1. Home
  2. Vol 7, No 6 (2023)
  3. Rintaningrum

New Concept of Teaching English to Students from Non-English Speaking Countries

Ratna Rintaningrum, Aleksandar Kavgić, Marina Garaeva, Lyudmila Shcherbatykh, Mikhail Kosov, Próspero Morán, Kundharu Saddhono, Olga Shalina, Larisa Vatutina, Olesya Dudnik

Abstract


The objective of this study is to compare and underscore the advantages and disadvantages of learning English in non-English speaking countries to propose the concept of a new English teaching method for students from non-English speaking countries (the case of Russia, Spain, Serbia, and Indonesia). The study used a mixed-methods approach with qualitative analysis of literature from Russia, Serbia, Spain, and Indonesia, and a research questionnaire was developed. 1595 participants were recruited for a survey determining their experiences of learning English and students’ perspectives on English teaching methods in non-English speaking countries. The data went through thematic analysis in the qualitative part of the research and descriptive analysis in the quantitative survey-based design. Findings of the qualitative analysis revealed both advantages and disadvantages of teaching English to students in selected countries; however, the main findings reported the presence of cultural barriers and students finding it difficult to form meanings from the English language context. Conceptual thinking helped to understand the role of memory and comprehension when learning a foreign language, whereby research focuses on more novel concepts. Future researchers can focus on the area of neural development of students' memory, which can help guide strategies to teach the English language effectively.

 

Doi: 10.28991/ESJ-2023-07-06-020

Full Text: PDF


Keywords


University Education; New Concept of Teaching English; Non-English Speaking Countries; EFL; Students from Non-English Speaking Countries.

References


Moeller, A. J., & Catalano, T. (2015). Foreign Language Teaching and Learning. International Encyclopedia of the Social & Behavioral Sciences, 327–332, Elsevier, Amsterdam, Netherlands. doi:10.1016/b978-0-08-097086-8.92082-8.

Monakhova, E., & Yurieva, E. (2023). Teaching English for specific purposes at Russian universities: problems teachers have to cope with. E3S Web of Conferences, 371, 05061. doi:10.1051/e3sconf/202337105061.

Wagner, M. N. L., Kupriyanova, M. E., Maximova, O. B., & Ovezova, U. A. (2022). Improving the Effectiveness of Teaching: The Impact of Interactive Methods in Teaching English Students as They Increase Their Proficiency Level to B2. Theory and Practice in Language Studies, 12(11), 2232–2238. doi:10.17507/tpls.1211.02.

West, R., & Frumina, E. (2012). European Standards in Russian Higher Education and the Role of English: A case study of the National University of Science and Technology, Moscow (MISiS). European Journal of Education, 47(1), 50–63. doi:10.1111/j.1465-3435.2011.01507.x.

Silalahi, R. M. (2017). Indonesian University Students’ Common Mistakes when Formulating Interrogative Sentences with ‘Wh-questions.’ Celt: A Journal of Culture, English Language Teaching & Literature, 17(2), 154. doi:10.24167/celt.v17i2.568.

Hasanah, N., & Utami, P. T. (2020). Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View. English Language Teaching Educational Journal, 2(3), 112. doi:10.12928/eltej.v2i3.1134.

Murtazina, E., Sungatullina, D., & Gorelova, Y. (2019). English Medium Teaching in Russian Higher Education: challenges and expectations (Kazan Federal University Case study). V International Forum on Teacher Education, 1113-1118. doi:10.3897/ap.1.e1057.

Block, D., & Moncada-Comas, B. (2019). English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism, 25(2), 401–417. doi:10.1080/13670050.2019.1689917.

Alshumaimeri, Y. A., & Alshememry, A. K. (2023). The extent of AI applications in EFL learning and teaching. IEEE Transactions on Learning Technologies, 1–11. doi:10.1109/tlt.2023.3322128.

