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I teach English in a college in China. The students here are not interested in learning English, nor do they study diligently to make up for the defect. Their English standard is quite poor. I ask them to answer questions in class but they are indifferent. The students are mostly about 17-19 years' old in my class.
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17 January MMXXIII
Tell them that studying any language improves their interest in life and makes them better prospects for job opportunities. Try it, at least.
Look for other Chinese people who learned English, and tell them if they want to have a happier life they have to learn languages.
ASJ
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Greetings All,
I have been struggling to find research dissertation and articles related to my area of research. But it has been a challenging job. I have looked for relevant materials online and in libraries accessible to me but to no avail.
To put things in perspective. Here is what I am working on - Continuing Professional Development for College Teachers of English. While there a lot of research articles on CPD for schools teachers teaching English, there appears to be a dearth of research articles on college teachers.
So how do I address this and ensure that my literature review is good enough on which to base my research?
I will be very grateful for any help in this regard.
Jacob
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Can you turn this reality into an advantage for your research.
The lack of previous study of CPD for College teachers surely has the potential to make your research all the more interesting...
When you say you are 'working on' CPD, what are you actually focussing on, and why? eg: are you interested in
  • What CPD is provided?
  • Who provides CPD?
  • College Teachers' beliefs about their own need for CPD?
  • Societal expectations of college teachers and any implications for the type/quantity/focus of CPD?
  • other aspects of CPD?
Can the answers to such Qs help steer your literature review?
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Hello
Dear Colleagues
Honestly, My topic is An investigation of the effect of Flipped learning classroom on Primary students' self-efficacy and academic achievement: Case study of Six graders of primary students
I have some questions:
Q1) Which kind of design can select for collecting data? If I use, quasi experimental design, how can I select participants? I have only 1 class (6 graders of primary students) the number of the participants are 25. I really appreciate you if you can help me.
what is your suggestion?
Q2) I want to teach English language course via flipped learning- which english language skill is fine and suitable for six graders? can you guide me more? I really appreciate if you can helpo me
Best regrds
Vahid
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Do not assign students to groups. You should work with groups as they are (intact classes).
If you have the choice of assigning students from the center to experimemtal and control groups, you can use randomization. Howver, by randomly assigning participants, your design will be true experimental, not quasi-exp.
As for the comparability, you can do it by comparing their scores in the pretest (compare the means for the two groups). On a final bote, their means should be equal.
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Please, share your thoughts and empirical strategies.
Many thanks!
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I use students' funds of knowledge in classroom, specially in my writing classroom. For example, I try to embed their knowledge, interests, and expertise into their assignments.
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could you suggest me new research topics or unresearched thematic areas in TEFL or teaching english as foreign or second language ?
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Hi, Yibeltal!
As a research like that takes time and forces us to study hard to produce, why not considering to choose a topic that will help you in your professional life? Thus, think about what is really relevant to you! Good luck!
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Dear Friends
As part of my pilot study on the topic 'Use of innovative methods and their comparison in English teaching in high school', I request you to share your experiences about the following innovative methods 1. Blended learning 2. Flipped Classroom 3. Design Thinking 4. Cooperative learning 5. Any other method you have found effective.
Please share - 1. Advantages
2. Disadvantages
3. Comparison with chalk and talk method
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The approaches you mention are methods of teaching, but the underlying theory is (or should be) student-centered active learning. This well-established theory is the understanding that students learn better when DOING learning tasks actively. They do not learn deeply from lecture, although lecture may have a role in introducing the active learning tasks they will perform. It is the active learning that "connects the dots" to fit new information in with what they already know and allow the students to retain the new knowledge or skills and use them going forward.
This peer-reviewed article is focused on Computer Assisted Language Learning, but may help give you ideas about broader instructional design.
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Could you please recommend a valid and reliable questionnaire for middle school learners to know their reading comprehension problems?
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Please clarify. Do you want to know the reading comprehension level viz a viz standardized tests or do you want middle school students to evaluate themselves, like Marsh's academic self-concept (ASC) for language arts?
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Dear fellow teachers,
I'm conducting a research project on the challenges of online teaching. Could you please devote up to 15 min. to complete an anonymous questionnaire? This questionnaire gives you an opportunity to express your difficulties and hopes related to teaching English online.
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  • Lack of interaction between teacher and students.
  • Lack of knowledge and distraction.
  • Internet connection problem.
  • Students are not able to learn with punctuality.
  • Technical issues.
  • Lack of discipline
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Most teachers agree that teaching the culture of native speaking countries is valuable, but how MUCH should this be done?  Do you have a percentage in mind or other way of saying how much of the course should be about culture?
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MY dear
According to my point of view and in relation to the Iraqi situation
maybe no more than 30 percent
warm regards
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I want to teach English humor, as treatment for my research, and I need some good books or articles that can guide me what to teach.
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Summer-2021 Humor Webinars sponsored by the International Society for Humor Studies: http://www.humorstudies.org/ .
