Teaching English As A Foreign Language

Symbolism through coloring is commonly used in various social communications because color is significant for representing ideas, feelings, emotions, beliefs, and spirituality. Color gives character to objects and aboutness, including the color of lipstick on someone's lips. This descriptive-qualitative study using in-depth interviews explored how female students at the Al-Azhar University of Indonesia (UAI) represented certain meanings through their choice of lipstick colors. This study was conducted objectively and avoided gender bias. The research found that even though they semiotically did not know the associative or connotative meaning of certain colors, the informants admitted to using lipstick for various reasons, namely, for the face to look bright and fresh, being more confident and prettier, showing their natural beauty, and displaying a cheerful impression. However, the analysis proved that after taking a closer look at the 10 lipstick color choices that have been reviewed, the subconscious message they want to convey is quite complex, ranging from optimism, cheerfulness, joy, modesty, warmth, wanting to be the center of attention, femininity, passion and love, and sensuality.

While the characteristics of an effective teacher vary depending on different views, everybody would agree that a teacher who ignores the affective domain cannot be considered effective. Previous studies in the area mainly focused on the cognitive side of the learning process. ...

A group of 125 Dutch-speaking students from five different secondary schools in Flanders, Belgium, were tested for oral production and listening comprehension proficiency in both English and French as part of a pilot study intended to examine outcomes and causal factors in ...

Little investigations have been conducted to highlight the role of learner strategies, metacognitive awareness, and reading comprehension, particularly metacognitive strategy training, in the foreign language learning contexts; most notably in "input-poor" environments. This experimental study sought to establish the possible effects of metacognitive strategy training on reading proficiency of 60 ESL university students in an input-poor environment who were selected randomly and divided into the experimental and the control groups. This study adopted Flavell's model of cognitive monitoring and Vygotsky's metaphor of Zone Proximal Development with its concomitant scaffolding notion as its theoretical frameworks. Results from descriptive statistics and ANOVA indicated that the experimental group performed significantly better than the control group on reading tests at the significance level of .05. It is a testament to the phenomenal success of the metacognitive strategy training for EFL learners in an input-poor environment where conscious attention to learner strategies certainly merits closer consideration and is more critical than unconscious acquisition caused by exposure to ample foreign language input outside the classroom.

The complexity of writing especially using the second language causes learners to commit errors. In language instruction, the analysis of these errors is of vital importance in order for teachers to make sound instructional decisions in teaching the second language. Hence, this study employed exhaustive error-analysis technique by identifying, classifying, describing and explaining the causes of campus journalists’ errors. The present study is descriptive in nature which focused on accounting for the most common graphological, lexico-semantic and grammatical errors in the news articles written by school paper writers and subsequently explain the sources of these errors.

Arezu Molavi Vardanjani Islamic Azad University of Ahvaz, Iran ABSTRACT The present study explores two common vowel alternations in Mashoori dialect, spoken in Mahshahr port, a variation of Modern Standard Farsi, within the framework of optimality theory. To conduct this research, the two alternations represented firstly as the change of the high long vowel /i/ to the mid high vowel [e] and secondly, observed as the back round vowel /u/ turning to the front spread vowel [i] in various phonetic environments. The faithflness/ markedness constraints involved to account for these phonological processes operate as follows: *V[+tense], *[u] >> IDENT_V [+stressed], IDENT[b,r], IDENT_IO, that suggest the priority of markedness constraints over the faithfulness constraints in Persian dialectal variations rather than the standard Farsi. Besides, the changes show the dynamic nature of Persian vowel system synchronically.

Thank you for joining us on the FORTELL platform, Prof. Nayar. The vast range of your research areas, especially within the frameworks of Postcolonial Literatures and Vulnerability Studies have created conversations and opened up possibilities for new insights to study our contemporary world. You often speak of the need for liberal arts education in the current times. How do you see the future of liberal arts and literature in the age of digitality? How about literary studies as we move past the first quarter of this century? Pramod K. Nayar (PKN): Both liberal arts and its most significant constituent, literary studies, will continue in the new medium of the digital, evidenced by the last few decades of work ranging from corpus creation to mapping literary texts and contexts. Multimodal access to and interpretations of texts have made for a different experience of

This action research looked at how English songs can help students hear linking sounds when one word ends with a consonant and the next starts with a vowel (called C-V linking). The study was done with 33 first-year English students at the Faculty of Linguistics and Humanities, Savannakhet University, Lao PDR. The popular English song "Perfect" by Ed Sheeran was used during listening lessons. Students took a pre-test before the lessons and a post-test after. They also shared their thoughts through interviews. After the lessons, students showed a big improvement in hearing linking sounds. Many students also said they enjoyed learning with music, felt more relaxed, and were more interested in learning English. They also said songs helped them understand and enjoy English more. The study shows that using English songs can help students learn better and feel more confident.