Belyaeva, E., & Kuznetsova, L. (2019). Implementing Emi at a Russian University: A Study of Content Lecturers’ perspectives. Journal of Teaching English for Specific and Academic Purposes, 6(3), 425-439. doi:10.22190/JTESAP1 803425B.

Radić-Bojanić, B., Topalov, J., & Sinwongsuwat, K. (2015). Thai and Serbian student perspective regarding teaching approaches in the university EFL classroom. Journal of Multilingual and Multicultural Development, 36(7), 750–764. doi:10.1080/01434632.2015.1022180.

Pavlović, T.V., & Đorđević, D.D. (2022). Collaborative learning in ESP classes–an exploration of university students’ opinions. Language–Profession–Science–2.1, Proceedings of the Fifth International Conference of the Society for Foreign Languages and Literatures of Serbia, 334-349.

Sari, A., & Sugandi, B. (2015). Teaching English through English movie: Advantages and disadvantages. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 2(2), 10–15. doi:10.36706/jele.v2i2.2303.

Mali, Y. C. G. (2017). Adult Learners’ Experiences in Learning English: a Case Study of Two University Students in Indonesia. Indonesian Journal of Language Teaching and Linguistics, 2(2), 131. doi:10.30957/ijoltl.v2i2.280.

Arnó-Macià, E., Aguilar-Pérez, M., & Tatzl, D. (2020). Engineering students’ perceptions of the role of ESP courses in internationalized universities. English for Specific Purposes, 58, 58–74. doi:10.1016/j.esp.2019.12.001.

Cao, C., & Meng, Q. (2019). Mapping the Paths from Language Proficiency to Adaptation for Chinese Students in a Non-English Speaking Country: an Integrative Model of Mediation. Current Psychology, 38(6), 1564–1575. doi:10.1007/s12144-017-9708-3.

Proshina, Z. (2008). English as a lingua franca in Russia. Intercultural Communication Studies, 17(4), 125-140.

Heeringa, W., Gooskens, C., & van Heuven, V. J. (2023). Comparing Germanic, Romance and Slavic: Relationships among linguistic distances. Lingua, 287, 103512. doi:10.1016/j.lingua.2023.103512.

Kurbanov, S. (2023). The Influence of L1 (German) in Learning English Language. International Journal of Education, Social Science & Humanities, FARS Publishers, 11(3), 220-225. doi:10.5281/zenodo.7722365.

Gavrilova, E., & Trostina, K. (2014). Teaching English for professional purposes (EPP) vs. content and language integrated learning (CLIL): The case of Plekhanov Russian University of Economics (PRUE). European Scientific Journal.

Xinxin, C., Xiaolan, L., & Ahmed, M. (2022). Relationship of the language distance to English ability of a country. arXiv preprint, arXiv:2211.07855. doi:10.48550/arXiv.2211.07855.

Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). Language Teaching, 53(4), 491–523. doi:10.1017/S0261444820000208.

Widodo, H. P. (2016). Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector. English Language Education Policy in Asia. Language Policy, 11, Springer, Cham, Switzerland. doi:10.1007/978-3-319-22464-0_6.

Al Arif, T. Z. Z. (2019). Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 133. doi:10.21093/ijeltal.v4i1.348.

Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, Vol. 90, 102221. doi:10.1016/j.system.2020.102221.

Peña-Acuña, B., & Crismán-Pérez, R. (2022). Research on Papua, a digital tool with artificial intelligence in favor of learning and linguistic attitudes towards the learning of the English language in students of Spanish language as L1. Frontiers in Psychology, 13. doi:10.3389/fpsyg.2022.1019278.

Carrie, E. (2017). ‘British is professional, American is urban’: attitudes towards English reference accents in Spain. International Journal of Applied Linguistics (United Kingdom), 27(2), 427–447. doi:10.1111/ijal.12139.

García, A. M. R., & Vázquez, V. P. (2018). The linguistic internationalization of higher education: A study on the presence of language policies and bilingual studies in Spanish universities. Porta Linguarum: international journal of foreign language didactics, 3, 31-46.

