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Education is an intervention that can change individuals' lives and also communities by building skills such as listening, speaking, reading, and writing LSRW. It is important to point out that educational tools assist in developing the above-mentioned skills and change communication and dealing with the environment. Evaluating the role and significance of educational tools in enhancing LSRW skills, it can be stated that one of the most significant changes is boosting the literacy level. Again, the availability of books, use of the internet and other forms of media and facilities via the internet as well as electronic learning tools can enhance the levels of literacy in reading and writing. Anything that provides language practice such as listening or speaking, be it via audio such as Broadcast, podcasts, or using apps for learning languages, enhances the client's exposure to different cultures and ways of thinking. Teaching aids can enhance learning as they help the learners to understand what is taught given that some of them have disabilities or learning difficulties. They can easily organize learning environments and tailor them to the learning processes and orientation of students. Technology can be incorporated into a learning management system, assessment tools, and multimedia resources that apply to the teaching-learning process. When educational tools are used frequently, one can transfer most of the skills being taught in a class to other areas of life, via informal learning processes. With the modern improvement of technology and innovation in education, the possibility for those educational tools to change lives and communities for the better through developing LSRW skills is boundless. Ed Tech's role and how it multiplies the ESL classrooms in producing enhanced LSRW skills The increase in the learning experiences and the motivation of the students is seen in combination with the improved language skills. About the future of educational tools and their influence on mastering the language, it is possible to state that due to the constant developments in the field of IT, there are more potential possibilities for creating new advanced tools. [ABSTRACT FROM AUTHOR]

Introduction: The Malaysian Education Blueprint (MEB) 2013-2025 introduced differentiated instruction to address the diverse needs of students in a heterogeneous classroom, aligning with 21st-century learning goals. This paper aims to assess teachers’ knowledge and understanding of differentiated instruction within the Malaysian ESL context to support inclusive education. Methods: A descriptive research design was employed, involving 96 respondents from 20 public secondary schools in the Northeast district of Penang. Data were collected through surveys to evaluate teachers’ perceptions, levels of implementation, and understanding of differentiated instruction. Results: The findings revealed that teachers generally held positive perceptions towards the implementation of differentiated instruction. However, the actual level of implementation was perceived to be only moderate. Further investigation indicated that teachers harbored several misconceptions about differentiated instruction, reflecting limited knowledge and understanding of its principles and practices. Discussion: The study highlights the gap between teachers’ positive perceptions and their moderate implementation levels of differentiated instruction. Misconceptions and limited knowledge among teachers suggest the need for targeted professional development to enhance their understanding and effective application of differentiated instruction in the classroom. Conclusion: While teachers in the Malaysian ESL context are positively inclined towards differentiated instruction, their implementation is hindered by misconceptions and limited understanding. Addressing these issues through comprehensive training programs is crucial for fostering an inclusive education environment that meets the diverse needs of all learners. [ABSTRACT FROM AUTHOR]

This paper introduces 'Inclusive Integrativeness' as a novel approach to address ESL classroom challenges, focusing on learners' diverse linguistic backgrounds. Unlike traditional integrativeness, which aims for assimilation into the target language and culture, this approach embraces multilingual identities. In multilingual regions like Assam, India, it emphasizes the importance of learners' reflexivity on their linguistic repertoire to develop an inclusive multilingual identity. The study also advocates for classroom practices such as translanguaging and culturally relevant materials. A survey of 105 secondary school students in Assam revealed positive perceptions towards inclusive multilingual identity and the use of these practices. The findings support 'Inclusive Integrativeness' as a comprehensive pedagogical approach for integrating multilingualism and English proficiency in ESL education. [ABSTRACT FROM AUTHOR]

