1,721,019 research outputs found
THE NON-NATIVE TEACHER: INTERVIEW WITH PROF. PEÌTER MEDGYES
Full text linkPeÌter Medgyes, CBE, is Professor Emeritus of Applied Linguistics and Language Pedagogy. During his career he was a schoolteacher, teacher trainer, vice rector, vice president of IATEFL, deputy state secretary and ambassador of Hungary. He was a plenary speaker in over fifty countries and author of numerous books and papers published both in his home country and abroad. His most recent book is the third edition of The Non-native Teacher (Swan Communication, 2017). His main professional interests lie in teacher education, language policy and humour research
USING ENGLISH LITERATURE WRITTEN BY ASIAN AUTHORS IN EFL/ESL CLASSROOMS IN ASIA
Full text linkThis 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
Incorporating Free Online Resources in the Teaching of Business English: A Case Study in Indonesia
Full text linkThe purpose of this presentation is to offer an overview of a program in which free online resources are used to facilitate the teaching of Business English. It is hoped that this presentation will increase the awareness of Business English teachers that the innovative uses of the internet can serve as a vital tool to support the teaching of Business English
Mutual Engagement in Virtual Spaces: Unveiling the Role of Artificial Intelligence in Shaping Teaching Practices
Full text linkThis qualitative case study investigates the mutual engagement of English language teachers in Virtual Communities of Practice (VCoPs) when discussing the use of Artificial Intelligence (AI) in English Language Teaching (ELT). After an analysis of 235 initial posts and 1,712 responses from six open Facebook groups, it is clear that these online communities play a
crucial role in supporting Teacher Professional Development (TPD) and enhancing teachers engagement with AI in ELT. The study reveals how teachers actively engage in discussions, share resources, and collaboratively navigate the challenges and opportunities presented by AI in education. The findings further demonstrate that mutual engagement in these groups extends beyond simple information exchange, fostering collaborative learning and reflective practice
among teachers. While the study does not directly examine the effectiveness of AI
implementation in teaching contexts, it highlights the significance of online teacher
communities in deepening understanding and engagement with AI technologies in ELT. Acknowledging its focused approach, the study suggests future research avenues, such as exploring a broader range of online communities and conducting longitudinal studies, to further assess AIs long-term impacts on ELT
DEBUNKING THE MYTHS OF NON-NATIVE ENGLISH SPEAKER TEACHERS: AN INTERVIEW WITH PROFESSOR MASAKI
Full text linkMasaki Oda is a Professor of Applied Linguistics at Tamagawa University in Tokyo, Japan, specializing in Sociopolitical Aspects of Language Use. Prof. Oda got his PhD program from Georgetown University, where he also taught Japanese for several years. He returned to Japan in 1990 and began teaching EFL and training EFL teachers at Tamagawa University. He was the 2003 – 2004 Chair of the NNEST Caucus and is now the Director of Center for English as a Lingua Franca (CELF) at Tamagawa University and the AsiaTEFL Vice President. This interview highlights Professor Oda's experiences and opinions regarding NEST (Native English Speaker Teacher) and NNEST (Non-Native English Speaker Teacher). He attempts to raise awareness among the professionals that there should be no divide between NEST and NNEST in the ELT profession.
An Interview with Alan Maley: Exploring Creativity in the Language Classroom
Full text linkThis interview is about creativity in language classrooms
Does Technology Promote Second Language Learning?
Full text linkSeveral decades ago, the use of technology in language classrooms attracted only a small number of language teachers / researchers and curriculum / material developers. However, with the rapid growth of computer ap¬plications, communications technologies and open-access information available on the Internet, the role of technology in language instruction has now become an important issue confronting large numbers of language specialists throughout the world. Thousands of language educators have embraced technology as their useful instructional tool. Many believe that technology can be used as a catalyst for second language development. The major questions one needs to ask are these: (1) does technology really aid language teaching and/or learning process?; and (2) is there any connection between a theoretically-based understanding of the language learning process and the implementation of technology-based materials?. To answer these questions, in this presentation, I discuss the intersection between technology and second language acquisition (SLA) that is how the principles of Instructed SLA proposed by Ellis (2008) can be useful in the development and evaluation of technology-related materials
BRINGING ENGLISH IN LANGUAGE CLASSROOMS
Full text linkEnglish is now well-established as an international language of transnational and intercultural communication. The number of speakers is now estimated to be about two billions in varying degrees of competencies, and nonnative speakers (NNSs) of English outnumber native speakers (NSs) by a ratio of 3:1 (Crystal, 2003). One of the obvious effects of the global spread of English is that English, the living language, has inevitably changed in order to suit the diverse social contexts in which it is used (Crystal, 1997). As English has spread all over the world, there has been recognition of the new varieties of English that have emerged in outer and expanding countries. This current state has generated a series of questions surrounding language teaching pedagogy: Is there any standard English? Which language variety or varieties should be taught?, Who should be the ‘model’ English speaker?, Is it necessary to introduce Englishes in language classroom?. This presentation aims to discuss these issues by highlighting the diversity of English and the diversity of its users. Finally the presentation demonstrates how classroom teachers as agents of change should take on board awareness raising activities in the recognition of the varieties of English
Using Information & Communication Technology (ICT) to Enhance Language Teaching & Learning: An Interview with Dr. A. Gumawang Jati.
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