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TOP TEN CHARACTERISTICS OF 21ST CENTURY ENGLISH LANGUAGE TEACHERS
Willy A Renandya
2023, Routledge
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Abstract
Ruth Tan Hui Min (all names are pseudonyms) was teaching English at Mango Tree Secondary School when the COVID-19 pandemic struck Singapore, and schools were forced to shift to learning-from-home mode. This new mode of instruction forced major adjustments by Ruth, her colleagues, and their students, not to mention the students' families. Fortunately, for many years, Singapore had been using five strategies that eased the 100% shift to learning from home. First, Singapore was already having occasional days and even weeks during which students learned from home. Second, before people had ever heard about COVID, schools had already been shifting to student-centered learning, thereby lessening student dependence on teachers. Third, staff development had helped Ruth and her colleagues learn how to use more and more Information Technology (IT) in their teaching. Of course, at the same time teachers were learning about the use of IT, so were their students. Fourth, collaborative learning (also known as cooperative learning) had been part of the Standard Operating Procedure (SOP) of learning at Mango Tree, and the school leaders sought to build feelings of cooperation among the staff. Fifth, families in Singapore had the financial wherewithal such that most students had the necessary hardware and internet access to be able to learn from home, and schools took steps to assist those students from families who could not afford basic virtual learning tools. Despite all this preparation, COVID-19 caused a great deal of disruption for Ruth and the entire Mango Tree community. For example, students who were already struggling struggled more with virtual learning. Fortunately, "resilience" 3
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Renandya, W.A., & Jacobs, W.A. (2023, March). Top Ten Characteristics of 21st Century
English Language Teachers. In L. England, L. Kamhi-Stein & G. Kormpas (Eds.,), English
Language Teacher Education in Changing Times: Perspectives, Strategies and New Ways of
Teaching and Learning (pp. 37-49). Routledge.
TOP TEN CHARACTERISTICS OF
21ST CENTURY ENGLISH LANGUAGE
TEACHERS
Willy A. Renandya and George M. Jacobs
Scenario
Ruth Tan Hui Min (all names are pseudonyms) was teaching English at Mango
Tree Secondary School when the COVID-19 pandemic struck Singapore, and
schools were forced to shift to learning-from-home mode. This new mode of
instruction forced major adjustments by Ruth, her colleagues, and their students,
not to mention the students’ families. Fortunately, for many years, Singapore had
been using five strategies that eased the 100% shift to learning from home. First,
Singapore was already having occasional days and even weeks during which stu-
dents learned from home. Second, before people had ever heard about COVID,
schools had already been shifting to student-centered learning, thereby lessening
student dependence on teachers. Third, staff development had helped Ruth and
her colleagues learn how to use more and more Information Technology (IT)
in their teaching. Of course, at the same time teachers were learning about the
use of IT, so were their students. Fourth, collaborative learning (also known
as cooperative learning) had been part of the Standard Operating Procedure
(SOP) of learning at Mango Tree, and the school leaders sought to build feelings
of cooperation among the staff. Fifth, families in Singapore had the financial
wherewithal such that most students had the necessary hardware and internet
access to be able to learn from home, and schools took steps to assist those stu-
dents from families who could not afford basic virtual learning tools.
Despite all this preparation, COVID-19 caused a great deal of disruption for
Ruth and the entire Mango Tree community. For example, students who were
already struggling struggled more with virtual learning. Fortunately, “resilience”
DOI: 10.4324/9781003295723-6
38 Willy A. Renandya and George M. Jacobs
was a popular concept at Mango Tree. People took failures and hardships as
opportunities to learn new skills, to explore and trial new procedures, to strengthen
their characters, and to come out of the pandemic better in many ways.
Introduction
There are days when teaching seems like a lost cause. Regardless of how brilliant
our lesson plans seem or how much energy and care we generate, the proverbial
flowers do not blossom; students do not seem to be learning, and they seem to
have no joy in learning and little motivation to even try. Sure, the high achievers
do well, but they would probably do well without us. On such days, we teachers
need to remind ourselves of the research, such as Goldhaber (2016) that says that
good teachers can make a big difference. Plus, good teachers especially make a
difference to students from lower socio-economic backgrounds.
The purpose of this chapter lies in sharing what the authors believe are key
characteristics of English Language (EL) teachers that make it more likely that
we teachers can be the ones who do make a difference to our students. This list
of teacher characteristics is drawn from the literature (e.g., Andrews & McNeill,
2005; Borg, 2006; De Costa & Norton, 2017; Griffith & Tajeddin, 2020). It
also comes from our own experiences as students, teachers, and colleagues and
teachers of teachers.
Good Language Teachers Improve Their Competence in the
Target Language and Other Related Languages
The greater our competence in the target language, the better we can help our
students (Renandya et al., 2018; Sadhegi et al., 2020). This applies whether the
target language is a first or second language for us. Continuing to learn poses
a challenge because languages are complex and vary in so many ways. At the
same time, this complexity makes it fun to continually work on our compe-
tency. For example, the pandemic, and our adjustment to it, has introduced or
increased the use of certain language items, such as: “you’re on mute” when
using Zoom or a similar platform; “new normal” for adjustments made during
the pandemic that may be here to stay; and the use of the prefix “a” to mean
“not,” as in “asymptomatic” for having COVID-19 but not showing symptoms
of the disease.
By letting our students know that we too are learning and looking for ways
to maintain and expand our language competence, we show students that we are
their co-learners, and we invite them to share with us their learning strategies.
For instance, maybe students have heard a song in the target language. They
can share the song with us and their classmates. Thus, we see student-centered
learning in action with students providing learning materials for themselves,
peers, and teachers, too.
