EFL readers while increasing their content knowledge and language proficiency.
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Liu, Hongjian, Lilliati Ismail i Norhakimah Khaiessa Ahmad. "Genre-based Approaches and ESL/EFL Writing: A Review of the Literature". World Journal of English Language 14, nr 2 (22.12.2023): 25. http://dx.doi.org/10.5430/wjel.v14n2p25.
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This article presents a comprehensive systematic literature review of the associations between genre-based approaches (GBAs) and English as a second language (ESL) or English as a foreign language (EFL) writing. It provides an overview of GBAs and second language (L2) writing. The review further elaborates on the theoretical backgrounds of GBAs and ESL/EFL writing. The article then critically reviews 38 studies conducted on GBAs and ESL/EFL writing in the past 20 years (2003-2023). A methodological review was also performed to analyze the various research methods employed by previous researchers. Four major themes of research on GBAs and ESL/EFL writing were identified: research articles’ writing, thesis or dissertations writing, argumentative writing, and other types of professional writing. Additionally, three major methodological approaches were identified: qualitative, quantitative, and mixed methods. The article culminates by discussing the implications of the results of this review and recommends promising directions for future research.
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Hossain, Kazi Imran, Md Kawser Ahmed i Md Sabid Mahmud. "A Comprehensive Review on the Impact of Teacher Feedback in Language Development for ESL/EFL Learners". IUBAT Review 7, nr 1 (30.06.2024): 218–29. http://dx.doi.org/10.3329/iubatr.v7i1.74421.
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This comprehensive review investigates the multifaceted impact of teacher feedback on English as a Second/Foreign Language (ESL/EFL) learners' language development. The paper examines feedback modalities, including written, verbal, and technological approaches, and recommends a multimodal strategy to accommodate diverse learner preferences. The challenges in providing feedback, such as balancing corrective and affirming feedback and individualising responses in large classes, are discussed. Future recommendations include using technology to provide scalable and personalised feedback, encouraging learner agency through self-assessment, and prioritising cultural responsiveness. The integration of socio-emotional dimensions into feedback practices is highlighted, emphasising the importance of a comprehensive approach to ESL/EFL language development. Ongoing collaboration among teachers, students, and researchers is recognised as critical for shaping evidence-based practices and advancing inclusive and effective ESL/EFL teaching. This paper offers valuable insights for teachers, researchers, and policymakers looking to improve language development strategies in a variety of ESL/EFL contexts. IUBAT Review—A Multidisciplinary Academic Journal, 7(1): 218-229
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Sarkawi, Suhana, Shanina Sharatol Ahmad Shah, Fatiha Senom i Azmawaty Mohamad Nor. "TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY". Journal of Nusantara Studies (JONUS) 4, nr 2 (18.12.2019): 282–301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301.
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This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descriptive analysis and correlation tests using SPSS version 22. The results revealed that the degree of autonomy of the ESL teacher trainees in ELL is high with significant but weak relationship between their self-rating with ELL and their degree of autonomy. This study adds to the limited data on the learner autonomy of ESL teacher trainees which should be addressed in the Malaysian Education Blueprint. We recommend that future education policy gives more attention in developing teacher trainees’ learner autonomy in order to ensure the alignment between second language teacher training and the development of 21st century learner skills as stated in the Malaysian Education Blueprint.
Keywords: ESL trainee teachers, learner autonomy, Malaysian education blueprint, second language teacher education, 21st century learner skills
Cite as: Sarkawi, S., Sharatol Ahmad Shah, S., Senom, F., & Mohamad Nor, A. (2019). Teacher trainees’ journey to develop learner autonomy. Journal of Nusantara Studies, 4(2), 282-301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301
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Lee, Eun Jeong Esther. "Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback". Journal of International Students 6, nr 3 (1.07.2018): 798–816. http://dx.doi.org/10.32674/jis.v6i3.357.
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The author in this study examines how advanced-level adult English as a Second Language (ESL) students’ previous English as a Foreign Language (EFL) classroom experiences influence their perceptions of their teachers’ oral corrective feedback (CF). It uses in-depth qualitative data to characterize the participants’ prior English learning, and to determine how their experiences influence how they perceive CF in ESL classrooms. Understanding these patterns of perception will enhance ESL professionals’ abilities to create effective and culturally sensitive ESL classrooms.
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Rashid, Md Harun, A. S. M. Shamem i Wang Hui. "position of culture in English language teaching". Linguistics and Culture Review 6 (2.12.2021): 43–51. http://dx.doi.org/10.21744/lingcure.v6ns2.1908.