Speaking is always regarded as a difficult task to perform by many ESL learners. Basic knowledge of vocabulary, sentence structures and pronunciation are a must to speak and respond accordingly. Therefore, this paper explores the usage of Spoken Word Poetry (SWP) as an alternative method to teach speaking skills in the ESL classroom. This study engaged a quantitative method approach to collect the data namely experimental method. The aim of this study is to identify the extent to which SWP improves students speaking skills in the ESL classroom. Ninety ESL learners of Health Sciences participated in the study. Students were placed into two groups, an experimental group and control group to test the usage of SWP in the classroom. The findings revealed a significant difference between the pre-test and post-test scores of the experimental group students receiving SWP approaches. Based on mean, the experimental group showed better score (mean = 15.36) than the control group (mean 11.42) in their post-test. It was observed as well that the experimental group had higher scores of posttest than control group in terms of vocabulary knowledge especially the usage of low frequency words. In addition, at the end of the study, it was seen that the post-test scores of the students in the experimental group were higher than the post-test scores of students in the control group even though they were almost equal before the study. Therefore, based on these findings, the current study shows that it is significant to use SWP as a new approach to teach speaking skills in the ESL classroom as its improved students' proficiency in speaking. [ABSTRACT FROM AUTHOR]

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Introduction: Dynamic assessment has demonstrated effectiveness in enhancing writing skills among ESL learners and may be especially useful in the improvement of writing mechanics by enabling individualized mediation and adaptive instruction. The major objectives of the current study were to examine the effectiveness of dynamic assessment in reducing writing mechanics errors among Pakistani learners in their essay drafts. The study also explored how experimental group students perceive the mediational intervention and dynamic assessment as an alternative approach to static assessment in improving writing mechanics. Methodology: To perform the study, a sequential explanatory design was used to explore the effect of dynamic assessment instruction on Pakistani ESL learners' writing mechanics. The sequential explanatory design allowed us to understand the phenomenon under study more comprehensively by collecting both quantitative and qualitative data in sequence. The quantitative part of the study used an interventionist model, with a pretest-treatment-posttest design, while the qualitative part used semistructured interviews. Following a quantitative test of the efficacy of treatment, the researchers interviewed the participants of the experimental group to investigate their perceptions of the mediation approach. The interviews were recorded, transcribed, and analyzed for recurring themes and sub-themes. Results: The quantitative findings of this study confirmed the significant impact of dynamic assessment and were consistent with previous research reporting it as an effective approach to improving writing skills. Regarding the qualitative findings, dynamic assessment positively affected students' writing mechanics. Students reported that dynamic assessment could reduce writing anxiety, enhance self-efficacy, and provide ample opportunities to learn from their errors. Conclusion: The findings of the current study showed that the interaction between teachers and students during mediation significantly contributed to their writing development and helped them work toward self-regulation. [ABSTRACT FROM AUTHOR]

Background and Purpose: Vocabulary is the fundamental aspect of a language. However, second language (L2) learners often perceive vocabulary learning as boring and difficult. As such, various efforts must be made by teachers to empower pupils' vocabulary base to be able to be competent in the target language. Hence, this study attempts to address the use of blended learning on pupils' vocabulary development and motivation. Methodology: This research adopted the quantitative research design. The research participants consisted of two classes of primary school pupils chosen through purposive sampling. The pupils were divided into the experimental group and the control group. The instruments used were pre-test, post-test, and questionnaires. An independent t-test was used to compare the mean score to see any significant difference in terms of pupils' pre-test and post-test scores whereas mean interpretation was used to determine pupils' level of motivation. Findings: The results revealed that pupils who learned through blended learning performed better in terms of vocabulary development compared to the pupils who learned through traditional learning. Similarly, pupils have high motivation towards blended learning instructions. It is apparent that pupils become motivated learners when their need for autonomy, competence, and relatedness are fulfilled. Contributions: This research aids teachers in constructing suitable blended learning environments for content delivery as an alternative way for students to interact with information in preparation for classroom work. [ABSTRACT FROM AUTHOR]

This study investigates the effects of metacognitive strategies and gender differences on ESL students' listening comprehension. This study employed a mixed-method approach, specifically a quasi-experimental research design consisting of pre-test and post-test control, experimental groups and focus group interviews. Focus group interviews were conducted with the ESL students to get more information on how they applied the metacognitive strategies for listening comprehension. Sixty-two Lower Form Six students participated in this study and were selected based on a random sampling technique from two schools in the Seremban district, Malaysia. Pre-test and post-test data were analysed using the paired t-test, and data from the focus group interviews were analysed thematically. Findings revealed that the students exposed to metacognitive strategies had a significant difference in scores with t (6.175), p < .001 attained in comparison to the traditional method. However, there is no significant difference in gender influence on the effects of metacognitive strategies on students' listening comprehension with t (60) = 0.628, p = .533 > .05. It can be inferred that gender does not influence the effect of metacognitive strategies on listening comprehension. Therefore, regardless of gender, if a student is exposed to such strategies, his or her listening comprehension will improve. Findings from the students' interviews showed three dimensions of the metacognitive knowledge applied: person knowledge, task knowledge and strategic knowledge. Findings suggest that these metacognitive strategies should be a part of the pedagogical approach and should be mastered by teachers to assist ESL students in improving their listening comprehension. [ABSTRACT FROM AUTHOR]

