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English Language Teaching
Number of Followers: 35

This is an Open Access Journal

Open Access journal
ISSN (Print) 1916-4742 - ISSN (Online) 1916-4750
Published by CCSE

[43 journals]

Reviewer acknowledgements for English Language Teaching, Vol. 18, No. 4,
2025
- PubDate: Mon, 31 Mar 2025 03:07:06 +000
Disability Representation in Saudi English Language Textbooks
- Abstract: The aim of the present study was to investigate how people with disabilities are portrayed in the textbooks for English as a foreign language (EFL) that are currently used by students in Grades 1–12 in Saudi Arabia. A qualitative content analysis (texts and images) was employed to identify and critically analyze the textual and visual representations in the selected textbooks. Little research has examined the representation of people with disabilities in Saudi Arabia textbooks. Thus, this study aims to address this research gap and to contribute to the existing literature. The findings revealed that, while physical disabilities were the most frequently represented form of disability, sensory, cognitive, and learning disabilities were significantly underrepresented. The analysis also highlighted the extremally limited representation of disability in both textual and visual content, with only 0.45% of the total pages across all textbooks featuring disability-related content. Of note, the findings revealed that primary-level textbooks did not contain any representations of disability. Although the textbooks avoided negative stereotypes and presented people with disabilities in a positive light, the narrow focus on physical disabilities failed to capture the full spectrum of disability experiences. Therefore, the current representations of disability in Saudi EFL textbooks are limited and do not adequately reflect the diversity of disability experiences. Recommendations are provided for curriculum developers and policymakers to enhance the inclusivity of educational materials, to ensure that they reflect the diverse experiences of people with disabilities, and to promote content that is more inclusive.
  PubDate: Fri, 28 Mar 2025 03:58:19 +000
Cross-Cultural Adaptation in Chinese Film Translation: A Hermeneutic
Approach
- Abstract: This study adopts Steiner’s hermeneutic translation theory as a theoretical lens to investigate cross-cultural adaptation strategies in subtitle translation. Using three representative Chinese films—The Wandering Earth 2, Crouching Tiger, Hidden Dragon: Sword of Destiny, and Confucius—as case studies, the research focuses on the translation of metaphorical allusions, martial arts imagery, and traditional cultural symbols. The findings suggest that effective cross-cultural adaptation in subtitle translation can be achieved through strategies such as dynamic equivalence, supplementary translation, and a balanced application of domestication and foreignization. The study further underscores the importance of enhancing translators’ cultural interpretive competence and refining subtitle review mechanisms. By integrating hermeneutic principles into audiovisual translation, this research not only broadens the theoretical framework of subtitle translation studies but also offers practical insights into promoting the international dissemination and reception of Chinese culture.
  PubDate: Fri, 28 Mar 2025 02:53:36 +000
Teaching English Paragraph Writing in EFL High School Contexts:
- Abstract: This study explored Vietnamese EFL teachers’ paragraph writing instruction and the challenges students encountered in learning to write English paragraphs. The data were collected at five high schools in central Vietnam via questionnaires, interviews and classroom observations. In particular, 40 EFL high school teachers completed a questionnaire and five classroom observations were additionally made to five out of these questionnaire respondents to understand their actual classroom practices. The teachers were further interviewed at the post-teaching stage. In addition, 150 students from the participating high schools were surveyed for the difficulties they had with paragraph writing and five of them were interviewed for follow-up insights. The results uncovered that teachers reported a central focus on both global and local dimensions of a paragraph. In their teaching practices, they tended to employ a product-based rather than process-based approach by guiding students through the final end product of the written paragraph, followed by whole-class feedback. Time constraint and students’ low motivation to write and revise were reported as main barriers to the classroom adoption of a process approach. In students’ perceptions, starting a paragraph, generating and organizing ideas, and using appropriate sentence structures and lexical items were among the common challenges. The study suggests important implications for paragraph writing instruction and for future research.
  PubDate: Fri, 28 Mar 2025 02:41:31 +000
Navigating Identity: The Emotional Impact of English Medium Instruction on
Saudi Undergraduate Students in a Rapidly Modernizing Society