On another note, Alleen and Don Nilsen’s The Language of Humor (Cambridge University Press, 2019) is hot off the press. We have developed a PowerPoint to accompany each of the twenty-five chapters of the book as follows:
Chapter 1: Introduction & Humor Theories Chapter 2: Humor in Anthropology & Ethnic Studies Chapter 3: Humor in Art Chapter 4: Humor in Business Chapter 5: Humor in Computer Science Chapter 6: Humor in Education Chapter 7: Humor in Gender Studies Chapter 8a: Humor in Geography I (International Humor: Books, Conferences and Organizations) Chapter 8b: Humor in Geography II (International Humor: Examples and Discussion) Chapter 9: Humor in Gerontology Chapter 10: Humor in History Chapter 11: Humor in Journalism Chapter 12: Humor in Law Chapter 13: Humor in Linguistics Chapter 14: Humor in Literature Chapter 15: Humor in Medicine and Health Chapter 16: Humor in Music Chapter 17: Humor in Names and Naming Chapter 18: Humor in the Performing Arts Chapter 19: Humor in Philosophy Chapter 20: Humor in Physical Education Chapter 21: Humor in Politics Chapter 22: Humor in Psychology Chapter 23: Humor in Religion Chapter 24: Humor in Rhetoric and Composition Chapter 25: Humor in Sociology We’re sending you a PowerPoint indicating how humor is important to your particular discipline. Please let us know if you would like to receive any of our other humor-related PowerPoints (see above). Thanks. Don and Alleen Nilsen don.nilsen@asu.edu alleen.nilsen@asu.edu .
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Whether overt or covert method of teaching English grammar is more effective and why?
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Amalgamation of both will be more effective.
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Most teachers agree that teaching the culture of native-speaking countries is valuable, but how MUCH should this be done?  Do you have a percentage in mind or other ways of saying how much of the course should be about culture?
And how does this fit in with the multi-cultural or meta-cultural perspective and rationale for learning the other language?
Has your perspective changed over time?
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Language and culture are two inseparable entities. Therefore, language learning is at once cultural learning. One’s mastery of the linguistic elements alone does not guarantee he will be able to communicate through a language. Mastering the cultural element is a must, such recognition then cultivated an awareness in foreign language teaching experts that language and culture are inseparable
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As an inexperienced teacher in the field of online teaching, I have the fear of unconsciously ignoring one of the skills while focusing on not ignoring the other!
Therefore, I wish to make use of your experiences with distance learning/teaching in the field of integrating the four skills-listening, speaking, reading, and writing- in the language course.
Note: the context of teaching is Algeria, hence, some limitations exist concerning the availability of internet and computers.
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Online or distance teaching has its implications on learners. One of the direct consequences of distance learning is the type of educational platform an institution adopts and uses. Features of these platforms determine which skill is prevalent and more rapid in use. I have found interactive oral skills to be most affected followed by writing and then reading. Students listen most of the time while attending online classes with less willingness/chances to interact verbally.
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I have a couple of research articles that I would like to send to Journals. I am looking for an appropriate Journal to send my articles to.
1. Methods of teaching English literature/ To improve language and linguistic competence
and the other
2. Storytelling to motivate EFL students
Thank you
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Thanks a lot @ Nancy Ann Watanabe. I really appreciate it. Thanks for your response and the details with the table of contents.
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Can the study be relevant?
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It depends on your research question, the validity of the methods you will use and how you present your paper. These are the areas that will make a difference.
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Cameron Younis
34 Warwick Street Liverpool Hope University:
Liverpool Dept. Of Education L8 6TQ Taggart Avenue
Mobile: 07402189794 Liverpool L16 9JD
Email: 10110907@hope.ac.uk Tel: 0151 291 3635
RESEARCH INTERESTS
My current research centres on supplementary schools in slum, religious education, interfaith relations and marginalisation within educational system
EDUCATION
2017 Masters in Theology
Liverpool Hope University
Dissertation Title: “Saint Thomas Aquinas’ perspective on Islam in light of his book Summa Contra Gentiles - How does Aquinas’ scholarship on faith and reason help build modern inter-religious relations with Muslims?”
2001-2004 BSc. (Hons) Accounting and Finance (2:2)
University of Bradford- School of Management
2009-2010 Certificate of Teaching in Life-long Learning
City & Guilds-Blackburne House Liverpool
1996-1998 Full-Time Foundation Scheme (Trainee Accountant)
The Institute of Chartered Accountants in Pakistan
1995 Sixth Form Mathematics (B), Physics (A). English (B),
Chemistry (B), Social Studies(C)
Telecom Boys Public School Pakistan
RESEARCH EXPERIENCE
· Since November 2015, March 2016 and June 2017, I was part of the Near Neighbours Catalyst Program promoting community cohesion, interfaith awareness and Religious Literacy about faith communities in the UK particularly in Yorkshire and Northwest working with Faithful Neighbours Bradford and Touchstone Bradford.
· In 2006 and 2007, I worked as a Research Assistant organising annual conferences on economic and educational development in the Middle East for Emirates Centre for Strategic Studies and Research UAE.
· In 1997, I worked as an Intern with Friedrich Ebert Stiftung Germany for the promotion of social, cultural and educational rights of disadvantaged communities in Pakistan.
TEACHING/ADMINISTRATIVE EXPERIENCE
· I have ESOL teaching experience where I used to teach English as a foreign language to young refugees at Asylum Link Merseyside through partnership with Blackburn House FE College.
· I am a Trustee/Treasurer of Hope Heritage Trust an Anglican evangelical charity helping immigrants and refugees find educational opportunities and support within local churches and communities.
· Church Urban Fund has granted funding to Hope Heritage Trust to further develop its outreach. The focus of Hope Heritage Trust is to improve educational achievement among 13-20 year old BAME youth.
· I have organized inter-religious meetings in Diocese of Blackburn for the Muslim and Christian youth.
· I have been active member of Hope Chaplaincy as volunteer under Rev. Phillip Anderson and Marie-Therese Lacey.
· I have helped organise Student Christian Movement Liberation Theology Conference at University of Sunderland under Rev. Chris Howson.
· I helped organise London conference of Church Mission Society Asia Forum with Interfaith Assistant to Archbishop of Canterbury Rev. Rana Khan.
· In June 2017 was invited to Lambeth Palace by Archbishop of Canterbury’s team at the graduation ceremony of Saint Anselm’s youth community.
