ELT Trends in Asia: Current Trends and Issues of

English Language Teaching Practice

Mulya Y. Khoiroini, Emillia Paraningtias, Dwiki K. Aryatama,

Mochammad H. Bachtiar, Zidni I. Nafia, Farahdisya Oktirisyani

Sayyid Ali Rahmatullah Islamic State University of Tulungagung

info@iain-tulungagung.ac.id

Abstract. ELT Trends in Asia is activity to teach and learn English

focused in Asia. The number of enthusiasts and the demands of the world
of work today make English Language Teaching very developed,
especially in Asia. This research aims to understand theories or
conceptual English Language Teaching Trends in Asia. Current trends
or issues in English Language Education in Asia have been discussed by
this research about how far the English language has changed, especially
in teaching. Industrial Revolution 4.0 brought many influences in
education throughout the world, including Asia, causes significant
changes in learning English. In addition, this paper also discusses what
media and applications that used to improve English language skills,
accompanied by an example of the best countries in Asia in teaching
English.

Keyword: ELT, ELT Trends in Asia, Industrial Revolution 4.0, Improve

English Language Skills

1. INTRODUCTION

More than 1 billion people from all countries on this earth use English in
daily life. The number of enthusiasts and the demands of the world of work today
make the English Language Teaching very developed, especially in Asia.
Broughton et al. (2003) claimed that the increase in English learning and teaching
around the world over the last few years has produced professional EFL teachers.
He also said that some have left their previous jobs probably because they are native
English speakers. Many start as English teachers without any special training; the
others feel the need to rethink their teaching base.

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 Looking at ELT Trends in Asia, some current trends and issues faced by
students and teachers in Asia. According to Kimura (2011) the reality is that the
content needed to properly prepare English teachers has not been optimized through
language work. In addition to the issues in ELT in Asia, the Industrial Revolution
4.0 brought many influences in education throughout the world, including Asia,
causes significant changes in learning English. Based on the Utami et al. (2020),
education in 4.0 can motivate and develop the potential of students to produce
innovations during the learning process and to realize this, encouragement from
teachers is needed.

This paper aims to find out information about the theories and concepts of
ELT Trends in Asia. Provide more detail about the practice of learning English in
Asia and what issues are faced by students and teachers. In addition, this paper also
discusses what media and applications are used to improve English language skills,
accompanied by an example of the best countries in Asia in teaching English. This
paper will present things that are different from other discussions of ELT Trends in
Asia because it's not only explain teaching practices, also mention the media used
and examples of ELT implementation in one country.

2. LITERATURE REVIEW

Dewey & Leung (2010), explaining the concept of using English in the
scope of English Language Teaching (ELT). They talk about English which has big
implications for language learning and teaching. In their book, they explained about
changing circumstance in English Language teaching and learning. They examine
the significant changes in which English is studied and used, especially those
caused by globalization. They also explain about the side effects of changes related
to the values and assumptions that exist from language pedagogical practice.

According to Choi & Lee (2008), In their book explained about surveys of
some aspect of commonalities and diversity across Asian regions in English
Language Education and several issues that must be solved. In their book, they
explain the results of the survey. Some of the aspects they encountered include:
early grades, class hours, national curriculum, textbooks, teaching media, use of
computers, university entrance exams, teachers, higher education English, and
problems and concerns. According to them, English language education in the
Asian region is the result of a variety of factors including the political environment,
social and individual needs, and resources (e.g. teachers and computers). From their
research, there are five main problems to be solved: the amount of time allocated
for English language education; the use of English as the language of instruction;
centralized or decentralized; teacher; and national university entrance exams.

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 Development of technology and the ease with which information is
disseminated make changes in learning techniques and methods. The Industrial
Revolution 4.0 provides very significant changes in teaching and learning activities.
As mentioned by Utami et al. (2020) in their book about important role of teachers
in students' lives. They explained that the technology used in education is part of
education 4.0 which aims to train students in improving their learning achievement.
In addition, they also mention that the teaching and learning process to achieve this
goal begins with the teacher's awareness of digital literacy.