Top Ten ELT Characteristics 39
Such new language and new ways of learning language maintain student
engagement (Richards et al., 2013). Students can also be engaged via noticing
(De Vos et al., 2019). We teachers need to notice language relevant to our stu-
dents, both relevant to their interests as well as to their proficiency level. Yes, we
want learning materials to be authentic and up-to-date, but materials also need
to be comprehensible, although we can use various strategies to increase their
comprehensibility. These strategies include pre-teaching vocabulary and con-
cepts, teaching students to use electronic resources such as WordHippo (a free
internet tool that provides synonyms, antonyms, and other forms of lexical and
grammatical help), and forming groups of students that are mixed in proficiency
level. In these heterogeneous groups, the higher achievers learn by teaching their
lower achieving groupmates.
Finally, we need to take on board insights from translanguaging (an approach
to second language instruction that welcomes students to sometimes use their
other language(s), instead of exclusively using the language they are studying)
which suggest a broader definition of language proficiency (Tupas & Renandya,
2021; Vogel & Garcia, 2017). For example, the English of high-status native
speakers no longer should be considered the only target for teachers and their
students. Furthermore, other languages, as well as non-standard dialects, can
serve as tools for learning English, and attitudes toward language variations need
to become more inclusive. Thus, non-native teachers of English should no lon-
ger feel inferior. As Tupas (personal communication) has stated, rather than
apologetically saying, “I am a non-native teacher of English,” teachers should
proudly say, “I am a multilingual teacher of English” (see Davies, 2003). In other
words, these teachers have resources outside of standard English that can be use-
ful. When considering our language competence, we need to consider the sum
total of our competence in English and in other languages.
Good Language Teachers Know Their Students Well and
Understand Their Needs
Good teachers realize that we must understand our students’ linguistic, affective,
cognitive, and social backgrounds and needs (Griffith & Tajeddin, 2020). Based
on this understanding, we can adjust what and how we teach in order to facilitate
learning. This facilitation involves adjusting to students’ current language capac-
ity (Richards, 2017), taking into account what connects with students’ minds
and hearts (Tomlinson, 2012), considering what motivates students and excites
their curiosity (Mercer & Dörnyei, 2020; Renandya, 2014), employing socially
and culturally sensitive methodology (Mckay, 2000), and using multiple means
of assessing students, including self- and peer assessment, as part of many types of
formative assessment (Mclaughlin, 2012).
Understanding our students better positions us to foster inclusion. For exam-
ple, at Mango Tree Secondary School, Ruth and her colleagues knew which
40 Willy A. Renandya and George M. Jacobs
students lacked the hardware and Wi-Fi to fully participate in learning from
home. Based on this knowledge, the school took steps to offer various forms
of assistance, including loaning IT equipment and finding places, including the
school, where Wi-Fi was available. Additionally, as the families of many students
in Singapore pay for their family members to attend afterschool enrichment and
remedial classes – even during the pandemic lockdown – less well-off families
were able to secure such assistance for their children. Heick (n.d.) stated “Life is
not fair; but education should be.”
Sometimes, it was Ruth and her colleagues directly providing this assis-
tance, as well-informed teachers are best positioned to provide the right amount
of support at the right time and for the right students (Willingham, 2015).
Additionally, peers can also provide such support, and while most classes have
only one teacher, classes have many students. Aided by electronic devices and
various software, peers can massively multiply the support students receive.
Furthermore, relying on peer support, rather than only of expert support better
prepares students for lifelong learning.
Good Language Teachers Know How to Engage Their Students
The 1960s saw the beginning of a paradigm shift in English Language Teaching
(ELT) which was part of a larger shift in Education generally, as well as in fields
such as Psychology, which inform educational practice. From a practical per-
spective, this paradigm shift can be seen as a change from teacher-centered
instruction to student-centered instruction. Here we highlight key signposts
along this journey to student-centered learning being the dominant paradigm in
ELT (Alexander & Fox, 2004; Mercer & Dörnyei, 2020).
• Conditioned learning. B.F. Skinner, a leading figure in Behaviorist
Psychology, posited that everyone, regardless of age or species, learned
alike. He famously claimed that we could shape a child into anything
using carefully and systematically designed external stimuli (i.e., stimulus-
response-reinforcement instructional model). ELT instruction influenced by
Behaviorism focused on memorization, extrinsic rewards, and repeated use
of rote drills (Alexander & Fox, 2004).
• Natural Learning. Advocates of Natural Learning were influenced by the
work of Noam Chomsky and Stephen Krashen. These two scholars believed
that all humans had an innate capacity for learning languages. All that was
needed in ELT instruction were the same elements that enabled children to
learn their first languages (Krashen & Terrell, 1983).
• Machine Learning. This view, developed by John Anderson and col-
leagues, saw human language learning as taking place in a manner similar
to that of computers learning information (Anderson, 1996). This involved
three steps: encoding, storage, and retrieval.
Top Ten ELT Characteristics 41
• Socio-Cultural Learning. This theory of Education arose from the work
of Lev Vygotsky. Vygotsky (2007) emphasized the social nature of learning,
and how people helped others, such as teachers and peers helping students.
This help ideally took place in students’ Zone of Proximal Development,
i.e., what students were ready to learn next.
• Engaged Learning. Engaged Learning (Mercer, 2019) currently enjoys
a great deal of attention in Education circles. The idea is that students
need to be cognitively, affectively, and socially involved if they are to
construct their own understandings of what lies in the English Language
curriculum.
