Key Issues in Language Teaching
Abstract
A comprehensive and extensively researched overview of key issues in language teaching today. This essential text, also available to purchase separately as an enhanced eBook with embedded video, surveys a broad range of core topics that are essential in understanding contemporary approaches to teaching English as a second or international language, and which form the content of many professional development courses for language teachers. A wide range of issues is examined, including a consideration of the nature of English in the world, the way the English teaching profession works, the development of teaching methods, the nature of classroom teaching, teaching the four skills, teaching the language system, and elements of a language program.
... Pragmatic competence entails understanding the appropriate use of language in specific situations, such as how to make requests, offer assistance, or resolve misunderstandings . Tourism professionals must be capable of adapting their language use to a range of contexts, including those that involve turn-taking, negotiation, conflict resolution, and rapport-building (Brown & Levinson, 1987;Richards, 2015). AI-driven tools like Duolingo, ELSA Speak, and ChatGPT, while effective in reinforcing basic linguistic elements such as vocabulary and grammar, often fail to incorporate these complex aspects of communication. ...
... argues that developing pragmatic skills requires context-specific tasks and authentic materials that simulate real-world interactions. Current AI tools often struggle to replicate the complexities of professional tourism scenarios, such as handling customer complaints diplomatically or navigating cultural misunderstandings (Richards, 2015). The integration of AI into language learning presents both challenges and opportunities, and it must be addressed to ensure culturally appropriate and equitable learning experiences to meet sociolinguistic and pragmatic competence (Daniel et al., 2024;Luckin et al., 2016). ...
... It is especially useful for developing pragmatic competence because, according to the experts, it can replicate authentic, context-driven conversations like those found in guided tours and hotel check-ins. In contrast to ELSA Speak and Duolingo, ChatGPT facilitates user-driven, open-ended discussions, which promotes increased language flexibility and discourse management abilities-two essential components of successful tourism communication (Richards, 2015). ...
The multifunctionality of English in tourism has been a subject
of considerable sociolinguistic and pragmatic research, highlighting its
role in both communication and the creation of destination. This study
examined the effectiveness of AI-driven language learning platforms in
fostering linguistic, sociolinguistic, and pragmatic competence in Tourism
English. The sample population of this study consisted of nine experts who
evaluated three language learning platforms: Duolingo, ELSA Speak, and
ChatGPT. Using a qualitative content analysis approach, the study
evaluated these platforms' strengths and limitations in facilitating realworld tourism communication skills. The analysis proceeded through a
systematic and multi-stage process encompassing data extraction, content
analysis, expert evaluation, and thematic analysis, culminating in a
comparative analysis and contextualization of findings. The findings
showed that AI-driven tools have proven effective in reinforcing linguistic
competence, such as grammar and vocabulary retention, yet they fail to
fully address the complexities of sociolinguistic and pragmatic competence
required for professional tourism communication.
Keywords: AI, Tourism English, Sociolinguistic competence, Pragmatic
competence, Language learning
... Despite its value, integrating critical thinking into EFL education faces several challenges. A major obstacle is limited language proficiency, which hinders students' ability to express complex ideas and engage in analytical discussions (Richards, 2020). This linguistic barrier often prevents learners from fully developing their reasoning skills in a second language. ...
... This uncertainty can lead to dependence on teacher guidance and limited engagement with reflection. EFL students often prefer structured, test-based learning focused on memorization and grammar drills (Richards, 2020). As a result, they may find PBL's open-ended, reflective tasks unfamiliar. ...
... For many EFL students, engaging in portfolio-based critical thinking tasks can be cognitively demanding, particularly for those still developing their English proficiency (Richards, 2020). Critical thinking requires students to analyze, evaluate, and synthesize information, which can be challenging when combined with the demands of language learning. ...
Developing critical thinking skills is essential for EFL students to enhance their language proficiency and academic success. Portfolio-based learning (PBL) has emerged as a pedagogical approach that promotes active learning, self-reflection, and metacognitive awareness. This review explores the relationship between PBL and the development of critical thinking in EFL students. It examines key studies on the effectiveness of portfolios in fostering higher-order cognitive skills such as analysis, evaluation, and problem-solving. The findings indicate that portfolio-based learning encourages deeper engagement with language tasks, facilitates self-assessment, and supports personalized learning experiences. However, challenges such as time constraints, teacher training, and assessment validity remain obstacles to its widespread adoption. This paper also highlights research gaps, suggesting the need for further studies on the integration of digital portfolios and AI-assisted assessment tools in EFL classrooms. The review concludes that while PBL has strong potential to enhance critical thinking, successful implementation requires a structured approach and ongoing support for both educators and students.
... peers (Dörnyei, 2005). Those who are motivated dedicate more time and effort to their studies, significantly increasing their chances of success (Richards, 2015). KAW 3 on the findings from interview data in this study-such as significant others, the teacher's role in motivation, instrumental motivation, intrinsic motivation, international posture, and motivation to learn English in online and in-person classes-are presented. ...
... Motivation, as described by (Richards, 2015), encompasses learners' feelings, interests, desires, and willingness to invest effort in learning a second language (L2). It is an essential factor in overcoming the challenges associated with L2 learning (Dörnyei, 2005). ...
... This study aims to further understand the role of teachers in the Hungarian tertiary context because teachers play a crucial part in the L2 learning experience and are key figures who are very close to the students. Gardner & Lambert (1959) introduced motivation in L2 learning, classified as integrative and instrumental (Richards, 2015). Integrative motivation involves a positive attitude towards the target language and culture, aiming for cultural integration (Gardner & Lambert, 1972). ...
Covid-19 rapidly shifted learning and teaching to online platforms, transitioning traditional face-to-face learning to online environments (Sato et al., 2023) and significantly impacting students' learning worldwide (Huang & Wang, 2023). This dramatic change has influenced students' motivation to learn English as a foreign language (EFL), as online and in-person learning environments create distinct motivational dynamics (Akpen et al., 2024; Ozer & Badem, 2022). While the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009) has been extensively studied in the Hungarian context, the motivational disposition of English majors studying EFL in these evolving learning environments, particularly in the post-pandemic era, remains underexplored. Therefore, this study explores English majors' L2 motivational disposition in recent learning environments within Hungarian tertiary education, emphasizing motivation's critical role in long-term language learning success (Dörnyei & Ryan, 2015; Lamb, 2017). To gain rich, in-depth data on participants' opinions and personal experiences, qualitative data were collected via semi-structured interviews with eleven English BA students in Hungary. Thematic analysis revealed various motives, including ideal and ought-to L2 selves, the L2 learning experiences, the influence of significant others, the teacher's role, instrumentality, intrinsic motivation, and international posture. The findings also show greater motivation in traditional in-person classes over online classes. The implications of this study could yield valuable insights for EFL teachers into what motivates their students to learn EFL and their pivotal role in the students' language learning.
... Curriculum innovation fosters a change in methods and investigating teachers' attitudes plays a crucial role in its successful implementation (Richards, 2015). This study explores the EFL teachers' attitudes towards Communicative Language Teaching (CLT) across curriculum innovation in the Gaza preparatory schools' context. ...
... Communicative Language Teaching (CLT) is an innovation in English language teaching (Romanowski, 2017). Richards (2015) believes that CLT has been regarded an innovation in language pedagogy due to its emphasis on developing language learners' communicative competence i.e., their ability to use linguistic knowledge of language appropriately in a variety of social situations. Since its appearance in early 1970's in the UK, CLT has widely been spread and rapidly gained popularity worldwide (Yang, 2024). ...
... CLT's flexibility allows teachers to perform lessons based on the needs of students as well as their local contexts (Savignon, 2018). Overall, CLT has been celebrated as an effective, dynamic and an adaptable method in diverse educational settings (Richards, 2015). ...
Curriculum innovation fosters a change in methods and investigating teachers' attitudes plays a crucial role in its successful implementation (Richards, 2015). This study explores the EFL teachers’ attitudes towards Communicative Language Teaching (CLT) across curriculum innovation in the Gaza preparatory schools' context. The study addresses two key questions: (1) What are the EFL teachers’ attitudes towards the main principles of CLT? (2) What are the potential implications of these teachers’ attitudes towards the main principles of CLT in terms of implementing CLT and teachers’ awareness of the main aspects of CLT? To answer these questions, a questionnaire was used for data collection. The collected data were analyzed through means and percentages using SPSS v17.0 statistical package. Findings reveal teachers generally hold mildly favourable attitudes towards CLT. They strongly favoure CLT's principles that emphasize the role of the learner and the importance of error correction. Meanwhile, they are moderately favourable towards teacher's role and pair/group work activities. However, their attitudes towards the place and importance of grammar are less favourable. These findings suggest that many teachers may not be fully aware of CLT''s principles and may face some contextual difficulties adopting them. It is, therefore, recommended that curriculum developers and other Palestinian educational concerned bodies should take into account teachers’ attitudes in the process of change of materials and methods. Furthermore, when introducing the innovation, it is necessary to consider the cultural and social circumstances in which it operates, so that CLT may fit well within the Gaza preparatory schools' context.
