The study aims to analyze the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy in terms of the trend in teaching, syllabus utilization, materials, and resources, activities in learning, and competency learning. The study comprised thirty-nine (39) respondents only which employs the descriptive quantitative research design and random sampling. Results show that trend in teaching context based and content instruction on the English language as the medium of teaching and instruction in English Language Teaching (ELT) focuses on the language cooperative approach in teaching approaches that suits to the learning capacity of students. It emphasizes on the complex and competency based learning and outcome of the process of learning as to skills, application, knowledge, and attitude of the learners, materials and resources, show that different centered on the instruction of the English language approach to learning, the activity is focused on the task based-learning and the process of usage in the important skills of the ELT, and competency process of learning show to provide students in the competency of ELT and language learning inside the classroom and direction in the specific task in the English competency of learning. Findings show that there is a significant correlation between the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy among the respondents.

This paper reports the findings of an investigation into English as a foreign language (EFL) teachers’ self-efficacy and their classroom management in the context of the Mekong Delta of Vietnam. The paper also aims to find out what makes teachers different in terms of skills in classroom management. The study was designed as a descriptive mixed-methods one, using a questionnaire, focus group interviews, and classroom observations to collect data. Forty-six EFL teachers from three high schools responded to the questionnaire. Twelve got involved in the semi-structured interviews, and six as classroom observed teachers. Two group interviews were conducted with the participation of three vice-principals and three heads of English teams. The results indicated a significant interaction between EFL teachers’ self-efficacy and their classroom management skills. Teachers who own a higher level of self-efficacy showed to manage their classes in a more confident and purposive manner than those with a lower level of self-efficacy. Three main reasons differentiating teachers’ skills in classroom management, including pre-service teacher education, previous attending continuing professional development events, and teacher’s learning autonomy were detected. Case-based teaching, organizational learning, and lesson study are recommended in pre-service teacher education and in-service teacher professional development activities to enhance teachers’ self-efficacy and their classroom management.

Listening skill plays an important role in studying a foreign language, especially English. However, students face a lot of difficulties in English listening. The research was carried out to find the problems that the sophomores encounter in English listening. The participants of this research were seventy-five English majored sophomores of English classes, course 14 at Tay Do University. Questionnaire and paper interview were delivered to collect problems. This was a quantitative and qualitative research. The results of the study showed that vocabulary, pronunciation, background knowledge and psychological factors were the major listening comprehension difficulties. Basing on these difficulties, English learners can find out suitable learning ways to improve their listening skill. The results of this study may also be useful for those who are interested in this field.

This study aimed to look into the impact of continuous self-assessment on the self-efficacy beliefs of undergraduates studying English as a foreign language (EFL). To find out if there is a change in students’ beliefs about their language proficiency perception, the research was undertaken with 102 participants at the school of foreign languages of a private university. It was designed as quasi-experimental research utilizing qualitative and quantitative research methods to collect data through a self-efficacy scale, self-assessment questionnaire, and self-reflection checklists. The control and experimental groups were administered a self-efficacy scale at the beginning and the end of the term. Throughout the term, the participants in the experimental group assessed themselves weekly through self-reflection checklists and a self-assessment questionnaire. Based on the overall results, it was found that when the students had an opportunity to identify their strengths and weaknesses during a skill-based task through self-assessment questionnaires, they had a better sense of mastery related to that task. This inevitably led to an increase in their self-efficacy beliefs in terms of four skills, namely reading, writing, listening, and speaking as well as grammar.

The course design has been paid attention to by both teachers and administrators. However, for a long time, some problems, such as the fragmented course design, and the repeated teaching contents, have existed in the college English curriculum for non- English majors from undergraduates, graduates and Ph. D students in the mainland China. Based on the ESP “learning-centred” approach, this study intends to construct an integrated curriculum system to help solve these problems through three main features of the integrated curriculum system: systematicness, hierarchy and openness. To investigate the feasibility of the course system, the combination of quantitative and qualitative research methods were used through questionnaire, text analysis and interview. The results show that, 1. This curriculum system can avoid the repetition of the course content. The fragmented curriculum design and the needs from the nation, society and students can be met through the systematicness, hierarchy and openness. 2. This system can facilitate teachers’ teaching reform and research interest because they have more choices to adapt the materials from students’ disciplines besides textbooks. This curriculum system is hoped to provide a possible way to meet the nation, society and students’ needs in the Chinese tertiary context.

