Foreign Language Anxiety in the Classroom: A Comprehensive Exploration
Integrating Green ELT Practices and the UN Sustainable Development Goals in English Language Teaching: Addressing Climate Anxiety and Promoting Social Responsibility
Mobile Assisted Language Learning (Technology Integration in English Language Classrooms)
Reimagining Literature through AI: Subjective Interpretations and Technological Innovations
Effectiveness of Creating Awareness about English Language Skills and Learning Strategies to Enhance Listening Competence of ESL Learners in Rural Government Colleges in Tamil Nadu – A Primary Research Study
Phonological Instruction in ‘Mastering English: High School’ and its Suitability for Advanced Level English Language Learners in Cameroon
Investigating Vocabulary Learning Difficulties of Rural ESL Secondary School Learners
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
Foreign language anxiety (FLA) is a well-established phenomenon that significantly impacts language learners across various educational contexts. This paper offers a comprehensive exploration of FLA, examining its causes, manifestations, and consequences in the classroom. The study highlights the psychological and emotional dimensions of FLA, identifying the key components: communication apprehension, test anxiety, and fear of negative evaluation. It also discusses the influence of cultural and interpersonal differences and personality traits on the intensity of anxiety experienced by learners. The role of teachers in mitigating FLA through supportive and empathetic classroom environments is emphasized, along with strategies such as task-based learning and peer feedback. Furthermore, the paper critiques the limitations of existing tools, like the Foreign Language Classroom Anxiety Scale (FLCAS), and proposes alternative approaches for assessing FLA. Finally, suggestions for future research are provided, focusing on longitudinal studies, the role of technology, and the refinement of assessment tools to enhance our understanding of FLA and improve language acquisition outcomes. By addressing FLA in a nuanced manner, educators can create a more conducive environment for language learning, fostering both linguistic and emotional growth.
This research explores the role of Green English Language Teaching (ELT) in addressing pressing global environmental issues and climate change within the classroom. It investigates how incorporating environmental topics and the UN Sustainable Development Goals (SDGs) into ELT curriculum can equip learners with the skills necessary to engage with critical global challenges. The study further delves into the psychological impacts of climate anxiety among learners and how Green ELT can act as a tool for social responsibility, fostering an awareness of sustainable development, preserving natural habitats, and promoting global education for a more equitable future. Through the examination of initiatives like ELT Footprint, Renewable English, and Green Action ELT, the paper aims to propose effective pedagogical strategies for integrating green issues into ELT and building a more sustainable, climate-conscious generation.
In the world of digitalization, the importance of English language education has its own pivotal space. Compared to other languages in the world, the English language is considered an international language either to get an admission into various universities through international tests or for better communication in enhancing one's career ladder. The learners have better access to learning the English language through the best source, called Mobile Assisted Language Learning (MALL), which is one of the latest usages and is being touted as one of the best, easiest, and most interesting options for learning a language for the last decade in India. This paper aims to investigate the effectiveness of MALL in enhancing the speaking skills of language learners, besides providing personalized learning with instructions and feedback to language learners. The usage of technology in MALL mediates in enhancing language learners' oral proficiency and develops and evaluates new MALL tools and materials that could be implemented for improving language learners' speaking skills. The paper aims at assessing the impact of MALL on language learners' speaking skills by focusing on prioritizing and developing accuracy and fluency, diction, pronunciation, and also one's comprehensive skills so as to investigate the effectiveness of different types of MALL activities and software related to it.