... These indicate flawed teaching practices that overlook students' needs and include irrelevant items as teaching content, which are of no use to the students. Though there are many grammatical constructs and distinctions in a language, not all of them are always helpful to second language learners (Richards, 2015). Therefore, needs analysis is warranted in establishing the "current condition of learning in a particular learning context" (Yunita et al., 2018, p. 85). ...
... Moreover, students do not get sufficient pronunciation practice opportunities in preuniversity education. However, research (Richards, 2015;Syafitri et al., 2023) suggests that pronunciation difficulty is due to the complex sound system of English, which poses various problems for second or foreign language learners. These include different sounds that are absent in the mother tongue (Luthfianda et al., 2024), rules of stress patterns and intonations (Syafitri et al., 2023), consonants, and long and short vowels (Syafiq & Hafiz, 2023). ...
... This implies that serious attention must be given to teaching that focuses on phonological and phonetic elements in authentic communication settings, so that students are effectively guided on accurate pronunciation that prevents "communication breakdowns" (Jenkins, 2004, p. 114). Moreover, the use of creative and effective teaching approaches, aided by meaningful teaching materials, would address the complex sound system of English, including its intonation, stress patterns, and specific articulatory features (Richards, 2015;Syafiq & Hafiz, 2023;Syafitri et al., 2023;Wardhaugh, 1970). Such an effort would assist students in familiarizing themselves with different varieties of English (Jackson, 2004;Stakanova, 2014). ...
The importance of communication skills, particularly listening and speaking, is undeniable in today's world. However, studies have reported various difficulties with these skills in the context of higher education in Bangladesh, especially in the arts faculty. The underlying causes and challenges, particularly in higher education settings, remain under-researched. This study aims to address this gap by investigating the listening and speaking needs of higher education students in an arts faculty department. A case study approach was employed, utilizing open-ended items, in-depth interviews, diagnostic tests, and document analysis. The findings revealed that students face challenges in areas such as pronunciation, grammar, vocabulary, and fluency, with nervousness, lack of confidence, and hesitation acting as significant barriers to skill development. Furthermore, there was a clear imbalance between students' needs and the content of course syllabi and examination systems. The study suggests enhancing Hutchinson and Waters's (1987) learning needs approach to better align with national development policies in countries where English is a second or foreign language. These findings highlight the need for curriculum reforms and more targeted instructional strategies that address students' real-world listening and speaking needs, ultimately fostering more effective communication skills in higher education contexts.
... Language proficiency is considered the ultimate attainment while learning a second/foreign language, and lexis and grammar are commonly viewed as the "building blocks" of language proficiency (Richards, 2015, p.297). Proficiency in a second/foreign language encapsulates a good command of all four skills, which might be expedited by lexis (Richards, 2015). Lexical knowledge encompasses "form (spoken, written, and word parts), meaning (form and meaning, concepts and referents), and use (grammatical functions, collocation, and constraints on use)" (Nation, 2005, p.49). ...
... However, vocabulary learning is an incremental process involving frequent encounters with miscellaneous words in the long run (Richards, 2015). It is, therefore, essential for learners to develop a core vocabulary across various genres to be competent users of L2 vocabulary. ...
... The app prioritises all aspects of word knowledge (i.e., form, meaning, and use); however, more emphasis must be placed on collocations and use constraints (Nation, 2020). Another concern might be raised about the lack of pronunciation assessment, given that pronunciation is part of vocabulary learning as well (Richards, 2015). A final issue to be considered could be the competitive nature of the games included in the app. ...
Vocabulary is an essential component in language learning. In addition to its relationship with other language skills, such as pronunciation (form), reading (meaning), and grammar (use), vocabulary is required for language proficiency. In parallel, language learners must be equipped with specific amounts of vocabulary to comprehend texts of diverse genres (e.g., novels, newspapers, and movies). However, learning vocabulary is incremental, and this skill challenges many language learners in their language-learning journeys for several reasons. Nevertheless, emerging mobile technologies might mitigate the negative impacts on language learning (e.g., lack of motivation and engaging learning environment). In this regard, the present study evaluates a mobile app called WordUp using Kohnke and Moorhouse's (2022) framework.
... English proficiency is often a key determinant of success in various professional and personal contexts, as it facilitates access to global networks, educational resources, and employment opportunities (Graddol, 2006). For adult learners, mastering English speaking skills is a means of personal development and a strategic advantage in an increasingly interconnected world (Richards, 2015). ...
... Firstly, adult learners often have limited opportunities to practice speaking English due to lacking time and resources to improve the language learning environment (Richards, 2015). They have faced numerous distractions in their lives, such as career responsibilities, family commitments, and health concerns. ...
This paper focuses on adult learners in Vietnam, specifically those who want to improve their speaking skills with the help of an AI tool, namely TALKPAL.AI. The study recognizes classes conducted earlier with the help of the TALKPAL.AI application. Similar studies suggest that learners who had the opportunity to use AI tools were able to speak better than those who did not even have such opportunities. The use of TALKPAL.AI brought the practice of speaking the English language with fluency, the accuracy of pronunciation, and the learners' confidence in themselves when speaking the language at an advanced level. This study employs a literature review and analyzes previous studies to evaluate the effectiveness of TALKPAL.AI in improving speaking skills among adult learners. However, this research suggests using AI tools in the teaching process of speech communication to provide directions in which the application of TALKPAL.AI would be salient. The paper also remarks on the need to apply other AI tools in educational processes and research their effects from a time perspective.
... Advances in technology-assisted language learning provide new possibilities for interactive and engaging learning experiences. Richards (2021) suggests that blended learning approaches that combine traditional classroom instruction with online resources can enhance student engagement and improve learning outcomes (Richards, 2021). Additionally, international collaborations, faculty development programs, and curriculum reviews can further strengthen the curriculum and ensure its alignment with global educational standards. ...
... Advances in technology-assisted language learning provide new possibilities for interactive and engaging learning experiences. Richards (2021) suggests that blended learning approaches that combine traditional classroom instruction with online resources can enhance student engagement and improve learning outcomes (Richards, 2021). Additionally, international collaborations, faculty development programs, and curriculum reviews can further strengthen the curriculum and ensure its alignment with global educational standards. ...
English proficiency has become an essential skill that significantly influences academic achievement, professional opportunities, and cross-cultural communication. This study investigates the implementation of the English Curriculum at the State Islamic College of Mandailing Natal, focusing on the challenges and opportunities inherent in the current pedagogical framework. Employing a qualitative case study approach, data were collected through semi-structured interviews and classroom observations, involving two lecturers, and thirty students. The analysis revealed that traditional, lecture-based teaching methods, resource limitations of material, and fragmented curriculum delivery pose significant challenges to effective language instruction. Conversely, the study identified promising opportunities, such as the integration of interactive teaching strategies, enhanced use of digital tools, and ongoing professional development for educators, which could bridge the gap between theoretical content and practical application. The findings suggest that targeted curriculum reforms are essential to create a more engaging and effective learning environment, ultimately enhancing students’ English language proficiency and preparing them for academic and professional success.
... Moreover, given the current role of English worldwide, ELT has assumed new goals and responsibilities. Richards (2015) noted "Now that English is the language of globalization, international communication, commerce, the media, and pop culture, different motivations for learning it come into play. English is no longer viewed as the property of the English-speaking world" (p. ...
... Nevertheless, even for them, communicating in English in an international context comes at a cost. According to Richards (2015), "native speakers of English who use English daily as an international language [...] need to develop the ability to use a type of English that makes use of high-frequency vocabulary and that avoids colloquialisms, vague language, obscure syntax or a marked regional accent or dialect" ( p.17). This ensures clearer communication and greater accessibility from linguistically diverse individuals, thus promoting more effective global interactions. ...
... Teachers' professional development and well-being are closely linked as they mutually reinforce each other, creating a positive cycle of growth and satisfaction for educators (Richards 2015;Wang 2022). Professional development activities, whether formal or informal, contribute to teachers' well-being in several ways (Borg 2015). ...