The teacher's role in teaching English is significant. The teachers not only
teaching but also provide motivation and encouragement for their students to
continue to develop in learning English. Based on the Herminingsih (2016), There
are two important aspects related to the formation of motivation to learn English.
The first relates to the motivation to acquire knowledge of English in a socio-
educational context. The second relates to pre-action, action and post-action
motivation. The motivational aspect further confirms that individual perceptions of
assignments, atmosphere, course content, materials, facilities, personal
characteristics of students, teacher's role affect individual learning motivation in the
classroom.

3. DISCUSSION

3.1 Current Trends and Issues in English Language Education in Asia

Starting Grade

In Asia there are 11 countries which start English language

education at the first grade, it's mean in these countries students study
English for approximately 10 to 13 years excluding tertiary English
education (TE).

In some countries in Asia such as Sri Lanka, Philippines,

Bangladesh, Hong Kong, Malaysia, Thailand, India, Taipei in Taiwan,
Singapore, Pakistan, and UAE start English language education in their
country from first grade. In China, nine cities in Taiwan, and Korea start
their English language education at third grade. Only one country in Asia
starts their English language education in fourth grade, Israel. Iran and
Vietnam start their English language education in sixth grade. In our
country, Indonesia, English language education starts at seventh grade,
which is the same with Japan.

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 Compared to some countries in Europe, most countries in Asia are
arguably earlier in teaching English language education in schools, for
example, Germany starts in the third grade. This can be interpreted as an
official British or American colony, except for Thailand and Taipei.

Class Hours of English

In countries with an ESL context, the total hours of English lessons

can reach 4 to 10 hours per week, for example, in Hong Kong and Pakistan.
Whereas in Thailand, which is an EFL contextual country, English lessons
per week are 3 to 4 hours, this is higher than most countries in the EFL
context which is usually only 1 to 4 hours per week. In secondary schools,
the difference in hours of English lessons per week between countries in the
ESL and EFL contexts decreased. However, in the countries of the ESL
context, the hours taught in English were still larger. Compared with other
Asian countries/regions, in Vietnam and Iran, their English education time
is relatively small (2-3 hours).

The National Curriculum

The national curriculum has an important role in learning activities

because it contains how to teach, how the test, determines the material used
in learning, achievement standards, and also the methods used in teaching.
So it can be said that the national curriculum is a very good tool used to
achieve the goals of national education. Most countries in Asia have a
national curriculum for English, both at the primary and secondary levels,
as shown in the following data.

Grades 1 to 10 : Philippines
Grades 1 to 12 : Malaysia, Bangladesh, Thailand, Sri
Lanka, Singapore, UAE, India, and
Taiwan
Grades 1 to 13 : Hong Kong
Grades 1 to postgraduate : Pakistan
Grades 3 to 12 : Korean
Grades 3 to college : China
Grades 4 to 12 : Israel
Grades 6 to 12 : Vietnam and Iran
Grades 7 to 12 : Taiwan (in some cities), Indonesia,
and Japan

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 In a country that has introduced English since the first grade, such
as Hong Kong, the national curriculum already covers English from grade
one to grade 12. While in Pakistan it is quite interesting, the curriculum
covers postgraduate level. In many countries such as Indonesia, Vietnam,
Japan, Taiwan, Iran, Israel, Korea, and China, the national curriculum
already covers their early classes introducing English to the end of
secondary education. In China the national curriculum includes higher
education English (CE).

In most Asian nations, the national curriculum for English is based

on the national level. There are also regions where the curriculum can be
revised according to the local cultural and natural resources, such as India.
In Indonesia every teacher can make their own syllabus, while in some cities
in Taiwan the curriculum can be revised.