The growing power of computational algorithms, including AI, has brought the scientific process into a new phase, making democratization broadly usable by both humans and machines. This study addresses the convergence of AI technology and literary analysis, examining how AI may offer new approaches to analyzing literature. Traditional literary criticism heavily depends on human subjectivity, which is constrained by individual biases and human cognition limitations. AI, with its ability to analyze large data sets and detect patterns beyond human perception, offers an opportunity to supplement and enhance traditional methods. This study explores AI techniques, including natural language processing and machine learning algorithms, for analyzing literary texts. The goal is to identify patterns, themes, and structures that human critics may miss. It also examines the implications of AI-generated interpretations on the subjective nature of literature, questioning whether machine interpretations can be considered valid and how they influence our understanding of texts. Incorporating AI into literary studies presents challenges, including the need for algorithm transparency and the potential lack of human sentiment in literary evaluation. This study advocates for a collaborative approach, using AI as a supplementary tool for literary scholars to navigate challenges and enhance their analysis. The objective of this paper is to demonstrate how technological advancements can offer new perspectives, enriching literary studies and broadening the scope of interpretation in the digital age.
This study investigates the effectiveness of a comprehensive intervention aimed at improving the listening skills of English as a Second Language (ESL) learners in rural government colleges in Tamil Nadu, India. It addresses the rural students' barriers to developing communicative competence, especially in listening, through awareness-building sessions, teacher training programs, and establishing an English club. A mixed-method approach, including pre- and post- intervention tests, was used to assess the impact of the intervention. Although a minimal improvement across most groups was found, some students in specific groups with targeted support showed significant development. It also highlights the importance of addressing the unique challenges rural learners face. Those challenges include limited access to resources and insufficient teacher training. The research recommendations demand the implementation of refined intervention strategies, technology integration, and the expansion of the duration of intervention programs to ensure the desired impact. It emphasizes the need for a scalable and adaptable model for improving English language proficiency in rural areas.
The revised syllabus for Advanced Level English (ENG 0730) in Cameroon prioritizes the development of communicative competence through effective instruction in English phonology, as outlined in the "Speech Work" component. However, a critical evaluation of Mastering English: High School reveals significant misalignments with the principles of the Competence-Based Approach (CBA) and the unique phonological challenges faced by Cameroonian learners. This study examines the breadth and depth of phonological topics in the textbook, the accuracy of phonemic representation, the contextual relevance of vocabulary, and the integration of communicative practice opportunities. Findings indicate that while some lessons provide basic coverage of segmental features, there are substantial gaps in the treatment of suprasegmental aspects such as stress, rhythm, and intonation, inaccuracies in phonemic descriptions, and a lack of learner-centered, communicative activities. These shortcomings undermine the textbook's capacity to foster the development of communicative competence among learners. The study proposes targeted revisions of the textbook, including the integration of contextually relevant vocabulary, task-based activities, and differentiated instruction. Additionally, teacher professional development and curriculum alignment with the GCE Advanced Level English syllabus are recommended to enhance the quality and relevance of phonological instruction. These measures aim to equip Cameroonian learners with the phonological skills necessary for intelligible communication in academic and professional contexts.
Vocabulary development significantly contributes to language proficiency, yet the journey of acquiring new words poses substantial challenges, particularly for English as a Second Language (ESL) learners. The objective of this study is to examine the particular difficulties encountered by ESL learners in acquiring new vocabulary and to gain insights into the root causes of these challenges. Additionally, the study seeks to explore effective targeted interventions that ESL teachers can employ to mitigate these difficulties. The study includes 520 ninth-grade students consisting of 315 boys and 205 girls from five government rural secondary schools, along with ten ESL teachers. To identify vocabulary learning difficulties, the facilitator administered a vocabulary learning difficulties questionnaire to students. Additionally, semi-structured interviews were conducted with teachers to understand the underlying reasons for these difficulties. Using SPSS version 28, the researcher analyzed quantitative data, and thematic analysis was employed to analyze the qualitative data. The analysis revealed various difficulties in vocabulary learning, including difficulties in pronunciation, contextual usage, grammar comprehension, understanding homophones, homonyms, and homographs, spelling complex words, using collocates, phrasal words, and idioms, and memorization and translation issues. Interviews with teachers identified limited exposure to English, ineffective classroom instruction, lack of opportunities in vocabulary learning activities, and insufficient opportunities for reading and writing practice in English as primary reasons for vocabulary difficulties. The findings of the study offer valuable insights for ELT material developers, educational institutions, and language instructors aiming to alleviate vocabulary learning challenges.