... First, by engaging in professional development, teachers gain new skills, knowledge, and confidence, which may lead to increased job satisfaction and a sense of accomplishment, both of which are important components of well-being. Second, collaboration with colleagues enhances professional skills and provides social support and a sense of community, which have been vital for teachers' well-being (Richards 2015). Third, professional development through seminars, webinars, workshops, and engaging with literature keeps teachers intellectually stimulated and up-to-date with the latest teaching methods. ...
Adopting a nested model of ecological systems, this study investigated how language teachers working in a private elementary school in Turkey experienced their emotional well‐being and what factors affected their emotional well‐being and self‐directed professional development. A biodata questionnaire, semi‐structured interviews, and journal writing were leveraged to identify the participants’ dynamic changes in their well‐being and professional development. The language teachers’ emotional well‐being and their teaching experiences were qualitatively analyzed under four categories namely, micro‐, meso‐, exo‐, and macrosystems of the nested ecosystem model. A grounded theory approach was used for the qualitative analysis, and the emergent codes were compared to reveal the dimensions of the dynamic ecological changes. The findings of the study provided evidence to support the dynamically changing trajectories and variables in language teachers’ emotional well‐being and their self‐directed professional development related to individual and contextual factors, namely feeling emotionally depleted and on edge in a volatile world, precarious employment, unstable schedules, and parental pressure eclipsing teacher roles. However, the sense of cooperation and collegiality among the language teachers allowed them to cope with the challenges and empowered them to tap into their professional career goals. The findings of this study contribute to the knowledge of language teachers’ well‐being and resilience in their instructional environment and provide implications for future research for language teacher professional development.
... Being well-prepared makes it possible to evaluate student understanding, use a variety of teaching philosophies, and make the required modifications to enhance learning outcomes. Lesson preparation is essential because it gives teachers a framework for methodical instruction, helps them foresee possible problems, and guarantees that instructional activities are meaningful and goal-directed (Richards, 2015). The level of work efficiency of the teachers in terms of teaching is presented in Table 11. ...
... Limited contact hours: Most programs allocated only 2-3 hours per week for foreign language instruction (Richards, 2015). ...
This study explores the methodology and effectiveness of foreign language instruction in non-philological universities, where language learning is not the primary academic focus. With globalization increasing the demand for multilingual professionals, integrating language education into technical and scientific curricula has become essential. Using a qualitative approach, the study identifies the main challenges and evaluates successful practices for language instruction in such institutions
... Oleh karena itu, penguasaan bahasa Inggris menjadi keterampilan dasar yang dibutuhkan dalam menjalin komunikasi lintas budaya, khususnya dalam konteks pelayanan wisatawan. Pembelajaran bahasa Inggris yang efektif sangat dipengaruhi oleh konteks sosial dan budaya pembelajar, sehingga pendekatan berbasis komunikasi dan konteks lokal menjadi penting (Richards, 2015). ...
Pengabdian Kepada Masyarakat ini bertujuan untuk mengetahui dan menganalisis kondisi sosial dan lingkungan masyarakat Desa Kelawi dalam rangka mendukung pengelolaan Desa Wisata dan Konservasi Pantai Minang Rua, Lampung Selatan. Desa ini memiliki potensi wisata alam dan budaya yang besar, akan tetapi belum diiringi dengan kesiapan sumber daya manusia, khususnya dalam keterampilan berbahasa Inggris sebagai bahasa komunikasi internasional. Dengan potensi yang ada, pembangunan desa wisata dapat membantu menumbuhkan ekonomi daerah dan memaksimalkan sumber daya manusia yang ada sebagai kelompok sadar wisata di Desa Wisata dan Konservasi Pantai Minang Rua Lampung Selatan. Melalui ketersediaan tenaga ahli yang kompeten dapat membantu membuka wawasan masyarakat sehingga dapat bersama sama membangun desa wisata yang lebih optimal. Selanjutnya, target luaran pengabdian kepada masyarakat ini difokuskan pada perbaikan tata nilai dalam masyarakat, berupa teredukasinya masyarakat yang sebelumnya tidak memahami bahasa inggris untuk berkomunikasi, menjadi mengerti dan memahami bahasa inggris untuk berkomunikasi pada wisatawan. Sehingga masyarakat dapat lebih baik dalam berkomunikasi dengan wisatawan asing yang mengunjungi desa wisata sebagai nilai tambah bagi desa wisata itu sendiri.
... Isinagawa ang maingat na pagsusuri sa mga impormasyong gamit ang nararapat na pamamaraan at binigyanngkahuligan ang mga ito upang masagot ang mga pangunahing suliraning tinukoy sap ag-aaral Ayon kina Dudeney, Hockly, at Pegrum (2013), ang mga tool na ito ay naging pangunahing bahagi ng edukasyong digital dahil sa kanilang simple ngunit makapangyarihang kakayahan sa pagsusulat at pag-eedit ng teksto, na siyang tumutugon sa mga pangangailangan ng makabagong pedagogiya. Dagdag pa ni Richards (2015), ang paggamit ng mga productivity software gaya ng Microsoft Word at Google Docs ay nag-aambag sa mas episyenteng pagbuo ng mga akademikong sulatin dahil sa mga built-in na feature nito gaya ng grammar check, realtime editing, at template support. Samantala, ayon kay Warschauer (2010), ang integrasyon ng teknolohiya sa klase ay hindi lamang nagpapadali sa mga gawaing pang-akademiko kundi nagpapataas din ng digital literacy ng mga mag-aaral at guro. ...
Ang pananaliksik na ito ay tumatalakay sa paggamit ng teknosulat o mga kagamitang teknolohikal sa pagtuturo ng sulatin sa asignaturang Filipino sa mga guro ng Senior High School sa Mankayan, Benguet. Layon nitong masuri ang dalas ng paggamit, antas ng pagkaepektibo, at mga hamong kinahaharap ng mga guro sa paggamit ng teknosulat sa kanilang pagtuturo. Naging batayan ng pananaliksik ang tatlong pangunahing suliranin: (1) gaano kadalas ginagamit ng mga guro ang teknosulat; (2) gaano kaepektibo ang paggamit nito sa pagtuturo ng sulatin; at (3) gaano kaseryoso ang mga hamon sa paggamit nito. Isinagawa ang pag-aaral gamit ang deskriptibo-kwantitatibong disenyo, kung saan gumamit ng sarbey-kwestyoneyr bilang pangunahing instrumento. Pitong pampublikong Senior High School sa Mankayan, Benguet ang nilahukan, at labinlimang (15) guro na nagtuturo ng sulatin sa Filipino ang nagsilbing mga kalahok. Ang datos ay inanalisa gamit ang basic statistical tools gaya ng mean at ranking upang masukat ang antas ng paggamit, pagkaepektibo, at mga hamon. Batay sa kinalabasan ng pag-aaral, lumitaw na ang mga kagamitang teknosulat tulad ng Microsoft Word, Google Docs, Grammarly, at PDF annotators ay bihirang ginagamit ngunit itinuturing na epektibo sa pagtuturo ng sulatin sa Filipino. Gayunman, natukoy na seryoso ang mga hamon gaya ng limitadong internet connection, kakulangan sa kasanayan, at kakulangan ng teknolohikal na pasilidad sa paaralan. Iminumungkahi ng pananaliksik ang pagbibigay ng regular na pagsasanay sa mga guro, pag-upgrade ng teknolohikal na pasilidad, at mas sistematikong integrasyon ng teknosulat sa kurikulum. Ang pananaliksik na ito ay may mahalagang ambag sa pagpapahusay ng pedagogical practices sa Filipino at maaaring maging batayan ng mga tagapamahala sa edukasyon sa paggawa ng polisiya at programang makabago.
... It seeks to elevate their language proficiency, preparing them to become more efficient and effective individuals in their future roles as educators. Richards (2015) emphasizes the new roles of teachers as course and materials developers, classroom researchers, learning assessors, and learner-based innovators. Teachers need the capacity in developing effective context-specific pedagogy. ...
