Questions related to Teaching English
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.
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.
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
could you suggest me new research topics or unresearched thematic areas in TEFL or teaching english as foreign or second language ?
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
3. Comparison with chalk and talk method
Could you please recommend a valid and reliable questionnaire for middle school learners to know their reading comprehension problems?
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.
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?
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?
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.
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
34 Warwick Street Liverpool Hope University:
Liverpool Dept. Of Education L8 6TQ Taggart Avenue
Mobile: 07402189794 Liverpool L16 9JD
Email: firstname.lastname@example.org Tel: 0151 291 3635
My current research centres on supplementary schools in slum, religious education, interfaith relations and marginalisation within educational system
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
· 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.
· 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.
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
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
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.
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.
Dr David Lundie
SENIOR LECTURER IN EDUCATION
Department of Education Studies
Extension: 0151 291 3783
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:email@example.com �� >zJ��
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.
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.
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.
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 ?
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).
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.
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?
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.
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 .
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.
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?
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.
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
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
The research study : Factors influencing teachers’ adoption and integration of information and communication technology in teaching English.
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??
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.
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.
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.
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
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.
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.
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??
What are the best techniques for teaching English communicatively when the number of students in class is more than 50?
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?
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).
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?
Specifically for primary and secondary schools.
Thank you in advance for your cooperation.
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?
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?
I'm planning to organise a series of workshops on English Language Teaching (ELT).
What can be an interesting way / topic to start with?
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?
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.
-Spanish native speakers
-TEFL (Teaching English as a Foreign Language)
Which are your theories? Do you think it would be posible? How?
I would love to hear your responses, thank you in advance.
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.
I am going to do research on the effects of machines and ESL writing in Australia. Any thoughts and guidelines are appreciated.
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.
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.
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.
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?
My new research is on Challenges faced when teaching English literature in an ESL class room
Accuracy order of morpheme acquisition.
BSM (Bilingual Syntax Method).
Do you know about free articles or journasl about The Audio lingual English teaching method in high schools? Please let me know. Thanks
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?
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?
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!!