Contemporary Research in Education and English Language Teaching

Evaluating the role of G-rated videos in enhancing English fluency among preschoolers

Precious Maxine D. Martin — 2025-02-05

G-rated video materials have become a boon for today's generation. Pre-schoolers often integrate these materials into their daily routines. This study displayed the effects of G-rated video materials on pre-schoolers’ English fluency. The respondents of this study consisted of 26 pre-schoolers from the University of Saint Louis Tuguegarao. The researchers used total enumeration to gather data, ensuring the involvement of the entire population. Participants were handed a parental consent form along with a pre-survey that solicited their background profile on G-rated video materials. Following this, the researchers conducted one-on-one recording sessions with the pre-schoolers using standardized questions. A language instructor validated the recordings using a standardized rubric to determine the preschool’s fluency. The chi-square test was used to analyze the data and assess the relationship between watching G-rated video materials and the English fluency of pre-schoolers. The findings indicated that there is no significant association between the two variables, suggesting other factors may contribute to fluency development.

Managing discipline problems in ESL/EFL classrooms: A review of challenges and strategies

Lhoussine Qasserras — 2025-02-08

Classroom discipline is essential in ESL/EFL educational settings, as it directly influences students’ academic performance, participation, and the overall learning environment. Teachers must effectively manage discipline to ensure students remain attentive and that lessons proceed without disruptions. This study aims to explore common discipline problems in ESL/EFL classrooms, analyze their causes, and evaluate effective classroom management strategies. A systematic review of existing literature highlights key challenges, including disruptive behavior, lack of motivation, cultural conflicts, and language barriers. The findings suggest that both teacher-centered and student-centered approaches play crucial roles in addressing these issues. Additionally, culturally responsive classroom management and professional development are pivotal in equipping teachers with the necessary skills. Practical implications include adopting clear expectations, positive reinforcement, behavior contracts, and differentiated instruction to create a conducive learning environment. The study underscores the importance of ongoing teacher training and culturally aware discipline strategies in mitigating classroom management issues.

Exploring the causes and potential impact of embarrassment in English speaking classes: A case study of Omani students

Manizheh Alami — 2025-02-24

Due to the global prevalence of English, it is essential for non-native learners to develop effective speaking skills. English speaking classes often evoke feelings of embarrassment among EFL learners, which can significantly affect language performance. Various factors contribute to this feeling, which has largely been overlooked by teachers despite its significant impact on language learning. The present study is an attempt to identify the sources of Omani students’ embarrassment in speaking classes and the potential negative or positive impact of it (if any) on their language performance. It further investigates whether there is a meaningful relationship between gender and embarrassment in English speaking classes. A sample of n=151 students participated in the study and filled out the questionnaire. The results of the study show that some linguistic and interpersonal factors contribute to students’ embarrassment during English speaking activities, among which are: fear of speaking in front of the class, struggle to recall or use the wrong word, feeling less fluent compared to classmates, mispronouncing words, receiving negative feedback or comments from teachers and classmates, and some other factors. Additionally, the cross-gender comparison indicates that in some cases, gender is a significant factor influencing the level of embarrassment experienced by speakers.

The impact of teachers' verbal aggressiveness on students' academic performance and emotional well-being: A correlational analysis

Khawla Lamghari — 2025-02-24

This study examines the impact of teachers' verbal aggressiveness on high school students’ academic performance, emotional well-being, and classroom engagement, addressing a critical gap in understanding how negative teacher behavior impacts students. Using a quantitative correlational design, data were collected through a 20-item Likert scale questionnaire completed by 70 high school students from diverse academic streams. The findings reveal that verbal aggression by teachers has significant adverse effects, with students reporting decreased motivation, academic disengagement, and negative emotional impacts such as anxiety and low self-esteem. Public humiliation emerged as particularly damaging, leading to feelings of resentment and vulnerability to bullying. Conversely, positive teacher behaviors, such as praise and encouragement, were strongly associated with improved classroom participation, enhanced motivation, and better academic outcomes. The study highlights the urgent need for professional development programs that equip teachers with effective communication skills and awareness of the psychological impact of their behaviors. Creating a respectful and supportive classroom atmosphere can mitigate the harmful effects of verbal aggression, fostering student engagement, emotional resilience, and academic success.