ENGL181 Academic English I

Answers:

Teaching English as a foreign language in universities and educational institutes has become one of the most important things in different research degrees that are pursued by students. Not only that but also English is one of the most important subjects that the world has in two days generation. Each student or research fellow should know English as this is one of the most important languages in the world requires in every step that a person takes be it educational or personal (Cakici, 2016). In addition to that English works as one of the most spoken languages all over the world and it is also very convenient for people from all over the world to understand and speak English irrespective of the background language of the background culture that a person has. The author of the article Johannes Konig and the fellow authors has talked about the importance of teacher’s professional knowledge when it comes to teaching English as a foreign language in educational institutes.

In this article the authors do not only focus on how important English can be as a subject for teaching to the students and for professional knowledge for the Teachers but also, they talked about the various outcomes that English teaching can bring to the educational institute and the educational future of the world (König et al. 2016). On a global context it can be said that English has become one of the most important and trending languages that the world requires in every possible way in today's world. The distinctive characteristics of TEFL are such that the importance of the language differs from the contexts of science on mathematics and the focus of the subject many lies on the descriptive linguistics use of the language in various contexts (Sholihah, 2021).

The language does not only focus on the importance of knowing the language on a vast and diverse manner but also the cultural aspects of different parts of the world and people are equally indulging into the process of the importance of English as a foreign language (Cakici, 2016). Talking about the empirical research that has been conducted by the authors in this article talks about the importance of teacher’s knowledge for the foreign language that can be accepted as English for various studies both qualitative and quantitative. However, both qualitative studies and quantitative studies have been included in the article in order to conclude how important the teacher’s professional knowledge can be when it comes to the learning of English as a foreign language.

The methodology of teaching also includes the significance of the creativity of the language. English does not only become one of the most important subjects that the world is accepting a large diversity but also it enhances the creative context of any person whatsoever starting from the teacher to the student. The teachers always include their creative thought process in the process of teaching students in various new ways. Not only that but also teaches come up with different kinds of experiments when it comes to teaching the students and hence English can be one of the most important keys of how to include new experimentation in the process of teaching methodology (König et al. 2016).

Talking about the learning opportunities it can be said that English offers various learning opportunities to the people who are acquiring the subject on a diversifying level. The well qualified teachers also indulge in the process of learning English on a diversifying manner so that they can teach the students on a pedagogical level. Germany can be taken as an example of where English teaching has become one of the most significant things in educational institute (Cakici, 2016). Not only the students but the teachers are also required in professional English knowledge so that it becomes easier for them to enhance their knowledge of teaching the students about a foreign language that is very important in today's world.

The different phases of English learning which can be seen in today's world has been compared on a cognitive able to understand the importance of English learning and the outcomes that come with it has been seen that the knowledge of the students comprises of both the conceptions and the preconceptions (Sholihah, 2021). The conceptions are acquired by the students while learning something new hence the outcome of learning English can be sometimes difficult for the students but eventually with the correct process of learning English and becomes easier for the students to not only learn English but acquire of vast knowledge about it as well. The teaching strategies and the representation of English language as a foreign language learning in educational institute have helped the students to understand the diversification of cultural importance throughout the world (Cakici, 2016). The authors have used the data analysis method to come up with the conclusion of how important English language can be when it comes to the knowledge gaining process for both the teachers and the students on a professional level.

As both qualitative and quantitative studies have been included in the article the qualitative studies talked about the phenomenological exploration of the challenges that are faced by the teachers and the students while acquiring a foreign language that is English. Which not only talks about the problems that a teacher can face while teaching English as a foreign language in educational institutes for the problems that the students can also face why trying to acquire the knowledge of English as a foreign language that are being talked to them (König et al. 2016). Talking about the quantitative research it can be said that the proxies for English as a foreign language has been studied in this research article. The research studies talk about the intensive focus that can be put on the content knowledge and the pedagogical content knowledge. It is only about how the teachers are taking English as a learning process for professional knowledge gaining. Whereas on the other hand talking about the pedagogical content knowledge the teachers are also acquiring the knowledge of teaching the students in a way so that they can understand the importance of English as a foreign language and apply it in their professional as well as possible lives (Setiyadi, 2020).

Quantitative research question:

What are the challenges faced by teachers while acquiring English as a professional language?
Qualitative research question:

What are the proxies of content knowledge and pedagogical content knowledge of English as a foreign language?

Research hypothesis:

English is important as a foreign language that needs to be taught in educational institutes.

Null hypothesis:

English is not important as a foreign language that needs to be taught in educational institutes.

References

Cakici, D. (2016). The use of ICT in teaching English as a foreign language. Participatory educational research, 4(2), 73-77.

König, J., Lammerding, S., Nold, G., Rohde, A., Strauß, S., & Tachtsoglou, S. (2016). Teachers’ professional knowledge for teaching English as a foreign language: Assessing the outcomes of teacher education. Journal of teacher education, 67(4), 320-337.

Setiyadi, A. G. (2020). Teaching English as a foreign language.

Sholihah, H. I. A., Hidayat, A. W., Srinawati, W., Syakhrani, A. W., & Khasanah, K. (2021). What linguistics advice on teaching English as a foreign language learning using blended learning system. Linguistics and Culture Review, 5(1), 342-351.