ESL

The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers’ responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers’ practices and professional development as well as the place of international students in the school community. 

One of the most common challenges faced by English as Second language (ESL)and English as Foreign Language (EFL) writers in higher education is in composition writing. The researchers observed that students from different language backgrounds used different writing strategies when composing in L2, such as using L1 in order to produce a text in L2. This study investigated to what extent Language Switching (L-S) occurs, and the effect of its occurrence at various cognitive stages among local (ESL) and international (EFL) students. The study adapted the Cognitive Process Model by Flower and Hayes (1981) which introduces the cognitive processes involved while writing a composition. Four subjects were selected based on their rich verbalization to concurrently perform a think aloud protocol (TAP) as they wrote an argumentative essay in English, and to record their cognitive processes as to make explicit what is implicitly present in their mind. The data was transcribed, translated, coded ...

This paper evaluates the Language Policy and Planning's (LPP) Methodological Rich Points (MRP) in the geographic, ethnic and linguistic composition of Afghanistan. The theoretical construct is taken from the work of Nancy H. Hornberger on MRP in LPP. The paper explores a range of primary and secondary sources, and finds that the presence of inequality, marginalization and oppression in intra-ethnic and intralanguage group relations, sharing of resources and power account for neglect of the MRP in Afghan LPP. The geographic details in conjunction with explanation of historical process of migrations and conquests explains that most of the minority language speakers are concentrated in the difficult to reach areas of Afghanistan for their safety. Further, the limiting factors of Afghan geography explains the preservation of minority languages from the effects of majority languages. The study concludes with the proposal that it would be helpful to avoid the pitfalls of the current L...

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.

A five day scaffolded lesson plan to cater to the specific needs of English language learners (ELL students).  The lesson plan developed helps build academic English, and strengthen reading comprehension while establishing a collaborative learning environment.

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success

This article contains the procedures and findings of a case study research done in a language center in Medellin, Colombia whose purpose was to facilitate a fun and meaningful EFL class through the use of a set of tasks with English songs and karaoke activities as a way to encourage and motivate participants in the learning process. Participants involved in this study provided useful data through their participation using Rock songs chosen based on their own interests and personal likes. As a result of this study, listening for specific information skills were improved by the participants, along with their pronunciation and the acquisition of new vocabulary. Participants also developed a lot of interaction and cooperative work with their unknown mates throughout the whole study. In addition, participants showed significant progress reinforcing their grammatical structures, seeing these activities as a fun and interactive way to learn English for the integration of language competences.

This paper presents a part of a study on the teaching of narrative writing by incorporating Digital Storytelling. Writing skill is an essential component in mastering English because it incorporates all elements in English. By integrating technology in the learning process, students would be able to improve their writing skill. In Malaysia, students' performance in examination has declined in recent years since the marks are based mostly on students' writing. This research aims to know the impact of Digital Storytelling towards Malaysian secondary school students by investigating its impact on content, grammar, vocabulary and overall performance. It also explores students' perception of Digital Storytelling. This quasi-experimental study involved 52 Form four students from a fully-residential school in Melaka who were chosen using convenient sampling as part of the controlled and experimental groups. Data were collected from pre-tests, post-tests and a semi-structured interview. The quantitative data were analyzed using mean analysis, Wilcoxon Signed Tank Test and Independent t-Test while qualitative data were analyzed using thematic analysis. Findings show that there is a significant difference in the score before and after the intervention but there is no significant difference between the score of the experimental group and the controlled group. Participants stated that DS motivates them to write and improves their writing. It is hoped that this study would provide an alternative to teaching narrative writing and adds to the current pool of literature. It is suggested for future researchers to conduct purposive sampling which could yield different results.

Vocabulary learning strategies (VLSs) plays a key role in vocabulary learning. For ESL or EFL learners, lack of vocabulary knowledge may have an effect on the skills of reading, writing, listening and speaking in the target language. VLS helps facilitate learners’ vocabulary learning process and helps them to become more self-directed in vocabulary learning. A number of research studies on learners’ VLS use keep increasing every year where various factors affecting learners’ VLS use are taken into consideration. This paper focuses on synthesizing previous VLS research works, in which the different factors affecting learners’ VLS use had been analyzed. 45 research works carried out in Thailand and in other countries during the last two decades or more were selected and synthesized. The findings of this paper draw together the results from previous studies and discuss 3 main factors affecting learners’ VLS use. The implications for VLS teaching and learning in the context of English a...

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

The realization of speech anxiety among ESL/EFL learners is important. Once understood, these feelings of fear or
nervousness may be relieved and the desired objectives of learning the target language may be achieved. The study has
attempted to measure the level of anxiety among ESL/EFL learners at HITEC University, Taxila, Pakistan. The current
research has arrived at the conclusion that the target population is highly anxious in situation where they are required to
speak English. The findings show that sources such as pedagogical, psychological, socio-economic, linguistic and
cultural generate anxiety among the EFL learners. The study has suggested variety of strategies to treat anxiety in the
academic context. It was found that communicative approach in classroom may be helpful in minimizing the negative
impact of anxiety among language learners.