Makhmudov, K. (2023). Bridging Cultures through English Language Education: A Comprehensive Model for Intercultural Communication Competence Development. Theoretical & Applied Science, 119(03), 204–208. doi:10.15863/tas.2023.03.119.27.

Piller, I., & Bodis, A. (2022). Marking and unmarking the (non)native speaker through English language proficiency requirements for university admission. Language in Society. doi:10.1017/s0047404522000689.

Yessenova, K., Baltabayeva, Z., Amirbekova, A., Koblanova, A., Sametova, Z., & Ismailova, F. (2023). Investigating Competencies and Attitudes towards Online Education in Language Learning/Teaching after COVID-19. International Journal of Education in Mathematics, Science and Technology, 11(4), 862–880. doi:10.46328/ijemst.3348.

Boughaddou, M., & Zaiter, M. (2023). Investigating the Effectiveness of Audiobooks on Pronunciation Skills: Case of 2nd Year BMD Students at IBN Khaldoun University of Tiaret, Université Ibn Khaldoun Tiaret, Algeria.

Kartal, G., & Simsek, H. (2017). The effects of audiobooks on EFL students’ listening comprehension. The Reading Matrix: An International Online Journal, 17(1), 112-123.

Marchetti, E., & Valente, A. (2018). Interactivity and multimodality in language learning: the untapped potential of audiobooks. Universal Access in the Information Society, 17(2), 257–274. doi:10.1007/s10209-017-0549-5.

Atmowardoyo, H., Weda, S., & Sakkir, G. (2020). Information technology used by millennial good English language learners in an Indonesian university to improve their English skills. Solid State Technology, 63(5), 9532-9547.

Kiamanesh, L., Murphy, D., & Castel, A. (2023). To Read or to Listen: The Effect of Text-to-Speech Software and Accents on Comprehension of Digital Media. Modern Psychological Studies, 29(1), 24.

Khansir, A. A., Jafarizadegan, N., & Karampoor, F. (2016). Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language. Theory and Practice in Language Studies, 6(4), 742. doi:10.17507/tpls.0604.11.

Liang, G., Fu, W., & Wang, K. (2019). Analysis of t-test misuses and SPSS operations in medical research papers. Burns and Trauma, 7, 31. doi:10.1186/s41038-019-0170-3.

Ismailova, F., Zelenskaya, L. L., Redkozubova, E. A., Anikeeva, I. G., & Sausheva, Y. V. (2023). Linguistic and cultural specifics of the formation of the diplomatic terminology system. XLinguae, 16(1), 165–176. doi:10.18355/XL.2023.16.01.12.

Nuphanudin, N., Komariah, A., Shvetsova, T., Gardanova, Z., Podzorova, M., Kurniady, D. A., ... & Kosov, M. (2022). Effectiveness of Students' Motivation Factors in the Competency-Based Approach: A Case Study of Universities in Russia and Indonesia. Emerging Science Journal, 6(3), 578-602. doi:10.28991/ESJ-2022-06-03-012.

Sotlikova, R., & Haerazi, H. (2023). Students’ Perceptions towards the Use of Podcasts in EFL Classroom: A Case Study at a University of Uzbekistan. Journal of Languages and Language Teaching, 11(3), 461. doi:10.33394/jollt.v11i3.8172.

Nunan, D. (2022). The changing landscape of English language teaching and learning. Handbook of Practical Second Language Teaching and Learning, 3–23, Routledge, Milton Park, United Kingdom. doi:10.4324/9781003106609-2.


Full Text: PDF

DOI: 10.28991/ESJ-2023-07-06-020

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Alexandar Kavgic, Ratna Rintaningrum, Marina Garaeva, Lyudmila Shcherbatykh, Mikhail Kosov, Prospero Moran, Kundharu Saddhono, Olga Shalina, Larisa Vatutina, Olesya Dudnik