Category Archives: Other

The rise of random task generators in language learning: Embracing the era of randomness


Written by - Alexander Popov

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With the advent of online platforms and resources, English language teaching is undergoing a remarkable transformation. In recent years, researchers have become increasingly concerned that modern educational systems are not stressing higher-order and abstract thinking enough, resulting in a decline in human IQs. A new luminary has emerged to meet these challenges: random task generators. The use of these platforms has revolutionized language learning, stimulating creativity, critical thinking, and authentic language use.

Higher-order thinking, which goes beyond mere memorization and recall, is crucial for fostering intellectual growth. Bloom’s Taxonomy (Lasley 2023) provides a framework that encourages learners to progress through levels of thinking, from basic understanding to more advanced abilities like analysis, synthesis, and evaluation. Abstract thinking,  Continue Reading →

Categories:
AI, ESL, Language, Other
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A framework for self-regulated learning in an ESOL classroom


Written by - Jennifer Gilbert

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It is the end of the 2022-2023 academic school year and grade level teams are gathering to begin their annual data dive. Inspecting English language learner (ELL) results is on the agenda. With just over 50% of Toronto District School Board’s K-12 population being deemed an ELL (tdsb.on.ca, 2023), supporting the academic achievement of this demographic is a priority. A question is posed amongst the team leaders: How do we boost an ELL’s language acquisition and content learning in our classrooms while still keeping the learning standards intact? The answer may lie with the inclusion of ELL-targeted self-regulated learning strategies.   

Self-regulated learning (SRL) is certainly not a new concept, for it was first introduced by Zimmerman in 1986 (Panadero,  Continue Reading →

Categories:
EAL, ESL, Language, Other
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The emotional challenges of adult learners of English as a second language: A teacher’s reflection on a student’s temper tantrum


Written by - Heather Slepchik Zeligman, Atlanta, USA

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This essay will explore how negative emotions of adult ESL learners can lead to educational challenges, and ultimately decrease the quality of their autonomy in their personal lives. By reflecting on and contextualizing a personal experience with an emotional student, I will analyze examples of emotional barriers and discuss how teachers can strive to understand this specific population of learners through awareness of Knowles et al.’s (2015) second andragogical principle, “a deep psychological need to be seen by others and treated by others as being capable of self-direction” (p. 44).

Knowles et al. (2015) note an unfortunately high rate of adults who drop out of learning environments . There are several psychological dynamics at play that can impact this decision,  Continue Reading →

Categories:
culture, ESL, Other, Reflection, Teaching
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Make teacher reflection count!


Written by - Samir Omara, Egypt

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Abstract
Language teachers always need to develop their teaching. They continue their teacher training and professional development in different ways. Reflecting on teaching practices helps teachers to dig deeper into their teaching opportunities, challenges, and solutions. Teacher reflection helps to develop quality teaching and learning while helping to sustain teachers’ professional development as well. Language teaching is a reflective practice and a cyclical process with a series of steps.

Introduction
Teacher professional development is very important to support teaching and learning processes. To help develop teaching and learning, language teachers should refer to teaching as a reflective practice. Gnawali (2008) thinks that reflection helps teachers to “understand themselves, their practices and their learners” (p. 69).  Continue Reading →

Categories:
Other, Reflection, Teaching
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Thou shalt not speak English at home


Written by - By Ricardo-Martín Marroquín, Redeemer University, Canada

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Abstract
In this paper, I will explore various reasons why English may be endorsed to be spoken at home by English language learners. There is a strong consensus by second language teachers that learners of a second language (L2) should focus on developing their first language (L1) in a more academic means, adding that solidifying their foundation in their first language, would also support second language learning. Furthermore, language skills are interchangeable from one language (L1) to another (L2). However, the point of this article is to entertain and even to support a continuation of learning the L2 at the student’s home for reasons explained in further detail. In addition, the notion is not to weaken the argument that speaks of the continual development of the L1,  Continue Reading →

Categories:
culture, ESL, Language, Other, Research, Speaking
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Incorporating CALL in the ESL classroom: Focusing on animation, movies, Netflix, TED, VOA, Arirang News, NPR, and YouTube


Written by - By Chahyun Kim, Baewha Women’s University, South Korea

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Abstract
This study examines the application of CALL in English classes for university-level or EAP students. Multimedia is significant in the digital era and should be applied in the ESL classroom. However, few studies explore how to apply a variety of multimedia resources in the ESL classroom. This study explores students’ opinions on the use of multimedia from a class conducted for one semester. The class dealt with one theme each week using various media. Over the semester, eight multimedia resources were used: animations, movies, Netflix, TED, VOA, NPR, Arirang News (a Korean English-language network), and YouTube. At the end of the semester, a student survey was conducted to examine students’ motivation, preference, and improvement in English proficiency when using multimedia.  Continue Reading →

Categories:
Blended Learning, CALL, Curriculum, EAP, ESL, Other, Teaching
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How to manage expectations in online classes: Guidelines and requirements


Written by - By Fatemah Hasiri, York University, Canada

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Abstract
Due to the COVID-19 pandemic, it has become incumbent upon teachers to transfer courses to an online environment. However, because of the abrupt transition, many in-service teachers might feel poorly prepared for this change of modality, and therefore need to have a better grasp of the expectations and requirements of an online class. This paper attempts to (1) present certain challenges students and teachers may encounter in an online environment as opposed to face-to-face classes, (2) provide relevant guidelines as well as strategies informed by the findings of previous research studies to address the issues, and (3) present a reflection checklist.