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.

This paper evaluates the Language Policy and Planning's (LPP) Methodological Rich Points (MRP) in the geographic, ethnic and linguistic composition of Afghanistan. The theoretical construct is taken from the work of Nancy H. Hornberger on MRP in LPP. The paper explores a range of primary and secondary sources, and finds that the presence of inequality, marginalization and oppression in intra-ethnic and intra-language group relations, sharing of resources and power account for neglect of the MRP in Afghan LPP. The geographic details in conjunction with explanation of historical process of migrations and conquests explains that most of the minority language speakers are concentrated in the difficult to reach areas of Afghanistan for their safety. Further, the limiting factors of Afghan geography explains the preservation of minority languages from the effects of majority languages. The study concludes with the proposal that it would be helpful to avoid the pitfalls of the current LPP in future by giving due attention to MRP.

This research article aims to survey the different methods and approaches employed in teaching English literature to the adult/college students. The present paper investigates that which methods and approaches are potential for enhancing students’ English literature learning in the classroom. This study contributes to the field of curriculum and pedagogy for reliable learning from the evaluation approaches in the classroom learning. This article tries to explore the techniques in literature classroom. Literature is a content based compulsory subject, such as poetry, prose, drama, etc. This paper reviews several tried and true innovative and exciting ideas for teaching literature in the world language classroom.

This article examines some key outcomes of researches on the human brain related to language learning in particular; and, then it highlights the role using literary texts can play, while employed as stimuli, for achieving success in the field of EFL. To narrow down further, the aim of this paper is to propose: by implementing literature-based course materials in different teaching methods like Communicative Language Teaching (CLT), Task-based language teaching (TBLT)and Cooperative learning (CL), EFL teachers can actually help their learners to learn the language more effectively, as it is more compatible with their brain functions.

Traditional teaching and learning process referring to chalk-and-talk has become outdated in lessons. Teachers and learners are exposed to various task-based process to encourage a better participation among learners throughout the lesson. One of the most common and preferred teaching strategies is the use of language games to aid the teaching of various skills. The growth of digital learning tools and web applications being used in lessons taking the use of language games to a modern and advanced platform for learners to engage in lessons. The use of interesting and suitable materials along with the various approaches when conducting language games during lessons helps to cater to learners' needs and interests on the subject-matter especially in learning grammar in context. Many researches have used various language games to show its effects on learners ' knowledge, competency and motivation in learning a language, focusing on different targeted language areas and skills such as grammar. Therefore, this paper, based on reviews of past literature, will explore the use of language games in teaching and learning grammar, with reference to second language (ESL) learners. The findings indicate the beneficial usage of language games to teaching and learning of grammar in for ESL learners. This study is useful to prove the importance of language games as a teaching strategy to help enhance learners ' English grammar acquisition.

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. "English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools" (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna'yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O'Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

English is de facto global and primary lingua franca. English is proven to be a prolific communication tool and a language of choice used by speakers of diverse native languages across the globe to communicate. In Malaysia, English is taught and learned as a second language due to its importance and status in Malaysian society. However, the worrying state of English language literacy in rural settings, particularly in Malaysia, needs to be addressed to bridge the existing gap on language literacy between urban and rural dwellers, especially among young ESL learners. Reading impediment among young learners has been known to be due to a lack of knowledge in phonological awareness-syllable awareness, onset-rime awareness and phonemic awareness. This study employs a quasi-experimental study to investigate this phenomenon. It evaluates the effects of multisensory learning approach (P.A. Multiscape Application and low-technology modalities) on phonological awareness in a primary school in Maludam, Sarawak with 30 treatment and 30 comparison samples. Results revealed that students in the treatment group made significant gains in syllable awareness (d = 2.74), onset-rime awareness (d= 2.20), and phonemic awareness (d= 2.56). Results suggested that the use of the multisensory learning approach was promising and effective in enhancing phonological awareness among young ESL children.

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

Modern hermeneutics is not merely a contemporary theory that incorporates only understanding and comprehending pieces of texts rather it's an extended family of questions about understanding and interrelating multiple parameters to enhance our language acquisition skills. Leading to this approach, the concept of private speech can also be in tuned so that the learners can achieve self guidance & self motivation to come up with effective communication skills. This paper tries to show a positive correlation between learner's private speech and self task of using their language acquisition skills to enrich their innate abilities for an effective communication in the present scenario. This paper also takes into account all the four language acquisition skills i.e. Listening, Speaking, Reading & Writing and their hand-in-hand relation with the private speech-a cognitive tool to enhance communication of the learners. LSRW are the main skills of language inputs in English as Second Language (ESL) learning situations in India. It is felt that students' thinking, reasoning, speaking, reading and writing abilities have been degraded in the present enriched realm of technology and conscious studies. What can be tapped in them to arouse their skills and reinforce them to be better listeners, speakers, readers and writers? Hence this paper is an initiative to help learners at secondary level in improving their language acquisition skills. This study will fuse together with conscious studies in learning English as Second Language in Indian Classrooms.