PROFESSIONAL EXPERIENCE
Postgraduate Intern Research Officer
Liverpool Hope University (Department of Education & Disability Studies)
Since January 2018
· Assisting Faculty members in researching funding opportunities in accordance with their interest and current research projects.
Accountant Lei Dat & Baig Solicitors Liverpool
April 2012- Dec 2017
· Managing the accounts department of a busy solicitor’s firm in Liverpool.
Admin and Case Worker
Refugee Action Liverpool
October 2008- April 2012
· Face to face meeting with asylum and refugee service users
· Staff and client payments and banking withdrawals
· Destitution issues and first point of contact for newly arrived immigration cases
· Liaising with UKBA, Housing Providers and NASS on issues
· Refugee Integration and Employment Service(RIES) co-ordination
· Reporting to Area Manager Liverpool
Accounts Assistant
Intel Computer Clubhouse SWICN Dublin
Sept 2007 – Feb 2008
· Carried out general ledger functions, including account analysis, bank reconciliation.
· Income and Expenditure financial statements,
· Meeting financial and funding deadlines.
· Demonstrating strong analytical and problem-solving skills
Chief Accountant
Golden City Real Estate Abu Dhabi UAE
Feb 2006–June 2007
Headed financial management including development of monthly/quarterly financial statements, financial forecasts and budgets, bank reconciliation and cash management. Directed all financial management policy making and integrating new applications. Reporting directly to the CEO and Board of Directors.
· Managing the accounts of group of Construction and Real Estate companies
· Managing portfolio of properties on behalf of European expat clients in Abu Dhabi UAE
· Annual income of AED 21 million (approx. 4 million pounds sterling)
Administrator-Local Cultural Interpreter
Médecins Sans Frontières (MSF) Belgium
Oct 2005-Feb 2006
· In the aftermath of a major earthquake in Pakistan in 2005, I lived and travelled in North of Pakistan alongside teams of European doctors and volunteers who came to Pakistan as part of relief mission.
Education Consultant (self-employed)
British Council Islamabad
Sept 1998-May 2001
· Worked as an Educational Visa Consultant on behalf of British Council for University of North London, Sheffield Hallam University and University of Hertfordshire. I also managed British universities’ overseas partnership with Inter College Larnaca, Republic Of Cyprus.
HEALTH DISCLOSURE:
I suffer from Post-Polio Paralysis on the left side of the body which affects my mobility and normal working conditions. Despite ill-health and a number of accidents in recent years I have continued my pursuit of research and education.
REFERENCES
Dr David Lundie
SENIOR LECTURER IN EDUCATION
Department of Education Studies
Extension: 0151 291 3783
Faculty: Education
Rev Dr Daniel Jeyaraj
PROF WORLD CHRISTIANITY/DIR. ANDREW WALLS CENTRE
Department: Theology, Philosophy and Religious Studies
Extension: 0151 291 3761
Faculty: Arts and Humanities
Email:jeyarad@hope.ac.uk �� >zJ��
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Estimados colegas
Quiero compartir con Uds. la disposición de una traducción completa de la Suma Contra los Gentiles de Santo Tomás de Aquino que puede interesarles a los hispano hablantes.
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What is your favourite remote teaching/learning App? Why?
Thanks in advance for your participation!
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I do prefer google classroom and google meet as well.
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In teaching English as a foreign language, many EFL learners keep asking this question.
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Indeed I do. I teach radio broadcasting, which is about communicating verbally (without any visual cues). The ability to speak well and express oneself clearly is certainly a skill to be learned. Some people may be better at it than others without training, but everyone can improve.
The way to learn is to use the language and speak often, and then to self-critique.
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I've discovered that some of the MA TESOL students here in the UK are taking their degree back to China to get jobs teaching English. These are students who don't already have a teaching certification. They majored in English, then got the MA TESOL in the UK, much of the time lamenting that they weren't getting teaching practice, or learning how to teach. When I explain that what they probably wanted was a CELTA/DELTA, they got confused. Understandably. Sources like tefl.co.uk, in their explanation of the different acronyms include TEFL, TESL, and TESOL along with CELTA and DELTA - identifying them all as 'courses'. Having now moved to UCL, Institute of Education, the MA TESOL program is divided into 'in-service' and 'pre-service', the latter offering an option to do some teaching practice. Wondering if this is the situation elsewhere, as I don't remember this when I was teaching on the MEd TESOL at the University of Sydney 15 years ago.
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I just found this discussion and I think it is quite interesting. I find trying to decide which way to move forward and which course of action to choose to be an issue even if you are quite aware of the CELTA/DELTA option.
I got my CELTA in 2014, have been teaching EFL before that in various settings and the last couple of years I teach EAP pre-sessional courses.
I was strongly considering taking a BALEAP suggested PgCert TEAP, as I thought that this would be very specific and it would enhance my CV, possibly helping me to get an in-sessional support job as well.
Upon asking a couple of academics, I was pretty much told that golden standard would be a DELTA and that this would be what universities are looking for.
Not having a DELTA, I cannot really comment on the ways in which it can make you a better teacher. However, for someone interested solely in EAP, who has 6years post CELTA teaching practice under their belt, shouldn't a PgCert / PgDip / MA in TESOL/ TEAP matter more? I understand that there is a specialisation module in DELTA where one could possible choose EAP, but I somehow feel a university course would be more in depth in any case.
I was also informed about an MA TESOL course with integrated DELTA. Even if this sounds like a great idea, I feel it would be too challenging.
Regarding being able to teach with an MA TESOL in China, it doesn't surprise me. I know people that managed to land a primary job in China with a random online 100hour TESOL certificate (not a CELTA). My Chinese students have told me that western people and especially BANNAS nationals get way more chances there. However I feel China cannot be an example, as for instance I would not be inclined to move there. I would be more concerned about what teaching opportunities a certain course gives me in my area, Europe.
