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Use and Non-use of Humor in Academic ESL Classrooms  [cached]
Ali Ziyaeemehr,Vijay Kumar,Mohd Abdullah
English Language Teaching , 2011, DOI: 10.5539/elt.v4n3p111
Abstract: A substantial body of research emphasizes the importance of humor in teaching/learning processes; however, research on the reasons for non-use of humor in academic contexts has enjoyed scant attention. Addressing this gap, this study examines the reasons for instructors’ humor avoidance taking into account student perceived benefits of using humor in academic ESL classrooms. Data were collected through an open-response questionnaire. Participants in a university in Malaysia were asked to provide their views on: (a) the reasons some instructors avoid using humor, and (b) the benefits of using humor in L2 classes. Responses were grouped into relating categories and content analyzed. “Humor is not in their personality,” “they lack competence to create humor in L2,” and “they are more syllabus-oriented” were the most frequently cited reasons for the non-use of instructor humor. Perceived benefits of instructor humor were placed into three major categories: psychological, social and instructional. Implications of these findings are explored within the content of second language education.
PRE-SERVICE TEACHERS’ TRAINING IN INFORMATION COMMUNICATION AND TECHNOLOGY FOR THE ESL CLASSROOMS IN MALAYSIA  [PDF]
Chan Yuen FOOK,Gurnam Kaur SIDHU,Nursyaidatul KAMAR,Norazah Abdul AZIZ
The Turkish Online Journal of Distance Education , 2011,
Abstract: Today there is sufficient evidence that Information and Communication Technologies (ICT henceforth) has a significant influence on the teaching and learning process that takes places in the classroom. Therefore, this study sought to investigate the ESL pre-service teachers’ attitudes, competency and preparation in integrating ICT in their teaching and learning activities. The study employed a quantitative survey method and involved a total of 70 pre-service Teaching English as Second Language (TESL) teachers in the Faculty of Education from a public university in Malaysia. These pre-service teachers, who had undergone 12 weeks of practicum teaching in secondary schools, were given a set of questionnaire and the data gathered from the questionnaires were statistically analyzed. The results indicated that the pre-service teachers do possess positive attitudes, moderate level of competency and are adequately prepared in integrating ICT in the classroom. The study also highlighted that the lack of facilities and technical malfunction in schools as the biggest obstacle for the pre-service teachers in their efforts to integrate ICT in the classroom. These result suggested that teachers must be well prepared for ICT use in the classroom. Therefore continuous training and ICT courses should be seen as solution in assisting teachers strengthen their ICT skills and in encouraging them to keep up to date with newer technologies.
ESL Teachers’ Experience in Teaching Pupils with Dyslexia in Mainstream Classrooms  [PDF]
Suhana Ahmad, Manisah Mohd Ali, Khazriyati Salehuddin
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.914158
Abstract: In Malaysia, pupils with dyslexia mostly learn English as a second language (ESL) in mainstream classrooms together with other children. It is known that language learning is the biggest struggle for pupils with dyslexia and learning ESL is even more challenging for them. This paper aims to explore three ESL primary school teachers’ experiences in teaching pupils with dyslexia, particularly the challenges they encounter as well as the strategies they use to assist them in the teaching and learning process. In-depth interviews were conducted with the teachers for the data collection. The findings show that those ESL teachers find it challenging to teach pupils with dyslexia and they are lacking effective teaching methods to apply in the classroom to support the students. Several recounts of teaching experiences show that ESL teachers need more support in terms of training and professional development to ensure literacy skills mastery among pupils with dyslexia.
Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms  [PDF]
Michael Whitacre,Zulmaris Diaz,Joy Esquierdo
International Journal of Instruction , 2013,
Abstract: Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI), and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI) developed by Haager, Gersten, Baker, and Graves (2003). To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.
Learning Critical Literacy in ESL Classrooms  [PDF]
Guangtian Zhang
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.612131
Abstract: In this present article, I intend to interpret and argue that Critical Literacy or Critical Language Awareness is a meaningful concept for ESL learners to transparently understand and English educators need to apply it in their daily educational practices. Through reviewing the relevant literatures, the theoretical knowledge of Critical Literacy is introduced at first. The second part concentrates on explaining the importance of implementing Critical Literacy in the instruction of ESL. Finally, rooted in former researchers’ findings and argumentations, I elaborate on the analysis of the predictable difficulties and barriers about the cultivation of Critical Literacy for both native and non-native English speakers. In a meanwhile, some suggestive strategies are provided respectfully so as to assist ESL instructors to cope with these problems at the practical stage.