Are your ELT students fully engaged? The students of the two authors of this
chapter seldom rise to that happy level. Antonetti and Garver (2015) observed
many classes and found that, although the majority of students were involved
in completing the tasks they had been assigned, few of the students were actu-
ally engaged. By “engaged,” the researchers meant that students understood the
big picture of what they were doing and why they were doing it. Fortunately,
by giving students more control over and responsibility for their own learning,
student-centered learning increases student engagement. For example, giving
students choices, helping students see the big picture of their learning and how
it fits with the wider society, and involving students in projects rather that short,
one-off activities, can potentially increase students’ levels of engagement, thus
providing students with greater opportunities to learn more in the language
classroom.
Good Language Teachers Continue to Build Their Pedagogical
Knowledge and Skills
Knowing content is crucial but knowing how to teach that content is equally
crucial. We teachers need a teaching toolbox well stocked with a wide variety of
methods and techniques (Richards & Reppen, 2014). In addition, our toolboxes
also need an understanding of the principles and theories that underpin those
methods and techniques. For example, the Jigsaw technique, a popular cross-
curricular technique in cooperative learning (Aronson, 2022) which was devel-
oped to operationalize principles from Social Interdependence Theory (Johnson
& Johnson, 2009), has been developed for language teaching and is a popular
method that EL teachers use to engage their students.
With a well-stocked toolbox, language teachers are better prepared to teach a
wide variety of students whom we are likely to encounter. We need to reject a
one-size-fits-all approach which blames students if they do not succeed with our
favorite way of teaching. For example, we need to employ ideas from Multiple
Intelligences Theory (Gardner, 1993), which tells us that the question to ask is
42 Willy A. Renandya and George M. Jacobs
not, “Are students smart?” but “How are students smart?” Thus, the burden lies
with us to teach in different ways in order to reach all our students. In the sce-
nario that opened this chapter, Ruth had to add to her toolbox to understand
the nature of virtual learning and to master the necessary methods and tech-
niques to support student learning in a virtual or blended learning environment.
Good Language Teachers Use a Well-Balanced and Calibrated
Approach to Language Teaching
Teachers and other English language education stakeholders debate various issues
of balance in our profession. One such issue involves whether to teach language
as knowledge or language as ability (Richards & Reppen, 2014). Language as
knowledge puts the focus on systematically and explicitly teaching language
forms, such as grammar and vocabulary. In this view, when students have mas-
tered grammar rules and know sufficient vocabulary, they will be able to fluently
deal with a wide variety of authentic situations. Ellis (2003, as cited in Richards
& Reppen, 2014, p. 6), described teaching techniques employed by teachers
who hold a language as knowledge view.
• A specific grammatical feature is isolated for focused attention.
• The learners are required to produce sentences containing the targeted
feature.
• The learners are provided with opportunities for repetition of the targeted
feature.
• There is an expectancy that the learners will perform the grammatical fea-
ture correctly; therefore, practice activities are success oriented.
• The learners receive feedback on whether their performance of the gram-
matical structure is correct or not. This feedback may be immediate or
delayed.
A language as ability view does not explicitly teach rules or vocabulary. Instead,
learners receive large quantities of comprehensible input via listening, reading,
and viewing. Via this input, students implicitly acquire and internalize gram-
mar, vocabulary, and other language features. Research seems to support such an
implicit approach to language learning. As Loewen (2015) stated, “The ability
to produce language relatively easily for communicative purposes draws heavily
on implicit knowledge (p. 25)”. However, many teachers used a hybrid approach
which combines large amounts of comprehensible input with some explicit
instruction (Ellis, 2014; Nation, 2007). It should be borne in mind that this
explicit instruction can itself constitute comprehensible input.
Top Ten ELT Characteristics 43
Ruth uses the internet to facilitate her learn-at-home students’ exposure to
large amounts of comprehensible input. One way she does this is via exten-
sive reading (Day & Bamford 1998; Nation & Waring, 2019; Renandya &
Day, 2020). In extensive reading, students read extensive quantities of (usually)
self-selected material that is approximately in their current proficiency range.
Companions of extensive reading are extensive listening and extensive viewing
(Ivone & Renandya, 2019; Renandya, 2013). The internet can be of substantial
assistance in such programs as students can access large amounts of highly inter-
esting and easy-to-understand reading materials. This is especially the case in
Singapore where students can access free-of-charge a large selection of ebooks,
audiobooks, and videos from the school or public libraries.
Another balancing issue that English language teachers need to consider is
how to teach students to consider what is taking place in the world around them,
such as global warming and the United Nations’ Sustainable Development Goals
(SDGs), or whether to focus solely on language matters. Maley and Peachey
(2017, p. iii) capture this issue in a poem.
Teacher
What do you do?
I’m a teacher.
What do you teach?
People.
What do you teach them?
English.
You mean grammar, verbs, nouns, pronunciation, conjugation, articles and particles,
negatives and interrogatives …?
That too.
What do you mean, ‘that too’?
Well, I also try to teach them how to think, and feel – show them inspiration, aspira-
tion, cooperation, participation, consolation, innovation
… help them think about globalization, exploitation, confrontation, incarceration, dis-
crimination, degradation, subjugation,
… how inequality brings poverty, how intolerance brings violence, how need is denied by
greed, how -isms become prisons, how thinking and feeling can bring about healing.
Well I don’t know about that. Maybe you should stick to language, forget about
anguish. You can’t change the world.
But if I did that, I’d be a cheater, not a teacher.
