This study explores the construct of English learning goals and actions for goal achievement among Japanese English as a foreign language (EFL) learners, as well as the correlations with learner motivation and willingness to communicate (WTC). Based on responses from 255 learners, this study developed original scales to categorize learner goals and actions for achieving those goals. From the exploratory factor analyses, English learning goals were categorized into three factors: enhancing communicative competence, positive attitudes towards English use, and maintaining minimum required English skills. Accordingly, this scale was named the Goals for Learning English Scale (GLE Scale). Similarly, actions for goal achievement were categorized into daily self-directed English practice, technology-based English training, and active engagement in communication activities. This scale was named the Actions for Goal Achievement Scale (AGA Scale). Pearson’s correlation analysis revealed that all the GLE Scale and the AGA Scale factors positively correlated with learner WTC. Moreover, highly motivated learners exhibited higher scores in goal-setting and goal-oriented actions than their low-motivated counterparts. The two sets of scales developed in this study could be used by researchers and practitioners in various EFL contexts to assess learners’ goal-setting and goal-achievement behaviours in future practice.
Gender and linguistic inclusivity are pivotal in language assessment practice, particularly in this study, in the design of multiple-choice questions. The purpose of this study is to analyze the inclusivity of the selected MCQA design, the underlying factors that influence it, and the inclusive modifications that can be implemented to better accommodate learners from diverse gender and linguistic backgrounds. This study is a Qualitative Descriptive Design, which provided a comprehensive report about the research questions. A total of at least two (2) teachers and three (3) students were able to participate in the In-Depth Interviews (IDIs), while one (1) teacher and two (2) students for the Focus Group Discussions (FGDs). A total of eight (8) participants were purposefully selected in this study. In the data collection, Fairclough’s Critical Discourse Analysis served as the theoretical framework for this study, guiding both the researcher and participants in the data analysis. The study revealed that using Fairclough’s textual dimension, three dominant patterns of inclusivity emerged in the MCQA items: (1) gender representation, (2) lexical difficulty, and (3) cultural-linguistic orientation. In addition, it revealed how the mismatch between test designers’ assumptions and the actual test takers may affect students’ performance, which Fairclough calls discursive misalignment. Lastly, in the social analysis, factors shaping MCQA design were context and language use, curriculum, teacher training, and institutional demands, and resources used in constructing MCQA.
This study explores the implementation of a self-paced grammar instruction system supported by generative AI tools (ChatGPT and Google Gemini) in an under-resourced Japanese high school. The program integrated level-based worksheets, AI-generated feedback, and teacher scaffolding over six weeks, targeting students with diverse academic backgrounds and interrupted schooling histories. Data were collected through surveys, progress records, and classroom observations. Results indicated that students appreciated the flexibility and autonomy of the self-paced approach. While some desired more direct teacher input, the overall findings suggest that the AI-supported learning environment contributed to increased motivation, iterative learning, and differentiated support. Rather than focusing on the effects of AI alone, this study highlights how learner-centered design, when supplemented by AI tools, can foster engagement and autonomy in linguistically diverse classrooms. This practitionerresearch contributes to the growing field of AI-supported education by presenting a scalable model designed for under-resourced or alternative secondary education contexts. The study underscores the relevance of learner-centered pedagogy and self-paced systems enhanced by AI tools, especially in schools serving students with diverse needs. Implications for using generative AI to support autonomy, inclusion, and engagement in EFL classrooms are discussed.
Apologies are crucial to maintaining social harmony, particularly in cultures where interpersonal relationships and respect hold significant importance. For ESL learners, mastering how to apologise appropriately in English involves more than vocabulary or grammar—it requires an understanding of underlying politeness norms and pragmatic competence. In Malaysian classrooms, indigenous learners, such as the Iban community, often face challenges not only in acquiring English but also in navigating the cultural expectations embedded within it. Politeness strategies, which differ across languages and cultures, influence how learners express apologies. Failure to transfer these strategies effectively may result in pragmatic failures—such as misunderstandings, perceived rudeness, or communication breakdowns. This paper examines the apology strategies employed by Iban undergraduates in both Iban and English across matched social situations. Analysed through Brown and Levinson’s (1987) politeness theory, the data reveal distinctive patterns that reflect sociocultural values and highlight the impact of L1 norms on L2 use. Based on these findings, the paper proposes pedagogical activities to help EFL learners, especially indigenous students, develop pragmatic competence. The goal is to shift from theory to classroom application, equipping teachers with culturally responsive strategies to teach apologies in meaningful, context-sensitive ways.