Raising Awareness of Collocation in ESL/EFL Classrooms  [cached]
Parisa Farrokh
Journal of Studies in Education , 2012, DOI: 10.5296/jse.v2i3.1615
Abstract: One of the most problematic areas for foreign language learning is collocation. It is often seen as arbitrary and overwhelming, a seemingly insurmountable obstacle to the attainment of native like fluency. The aim of this study is to increase awareness of the importance of teaching collocations in ESL/EFL classrooms in order for learners to acquire accurate and native-like competence. This paper is divided into four main sections. The first section discusses the definitions and categorizations of collocation from different scholars' perspectives as well as the distinction between collocation and other combinations of words. In the second section, the main sources of collocational errors will be clarified. The third section deals with the importance of collocations in ESL/EFL classrooms. In the fourth section different methodologies and materials for teaching collocations to ESL/ EFL learners will be suggested, as well as the implications of the lexical approach will be analyzed.
Some Recommendations for Integrating Literature into EFL/ESL Classrooms
Mohammad Khatib,Saeed Nourzadeh
International Journal of English Linguistics , 2011, DOI: 10.5539/ijel.v1n2p258
Abstract: Many EFL/ESL learners find English language classrooms boring, partly because of the fact that learners are engaged in those activities they consider unrelated to the requirements of out-of-class communication in the L2. One solution offered to this problem is to introduce literature and literary texts into language classrooms. Many researchers support the proposal that literature needs to be incorporated into language teaching curricula, both for children and adults. However, researchers and ELT practitioners do not agree as to what are the most effective procedures for integrating literature into language classrooms. It is the purpose of the present paper to offer some recommendations that would help language teachers maximize the efficacy of their literary materials. Ten recommendations will be proposed with a specific focus on short stories and novels along with the rationales as to why it is thought that the recommendations would be helpful for literature-based language classrooms.
Effect of Students’ Feedback on Teachers’ Instructional Practices of EFL Student Teachers
Education , 2012, DOI: 10.5923/j.edu.20120207.16
Abstract: Pupils are real critics of their teachers. They can critically differentiate between the desirable and undesirable behaviours of their teachers in the classroom situation. It is also necessary from the psychological point of view, since the teachers are trained to teach students. Thus feedback from students can bring improvement in competence level of teachers. This study is an attempt to evaluate the effects of student feedback in developing teaching skills and reflective practices among EFL student teachers. The study was conducted on 18 EFL student-teachers who were enrolled in the Diploma of English Language teaching in elementary schools At King Abdulaziz University, one of the reputed educational pioneers of the Saudi education, using report cards. The paper explores the feedback on the learners’ perception of the teaching- learning environment and methods of EFL/ESL teaching in classrooms. In order to create a high-performance learning environment in EFL/ESL classrooms, the students and the teacher have to be accountable to one another in both cases whether English is taught as a second or a foreign language. The trust created in such an environment will allow us to ask and answer the hard questions -- How am I doing as your teacher?
A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms  [cached]
Abbas Pourhosein Gilakjani
Journal of Studies in Education , 2011, DOI: 10.5296/jse.v1i1.924
Abstract: Speaking a second language involves different skills like grammar, vocabulary, instruction, and so on. Pronunciation is one of the most important skills in English Language Teaching. If speakers have very bad pronunciation, their speech will not be understandable to the listeners. Despite the fact that acquiring pronunciation is so difficult, in many ESL/EFL classrooms, teaching pronunciation is granted the least attention. In this article, the researcher discusses the status of pronunciation teaching from the viewpoint of many English language teachers, researchers, and writers. Firstly, a brief history of teaching pronunciation and factors affecting the learning of pronunciation are discussed. Secondly, the reason of encouraging students to improve their pronunciation and the time of introducing pronunciation will be discussed. Thirdly, the researcher investigates the kind of pronunciation materials and segmental and suprasegmental features. Finally, the article discusses a number of suggestions for teaching pronunciation and indicates that the teaching of pronunciation can be made more effective in the ESL/EFL classrooms. Keywords: Pronunciation, Materials, Segmental, Suprasegmental, Suggestions
USING ENGLISH LITERATURE WRITTEN BY ASIAN AUTHORS IN EFL/ESL CLASSROOMS IN ASIA  [cached]
Flora Debora Floris
K@ta : a Biannual Publication on the Study of Language and Literature , 2005,
Abstract: This paper proposes an argument that literary texts in English which are written by Asian authors should be more extensively used as language teaching materials designed for EFL/ESL classrooms in Asian countries. The use of these texts can overcome the cultural stumbling blocks experienced by students. In addition, the texts can be utilized to promote cultural awareness and the role of English as an international language. To support this point of view, various issues in using what is often called non-native English literature are examined in the essay.
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