Este estudo teve como principal objetivo conhecer as concepcoes e praticas sobre o processo de avaliacao das aprendizagens de professores de Ciencias Naturais de Braganca, Portugal, e Colorado do Oeste, Brasil, visando contribuir com a ampliacao do corpus de investigacao sobre este processo que, como sabemos, exerce um papel significativo nas atividades educacionais. Para recolha dos dados, realizaram-se entrevistas com quatro professores que lecionavam Ciencias Naturais: duas docentes de Braganca e dois docentes de Colorado do Oeste. Alem disso, foram realizadas observacoes nao participantes de aulas de tres desses professores. Os dados evidenciam que, embora haja trechos, nos discursos dos docentes que remetem para a perspectiva formativa da avaliacao das aprendizagens, ha tendencia das concepcoes dos professores em uma avaliacao certificadora, ou seja, para a mera mensuracao das aprendizagens dos estudantes, sem, contudo, direcionar a reorganizacao do processo formativo. Nesse se...

The present study investigates the use of English verb‐noun collocations in the writing of native speakers of Hebrew at three proficiency levels. For this purpose, we compiled a learner corpus that consists of about 300,000 words of argumentative and descriptive essays. For comparison purposes, we selected LOCNESS, a corpus of young adult native speakers of English. We retrieved the 220 most frequently occurring nouns in the LOCNESS corpus and in the learner corpus, created concordances for them, and extracted verb‐noun collocations. Subsequently, we performed two types of comparisons: learners were compared with native speakers on the frequency of collocation use and learners were compared with other learners of different second‐language proficiencies on the frequency and correctness of collocations. The data revealed that learners at all three proficiency levels produced far fewer collocations than native speakers, that the number of collocations increased only at the advanced lev...

According to Fant and Kruckenberg (1994) duration is the major perceptual cue for stress in Swedish. The language has a trading temporal relation between the vowel and consonant in stressed syllable. (in either form of IY:CI or lYe:!), and its native speakers pronounce all stressed syllables long, by making clear temporal contrast between stressed and unstressed syllable and realizing quantity category clearly. Realizing this stress feature correctly can be one important condition for L2 speakers of the language to be wen understood (Abclin & Thoren. 2015). The paper examines whether there is difference in the pronunciations of Ll and L2 Swedish speakers, in terms of the duration ratio between the phonologically long segment and the whole word. This measure i_ suggested here to be relevant for both stress and quantity realization. It was predicted that the minimum value of the ratio would be greater among L1 speakers than L2 speakers, and that L 1 speakers would exhibit a greater "upwards" variation than 1.2 speakers. We used data from two studies, comprising the recording, of short carrier sentence reading by thirty two Swedish Ll speakers and sixty two L2 speakers from [9different}Ll backgrounds. Most Ll speakers read sentences more than once, in normal, solemn or poetic styles. This was intended to effectively create variation among these speakers. On the other hand, the L2 speakers were divided into two groups: one group read sentences with different markings for long and short vowels, and the other group read a text in which letters for long. stressed vowels and consonants were underlined. For the comparison, we particularly looked at the difference in the pronunciations of two IYC:! quantity words, kaffe {'kaf:;;J] 'coffee' and alia [':>t:u]<eight'. The results confirmed the prediction: the native Swedish speakers have a significantly higher mean val,ue for _~hesl!~j7cted ~uration~ratio than _t:~n-~ §ve speakers, and both ~lm. §~1:an4•m~::!n:u~_\ values among Ll-speaker are fiigher than the corresponding values among L1-speal<ers.'Tbls value distribution indicates that Ll wedis h speakers pronounce stressed syllables longer than L2-speakers do. In addition, when comparing the two L2 speaker groups, those who followed markings for phonologically long sound performed significantly better than the other. Based on these findings, the study suggests that L2 spe: er: need to be facilitated to learn to pronounce stressed syllables long. for which duration e aggeration of phonologically long segments can be used, raising their awareness of both stress and quamitj di aincrion .

The choice of words in phraseological units that include the names of nationalities or geographical names can be difficult to explain. This book is devoted to the idiom Welsh rabbit, whose uncertain (hypothetic) origin has led to numerous theories about its origins. The book discusses the etymological interpretations of the idiom Welsh rabbit and its lexical variation. At the end of the book, there is the au-thor’s poem that briefly summarizes the main themes of the work. The book is intended for English teachers, students, and anyone interested in the history, theory, and phraseology of the English language.