This paper deals with communication apprehension among Malaysian undergraduates as one of the causes forpoor communication skills,whichhascausedunemployment.Thischallengeis particularly in public speaking, whichhamperslearners’ ability to perform oral assessments in both online and face-to-face settings. Apilot study examined communication apprehensionlevels among 47 tertiary learnersenrolled in Business Administrationand Hotel and Tourism Management programmes at a public university in Sabah.Thequantitative study employed the CommunicationAnxiety Inventory, whichcomprisestwo components: Form-Trait, a21-item self-reportmeasuring general communication apprehension across three contexts, and Form-State, a 20-item assessment evaluating anxiety responses in specific communication situations.Findings revealed a highpercentage ofboth general trait and state communication apprehensionamong the respondents,with 76.6% and61.7%respectively. A moderate positive correlation was also observed betweentrait and state apprehension (r = 0.48, n = 47, p = 0.01). Public speakingemerged asthe most anxiety-inducing context, with the highest trait apprehension mean score of 2.82. Given that many Malaysian ESL undergraduates struggle with communication apprehension, particularly in public speaking, tertiary institutions should revise communication courses to better equip students with essential language and communication skills necessary for employability.
This comprehensive literature review seeks to evaluate the technology tools and pedagogical techniques used in the instructionof English grammar in ESL/EFL class. It aims to address two pivotal research objectives which areto find out the technological toolsand pedagogical approaches in teachingEnglish grammar within ESL/EFL class.By usingPRISMA framework, 16 scholarly articles published between 2021and 2024 were meticulously selected from the ERIC and Scopus repositories for comprehensive analysis.The review delineated five principal categories of technological instrumentswhich are Game-Based Tools, Visual Presentation Tools, Mobile Learning Applications, Collaborative and Interactive Tools and Artificial Intelligence (AI) Tools that provide adaptive learning experiences. Six pedagogical methodologies also emerged as significantwhich are Deductive and Inductive Approaches, the Eclectic Approach, Communicative Language Teaching (CLT), Game-Based Learning and the Corrective Feedback Approach. These approacheswere frequently integrated with technological resources to meet diverse learner requirements, foster active participation and enhance grammatical accuracy.The findings underscore the critical necessity of aligning technological resources with suitable pedagogical strategies to facilitate effective grammar teaching.
English Immersive Programmes offer learners an authentic exposure to the target language. Malaysia offers a culturally familiar ESL environment for learners of English from non-native neighbouring countries. The study examines the reflections of a group of high school students from Sumatra who participated in a two-week language immersion programme at an international university in Malaysia. The language programme was designed to integrate both indoor and outdoor activities intothe learning process. A total of twelve journals were collected and analysed usingBraun and Clark’s (2006) thematic analysis. Learning, Emotional Journey, and Cultural Encounterswere identified as the main themes, withLanguage as asub-theme of Learning. The findings affirmthe role of immersion onall four language skills and suggest that reflective journaling can foster learners ’ in language learning.To assist students in future programmes, a comprehensive needs analysis prior to implementation is essential, allowing suitable courses and activities to be designed and offered.
