ESL learners

Literature is an essential tool for English as a Foreign Language (EFL) teaching that provides students with an opportunity to practice language skills. Literature further helps students to explore the various facets of language, such as grammar, vocabulary, spelling, intonation, stress, and pronunciation. This article applies Garner's Theory of Multiple Intelligences and Krashen's Filter Hypothesis to clarify how motivation and other attitudinal factors affect a learner's ability to learn English as a Second Language while proposing an alternative perspective for English language learning. The concepts discussed in this article, therefore, address the attitudinal factors that affect a learner's understanding of English by utilizing four elements: 1) motivation, 2) attitude, 3) anxiety, and 4) self-confidence as a way to demonstrate how, rather than through vocabulary overload, the literary experience in English as a Second Language teaching can be improved for students through pleasurable reading.

Task Based Language Teaching (TBLT) is indeed an approach where learning revolves around the accomplishment of meaningful tasks (Zakime, 2018). However, the aim of this paper is to review TBLT, an offshoot of Communicative Language Teaching (CLT), along with its implications for improving reading skill of students. In doing so, it discusses two notable features of TBLT: communicative language use, and 'learner-centered approach' to language teaching as opposed to more traditional 'teacher-dominated approaches'. Overall, it is a holistic approach. From theoretical perspective, psycholinguistic and sociolinguistic aspects TBLT are discussed briefly. The study found its primary framework from Willis' (1996) idea of TBLT that has been segmented into Pre-task, Task cycle, and Language focus. This framework is mainly delineated in terms of teaching reading skill. Finally, relevant findings of some studies on teaching reading based on TBLT are revealed.

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

Feelings of anxiety, apprehension and nervousness are common problems voiced out by second or foreign language learners in acquiring the speaking skills in a second or foreign language. Such feelings are said to have a potentially negative and debilitating effect on oral performance. This study aimed to examine the level of English language learning anxiety of undergraduate ESL learners, its causes and relationship with the learners' oral performance in English. This study employed both quantitative and qualitative approaches in data gathering. Data were collected via the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire (Horwitz, Horwitz & Cope, 1986), a structured interview, as well as class oral assessment tasks. Participants of the study comprised 70 undergraduate ESL learners of Universiti Putra Malaysia. Findings of the study revealed that the undergraduate ESL learners experienced a medium level of anxiety. English classroom anxiety, communication apprehension, fear of negative evaluation, and test anxiety, were identified as factors that significantly contributed to the language anxiety experienced by the learners. The findings suggest that anxiety is a learner variable that needs to be minimised so as to enhance optimal learning of a target language.

This paper reports on the use of language transfer as a type of communication strategy and language learning strategy drawing on a variety of oral interaction activities from a Malaysian classroom for English as a second language. The study provides insights into not only how the learners’ first language functions as a strategy for communication but also how it can enhance second language learning by way of
helping learners expand their second language repertoire and increase their automatization of second language items.

Collaborative writing involves group members engaging directly with one another to complete a task. The quality of learning from members is closely associated with the nature of the collaboration and the interactions that take place. This paper examines the dynamics of three groups of tertiary ESL learners as they collaborated on three expository essays. Data were collected from nine audio-recordings of group discussions and four semi-structured interviews. The three cases unveiled very different dynamics due to group connection, individual traits, level of engagement, and degree of control. Social, affective and cognitive processes affected the direction and the quality of collaboration. With an understanding of the group dynamics that ensues during collaboration, practitioners will be better prepared when incorporating collaboration in their writing class.

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students' interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students' performance, further research may explore instructors' practices in Malaysian higher intuitions.

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, an...

Code switching and code mixing is a widespread phenomenon in bilingual communities now days where speakers switch back and forth between their native language (L1) and their second language (L2). In Pakistan, English vocabulary is frequently mixed in Urdu, the National Language of Pakistan. The tendency of mixing of English words is not only limited to spoken discourse but are also seen in the written data as well. The policy of many public and private institutions demands to use only English language as a medium of teaching. This practice is more visible in the classrooms where English is taught as a Second Language. In this scenario, the policy makers ignore the fact that the learning abilities of L2 learners do vary. In fact they ignore the feelings and attitudes of L2 learners towards this second language. Teaching of English has been made compulsory but its effectiveness is a matter of question. The aim of this paper is to investigate the effects of code switching and code mixing on the native identities, attitudes, voices, feelings and understanding of the L2 learners in ESL classroom. It also examines how English language and culture posing a serious linguistic and cultural shock and threat upon natives. The methodology applied in this research is both qualitative and quantitative. The target populations are 100 students of different disciplines from University of Gujrat. They have been observed for 1 hours lecture daily for a week. The classroom discourse and questionnaires add a great deal to the data collection. All the data is analyzed by applying SPSS. The findings of this research reveal how the frequent practice of switching and mixing of English affecting the native identities of the learners. The findings are shown in graphs and tables.