44 Willy A. Renandya and George M. Jacobs
Good Language Teachers Use Appropriate Technology to
Engage Students and Enhance Their Learning
The use of technology can be seen in so many elements of ELT whether students
are learning via face-to-face or virtual modes (Kessler, 2018). The pandemic
heightened this trend, and it has many advantages, bearing in mind the huge
number of students in poor countries who are unable to fully realize technol-
ogy’s many benefits. Given the power of technology, good language teachers
are constantly looking for how to better apply technological tools to facilitate
language learning bearing in mind principles of instructed language acquisition
(Ellis, 2014). In that light, when choosing technology, teachers ask such ques-
tions as whether the technology:
• Supplies rich, interesting, and meaningful language input?
• Helps students notice important target language features?
• Offers frequent and meaningful opportunities to practice language that was
learned earlier?
• Employs different modes to facilitate learning?
• Encourages student-student collaboration in ways in which all students are
likely to participate in roughly equal amounts?
• Assists students to realize that language enables us to achieve social purposes,
such as praising others?
• Exposes students to a range of language varieties, e.g., different national and
class varieties of English, as well as students using other languages to learn
English?
Yes, using technology is fashionable, but as Ruth and her students can tell us,
during the pandemic, technology made a huge difference. What if the pandemic
had never happened? Would our use of technology in ELT have accelerated to
such a degree? Probably not, just like nothing encourages people to brush and
floss their teeth more than spending an hour or two in the dentist’s chair for a
root canal surgery. Let us hope that even after the pain of the pandemic is behind
us, even after the cool factor of using technology has faded, we will understand
the many benefits of technology and continue to ramp up its use (Kessler, 2018).
Good Language Teachers Belong to Professional Learning
Communities
Learning, like teaching, combines individual and social aspects. Individual
learning involves each person’s internal cognitive and affective resources; social
learning involves learning from and with others. The social aspects of learning
enhance and enliven what we can do on our own (Jacobs & Renandya, 2019;
Johnson & Johnson, 2009). The internet greatly expands our opportunities for
Top Ten ELT Characteristics 45
such social learning, and our experiences with such learning can inform and
motivate our facilitation of student-student learning.
Professional learning communities provide a venue for social learning among
teachers. For instance, Ruth and a few of her colleagues were members of an
international online teachers Facebook group called Teachers Voices (https://
www.facebook.com/groups/teachervoices) which brings together more than
12,000 teachers from a range of countries to exchange ideas and experiences.
Teachers Voices proved especially useful during the pandemic. For instance,
teaching from home can lead to feelings of isolation, which can be reduced by
the camaraderie enjoyed in professional learning communities. Good language
teachers can also engage in professional learning via learning circles, critical
friends’ groups, and Lesson Study groups. Such interactions encourage teachers
to reflect on their teaching and their lives generally (Anderson, 2018).
Good Language Teachers Are Lifelong Learners
How many times have you seen articles with headlines such as “Facing Turbulent
Times Together” and “Changing Toward a New and Better Normal”? One of
the trendy ideas of 2021 was “The Great Resignation,” in which a large number
of people seemed to be leaving their current jobs and pursing new possibilities.
Gone for most people are the days when we have the same job for our entire
working lives, using the same skills to perform the same tasks.
Ruth, the teacher in our scenario, is a case in point. She did not begin her
career as a language teacher or any kind of teacher. She was in the banking indus-
try, but felt her passion was in teaching teens. So, she went back to university
to learn about Education. Of course, Education is replete with changes, none
more life-rattling than coping with teaching during the pandemic. Thus, Ruth
provides a great example of lifelong learning.
When she first started teaching English, Ruth remembered back to the
English classes of her secondary school days and taught as she had been taught: in
a teacher-centered learning fashion. However, the winds of change were blow-
ing. Not only did her principal and department head urge her to move toward
student-centered learning, but her students quickly became restless and disen-
gaged with Ruth’s main mode of teaching, which largely reflected the transmis-
sion model of learning. Fortunately, Ruth’s colleagues gave lots of support as she
and her students transitioned along the path to a student-centered approach that
“seeks to facilitate a more active and more powerful role for students in their
own present and future learning” (Jacobs & Renandya, in press).
Along the way, some of Ruth’s long-held beliefs had to be unlearned and
certain behaviors had to be relearned. An example of a belief that had to be
unlearned is that teachers are responsible for immediately providing students with
the right answers. Flowing from that belief, whenever students had questions
or did something incorrectly, Ruth would immediately answer the question or
46 Willy A. Renandya and George M. Jacobs
correct the error. The new belief that Ruth learned is that in student-centered
learning, students should be more independent. Yes, teachers are still there to
help, but students (perhaps with peer assistance) should try hard to answer their
own questions and figure out whether what they have done might be improved.
Now, Ruth goes for a Guide on the Side role, instead of being a Sage on a Stage.
Good Teachers Take Care of Their Own Health
The pandemic has brought attention to the need for teachers to engage in self-
care, i.e., to look out for their own health. Teaching is a giving profession.
However, if we are not careful, we can end up like the Giving Tree in the famous
Shel Silverstein (1964) children’s book. The tree gives and gives, first giving
apples, then branches, then its trunk, until nothing is left of the tree except for a
stump. The tree is now of little good to anyone including itself.
The typical EL teacher has a role much different from the typical university
educated professional. The average professional sits at their own desk in a quiet
airconditioned office surrounded by fellow adults who are there by their own
choice, and these professionals are able to visit the restroom or go for a snack
whenever the urge strikes them. In contrast, most teachers are surrounded by
children who often would rather not be there. Classrooms, such as Ruth’s, are
not airconditioned and can sometimes be rather noisy. Teachers’ work does not
end when the school day ends. Instead, we often face mountains of marking and
class preparation. The pandemic just made this worse as the threat of infection
hung over people’s heads. Thus, “burnout” and “teacher” are two words which
too often collocate (Küçükoğlu, 2014).