Textbooks

The textbook is a fundamental means of achieving educational

goals, as its significance has been noted in education or language learning
(Lamie 1999.Pdf, n.d.). Textbooks are the main media used for learning
activities in the classroom. In twelve countries in Asia, most of the English
textbooks at primary and secondary levels in public schools are official
books issued by the government. These countries include Israel, China, Sri
Lanka, Korea, Pakistan, Japan, Iran, Malaysia, India, Philippines,
Bangladesh, and Vietnam. This proves that the central government is very
concerned about English education at the primary and secondary levels.
While in six other countries such as the UAE, Hong Kong, Thailand,
Taiwan, Singapore, and Indonesia, English language textbooks of primary
and secondary seemed free for commercial books.

The Use of Computer

Advances in information communication technology (ICT) have

encouraged computer-assisted language learning (CALL), multimedia-
assisted language learning (MALL) (Chamot, n.d.), and e-learning
(Romiszowski, 2008). Therefore, various countries in Asia have used
computers for English education in those countries, except for Sri Lanka,
Japan, Pakistan, Bangladesh, Iran, and India. However, the use of computers
in every country in Asia is also affected by the development of ICT in that
country.

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 The grade level for using computers for English education also
differs in each country in Asia. For example, in Malaysia, Taiwan, and the
UAE it has been used since the first grade, while in Indonesia it is used in
the eighth grade. So it all depends on the initial grade they introduce English
education to. However, the existing facilities in the country also affect the
use of computers for English education. For example, India does not use
computers for English education at all.

University Entrance Exam

Most Asian countries have nation-wide exams university entrance

exams. It was first held in 1949 in China; in the 1950s in Hong Kong,
Thailand, and Sri Lanka; in the 1960s in Korea and Taiwan; in the 1970s
held in Singapore, Philippines, and Bangladesh; and then in the 1980s held
in Israel; and the last in 2001 in the UAE. Countries that carry out national
exams include Korea, China, Hong Kong, Taiwan, Japan, Indonesia,
Singapore, Thailand, Vietnam, Bangladesh, Iran, Sri Lanka, Israel, and the
UAE. Meanwhile, countries that do not hold national exams are Malaysia,
Philippines, India, and Pakistan.

Pakistan, Malaysia, India, and the Philippines are countries that do

not administer national university entrance examinations. For university
entrance exams in Malaysia, not with the national university entrance exam,
but with a special English test called the Malaysia University English Test
(MUET). In addition, there are also countries whose entrance exams are
held by the university itself, namely Pakistan and the Philippines.

English Teachers

The results of a survey of English teachers from elementary to

university in 18 Asian countries show that elementary English is taught by
English teachers in 7 countries (such as Israel, Malaysia, and China), while
general teachers in 5 countries (such as Sri Lanka and the Philippines) and
taught by an English teacher or general teacher in five countries (such as
Singapore, Indonesia, and Korea)

Basically, elementary school teachers in Asian countries also teach

English and general subjects. In Iran and Vietnam, the teacher who teaches
English in primary schools is a professional English teacher. Meanwhile in
the UAE, Singapore, Sri Lanka, there are no special English teachers,
because they already assume that general teachers have adequate English

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language skills. Meanwhile, countries such as India, Malaysia, and Hong
Kong decided to use the services of teachers who specialize in English.

English Medium Subjects

In the four Asian countries where English is the second language,

namely Sri Lanka, Malaysia, Singapore, and the Philippines, all school-
level non-language courses (such as mathematics or science) use English as
the language of instruction. In India, English is also used as a learning
medium for non-language courses in English-speaking primary schools and
all middle and high schools. In addition to these ESL countries, non-
language courses in middle and high schools in Thailand, Indonesia, and
Hong Kong are also taught in English, but only in English or bilingual
courses. In Pakistani high schools, non-language subjects are also taught in
English. In most Asian countries/regions, courses related to business,
technology, or science are taught in English, which means that English is
important in this era.

Problems and Concerns in English Education

Actually, there are several problems and concerns regarding English

language education in Asia. An example is the lack of place or environment
to speak English in Indonesia, China, and Taiwan, even ESL countries such
as the UAE and Hong Kong experience the same problem. In addition, in
several countries such as the UAE, Taiwan, Pakistan, and India, the main
problem is the lack of support from the government in English education,
especially for elementary school education. The last problem is class hours
and class size. Many schools in Asia have many students but only have a
few classrooms, which causes the learning process to be less than optimal.
The lack of hours of English lessons at school is also a problem in English
education in Asia so that student's knowledge of English is also only a little,
moreover, most students only get English education at school.

