جستجوی مقالات مرتبط با کلیدواژه "english language teaching (elt)" در نشریات گروه "ادبیات و زبان ها"

Pedagogic discourse is inherently multimodal, and teaching is a multimodal experience that takes place through the integration of (spoken) language and an array of other communicative modes. Similarly, modern multimedia platforms, such as Instagram, also have the potential to be used as multimodal educational tools that make use of different modalities alongside text. As such, the present study aimed to analyze three prominent Instagram pages, including BBC Learning English, Learning English with Oxford, and Learning English with Cambridge, through the multimodal discourse analysis toolkit proposed by Ledin and Machin (2020). Qualitative data analysis was run to analyze the data. The findings of the study indicated that the English Language Teaching (ELT) pages analyzed employed a diverse array of semiotic resources, spanning from the incorporation of various images to the careful selection of different colors and typography to effectively convey their intended meanings. Additionally, the visual representations employed in the posts were largely consistent with, and in some cases, complementary to the overall content of the posts, and the underlying messages they aimed to convey. Specifically, the visual representations in the ELT pages were purposefully designed to reflect the culture of the English-speaking community as a clear means of reinforcement.

This review evaluates the present condition of multimedia integration into English language classrooms in Malaysia, focusing particularly on its influence on students' oral communication abilities. Oral proficiency and engagement are the primary foci of this study, which seeks to assess how well teachers make use of multimedia to enhance students' speaking while learning English. The research technique comprehensively examines 50 pertinent papers released from 2000 to 2023. Data extraction, analysis, and synthesis are centered on how multimedia affects and is utilized in teaching English, particularly in enhancing speaking skills. The study highlights the positive effects of multimedia technology, such as spoken podcasts, voice recognition software, and platforms like Prezi, on students' oral communication skills, linguistic talents, and language competency. These products allow students to engage in self-directed study and customize their language learning to their individual requirements. However, the challenges of multimedia integration, including the need for suitable content and instructor involvement, are acknowledged. To overcome these problems, it seems necessary to implement new and culturally suitable teaching practices. This study emphasizes the importance of designing educational environments that effectively utilize multimedia for engaging and interactive language activities, with a specific focus on improving speaking skills. Integrating multimedia into English language schools in Malaysia could greatly improve language instruction. Instructors are provided with a variety of tools to meet their students' speaking skill needs. Further study is recommended on the appropriate use of multimedia to enhance speaking skills to promote language instruction and better equip students for a globally connected society. This study could offer valuable insights, analyses the practical and policy implications, and highlight prospective areas for future research in English language education, focusing on speaking skills in Malaysia.

Speaking skills in a foreign language, mainly English, pose challenges for learners. The online flipped classroom is a popular method for improving speaking skills in a foreign language like English. It combines online learning materials with face-to-face interactions to create an interactive learning experience. This approach involves students accessing online materials before class and using class time for interactive activities. A systematic literature review explored the effectiveness of this method in enhancing speaking proficiency. After a thorough screening process, the researchers searched databases such as Eric, Taylor & Francis, Full Text Education, and Web of Science. They focused on articles published between 2021 and 2023 in English, investigating the benefits of the online flipped classroom approach in English Language Teaching. The review analyzed research methods, education levels, countries of publication, language skills studied, advantages, challenges, and results of the flipped classroom approach. The comprehensive review highlights valuable insights on the trends and effectiveness of the online flipped classroom approach in enhancing speaking abilities in ELT. The screening process involved removing duplicates, evaluating titles and abstracts, and conducting thorough article reviews. Data analysis utilized content analysis techniques for the relevant information. Future research should investigate its use in K12 classrooms, and its impact on other language skills, conduct qualitative studies, and assess the long-term influence on proficiency and academic achievement. Policymakers and stakeholders in ELT should consider the global perspective provided by the review, emphasizing contextual factors and diverse language learning environments when implementing the online flipped classroom approach.

Due to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. Perhaps the best academic resources to explore about the issue are translation-oriented courses taught through typical teaching strategies in academic English programs. The issue led to reinforcement of considering pedagogical translanguaging within English Language Teaching (ELT) context among EFL learners who attend the related courses of the ELT programs focusing on translation skills. Thus, a sequential explanatory mixed design was selected to study the possible transformation resulted by translanguaging among EFL learners and teachers in the current study. As the pedagogical implications of the study, it is possible to declare that translanguaging within EFL context is considered as an influential strategy in helping teachers and learners to benefit from bilingual capacities in providing and understanding the content of courses. The issue also emphasizes on the transformational shift among the scholars and experts of the EFL context to have a new look over the role of translation, as an interactive code-switching procedure between First Language (L1) and Second Language (L2), which is not banning the language learners’ linguistic repertoire application.

