Journal of English Language Teaching

Front Matter

2024-11-06T06:50:15+00:00

Editorial

2024-11-06T06:52:35+00:00

AI, ChatGPT and ELT: A Maverick’s View

2024-11-06T15:29:59+00:00

Chomsky, one of the greatest living linguists in the world today has expressed his opinion on what AI really is. With advancement of science and using AI in a variety of disciplines including language teaching, we seem to have jumped on the bandwagon praising its glories. Are we doing the right thing? We language teachers, do we accept the views expressed by Chomsky or do we subscribe to the more popular view. In this short write-up, I shall try and present my views and show how using AI and ChatGPT can cause more harm than promote learning. The views expressed here are my own (a novice to science of AI, but a practicing language teacher with some decent years of teaching experience) and need not necessarily subscribe to the larger world perspective.

Using Experiential English Language Teaching Strategies for Young Learners: Perspectives of Indian Teachers Concerning NEP 2020

2024-11-06T15:37:48+00:00

Teachers and educators recognise a pressing need to raise the standard of English language instruction, considering the increasingly diverse student body in schools and universities. This has made them look for ways to help students develop their language abilities in a fun and stimulating setting rather than only emphasising academic success. In his book Experiential Learning: Experience as the Source of Learning and Development (1984), David A. Kolb argues that experiential learning is a powerful teaching method that lets students learn without external constraints. He highlights the significance of creating learning strategies based on each student’s unique experiences so they can acquire the abilities necessary to deal with whatever challenges the outside world may throw at them. These strategies guarantee that, in contrast to typical Teacher-Centred classrooms focused on student competition, students learn from each other and grow together. Thus, this research paper examines how English language teachers could use these experiential learning methods to provide a language learning experience that is joyful, reflective, and multidisciplinary. It also aims to study the possibilities that Experiential learning strategies could transform English language teaching classes by helping students learn how to use a language just like they learn subjects like mathematics or science. The research paper also includes a survey of English teachers teaching in CBSE-affiliated schools to study their attitude towards experiential learning and understand the possibilities these learning strategies offer young English language learners in schools and colleges.

Developing an Exploratory Model for Using Literature to Teach English in Primary Level ESL Classrooms of Assam

2024-11-06T16:22:26+00:00

Using literature in a language classroom can give students plenty of chances to pick up new words, sentence structures, and other rich linguistic inputs. It can also allow them to comment, defend, and reflect on themselves. A teacher can encourage and support the students’ engagement in the language classroom by employing literary texts. Numerous scholars have examined the advantages of employing literature in language classes and expressed the opinion that it can give students rich stimuli for expressing themselves in their target languages. It can help learners practice the four language skills—speaking, listening, reading, and writing—in addition to exemplifying grammatical structures and presenting new vocabulary. Literature can introduce students to many learning modalities. The mother tongue support for learning a second language was the main focus of NEP 2020. This paper tries to explore ways to use literature in a language classroom in some innovative ways, especially in the context of primary-level vernacular schools in Assam, where it is observed that most of the students from rural areas struggle to acquire the English language. This paper also attempts to develop some modules that use localized contextual examples and literature to teach the English language.

Teachers’ Perception and Practices of Microsoft Teams as a Learning Management System

2024-11-07T04:56:54+00:00

Teaching and learning through Learning Management Systems (LMS) have gained momentum from the arrival of inexpensive digital gadgets that reached the commoner’s hand during the Covid period, and due to the desperate requirements to shift from the traditional to modern teaching methodology. In India, almost every institution has incorporated either open-source or closed-source Learning Management System (LMS) software packages to manage the academic progress of the students. This study focuses on teachers’ perceptions and practices towards using Microsoft Teams (Teams) as an LMS tool for language teaching. The study uses a Descriptive survey method to evaluate the usefulness and ease of use of Teams. 21 participants were language instructors from a private university who responded to the questionnaire. The obtained data was statistically analysed and graphically represented. The findings showed Teams to be an efficient tool for language instruction as it is pertinent and very easy to use for imparting language skills. The study includes a few suggestions brought out by the participants. The study recommends measures to make Teams a better and more efficient tool of LMS for language teaching learning.

Psychological Empowerment in Higher Education: Exploring its Impact on Linguistics and English Language Teaching (ELT) Faculty

2024-11-07T05:15:03+00:00

This paper provides a comprehensive review of the literature on faculty psychological empowerment in higher education, specifically focusing on its implications for linguistics and English Language Teaching (ELT) faculty. By analysing various dimensions of psychological empowerment—intrinsic motivation, competency development, self-belief, perception of status, and work meaningfulness. The study examines how these dimensions contribute to faculty effectiveness and institutional success. A comprehensive review of the literature identifies key trends, influential works, and research gaps. The findings indicate that psychological empowerment is crucial for faculty development and institutional success, yet significant gaps remain in understanding the contextual and institutional factors influencing empowerment. Recommendations for future research and practical implications for higher education institutions are discussed.

Back Cover

2024-11-07T05:19:26+00:00