Demographic changes that are occurring across the country have created a need to examine curriculum outcomes and teaching of diverse learners in urban school environments. Students in physical education programs in particular reflect these cultural and racial changes. Physical education is an appropriate subject for teachers to introduce culturally responsive pedagogy into the learning environment. The purpose of this study was to examine methods of instruction that African American and Caucasian American elementary physical education teachers use in urban schools. A second goal was to add to existing literature regarding the instruction of students from diverse backgrounds in physical education. In this qualitative study, I.M.P.A.C.T. survey instrument (Culp &Chepyator-Thomson, 2004) was used as a guide to gauge urban physical education teachers’ methods of instruction. The sample of teachers who participated in the study came from 52 elementary schools in a large southeastern urban city in the United States. Grounded theory served as the method that guided the examination of themes from the survey. Constant comparison analysis (Glaser & Strauss, 1967) was used to determine themes that emerged from the data. The major findings from the study include the following themes: (a) role modeling, (b) intrinsic and extrinsic satisfaction, (c) promotion of lifelong activities to students, (d) enthusiasm and (e) life experiences. Strategies for teaching centered on the adherence to rules and guidelines, teacher and student modeling and inclusion of students in activities. Teachers reported little multicultural training in their teacher preparation. Lesson and curriculum outcomes did not significantly represent exposure to multicultural concepts. Methods of communication teachers used related primarily to language, not non-verbal or verbal communication. Recommendations for improvement included 1) reconfiguring current multicultural training in schools 2)utilizing physical education teachers’ input in curriculum construction, 3) instituting more multicultural concepts and experiences in PETE programs and 4) creating a more inclusive academic atmosphere for students of racial, cultural and social backgrounds. Research of this nature can be tailored to specific school systems in order to evaluate existing programs and determine if they are worthy of reform.

Reading is a complex process that involves cognitive, physical, intellectual, cultural, and linguistic processes. Research shows that learners who read extensively tend to accomplish a high level of academic achievement. In Malaysia, the educational goal has shifted from simply forming literate citizens to nurturing a well-educated and intellectual society. Promoting efficient reading habits can be an effective approach to realizing this goal. This study, therefore, aims to examine reading habits and ascertain their correlation with reading achievement among final-year English as a Second Language (ESL) learners in selected Malaysian secondary schools. The study utilized a cross-sectional survey in which data were gathered from a sample of 351 ESL learners using questionnaires and written tests as data-gathering instruments. The analysis was conducted by means of descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed a significant relationship between ESL learners' reading habits and their reading achievement. Additionally, ESL learners' reading habits contribute significantly to their reading achievement. These findings highlight the significance of reading habits in determining ESL learners' reading achievement itself. However, this study is limited to reading habits and reading achievement among students in selected secondary schools. Thus, further research may replicate this study in the context of computer-assisted or blended learning.

This research attempted to study how using an advance organizer model can influence meaningful learning of new concepts for ESL learners in collaborative classrooms. The objectives were 1) to study the effects of using the advance organizer model, and 2) to study the student achievement after using the advance organizer model to compare to the 80 percent criterion. The study sample is purposively limited to 20 students in a class of the Introduction to Skills for Leadership and Management at Mahidol University International Demonstration School, Thailand. Post-test and observation forms were used as research tools. The data were analyzed by content analysis, mean and standard deviation. The findings revealed that 1) The effects occurred in both instructional and nurturant effects. The students engaged effectively in learning and acquiring information. Students discussed and exchanged information using existing knowledge and experiences to connect and explain the ideas to others. The instructional design also meets the steps of the advance organizer model. The teacher designed the tasks of learning follows the three phases of the advance organizer format. 2) The student achievement after using the model to meet the criteria of 80. This study reflects that the model can influence meaningful learning of new concepts and improve academic achievements for ESL learners in collaborative classrooms. However, few researchers have addressed the problem of collaborative learning in large courses. Hence, further study should focus on implementing the model with higher numbers of students to confirm its effectiveness.