Using English in Teaching Romanian Language for Foreign Students

<p>One of the main aims behind learning English as a foreign language (EFL) is to communicate effectively with other speakers of the English language. The justification for concentrating on the teaching and learning of English as a second language (L2), and as a foreign language, is that it is the lingua franca (Klimczak-Pawlak, 2014) and the primary language used for communication around the world (Rich, 2014). English language learners are given limited chances to practice speaking in authentic situations in class, and teaching to communicate effectively in an authentic environment is often overlooked. Communicative Language Teaching (CLT) emphasizes meaning and communication in language learning, and with CLT the goal is to improve learners’ “communicative competence” (Richards & Rodgers, 2001). Nevertheless, challenges are faced when applying CLT in the EFL classrooms. Consequently, the purpose of this paper is to critically explore elements of the CLT approach and to better understand some of the cultural difficulties involved in its application. The paper will propose more application of the CLT in EFL classrooms, in place of language teaching techniques currently used in the Arab context. This paper will also examine issues dealing with the theoretical background of CLT, and focus on the implementation of activities that can encourage students' communicative competence.</p>

This study explores English Language Teaching (ELT) methodologies at IAI Al-Aziziyah Islamic Institution, addressing the methods used, adherence to pedagogical criteria, and challenges in implementation. Employing a qualitative case study design with in-depth interviews involving four lecturers, the research revealed significant reliance on traditional approaches, particularly the Grammar-Translation Method (GTM), for teaching grammar and vocabulary. While contemporary methodologies like Communicative Language Teaching (CLT) and Content-Based Instruction (CBI) were adopted to some extent, their inconsistent application highlighted limitations, including inadequate use of real-life contexts and collaborative tasks. Minimal application of Task-Based Learning (TBL) and Total Physical Response (TPR) further reflected a gap between theoretical ideals and practice. Challenges such as large class sizes, limited teaching resources, and the complexity of integrating Islamic values into ELT were prominent. The findings emphasize the need for professional development, enhanced institutional support, and culturally adaptive teaching methods to improve ELT outcomes in the Aceh context. This study underscores the importance of aligning ELT methodologies with local cultural and religious values while fostering communicative competence and active learning. Future research should investigate innovative strategies for integrating Islamic perspectives into ELT practices.

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

Language learners have a need to complement their classroom learning activities with experiences outside the classroom and interact with other speakers and learners of the language to practice it. Communities play a major role in supporting language learners. A class of university students studying French is, as such, a community of language learners. A mobile community blog was used to establish and support a sense of community among the students in the classroom as well as outside, particularly when some of the students travel to France as part of their studies. The blog was intended to facilitate active participation, social interaction and collaboration among the members of the community. This paper evaluates the use of the blog and analyses the results to identify the issues that are important in supporting a community of mobile language learners.

This article deals with the methodology of Community Language Learning (C.L.L.) from a cultural and discourse perspective. It seeks to demonstrate how C.L.L. can be exploited effectively in the classroom as a means of addressing the socio-cultural dimension of language learning and teaching. The original C.L.L. model (Charles Curran’s) is examined, and a modified version described and analyzed. The central feature of counselling strategies is highlighted and illustrated, demonstrating the importance of negotiating rather than imposing meaning. The article then explores how C.L.L. is effective in reaching a number of short-term goals: e.g. text repair; learning about socio-cultural conventions and learning to use language appropriate to these conventions; exposing incidents of language failure and reasons for these. The importance of the teacher’s understanding of discourse conventions is underlined. Finally C.L.L. is reviewed in terms of both its weaknesses and strengths.

This study analyzes the strategies, exercises, and challenges faced in English as a Foreign Language (EFL) speaking lessons. The study examines pedagogical approaches, a range of speaking exercises, and ongoing challenges to identify successful techniques employed by teachers to enhance students' oral communication skills, assess the influence of different speaking activities on language proficiency, and explore the difficulties encountered by educators and learners, such as motivation, anxiety, cultural disparities, and limited resources. The study provides valuable insights and recommendations for enhancing language learning outcomes and creating a more favorable learning environment for all stakeholders in EFL-speaking classes. These recommendations focus on improving instructional techniques, curriculum design, and learner support systems. This study used a quantitative research methodology to investigate the techniques, exercises, and challenges faced in English as a Foreign Language (EFL) speaking classes in a private university setting. Quantitative research entails the collection and examination of numerical data to identify patterns, correlations, and trends. Information is gathered from a total of 115 students who are currently enrolled in English as a Foreign Language (EFL) speaking classes. This data is obtained through the use of questionnaires, which consist of both closed-ended questions and Likert-scale questions. Communicative Language Teaching (CLT), Task-Based Learning (TBL), Role-plays, Debates, Learner Anxiety, and Linguistic Barriers have a substantial impact on the performance of English as a Foreign Language (EFL) speaking classes. CLT (communicative language teaching), TBL (task-based learning), role-plays, and debates are identified as reliable indicators, demonstrating the effectiveness of interactive teaching methods . The presence of learner anxiety and linguistic barriers highlights the necessity of addressing psychological and linguistic obstacles in order to promote successful English communication.