One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills.

Textbooks are of utmost importance in an academic setting. They cannot achieve their goals and objectives until they address the particular needs of students. The current study aims to assess the grammar textbook used at Najran University's Preparatory Year Program. The study's objectives are to examine the textbook's material in light of the course objectives and to pinpoint the factors that contribute to discrepancies between course objectives and learning outcomes. Additionally, it offers solutions to close the gaps between the course objectives and learning objectives. Twenty PYP teachers were chosen to participate in the study. To collect information from the participants, a quantitative questionnaire with 10 statements based on the course objectives was used. The teachers were also the subject of a qualitative interview to get their advice and insights. The analysis backs the current textbook because of its advantages, which the teachers who participated in the questionnaire said they liked. However, there is always room to update the textbook and improve particular sections or courses to better suit the needs of students. This specific section replacement can address those precise goals that the questionnaire's respondents did not rate very high.

Implementing an English curriculum, especially one from outside Indonesia, is risky. Some schools produce positive outcomes, while others produce the opposite. This study aims to evaluate the difficulties of learning English from writing abilities using the Cambridge Curriculum in Indonesia. This study employed a qualitative approach that included interviews with students, school administrators, English instructors, and curriculum coordinators (n = 7) and documentation and observation, which served as data validation instruments. The results of the study indicate that, of the four language skills: reading, writing, speaking, and listening, the scores for reading and writing skills were not as predicted. The maximum score for Cambridge English was 6, and of the two skills measured, notably writing, the score was 3. This conclusion highlights the need to prepare English teacher credentials per Cambridge standards. This research has consequences for the design of learning English, which can help students improve their writing skills to meet Cambridge's maximum grade criteria.

This study used a qualitative method to explore a teacher’s use of motivational strategies in an English for specific purposes (ESP) course and students’ perceptions. An English teacher in a business English class and her 32 students were recruited. The class was observed three times: at the beginning, in the middle, and at the end of the course. Two semi-structured interviews with the teacher were conducted: one before classroom observation, and the other after observation. Interviews with the students were conducted after each classroom observation. The teacher used seven motivational strategies to create a supportive and relaxed classroom atmosphere, and five strategies to facilitate students’ language learning. Most students’ perceptions of the teacher’s use of motivational strategies were positive. However, the students perceived a gap between their expectations for the course and their experiences. Finally, the article concludes by offering insights into the implications and constraints related to pedagogy.

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.

Skinner’s behaviorist theory delineates how a child acquires L1; notwithstanding, what sets the present study apart from Skinner’s findings can be culled-out from the research context itself. This paper validates the principles behind behaviorist theory as proposed by Skinner (1985) taking into account applied linguistics context. Careful scrutiny of data reveals that the explored theory also plays a vital role in the gradual L2 acquisition through meaningful linguistic attempts (e.g., There are persons cutting trees without replanting; His friends Marilyn and Alicia clean the classroom) and reading activities by fostering affirmative learning atmosphere to induce positive language attitude towards L2 acquisition and functionality. Negligible errors in the process of L2 acquisition are attributed to linguistic variability, interlanguage, and inflectional morphology component. This study is advantageous to EFL learners and teachers globally for it highlights some linguistic implications indispensable to interpret the learning rate, lexical range, comprehensible input (CI), and language cognition of L2 students specifically in early language education. EFL educators may be able to provide meaningful linguistic activities by considering the essential tenets of this academic piece as well as the multiculturalism factor to L2 acquisition.

Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).

Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: “mindset theories”, “English as a foreign language”, “English as a second language”, and “teacher training”. The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers’ role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.

In the realm of language skills, speaking holds a pivotal position, making it imperative for classroom instruction to place a strong emphasis on its development. Teaching English speaking skills to Nepali EFL (English as a Foreign Language) students poses a unique set of challenges owing to English's non-native status in Nepal. To tackle these challenges and enhance the speaking abilities of Nepali students, English teachers in Nepal must adopt innovative strategies due to the limited daily use of English in their environment. This classroom action research endeavors to enhance the English speaking proficiency of EFL students in Nepal through the implementation of various communicative activities. These activities include role play, impromptu speaking exercises, language games such as "who is telling the truth", video tapping, and discussions. The interventions were applied to a group of 60 undergraduate students at a university who were learning English as a foreign language. The data gathered from participant classroom observations and unstructured interviews underwent thematic analysis, resulting in the identification of six distinct themes. The results demonstrated a noteworthy improvement in students' English speaking skills, attributing this progress to the implementation of communicative activities. The findings underscore the effectiveness of communicative activities as interventions for enhancing the English speaking abilities of university-level EFL undergraduates. In light of these results, it is recommended that both students and teachers remain cognizant of the contextual and appropriate use of communicative activities as a means to further improve English speaking skills among EFL students.

Failure in visual word recognition brings about frustration and failure in reading which impinge on the achievement and reading progress of learners. In order to contribute towards assisting every child to achieve minimum proficiency in reading, this investigation examined the impact of podcasts on the abilities of second language learners in sight word recognition. The study which is quasi-experimental, made use of the pre-test post-test nonequivalent groups method. The study participants who were purposively sampled from a privately owned primary school in Enugu urban, South East, Nigeria comprise thirty elementary two learners. Pre-and post-tests were administered to the participants who were grouped into intervention and control groups. The intervention group listened to podcasts in word recognition skills while the control group learned word recognition through the usual method. Statistical tools such as means, standard deviation and analysis of covariance (ANCOVA) were utilized to analyze the data collected. The research question was answered through Standard Deviation and the learners’ mean achievement scores, while the hypothesis, which was set at <0.05 level of significance, was tested with the ANCOVA. The results of the investigation showed that podcasts facilitated improvement in the word recognition skills of English as a second language (ESL) learners. The study concluded that the use of podcast proves to be an efficient instructional media capable of promoting achievement in word recognition skills of learners in an ESL classroom. On the basis of the results, exploring the use of podcasts in the teaching of word recognition skills among ESL learners was recommended.

This two-year action research study examines how incorporating ‘The Writing Revolution’ (TWR) strategies and adapting task complexity can improve TESOL students' expository writing in secondary education in Cyprus. A total of eighty-three students (12-17 years old) from various first language (L1) backgrounds and CEFR levels (A1-B2) participated from six lower secondary (LS) and upper secondary (US) state classrooms. The methodology involved spending one-quarter of students' weekly class time on the learning and application of TWR techniques in their L2/EFL writing. Overall, 90-180 activities were completed successfully, and cognitively undemanding and context-embedded writing tasks gave way to more complex and cognitively demanding tasks to suit students’ differing proficiency levels. Qualitative analysis of students’ writing and focus group discussions indicated that writing improved coherence, organization, and complexity. Students expressed feelings of reduced anxiety and improved confidence in English writing. These findings highlight the importance of dedicating time to teaching writing explicitly in L2/FL classrooms and gradually increasing task complexity beginning at the sentence level. This study’s unique contribution demonstrates how TWR strategies can be effectively tailored to L2/FL contexts and offer practical implications for TESOL curriculum developers, researchers, and educators seeking to improve students’ writing confidence in FL and lessen writing anxiety in the classroom.