I would love to hear your thoughts on this.
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Perception of TBLT is significant because perception changes the attitude and readiness to use something. But how to measue the perception of TBLT among high school English teacher.
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hi,
I want to develop a questionnaire on education quality. I would be happy if you help me and provide me with some valid and reliable and worldwide questionnaire on quality measurement in the field of education, more specifically, teaching english and language institutes.
thanks in advance.
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tnx alot.
i'll check this out.
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Im thinking to do my thesis in an international level , kind of cross cultural topic. how can I find a grant from a foreign university ?
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It should be an original topic where the relationship between the variables has never been tackled. For example:
The influence of online cross-cultural interaction on enriching vocabulary.
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the idea that intercultural competence develops communicative competences. Worldwide, this relation intercultural-communicative competence has been studied by teachers and researchers (Agudelo, 2007; Álvarez, 2014; Clouet, 2012; Gómez, 2015; Liddicoat & Scarino, 2013; Meadows, 2016) showing that there are different ways to tackle cultural relations when teaching English in EFL settings. However, the teaching of English in EFL contexts is a complex endeavor that makes teachers face some problematic issues emerging in the form of (i) dilemmas to overcome the imbalance between the two cultures in contact (Stern, 1983), (ii) contradictions between the culturally related ideological components of materials and teachers’ practices and discourses (Bonilla Medina, 2008; Gómez, 2015; Muhammad, 2015), and (iii) challenges to contest canonical and homogenizing ways to work on the local cultural context via policies (Fandiño, 2014; Macías, 2010) or to embrace critical pedagogies to work with intercultural approaches (Bonilla Medina, 2012).
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Cross-cultural rhetoric is one area of scholarship in ESL/EFL scholarship. It is also called "contrastive" rhetoric.
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Leaving 20 years behind in teaching profession, I have met various students with different personalities, talents, preferences and lifestyles. Now we have the millennials in our language classrooms and I find them quite different from the previous generation.
Do you find it challenging to teach Gen Z? What do you experience with them in your classrooms? What methods work best, what not? Any suggestions to teach them better?
I'd appreciate your contribution.
Thanks
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Thank you very much Alron Kevin Agapito Arzaga and
Debra Sharon Ferdinand-James
for your responses. Gen Z are in our classrooms right now, so Mary F. Rice I've used the wrong generation name in the question. Thank you for pointing this out.
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I want to use 21st century skills be used in teaching English writing to ESL students. I need some example and exercises.
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Could you give us a working definition of 21st century skills?
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Being in a rural area of India as a College Teacher, I find a lot of difficulties in making the students to open their mouth to talk in English. Most of the time the students sit sticking their mouth, never opening their moth even to say a proverb or noun in English. Training them for a long time, I find everything in vein by the end of the day. Either they never receive or they forget. I teach them a little bit of very basic grammar rules, especially sentence agreement. Then I tell them some common expressions for day to day life. I general, India has English as a second language. Rural students, whom I care more, show me no development. But, I fail miserably. What is wrong with me or my teaching? Could someone give me a methodology which may be followed to derive a success in the lives of students?
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Dear Madam,
in my opinion, you may attempt to make English Fun, you teach while you play a game or sing as song as your ice breaking, in terms of how to stimulate the student to speak, you could also try to make a nice and interesting topic to be discussed and give them some vocabularies related to the topic given, so they could interest to give an opinion, etc. However, you have to try to teach in more fun way to make them feel free to express their idea or opinion in class.
Best regards.
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I am working on a paper trying to investigate the advisability of using animated charts in teaching phonetics and phonology for non-native speakers of English.
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yes, it can help at a considerable degree. I recommend using CALL programs as Pronunciation Power, it is very effective in the teaching of vowels and consonants for foreign learners as it demonstrates the lips movements, the tongue articulation and the jaw shape ( place and manner of articulation).
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Communicative Language approach and task based Teaching . But sometimes with a class of low achievers who prefer repetition I use TPR= Total Physical Respond and GTM = Grammar Translation Method .
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Fully agree with Tyrone Bishop, it is not an easy question to answer. Methods of teaching may vary significantly, depending on the age, level of proficiency, aims and needs of learners. If you teach children, games and activities can help a lot. If you teach business people, the communicative approach can help them develop their speaking skills as, most probably, they need to be able to communicate successfully. If you teach academic students who need to be able to write decent essays and assignments, the task-based approach and some other methods can give them the chance to improve their grammar and writing skills. What works best, in my opinion, is to know your students, their needs, aims and reasons for learning English as L2 and based on that, to tailor their syllabus and materials accordingly, so that you can meet most of their needs and expectations, and you can help them be successful in their learning. Just like there isn't ONE perfect textbook to teach English to everyone, there isn't one perfect method or approach of teaching which works equally well for all the learners.
Hope this helps.
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My research topic is as follows;
"A comparative study of teachers'knowledge and use of punctuation in teaching of English at secondary school level". Kindly suggest me appropriate tool to collect data and test for analysis also.
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I suggest qualitative research , as for the collection data ,I suggest interviews and observation since your topic is related to the use of punctuality in English writing.
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I'm trying to create an Exploratory study but the outlines aren't very clear. Am I allowed to apply teaching methodology? And how would this be different from action research or case study?
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One alternative to conducting interviews is to do participant observation, and in this case you would be a "participant as observer." Doing this kind of research requires taking extensive field notes, so it is sometimes known as field research.
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What is your favorite English skill or sub-skill which you like the most to teach ? Why ?