The global demand for English proficiency has placed increasing emphasis on effective pedagogical strategies in ESL contexts. Vocabulary acquisition is a cornerstone of language learning, yet traditional, rote-memorization methods often fail to foster long-term retention or communicative competence, particularly in settings with limited exposure to authentic language use. This study investigates the effectiveness of Task-Based Learning (TBL) in enhancing vocabulary acquisition among English as a Second Language (ESL) learners at Phulu High School, Lao Cai, Vietnam. Sixty students were divided equally into an experimental group receiving TBL instruction and a control group taught through a traditional grammar-translation approach. Data were collected through pre- and post-vocabulary tests, classroom observations, and a student motivation survey. Statistical analysis using a paired-samples t -test revealed a significant improvement in the experimental group’s mean vocabulary score (45.2 → 72.6) compared with the control group (44.8 → 55.4), t (58) = 6.32, p < .001. Qualitative findings supported these results, indicating higher learner engagement, communicative competence, and autonomous vocabulary use. The study concludes that TBL is an effective pedagogical framework for improving vocabulary learning and communicative proficiency in Vietnamese secondary-school contexts. Pedagogical implications, including curriculum integration and task design recommendations, are discussed, highlighting the potential for TBL to enhance learner motivation and real-world language application. The study further contributes to ESL research by providing empirical evidence from a semi-rural, under-researched educational setting in northern Vietnam, offering practical insights for teachers, curriculum designers, and policymakers. Keywords: Task-Based Learning; Vocabulary Acquisition; ESL; Vietnam; Communicative Language Teaching; Secondary Education DOI : 10.7176/JEP/16-13-10 Publication date : December 30th 2025

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM), Direct Method (DM), Communicative Language Teaching (CLT), Audio Lingual Method (ALM) and Silent Way (SW). Through these methods, the students and the teacher can reach the purpose of teaching reading. From this study, it can be concluded that combining more than one method is one of the better ways for the teaching reading skill to EFL learners.

Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR

This community service program aimed to enhance children’s motivation to learn English in Gunung Mas Village through the implementation of a fun learning approach involving a foreign speaker. The approach emphasizes enjoyment, active engagement, and hands-on experience as the core of the learning process. The “Kelas Pelita” program consisted of three interactive sessions focusing on the topics of the alphabet, numbers, colors, fruits and body parts, integrating four main elements: Game-Based Learning (GBL), Communicative Language Teaching (CLT), Total Physical Response (TPR), and the use of digital media. The results showed that students became more enthusiastic, confident, and willing to communicate in English. Direct interaction with a foreign speaker from Yemen provided authentic language exposure and increased students’ curiosity toward English as a global communication tool. Through the fun learning approach, this activity successfully created a positive, interactive, and meaningful learning atmosphere for children in a rural area.

ABSTRACT
 The objective of this research is aimed to know what are the most strategies and classroom management which are used by Preservice English Teacher at STAIN Curup in the academic year 2016/2017. The total of English Teacher was 7 teachers which as cooperating teacher of 17 preservice English Teacher. The types of english teaching strategies used by preservive English teacher were: (1) Task-Based Language Learning (100%) and (2) Cooperative Learning (100%); (3) Grapic Organizers (29%); (4) Technology (5.8%); (5) Roleplay (5.8%); (6) Storytelling (11.7%); (7) Vocabulary Building (11.7%); (8) Summarizing and Notetaking (5.8%); and (9) Analysis of Student Work (5.8%). The most strategies used by preservice english teacher (>50%) were Task-Based Language Learning and Cooperative Learning (100%). The types of classroom management used by preservive English teacher were: (1) Maintaning Discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). The most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline. 
 Keywords: Classroom Management, Presrvice English Teacher, Teaching Strategies

This paper critically examines the role of game dynamics facilitated by social networks, and their potential for language learning and peer support. The context of investigation is made up of four types of web 2.0 language learning communities. The design of game mechanics as incentives for digital activity across the community types is scrutinized in terms of the extent to which these mechanics support language learning, regarding learners' roles, expected behaviours and attitudes to language learning. We situate our analysis in the broader web 2.0 context and link it to the crowdsourcing trend (Howe, 2006) whereby, as two sides of the same coin, user engagement is fostered in an unrestricted and collaborative manner, and the latent talent of the crowd can then be exploited by commercial companies for no remuneration. Our findings show that game mechanics model user activity by following a sophisticated incentive-centred approach, not always made clear to users before entering these communities. The analysis clearly demonstrates that game mechanics are the driving force of overall online activity, targeting language learning although not exclusively, and that game mechanics may benefit language learning as well as the commercial interests of these communities supported by web 2.0 start-ups.

Building self-confidence in speaking is a fundamental challenge in English language learning, particularly in non-native settings. Many students experience anxiety and hesitation when asked to speak in a second language, making it essential to adopt supportive teaching approaches. Addressing this issue requires innovative and student-centered teaching methods that foster a positive and engaging learning atmosphere. This study examines English teachers' perceptions of Community Language Learning (CLL) in enhancing students' self-confidence in speaking classes. Adopting a qualitative research design, the study involved interviews with four experienced English teachers at SMP 2 Boja, who shared their insights and classroom experiences. The findings indicate that CLL creates a supportive, low-pressure classroom environment that helps reduce language anxiety and encourages active student participation. Teachers emphasized the importance of the teacher's supportive role, the use of group interactions, and the collaborative nature of CLL in boosting students' speaking confidence. The study concludes that CLL is an effective method for improving students' self-confidence in speaking activities, highlighting its potential for broader application in similar educational contextsKeywords: Community Language Learning (CLL), English Speaking Confidence, Teacher Perceptions

This chapter is a reflection of the author's service-learning (SL) experience as a graduate student as well as a faculty member practicing SL in the department of language at a northeastern university. In this chapter, the author mainly focuses on the experience and learning in the SL course and how SL project research focusing on students' perception of using WhatsApp as a language learning tool shaped the author's teaching and research in the Chinese language teaching and learning community. Findings from this study can then be utilized to help the Chinese language teaching community reflect on their teaching and consider ways of adjusting their use of technology in classroom instruction to engage their students actively. As an SL project, these efforts will contribute to developing effective teaching strategies in the Chinese language learning community.