The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students' writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students' writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning. [ABSTRACT FROM AUTHOR]

This study focused on finding the relationship, which might exist, between non-verbal immediacy behaviors of teachers and students' motivation in Pakistani ESL classrooms. The study adopted a quantitative survey design for which questionnaire was developed for data collection purposes. The researchers focused on finding answer to how do students perceive their respective teachers' nonverbal behaviour in Pakistani ESL classes, and whether any relationship exists between teachers' non-verbal immediacy behavior and students' class motivation. Sample of the research study consisted of university students in order to ascertain the afore-mentioned relationship in ESL classrooms. Findings of the study show that there exist both motivating and de-motivating factors which have strong relationship with teachers' non-verbal immediacy behaviors. Students' perceptions of teacher's immediacy behaviors are positively connected with student's class motivation. In light of the findings, the study has suggested some recommendations regarding teachers' immediacy role in the motivation of their students. [ABSTRACT FROM AUTHOR]

The study focuses on the enactment of discursive manifestation ongender position and status in the second language classroom. The ESL classrooms involve the classroom participants in learning the non-native language through the explanatory discourses initiated and moderated by the language teachers. The classroom participants in any setting prefer their own socially constructed norms and values to be preferred whether it is ideology or power structures or any other preferred practices about women, men or society. Since, classroom is a constituent of the social growing practices; the classroom approved practices contribute a substantial part in developing and establishing social norms, particularly, in terms of gender issues. All the universities of the Islamabad were taken as the sites of the study where the undergraduate four-year English program is being taught. The study is a census enquiry where all the population (in terms of teachers) of the sites is considered as the sample; and all study participants were contacted to be part of the study. The data were collected through semi structured interviews. It was found that the gender is clearly differentiated and male participants of the second language classrooms try to dominate as supported by the teachers, too. Although the classroom discourses have freedom of thought and expression regarding the individual identities and views. In order to obtain reasonable and desired results in the ESL multicultural classroom, the teachers need to understand, perceive and sensitize themselves as well as to the students regarding the equity and equality of both the gendersin the classroom discursive and non-discursive practices for a smooth academic process in the language classroom. [ABSTRACT FROM AUTHOR]

Students’ understanding of literature is often neglected, while curriculums are usually determined by educationists whose expectations might not suit the students’ ability. To achieve a positive learning outcome in the literature classroom, the students’ perceptions and interests must be accorded much consideration. Therefore, this study aims to determine students’ perceptions of the importance of the English literature component in selected secondary schools in Terengganu, Malaysia. The study employed a descriptive survey method in which a structured questionnaire was used as a data-gathering instrument. The data were gathered from a sample of 403 students across four different public secondary schools in Terengganu: SMK Kompleks Seberang Takir, SM Sains Sultan Mahmud, SMKA Dato Haji Abbas, and SMK Kompleks Gong Badak. The study found that the students have positive perceptions of the English literature component to a large extent. The students also believe that English literature enables them to develop their cultural awareness, critical thinking skills, as well as improve their English grammar and vocabulary. The moral-philosophical approach is the most preferred approach amongst the students, followed by the information-based approach and the language-based approach. It is envisaged that the findings of this study could be especially useful in the process of curriculum development, particularly in the Malaysian context. Besides, this study could raise teachers’ awareness of their students’ level of understanding of the English literature component. [ABSTRACT FROM AUTHOR]