Aims: English proficiency is the ability of an individual to use the English language effectively in both oral and written communication. It is a vital skill for all students. This study aimed to determine the English proficiency level of the first-year College of Teacher Education students in a private catholic institution in Ozamiz and made it a basis for an intervention program. Study Design: The study utilized descriptive-developmental research design. Place and Duration of Study: The study was conducted at a private catholic institution in Ozamiz City, Philippines, which lasted from November to December 2024. Methodology: To determine the English proficiency level of the students, the researchers conducted a standardized test adopted from Birmingham City Schools. The test consists of 170 items: 100 for grammar, 50 for vocabulary and 20 for reading comprehension. There were a total of 40 students who took the test. Results were then analyzed and interpreted and made as a basis for designing an intervention program. Results: Findings revealed that students exhibited low proficiency in vocabulary, grammar, and reading comprehension necessitating the development of Project LEAP (Language Enhancement for Academic Proficiency) to address these gaps.
... Dell Hymes' (1972) initial model of communicative competence included linguistic, sociolinguistic, discourse, and strategic competencies. These components have been widely discussed in education, as teachers must possess all four types of competence to communicate effectively with students (Richards, 2015). Linguistic competence refers to the teacher's command of the language being used, which is essential for conveying content clearly. ...
This study examines the communicative needs of English teachers, aiming to identify key challenges and design need based pedagogical interventions to enhance their efficiency in the classroom and educational settings. Through a quantitative method involving surveys, and classroom observations, the study explores areas where teachers come across difficulties, including vocabulary usage, grammar application, non-verbal communication, classroom management, student engagement, drafting curriculum vitae, etc. Analysis of the collected data reveals frequent barriers that hinder clear communication, with particular emphasis on managing discussions, encouraging student participation, and adapting language use to various situations. The findings show that the development of a comprehensive pedagogical course focused on addressing these challenges through practical strategies, communication exercises, and skill-building activities will be highly useful. By bridging communicative gaps, this course intends to prepare teachers with the tools needed to develop a more comprehensive learning environment. The study contributes to the broader field of teacher education by emphasizing the importance of communicative competence and suggesting methods that can be customized to enhance teaching effectiveness. 1. Introduction With growing importance of global communication as the world is becoming more dynamic than ever, people are learning English all around the globe (Mackey,2002). According to Flowerdew (2012) two key forces are seen as driving future needs analyses and curriculum development in ESP: technologization (Integrating technology) and transnationalization (communication among nations), aspects of which are interrelated. Globalization has been propelled by advancements in technology and advancements in communication techniques. In Asian and European contexts, for example, the significance of email for effective workplace written communication transnationally has been highlighted in a number of recent needs analyses researches. Technology not only had a significant influence on professional communication styles, but it is also utilized frequently in assessments of English as the primary language of the office. Pakistan has also been among the countries influenced by the supremacy of English language use in education and employment, which stems from its historical roots. Teachers in non-native English speaking countries, such as Pakistan, especially those coming from public sector face difficulty in communicating in English despite having an understanding of language; they are unable to communicate fluently. English for Specific purpose (ESP) is a growing yet impactful way to gain optimum output from the learners. To be effective in the global educational context of today, teachers must be highly proficient in the English language. This enhances their access to international resources and makes it possible for them to participate in professional development activities and foster a more
... Research has shown that students exposed to CLT-based instruction exhibit higher proficiency in grammar due to its interactive and learner-centered nature (Wang & Zhang, 2022). To further enhance grammatical competence, incorporating task-based activities and contextualized learning experiences is recommended (Richards, 2021). ...
Investing in language learning is necessary, especially to improve communicative competence in English. This study was undertaken to determine the relationship between the language learning investment and communicative competence in English of Grade 9 students of Palo 19 National High School. The study explored various facets of language learning investment, including educational resources, technology and tools, academic and personal commitment, and supplementary activities. The study also examines the students' performance in strategic, grammatical, socio-linguistic, and discourse competencies. Using descriptive statistics, the study presented the levels of students' language learning investment and communicative competence. The findings showed that students display moderate to high investment across all areas, with personal commitment showing the highest level of engagement. Meanwhile, students demonstrate competent communicative abilities, with strategic competence being their strongest area. There was a significant positive relationship between language learning investment and communicative competence, suggesting that increased investment in language learning activities leads to higher levels of communicative proficiency. These results align with the Investment Theory in language learning, emphasizing the importance of sustained engagement and commitment in language acquisition. Based on the result of this study, an instructional primer has been developed to further enhance students' language learning experiences. This primer integrates diverse learning strategies, including hands-on activities, problem-solving exercises, and real-world applications, to promote greater engagement and enhance students' English proficiency.
... The significance of out-of-class contexts (OOCCs) in English as a Foreign Language (EFL) learning cannot be overstated (Benson, 2011;Richards, 2015, Sundqvist & Sylvén, 2016. These contexts, which encompass opportunities for practicing English outside formal classroom settings, provide learners with authentic exposure and practical applications of the language. ...
This study explores the role of out-of-class contexts (OOCCs) in English as a Foreign Language (EFL) learning among Romanian high school students, emphasizing how informal environments complement formal instruction. Data from 125 students across four public schools reveals active engagement with English through media consumption, gaming, and social media, enhancing vocabulary, listening comprehension, and speaking confidence. Informal settings provide low-anxiety opportunities for meaningful communication and experimentation. Motivation plays a pivotal role, with students linking English proficiency to future opportunities. Personal learning ecologies, such as online reading and conversations with others, foster development within supportive spaces. The study advocates integrating OOCCs into formal instruction to bridge theoretical and practical knowledge, creating a holistic learning environment aligned with learners’ interests and real-world needs.
... Reading and writing are assessed through integrated reading comprehension tasks followed by written responses, ensuring that reading comprehension is directly connected to written expression. Some assessments require students to listen to an audio passage, summarize key points in writing, and then discuss their summaries with peers, reinforcing cross-modal language skills (Garcí a Mayo & Hidalgo, 2017;Richards, 2015). ...
This study presents a dataset and analysis on the integration of interactive app-based games in bilingual Physical Education (PE) settings, aiming to enhance English proficiency and promote sustainable learning practices. By utilizing digital technologies, the research explores how these tools support language acquisition while fostering environmentally responsible education. Grounded in bilingual education theories and digital sustainability principles, the study emphasizes resource-efficient educational technologies. It also aligns with the FAIR Data Principles, ensuring that the generated data is findable, accessible, interoperable, and reusable, contributing to open science. A mixed-methods approach was used to collect quantitative data on English proficiency and PE conceptual understanding, complemented by qualitative data from observations, interviews, and focus groups. The study involved 120 elementary school students from grades 3 to 5 and six PE teachers from three different schools, focusing on the effectiveness of app-based games in bilingual education and their role in sustainable teaching and learning. The dataset indicates statistically significant improvements in English proficiency and PE conceptual understanding among participants. Additionally, the findings highlight the environmental and social implications of integrating digital technologies in bilingual PE settings. This study demonstrates how app-based games align with global educational goals by minimizing environmental footprints and fostering inclusive learning environments. The dataset offers insights into the dual academic and environmental benefits of digital tools in bilingual education, providing a scalable and adaptable model for integrating digital sustainability into curricula. By bridging bilingual education, sustainable learning, and digital innovation, this study contributes to discussions on the evolving role of technology in education.
... Furthermore, each of these stages (Rinda et al., 2019). The interactions involved are best described as interactive speaking situations, characterized by real-time exchanges, clarification requests, and negotiation dynamics (Moodie, 2020;Richards, 2015). In this study, data excerpts illustrate how students navigated these encounters, applying strategies such as clarification, repetition, politeness markers, and cross-cultural adaptation. ...
This qualitative descriptive study investigates the application of English-speaking skills in authentic service encounters at the Tourist Information Centre (TIC) in Banyuwangi, East Java. Drawing on approximately 10 observed interactions with both domestic and international tourists—including visitors from Indonesia, Singapore, and Malaysia—the study identifies four key stages of communication: information delivery, feedback provision, negotiation, and agreement confirmation. These stages reveal the strategic use of clarification, turn-taking, and negotiation techniques in real-time exchanges. The findings suggest that effective and adaptive spoken English significantly contributes to improved service quality and tourist satisfaction. By analyzing how TIC staff engage in interactive speaking practices, this research highlights the practical importance of communicative competence in tourism settings and provides insights for English for Specific Purposes (ESP) education.
... Teaching English as a foreign language (EFL) requires integrating 21st-century skills such as creative thinking, critical thinking, and effective communication (Richards, 2015). According to a study by Cahyaningrum (2017), the absence of standards and student motivation made learning English difficult. ...
