Innovations In Teaching English Communication: Strategies For ESL Learner Engagement

Abstract

The current research examines the emerging instructional practices that will help develop English communication and interaction among ESL students. Mixed municipality approach was used in gathering data by surveying 120 learners and 8 instructors on questionnaires, classroom observations and organizing semi structure interviews. High learner participation obtained as a result of quantitative analysis has been reported with mean scores of 4.2 and 4.0 on behavioral participation and cognitive focus respectively and 4.3 on emotional motivation suggesting that the learners are highly engaged in classroom activities. Significant improvements in communication skills were also self-reported and speaking (4.3), listening (4.1), writing (4.0), reading (3.9) recorded the highest gains. Qualitative results also showed that the following strategies have probably been shown to be effective at increasing motivation, confidence, and the use of language in practical, real-life contexts, namely, task-based learning, collaborative work, gamificinal, and technology-assisted instructions, the latter with the help of multimedia and virtual technologies. Since culturally related material and real-life simulation were mentioned by the instructors, their role in participation and fluency of the learner was above board. The most mentioned challenges were time management, inequalities of digital literacy, and making everyone participate fairly. Generally, this research has shown that an interactive method based on holism and use of technology is vital in creating an approach with communicative competence among ESL learners as well as maintaining their interest and engagement. These results give practical implications to teachers planning learner-based curricula that incorporate student-centered teaching methods such as collaborative, immersive, and digital methods.