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The purpose of this chapter is to identify specific instructional strategies to help English language learners develop literacy skills. Potential difficulties in areas of decoding, vocabulary, and fluency are explored along with suggestions to implement effective instruction. The intention of this chapter is not to be a research document, but a pragmatic guide for educators of English language learners. Through reflective practice and backed by research, I walk readers through classroom and professional development scenarios and also present ways to effectively support the emerging literacy skills of English language learners. Readers will be presented with research-based instructional methods shown to enhance crucial early literacy skills for English language learners along with practical suggestions for teachers to put research into practice in the classroom. Scenarios and research-based practices illuminate how to effectively work with English language learners. Research-based evidence is presented, showing that English language learners go through the same developmental milestones as native English-speaking students, but may require some additional modifications along with explicit instruction. The chapter describes how teachers can build foundational reading skills for English language learners, something that is crucial for later academic success.

An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature.

This is a qualitative case study that aims to explore learner autonomy in vocabulary development.

The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom.

This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study.

A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development.

When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه

Learners were provided with personalized and adaptive articles in a dynamic real-time manner. This study aims to improve learners’ interest in learning English and motivate them through an appropriate e-book assistance mechanism, thus increasing their English reading–comprehension skills.

In addition to their general auxiliary functions, e-books were designed to provide other relevant auxiliary functions to meet the English reading–learning requirements. The e-book was also equipped with a personalized reading guidance and assistance mechanism for conducting systematic assessments and calculations on the basis of the learner’s reading comprehension skills, article difficulty and difficulty stratification and connections between articles.

The personalized reading guidance and assistance strategy, which provided articles in line with the learners’ personal abilities and presented the articles in a correlated method, facilitated learners’ progressive learning and improved their reading–comprehension abilities. Learners’ confidence and satisfaction toward English reading can be improved effectively through adaptive guidance.

A real-time and dynamic reading guidance strategy was established in this study by considering the learner’s reading–comprehension skills, article difficulty and difficulty stratification and the connections between articles.

Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the Mann-Whitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain sub-skills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.

Increasing student readiness for higher education is an objective and goal for many college-level preparation programs. Within the college-level programs, there is a group of students who will need additional preparation and support to make the successful transition into higher education. Adult English language (AEL) learners have the task of learning the target language with all of the rules and exceptions to the rules, while applying the language in a meaningful, memorable, and useful manner. When AEL learners are engaged in hands-on project-based learning (PBL) activities, the English language becomes more applicable for everyday use inside and outside the classroom. Learners also have the opportunity to develop additional skills such as problem-solving, critical thinking, information gathering, synthesizing, evaluating, and collaborating with a team. All of these skills are critical for success in higher education and transferrable with AEL learners who are completing their college-level preparatory programs.

This chapter discusses the in-class approach of implementing a high-quality PBL activity that integrates English language learning in an authentic real-world manner. Practitioners of AEL programs can draw on their in-class practices and the theories of adult education to utilize PBL in their classroom as a means to facilitate the language acquisition process. Through the PBL process, practitioners become facilitators who help learners meet the challenges of learning English, developing their understanding of American classrooms and improving their readiness for transition into higher education.

Planning and implementing in-service professional development to support teachers’ pedagogical practices for English language learners (ELLs) first considers building upon existing teachers’ knowledge and understanding of practice. Teaching English Learners Academic Content (TELAC) is an in-service professional development model that provides an enriched program curriculum to urban teachers seeking to improve teaching practices for their ELLs. Through an integrative approach of learning coupled with learning experiences, practicum activities, observational feedback, and coaching, teachers initiate refinement to practice that reflect culturally sustaining pedagogy. Funded by the U.S. Department of Education, Office of English Language Acquisition/National Professional Development program, Teaching English Learners Academic Content (TELAC) (2012–2017) is a K-12 program in Arizona designed to build a cadre of teachers adept with implementation of instructional strategies that support ELL academic success. All of the participants in this in-service professional development program are K-12 teachers of English language learners, teach any grade level and subject area in urban school districts with a majority of students who are second language learners of English. Teachers’ shared common concern is the need to improve pedagogical practices for ELLs and to personally develop their knowledge and capability to change teaching practices.

Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).

Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.

The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.

The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.

This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

The present quantitative-descriptive study aims to measure the level of English language learning autonomy of the pre-service teachers.