Speaking skills in a foreign language, mainly English, pose challenges for learners. The online flipped classroom is a popular method for improving speaking skills in a foreign language like English. It combines online learning materials with face-to-face interactions to create an interactive learning experience. This approach involves students accessing online materials before class and using class time for interactive activities. A systematic literature review explored the effectiveness of this method in enhancing speaking proficiency. After a thorough screening process, the researchers searched databases such as Eric, Taylor & Francis, Full Text Education, and Web of Science. They focused on articles published between 2021 and 2023 in English, investigating the benefits of the online flipped classroom approach in English Language Teaching. The review analyzed research methods, education levels, countries of publication, language skills studied, advantages, challenges, and results of the flipped classroom approach. The comprehensive review highlights valuable insights on the trends and effectiveness of the online flipped classroom approach in enhancing speaking abilities in ELT. The screening process involved removing duplicates, evaluating titles and abstracts, and conducting thorough article reviews. Data analysis utilized content analysis techniques for the relevant information. Future research should investigate its use in K12 classrooms, and its impact on other language skills, conduct qualitative studies, and assess the long-term influence on proficiency and academic achievement. Policymakers and stakeholders in ELT should consider the global perspective provided by the review, emphasizing contextual factors and diverse language learning environments when implementing the online flipped classroom approach.

Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in English Language Teaching (ELT). In addition, the spread of English around the globe has resulted in English users’ tendency to embed their local culture in their English communication (Kirkpatrick, 2012). However, literature remains silent on culture representation in FLEP, especially in an ideologized country like Iran. To address this issue, due to lack of an explicit FLEP in Iran, the present study analyzed the cultural schemas addressed in the seven major national policy documents of Iran, namely 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities. Results of content analysis using MAXQDA Software unmasked Islamic-Iranian culture as the baseline for ELT in Iran. In order to further examine the representations and implications of ‘Islamic-Iranian culture’ hidden in the documents, open coding, axial coding, and labeling along with constant comparative procedure revealed various Islamic cultural schemas. However, very few instances of Iranian cultural schemas were unveiled. The findings were discussed in light of the hidden curriculum and the power relations behind the extracted cultural schemas

This study sought to investigate the effect of cooperative learning on EFL learners’ creativity and motiva- tion. Accordingly, 66 pre-intermediate female learners were selected among 90 through their performance on a piloted sample Preliminary English Test. Learners were assigned into two control and experimental group. The Abedi-Schumaker Creativity Test (ACT) and the Attitude/Motivation Test Battery (AMTB) were given to both groups as pretest. Both groups underwent the same amount of teaching time and same material with the same teacher during 18 sessions taking 90 minutes each. In the experimental group, the students experienced the cooperative learning strategies of think-pair-share, roundtable, three-step- interview, and three-stay one-stray. The learners in the control group, however, received the instruction based on the syllabus of the language school, which had no cooperative learning component. The same ACT and AMTB questionnaires were administered again as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through an analysis of covariance. The results in relation to cooperative learning proved to have a significantly positive effect on EFL learners’ creativity and motiva- tion. This study provided yet further evidence in favor of applying cooperative learning in the ELT envi- ronment.

Literature review indicates that an effective and good teacher has an important role in student's performances and their success. Pivotal roles of teachers may affect students’ attitudes and motivations to language learning. Improving the field of foreign language teaching and learning without improving the qualities of EFL teachers seems impossible. This attempt, at first hand, requires recognizing and identifying the qualities of effective EFL teachers. The purpose of this study was to characterize and investigate qualities of an effective English language teacher (EELT) as perceived by Iranian English language learners. A questionnaire which was based on four categories including English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills was administered to 60 foreign language learners at Azad University of Tabriz. The collected data were statistically analyzed. The results showed that students expect a good English teacher to have the ability to develop proper relationships with students, ability to build students’ confidence, ability to maintain discipline in the classroom as the most important points. The findings of the present study have some useful implications for language teachers to know more about the perceptions and opinion of the students about themselves. They can plan and implement behaviors and activities that would encourage learners to get involved more in the English language learning process.

Despite their widespread popularity and rapid growth, the Internet-mediated English educational materials for learners of English as a foreign/second language (FL/SL) have rarely been analyzed in terms of their potential hidden curriculum. Accordingly, the present study aims to address this need through conducting a CDA investigation into some lessons which are randomly selected from an English educational website called “Englishcentral.” Adapting, expanding, and adopting some elements of Van Leeuwen’s (2008) Social Actor Network, the researchers attempt to describe and explain the representation of “Iran” in Englishcentral. Investigating and thematizing the research data revealed that the keyword “Iran” was used in this website to refer to three groups of social actors, namely the Iranian government and officials, Iranian people, and Iranian people and/or government/officials. The way these social actors are associated and dissociated, activated and passivated, personalized and impersonalized creates remarkable findings which give support to the presence of particular hidden agenda in this program. In all, the results of this study reveal that the Iranian social actors are portrayed unfavorably in Englishcentral, which is an alleged English educational program.