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Pop culture and humor. If you are familiar with the English culture of a society and its humor, teaching English becomes enjoyable and fun
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I have used case-studies of the total number 20 teachers to write their journals on teaching English . During the defence,I was asked by the two assessors why 20 ? Is there any scale in qualitative research methods for a sample size? I couldn't justify my choice of the population.
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Everything you need to know is in Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. New York: Guilford Press. It's my favourite for all time. Required reading for all my supervisees. Get a copy now, also of W. Paul Vogt's other books.
On p. 149, you'll find that "20 to 40 interviewees is a normal range" but also, that the sampling size depends on (1) population you're interested in and (2) the type of research question. That's why bigger is not always better (as it is in surveys).
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Hello everybody
This is today that i have just attended this research gate.I really would like to share all we have with each others .I need I need materials to teach English phonemes for Arab students?
please send me your suggestions
lots of thanks
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Hello Manal Alabsy,
Are the students adults or children? If you can provide more information about your students, maybe other researchers or teachers on ResearchGate can assist in providing suitable materials appropriate for your students. Here is a good instructional video that could be used to teach the students phonemes and provide additional ideas for teaching the English phonemes:
This video contains the phonemes with the speaker's face shown on the screen. This can help the students through mimicry and make it easier for students to follow the teacher as they pronounce the English phonemes.
Hope this helps a little bit!
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There are different teaching methods that can lead students to learn further that cognitive skills. Through the project method students can share information, roles, and learnings. We must encourage students to be stars of their own growth. English teaching must transit from academic activity to skills and attitudes for real life. You can read more at http://www.upse.edu.ec/rcpi/index.php
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Focussing on the school system, I believe that moral values can be taught transversally throughout a school curriculum. However, although we should avoid the worst excesses of cultural/moral relativism, care should obviously be taken to respect cultural differences and to avoid indoctrination. With regard to English teaching, we should be careful not to force the world view of the dominant anglophone countries onto others.
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Do you know what the essence of reflection is?
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What is your question about critical thinking?
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The research study : Factors influencing teachers’ adoption and integration of information and communication technology in teaching English.
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Research questions are broader than hypotheses, which should be written in the form of relationships between variables that can be statistically tested. Hence, hypotheses would only be appropriate for the quantitative portion of a mixed methods project.
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May you mention applications or e-programmes that facilitate teaching English skills?
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There are many sites that you can visit to develop your language. ' Fluentland is one of them, in addition, to British council sites, etc.Just google the topic you need to learn and you will find so many results.
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It is said that language and culture are inseparable and learning language is void without achieving an awareness of its culture. Language is the carrier of culture and without culture languageis of nonsense. On the other hand, many communities consider learning a foreign culture as a kind of cultural invasion and prefer to expose their children to foreign language but not to its culture… What do you think we as EFL teachers should do in our classes? And should our teaching of English be culture-free or culture oriented??
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I teach English and language awareness i.e., not only one English but Englishes especially the varieties they speak and/or need to learn, so not necessarily British or American English but International English, the one spoken and understood by the nonnative speakers (EFL/ESL). World Englishes proponents & supporters respect all varieties.
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I'm helping Libyan undergraduate student majoring in English with her graduation project.
She's thinking of doing some research with freshman college students to find out how effective a phonetics-based approach to EFL/ ESL is/ would be in the Libyan context.
I would appreciate it if you could share with me studies on this or a related topic done in Libya or globally. Studies done in other Arabic-speaking countries would be relevant too.
Thanks a lot.
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I don't think that a phonetics-based approach in an EFL/ESL context is desirable; in fact, it is counter-intuitive. Dividing the linguistic levels into phonetics, morphology, syntax, semantics, and pragmatics is a pedagogic convenience and convention in education and research. When we communicate, we do it at all linguistic levels. True, we may sometimes focus on a particular level such as when we emphasize a particular sound of English (e.g. I said bear not beer). Many EFL departments of English worldwide do include a subject called phonetics on their syllabus to refine students' pronunciation and fine-tune the subtle differences in meaning when sounds are changed.
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As everyone knows, the use of digital media in classrooms is not new, but sometimes we only go out with the same apps to teach an English or whatever lesson. Therefore, to look for new apps to make a creative teaching enviroment and to enhence our education is a topic we should talk about.
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You should NOT pick the app first.
Plan your lessons and learning activities and THEN decide which technology has the affordances to accomplish what you need.
Details here:
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The role of the mother tongue in Teaching English as a Foreign Language.
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The L1 of the speaker can affect negatively or positively the learning of the L2. This effect depends on the differences/commonalities between the two languages. For example, we often observe transferred forms from one language to another, which are not valid in the L2. However, common structures between the languages can enhance the L2 learning. Usually, teachers focus on these differences/commonalities in order for the students to be able to learn the L2 properly.
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Hi!) I am a university teacher in Russia and looking for an opportunity to gain some research experience. I`ve done Russian bacherlor`s degree in Pedagogical Education, then MSc Education Management and Leadership at the University of Southampton and at the moment doing a PhD in Higher Education at Lancaster University.
I teach English at Perm State National Research University (Russia) and wish I could collaborate with more experienced researchers. I am ready to provide a sample of Russian students and work really, really hard!
Alternatively, there is a conference (with a publication in a research journal included in Web of Science/ Scopus) in December in Nijnii Novgorod (Russia), which I wish I could participate in, if you are interested and ready to provide a sample from your countries, I will be also happy.
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Dear all ,
Sorry for not answering for so long!
1) Norman, they do have research groups. But I wish I could make an international research and, as an english language teacher, I work at the chair of liguistics, so they mostly do research in philology.
2) Jorge and Hassan, I want to offer you to continue discussion either on Facebook, or through email. Could you contact me to confirm what option will be suitable for you!