The study focuses on the Islamic ideological discursive manifestations in the second language multicultural classroom as to how they are enacted. The ESL classrooms involve the classroom participants in learning the nonnative language through the explanatory discourses as enacted by their teachers. The classroom participants in any setting prefer their own socially constructed religious values. Since, classroom is a constituent of the social growing practices; the classroom approved practices contribute a substantial part in developing and establishing social norms in terms of ideological preferences. All the universities of the Islamabad were taken as the sites of the study where the undergraduate four-year English program is offered. The study is a census enquiry where all the population (students) of the sites is taken as sample of the study for data collection. The data were collected through, closed-ended questionnaires. It was found that the ideologies of the dominant groups are prevalent in the ESL undergraduate classrooms discursive practices. Although the classrooms have religious freedom; however, Islamic ideology prevails in terms of its practice and preference. In order to get plausible academic results in the ESL multicultural classroom, the teachers need to understand, perceive and sensitize themselves to the cultural, ideological and social understanding of the students for a smooth academic process in the language classroom. [ABSTRACT FROM AUTHOR]

Metaphor and metaphorical expressions are phenomena of interest in teacher education research and research on teacher identity. However, little attention has been given to teaching of English to young learners (TEYL) teachers' metaphorical expressions, and what these expressions might tell us about their identities and experiences. This study explores the metaphorical expression constructed by an experienced teacher to describe what it means to be a TEYL teacher in the ESL context. Data were gathered from semi-structured interviews, stimulated recall interviews, and a metaphor elicitation prompt: 'Who do you see yourself as a teacher?' The results revealed that while the metaphorical expression of 'mother' stands out as a concept that associates teaching with being nurturing, the teacher's enactment of other roles; projected as 'knowledge provider', 'law enforcer', and 'facilitator', is more strongly oriented to the behaviourist idea of teaching. These findings shed light on the role of identity in expanding the in-service teachers' perspective of teachers and teaching using selfconstructed metaphors. A major recommendation of this study is that teacher educators need to promote reflective practice in TESL teacher training to critically explore the concept of knowledge about self. [ABSTRACT FROM AUTHOR]

The Malaysian ESL (English as a Second Language) curriculum has undergone several reforms since the implementation of the Malaysian Education Blueprint 2013-2025. In 2016, the Kurikulum Standard Sekolah Rendah (KSSR) or the Standard Curriculum for Primary Schools (SBCPS), first introduced in 2011, was revised to align with the Common European Framework of References (CEFR) for languages. This more action-oriented approach resulted in fundamental changes to teaching, learning, and assessment including the integration of an innovative school-based assessment (SBA). It witnessed a shift from the traditional stance of assessment of learning to assessment for learning that emphasizes both peer and self-assessment as necessary components for the development of autonomous language learners. Therefore, the main aim of this study was to investigate the implementation of the CEFR-aligned SBA in the primary ESL classroom. Data were collected via a three-pronged procedure involving surveys, interviews, and document analysis from TESL (Teaching English as a Second Language) teachers in five randomly-selected schools located in Damansara, Malaysia. The findings revealed that the implementation of SBA left much to be desired and was far from formative assessment. Though teachers expressed rather positive opinions on SBA, they lacked a full understanding of the method and admitted possessing a limited knowledge of the revised CEFR-aligned ESL curriculum altogether. Teachers provided little or no constructive feedback on assignments, and learners were not encouraged to reflect on assignments. There was little evidence of peer and self-assessment required for developing autonomous learners. Teachers cited time constraints, classroom enrolment, heavy workload, and lack of training as their main challenges against the effective implementation of the CEFR-aligned SBA. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine how a first-grade ESL teacher understands teaching and learning as she explores her agency (and that of her students) in implementing and experimenting with project-based instruction (PBI) in her economically, culturally, and linguistically diverse classroom. Utilizing video-cued ethnography and drawing on teacher agency, pedagogy of hope, and identity in discourse, we explore how the process of implementing PBI and opportunities for reflection supported this teacher in examining her teaching approach while teaching in a high-stakes testing environment. Data suggested that when teachers have the professional agency to embrace more dynamic teaching practices without fear of failing, they can discover spaces to enact agency, extend agentic opportunities to their students, and create classrooms of hope, especially for marginalized communities in this era of standardization. [ABSTRACT FROM AUTHOR]