Fortunately, many self-care strategies can assist teachers who feel as though
they are burning the candle at both ends. For example, Ruth joins a few col-
leagues for yoga after school every Tuesday and Thursday. Also, as she tries to
lead by example with her students, i.e., by not stressing them, she reduces the
stress on herself. An example is that she starts class with humorous and/or heart-
warming videos and encourages students to share ones that they have found or
maybe even made themselves. Ruth especially favors videos that show farmed
animals, while cat videos are her students’ favorites. Another stressbuster that
Ruth uses whether teaching face-to-face or online is to ask everyone to stand
and do some light stretching. Those who prefer not to stand can do various chair
yoga postures.
Your Turn
Thus far, this chapter has outlined nine characteristics of good EL teachers. We
have a couple of ideas for #10. However, in the spirit of taking the student-
centered learning paradigm and applying it to society generally and, in this
case, to teacher learning, we will ask you, our readers, to generate a tenth
Top Ten ELT Characteristics 47
characteristic of good EL teachers. Please reflect on your own experience as
both a language learner and a language teacher. Maybe the tenth characteristic
is one that you already possess, and you hope that your peers will follow your
lead. Why is the characteristic important? If we were were flies on the wall in
your classroom (please don’t swat us!), what would we see? And, what about our
friend Ruth who is coping with the pandemic? How can she operationalize the
characteristic?
Conclusion
An African proverb states that “Those who stop learning are like the living dead.”
Thus, life to be truly lived is a constant adventure of learning and development.
For instance, when George first started teaching English, the person who hired
him said, “I don’t like to hire new teachers, because new teachers are bad teach-
ers; but if these new teachers never get a chance to get better, how can our pro-
fession get more good teachers?” She was right. George was not a good teacher.
The good news is that George improved and now, Willy can tell you that after
40+ years of teaching, George does have some of the characteristics of a good EL
teacher, and that he constantly tries to learn more, including from Willy.
We – Willy and George – hope that you will join us in our quest to improve
both as teachers and as people. Are better people better teachers? Let us save that
matter for another time. Now, we will end this chapter by thanking everyone
who read it. Perhaps, the chapter has contained one idea you would like to try
and perhaps share with other teachers, so that we teachers can better help our
students and, in that way, contribute our small drop to the bucket of water which
can nourish a world thirsty for learning and kindness.
References
Alexander, P. A., & Fox, E. (2004). A historical perspective on reading research and prac-
tice. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading
(5th ed., pp. 33–68). International Reading Association.
Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist,
51(4), 355–365. https://doi.org/10.1037/0003-066X.51.4.355
Anderson, N. J. (2018). The five Ps of effective professional development for language
teachers. MEXTESOL Journal, 42(2), 1–9.
Andrews, S., & McNeill, A. (2005). Knowledge about language and the ‘good language
teacher’. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159–178).
Springer.
Antonetti, J. V., & Garver, J. R. (2015). 17,000 classroom visits can’t be wrong: Strategies that
engage students, promote active learning, and boost achievement. ASCD.
Aronson, J. (2022). The jigsaw classroom. https://www.jigsaw.org/
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language
Teaching Research, 10(1), 3–31.
Davies, A. (2003). The native speaker: Myth and reality. Multilingual Matters.
48 Willy A. Renandya and George M. Jacobs
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom.
Cambridge University Press.
De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the
good language teacher. The Modern Language Journal, 101(S1), 3–14.
De Vos, J. F., Schriefers, H., & Lemhöfer, K. (2019). Noticing vocabulary holes aids inci-
dental second language word learning: An experimental study. Bilingualism: Language
and Cognition, 22(3), 500–515.
Ellis, R. (2003). Task-based language teaching. Oxford University Press.
Ellis, R. (2014). Principles of instructed second language learning. In M. Celce-Murcia,
D. M. Brinton, M. A. Snow, & D. Bohlke (Eds.), Teaching English as a second or foreign
language (pp. 31–45). Cengage Learning.
Gardner, H. (1993). Multiple intelligences: The theory and practice. Basic Books.
Goldhaber, D. (2016). In schools, teacher quality matters most. Education Next, 16(2).
Griffiths, C., & Tajeddin, Z. (Eds.). (2020). Lessons from good language teachers. Cambridge
University Press.
Heick, T. (n.d.). Education, Teaching, & Learning: A System, An Action, & A Process. https://
www.teachthought.com/pedagogy/education-system-teaching-action-learning-
process/
Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT.
TEFLIN Journal, 30(2), 237–256.
Jacobs, G. M., & Renandya, W. A. (2019). Student-centred cooperative learning. Springer
Nature.
Jacobs, G. M., & Renandya, W. A. (2021). Expanding students’ choices in language edu-
cation. The Journal of Modern Languages, 31(2), 1–24.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story:
Social interdependence theory and cooperative learning. Educational Researcher, 38(5),
365–379.
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language
Annals, 51(1), 205–218.
Krashen, S. D., & T. D. Terrell. (1983). The natural approach. Pergamon.
Küçükoğlu, H. (2014). Ways to cope with teacher burnout factors in ELT classrooms.
Procedia-Social and Behavioral Sciences, 116, 2741–2746.
Loewen, S. (2015). Introduction to instructed second language acquisition. Routledge.
Maley, A., & Peachey, N. (Eds.). (2017). Integrating global issues in the creative English class-
room: With reference to the United Nations Sustainable Development Goals. British Council.