Kind regards,
Kate
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Based on your experience during teaching English at University in EFL countries, what is your perception on using native language and target language? which do you thing better, full target language or bilingual Instruction?
Thanks in advance for responding my question
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Follow
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I am a researcher working on women's issues, immigration, and education as well in Iran.I need a supporter at The University of British Columbia in Canada, Humboldt University in Berlin, or any other universities to work with and also share my findings.
I have published articles and books. My published books are entitled as Acculturation, Otherness, and Return in Adichie’s Americanah: Out of Homeland Cambridge Scholar Press, 2018 (on the process of publishing). , Voices, Novels, and Literary Translation: A Case Study of Persian Translations of Alice Munro’s Works. Scholars’ Press, 2016. , and Asian Women from Different Perspectives. UK: Authorhouse, 2013. Right now I am working on women's autobiography.
My current research which is I am busy with is entitled as Appropriate age for learning a foreign language based on cognitive development and socio-cultural factors in schools in Iran. The other researches I conducted are entitled Evaluation of English Textbook in Grade 10. (2017), Providing a Guide for English Learning Activities of Senior High School students Based on the Document of Basic Evolution of Education, Teaching English theories, and Students’ Learning Needs. (2017), A Study of Effective Factors on the Educational Development of Adult Learners. 2014. , and
Evaluation of English Textbook in Grade 7. 2014, and A Comparison Study of Adult Education in the World (China, Brazil, Egypt and Pakistan). 2013.
I thank you.
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Your Contributions is empty!
Add your articles and books there.
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Using the term TESOL eliminates the differences between TEFL and TESL and leads teachers to believe that both processes are similar. I do believe there is a need to support a theory that helps explain the process of learning (or little learning) of English or any other language in a FOREIGN context.
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I think if like articles there would be a call for special projects, it may work. Moreover the needed projects should be supported financially. Supervisors also could direct their students to do the needed research topics for their theses. I hope it would be useful.
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Though grammar translation method (GTM) is considered as a traditional method and syllabus of EFL have been changed to meet CLT approach, GTM is still of use in many schools, Do you think it is still useful and why??
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Hi,
Not sure about GTM per se, but translation itself as a pedagogical resource is gaining interest as a result of the interest in diversity in EFL. See Guy Cook's book "Translation in Language Teaching" (and his more recent work on "own language use"), as well as Wei and Garcia's 2013 book "Translanguaging". I've also written about this -
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What are the best techniques for teaching English communicatively when the number of students in class is more than 50?
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Pair work but mostly Group work is ideal in this scenario. Let say we have a class of 60 students, one can divide them into six groups and assign a group leader for each group who would be responsible for the participation of his/her group members. Then we can assign the group a variety of activities, for instance, group discussions. The type of topic can range form academic to social topics.
Regards
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As Pinner (2015) and others highlight that authentic materials are more difficult because of the originality of the language and they have to be adapted for the learners without changing the nature of them. Due to the authentic materials are not originally created for foreign language learners, they may be difficult and ambiguous for especially students who are in lower level classes. Therefore, we need to either adapt them or prepare the learners for them but how can we do this? Do you have any ideas or suggestions about this issue?
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Hi,
The following are some criterion we need to consider while adapting or modifying authentic materials.
1.Adaptation should facilitate instruction
2.Adaptation should encourage learning
3 .Adaptation should focus on learners
4.Adaptation should ensure relevance
5. Adaptation should prompt flexibility
6. Adaptation in terms of motivationality
For details please read:
Ebrahimpourtaher, A., & Hamidi, E. (2015). Authenticity and adaptation in EFL materials. International Archive of Applied Sciences and Technology, 6(2), 34-9.
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Should M.A. in Linguistics be 'devalued' as not considered as of 'importance' or as 'not relevant' to a teacher/ an instructor who has already graduated in M.A. in Linguistics & been in the field of teaching English as L2 in an age where M.A. in TESL is a newly trending field of study in the Sri Lankan educational context (compared to M.A. in Linguistics).
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Hi Uththara,
As a university EFL teacher and administrator interested in making data-driven decisions for our programs, I value any teacher who takes an interest in helping to establish best practices through various forms of primary and secondary research. There are many dominating practices that really have very little empirical support from research and many teachers who only care about the craft of material development. We need teachers who can both research and develop excellent materials who say, "While I am The Brain, I very much appreciate my colleague, The Hand," rather than those who say, "I am The Hand, and I certainly do not need The Brain," which, while sounding absurd, is an everyday reality in the EFL teaching industry.
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I am looking at the effectiveness of Exit Passes as formative assessment in my classroom. I am an initial teacher in Secondary Schools in Scotland, UK. My classes are ages 11 - 15. I am particularly looking at improving literacy, though the questions I am asking are on the topics I am teaching - texts in poetry, prose and drama, and writing creatively and persuasively. Can I do both? That is get answers to how my classes are understanding the texts and topics we are looking at in each class AND use exit tickets to correct language and grammar issue? I then use them to plan short language discussions and tasks at the start of the next lesson - while also going over answers given which should recall information therefore add to there learning (hopefully mostly correct as they are answering lessons taught - Chistodoulou, D. (2017) Making Good Progress Chapter 7,'). I have only done a short enquiry but seem to have some success and certainly gain knowledge about the students literacy by looking at the short answers they give - one or two sentences and thinking about them in terms of Understanding, Skill and Ability. What do you think? Have you tried Exit Tickets - how do you use them?
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In and of themselves, exit slips have value as a reflective piece for students. However, they are most useful as a tool to informally assess your in a formative way especially if you have the stamina to read through them all and give thoughtful feedback. You might consider creating a rubric that contains both the writing skills that you wish to reinforce and the content criteria that will guide students to demonstrate their understanding. Using the exit slips at the beginning of the next lesson is an excellent method of activating prior knowledge. The answer to your question is yes as long as you thoughtfully prepare for exit slips based on the lesson objectives, create and share with your students the evaluation criteria, and give timely and meaningful feedback.