In learning English in Asia there are generally three human factors

involved, the first is the student, the second is the teacher, and the last is the
parent. In Vietnam, Indonesia, Singapore, and Malaysia, the lack of
motivation to learn English for secondary students is a very serious problem
today. In addition, it is also quite difficult to grow really qualified English
teachers in Asia, especially in the UAE, Korea, Israel, China, Sri Lanka,
Japan, Pakistan, Indonesia, India, the Philippines, and Thailand. Lack of
training for teachers is a factor that causes this problem. This lack of trained
teachers creates a gap in the quality of education in urban and rural areas,

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 this gap is common in Malaysia and Sri Lanka. The last factor is parents,
many parents do not support their children to learn English, there are even
parents who seem to let their children not learn English as if it is not
important.

3.2 English Language Teaching Practice in Asia

Paradigm Shift in ELT

In the past 40 or 50 years, the field of English as ESL or EFL has

changed significantly. A new teaching method called communicative
language teaching became a trend in the 1960s. In teaching communicative
language, students are explained how language is used to express
communication and meaning. Different from other learning methods in
general which require students to master grammar in language.
Behaviorism, which was the dominant learning theory at the time, was being
replaced by cognitivism (Richards & Rodgers, 1986). In cognitive learning,
students are given the responsibility to express a new thing creatively that
will be used by people in using language.

Learner-centered approach that considers learner’s interest, goal,

and need, also learning strategy and style is become general feature in
today’s ELT classroom. The important goals of the learned -centered
learning are to make students more independent in learning. Students are
expected to be able to control their own learning, regardless of the condition
of the school environment where learning takes place in the classroom and
in a task group. Assessment also develops in second language or foreign
language classes. Authentic assessment, such as journals, interviews, and
peer/self-assessments, are common in ESL or EFL classrooms. In contrast
to traditional assessments, for example, multiple choice tests and essay
questions, which are only assessment tools, this new assessment is more
involved in controlling the enthusiasm of students to learn. In addition,
authentic assessment is also useful for teachers to further improve their
teaching practices in the classroom.

Using Published Materials

Most teachers, use published material in the classroom, no matter

how much experiences they have in learning. Probably the most important
reason for this reliance is that “the textbook provides confidence and
security” (Hutchinson & Torres, 1994). Basically, textbooks are indeed a

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reference for a curriculum that can save time for teachers in preparing
lessons. This condition becomes very important for teachers who have no
teaching experience or novice teachers.

Besides teachers, students also prefer textbooks in learning.

Textbooks can give learners a sense of autonomy because they can see what,
in what order, and how they will learn the items in the target language
(Hutchinson & Torres, 1994). Students use textbooks for various things they
can learn, such as syllabus, and various materials to questions. However,
textbooks are not always appropriate for learning in a particular class. This
can be seen from the content of the material that is not in accordance with
local lessons and contains material that has been taught previously. Some
schools are starting to make a new plan that is asking teachers to create their
own subject matter. But the problem is, many teachers feel burdened
because they don't have enough time, plus they don't have the skills to write
material. Many teachers regularly adapt published material. But they only
teach the topic in the textbook and use their own language to explain the
material or copy the material for use in power point media.

Writing Own Materials

Teachers often think that they only believe in the material in the
textbook and do not believe in themselves that they can write good material.
Even so, teachers are good developers and writers of material because every
day they are directly involved in classroom activities in adapting the
material to the needs and desires of their students. They modify the material
as best they can according to the needs of the class. They hold on to their
beliefs and experiences during teaching to be able to develop the material
well.

One way to start this process is to form a team of teachers

(RICHARDS_J_C_Beyond_training_perspectives_on_langu, n.d.). The
first thing to do is look for texts either spoken or written. Then the teacher
will individually analyze the text and then make an assignment or
evaluation. the last thing is that the teachers collect all their assignments into
one then it will be evaluated and revised. If the teacher uses the author's
textbook as a reference, the teacher must compare their assignments with
those in the book. Teachers also must filter and paraphrase assignments they
have previously made.