The paper gives a brief overview of the role of the internet for qualifying authentic writing and defines the meaning of YouTube as well as explains how this tool can be used. This is followed by a discussion of the benefits and limitations of using this tool in a classroom and the theoretical framework of using YouTube in an ESL classroom. Later, it proceeds to discuss how YouTube can help promote writing skills in an ESL classroom. The next section of the paper deals with the importance of some pedagogical procedures of video comment tasks for contexts with access to the internet, and provides my own practice of YouTube videos in an ESL classroom. The paper ends with recommendations and a conclusion derived from the findings of the paper. Overall, the paper advocates YouTube as a technology-mediated learning tool to promote authentic writing for ESL/EFL learners. ;"If we teach today as we taught yesterday, we rob our children of tomorrow" (Dewey, 1944, p. 167). [ABSTRACT FROM AUTHOR]

Idiomatic expressions (IE) are so pervasive that the teacher and students can encounter them as unknown expressions in any classroom of language arts. Particularly in the L2 classroom, the unknown idiomatic expressions appear frequently and sporadically during the integrated classroom activities of listening, reading and writing. The unpredictability of occurrence of unknown idiomatic expressions during the class, which might hinder the students from following the primary class activity, requires the teacher's immediate treatment to make sense of how to proceed. The sporadic IE instructions in this sense are embedded in any integrated language classroom activity. Prior research into idiomatic expressions have focused on cognitive theory about the difference between L1 and L2 learners in their processing, teaching strategies for the effectiveness of IE instruction, etc. This study employs sequential analysis (Sacks, Schegloff & Jefferson, 1974) for the transcribed classroom interaction between the teacher and the student. Sequential analysis considers the meaning of every next turn in classroom discourse as an outcome of the contingently coordinated interactional work (Moerman & Sacks, 1988). Through sequential analysis, this study examines how the teacher makes sense of the meaning of idiom instruction for the course of the classroom activity and produces language pedagogy in an actual classroom occasion. [ABSTRACT FROM AUTHOR]

This paper is a preliminary investigation into the teaching of English literature in the ESL (English as a Second Language) secondary classroom in Brunei Darussalam. Although English literature has been taught in Brunei for more than twenty five years and is one of the subjects offered in the Brunei-Cambridge GCE Ordinary Level (GCE 'O' Level) examination, very little is known about this area in language education, in terms of how it is taught and the attitudes towards it. Based on the distribution of questionnaires and a focus group interview with English literature teachers in the secondary schools, this paper explores (i) the teaching methods used, (ii) the factors which helped influence the changes in teaching methods, and (iii) how teachers perceive students' attitudes towards English literature as a school subject. It is hoped that this exploratory study will initiate a whole new area of research within language education in Brunei. Furthermore, it could contribute to the pool of research studies on the teaching of English literature in the ESL classroom contexts. [ABSTRACT FROM AUTHOR]

This paper arises from the large-scale need of students of English as Second Language to have simultaneous access to academic knowledge and language proficiency for academic success. Researches on ESL students consider their Limited English Proficiency (LEP) as a barrier to school knowledge and consider ESL as a medium of learning. This paper takes Mohan's language socialization perspective model (1990) as an example and attempts to critique earlier researches on ESL as medium of learning as undemocratic, and solicits the application of Knowledge Framework Structures (Mohan, 1986) such as Classification, Description and Sequence for actuating active discourse between language and expository text in the ESL context. This paper argues the proposition: Can we facilitate ESL poetry reading for comprehension by explicit teaching of knowledge structures that are content-based and language-focused? Beginning with literature research related with ESL learning, this paper presents an argument for poetry as expository text, illustrates with project data conducted by the writer with two ESL students in the Canadian context, and offers implications to both ESL teachers and ESL students for knowledge and language enhancement that is freer, creative and more enjoyable. [ABSTRACT FROM AUTHOR]

It has become common practice for library instruction to be included in lower-level college composition courses. Students are typically required to visit the library once or twice a semester to receive instruction on how to find books and journal articles for an upcoming writing assignment that incorporates formal research. But does this current model of instruction truly address course outcomes that seek to produce students who are information literate, critical thinkers and life-long learners? Faculty who teach such courses are often reluctant to surrender precious class time to a librarian, but this paper argues that the merging of bibliographic instruction with composition curriculum can more effectively tackle course goals with minimal interruption to the class schedule. The aim of this paper is to challenge the conventional relationship between library instruction and lower-level composition courses by assessing and discussing the implementation of a new freshman writing course that fully integrates library instruction into the course and into the classroom. [ABSTRACT FROM AUTHOR]