Книга посвящена версиям происхождения английской идиомы Welsh rabbit. Рассматривается лексическое варьирование идиомы. В конце приводится авторское стихотворение. Все материалы представлены на английском языке. Адресована преподавателям, студентам, старшеклассникам и всем, кто интересуется лингвокультурологией, фразеологией и английским языком.

This paper offers data from a 2013 nationwide survey (n=1802) on the status of primary school based foreign language activity (FLA) classes in Japan, focussing on the influence of teacher backgrounds, beliefs, and situational variables on overall FLA goal achievement. While an observed decrease in the percentage of classes that homeroom teachers (HRTs) conduct alone may be considered an improvement, it may also lead to a dependency on ALTs and other assistants. Time for class planning remains inadequate for one-third of respondents, and only one-quarter of team-taught classes are being led by HRTs. However, over 80% of teachers indicate that FLA is important to their pupils and express a desire to learn English. These and other variables are measured against HRT perceptions of goal achievement. Results show the highest correlations with class achievement are pupil enthusiasm, HRT views on the importance of FLA, and the HRT’s own English abilities. Primary teachers with English teach...

This article reports on the results of a study carried out at Universidad de la Salle which aimed to identify the instructional sequences of six teachers of the “Licenciatura en lengua interviews. Findings show that teachers articulate their instructional sequences guided by stages such as practice, presentation, production, evaluation and homework check.

Language teaching has gone from a linguistic centered approach towards a lingo-cultural experience in which learning a language goes hand in hand with the understanding of not only the target culture, but the learner&#x27;s own culture. This paper attempts to describe and reflect upon a ...

This article investigates the intricate interplay between selves and motivational dialogues of an English preservice teacher (PST) in China. It reports a 15-month longitudinal case study that examines how a PST (Cath) constructs and negotiates dual selves as an L2 learner and teacher in the process of becoming a teacher. The findings elucidate a complex dynamic of selves wherein Cath's social motivation to become a competent English teacher has not transformed into self-determined motivation, stymied by institutional ideologies that prioritized L2 learner selves. Based on these findings, we propose a model that explains conflicts between PSTs' selves and motivational dialogues in L2 PST education programs.

Based on the writer’s observation, there were some problems on students second year of MA Darul Ulum in learning English especially in reading comprehension of narative text, which were: lack in vocabulary mastery, not able to identify main idea, not able to get information, not able to comprehend the meaning, and not able to make inference. So, the writer was interested in carrying out the research about this problem. The research was administered at MA Darul Ulum Tandun. The subject was the second year students of MA Darul Ulum Tandun, and the purpose of this research was to know whether there is a significant effect of using text mapping strategy towards students’ reading comprehension in narrative text of the second year at MA Darul Ulum Tandun. The design of this research was PreExperimental Research. The writer took one group pretest-posttest design. The writer used one class as sample that consisted of 28 students. Before giving the treatment, the students were given pre-test...

Despite the notable increase in studies on foreign language learning boredom, there has been scarce research on reading-specific boredom in foreign language learning. To systematically understand foreign language reading boredom (FLRB), this study drew on the Control-Value Theory of achievement emotions to develop and validate an FLRB scale using an exploratory sequential design across three waves of data collection among 1516 Chinese junior secondary school students learning English as a foreign language (EFL). Results revealed a high prevalence of reading boredom, with 93.750% of students reporting FLRB experiences. The newly developed and validated 14-item scale identified a four-factor structure: under-challenge reading boredom, over-challenge reading boredom, value-related reading boredom, and trait reading boredom. This study contributes to both theoretical understanding and practical applications of reading emotions, particularly for younger learners in secondary education contexts.

Saudi adult learners in university preparatory programs face a complex interplay of linguistic, rhetorical, and motivational barriers that impede their academic writing development in English. These challenges stem primarily from L1 (Arabic) transfer effects, insufficient awareness of English academic conventions, and limited exposure to process-oriented instruction. This paper synthesizes empirical findings and field-based evidence to examine the principal impediments affecting Saudi budding academic writers. It further proposes evidence-based strategies-such as contrastive rhetoric awareness, process writing pedagogy, technology-enhanced interventions, and the pivotal role of Academic Writing Centers (AWCs)-to enhance learners' rhetorical competence, cultural literacy, and writing confidence. The findings underscore that culturally responsive scaffolding and sustained practice can transform initial writing handicaps into opportunities for linguistic and cognitive growth.