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Content-Based Instruction

Content-Based Instruction Learning (CBI) is a learning, which

includes a view of the nature of language as a communication tool; beliefs
about language-based learning as an interaction between other languages;
ideas about how this learning is applied to language learning practice.
Content-based learning is different from most other lessons in the EFL
classroom. In the EFL class, learning is more focused on using language to
communicate based on the material, while in CBI it is more emphasis on the
content contained in it. Content-based learning is an illustration of CLT or
communicative language teaching learning with different methods but has
the same goal, namely developing students' communicative competence
(McCarthy & Carter, 2006).

Grammar and Communicative Language Teaching

CLT or communicative language teaching is learning that

emphasizes or focuses on communicative itself. Students and learning needs
are the main focus of this approach. Students are asked to always encourage
to develop themselves into independent students in learning. CLT offers
advantages in learning, one of which is that learners are given the
opportunity to better understand language learning in conditions that they
have never experienced before so that they can compare with other learning
and feel the difference. Learners are more emphasized to be able to
communicate language critically, creatively and effectively. In addition, the
role of the teacher in this learning is also needed so that the knowledge
gained by the learner develops further. In CLT learning, teaching grammar
is an approach that is included in it. Teachers can collaborate between CLT
learning objectives with the use of grammar so that it becomes an optimal
communicative language learning.

Integrating Skills in the EFL Classroom

Classes of English as a foreign language (EFL) usually use separate

skill or methods approach. EFL is a learning environment where mastery of
discrete skills such as reading, and speaking is seen as successful learning
(Oxford, n.d.). The following are some of the approaches commonly used
in EFL classes.

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 Cognitive Learning Theory. Cognitive learning is a learning
process that combines new material with previously learned material
through mental association or amalgamation. In the EFL class, cognitive
learning can be combined between new material and previously learned
vocabulary.

Thematic Instructions. Thematic teaching is learning that

emphasizes more on certain topics or themes in order to develop students'
talents and ideas in critical thinking both in listening, reading and writing.
In the EFL class, the selection of learning themes should be based on
students' needs so that students can be more motivated in learning the
language.

Critical Thinking. Critical thinking is a very important approach in

language learning. Learners are asked to think quickly in deciding
something such as comparing two different pieces of information or
providing a solution to a problem. In critical thinking, the first thing to do
is analyze, then evaluate, so that an answer is created.

Cognitive Academic Language Learning Approach (CALLA)

CALLA is one model of English instruction that integrates content

area instruction with language development activities and explicit
instruction in learning strategies. CALLA has three interrelated
components, including academic content; emphasizing the development of
academic language skills such as synthesizing information from multiple
sources and engaging critically with this information; suggest explicit
instruction in learning strategies that can be applied to both language
learning and the academic requirements of high school, university, and work
environments. With this learning strategy, students are expected to be able
to organize and group ideas, listen selectively, and take notes effectively
which will help them achieve academic success.

Guided Individual Learning Centre

GIL can be defined as activities related to meeting the individual

learning needs of students and supported by skilled teachers. This allows
students to choose their preferred learning style so that individual learning
opportunities are also available. Students are encouraged to activate their
creativity.

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 The GIL Center's self-learning model has several goals: Developing
skills; Overcoming their weaknesses; Provide opportunities for students to
practice; Expanding the input received in the classroom; Provide time for
study or reflection; Studying special topics that cannot be offered in the
regular syllabus; Cultivate students' sense of responsibility towards their
learning.

The GIL Center Manager is responsible for determining the

materials to be used in learning, ensuring that resources are available and
appropriate. Supervising teachers working at the Center must have the
knowledge and skills to be able to Understand the learning needs of
students; Suggest appropriate activities; Answering language-related
questions; Helping students operate technology.