While several research studies have been conducted, there is a scarcity of studies examining changes in students’ English-speaking proficiency during both the pre-pandemic and post-pandemic periods through in-depth interviews. This research aims to addressthis gap by exploring the experiences of BAEL-4 students in developing English speaking proficiency through a qualitative design, specifically the interpretative phenomenological method. Ten informants were purposively selected for in-depth interviews. The qualitative data collected from the interviews were transcribed and encoded using a word document to organize codes and identify emerging themes. The study revealed five themes before the pandemic: “Language Instruction and Audio-visual Methods, Enhancing English communication and proficiency with confidence, Enhancing English elocution through diverse communicative experiences, Self-led Study and Deliberate Teaching Practice Online, Improving English language acquisition through self-reflective digital resource use. And five themes after the pandemic: “Virtual Education and Digital Media Resources, Heightening and Deteriorating Spoken English Proficiency Amidst Social Distancing, Enhancing online speaking skills due to reduced physical social interaction, Varieties of language-learning activities, Blended Learning Approach” These findings contribute to the existing literature on language learning and provide recommendations for educators and policymakers to enhance English language education in similar crisis situations.
Online teaching and learning have become integral components of modern education, which is a reality strongly underscored by the COVID-19 pandemic. This study examines online teaching and learning in higher education before, during, and after COVID-19 pandemic based on a review of relevant literature. With a specific focus on the difficulties encountered in online teaching and learning in higher education in China, this research adopts a qualitative approach. Semi-structured interviews were conducted to explore these challenges from the perspective of teachers. The findings reveal that the main difficulties reported by participants include uneven access to technology, concerns over instructional quality, issues of cheating and academic integrity, lack of motivation and engagement, and feelings of social isolation among students. Thus, addressing disparities in technology access, ensuring high-quality instruction and academic honesty, enhancing student motivation and participation, and mitigating social isolation are crucial for improving online education in Chinese higher education institutions. By focusing on these areas, universities and policymakers can develop targeted strategies and practical supports for teachers, thereby helping to improve educational outcomes.
Several studies regarding English education in Japan highlight the challenges of transitioning from high school to university English classes, where students must adopt more active learning roles, often increasing classroom anxiety. Research has also examined how teaching methodologies can alleviate this anxiety. Building on studies of foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE), this article presents initial findings from an exploratory study on the effects of student-centred classrooms in reducing anxiety and enhancing enjoyment. The study involved 372 first-year students in 15-week elective English communication courses at two northeastern Japanese universities. A Pearson bivariate correlation conducted early in the courses examined the relationship between self-perceived English ability and both classroom anxiety and enjoyment. Results showed that higher- perceived English ability correlated with lower anxiety and greater enjoyment (r = -.307), while lower-perceived English ability was linked to higher anxiety and reduced enjoyment (r = .152). Student remarks collected after several weeks of student-centred instruction highlighted the appeal of this approach for both groups. Comments focused on classroom and teacher behaviours that effectively reduced anxiety and promoted enjoyment, indicating that a student- centred classroom methodology benefited students regardless of their perceived English ability or anxiety levels.
Text messaging applications manage and support the lack of face-to-face interaction. Considering the lack of studies on rapport management in online group communication, interlocutors in an asymmetrical power relationship may often be uncertain about the strategies and forms of language use to manage rapport. This study addresses WhatsApp communication between Malaysian practicum supervisors and their TESL (Teaching English as a Second Language) trainee teachers and presents an analysis of a total of 479 WhatsApp text messages containing directive speech acts sent by nineteen practicum supervisors to their trainee teachers in their group chats. It examines strategies and lexical downgraders in the practicum supervisors’ orders and requests. The findings show that they use direct strategies with a significant number of lexical downgraders to manage rapport. The lexical downgraders in most of the orders could signify an effort to maintain rapport in the group chats. The illocutionary domain of Spencer-Oatey’s (2008; 2015) rapport management model is used to highlight the appropriate handling of orders and requests to maintain harmonious relations in the WhatsApp group chats.
