Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Exploring the Coalescence of Language and Literature through A Stylistic Analysis of Cristina Pantoja Hidalgo's “When It's A Grey November In Your Soul”
Oral Communication in Accounting Practice: Perspectives from the Philippines
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Move Sequences In Graduate Research Paper Introductions And Conclusions
Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
The Relationship Between Iranian EFL Learners' BeliefsAbout Language Learning And Language Learning Strategy Use
Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh
The enhancement of bilingual vocabulary in government secondary schools is essential for equipping students with the linguistic skills necessary for success in a globalized world. Despite the considerable benefits of bilingual education, challenges such as rigid curricula, inadequate teacher training, limited resources, and varied student motivation impede effective vocabulary development. To address these issues, a comprehensive approach is needed, including curriculum integration, targeted professional development, and increased resource allocation. By adopting strategies such as bilingual instruction across subjects, fostering interactive and contextual learning, and involving families and communities, schools can better support students' bilingual vocabulary growth. Implementing these measures will help overcome existing obstacles and ensure that students develop a robust bilingual vocabulary that enhances their academic and professional opportunities.
This study explores the impact of mobile learning applications on the vocabulary acquisition, motivation, and engagement of Iraqi ESP medical students. This study was conducted with 60 students from Meisan University, who were randomly divided into an experimental group using the Quizlet mobile application and a control group following traditional vocabulary learning methods. To evaluate the effectiveness of the intervention, pretest and posttest assessments, including a vocabulary test, motivation questionnaire, and engagement questionnaire, were administered to both groups. The results demonstrate that the experimental group showed significant improvements in vocabulary acquisition, motivation, and engagement compared to the control group. These findings highlight the potential of integrating mobile learning applications in ESP contexts to enhance learning outcomes. The results of this study suggest that educators, syllabus designers, and policymakers should consider incorporating mobile technology into language learning strategies to foster more engaging and effective educational experiences.
This study aimed to investigate the effects of self-assessment implementation on ninth grade students' writing competence and motivation. This study was designed as a quasi-experimental study and obtained quantitative data from questionnaires and writing scores. Qualitative data was gathered from semi-structured interviews conducted with the students. They completed an English writing motivation questionnaire and a pre-test writing task, and then they graded their pre-writing task by utilizing the rubric explained in detail. During the study process, the students completed 14 writing tasks, including pre- and post-test writing tasks, and assessed their own writing works with the simplified rubric. Meanwhile, this study also graded the students' writing tasks with the same rubric as the students. Before the completion of this study, the students took the same motivation questionnaire and writing task that they completed at the beginning of the study. The findings revealed that self-assessment increased the participants' self-awareness and writing scores. On the other hand, the self-assessment implementation did not lead to a significant difference in the students' English writing motivation, although the participants stated during the interviews that they found self-assessment useful and effective to improve their writing skills.
The purpose of this paper is to explore novice ESL teachers experiences with e-learning. Technology has changed education, and it is an integral part of learning and teaching. The students taught these days are not the same as those taught before the pandemic, as current students are 'digital natives' surrounded by computers, smartphones, and other digital devices. The learning that occurs online or through the internet or intranet is e-learning or online education. Since the outbreak of pandemic COVID-19, e-learning has been central to education in India in general and in Kerala in particular. This paper examines what novice ESL teachers experience with online education or e-learning. Since this study focuses on generating individual teachers's personal experiences, an interpretative qualitative approach is used. Participants are ten newly appointed English language teachers who teach English as a second language to undergraduate students in the department of English. The participants are from three Arts and Science colleges in Kannur district, Kerala, India. The data is collected using an open-ended questionnaire and it is analyzed and interpreted thematically. The result indicates that they had challenges and difficulties while implementing e-learning to teach English. It also demonstrates e-learning has had effects on their students.
This paper explores the adoption of the Communicative Language Teaching (CLT) approach in primary classrooms, emphasizing that language acquisition is best achieved through meaningful communication rather than rote memorization. Drawing on Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, the study highlights the importance of interaction, real-life application, and sociolinguistic competence in developing communicative skills. This paper further analyzes key strategies such as task-based learning, multilingual integration, and cultural awareness, demonstrating their effectiveness in enhancing linguistic competence and critical thinking in young learners. Finally, it addresses the challenges of implementing CLT in under-resourced classrooms and proposes solutions through teacher training and curriculum reform.