3.3 Some of Media Use (4.0.) to Improve English Skill

English is one of international languages besides French, Spanish,

Russian, Arabic, and Chinese. English also become global language used to
communicate between people around the world after those languages. There
are many factors why is it important to learn English. One of it is because
English have been dominating economic and also culture. Besides, by
mastering English language people will feel safe because they can
communicate with other people when they are abroad. Because of this
situation, to reach the level of English proficiency, schools in Asia have
started to teaching English at the beginning of school age.

Methods and strategies are used by the teacher in order to improve

English language by through teaching and learning process. Media is also
take a role in improving English language skill. There are many media used
by the teacher to teach English language depend on skill they want to
improve. As example, social media used to improve English skill in writing
such as Twitter, Facebook, Instragram, and others. Besides, there are also
many media that can be used to improve English skill. By using the correct
technology and also media in teaching learning process, it will create and
interest the students to participate the material. Some of media use in 4.0
can be complicated if not used properly. Achieving the goal of the teaching
learning process is started from the teachers’ awareness. Actually the
awareness of digital literacy. So, in this case the teachers play a role in the
students’ improvement.

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 Here, there are some media used to improve English skill such as
podcast and some application like Duolingo and Rosetta Stone that focuses
on certain skill:

1. Podcast
As we know, podcast is often used in Spotify which is audio
recordings that can be listened by general public actually when they
have been installed these application. Not only Spotify that used to play
a podcast but also YouTube and others media. Depend on Wikipedia, a
podcast is series of spoken words in episodes that can be downloaded to
a personal device. However, podcast is not free to download which is
they are underwritten by sponsored. Depending on Fernandez, podcast
is suitable to communicative approach. Besides, it also conforms well
to behaviorist notions which is listening and repeating. Then,
vocabulary learning because podcast is based on certain themes. These
are types of podcast:

Basic -Created using voice recorder

Audio
podcast -Format: “.mp3.”
Audio with -Using narration and chapters
Enhanced
slides + -Format: “.mp4a ; mp4b ; .mov
podcast
pictures files ; .PDF”
-Using video and edited.
Vodcast Video
-Format: “.mp4 or .mov”

Using podcast to improve English skill in classroom also have their

own criteria. There are some criteria to use podcast in teaching learning
process:
- Credibility of source
- Engagement
- Applicability to classroom
- Content of podcast
- Functionally of site

Podcast also have benefits for improving English skills. As example,

podcast can have improved writing skills (grammar) and listening skill.
However, podcast also have weaknesses such as podcast have no closed
captions. So, students who do not understand the context are become
frustrated. Moreover, the students who really don not like studying
English so much. In the other hand, before the teacher make podcast to
teach their class, the teacher should note or look at the criteria before,

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 make the class more interactive and interesting.
The teacher also can ask the student to do this podcast as
homework by making a small group activity. The students make their
small group. Then, they studying the vocabulary and also the topics of
podcasts. Trying to make a summary about the podcast is talking about.
Besides, the teacher can tell the students first about podcast and
demonstrate the examples. Then, ask the students to find podcast
randomly or depend on the topic, and ask them to listen the podcast.
After listen to the podcast, make sure that the students review the
podcast. Those are examples using podcast to improve listening and
writing skill.
Teacher and student can produce their podcast. Student can make a
collaboration with their teacher or make their own group. Even they are
not, the students can make their own podcast. Depend on Joe Lauer
Journal, having podcast individually have many advantages: Efficiently
improve English skills, developing transferable skills, make students
more active. Besides, Lebron-Lozada also said that students who
produce their own podcast, they are better in pronunciation and have
fluent speech in English.
There are also troubles faced by the students on the way to improve
their speaking skill through podcast such as make a lot of mistakes,
pronunciation, and also fluent speech. However, the teacher always
monitors their students and give suggestions. So, the students still enjoy
the process of creating podcast and they can fix the error before.

2. Duolingo

Duolingo is an application for mobile phone or computer which is

available for Android, iOS, Windows, and the web. It has been one of
the most famous application on the market and also has won several
awards. This application is not only suitable for people who want study
English, but also Spanish, Italian, German, and Turkish. The four skills
(reading, writing, listening, speaking) are present during the learning
process through elaboration of questions, negative sentences, listening
to the sentence, and they also can record their pronunciation in order to
assess their ability.