The increasing demand for English as a Second Language (ESL) education has led many Bachelor of Elementary Education (BEED) graduates to pursue online ESL tutoring as an alternative career path. This study explores their motivations, challenges, and competencies in online ESL teaching and proposes recommendations to enhance their readiness for this profession. Using a sequential explanatory mixed-methods design, the study gathered quantitative data from BEED graduates engaged in online ESL tutoring, followed by qualitative interviews to gain deeper insights. Findings reveal that flexibility, skill development, and income potential are key motivators, while student behavior management, technological proficiency, time constraints, and cross-cultural communication are major challenges. Additionally, many BEED graduates face difficulties in adapting to varying student proficiency levels and struggle with workload management despite the flexibility of online teaching. The study highlights a misalignment between pre-service teacher training and the realities of online ESL instruction, emphasizing the need for enhanced digital literacy, differentiated instruction strategies, and simulated ESL teaching practice in BEED programs. Recommendations include curriculum integration of digital teaching tools, structured training on online platforms, and continuous professional development opportunities. Future research should examine long-term career trajectories and the effectiveness of pre-service training in online ESL education.
This paper highlights the vibrant and diverse world of Minasbate literature,which has never been given enough attention to be exploredby research enthusiastsand scholars alike. Through the useof qualitative research methods, this study aims to discover the intricacies of Minasbate poetry, with the goals of uncovering its recurring themes, linguisticelements and poetic devices present in Minasbate poetry. This also gears at understanding how these poems can help preserve and promote regional identity and cultural survival. At the heart of Minasbate poetry lies recurring patterns of emotions, culture and values. These themes wovenalong poetic tapestries offer a lens of understanding how shared human experience transcendsgeographical locations and cultural differences. Altogether, these elements showcase structures in creating poetic language that is evocative and deeply rooted in regional contexts,eventually leading to cultural preservation and survival. Overall, the findings of this study may offer rich insights to ELT teachers across the globe,thereby promoting cultural and linguistic diversity in their pedagogical practices. Further research on the interdependence of regional poetry is hereby advised to ensure a robust identity of Filipino culture and literature.
In this issue of The English Teaching Journal, we traverse educational, technological, cultural and psychological borders to uncover what it means to teach and learn English in today’s dynamic global landscape. Each article in this issue sheds light on a unique aspect of language education - from preparing future educators for the digital frontier to understanding the inner world of novice and anxious learners, offering educators not just research, but real-world resonance.
There is a limited body of research that explores the issues encountered by teachers during their first year and how their problem-solving approaches influence the formation of their teacher identity and beliefs, especially in the context of education in Malaysia. The purpose of the study is to explore novice TESOL teachers’ experiences to understand changes in in-service TESOL teachers’ beliefs and how they influence their teacher identity. The research paradigm employed for this study is rooted in the interpretive paradigm, specifically adopting a qualitative case study approach, and will be using in-depth semi-structured interviews as the primary research tool. The key findings are the change of teachers’ beliefs over time, with the impact of environment, support from colleagues, mentors, and personal growth through reflection and addressing mistakes play a crucial role in shaping novice teachers’ evolving identities. This study underscores the importance of integrating practical experience with theoretical knowledge in teacher training programs and emphasizes the need for supportive professional networks to navigate the complexities of the first year of teaching. The experiences of novice teachers can help pre-service teachers better understand and prepare for situations they may encounter in their future careers, thereby reducing the challenges and anxieties faced by novice teachers.
This study explored the strategies, challenges, and adaptabilities of Filipino language teachers in improving the pragmatic competence of ESL students. Using purposive sampling, there were five teachers who participated in the Key Informants Interview and another five for the Focus Group Discussion. The data were analyzed using thematic analysis. The findings of the study revealed that teachers enhanced the pragmatic competence of ESL students by imposing the English Only Policy, Integrating Differentiated Tasks, Translating of Words to English, and Addressing Linguistic Diversity. Teachers strategized to effectively address the distinct linguistic background of the students by incorporating localized perspectives, allowing students to use their mother tongue, contextualizing lessons by connecting students’ experiences, and by encouraging students to express themselves in the English language. Expressing thoughts in English, fearing of judgement and inferiority, and upbringing and community influence were the challenges they faced in applying pragmatic competence instruction for ESL students. In order to navigate pedagogical challenges, the language teachers practised the giving of rewards, encouraged students to constantly learn, positioned oneself as a parent, and gave everyone the chance to speak.
