Teachers' Perspectives on the Challenges and Opportunities of using Multimedia in English Language Teaching
Enhancing Cognitive Development in Educational Contexts: The Impact of Wordplay on English Creative Writing
A Comparative Analysis of Student Perceptions of English Language Programs in Japan and India: Effectiveness, Satisfaction, Confidence, Support, and Recommendation
Learning Vocabulary through Concordancing vs. ChatGPT; Machine or AI?
Designing Instructional Materials using Animated Movies as Resources for Intentional Vocabulary Learning
Enhancing English Language Proficiency through Dr. Seuss: Integrating Literature, Technology, and Culturally Responsive Teaching in ELT
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
This study explores how multimedia tool integration in English language teaching (ELT) is becoming more common, presenting educators with opportunities and challenges. The viewpoints of ELT teachers on the use of multimedia in their teaching practices are explored in this qualitative study. This study attempts to provide nuanced insights into the experiences and attitudes of instructors from a variety of educational contexts through in-depth interviews with a purposeful sample of these educators. Strong technical support systems, specialized professional development programs catered to the needs of educators, and the establishment of cooperative forums for exchanging best practices are among the recommendations. Through the implementation of multimedia resources, instructors can enhance the efficacy of their instruction and provide English language learners with a more enriching learning experience. Teachers identified challenges such as technological barriers and the need for professional development, yet acknowledged opportunities in enhancing learning experiences through visual and interactive materials.
This study explored the impact of integrating wordplay techniques in educational contexts on cognitive development and English creative writing skills using a pre- and post-test design. 160 students from diverse linguistic backgrounds participated, assigned to either an experimental or control group. The control group followed the Standard English Creative Writing Curriculum, while the experimental groups focused on puns, alliteration, or metaphors. Pre-tests and post-tests assessed students creative writing skills, with additional qualitative data gathered through interviews and surveys. Quantitative analysis using ANOVA revealed significant improvements in creative writing skills for all three experimental groups compared to the control group, with the group focused on puns showing the greatest improvement. Qualitative analysis identified themes of improved problem-solving abilities, critical thinking skills, and engagement in creative writing among experimental groups. This study highlights the potential benefits of incorporating wordplay activities into English creative writing classes for English learners, emphasizing the importance of tailoring teaching methods to promote language proficiency and foster creativity. Wordplay can effectively stimulate learners' critical thinking, problem-solving, and creativity, enriching their overall English language use.
This study examines student perceptions of English language programs in Japan and India, focusing on five dimensions that are effectiveness, satisfaction, confidence, support, and recommendation. Using a comparative framework, the study analyzed data from 127 participants across both countries through descriptive and inferential statistical methods, including Mann-Whitney U tests. The results reveal significant differences in perceived program effectiveness, with Japanese participants rating programs higher, reflecting their preference for structured, teacher-led approaches. Satisfaction, confidence, support, and recommendation ratings were comparable between the two groups, indicating general program success. These findings underscore the importance of culturally informed program design in enhancing educational outcomes. The study contributes to cross-cultural education by providing insights into how cultural and contextual factors shape perceptions of language programs. It highlights the need for interactive learning strategies to enhance confidence and practical language use. Future studies could explore qualitative insights to uncover nuanced cultural influences on program perceptions and outcomes. The findings have implications for educators and policymakers in designing adaptive and impactful language learning initiatives.
Through the advent of the technology, using ChatGPT on vocabulary acquisition has become popular among language learners. The current study tries to explore the efficacy of ChatGPT on vocabulary acquisition by comparing it with some pre-established and effective ways to learn vocabulary, like concordance-based vocabulary acquisition methods. The study involved 60 students, all of whom took a proficiency test to ensure an intermediate level of language proficiency before participating. Students were then randomly assigned to one of three groups: traditional, concordance-based, or ChatGPT-assisted, with 20 students in each group. This study utilized a mixed-methods design at two phases of comparing three groups learning vocabulary (traditional approach, concordance-based approach, and ChatGPT-based approach). Additionally, qualitative research was conducted to gain insights into students' perceptions, with the studies serving as the teacher for all three groups. Quantitative data were analyzed using statistical methods such as descriptive statistics and ANOVA. Qualitative data were analyzed using thematic analysis to uncover recurring themes and valuable insights from participants' responses. The findings highlight the positive implications of ChatGPT over concordances and their subsequent supremacy over traditional methods on vocabulary development. According to this study, using technologies, including ChatGPT and concordances, makes it possible to develop lexical competence, with methodological, cognitive, and affective benefits for EFL learners, thus offering significant contributions to the field of vocabulary acquisition. Future research should continue to explore the nuances of ChatGPT and concordancing in various educational contexts to further refine its application in vocabulary learning.
English is essential for communication across various contexts, including social interactions and formal discussions. However, learners from rural backgrounds or non-English educational mediums struggle to meet the linguistic demands of higher education. English proficiency not only aids knowledge acquisition but also enhances communication skills. Mastery of English as a second language requires understanding both linguistic and communicative aspects, particularly vocabulary acquisition. Effective vocabulary instruction involves teaching word meaning, pronunciation, and spelling in engaging ways to sustain learner interest. Traditional methods, such as rote memorization and word lists, fail to maintain student engagement. In contrast, intentional vocabulary learning through engaging and contextually relevant materials enhances retention. This study proposes a learner-centric lesson plan for teaching vocabulary in ESL classrooms using animated movies as instructional aids. Video clips from selected films serve as engaging tools to present new words in meaningful contexts, capturing learners' attention and facilitating intentional vocabulary learning. The study designs lessons incorporating exercises that help students learn word meanings, spelling, and pronunciation while simultaneously familiarizing them with vocabulary in real-world contexts. Additionally, these exercises assess students' vocabulary knowledge and support learner-centered instructional approaches. By integrating animated films, the study aims to enhance vocabulary acquisition in an interactive and engaging manner. The proposed lesson plans offer an alternative to traditional teaching methods, fostering improved language proficiency among ESL learners.
Teaching English through literature offers a dynamic approach to language acquisition, and Dr. Seuss's whimsical narratives and playful language present unique opportunities to enhance English language proficiency among young learners. This study explores the integration of Dr. Seuss's literature into English Language Teaching (ELT), focusing on linguistic development, culturally responsive teaching, and the use of technological advancements. The method involves analyzing how texts like The Cat in the Hat, Fox in Socks, On Beyond Zebra!, Green Eggs and Ham, and The Cat in the Hat Comes Back can support language learning through their rhythmic and repetitive structures. The objective is to demonstrate how these works can overcome barriers to English proficiency by fostering phonemic awareness, vocabulary acquisition, and comprehension skills. Additionally, incorporating technology such as digital storytelling platforms, interactive e-books, and educational apps enhances engagement and communicative competence. The study also addresses challenges like limited vocabulary and comprehension difficulties, offering strategies such as preteaching vocabulary, using visual aids, and engaging students in creative activities. By leveraging Dr. Seuss's texts, educators can create an inclusive and enjoyable learning environment that promotes linguistic development and a love for reading. This multifaceted approach underscores the enduring value of authentic literature in children's education and its potential to make language learning an engaging and effective endeavor.