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain thingshowever, learners' interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. iv

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain thingshowever, learners' interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. iv

When speaking a foreign language (L2), non-native speakers' (NNS) speech contains some variable degree of foreign accent (FA) that is perceivable by the native speakers (NS) of that language based on the production of phonetic gestures characteristic of their mother tongue (L1), and that differ from those of the the foreign language (L2) in terms of the segmental (vowels and consonants) and prosodic (stress, rhythm and intonation) features . Causes such as neuro-plasticity and length of residence, for example, are claimed to interfere in L2 production. This work aims to analyze how L2 speech rhythm of English is produced by Brazilian Portuguese (BP) speakers and how acoustic correlates such as duration and fundamental frequency (F0) influence FA degree. This research is based on for the dynamic determination of speech rhythm in addition to and so, on the choice of metrics and segmentation procedures. As for the methods of analysis, phonetic data from 20 BP and 04 American speakers were collected. Next the data were segmented into diferent unit procedures for the purpose of carrying out acoustic, perceptual and statistical analysis. Results pointed out to a significant difference between L1 and L2 rhythms.

This study compares the views of English as a Foreign Language (EFL) teachers from Türkiye and Kazakhstan on the fundamental aspects of English language teaching (ELT). As English gains prominence in global communication, understanding EFL teachers' pedagogical knowledge, content knowledge, and personality traits across different contexts is vital for enhancing teaching practices. Adopting a comparative qualitative design, data were collected from 107 in-service EFL teachers (50 from Türkiye, 57 from Kazakhstan) via an online survey with open-ended questions. Thematic analysis revealed six core themes: emotional commitment, pedagogical knowledge, content knowledge, continuous professional development, personality traits and professional dispositions, and student-centeredness. Both groups valued emotional commitment, pedagogical, and content knowledge; however, contextual differences emerged. Turkish teachers emphasized personal traits such as resilience and patience, while their Kazakhstani counterparts focused on content expertise and ongoing development. The study highlights how regional factors influence teacher perspectives and offers implications for tailoring EFL teacher education programs to context-specific needs in both countries.

This review of the literature looks at how digital technologies and artificial intelligence (AI) are changing foreign language instruction, especially in university-level English as a Foreign Language (EFL) courses. Learner autonomy is supported, personalized feedback is given, and teacher workload is decreased by AI tools like ChatGPT, automatic evaluation systems, speech recognition software, and pronunciation apps like ELSA Speak and Pronunroid. In addition to increasing student and teacher engagement and providing realtime support, these technologies improve writing, pronunciation, and cultural awareness. Studies from Saudi Arabia and other contexts show how AI tools improve teaching methods and student outcomes, but they also draw attention to problems like unequal access to technology, gaps in teacher preparation, and the risk of becoming overly reliant on AI. Global communication platforms like Zoom and Skype, as well as immersive tools like virtual reality, provide practice environments that are rich in culture and reality. Digital tools like Edmodo and Duolingo also aid in the development of collaborative and gamified learning environments. Even though instructors are becoming more receptive to incorporating AI and digital tools, success hinges on continued professional development, infrastructure that supports it, ethical application and willingness. When these technologies are used effectively, they can boost motivation, personalize learning, and enhance intercultural communication and language competency. All things considered, artificial intelligence (AI) and digital advancements hold great promise for changing language instruction to become more dynamic, approachable, and student-focused.

Edicija: APITERAPIJA, knjiga III, Beograd, 2005. god. U okviru edicije Apiterapija pred nama se nalazi ~etvrta knjiga pod naslovom: P~elinji polen i perga. Posle izlaska prve tri knjige u ovoj ediciji: PROPILIS i MATI^NI MLE^-kraljevski gel i P^ELINJI VOSAK, autori su se okrenuli p~elinjem polenu i pergi i priredili prvu publikaciju ove vrste na na{em govornom podru~ju. I ne samo na njemu, s obzirom da se u svetskim okvirima nalazi ve}i broj nau~nih radova o polenu, ali nikada nije bilo neko delo koje daje sveobuhvatan prikaz polena i perge kao u delu ovih autora. Prvi autor ovog dela je kao i kod ranijih knjiga iz ove edicije dr Milanka Erski-Bilji}, a koautor je A. Bilji}-Erski. Knjiga sadr`i 335 stranica, a materija je ra-pore|ena u osam poglavlja, sa predgovorom, uvodom, bibliografijom i prikazom recenzija. Prvo poglavlje nosi naziv Poreklo i prikupljanje polena i perge. U njemu je kroz pet podnasalova dat celovit prikaz o poreklu i zna~aju polena i perge, ulozi p~ela u preno{enju polena i o sakupljanju polena i perge. U drugom poglavlju knjige -Karakteristike polena i pegre / op{ta svojstva polena i perge, ~itaoci se upoznaju sa karakteristikama polena i perge. Podaci navedeni ovde izuzetno su retko bili publikovani kod nas i do sada mnoge nepoznate informacije sada prvi put nalaze svoj put do ~italaca. U nastavku poglavlja autori nas upoznaju sa sastavom i svojstvima polena i pegre, fizi~kim i hemijskim sastavom polena. Kona~no, ~itaoci saznaju o antimikrobnim svojstvima polena i njegovim antioksidativnim aktivnostima koji ~ine su{tinu njegove sve {ire primene u svetu. Tre}e poglavlje nosi naslov Efekti i dejstvo p~elinjeg polena i ono ~ini logi~an nastavak prethodnog poglavlja. U njemu se nastavlja pri~a o fizio-lo{komn efektu polena i perge a zatim produbljuje delom o farmakolo{kim svojstvima polena i perge. U ovom poglavlju se obra|uju i op{ti efekti i dejstva polena, njen imonomodulatorski efekat i klini~ko dejstvo na organizam. ^etvrto poglavlje nosi naslov Upotreba polena i upotreba perge. Kao i u prethodnim knjigama ove edicije autori u ovom poglavlju studiozno navode primenu polena i pegre u medicini, stomatologiji, veterini i kozmetologiji uz obilje prakti~nih recepata. U isto vreme ovde je dat prikaz zna~aja polena kao hrane, njegov uticaj na kvalitet meda i monitoring zaga|enja polena.