This study aims to describe how teachers incorporate 21st century skills, including creative thinking, communication, collaboration, and critical thinking into their lesson plans, explore the integration of these skills into English language teaching, and identify the challenges teachers face when integrating those skills in the classroom. This research was conducted at an Islamic Junior High School in Surakarta. The researchers used a qualitative approach with a descriptive method. The research instrument was information obtained through observations and interviews, as well as lesson plan guides made by teachers. The subjects of this study were one English teacher and two representatives of grade XI students. To analyze the data, four stages were employed: data collection, data reduction, data presentation, conclusion drawing, and verification. The results showed that 1) teachers had incorporated 21st century skills into the lesson plans they made. 2) Teachers have integrated 21st-century skills in the classroom well. 3) there are some challenges experienced by teachers when integrating 21st century skills in the classroom, such as the lack of motivation to learn English in students and the lack or limitations of school facilities to support success in integrating 21st century skills (creative thinking, communication, collaboration, and critical thinking) in EFL classes.
... ask them for some spatial details using prepositions. It assesses understanding of the material, the language used to describe the visual stimulus, and creative expression 36) . This test evaluates their fluency in speaking about day-to-day situations and improves their ability to form planned and fluid answers. ...
In preparatory schools, the issue of establishing foundational language abilities is especially urgent, with the language being essential for students' future academic success. The present study sought to assess the influence of telegraphic cue activities on creative and inspiring communication regarding EFL preparatory school students. In particular, it explored the question of whether these activities facilitate creative communication skills and proposed a null hypothesis that there would be no significant difference in creative communication skills in the experimental and control groups. It uses a Quasi-experiment with a pre-test and post-test design for both groups. The study sample comprised 60 female fourth-grade students from Al-Kansaa Preparatory School for Girls in the province of Kirkuk. Results showed that activities using telegraphic cues had a significant improvement in the creativity of English communication skills of EFL students and a high correlation of post-test achievement between a creative communication activity.
... ask them for some spatial details using prepositions. It assesses understanding of the material, the language used to describe the visual stimulus, and creative expression 36) . This test evaluates their fluency in speaking about day-to-day situations and improves their ability to form planned and fluid answers. ...
In preparatory schools, the issue of establishing foundational language abilities is especially urgent, with the language being essential for students' future academic success. The present study sought to assess the influence of telegraphic cue activities on creative and inspiring communication regarding EFL preparatory school students. In particular, it explored the question of whether these activities facilitate creative communication skills and proposed a null hypothesis that there would be no significant difference in creative communication skills in the experimental and control groups. It uses a Quasi-experiment with a pre-test and post-test design for both groups. The study sample comprised 60 female fourth-grade students from Al-Kansaa Preparatory School for Girls in the province of Kirkuk. Results showed that activities using telegraphic cues had a significant improvement in the creativity of English communication skills of EFL students and a high correlation of post-test achievement between a creative communication activity.
... El dominio del idioma inglés se ha consolidado como una competencia clave en la formación integral de los estudiantes en el siglo XXI, especialmente en contextos globalizados donde el conocimiento de una segunda lengua amplía significativamente las oportunidades académicas, profesionales y culturales (Richards, 2015). En respuesta a esta necesidad, los sistemas educativos en América Latina y otras regiones han incorporado políticas de enseñanza del inglés desde los niveles básicos de la educación pública. ...
La enseñanza del inglés en instituciones públicas enfrenta serias limitaciones debido al uso persistente de métodos pedagógicos tradicionales, centrados en la memorización y descontextualizados del uso real del idioma, lo que ha generado bajos niveles de competencia linguística entre los estudiantes. Ante este problema, el estudio propone analizar estrategias pedagógicas innovadoras que respondan de forma eficaz a las necesidades del aprendizaje del inglés en contextos públicos. A través de una revisión bibliográfica cualitativa en bases académicas como Scopus y Web of Science, se identificaron enfoques como el Aprendizaje Basado en Proyectos, el modelo CLIL, el aula invertida y la integración de tecnologías digitales. Estos enfoques mostraron mejoras en la motivación estudiantil, participación activa y desarrollo de habilidades comunicativas. Sin embargo, también se evidencian barreras estructurales, como la escasa formación docente, la limitada infraestructura tecnológica y la resistencia al cambio. Se concluye que estas estrategias, enmarcadas en políticas inclusivas, pueden transformar significativamente la enseñanza del inglés en la educación pública.
... Additionally, speaking involves non-verbal aspects such as facial expressions, gestures, and intonation, which enhance the conveyed meaning. Richards (2015) emphasizes that speaking fluency is one of the key indicators of language learning success, as it reflects the extent to which learners can engage in spontaneous and effective interactions. Furthermore, in the educational domain, speaking skills play a crucial role in academic presentations, group discussions, and interpersonal communication. ...
Speaking is one of the most challenging skills for junior high school students, as it requires fluency, pronunciation accuracy, confidence, and expressive communication. Many students struggle with speaking English due to limited exposure, fear of making mistakes, and lack of engaging learning methods. This study aims to analyze the effectiveness of storytelling in improving the speaking skills of eighth-grade students, particularly in terms of pronunciation, fluency, confidence, and expressive delivery. Using a qualitative research approach, this study involved 20 eighth-grade students with limited English-speaking experience who participated in a five-day storytelling program, where they practiced speaking in small groups guided by tutors. Data were collected through pre- and postobservations, video recordings, and student reflections. The results indicate that storytelling significantly improved students’ speaking abilities, as they became more fluent, confident, and expressive in their storytelling performances. Initially, students exhibited hesitation and struggled with pronunciation, but by the final session, they demonstrated greater clarity, natural fluency, and expressive body language. Peer collaboration and tutor support played a crucial role in fostering students' engagement and reducing anxiety. Despite some early challenges, students ultimately found storytelling enjoyable and beneficial for their speaking development. These findings suggest that storytelling should be integrated into English learning as an interactive and effective method to improve students' oral communication skills, with further research needed to explore its long-term impact and its effectiveness compared to other speaking-based teaching methods.
... Institutions should also recognize and reward teaching excellence and innovation in promoting student engagement (Richards, 2024). This can involve providing incentives, awards, or promotions for teachers who demonstrate effective and creative practices in task-based teaching. ...
This study investigates the factors influencing student engagement in task-based English as a Foreign Language (EFL) classrooms in Chinese universities from both student and teacher perspectives. Using a mixed-methods approach, data were collected from 120 undergraduate students and 10 EFL teachers through questionnaires and semi-structured interviews. The findings reveal that task engagement is influenced by multiple factors, including task characteristics, teacher support, peer interaction and contextual constraints. While students emphasize task interest, personal relevance and collaborative opportunities, teachers focus more on task authenticity, instructional clarity and strategic design considerations. The study also identifies challenges in implementing engaging tasks within the Chinese EFL context, such as time constraints and exam pressure. The findings highlight the importance of bridging student and teacher perspectives to create more effective and engaging learning experiences. Pedagogical implications for task design, teacher support and professional development are discussed.
... According to Richards (2015), a novice teacher is initially concerned with acquiring the basic classroom skills necessary to carry out lessons. Across subjects, novice teachers arguably struggle to put the skills and techniques that they learned into practice. ...
This study examines dilemmas that student teachers experience when teaching English communicatively at elementary school. As part of a two-year English teaching methodologies course, student teachers conducted English lessons at elementary schools. They then wrote critical incident reports about their experience. A critical incident is an unexpected event occurring in a lesson that causes some kind of pedagogical quandary. In this study, 297 critical incident reports written by 191 pre-service teachers between 2015 and 2022 were analyzed. Through thematic coding, the critical incidents were grouped into themes. An examination of critical incidents within a theme and across themes revealed dilemmas student teachers were likely to experience when conducting language learning activities. Among these dilemmas were how to mix fun and learning, how to encourage students to use the target words and phrases in an activity, the role of practice, and the challenge of teachers using English. The fact that there was no easy resolution for each dilemma shows the complexity of teaching. This paper suggests that presenting student teachers with contradictory case studies can help them develop the ability to teach appropriately depending on the pedagogical content, characteristics of the learners, and teaching environment.
... Student are more drawn to digital books that offer features like text, audio, animation, and video, as they give them options that cater to their specific needs, unlike printed books (Mashfufah et al., 2019). Alternatively, teaching materials can serve as valuable resources, tools, and essential elements in language instruction (Richards, 2015). These materials offer a wealth of language content, providing language learners with valuable learning resources (Harmer, 2017). ...
... Research suggests that management students benefit more from long-term language competence rather than ad-hoc interventions (Ellis, 2005). This approach ensures that students acquire not just functional English skills but also a comprehensive linguistic foundation that supports advanced professional communication (Richards, 2015). ...