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This thesis investigates the overlapping relationship between the community and English-language teaching in a descriptive manner. It sets out the various points of view and interpretations of linguistic scholars on the contentious issue of incorporating Culture into ESL/EFL classrooms. Although some accept that in today's globalized world, we must open our ESL/EFL learners to other cultures as part of their ESL/EFL learning, others disagree and dispute the value of doing so. Some are more radical, seeing it as linguistic hegemony that can be avoided. Including several observational findings, the present thesis also addresses the perspectives and views of scholars on the convergence of language teaching and community.
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Pereira, Nielsen. "Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale". Gifted Child Quarterly 65, nr 2 (27.01.2021): 153–66. http://dx.doi.org/10.1177/0016986220985942.
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The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.
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Thanh Tuyen, Kim, Shuki Bin Osman, Thai Cong Dan i Nor Shafrin Binti Ahmad. "Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach". Higher Education Studies 6, nr 2 (8.03.2016): 19. http://dx.doi.org/10.5539/hes.v6n2p19.
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<p>Research Paper Writing (RPW) plays a key role in completingall research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary todevelop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention of curriculum developers so far. Therefore, this studyaims to determine the core components of (RPW) program perceived as essential for EFL/ESL undergraduate studentsusing Process Genre Approach (PGA) to develop a program of RPW. The Delphi Technique (DT) was used to validate those components through the interviews of experts including two boards of ten experienced and qualified lecturers of TESOL and curriculum studies in Can Tho University (CTU) in Vietnam and UniversitiSains Malaysia (USM). The results revealed that the corecomponents of RPW programfor EFL/ESL undergraduate students were determined and confirmed. This paper is therefore believed to make a great contribution to practical applications for RPW program developers, lecturers, undergraduate and postgraduate students in EFL/ESL contexts.</p>
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Al-Wadi, Hasan M. "The Potential of Using Content-Learning Tasks in Promoting Literacy Skills for EFL/ESL Bahraini Learners". Journal of Language Teaching and Research 14, nr 2 (2.03.2023): 425–35. http://dx.doi.org/10.17507/jltr.1402.19.
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This study responds to the international widespread application of content-based instruction in foreign/second language teaching as well as the recent calls in Bahrain to promote literacy skills within the learning of English as a foreign/second language (EFL/ESL). The study achieves this through exploring the effectiveness of using designed content-based tasks in developing 97 Bahraini students’ literacy skills while learning EFL/ESL within a design-based research project as an initiative to support their school’s attempt to improve the general performance in learning English and respond to the quality assurance standards required in this regard. The main findings indicate the efficiency of the designed content tasks in developing the students’ literacy skills while learning EFL/ESL on different levels; development of cognitive and learning habits, language proficiency improvement and reinforcement of self-confidence as foreign/second language users. The study discusses these outcomes with their implications for the language learning as well as for possible future language policy in EFL/ESL instruction in Bahrain.
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Abbasian, Gholam-Reza, i Atiyeh Zeinalian Bafandeh. "Development of Responsive Writing Ability: the Chance Virtual Instruction Creates". JOURNAL OF SOCIAL SCIENCE RESEARCH 5, nr 3 (20.11.2014): 881–89. http://dx.doi.org/10.24297/jssr.v5i3.3420.
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The ability to write and respond in a formal manner is an important skill in different areas. It has been seen that learners have problem with how to write and/or to respond in a formal manner. Being a quasi-experimental study, this study investigated the opportunities virtual instruction creates for the development and assessment of English responsive writing ability. The underlying premise was that virtual instruction, i.e., e-learning, can assist foreign language learners in the development of their general responsive writing ability. However, the role of instructional setting could not be so easily overlooked. So, the purpose of the present study was to recognize if there is any difference between EFL and ESL learners general responsive writing ability. In order to meet the objectives, 60 learners, divided into ESL and EFL groups, participated in this study. The ESL group consisted of 20 participants and 40 EFL learners were divided into two groups; one as the experimental group which received virtual instruction, while the other as the control group received class-based instruction. The study employed a process of exchanging emails in order to trace responsive writing ability development. Findings indicate that virtual instruction as far as the responsive writing ability was concerned, has an effective role in enhancing the learners written responses. Furthermore, these findings also show that the learners of the two EFL and ESL experimental groups significantly outperformed the EFL Control group, though the EFL experimental group outperformed both ESL and control groups. The findings also indicate that the EFL learners development depends on the researchers responsive written feedback.