Introduction
Before the strike of the COVID-19 pandemic, online learning was considered optional,  Continue Reading →

Categories:
COVID-19, Online teaching, Other, Research
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Individualized program plans for adult ESL literacy learners


Written by - By Eman Ghanem, Edmonton Catholic Separate School District, Canada

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*For all footnotes, refer to the PDF version of the article.

Abstract
Adult ESL literacy teachers are often perplexed when instructing pre-, non-, and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to socio-economic status. How might instructional practices be modified to better meet the needs of adult L2 emergent readers? This paper examines the use of Response to Intervention (RTI) tier 3 plans in adult English learning in an L2 context. For twelve weeks, several evidence-based reading diagnostics assessments were administered to help develop individualized program plans for a group of emergent readers.  Continue Reading →

Categories:
Curriculum, ESL, Language, LINC, Literacy, Other, pedagogy, Reading, Research, Teaching, Uncategorised
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Possibilities in decolonizing English language learning


Written by - By Munjeera Jefford, York University, Canada

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Abstract
Racism in education has a long 500-year history with colonial roots that situates knowledge production as a Western prerogative. Colonizers intentionally created an educational system based on Eurocentric epistemologies that promoted White supremacy. Pieterse & Parekh (1995) argue that in the 20th century, capitalism and industrialization enabled global oppression and resurgent nationalism which undermined social justice initiatives. Over the last thirty years in Canada, despite increasingly diverse students, inclusive curricula, and equity policies from elementary schools to universities, the teacher and administrator workforce has remained racially homogenous. Learning English has become an intrinsic part of a global post-colonial legacy in which many continue to perceive the ideal educator to be White males. Currently, microaggressions among ESL teachers and exclusion in decision making reflect ongoing racism.  Continue Reading →

Categories:
culture, ESL, Identity, Lingua Franca column, Other, pedagogy, Research, Teaching, Uncategorised
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Student-centred games and activities


Written by - By Sara Cordeiro Alexandre, Sheridan College, Canada

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Introduction
Are you interested in games in the classroom? Do you like video games but do not know how to make it happen? This article aims to use creative problem solving to help you come up with interactive games for your students that incorporate the skills and systems in your lesson plans. All this can be achieved with some creativity, gumption, and some PowerPoint tips and tricks. You will gain new skills from an old tool to reinvent your tech skills without learning how to code. When you are ready to play, start the game, and enter player one!

PowerPoint is much more than your elementary school presentation nightmare―it is all the fun of a game without all the frustration.  Continue Reading →

Categories:
ESL, Experiential, Other, Teaching, Technology, Uncategorised
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Corrective feedback in second language writing: From theory and research to practice


Written by - Mohammad Falhasiri & Fatemeh Hasiri, York University, Canada

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**For footnotes, please view the PDF.

Abstract
The aim of this paper is to discuss choices available to language practitioners in connection to corrective feedback in second language (L2) writing. Using the results of some empirical studies and prominent second language acquisition (SLA) theories on corrective feedback (CF), we will address the benefits and limitations of implicit and explicit feedback types, peer feedback and self-correction, reactive and proactive feedback, and finally focused and unfocused feedback. In each section, some practical recommendations are made to help L2 teachers better deal with CF in language learning classrooms.

SLA theories underpinning CF
Two theories that are widely used in L2 research on CF are Cognitive Approach and Sociocultural Theory (SCT).  Continue Reading →

Categories:
Assessment, Metacognition, Other, pedagogy, Research, Theory, Writing
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Idioms: The icing on the cake for advanced learners


Written by - Celine De Almeida, Canada

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**For footnotes, please view the PDF.

Abstract
This paper focuses on the problems that learners and teachers both face with idiom usage. The original submission was in part of the author’s Cambridge Diploma in Teaching English to Speakers of Other Languages Learning Skills Assignment for which it received a Merit, but it has been modified to serve a general teacher audience. This essay examines examples from several advanced level coursebooks and draws on the author’s personal experience of teaching multi-lingual classes in Canada and England, as well as exam-preparation courses in Italy to assess the value of teaching learners’ idioms. By identifying the problems that learners have with idiomatic language and analyzing different methods to help circumvent them,  Continue Reading →

Categories:
Language, Other, pedagogy, Reflection, Research, Review, Teaching, Vocabulary
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