The purpose of this study was to describe the responses of students and lecturers to the implementation of online learning. The research data is in the form of the results of filling out a questionnaire containing closed questions and open questions related to the implementation of online learning. Data were collected by distributing questionnaires to 512 student respondents and 15 lecturer respondents. The results showed that both lecturers and students were not very happy with online learning. As for online learning that students prefer is synchronous online learning because students find it easier to understand learning material. Lecturers also prefer synchronous online learning because it is more flexible and can reduce the burden on lecturers. Even though online learning has been carried out, there are many obstacles faced by students and lecturers in implementing online learning. These constraints cause online learning to not be able to run effectively and fun, even it seems b...

Reading is one of the essential skills in learning English. However, numerous English learners still find difficult to comprehend English texts. Therefore, it is importance to renders students an effective strategy to learn reading. The aim of the study were to find out to the extent to the use of the semantic mapping improve students’ reading comprehension. This study applied a quasi-experimental design. The subjects of the research were the first semester students of Law Faculty class selected purposely. The data collection was done by utilizing TOEFL reading test. The data were analyzed using SPSS version 21 IBM in order to obtain the frequency, mean score, normality test, and nonparametric test (Mann-Whitney U test and Wilcoxon test).  The results indicate that the application of the semantic mapping to teach reading contributes to the students’ reading achievement. The result of the Man-Whitney U test demonstrated that there was a significant difference between the mean score o...

The article discourses about the teaching of History of the Education at the University of Passo Fundo, north region of the Rio Grande do Sul State, making two movements: the first one is a minimum rescue of the comings and gone of the grating's resume component of Pedagogia's Course through the past thirty and five years; and, on a second movement weaveeing balances about the current summary of the component, launching questions which points on respect to the new dimension of the teaching of History of the Education in the institucional scope.

The article discourses about the teaching of History of the Education at the University of Passo Fundo, north region of the Rio Grande do Sul State, making two movements: the first one is a minimum rescue of the comings and gone of the grating's resume component of Pedagogia's Course through the past thirty and five years; and, on a second movement weaveeing balances about the current summary of the component, launching questions which points on respect to the new dimension of the teaching of History of the Education in the institucional scope.

Nominal compounds are frequently formed when two or more words combine to create a single noun phrase. The number of words found in compound nouns varies from language to language. Nevertheless, compounding is among the most prolific lexeme formation processes across languages. As in the past, the tendency to expand the vocabulary through compounding continues today due to new advances in fields such as in science, economics, sociology, and politics. The present study aims to investigate the comprehension of English nominal compounds by Turkish L1 university students, including 9 males and 16 females, who were studying English Language and Literature at the time of data collection. This study employed a qualitative research design using quantitative data. Another point for this research was to determine whether endocentric or exocentric nominal compounds would be more challenging for the subjects. To fulfil this purpose, a test consisting of 7 endocentric and 11 exocentric compounds was applied. These grammatical categories, each of which occurs in a short sentence, were underlined with a bold line, and the subjects were asked to write their Turkish equivalents below them by considering the general meaning of the sentence. Exocentric compounds proved significantly more challenging than endocentric ones. In light of the analysis of the total responses, it was observed that there was not much difference between males and females. The findings indicated that participants struggled to comprehend English nominal compounds.

