Journal of English Language Teaching

Front Cover

2024-08-23T04:24:35+00:00

Editorial

2024-08-23T04:26:54+00:00

Assessing Indian ESL Teachers’ Research Literacy: Perspectives from ELTAI 2023 Conference Abstract Reviewers

2024-08-23T04:30:19+00:00

Presenting research papers at conferences significantly contributes to the professional development of ESL teachers. However, there is a notable deficiency in research literacy among Indian ESL teachers, as evidenced by the abstracts submitted for the ELTAI Annual Conference 2023. Out of over 480 abstracts received and evaluated by 12 experts, only 52 were accepted without modifications. A total of 43 abstracts were outright rejected, 98 required resubmissions after substantial revisions, and 287 were slightly amended by reviewers. This study documents the reviewers’ perceptions regarding the research literacy of the submitters and identifies key areas for improvement in abstract writing. It reports on a survey conducted with the reviewers, focusing on their views on ESL teachers’ research literacy, common abstract errors, and the essential skills for effective abstract writing. The findings of this study are expected to inform faculty development programmes and curriculum design, highlighting the increasing necessity for practice-based research in the current academic climate.

Positive Attitude and Adequate Confidence Level as Essential Prerequisites in Learning English as a Second Language

2024-08-23T10:02:23+00:00

The present study aims to show how a positive attitude and an adequate level of confidence are essential prerequisites in learning among students and determining their growth in gaining proficiency in the language. It focuses on finding the perspective of the learners and the prevailing status of ELT and learning among the higher secondary school students in Tamenglong district of Manipur, India. Through testing their LSRW skills, it is discovered that many students find it difficult in English because of MTI and the fear of making grammatical errors. However, they are confident that these difficulties and challenges could be overcome with the help of their teachers assisted by various ICT tools and modern gadgets. This positive attitude towards learning is verified to be the cornerstone of progress in ELT classrooms in Tamenglong.

The PLRRPAR Framework: A Structured Approach to Enhancing English Language Learning

2024-08-23T10:13:45+00:00

This study explores the Prelearn, Learn, Relate, Reflect, Practice, Apply, and Reinforce (PLRRPAR) framework, a structured methodology addressing challenges in English language teaching. The theoretical foundations of PLRRPAR draw from constructivism, experiential learning, sociocultural theory, task-based learning, and communicative language teaching. The framework’s seven phases are detailed, providing a practical guide for holistic language learning. The study emphasizes the framework’s learner-centred and experiential approach which include pre-learning preparation, active learning engagement, social interaction, self-reflection, extensive practice, and real-world application. Despite its promise, the research acknowledges limitations concerning cultural adaptability, individualized learning needs, structured progression, theoretical foundation, assessment methods, instructor familiarity, technological integration, and long-term effectiveness assessment. These constraints underscore the necessity for ongoing refinement and future investigation. The PLRRPAR framework, with its strengths and limitations, presents a valuable avenue for enhancing language acquisition in diverse educational settings.

Evaluating Effectiveness in Peer-Reviewed Teaching and Learning in English: A Comprehensive Review

2024-08-23T10:23:35+00:00

Peer-reviewed teaching and learning, an educational approach where peers evaluate each other’s work, has garnered significant attention in academic research and practice. This article aims to conduct a thorough evaluation of the effectiveness of peer-reviewed teaching and learning methods across diverse educational settings, particularly in English language instruction. Utilizing a comprehensive analysis of current literature, this review explores the effects of peer-reviewed methodologies on academic achievement, analytical thinking abilities, social connections, and student involvement in English language education. Moreover, it delves into the obstacles and most effective methods for introducing peerreviewed techniques in English language instruction. The findings highlight the multifaceted benefits of peer-reviewed teaching and learning while illuminating areas for further research and improvement in English language education.

English Learners’ Needs Analysis and Technology Integration for Effective English Instruction: Urgent Need of Indian ELT

2024-08-23T10:39:32+00:00

A close study of ELT practices in Maharashtra reveals a lack of proper learner needs analysis, no technology integration, outdated curriculum and study materials, and inadequate exposure to the target language, leading to the failure of Indian ELT. Consequently, there is an urgent need to revisit traditional teaching methods and integrate technology to address English learners’ psycholinguistic needs.

The 18th International & 54th Annual ELTAI Conference on Exploring Languages and Literatures for Evolving Pedagogical Practices

2024-08-23T10:45:57+00:00

Back Cover

2024-08-23T10:48:14+00:00