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Specifically for primary and secondary schools.
Thank you in advance for your cooperation.
Liqaa
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I recommend the opinion of Dr. Reza Biria and Dr Ali Bahadoran Baghbaderani in this context
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Using the vernacular language has an irresistible appeal for the way the students are able to relate to it as well as for its great explanatory potential. At the same time we are not supposed to become overdependent on it. What exactly is the stance a teacher has to adopt when using the vernacular?
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I'm sorry but communication without understanding is not communication, so I do not understand your point.
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There are a number of teaching opportunities through online advertisements, encouraging native English speakers to apply as English teacher at almost all levels of education. Is it necessary for a native English teacher to have some basic understanding in Chinese language to impart and explain some certain words, phrases and linguistic sentence patterns keeping in view both, text as well context? If so, the what practices are existing in academia of applied linguistics?
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There exists a large body of literature on contrastive/intercultural rhetoric that, I believe, will be helpful. Whether you do or don't speak the native language of your students, it helps to be aware of the likely challenges in their Academic English due to the Chinese-English differences not only in the grammar, but also in the rhetorical patterns, punctuation, citation practices, etc. I may be biased though, as a linguist. ;)
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Hi,
I'm planning to organise a series of workshops on English Language Teaching (ELT).
What can be an interesting way / topic to start with?
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My suggestions would include:
1. Incorporating authentic materials
2. Using digital storytelling in the classroom
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I will start a new job as an EFL instructor teaching English as a foreign language for adults (1st year college students) and would like to seek students' learning styles and preferences so that I can manage my lesson plans and activities accordingly. Any recommended questionnares that serve this issue?
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I'd recommend looking on the IRIS database.
IRIS is a free "digital depository of instruments and materials for research into second languages". It allows research to be transparent and replicable, you can view and download questionnaires that have been used in previous research. Best of luck with your new job!
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Can you please share the best and successful methods you follow for teaching writing skills?
Thank you very much indeed!
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Hello! Have you ever tried https://storybird.com/? It's a very inspiring platform where you can write visual stories in seconds.
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I'm researching on pedagogy/methodology applied to the online/distance learning and teaching of English as a Foreign Language (EFL). 
This is not about blended learning (combination of online and face-to-face lessons). It's about virtual instruction completely. ANY kind of research suggested will be most welcomed. I've been reading a lot about virtual education in general, but I'm finding very hard to find specific research on "language learning" in virtual environments.
Thanks,
Mariel
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-Spanish native speakers
-TEFL (Teaching English as a Foreign Language) 
-Hearing community
Which are your theories? Do you think it would be posible? How?
I would love to hear your responses, thank you in advance.
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Hello Samantha Applewhite,
Notably, Pre- Sessional English programs (PSE) are preparatory courses accredited by the British Council whose main objective is to satisfy the language needs of non native speakers who intend to  pursue an educational program in an English speaking country like England. As  an academic English language and study skills program, PSE prepares the targeted students linguistically and culturally for  future degree studies and helps them settle into university life without encountering serious communication problems.If I am not mistaken about the acronym, then the program is like any other pre-study course serving as English for academic purposes (EAP). These courses consider several important variables.
1) a thorough analysis of the targeted learners' needs,
2) selection of the related content and its gradation,,
3) choosing activities, exercises and tasks for presenting the content,and
4) deciding on forms of assessment and evaluation.
Best of luck,
R. Biria
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It will be my third CALL Conference, and I am looking forward to seeing friends there, and meeting new colleagues. My presentation wil be Sunday morning.
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It sounds interesting, but it's too late for me.  I'll look for next year. :)
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what are you going to do as an English teacher (in this case, you are teaching speaking subject) if you meet introvert students in your class? please share your experience or your opinion related to this case.
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I have been teaching as a university instructor for 15 years, In my humble experience I always try to engage introvert students in daily class oral quizzes, order them to prepare a data show and present them to their colleagues, and encourage them all the time. 
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I am going to do research on the effects of machines and ESL writing in Australia. Any thoughts and guidelines are appreciated.
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Have a look at REF-N-WRITE scientific paper writing tool. This tool allows you to import text from previous papers relevant to the subject area in MS word. While you are writing your paper, you can just search for similar statements from other authors and inherit their vocabulary and language to improve your paper. It also comes with a library of academic phrases that you can readily use to polish your paper. Here is the link for the site.
They have some nice tutorials here.
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Look at the passage below and think about the difference in meaning of these words. 
"The group meeting began with a general discussion of the issue but soon developed into a more formal debate as the different participants took particular sides for and against the topic. As feelings became quite heated, the various members of the group began to argue with each other. Finally the group leader called for order."
I have another question...
May you introduce a method or reference to realize the difference between the words similar to the mentioned question?
As you know, it is a prominent problem to understand the exact and accurate meaning of some of English words for non-native English language people. When I tried to find the meaning of the mentioned word in bilingual dictionary, I saw the same meaning for all of them.
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Discussion means sharing of knowledge.
Debating means looking from various view points.
Argument means defending ones position, come what may.
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English may be treated as the predominant language in a world which has of late become more of a multicultural multilingual melting pot seeking linguistic diversity. This question 'how can linguistic diversity be leveraged while teaching English?' becomes relevant in the context where simultaneous preservation of local languages other than English become relevant.
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In Technological inter-operability applications
Multi-lingualism - is the presence of a more number of languages on the networks,
with the evolution of the techniques and standard
Pluri-lingualism  - is the possibility
  • to exchange contents from a language to another,
  • to create links between the languages to insure intercommunication and
  • to foster langage and cultural diversity.