This study investigates the role of English proficiency in personal, academic, and professional contexts among management students, focusing on their perceptions, aspirations, and challenges. With data collected on their use of English in social interactions, academic performance, and career aspirations, the paper highlights critical insights into the perceived importance of English, identifies key apprehensions in speaking and writing, and proposes recommendations for enhancing English learning in management programs. The findings emphasize the need for curriculum improvements, specialized support programs, and targeted interventions to address language skill gaps and better prepare students for leadership roles in business.
... According to second language learning theory, a supportive environment and direct practice can improve language skills (Ellis, 2015). Interactive learning strategies, such as simulations and role plays, are effective in improving communication skills (Richards, 2018;Sayow & Marsevani, 2024). The ability to communicate effectively with tourists is crucial. ...
Tourism plays a significant role in regional economic growth, especially in areas with unique cultural and natural attractions. As global tourism continues to expand, the ability to communicate in English has become essential for individuals involved in the tourism sector. This article aims at increasing students' awareness and motivation to learn English for Tourism through local wisdom in Citorek village, Lebak regency, Banten. Specifically, students are expected to have (1) communication skills; students need the ability to communicate with foreign tourists, from providing information to serving their needs, (2) knowledge about the destination; students must understand the ins and outs of tourist destinations in Citorek Lebak, including history, culture and tourist attractions, (3) offering skills; students need to master the skills of offering tourism products and services in English, such as accommodation, culinary delights and tourist activities, as well as (4) career preparation; mastering English opens up career opportunities for students in the tourism industry. Local wisdom is a valuable asset that can be integrated into learning english for tourism. With the right strategy, students can improve their English skills and contribute to tourism development in Citorek Lebak Banten.
... Information-gap aims to cultivate learners' interaction strategies and correct their language production via communication. [16] By talking with others, learners can practice their language knowledge and get feedback from others to make progress. ...
Interaction is one of the crucial parts in the field of second language acquisition. From being initially neglected to becoming the central attention of research, interaction among students has gained increasingly focus recently. This article provides some viewpoints from the previous studies and introduces some relevant perspectives on why interaction is important to facilitate ESL/EFL learners’ learning outcomes. Also, this article analyses some research to figure out how to meaningfully deploy interactive activities in the language learning classrooms. A suggested activity is introduced in this article. However, the research on interaction still has a long way to go. This article mainly summarizes the outcomes of some former studies and provides a possible method to help fresh instructors to facilitate learners’ peer-interaction during the class.
... Firstly, students' main challenges in learning English are speaking fluency, grammatical complexity, and pronunciation/phonetics. This aligns with previous research pointing out these areas as the most difficult in mastering a foreign language (Richards, 2015;Ortega, 2013). The pedagogical implications point to the need to focus English teaching on the specific development of these linguistic skills. ...
This research project aims to diagnose the use of English as a foreign language as an instrumental competence among university students in Cuenca, Ecuador, and to recognize its importance for international opportunities. The project evaluates the effectiveness of English language programs and teaching strategies to develop language skills among students. The non-experimental field study, which includes qualitative and quantitative analysis, will collect data from students and teachers at the Catholic University of Cuenca, and among the expected results is a deeper understanding of language development, pedagogical improvements, and suggesting specific strategies to improve language skills. This research project aims to improve English language teaching in Cuenca and prepare students for success in a globalized and multicultural world.
... In essence, accuracy reflects a learner's ability to manage the complexities of their interlanguage, a system that represents their current stage of language development, to minimize errors (Ahmadian, 2011;Ellis, 2003). Several scholars equate accuracy with producing speech that is free from errors (Richards, 2015;Skehan, 1998) or that adheres to target language norms (Ellis, 2003;Ellis & Barkhuizen, 2005). The importance of accuracy, particularly when coupled with fluency, is well-documented in SLA research (Navidinia et al., 2018;Pourdana & Bahram, 2017;Toni et al., 2017). ...
This study investigated the effect of Ted Talk videos in enhancing the speaking proficiency of intermediate EFL learners (English as a Foreign Language). A convenience sample of 60 EFL (English as a foreign language) learners (aged 16-21) studying at a private language institute were recruited. Participants were homogenized based on English language proficiency through an initial Oxford Placement Test (OPT). Subsequently, they completed the speaking section of the Preliminary English Test (PET) as a pre-test to establish a baseline measure of their speaking skills. Participants were then randomly assigned to either an experimental group receiving TED talk videos or a control group receiving conventional instruction using traditional methods such as dialogue roleplays. Following the ten-week intervention period, all participants completed the PET speaking test again as a post-test. The study employed established metrics to assess speaking proficiency, including Error-Free Clauses per T-unit (EFC/T) for accuracy and words produced per minute (W/M) for fluency. Data were analyzed using IBM SPSS Statistics (version 24.0). The research adhered to ethical guidelines set forth by BERA (2011). The study revealed a statistically significant improvement in speaking accuracy and fluency for participants in the TED Talks group compared to the control group. This is supported by the higher mean scores achieved by the experimental group in the post-test and confirmed by the MANOVA analysis. This finding suggests that incorporating TED talk videos into EFL curricula may be a beneficial strategy for enhancing speaking skills.
... A leíró szövegekben általában komplex mondatszerkezeteket alkalmazunk, míg az élőnyelvi prezentációk rövidebb, közvetlenebb szerkezetekkel dolgoznak, és tetten érhetők azok a nyelvi elemek, amelyekkel az élőbeszédben kötjük át egyik gondolatot a másikkal, vagy melyekkel fontos információt emelünk ki. Az ilyen típusú különbségek tudatosítása segít a nyelvtanulóknak abban, hogy az adott kommunikációs helyzethez megfelelő nyelvi struktúrákat válasszanak, és tudják, mikor érdemes közvetlen kifejezéseket, kérdéseket vagy egyértelmű kulcszszavakat használni a közönség figyelmének fenntartása érdekében (Richards, 2014). ...
Jelen tanulmány egy olyan munkamenetet mutat be, mely a használatalapú nyelvoktatási elméletekre építve ad konkrét javaslatot egy tematikus olvasókönyv feldolgozására. Bemutatja a módszertani kereteket, magát az olvasókönyvet, majd a munkamenetet, végül a projektben részt vevő nyelvtanulók értékeléseit. Azt tűzi ki célul, hogy plasztikussá tegyen egy olyan metodikai eljárást, amelynek során világosan látszanak a lépések, a célok, az indokok és az eredmények. A cikk az Olvasókönyv a MagyarOK A2-es kötetéhez (Szita & Pelcz, 2024) című tananyag tartalomalapú CLIL módszereket is alkalmazó munkamenetét mutatja be egy kérdőíves vizsgálattal követett oktatási folyamatban. A munkamódszer bemutatása mellett elemzi a kérdőíveket is, melyeknek segítségével a diákok hétről hétre számot adtak a tananyaggal folytatott munka tapasztalatairól.
... This philosophy aligns with contemporary educational goals, emphasizing holistic development alongside language acquisition. With English remaining the dominating medium of communication across the world, its mastery from early life is not merely a skill but a necessity for success later in life (Richards, 2015;Pinter, 2017). ...
The increasing significance of English as a global lingua franca underscores the need for effective early language education strategies. This study examines English teachers' strategies in implementing the Montessori method at Bale Anak Lombok Montessori School to enhance pre-schoolers' vocabulary acquisition and address pedagogical challenges. Employing a qualitative descriptive case study design, data were collected through non-participatory classroom observations, semi-structured interviews with two teachers, and document analysis. Findings reveal that the Three-Period Lesson—a core Montessori strategy—was pivotal in introducing vocabulary through structured progression, using tangible materials and interactive activities to foster engagement and retention. Supplementary strategies included storytelling, songs with movements, and gamified activities, which addressed young learners' developmental needs and short attention spans. Articulation challenges were mitigated through repetition and individualized observation, while parent involvement reinforced learning consistency at home. The study highlights the Montessori method's alignment with constructivist principles, emphasizing hands-on, child-centered learning that supports holistic development. These findings suggest that integrating interactive, multisensory approaches can significantly enhance early language education. Implications include the need for professional training to adapt Montessori principles effectively and for future research to explore their application in diverse educational and cultural contexts.