A large body of evidence demonstrates that cooperative learning promotes reading achievement.  Cooperative learning is based on Social Interdependence Theory, which holds that learners benefit from leveraging cooperative effort to achieve individual and mutual goals. Student-generated questioning (SGQ) is a cooperative learning strategy that promotes learning through an iterative self and peer-assessment process. SGQ has yielded mixed results among lower-proficiency language users, where linguistic and cultural barriers can impede efficacy. Providing students with pre-training, procedural prompts, and language modeling has proven effective. A quasi-experimental, pretest-posttest design was employed to determine the impact of a highly scaffolded SGQ strategy on reading comprehension in two intact CEFR-A2 reading classes (n = 62) over a 16-week semester at a Japanese university. The Cambridge A2 Key Test was administered before and after the reading intervention. Parametric test results revealed SGQ had no significant effect on any of the five reading subskills. Further discussion of findings and recommendations may prove instructive for reading educators and researchers of low-proficiency English students in Japan and other East Asian contexts.

This study aims to assess the Social-Emotional Learning Instructional Competence (SELIC) of English as a foreign language pre-service teachers (EFLPTs) at a pedagogical university in Vietnam (VPU). It employed a mixed-methods design, which combines qualitative classroom observations with quantitative questionnaire responses from 351 EFLPTs to evaluate EFLPTs’ proficiency in SELIC – the competence to implement Social-Emotional Learning (SEL) in teaching practices. The results reveal both strengths and deficiencies in EFLPTs’ demonstration of SELIC. They demonstrated a strong ability to apply psychological and pedagogical principles as well as to organize activities that promote students’ social-emotional skills; however, they encountered difficulties in explicitly addressing social-emotional issues that may arise in EFL classrooms, with some EFLPTs neglecting or failing to respond to students’ social and emotional needs. Additionally, there were notable inconsistencies in EFLPTs’ modeling of social-emotional competences during their teaching practices, as some EFLPTs effectively demonstrated empathy, relationship skills and emotional management, while others faced challenges. The least developed component of SELIC was their ability to evaluate students’ social-emotional skills. These findings highlight the necessity to enhance comprehensive and explicit integration of SELIC in teacher education programs, ensuring that EFLPTs are sufficiently prepared to foster both academic achievement and social-emotional growth in their future classrooms.

Early childhood is a critical period for growth and language development, including the ability to communicate effectively. In modern educational institutions, alongside Indonesian as the mother tongue, English is often introduced as a foreign language. Teaching English to young children is approached through engaging and educational activities designed to enhance their language skills. This study employs Participatory Action Research (PAR) involving 41 kindergarten students as participants. Effective methods include singing, reading bilingual storybooks, giving instructions in English, and role-playing. Singing helps children recognize English sounds and rhythms naturally, while bilingual storybooks enrich vocabulary by linking English words to familiar contexts. Role-playing, particularly bilingual mini-theater, stands out as a prominent method. In this activity, children interact using a mix of Indonesian and English dialogues, fostering both language skills and enjoyment. By participating in such dialogues, they deepen their understanding of English words in context. Additionally, instructions given in English during role-play help children familiarize themselves with hearing and responding to the language, promoting internalization. The findings highlight that the bilingual mini-theater approach fosters a dynamic learning environment that promotes vocabulary acquisition, expressive communication, and practical language application. These creative activities make learning interactive and enjoyable, effectively supporting early childhood English language development.

The study aims at a deeper understanding of English classroom environment (CE) and foreign language enjoyment (FLE) in the context of a Chinese university and further explores the relationship among CE, FLE, and students’ performance in learning English as a foreign language. The 336 participants in this study were mostly from science departments, and about one-third of them came from Tibet and Xinjiang Autonomous Region. The findings indicate that the participants’ CE and FLE were at a moderate level and that significant positive correlations were detected among CE, FLE and English performance. The study has some practical implications for EFL (English as a foreign language) teaching and learning: (a) The establishment of a good healthy CE can effectively promote students’ performance; (b) The students’ FLE can help them learn English better; (c) Teachers and students should attach importance to the process of English learning, where teachers ought to actively play their part in building a healthy CE and enhancing students’ sense of FLE in English learning.