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Xie, Jianping. "Challenges and opportunities for the pluricentric approach in ESL/EFL teaching". English Today 30, nr 2 (8.05.2014): 43–50. http://dx.doi.org/10.1017/s0266078414000121.
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World Englishes (henceforth WEs) theory recognizes that English today is an international language that comprises ‘a unique cultural pluralism, and a linguistic heterogeneity and diversity’ (Kachru, 1985: 14). That is, WEs theory recognizes and appreciates an emerging group of English varieties worldwide (such as Australian English, Indian English, Singaporean English, etc.), seeing each as being of equal validity and legitimacy. This appreciation of the pluricentricity of English has aroused particular interest in the field of ESL/EFL teaching (e.g., Kachru, 1992; Jenkins, 2006; Kirkpatrick, 2008). It is well known that ESL/EFL teaching has long been dominated by the Inner Circle model (Kachru, 1985), also known as the native speaker (NS) model. The Inner Circle model of English teaching focuses on so-called ‘Standard English’ education and aims to develop ‘native-like proficiency’ among ESL/EFL learners. Such a monocentric approach posits the superiority of Anglo-American norms and cultures at the expense of other English varieties and cultures. However, criticisms of such an ‘exonormative native speaker model’ (Kirkpatrick, 2008: 184) have been frequently raised in the past decade, and a growing number of researchers (e.g., Kachru, 1986, 1992; Canagarajah, 1999; Jenkins, 2000, 2006; Seidlhofer, 2001; McKay, 2002; Kirkpatrick, 2006, 2008) have called for a paradigm shift to replace the monocentric Inner Circle model in ESL/EFL teaching. New models have also been proposed; for instance, Phillipson (1992a) argued for models in various specific English varieties that maintain international intelligibility; Kramsch (1998) proposed an intercultural speaker model, and Kirkpatrick (2008) advocated a lingua franca approach to replace the NS model; finally, Jenkins (2006) put forward the pluricentric approach to replace the monocentric approach in English teaching. Though different in some respects, these proposed new models all share the same aims for ESL/EFL teaching, that is, to promote pluralism in different cultures and English varieties, to raise ESL/EFL learners' awareness of the various English varieties, and to enhance ESL/EFL learners' confidence in their own English varieties. In this study, the term pluricentric approach is adopted because this term vividly catches the essence of the pluricentricity of English today.
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Salmani-Nodoushan, Mohammad Ali. "Morphological Make-up as the Predictor of English Word Accent". TESL Canada Journal 26, nr 2 (3.06.2009): 13. http://dx.doi.org/10.18806/tesl.v26i2.412.
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For years, phoneticians have tried to simplify pronunciation for EFL/ESL learners. Some have identified four degrees of primary, secondary, tertiary, and weak stress, and others only three degrees: primary, secondary, and weak. Still others have concentrated on two stress levels: accented versus unaccented, or stressed versus unstressed (Bowen, 1975; Stageberg, 1964; Chomsky & Halle, 1968). None, however, has followed an orthography-based approach to English accent. Because orthography is the most static way of representing words in English, spelling- or orthography-based rules of accent/stress placement may come as a relief to ESL/EFL learners. In this article I present four spelling-based rules for stress placement to help EFL/ESL learners master pronunciation.
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Baker, Amanda, i John Murphy. "Knowledge Base of Pronunciation Teaching: Staking Out the Territory". TESL Canada Journal 28, nr 2 (21.06.2011): 29. http://dx.doi.org/10.18806/tesl.v28i2.1071.
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Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers’ knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review’s dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area.
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Almutairi, Mohammad. "Towards Critique: The Place of Culture in English Language Teaching". International Journal of Applied Linguistics and English Literature 10, nr 2 (31.03.2021): 28. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.28.
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This study explores in a descriptive way the overlapping relation between culture and English-language teaching. It lays out the different points of view and interpretations of linguistic researchers about the hot debate of the importance of introducing culture into ESL/EFL classrooms. While some believe that the current age of globalization needs us to expose our ESL/EFL learners to foreign cultures in their ESL/EFL learning, others disagree and deny the importance of doing so. Some go more radical and consider it as linguistic imperialism that should be excluded. The current study also discusses the opinions and views of researchers on the integration of language teaching and culture with some empirical studies.
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Reynolds, Barry Lee, Jin-Jy Shieh, Chen Ding i Xuan Van Ha. "Sustained Content Language Teaching: Insights from an ESL and EFL course". International Journal of English Studies 22, nr 2 (23.12.2022): 129–54. http://dx.doi.org/10.6018/ijes.507161.
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Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.