... L2 reading differs from reading in a native language since it involves cross-linguistic processes (Koda, 2005), causing language learners, including college students (Jalilifar, 2010), to face challenges (e.g., unfamiliar vocabulary and meaning inference) when reading in an L2 (Prichard & Atkins, 2021). Additionally, vocabulary and grammar are viewed as pivotal in language proficiency (Richards, 2015), and understanding a text requires a good size of vocabulary knowledge (Webb & Nation, 2013). In this regard, language learners might harness any tools to reduce their cognitive load and ultimately facilitate reading comprehension. ...
Reading is a critical skill in language acquisition involving various cognitive and linguistic processes. A good size of vocabulary is required for reading comprehension. However, language learners have been reported to face challenges in grasping unfamiliar words. Recent technological advances might assist learners in language learning in this regard. One instrument is Readlang-a web-based technology that allows users to translate words and phrases in any text on any website. Given the potential pedagogical benefits, this review intends to evaluate Readlang, outlining its features, tackling its affordances for reading skills, and delineating its impediments. Results suggest that Readlang could foster language learning and practice in higher education contexts.
... However, there has been no comprehensive research exploring students' expectations of EFL learning components at this institution. The success of EFL learning depends on the complex interaction between various components, including teachers, students, and teaching materials (Richards, 2015). In the context of higher education, a deep understanding of students' expectations towards teachers, students, and teaching materials as the EFL learning components becomes crucial to enhancing learning effectiveness and achieving optimal outcomes. ...
This research aims to explore the expectations of English Language Education Study Program students at IAIN Parepare regarding the components of learning English as a Foreign Language (EFL). There were ten English Language Education Study Program students were interviewed, spesifically seven of them were the third semester and three others from the fifth semester and the researcher got the saturated data within two months of research. Using a qualitative approach with a case study design, this research examines in-depth students’ expectations of EFL lecturers. The data collection method was conducted through in-depth interviews with students to understand their expectations regarding the English language learning process. Research findings reveal that students have comprehensive expectations for the quality of teaching. They want professional lecturers, who have a deep understanding of the material and can create an interactive and fun learning environment. Learning methods are expected to be creative and practical, including a student-centered approach, discussion, role-play, communicative games, and technology integration. The feedback aspect is of particular concern, with students expecting to receive detailed explanations of mistakes, motivational feedback, and appreciation for their efforts. This research concludes that students want an English learning experience that is interactive, meaningful, and supports holistic competency development. The research findings provide important insights for curriculum development, improving the quality of teaching, and adapting learning strategies that are more aligned with student needs and expectations in today's higher education context.
... Grammar instruction is crucial for intermediate-level English language learners as it provides the foundation necessary for effective communication in both academic and professional contexts. At this level, learners have surpassed basic proficiency but still need significant support to refine their grammatical skills and enhance their language use in more complex situations (Richards, 2015). Mastery of grammar at this stage is essential for learners to produce coherent and accurate written texts, participate in discussions, and understand more advanced linguistic structures. ...
... Each topic not only requires students to introduce themselves but also to provide a coherent, detailed description of their experiences, ideas, and reflections related to the subject matter. As (Richards, 2015) said that This task emphasizes fluency, accuracy, and the use of appropriate discourse strategies, all of which are key components in developing speaking proficiency. ...
This study investigates the use of podcasts as a teaching media for developing speaking skills among FLDP students, FLDP is foreign Language Development Program which is provided for a fresh students at IAIN Madura. There are some specific topic as: self introduction, My Family, My Hobby, My Job, and My Campus as the theme of podcast. Podcast provides a flexible platform that promotes fluency, accuracy, and communicative competence. The research problem focusing on identifying how podcast tasks enhance speaking skills. A qualitative study approach was taken as the research method, with data collected through observation and documentation. Twenty five students were divided into several groups. The data were analyzed using Miles and Huberman's model, which includes data reduction, data display, and conclusion drawing. The findings indicate that podcasts not only enhance students' speaking abilities but also foster engagement and confidence in language use. It suggests that podcasts can be a valuable tool for EFL classrooms. In conclusion, Incorporating podcasts into EFL classrooms appears to be a promising method for improving speaking skills and fostering a positive learning environment.
The article discusses the importance of enhancing English fluency in Philology majors. It also identifies various definitions of fluency, problems that students face in fluency development and suggests comprehensive strategies for their improvement. The paper highlights the implementation of teaching strategies that can be integrated into the EFL classroom. Additionally, the author provides several reasons for achieving fluent spoken English, which is increasingly recognised as an essential skill. This research employs a mixed-methods approach to investigate the development of English speaking fluency among philology students. The study provides designs to measure changes in speaking fluency over a one-semester period. The author proposes an assessment based on four criteria, with data collection grounded in both quantitative evaluation scores and qualitative observations. The article examines key methods for improving spoken English and fluency, such as interactive teaching methods, technological tools, authentic materials usage, feedback, peer learning and individualisation of studying. They are proposed to be discussed and analysed during students' training in fluency skills in practical classes. The results of the oral fluency experiment are to be reflected in future research.
Given that many foreign language learners these days systematically watch foreign language movies outside the classroom via streaming services, the effects of exposure to foreign language audiovisual materials on various aspects of language learning are frequently addressed in recent research. The present study aimed to investigate the impact of exposure to subtitled videos and the impact of modality on vocabulary learning and cognitive load. 196 Polish upper-intermediate learners of English were divided into nine experimental groups based on different modality (video, audio, audiovisual) and subtitling (interlingual, intralingual, no subtitles) conditions. Each group watched a video clip in the assigned condition and their gains in vocabulary learning were measured by a pre test and two post-tests. Additionally, cognitive load was measured by means of dual task methodology, and a subjective measurement in the form of a self-reported questionnaire. Results reveal that watching subtitled videos facilitates vocabulary learning without causing cognitive overload.
This chapter delves into the governance and administration of Intensive English Programs (IEPs) in Turkish higher education, highlighting the pivotal role of national regulations, institutional roles, and collaborative frameworks in shaping their effectiveness. It examines the contributions of the Higher Education Council (YÖK) and Schools of Foreign Languages (SFLs) in overseeing and implementing IEPs, focusing on curriculum alignment with the Common European Framework of Reference for Languages (CEFR), faculty qualifications, and quality assurance processes. The chapter identifies critical gaps in administrative clarity, such as the lack of defined roles for testing, curriculum design, and material adaptation, which often burden instructors with dual responsibilities. Additionally, it emphasizes the importance of collaborative efforts between YÖK, university administrators, and external stakeholders in fostering best practices and achieving accreditation. Challenges such as limited funding, regulatory constraints, and institutional autonomy issues are discussed alongside opportunities to enhance governance structures, leverage technology, and strengthen professional development. The chapter concludes with recommendations for improving administrative frameworks, promoting collaboration, and pursuing accreditation to elevate the quality and global competitiveness of IEPs in Türkiye.
This study examines coursebooks used to teach English to undergraduate students majoring in English at a public university in Vietnam. The aim is to evaluate the extent to which the coursebooks prepare students for future use of English as an international language. This is in response to a call made by key scholars, including those in Vietnam, for a paradigm shift in English language teaching (ELT) to adapt to the changing sociolinguistic landscape of the twenty‐first century. In today's interconnected world, English is commonly used as a global lingua franca. However, it is widely considered a foreign language in Vietnam. Three coursebooks were analyzed using an adapted Global Englishes Language Teaching (GELT) framework. Focusing on four main features comprising ownership, target interlocutors, models and norms, and depiction of culture, the analysis revealed a predominantly traditional ELT orientation, although positive signs of change towards a Global Englishes‐oriented approach could be identified. The findings also showed that while the listening and speaking coursebook and the reading coursebook moved further along the continuum from traditional ELT towards GELT, the writing coursebook displayed the least tendency to incorporate a Global Englishes (GE) perspective. Implications for the design and selection of coursebooks for GELT, as well as for the adaptation of these coursebooks for GE‐aware language teaching, were discussed.