A short list questionnaire developed by Dixon (2011) was administered to 61 pre-service English teachers enrolled in Western Mindanao State University in order to measure their English language learning autonomy. Differences on the levels of English language learning autonomy across participants’ gender, number of languages spoken and first language were also explored.

Results revealed that participants are highly autonomous in English language learning. Gender, number of languages spoken and first language were found to have no significant influence on English language learning autonomy.

Results on the level of English language learning autonomy indicate that pre-service teachers are highly autonomous and, therefore, ready for lifelong learning. This implies pedagogical and instructional advantages, as they can learn and explore the language independently.

Since gender, number of languages spoken and first language do not significantly influence the level of English language learning autonomy, it is suggested that English teachers do not need to develop differentiated instructions and activities anymore, which will cater the three profile variables in fostering autonomous learning, as participants already exhibit a level of autonomy in English language learning.

This would allow teachers and students to be aware of the importance of autonomy in language learning. Thus, it will prepare them to be independent and lifelong learners, as they engage themselves in the professional world.

As one of the Asia’s developing countries, the Philippines have captured a small number of studies and contributions to autonomous learning in the field of research (Madrunio, Tarrayo, Tupas and Valdez, 2016 as cited in Iñigo, 2018). Specifically, there is no research study conducted that measures “language learning autonomy” in the Philippine’s higher education much to the knowledge of the researcher. Thus, this study will be the first one to determine the level of autonomy of pre-service teachers in English language learning in the Philippine context. Furthermore, the present study also intended to determine significant differences on the level of language learning autonomy of pre-service teachers across genders, number of languages spoken and their first language.

This paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The benefits of online tasks, as an education tool, became more apparent and gained more importance during the events related to the Covid-19 pandemic. The task design is based on task-based interactions and in a sequence of tasks with the support of an online learning management system (LMS). The findings suggest that online task-based learning (and would-be blended learning in the future) enables meaningful and authentic activities promoting interactions and communicative competences to prepare for learners of business English to enter the workplace.

The overarching aim of the study is to explore how task-design-utilizing online LMS could contribute to enhancing the learning process and to the development of the learner's communicative competences. The study included two aspects, namely: (1) the design of online tasks and (2) pilot evaluation. The task design involved tasks that required interactions between the learners. The pilot evaluation relied on data collection via questionnaires.

Two aspects relating to the findings: (1) a description of the teaching initiatives which was designed to see how blended learning and online tasks can enhance learning and develop the skills of the learners: with questioning techniques targeting communication skills, simulated workplace situations and timely feedback and peer influence; (2) the findings of the pilot study evaluation to see the actual implementation of online tasks. The students' responses corroborate the teachers' comments. The findings of this research showed that LMS tasks, which were designed for this study, helped the learners to enhance their competence in business English. Such competences included communicative skills needed for learners to enter the workplace such as interpersonal skills, presentation skills and negotiation skills in contexts. These findings lead to significant recommendations regarding the way forward for developing active blended learning.

Firstly, teachers need to be trained and involved in designing such online tasks and materials to be used in active blended learning. More training in language teaching methodologies should be investigated to adapt the transition from a traditional to a computer-assisted language learning teacher. This helps teachers to design and implement online simulated workplace tasks. Secondly, time for the use of online tasks should be allocated satisfactorily. This can be achieved by building online learning sessions into class schedule or developing active blended courses. The time for the use of online simulated tasks should be allocated satisfactorily with lab or simulation room, in which students would be shown how to access the online tasks designed on the university LMS and the way to practice with different kinds of tasks.

In this study context, the online tasks design can initiate at activity-level blending to support face-to-face (F2F) activities, for example, online activities to support tasks for the topic Make a request or Offer for help. This can be extended to course-level blending when more online activities are designed to use with F2F activities such as online comparing and contrasting tasks to develop skills in connections with the awareness of cultures. The findings of the research suggest to develop and to implement online tasks alongside with classroom learning and teaching to enable the objectives of business English programme at university for preparing learners to enter the workplace. The recent pandemic highlighted the need for effective methodologies for active blended learning. It is now required that professionals in higher education to collect evidence base to inform future practice of such methodologies. Further significant research efforts should be directed towards collecting such evidence of the effectiveness and improvements of such methods. The support of higher education management professionals in securing funding for such research will be essential.