The Influence of Story-Based Video Games on Enhancing Players Motivation in Developing Vocabulary
Teachers Perceptions of the Impact of Technological and Cultural Modernization on Politeness among Iranian EFL Students
Effectiveness of Delegator Teaching Method on Selfefficacy and Achievement in English among Secondary School Students
Navigating the Future of English Language Teaching: Trends, Insights and Innovations
Contextualizing AI in English Language Teaching: Examining the Challenges and Constraints in the Indian Educational Landscape
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 examines the influence of story-based video games on players' motivation to enhance vocabulary development. It investigates how gameplay elements, such as character dialogue, plot progression, and contextual language use, contribute to language learning and proficiency among players. The qualitative data collected from Reddit and YouTube posts and comments indicated how gameplay elements, including character dialogue, plot progression, and contextual language use, contribute to language learning and proficiency. The study focused on categorizing and graphically analyzing player interactions and discussions related to language learning behaviors within the context of story-driven games. The research findings provide insights into the potential benefits of incorporating video games into language learning programs. Results indicated a strong interest among players in using video games as materials for language learning, with particular emphasis on genres such as role-playing games (RPGs), open-world games, and simulation games. The findings emphasized the potential of interactive storytelling in fostering language skills and motivation among players, suggesting implications for integrating video games in language learning.
The current study explored teachers' perceptions of the impact of technological and cultural modernization on politeness among Iranian EFL students. The study followed a qualitative design in the form of semi-structured interviews to gather the necessary data from the language teachers. The participants in this study were 30 teachers in TEFL. They were chosen based on convenience sampling. The main instrument used in this study was a semi-structured interview to gather the necessary data from the language teachers. In this study, the necessary data were evaluated through thematic analysis and thick description by two coders. The results were presented in the form of the main themes emergent in the study. The study ended in several conclusions; initially it was concluded that the new generations of Iranian students are immensely influenced by modernization and the spread of Western culture; therefore, they have different views and ways of handling generational and cultural differences in English language education. Secondly, it was found that communication between teachers and new-generation students in Iran would reveal politeness problems. Moreover, it was concluded that the experiences and views of Iranian teachers, based on their interactions with different generations in English language education, would give helpful information. It was suggested that since the new generation has its own needs and priorities and even jargon that may not be fully understandable to the previous generation of teachers and instructors, it is better to think and research more about this generation and their needs.
This study examines the impact of the delegator teaching method on self-efficacy and academic achievement in English among secondary school students. Unlike traditional activity-oriented methods, which limit student autonomy, the Delegator Teaching Method emphasizes learner-centered strategies, fostering autonomy, collaboration, and critical thinking. Employing a non-equivalent group design, the study involved two groups: an experimental group taught using the Delegator Teaching Method and a control group using activity-oriented methods. Self-efficacy was measured and the academic achievement in English was assessed through standardized tests focusing on writing, speaking, reading, and grammar. Results indicated that students in the experimental group exhibited significant improvements in self-efficacy and academic performance compared to the control group. Writing and speaking skills showed the greatest gains, attributed to the interactive and participatory nature of the method. Reading and grammar also improved, albeit to a moderate extent. A positive correlation was identified between self-efficacy and achievement, highlighting the influence of confidence on academic success. The findings affirm the delegator teaching method as an effective approach to enhance self-efficacy and academic outcomes in English. Its learner-centered framework fosters active engagement and critical thinking, offering a compelling alternative to traditional pedagogies. This research underscores the need for innovative teaching strategies to address diverse learner needs and prepare students for academic and real-world challenges. Future studies could explore its applicability across different subjects and educational contexts to further validate its effectiveness.
Choosing a strategy of teaching English for the years to come is like setting a path on an unknown landscape where the current trends and insights serve as guiding principles. The evolving landscape of English Language Teaching (ELT) necessitates the adoption of strategies that integrate emerging trends and methodological advancements. This paper explores key developments in ELT, focusing on the transformative role of technology, research-based insights, and personal teaching experiences. Advancements such as artificial intelligence and virtual reality are reshaping classrooms, merging traditional and modern teaching methodologies. While these innovations present both opportunities and challenges, they have a significant impact on teaching and learning processes. Additionally, combining academic research with practical experience enhances teaching effectiveness, ensuring better student outcomes in an increasingly diverse world. The paper emphasizes the importance of differentiated instruction, reflective teaching, and a growth mindset in promoting continual progress. Viewing challenges as opportunities for innovation can lead to more effective and engaging teaching practices. In conclusion, navigating the future of English language teaching requires educators to remain enlightened, adaptable, and open to innovation. This paper encourages educators to engage in lifelong learning and embrace change, ensuring that their teaching approaches progress in accordance with the changing educational landscape.
The integration of artificial intelligence (AI) into English language teaching (ELT) has garnered significant attention due to its potential to revolutionize education. AI offers personalized learning experiences and adaptive assessments, enhancing the effectiveness of language instruction. AI-driven technologies offer promising applications in language teaching, ranging from intelligent tutoring systems to adaptive learning paths. The advent of generative AI tools, such as ChatGPT, has further amplified the possibilities for enhancing language practice and engagement. Despite these advances, implementing AI in the Indian educational context presents unique challenges shaped by socio-cultural, linguistic, and pedagogical factors. This study examines the constraints posed by AI, highlighting concerns about the diminishing role of human interaction, the complexities of preserving cultural narratives and linguistic diversity, and the challenge of addressing diverse learner needs within a culturally rich yet resource-constrained environment. Therefore, while focusing on the Indian educational fabric, this study simultaneously addresses the challenges that are globally relevant. It also reflects the growing skepticism surrounding Communicative Language Teaching (CLT) in various parts of the world, thus resulting in a global shift in ELT methodologies over CLT's effectiveness. By critically analyzing these issues, this paper provides insights for educators and policymakers on effectively integrating AI in ELT while fostering cultural sensitivity, inclusivity, and pedagogical relevance in the Indian context.
