Understanding ELT Academics’ Teaching Methods in the United States: A Qualitative Study

Year 2017, , 325 - 333, 31.12.2017

Ceyhun Yükselir

https://doi.org/10.17679/inuefd.344836

Abstract

While much research delineates
effective and innovative methods for teaching second language in English
Language Teaching (ELT) field, few studies occurred in the United States (US)
context. Thus, the current study examines effective and innovative methods in
ELT within the context of US higher education. In this qualitative study, semi-structured
interviews, reflections and classroom observations were used to collect
qualitative data from a sample group of 17 participants working in two US
higher education institutions. The data were analyzed separately using content
analysis. The results indicated that lecturers apply inquiry-based teaching and
communicative teaching approaches enriched with technological facilities in
their classrooms thereby enabling learners to improve productive and
creative/critical thinking skills. Thus, it is recommended that English as a
Foreign Language (EFL) teachers and lecturers should create second language
learning environment in which topics regarding culture and real-life context
are integrated into their teaching. Furthermore, this study also suggests that
researchers do more study for future research.

Keywords

English Language Teaching (ELT), United States (US) Higher Education, Qualitative Study, Teaching Methods, Qualitative Study

Understanding ELT Academics’ Teaching Methods in the United States: A Qualitative Study

Abstract

While much
research delineates teaching methods for second language in English Language
Teaching (ELT) field, few studies were conducted in the United States (US)
context. Thus, the current study examines ELT academics’ teaching methods
within the context of the US higher education. In this qualitative study, online
semi-structured interviews, reflections and classroom observations were used to
collect qualitative data from a sample group of 17 participants working in two
US higher education institutions. The data were analyzed separately using
content analysis. The results indicated that lecturers employ inquiry-based
teaching and communicative teaching approaches enriched with technological
facilities in their classrooms thereby enabling learners to improve productive
and creative/critical thinking skills. To this end, it is recommended that ELT
teachers and lecturers should create second a language learning environment in
which topics regarding culture and real-life context are integrated into their
teaching. Furthermore, this study also suggests that researchers do more study regarding
teaching methods in ELT for future research.

Keywords

English Language Teaching (ELT), United States (US) Higher Education, Qualitative Study, Teaching Methods, Qualitative Study

References

• Briguglio, C. & Watson, E. (2014). Embedding English language across the curriculum in higher education: A continuum of development support. Australian Journal of Language and Literacy, 37(1), 68-74.
• Brinton, D.M. (2001) ‘The use of media in language teaching’, in Celce-Murcia, M. (ed.) Teaching English as a second or foreign language (3rd ed., pp.459-475). Boston: Heinle and Heinle.
• Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1–14.
• Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousaland Oaks, CA: Sage.
• Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-131. Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in changing higher education context. Higher Education Research & Development, 29(2), 111-124.
• Drury, C.G., 1992. Methods for direct observation of performance. In Wilson, J.R. & Corlett, E.N. (Eds) Evaluation of human work, London: Taylor & Francis
• Eaton, S.E. (2010). Global Trends in Language Learning in the Twenty-first Century. Calgary: Onate Press.
• Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
• Giri, D.R. (2016). Project-based learning as 21st century teaching approach: A Study in Nepalese Private Schools. US-China Education Review, 6(8), 487-497.
• Grbich, C. (2013). Qualitative data analysis: An introduction. 2nd Edition. Sage.
• Greer, T. (2007). Accomplishing identity in bilingual interaction: Codeswitching practices among a group of multiethnic Japanese teenagers. Unpublished Ph.D. University of Southern Queesnland Australia.
• Hannan, A., & Silver, H. (2000). Innovating in higher education: Teaching, learning and institutional cultures. Buckingham: Open University Press.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
• Hu, G., & Lei, J. (2014). English-medium instruction in Chinese higher education: A case study. High Educ, 67:551–567.
• Karn, S. K. (2007). Current trends in ELT around the globe. Journal of Nepal English Language Teachers’ Association (NELTA), 12(1 & 2), 60-66.
• Kelly, T and Minges, M (2012) Maximizing mobile, information and communications for development. The World Bank. Available online at: www.worldbank.org/ict/IC4D2012
• Khansir, A. A., & Pakdel, F. (2014). Needs Analysis and Language Teaching. Language in India, 14(3), 1-20.
• Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
• Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
• Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. London: Sage.
• Richards J. C. & Rodgers, T. S. (2003). Approaches and methods in language teaching, 2nd edition, Cambridge: Cambridge University Press.
• Rios, J., & Campos, J. L. E. (2013). Code- Switching in the EFL classroom: Friend or foe? Revista De Lenguas Modernas, 19, 375-391.
• Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative Research, 10(2), 199-228.
• Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
• Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247- 284.
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
• Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, 426–439.