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students' preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students' learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb's Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton's Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students' preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students' productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

This study investigates students‘ perceptions of learning English as a Second Language (ESL). Specifically, it aims to obtain students‘ views of what they consider as their areas of weakness among the four communication skills of reading, writing, speaking and listening. It also seeks to understand their perceptions concerning the quality of the instructional material they use in the ESL class and the method of teaching they experience during the teaching/learning sessions. The findings reveal the existence of potential areas of weakness, some of which the learners are consciously aware of and others which they are unaware of—but which require appropriate solution in order to
facilitate effective learning. In addition to the identification of the learners‘ areas of weakness, the study attempts to highlight possible causes of the problems and provides suggestions for further studies in order to tackle the predicament.

The aim of this review was to evaluate certain methodological issues related to the measurement of cultural dimensions and their effects with special reference to educational contexts. Using Google Scholar with the exact topics as search terms, 50 research reports were obtained. The results obtained from the critical analysis of the methodologies used in these reports are discussed in this review. Most studies were on power distance and individualism/collectivism dimensions of culture. A large number of conceptual frameworks and as many as 121 measurement instruments have been proposed by different workers. Research approach in any particular study is determined by the framework and the instrument chosen or self-developed instruments. Surveys and interviews are more commonly used. Not estimating internal consistency or reliability tests in some works makes it difficult to judge the validity of the method of data analysis. Generally the sample size is in the range of 200-500 participants in surveys. Small sample sizes used in a few works may affect the validity and applicability of their findings. It is concluded that large groups of scientists doing a common research programme across several countries is better than individual researches. Meta-analyses are also superior to individual researches. Such methods ensure validity and replicability of the findings. Although none of the research used scenario analysis, it is also a promising method.

Service - Learning is an important part of classroom curriculum in many developed countries. It is a teaching and learning approach that connects the curriculum with identified community issues and needs. Service-Learning engages students in projects that serve the community and build their social and academic capacities. This paper discusses the concepts of Service-Learning and how it enhances the social and academic learning of the students. By participating in curriculum-driven community service projects, students are exposed to new concepts of learning and develop a stronger sense of social responsibility and civic awareness, in addition to better academic performance.

This study is conducted to find teachers` and learners` perceptions towards Mobile Mediated Technology (MML) at the graduate level in District Rahimyar Khan of Pakistan. This era is the era of technology. Developed countries are enjoying the benefits of technology not only in the field of education but almost in every walk of life. Mobile mediated technology was also tested by the linguists by conducting different types of researches and they found it useful in the field of education. MMT is also found useful in teaching the English language. In this paper, the data was collected from teachers and students of graduation level. Consisting of questions about MMT. Such as MMT a pleasant addition in the field of English language teaching and learning or not. Teachers and students were freely allowed to express their perception of MMT in the ESL classroom. In the end, it is concluded that their viewpoint towards MML in the ESL classroom is positive for teaching and learning purposes.

As teachers know their students' needs better than the syllabus designers or material developers, they are able to use tailor-made materials to develop the language proficiency of their students. In order to make their teaching effective and to generate the desired output in the form of learner's language proficiency, creative and higher order thinking can help the language teachers to adapt materials according to their suitability in the classroom. Thus, teachers may make use of any advertisements (print or visual), film songs, scenes from popular films, cartoons and jokes shared on social media for creating activities that ensure language learning. Such 'materials' need not be in English. In the multilingual context of India, it is important to make use of the capabilities the learners have in their mother tongue to enable and enhance their English skills. Therefore, if the activities are designed in English, even if the materials are in the first language of the learners, a creative teacher can develop the learners' skills in the target language. In this paper, I would like to argue that using such materials can actually help the learners to develop their critical thinking as well. It will encourage the learners to bring in similar materials to the language classrooms which leads to an active language learning environment where learner-chosen materials are no longer a myth but an operating reality.

An analysis, verification, and proposed solutions to troublesome areas in writing for English language learners (ELL students).  There are a total of 30 exercises, with accompanying resources, to aid in teaching ELL students how to effectively build a foundation of writing skills by scaffolded methods, differentiated teaching methods, and individualized intervention plans.

The use of grammar teaching in the field of second language acquisition has been well studied, but there exists a gap in the literature as regards students' perceptions on this important topic. This study was conducted on a group of 16 students from seven Asian countries who were enrolled in a credit ESL course at a Canadian university. The students