Translation as a pedagogical tool for the teaching of the second language is flourishing again in the classrooms of secondary education as another didactic tool, adapted to the needs of the current students, becoming another teaching tool. In this article, we are going to present a proposal of tasks, based on literary translation as a source of pedagogical translation (PT) and didactic audiovisual translation (DAT). The tasks are intended for all the courses of compulsory secondary education, and are based on the current legislation. The objective is to provide both teachers and students with new blendings of tools for the L2 classes. Methodologically, the tasks consist on the translation of extracts from the play Pygmalion, and its translation into Spanish, Pigmalión, by George Bernard Shaw, which students must perform in the classroom in a traditional way or related with the new technologies. The proposal has not yet been implemented, but we trust in its possibilities, as it roots in the current legislation and recent research shows that this type of tasks is motivating

This paper seeks to identify invisible factors influencing language institutions in Japan that consciously or unconsciously treat non-Japanese teachers in a totally different way from the way they treat their Japanese counterparts. Among the factors are the social, organizational, and legal parameters surrounding non-Japanese teachers in Japan. The objectives of this paper are to: (1) describe these social and legal factors of language education in Japan that might lead to a conflict between foreign language teachers and each institution; (2) delineate the overall organization of language education; (3) assess the government policies effecting language education; and (4) describe the classroom environment and management styles. The study also addresses conflict response and resolution as it relates to the factors described. The problems non-Japanese people face in education at any level are rooted in the Japanese business and governmental communities' deep abiding regard for political, national, racial, and commercial priorities that usually contradict or fail to accommodate educational prerogatives. These priorities are rooted deeply in historical attitudes toward education. The problems can be articulated by educators in general and non-Japanese in particular, but until the Japanese communities begin to demand responsible administration as a whole and quality language education specifically, there is little hope for any real change in the near future. Contains 20 references. (DK)

This paper addresses the problems encountered in implementing methodology that face vocational English as a Foreign Language/English as a Second Language (EFL/ESL), native language teachers in Japan. Teachers in "senmon gakko," two or three year vocational schools for high schools or high school graduates, are unable to take advantage of a significant amount of the literature describing constructive methodology in EFL/ESL programs. Social factors within and outside the schools combine to confound the process of innovative design and implementation in academic programs by curtailing the teachers' opportunities to utilize the advances in education and to participate in research. This paper draws upon personal experiences in education and research, and discusses the ways these social parameters are affecting teachers and the pedagogical strategies that accommodate their environment. Resistance is encountered in updating methodology because teachers do not have enough control over the environment and because they are burdened with social and temporal constrains. Sufficient attention has not been given by ELT (English Language Teaching) research to the environmental problems that classroom teachers face, leaving teachers without Tragmatic models that give an adequate account of human parameters. In exploring the institutional parameters, the paper discusses the teachers' role and administrative priorities and accountability. Teachers are confronted by: (1) students' lack of preparedness, misconceptions, and motivation; (2) lack of accountability inherent in administrative policy and students' attitudes; (3) low order of priority given to educational prerogatives; (4) lack of esteem for career teachers; (5) work overloads; and (6) over-11 lack' of support from ELT research. (DK) Reproductions supplied by EDRS are the best that can be made from the original document.

Artificial Intelligence (AI) is rapidly transforming various sectors, with English Language Teaching (ELT) experiencing significant shifts. This paper presents a systematic review, employing a qualitative methodology and thematic analysis of secondary sources including 11 peer-reviewed journal articles and case studies, to explore the integration of AI-powered tools in English language classrooms. The review investigates their capabilities, benefits, challenges, and the resulting pedagogical transformations within ELT. Findings indicate that tools such as Grammarly, ChatGPT, ELSA Speak, and Duolingo substantially enhance English language learning by improving writing accuracy, pronunciation, vocabulary acquisition, and overall language skills. These tools foster personalized, engaging, and flexible learning experiences, promoting learner autonomy, and supporting educators in providing feedback and assisting with lesson planning. However, their integration also presents considerable challenges, including concerns over accuracy and complex linguistic nuances, the risk of over-reliance leading to reduced self-editing and academic integrity issues, the absence of direct human interaction and potential cultural bias, and technical requirements like stable internet access. The paper concludes that while AI tools offer significant potential to complement traditional ELT, their implementation requires careful consideration to mitigate risks such as digital inequalities and potential teacher displacement. Practical recommendations emphasize comprehensive teacher training, seamless curriculum integration, ensuring equitable access, establishing ethical guidelines for data use, and conducting essential longitudinal and experimental research to understand long-term impacts on teacher-student dynamics and learning outcomes.