UN_SDG_v4S_WEB.pdf
McKay, S. L. (2000). Teaching English as an International Language: Implications for
cultural materials in the classroom. TESOL Journal, 9(4), 7–11.
McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know.
The Reading Teacher, 65(7), 432–440.
Mercer, S. (2019). The foundations of engagement: A positive classroom culture. https://
www.youtube.com/watch?v=lsODNoIbbVY&t=2s
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms.
Cambridge University Press.
Nation, I. S. P. (2007). The four strands. International Journal of Innovation in Language
Learning and Teaching, 1(1), 2–13.
Top Ten ELT Characteristics 49
Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language.
Routledge.
Renandya, W. A. (2013). The role of input- and output-based practice in ELT. In A.
Ahmed, M. Hanzala, F. Saleem, & G. Cane (Eds.), ELT in a changing world: Innovative
approaches to new challenges (pp. 41–52). Cambridge Scholars Publishing.
Renandya, W. A. (2014). Motivation in the language classroom. TESOL International
Association.
Renandya, W. A., & Day, R. (2020). The primacy of extensive reading and listening:
Putting theory into practice. In D. S. Anshori, P. Purnawarnan, W. Gunawan, & Y.
Wirza (Eds.), Language, education, and policy for the changing society: Contemporary research
and practices: A festschrift for Professor Fuad Abdul Hamied (pp. 90–104). UPI Press.
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in
Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618.
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and
performance. RELC Journal, 48(1), 7–30.
Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction.
RELC Journal, 45(1), 5–25.
Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teach-
ers’ language proficiency and their language teaching practice. The Language Learning
Journal, 41(2), 231–246.
Sadeghi, K., Richards, J. C., & Ghaderi, F. (2020). Perceived versus measured teaching
effectiveness: Does teacher proficiency matter? RELC Journal, 51(2), 280–293.
Silverstein, S. (1964). The giving tree. Harper & Row. https://www.youtube.com/
watch?v=XFQZfeHq9wo
Tomlinson, B. (2012). Materials development for language learning and teaching.
Language Teaching, 45(2), 143–179.
Tupas, R., & Renandya, W. A. (2021). Unequal Englishes: Re-envisioning the teaching
of English in linguistically diverse classrooms. In B. Spolsky & H. Lee (Eds.), Localizing
global English: Asian perspectives and practices (pp. 47–62). Routledge.
Vogel, S., & García, O. (2017). Translanguaging. In Oxford research encyclopedia of education.
Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181
Vygotsky, L. S. (2007). The Cambridge companion to Vygotsky. Cambridge University Press.
Willingham, D. T. (2015). Raising kids who read: What parents and teachers can do. John
Wiley & Sons.
References (46)
Alexander, P. A., & Fox, E. (2004). A historical perspective on reading research and prac- tice.
In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 33-68). International Reading Association.
Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4), 355-365. https://doi.org/10.1037/0003-066X.51.4.355
Anderson, N. J. (2018). The five Ps of effective professional development for language teachers. MEXTESOL Journal, 42(2), 1-9.
Andrews, S., & McNeill, A. (2005). Knowledge about language and the 'good language teacher'. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159-178). Springer.
Antonetti, J. V., & Garver, J. R. (2015). 17,000 classroom visits can't be wrong: Strategies that engage students, promote active learning, and boost achievement. ASCD.
Aronson, J. (2022). The jigsaw classroom. https://www.jigsaw.org/ Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
Davies, A. (2003). The native speaker: Myth and reality. Multilingual Matters. 48
Willy A. Renandya and George M. Jacobs
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3-14.
De Vos, J. F., Schriefers, H., & Lemhöfer, K. (2019). Noticing vocabulary holes aids inci- dental second language word learning: An experimental study. Bilingualism: Language and Cognition, 22(3), 500-515.
Ellis, R. (2003). Task-based language teaching. Oxford University Press.
Ellis, R. (2014). Principles of instructed second language learning. In M. Celce-Murcia, D. M. Brinton, M. A. Snow, & D. Bohlke (Eds.), Teaching English as a second or foreign language (pp. 31-45). Cengage Learning.
Gardner, H. (1993). Multiple intelligences: The theory and practice. Basic Books. Goldhaber, D. (2016). In schools, teacher quality matters most. Education Next, 16(2). https://www.educationnext.org/in-schools-teacher-quality-matters-most-coleman/
Griffiths, C., & Tajeddin, Z. (Eds.). (2020). Lessons from good language teachers. Cambridge University Press.
Heick, T. (n.d.). Education, Teaching, & Learning: A System, An Action, & A Process. https:// www.teachthought.com/pedagogy/education-system-teaching-action-learning- process/
Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal, 30(2), 237-256.
Jacobs, G. M., & Renandya, W. A. (2019). Student-centred cooperative learning. Springer Nature.
Jacobs, G. M., & Renandya, W. A. (2021). Expanding students' choices in language edu- cation. The Journal of Modern Languages, 31(2), 1-24.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218.
Krashen, S. D., & T. D. Terrell. (1983). The natural approach. Pergamon.
Küçükoğlu, H. (2014). Ways to cope with teacher burnout factors in ELT classrooms. Procedia-Social and Behavioral Sciences, 116, 2741-2746.
Loewen, S. (2015). Introduction to instructed second language acquisition. Routledge.
Maley, A., & Peachey, N. (Eds.). (2017). Integrating global issues in the creative English class- room: With reference to the United Nations Sustainable Development Goals. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/PUB_29200_Creativity_ UN_SDG_v4S_WEB.pdf
McKay, S. L. (2000). Teaching English as an International Language: Implications for cultural materials in the classroom. TESOL Journal, 9(4), 7-11.
McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 65(7), 432-440.
Mercer, S. (2019). The foundations of engagement: A positive classroom culture. https:// www.youtube.com/watch?v=lsODNoIbbVY&t=2s
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Nation, I. S. P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13. Top Ten ELT Characteristics 49
Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. Routledge.
Renandya, W. A. (2013). The role of input-and output-based practice in ELT. In A. Ahmed, M. Hanzala, F. Saleem, & G. Cane (Eds.), ELT in a changing world: Innovative approaches to new challenges (pp. 41-52). Cambridge Scholars Publishing.
Renandya, W. A. (2014). Motivation in the language classroom. TESOL International Association.
Renandya, W. A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. In D. S. Anshori, P. Purnawarnan, W. Gunawan, & Y. Wirza (Eds.), Language, education, and policy for the changing society: Contemporary research and practices: A festschrift for Professor Fuad Abdul Hamied (pp. 90-104). UPI Press.
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618.
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7-30.
Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.
Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teach- ers' language proficiency and their language teaching practice. The Language Learning Journal, 41(2), 231-246.
Sadeghi, K., Richards, J. C., & Ghaderi, F. (2020). Perceived versus measured teaching effectiveness: Does teacher proficiency matter? RELC Journal, 51(2), 280-293.
Silverstein, S. (1964). The giving tree. Harper & Row. https://www.youtube.com/ watch?v=XFQZfeHq9wo
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
Tupas, R., & Renandya, W. A. (2021). Unequal Englishes: Re-envisioning the teaching of English in linguistically diverse classrooms. In B. Spolsky & H. Lee (Eds.), Localizing global English: Asian perspectives and practices (pp. 47-62). Routledge.
Vogel, S., & García, O. (2017). Translanguaging. In Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181
Vygotsky, L. S. (2007). The Cambridge companion to Vygotsky. Cambridge University Press.
Willingham, D. T. (2015). Raising kids who read: What parents and teachers can do. John Wiley & Sons.
Willy A Renandya
Nanyang Technological University, Faculty Member
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Dr. Syed Muntasir Mamun
KSCCN, 2026
The escalating global demand for data storage, projected to reach 1024 bits by 2040, is rapidly outpacing the capacity of classical silicon-based memory, exposing an infrastructural crisis. Synthetic Deoxyribonucleic Acid (DNA) is the premier ultra-high-density archival candidate, offering 1018 bits per cubic centimeter, but its enterprise-scale adoption is severely limited by biochemical (imperfect synthesis, PCR biases) and computational bottlenecks (intractable encoding combinatorics, the Data Loading Problem) inherent to classical architectures. This report details how the strategic integration of Quantum-AI hybrid algorithms—specifically Variational Quantum Eigensolvers (VQE), Quantum Neural Networks (QNNs), and Artificial General Intelligence (AGI) orchestration—provides the necessary computational leverage to overcome these historic limitations. Hybrid frameworks like Quantum-DNA Image Compression (Q-DIC) utilize NISQ-compatible VQEs to enforce hardware synthesis constraints and achieve significant compression, while the 2026 breakthrough of Quantum Oracle Sketching bypasses the need for Quantum Random Access Memory (QRAM) by processing petabyte-scale data streams "on the fly". Furthermore, AI-driven quantum generative models effectively mitigate native biological noise, grounded in the Constrained Disorder Principle. The alignment of utility-scale quantum deployment (projected by 2027) and AGI emergence (before 2030) promises fully automated, quantum-accelerated DNA data centers that will permanently resolve the global data capacity crisis.
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Early Complete Metabolic Response to Chemotherapy Plus Osimertinib-Based Therapy in Non-Small-Cell Lung Cancer (NSCLC): A Case Report
Athenaeum Scientific Publishers | Open Access Journals | Research Journals
Journal of Clinical Medical Research, 2026
Complete metabolic responses to first-line osimertinib-based therapy in advanced Epidermal Growth Factor Receptor (EGFR)-mutated Non-Small-Cell Lung Cancer (NSCLC) are uncommon and the presence of multiple primary malignancies may complicate treatment response assessment. We report a 53-year-old woman with a history of stage IIIA luminal A breast cancer in remission who presented with cough, dyspnea on exertion and weight loss and was diagnosed with advanced EGFR L858Rmutated lung adenocarcinoma with extensive baseline disease on FDG PET/CT. Treatment with carboplatin, pemetrexed and osimertinib resulted in a complete metabolic response after four cycles. Eight months later, new hypermetabolic lymphadenopathy was detected; biopsy confirmed recurrent HER2-low breast carcinoma rather than lung cancer progression. This case reinforces the importance of tissue confirmation in patients with prior malignancies to correctly guide treatment and prevent inappropriate management decisions.
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Learning from COVID-19: how Indonesian English teachers see computer-assisted language learning?
International Journal of Evaluation and Research in Education (IJERE)
International Journal of Evaluation and Research in Education (IJERE), 2024
The COVID-19 outbreak has transformed various parts of life, including teaching and learning methods. Teachers, especially Indonesian English teachers, were taken aback by the abrupt transition from offline to online instruction because it was unanticipated and unprepared. This paper attempted to investigate how teachers implement their pedagogical knowledge in the online environment during the pandemic and how they improve on using computer-assisted language learning (CALL) during the sudden shift from offline to online instruction. The findings revealed that teaching methods are being adapted to accommodate the features of the online platform. In order to adjust to this new situation, teachers use their creativity to adapt the stages of cooperative learning, collaborative learning, and class discussion in an online context. Participating in virtual workshops and training also helps teachers improve their digital skills concerning internet material. In the future, the results of the present study can be applied to improve the teacher education curriculum. Specifically, it is suggested to construct a course for the teacher education curriculum that places pre-service teachers in diverse and challenging conditions.