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Johnston, Bill. "The Expatriate Teacher as Postmodern Paladin". Research in the Teaching of English 34, nr 2 (1.11.1999): 255–80. http://dx.doi.org/10.58680/rte19991690.
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Argues that the marginality of English as a second or foreign language (ESL/EFL) expatriate teachers exemplifies the postmodern condition affecting society at the end of the millennium. Uses the image of the paladin and its juxtaposition with the conceptual framework of postmodernity to generate new ways of thinking about issues in ESL/EFL teaching.
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Sabboor Hussain, Muhammad, Abdus Salam i Aisha Farid. "Students' Motivation in English Language Learning (ELL): An Exploratory Study of Motivation-al Factors for EFL and ESL Adult Learners". International Journal of Applied Linguistics and English Literature 9, nr 4 (31.07.2020): 15. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.15.
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This study analyzed adult learners’ motivation in learning English from two diametrically different paradigms viz., the EFL (English as a Foreign Language) from Saudi Arabia and the ESL (English as a Second Language) from Pakistan. The quantitative tool of the 20-items questionnaire administered at 100 EFL learners and 100 ESL learners helped find out the factors impacting the adult learners’ intrinsic and extrinsic motivation resulting in their being amotivated, unmotivated, and highly motivated English language learners. The major findings are that the learners in both the EFL and the ESL contexts were found intrinsically motivated to learn the English language. However, the Saudi EFL students, unlike ESL learners, lacked extrinsic motivation due to i) lack of an environment conducive for English language learning and ii) social disapproval of the English language learning. The extrinsic factors lacking for ESL learners in Pakistan are the provision of highly motivated and trained teachers, well-equipped classrooms, financial rewards, and a conducive learning environment in the institutions. Based on the findings, the study recommends that teachers must be trained to involve the intrinsically motivated students in challenging and encouraging activities. The teachers engaged in teaching to Saudi EFL learners need to exert more to create an excellent learning environment in their class to motivate and encourage their students towards learning of the English language, and to waive off the negative impact of social disapproval of the language outside the classroom.
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Ghafar, Zanyar Nathir, i Putri Amalia Zubaedah. "The Impact of Short Stories for English as A Second Language and Foreign Language Students: A Literature Review". Journal of Social Science (JoSS) 2, nr 7 (25.06.2023): 595–604. http://dx.doi.org/10.57185/joss.v2i7.84.
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Background: The importance of reading and comprehending short stories has been focused by many experts, particularly those who work in English as a second or foreign language (ESL) and (EFL). There has been a significant amount of investigation on how effectively employing brief narratives might aid ESL students' instruction. Aim: Many educators and researchers have been looking into more efficient approaches to assisting pupils in realizing their full academic potential as qualified readers. They support the idea that it would be beneficial to add literary works into language education, and they believe this would be beneficial. Suppose students of English as a second language (ESL) are taught literature in general and short stories in particular, effectively by ESL instructors. In that case, ESL and EFL students may get various benefits. Short tales, in particular, may be very beneficial. Method: Several databases have been utilized to search current research. Seventeen relevant papers were selected for evaluation on this topic. They were investigated extensively, and the results were conveyed normatively. Findings: This review paper summarizes the publications' most significant results and explains that short stories may be convincing to enhance vocabulary, self-motivated, and professionalism; this study's goal was to understand better how reading brief stories by students affected their comprehension processes. At the same time, they are correctly chosen and taught. The recommendation is obtained from the review, summarizing the most significant to applying ESL and EFL classes.
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Yarquah, Frederick Cecil. "Examining the Learning Engagement of ESL Learners with Native ESL Teaching Instructions, Focusing on Behavioral, Affective, and Cognitive Aspects". International Journal of Education (IJE) 12, nr 2 (28.06.2024): 21–36. http://dx.doi.org/10.5121/ije.2024.12203.
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Student engagement is vital in ESL education, with various pedagogical approaches emphasizing its importance. This research reviews literature on learner engagement in ESL and EFL classrooms, while also collecting data on students' attitudes towards native and non-native ESL teachers. The study aims to examine three types of teaching-learning engagements and explore learners' responses to instructions from native ESL teachers. A purposive sampling method was employed, selecting 41 participants consisting of 24 first-year and 17 second-year students. A survey research design utilizing a nonexperimental approach was used, employing a Likert scale and polling instrument. The study found that students had positive responses to instructions from native ESL teachers in Central Asia. This suggests that the presence of these teachers has had a significant impact and efforts should be made to recruit more. These findings could improve ESL teaching approaches and methodologies.