- Abstract: This study examines the socio-emotional impact of English Medium Instruction (EMI) on undergraduate students in Saudi Arabia and how various social and educational trends influence their attitudes, emotions, and perceptions of cultural identity. Using a qualitative research approach, the study employs focus group discussions and thematic analysis to explore students’ experiences. Three focus group sessions were conducted, each comprising five female students from different faculties and academic years, totaling 15 participants. Data collection involved semi-structured interviews, allowing for in-depth discussions on students’ challenges and coping mechanisms.Findings reveal that while students recognize the advantages of English proficiency for academic success, employment, and communication, they also experience anxiety, cultural tensions, and societal pressure related to English language use. Students report feeling more comfortable using English in informal settings, such as conversations with friends, but experience heightened stress in formal or professional environments.The results suggest that to alleviate the emotional and psychological burdens of EMI, educational institutions and policymakers should implement supportive strategies that address language anxiety and social isolation. The study highlights the need for inclusive learning environments that foster linguistic confidence and cultural integration while navigating the complexities of English as a dominant academic language in Saudi Arabia.
  PubDate: Thu, 20 Mar 2025 02:01:05 +000
Document Analysis as a Qualitative Research Instrument in EFL Evaluation.
A Case Study of the Intensive English Program at TVTC
- Abstract: The purpose of this study is bidimensional. Firstly, it addresses the implications of adopting document analysis instrument in EFL evaluation (methodological purpose). Secondly, it appraises the Intensive English Program (IEP) at Technical and Vocational Training Corporation (TVTC) structurally and contextually (situational purpose). The data are scrutinized qualitatively via reviewing 19 printed and online documents. The main findings disclose that all the examined variables pertaining IEP’s context are fulfilled. There is, nonetheless, a lack of some vital polices related to counselling, quality and administrative support. Also, input evaluation reveals that the instruction time is insufficiently and unevenly distributed in IEP. This paper recommends that IEP should consider some vital missing policies and regulations which may otherwise lead to undesirable consequences in implementation. Document analysis needs to be encouraged in EFL appraisal as an apt research instrument for evaluating the stated policies and rules. It involves sifting, investigating and interpreting data in order to discover meaning, gain deep understanding, and take the right decisions accordingly. However, this qualitative tool requires robust data collection procedures, an authorized access to the records, carful treatment of the data and neutral readings of the findings.
  PubDate: Sat, 15 Mar 2025 00:49:53 +000
A Narrative Review of Methodology Use in Motivational Strategies Studies
in EFL Context (2006-present)
- Abstract: Teachers’ motivational practices are vital for enhancing students’ motivation to learn languages in the English as a Foreign Language (EFL) context. Over the past 20 years, research has focused on three crucial questions: 1) How do teachers recognize the importance of motivational strategies, and how frequently do they implement them' 2) What is the relationship between teachers' motivational practices and learners’ motivation in second language (L2) contexts' 3) How effective are teachers’ motivational interventions in driving changes in student motivation and elevating their EFL learning outcomes'A comprehensive review of 19 studies clearly demonstrates the diverse methodologies employed by researchers. These methods encompass quantitative approaches, including questionnaire surveys, mixed methods that integrate questionnaires, classroom observation schemes, and interviews, as well as quasi-experimental designs. Data has been meticulously collected from various perspectives, involving teachers, learners, and researchers, utilizing both self-reported and observational data. A robust array of statistical analyses—such as descriptive statistics, correlation analysis, exploratory factor analysis, regression analysis, and mediation analysis—has been conducted to reveal the relationships and causal connections among the identified variables, offering powerful insights into the effectiveness of teachers’ motivational practices.Given the rigorous methodologies and significant findings across these studies, this review not only outlines critical future research directions but also presents valuable pedagogical implications, highlighting the essential role that teachers play in motivating their students and significantly enhancing language learning outcomes.
  PubDate: Tue, 04 Mar 2025 06:38:02 +000

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