Kemampuan public speaking sangat penting bagi siswa dalam mendukung perkembangan pribadi, akademik, dan sosial mereka. Oleh karena itu penting kiranya bagi sekolah mengintegrasikan public speaking ke dalam kurikulum sekolah dengan pendekatan pembelajaran yang efektif. Pendekatan komunikatif, salah satu pendekatan dalam pembelajaran Public Speaking, telah menjadi fokus utama dalam berbagai penelitian yang menyoroti efektivitas strategi pengajaran berbasis komunikasi interaktif. Studi ini dimaksudkan untuk untuk mengidentifikasi tren penelitian, metode yang digunakan, serta efektivitas pendekatan komunikatif dalam meningkatkan keterampilan berbicara di depan umum. Proses SLR dilakukan dalam tiga tahap: perencanaan, pelaksanaan, dan pelaporan. Penelitian mencakup tujuh artikel yang relevan dengan tujuan penelitian. Hasil analisis menunjukkan bahwa metode berbasis interaksi, simulasi, dan praktik langsung memiliki dampak dalam meningkatkan kepercayaan diri dan keterampilan komunikasi peserta didik. Selain itu, temuan juga memperlihatkan bahwa pendekatan komunikatif memiliki banyak potensi dalam pembelajaran public speaking, tetapi masih ada berbagai aspek yang belum banyak dieksplorasi dengan mengembangkan adaptasi pendekatan komunikatif sesuai dengan kebutuhan zaman dan tantangan dalam pembelajaran keterampilan berbicara. Penelitian ini berimplikasi pada pengembangan model pembelajaran yang lebih inovatif, penggunaan teknologi yang lebih efektif, serta pengujian dampak metode ini dalam berbagai konteks Pendidikan.
This study investigated the learning experiences of 182 persons deprived of liberty (PDLs) enrolled in the Alternative Learning System (ALS) in Northern Mindanao, Philippines. The study used descriptive and correlational research methodologies to determine the respondents’ demographic profiles, attitudes towards independent learning, and the corresponding impacts on their learning experiences. From the in-depth analysis of the data, the PDLs' attitudes towards independent learning revealed generally positive sentiments towards self-directedness, practical orientation, and internal motivation, suggesting their readiness to engage more fully in educational pursuits. The results of the assessment of the respondents' learning experiences across various ALS strands indicates that most of the participants felt their learning experiences were satisfactory. The findings also showed a significant correlation between the PDLs' attitudes towards independent learning and their learning experiences, showing that improved attitudes towards independent learning correspond with enhanced learning experiences. Finally, the study analyzed potential differences in learning experiences based on demographic profiles. The findings revealed significant variances related to sex, jail facilities, and educational stage, while finding no substantial differences in relation to age or years of incarceration. Overall, the findings suggest that fostering positive attitudes towards independent learning and improving educational resources across different jail facilities are essential for enhancing the learning outcomes of PDLs offering ALS in jails.
This study explored the adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) instructional model in designing and developing a website for the speaking practice of English as a foreign language (EFL) student at the university level. The feasibility of the website was measured through the evaluation of independent experts from three aspects of rating: web design, instructional content, and language usage. Six expert lecturers and 64 EFL students were invited to assess the website. Of these lecturers, two have expertise in multimedia and informatics, while the other four include two specialists in English instructional content and two in English linguistics. The assessments exposed that the web is easy to use by students and very practical in supporting students for learning; the content of learning material in the website has manifested the syllabus of English-speaking skill on the specified level; and the language used by the website is matched with the level of students' language proficiency. Therefore, this study successfully developed a prototype of a web-based language learning product that helps students practice English speaking at the intermediate level. Keywords: ADDIE model English as a foreign language Harati speaking Speaking skill Web-based language learning This is an open access article under the CC BY-SA license.
The purpose of this paper is to discover whether Dogme ELT can efficiently lead Italian high school EFL students to develop oral fluency within the classroom, in particular if this approach is valid for General English (GE) adult intermediate classes in Italian private and state institutions. The stimulus for this research comes from the reading of academic articles on effective strategies in order to develop speaking skills and fluency in EFL learning which have been analyzed before undertaking this study in order to have a broader view of this topic. The literature review describes in detail theoretical issues with regard to the advantages of using Dogme in ELT as this methodology seems to promote proceduralization of language knowledge and consequently enhance fluency in SLA. This investigation was conducted in Italy and the data gathering processes consist mainly of qualitative semi-structured interviews with eight participants (four ESL students and four English language teachers in a private sector), interview transcripts, and content analysis techniques which were used to examine and interpret data collected. Findings demonstrate that not only can Dogme provide the appropriate conditions to effectively address EFL Italian learners� need for a greater oral fluency, but it also seems to have a positive effect on motivation, satisfaction and commitment as well.
Bu araştırma, yabancı dil eğitiminde devamsızlık ve akademik başarı arasındaki ilişkiyi incelemek amacıyla ilişkisel tarama modeli çerçevesinde tasarlanmıştır. Araştırmada, bir devlet üniversitesinin İngilizce hazırlık eğitimi programında dört farklı dil seviyesinde (A1, A2, B1, B2) öğrenim gören öğrencilerin devamsızlık kayıtları ve akademik başarılarına ilişkin veriler analiz edilmiştir. Araştırmanın verileri, 2023-2024 akademik döneminde öğrenim gören öğrencilerin devamsızlık raporları, akademik başarı puanları ve demografik bilgilerini içeren resmi kayıtlar kullanılarak elde edilmiştir. Araştırmadaki örneklem grubu, öğrencilerin İngilizce yeterlik seviyeleri temelinde tabakalı örnekleme yöntemi ve ölçüt örnekleme yöntemi ile oluşturulmuştur. Çalışmaya dahil edilen öğrenciler, ölçme değerlendirme süreçlerine katılan ve devamsızlık sınırını aşmayanlar arasından seçilmiştir. Öğrencilerin akademik başarı puanları; ara sınavlar, portfolyo çalışmaları, sınıf içi katılım, çevrimiçi çalışmalar ve final sınavından oluşan ağırlıklı bir hesaplama yöntemi ile hesaplanmıştır. Veriler betimsel istatistikler, Pearson korelasyon analizi, bağımsız örneklem t-testi ve tek yönlü varyans analizi (ANOVA) kullanılarak analiz edilmiştir. Bu analizler ile devamsızlık ve akademik başarı arasındaki ilişkinin yanı sıra cinsiyet ve uyruk gibi değişkenlerin de bu ilişki üstündeki etkileri değerlendirilmiştir. Bulgular, devamsızlığın akademik başarı üzerindeki olumsuz etkisinin tüm seviyelerde mevcut olduğunu ancak ileri seviyelerde daha belirgin hale geldiğini göstermiştir. Ayrıca, daha az devamsızlık yapan öğrencilerin akademik başarılarının önemli ölçüde fazla olduğu tespit edilmiştir. Araştırmada elde edilen sonuçlar, yabancı dil eğitiminde derslere düzenli katılımın önemini vurgulamaktadır. Bu araştırmanın, yabancı dil eğitim süreçlerinin iyileştirilmesine önemli katkılar sunması beklenmektedir.
Anahtar Sözcükler: Devamsızlık, Yabancı dil eğitimi, Akademik başarı
Abstract
This study was designed within the framework of the correlational survey model to examine the relationship between absenteeism and academic achievement in foreign language education. In the study, the data on absenteeism records and academic achievement of students studying at four different language levels (A1, A2, B1, B2) in the English preparatory education program of a state university were analysed. The data of the study were obtained by using official records including the attendance reports, academic achievement scores and demographic information of the students studying in the 2023-2024 academic semester. The sample group in the study was formed by stratified sampling method and criterion sampling method on the basis of students' English proficiency levels. The students included in the study were selected among those who participated in the assessment and evaluation processes and did not exceed the absenteeism limit. Students' academic achievement scores were calculated using a weighted calculation method consisting of midterm exams, portfolio studies, in-class participation, online studies and the final exam. Data were analysed using descriptive statistics, Pearson correlation analysis, independent sample t-test and one-way analysis of variance (ANOVA). These analyses assessed the relationship between absenteeism and academic achievement as well as the effects of variables such as gender and nationality on this relationship. The findings showed that the negative impact of absenteeism on academic achievement was present at all levels but became more significant at advanced levels. It was also found that the students with low absenteeism have remarkably high academic success. The results of the study emphasize the importance of regular class attendance in foreign language education. This research is expected to make significant contributions to the improvement of foreign language education processes.
Keywords: Absenteeism, Foreign language learning, Academic achievement
Teaching Practice Handbook is an essential training guide for use during teaching practice placement, one of the requirements for students enrolled in the pedagogical track at the English Department, Faculty of Arts, University of Ljubljana. The main purpose of a teaching practicum is to give students experience in teaching. As student-teachers, they will practise planning and delivering content, engaging students in the learning process, and reflecting on their teaching experience. Accordingly, the teaching practicum design is largely set in the principles of the teacher as a ‘reflective practitioner’ – someone who reflects on the practice of their profession as a way of developing their expertise in it. As such, this approach can provide a coherent framework that links theory and practice.
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