GRADES OR AGES: 11-15. SUBJECT MATTER: Language arts. ORGANIZATION AND PHYSICAL APPEARANCE: There are 12 sections: 1) introduction, including background material, key concepts, and overall objectives; 2) detailed program objectives; 3) speech; 4) listening; 5) writing; 6) reading; 7) viewing; 8) language; 9) sample units with background information and ten lesson plans; 10) possible organizational patterns; 11) materials; and 12) bibliography. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: The sections on speech, listening, writing, reading, viewing, and language each contain sample performance objectives with learning activities for each objective. INSTRUCTIONAL MATERIALS: Audiovisual aids and books are listed separately for speech, listening, writing, reading, viewing, and language. Addresses of publishers are also given, together with some general titles and material on testing. STUDENT ASSESSMENT: Evaluation suggestions are included for each of the instructional objectives. 011011

Despite of the fact that English is widely spread language all over the world and many people master the language successfully, we see the setbacks which students at Batumi Shota Rustaveli State University suffer while doing the listening component at the exam. Many studies have been conducted by scholars to improve listening competences among the language learners. However, listening stays the most difficult skill for many learners. Among different types of listening I decided to focus on Selective listening (listening for specific information), a core skill that determines students’ assessment and therefore their motivation. The study investigates the improvement of the selective listening skills among the students with focus of prosodic features of the language. Keywords: listening skills, methodology, English language teaching, selective listening, global listening.

The landscape of English language teaching has undergone a radical transformation in recent decades, with the communicative approach gaining prominence over traditional grammar-oriented instruction. While communicative English emphasizes fluency, interaction, and real-world application, it has simultaneously diminished the attention once paid to structural correctness and the aesthetic dimensions of grammar. This article explores the gradual decline of traditional grammar in the face of communicative trends, highlighting the historical role of grammar, the pedagogical shifts that marginalized it, and the implications for learners, educators, and cultural heritage. The discussion argues for a balanced pedagogy where the functional strengths of communicative English coexist with the precision and intellectual beauty of grammar, ensuring both fluency and accuracy in language use.

English language teachers often find themselves in a setting much like a football match where the ultimate aim is to score a GOAL: helping students learn English. To achieve this, EFL teachers draw on a wide range of practices and personal values. This study set out to explore what these teachers consider most essential in their work by tapping into their lived experiences and professional beliefs. Using the metaphor of the “Starting Eleven of a TEAM”, participants were asked to name the eleven most important elements they believe are necessary for effective language teaching. Adopting a mixed method sequential exploratory design, the research began with a qualitative phase involving 53 teachers, who shared their individual 'line-ups'—the qualities or strategies they rely on most. Through careful content analysis, 55 recurring themes were identified, which then formed the basis of a structured questionnaire. In the second phase, this questionnaire was distributed to 750 EFL teachers via online survey. Their responses not only validated the earlier themes but also allowed us to see which qualities stood out across a much larger sample. According to the findings, the “best players” in EFL teachers’ Starting Elevens included: loving the profession, caring for students, having strong knowledge of English, being open to innovation, showing friendliness, nurturing a love for English, creating a positive classroom environment, being reliable, respecting students’ voices, showing patience, and understanding learners’ needs. Together, these qualities paint a compelling picture of what today’s EFL teachers believe matters most in the classroom.
Keywords: EFL, ELT, fundamentals, teachers’ perspectives

Extensive reading and writing (ERW) have been widely recognised as effective strategies for improving literacy skills in various educational contexts. However, their effectiveness in low-resource classrooms remains underexplored. This research paper investigates the impact of ERW on literacy development in low-resource settings, focusing on the challenges and opportunities associated with implementing these strategies. The study employs a mixed-methods approach, combining quantitative data from standardised literacy tests with qualitative insights from teacher interviews and classroom observations. The findings suggest that ERW can significantly enhance literacy skills, even in resource-constrained environments, provided appropriate support and adaptations are made. The paper concludes with recommendations for policymakers, educators, and stakeholders to promote the effective integration of ERW in low-resource classrooms.

The integration of technology into educational processes is considered a
natural fit, and both students and educators benefit significantly from
this fit (Luckin et al., 2016). The inclusion of artificial intelligence (AI)
techniques, especially machine learning (ML) methods, in the educational
process adds complementary value to the contributions educators make on a
daily basis (Montebello, 2017). These technologies aim to make the educational
process more efficient and at the same time increase student’s success rates by
adapting the learning experience to individual needs.
It has been seen that AI is used effectively in various fields to personalize
individual user (Cawsey, 2017). In education, this approach manifests itself in
the form of creating student’s learning profiles and personalizing their learning
processes (Brusilovsky & Milla, 2007). In this process, customized content
and materials are presented according to student’s learning styles, interests,
and needs (Montebello, 2014). However, one of the biggest challenges that
automatic profile creators face is the “cold start” problem, that is, the lack of
sufficient data at the beginning of the process (Ortega, 2012). Thus, educators
need pedagogical adaptation and professional development programs to learn
to use AI tools effectively (Davies, 2020). This problem can be overcome by
methods in which students clearly state their interests, needs, and learning
goals during registration (Montebello, 2019). The process that starts with this
information then continues with automatic profiling methods and the learning
environment, content and processes are dynamically customized according to
the individual needs of the student (Schiaffino & Amandi, 2009).