This tasks in the coming years will avoid the appearance of linguistic and cultural ghettos.
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I am writing a dissertation on the use of literary texts (particularly, short stories, poems and drama) to teach English as a Foreign Language and I still lack sources on practical activities.
I will appreciate any suggestions given.
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Hello, can anyone point to studies where TROG-2 test was used to test EFL learners' grammar competence in L2 English and how it was scored?
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Dear Katalin Fenyvesi:
you have certainly introduced an insightful issue. I think the following links may helpful.
Best regards,
R. Biria
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My new research is on Challenges faced when teaching English literature in an ESL class room
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Dear Sandamali,
As the question shows, you need to have a questionnaire for your research. I believe that prefabricated, already existing questionnaires,  may not serve your purpose due to problems of validity and reliability. As a consequence, you can prepare your own questionnaire by following appropriate steps. The book by Zoltan Dornyei (2003)  on how to construct questionnaires can really be helpful.
Best regards,
R. Biria 
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Accuracy order of morpheme acquisition.
BSM (Bilingual Syntax Method).
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Dear Abdulaziz Assanosi,
Measuring the order of morpheme acquisition enjoys a long history. To answer your question, I would like to refer you to a scholarly article by Rosansky, E.J. named: "Methods and Morphemes in Second Language Acquistion Research" whose full text is available  on ERIC.
Good Luck.
Best regards,
R. Biria 
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Do you know about free articles or journasl about The Audio lingual English teaching method in high schools? Please let me know. Thanks
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Hi
I think one teaching method is not enough in teaching. Teaching a language can be more effective if a combination of methods is used. In teaching dialogues, audio lingual method can be useful  where the learners are asked to memorize the dialogues and act them out. However, in other tasks and activities other methods can be applied.
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Multiliteracies is taking into account the various modes of meaning making/multimodality
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with continous simple practise
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ESL, EFL, Critical Thinking Skills
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It is important because thinking is the first step of learning. As the student think at higher order they come across to various questions and it will give them an exposure to learn new things with interest. Teaching English as a second language requires thinking in English which can make learning easy.
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I am using Web platform to teach writing.
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I totally agree with you Ivan. We mustn't forget the issue of validity and reliability when assessing our learners' performance and language mastery. Online or published rubrics can give you an idea of the various options to assess writing that exist, but in a situated learning environment the ideal thing would be to create the rubrics you need considering the specific task expected learning outcomes, context features, and students' characteristics in order to make the assessment more valid.
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Besides the CEFR, there are not many methods of assessing spoken English ability, and the CEFR's reference levels can leave quite a bit of room for interpretation. What are some other useful assessment methods?
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I would recommend you:
Sari Luoma (2003). Assessing speaking. Cambridge University Press.
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Teaching English as a foreign language
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I created an app to help teachers (asked for by an ESL, 3rd grade teacher)  to teach short vowels.  It worked on young kids but was also desgned for young.  It is called short vowel mahjong, only Apple.
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I did a study in the middle east and found that fear of being show-off is a reason why students do not speak English, but I cannot relate it to empirical studies, any suggestions?
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My experience is the opposite.  I have often seen students who did not want to speak in a foreign language because they did not want their peers to judge them as being inadequate, i.e.using the language incorrectly.
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Analisyng the methods to teach English in Spain, I've found some weak points related to productive skills, such as listening or speaking. I would like to know how it works in Finland. How many hours? methodology? communicative approach?
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Greetings Maria,
I suggest you take a look at the Finnish national core curriculum. The newly reformed one (applied from 2016) is not yet available in English, but you can take a look at the 2004 version (link). For more detailed info on pronunciation teaching, see my research (as suggested above).
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My study is related to teaching English. Teachers in Algeria tend to use the traditional methods of teaching which are based on grammar rules and theoretical approach. My aim is to integrate mobile applications in the Algerian curriculum and to test its effectiveness. My case study will be on one of the Algerian universities. do you have related literature on this topic? How can I improve students motivation by integrating mobile apps? what are the appropriate mobile apps to be integrated? 
Thank you so much!! 
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Miss imane, first the Algerian education uses CBA nowadays. the traditional methods are about to be abandoned in favor of more modern ones. Second, using mobil apps is more than motivating because it encourages the learners to learn foreign languages and at the same time to be up to date with technology and communication. Though I dont know any apps top help you, I sincerely encourage you to carry on your research which, i am pretty sure, will be a success. Bye.
Prof. Bachir Bouhania
U Adrar
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Is there data that compares and  contrast teacher's success with ES/ESOL student academic achievement?
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I think the more qualified the teacher is, the higher the students' achievement can be. When the teacher knows different teaching methods and is knowledgeable, is aware of his/ her students' socio-affective features, etc, the students can succeed more in their learning.
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I need this for my MS thesis , so I appreciate your help
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Hi Asmaa,
I agree with Lourdes Pomposo. Nonverbal communication is exceptionally important in the ESL/EFL classroom when teaching vocabulary. Thornbury (2002) and Hedge (2000) suggest the use of physical demonstration including acting, realia, drawings, or photographs as effective nonverbal ways to illustrate meaning. These methods are especially useful for beginner classes with multilingual students, where translation is not available. I suggest the following two chapters on teaching vocabulary. They contain good discussions on using non-verbal methodologies.  
Hope you find them useful.
Don
Hedge, T. (2000). Ch. 4: Vocabulary. In Teaching and learning in the language                              classroom (pp. 109-142). China: Oxford University Press.
Thornbury, S. (2002). Ch. 5: How to present vocabulary. In How to Teach Vocabulary                    (pp. 75-92). Essex: Longman, Pearson Education.