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Communication of Teachers and Students in Learning During the COVID-19 Pandemic at SMP N 1 Laubaleng
Ribka Hernita Sitepu
This study aims to determine the communication of teachers and students in learning in a virtual classroom at SMP N 1 Laubaleng. The Covid-19 pandemic of course makes us limit all interactions and also maintain distance between each other, even communication is hampered, including communication between teachers and students at SMP N 1 Laubaleng. This research uses quantitative research with descriptive format. In analyzing the data, the writer uses techniques, namely, data collection techniques, namely observation, documentation and interviews. This interview as supporting data for the main data of the SPSS test from the results of the questionnaire answers that have been distributed to students. In this study, primary data was obtained through filling out a questionnaire by 101 students studying social studies at SMP N 1 Laubaleng. In this study there are 2 variables, namely: Free Variable, namely Online Learning (X) and Bound Variable, namely Student Learning Achievement (Y). The results showed that, the communication between teachers and students of SMP N 1 Laubaleng was in the medium category. Student learning activities in social studies subjects are also in the medium category. In addition, there is a significant positive effect between teacher and student communication on student learning behavior.
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English Language Teaching
Mustabshira Siddiqui
Digitalization, globalization, and online learning have revolutionized the educational scenario. It was not long ago when remote learning, which essentially means learning without being physically present in the boundaries of an educational institution, was condemned and deemed "ineffective". However, the spread of the deadly COVID-19 virus has forced students and teachers to adopt remote learning, causing unprecedented changes in the learning process. Based on the recent switch to remote learning, it is safe to say that not only remote education ensures better reach and lifelong learning, but it is also learner-oriented, flexible, convenient, economical, and saves a lot of time and resources. The need of the hour is to make remote learning available to everyone, by broadcasting lessons on television, radio, social media, YouTube, distributing informative books, and attention-grabbing pamphlets. Keeping in mind the benefits and freedom that come with remote education, we can presume that remote education is here to stay. The present paper will analyze the educational scenario during COVID-19, and will also discuss the future of E-learning as a brighter prospect for students around the world. It will attempt to provide insights into the various aspects of remote learning through the analysis of the results of an online survey, which was conducted on seventeen students from different countries all over the globe. The participants shared their views and experiences regarding the remote learning experiences during Covid-19.
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Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic 1
Prof. Dr. Daniel Ginting
MEXTESOL, 2021
The present study describes the experience of Indonesian teachers coping with Emergency Remote Teaching (ERT) during the COVID-19 pandemic. An understanding of their experiences can help teachers better prepare for ERT in the future. Unlike ERT practices in other countries during the pandemic, there is still a lack of evidence of ERT practices in Indonesia. This descriptive study aims to interpret teachers' experience in managing their ERT. Online questionnaires were distributed to 36 Indonesian university lecturers and 40 Indonesian high school teachers. The instructors shared their experience of ERT practices during the pandemic. This study aims to examine their readiness to cope with ERT. The data show that teachers demonstrated their readiness to host ERT in the way they perceived learning management systems (LMS), developed modules, deployed feedback and comments, and scheduled screen time. Teachers' ERT strategies did not hinder students' successful learning as teachers maintained students' engagement in online learning through their knowledge of basic technology, such as choosing a LMS, providing encouragement through feedback, and producing media such as video lessons. Moreover, teachers could manage their screen time without negatively affecting their own mental and physical health. Finally, further research could seek data from a wider range of participants to obtain a wider picture of teachers' experience in Indonesian ERT. Resumen El presente estudio describe la experiencia de los profesores indonesios que se enfrentan a la enseñanza remota de emergencia (ERE) durante la pandemia de COVID-19. Entender sus experiencias puede ayudar a los maestros a prepararse mejor para ERE en el futuro. A diferencia de las prácticas de ERE en otros países durante la pandemia, todavía hay una falta de evidencia de las prácticas de ERE en Indonesia. Este estudio descriptivo tiene como objetivo interpretar la experiencia de los profesores en la gestión de su ERE. Se distribuyeron cuestionarios en línea a 36 profesores universitarios indonesios y 40 profesores de bachillerato indonesios. Los instructores compartieron su experiencia con las prácticas de ERE durante la pandemia. Este estudio tiene como objetivo examinar su preparación para hacer frente a ERT. Los datos muestran que los maestros demostraron su disposición para realizar ERE en la forma en que percibieron los sistemas de gestión del aprendizaje (SGA), desarrollaron módulos, implementaron retroalimentación y comentarios y programaron el tiempo de pantalla. Las estrategias de ERE de los maestros no obstaculizaron el aprendizaje exitoso de los estudiantes, ya que los maestros mantuvieron la participación de los estudiantes en el aprendizaje en línea a través de su conocimiento de la tecnología básica, como elegir un SGA, brindar estímulo a través de comentarios y producir contenido, como lecciones en video. Además, los profesores pudieron gestionar su tiempo frente a la pantalla sin afectar negativamente su propia salud mental y física. Por último, la investigación adicional podría buscar datos de una gama más amplia de participantes para obtener una imagen más
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21st Century Skills in Practice: Malaysian Trainee Teachers’ Experience at Managing Students’ Learning during the Pandemic
Norhaili Massari
Sains Insani
Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with the greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Data were collected from interv...
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