This article illustrates how neoliberalism has penetrated language
teaching (materials) in a very profound manner. In addition, it issues
something of a call to language teachers and students to become
aware of the ideological nature of the materials that mediate their
activity. The article contributes to a growing field of research on the
links between the content and activities of language teaching materials
and the economic, political, social, cultural and historical context from
which they arise. It begins with a discussion of the current dominant
form of global capitalism, neoliberalism, and what it entails in terms of
policies, practices and ways of being in the world. It then moves to a
review of previous publications on how neoliberalism has a direct
impact on the content and activities contained in commercial language
teaching materials. Next, it critically analyses a textbook for adults
currently used by Spanish language teachers worldwide. It ends with
the two observations, one pessimistic and one more positive: while
critical studies on neoliberalism and language textbooks over the last
decade have had little or no influence on language teaching materials,
there is hope that teachers and students might engage in the kind of
critical analysis of said materials outlined in this paper.

Choral Speaking is known for its' numerous benefits in the enhancement of the English Language in the ESL context. However, it has been found that bothlearners and teachers alike, perceive Choral Speaking to be arduous. Hence, when performances and competitions are organised, there is a dual resistance and anxiety from the learners and teachers. This study looked at perceptions and challenges on Choral Speaking, of learners from a public university, and that of teachers from secondary schools in Malaysia. Methodology comprised qualitative and quantitative methods, where questionnaires and interviews were administered to the participants. Hence, data comprised responses from these two instruments. The findings showed that though the majority of the learners and teachers perceive Choral Speaking as beneficial, the challenges identified, caused reluctance in participation. This paper provides recommendations to address these issues.

Ambiguity during communication, in which a linguistic or gestural sign has multiple meanings, is often considered to be a deterrent to successful communicative interactions. The resolution of ambiguity, therefore, has been a concern in linguistics and in communication studies. This paper critiques certain prevalent experimental paradigms, which have been the most popular approaches to investigate ambiguity resolution, and proposes an alternative methodology to understand and address this phenomenon.

Talking about audio visual aids is always interesting, because one of memory aids that is used to create associations between facts that make it easier to remember vocabularies. Mika Lo say, that the teaching profession is filled with countless opportunities to enrich the academic lives of students. While some concepts and educational objectives will be easy for students to grasp, others will require you to think creatively to ensure that important learning objectives are met. Using audio/visual aids in teaching is one way to enhance students’ vocabulary and give students additional ways to process subject information. This research based on the difficulties faced by second year students of Senior high school in vocabulary mastery of simple words. It is important to find an alternative way of teaching learning used audio visual aids to enhance students’ vocabulary mastery. This research also intended to know answer toward the problems investigated empirically, there are: what is...

This paper sets forth the different types of assessment in language teaching. It starts with clearing up concepts, "evaluation" and "test," which are often used interchangeably with assessment in literature. The types of assessment are described as either formative or summative. Formative assessment contributes to the teaching and learning processes by providing guidance to the teacher about the effectiveness of his or her teaching strategies and to the student on how to bridge the gap between his current level of language and the desired one. Unlike the summative assessment, which has an air of finality, formative assessment is frequently carried out during the learning journey. Summative assessment, however, gauges the student's final achievement. It is also revealed that the different functions summative and formative assessments serve do not mark an existing dichotomy between them. In contrast, they make them complete each other.

This paper reviews scholarly literature on the use of Artificial Intelligence (AI) in the teaching and learning of the English language among second-language users and learners. The extent to which AI is useful for both the teachers and the learners is examined visa -vis the challenges in an ESL society. The adoption and application of AI in English language teaching can greatly assist the learners of English language as a second language. It should be noted that the teaching of English language has received scholarly attention globally and this has led to various approaches, including artificial intelligence. This has not only enhanced but also supported English language teaching and learning among the second users of English language. The review specifically answers the question of barriers in learning the language. Artificial intelligence aids and supports learners with extra academic needs which make learning an interesting undertaking. Despite the gap identified so far and the limitations in the teaching and learning of English language among English second users, artificial intelligence creates dynamic and effective lesson contents and planning for students' learning progress.