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 Pict 3.1 Duolingo Logo
Source. Komunitas.sikatabis.com

Teacher should follow the new trends in current condition.

Especially the use of the internet, mobile application, and also
technology platform. That is because the students know well about
internet and a bunch application in current. The students sometimes are
more actively looking for what supports their desires. In terms of
learning, especially those involving the internet and gadgets, students
are more active and interested. The teacher should be creative because
teaching-learning process in the class not only through text book but
also through insertion of technologies. In this case, teacher play a role
in guide the students when they want to choose the application to be
used and motivated. Moreover, it will be better if teacher know the
application first before the student. So, the teacher can handle the trouble
and also the problem in the classroom. Even so, allowing students to use
mobile phones while learning takes place to obtain English or other
languages is also important but must also be under the supervision of
the teacher, and the teacher must be able to guide them when they want
to choose the application to be used and motivate them to use their time
as well as possible when using the internet.

This application requires user to register, and to create a profile in

the first time of instaling this application to monitor progress. Profile
setting is the first thing to do after installing Duolingo. This application
does not only limit English learning classes. This application will make
a difference in the fluency of students in English pronunciation, it will
make them feel more confident. Teaching English through Duolingo
have advantages:

- Improve students’ vocabulary and develop the language structure

- Stimulate and motivate students to get a foreign language in
effective and fun.
- Encourage the process of obtaining language which is combining

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 the advantages of digital learning environment – online learning
with classroom – offline learning.

English skill can be improved through many media and application

such as Duolingo. In fact, Duolingo is an America platform which is
including a language-learning website and also mobile application. The
way to improve English skill through Duolingo is interesting and fun
enough. Using gadget is easily increasing the students’ interest for
studying and the students does not feel bored quickly. In general, by
asking students to play with their Duolingo to increase their ability
depend on the topic who is given by the teacher or depend on the student
itself is usually happened. However, teaching students using Duolingo
can be divided into some categories:

a. Teaching Duolingo during class

b. Teaching Duolingo as homework
c. As instrument to teach self-motivation, and
d. As an addition to a traditional curriculum

Depending on Leysin American School educational

research, any online learning platform only used to complete the
teaching learning process. It means that online media should be used as
a complement in the traditional language classes. Sometimes, there are
problems face by the teacher in teaching Duolingo. Here,
recommendations for Duolingo if pursuing classroom use. So, the
students can increase their English Ability:

a. Progress quizzes
b. Rewards
c. Measuring progress

3. Rosetta Stone

Rosetta Stone is a mobile-based platform founded in 1992

that helps to increase the ability of reading, writing, and speaking more
than 30 languages. Depending on Namaziandost, “The mobile version
of Rosetta Stone's application is featured with characteristics like multi-
device capability, phrasebook, audio companion, stories, and live
tutoring. The application was released in both IOS and Android mobile
operating systems. The focus of the current investigation however will

16
be entirely on the android-based version of the application. As is shown
in Figure 1 the application offers courses in different languages. The
focus of the study was on an English course in
particular.”(Namaziandost et al., 2021)

Pict 3.2 Rosetta Stone Logo

Source. Brainchase.com

This application encompasses 20 different units. Each of

them include topic-based learning content which is related to the daily
life of English speaker with the topics: language basic, greeting and
introduction, work and school, travel, shopping, friends and social life,
past and future, home and healthy, dining and vacation, everyday things,
tourism, recreation, hobbies, profession, places, events, business,
industry, and others option. Every unit, have their own lesson and focus
on. Rosetta Stone also have advantages and disadvantages:

a. The advantages of using Rosetta Stone

- Appropriate app for traveler
- Provides some games and languages
- There are many features such as voice, keyboard emulator,
and truaccent technology.
- Effective to increase speaking skill in junior high school.
Based on

b. The disadvantages of using Rosetta Stone

- Need a lot of memory to install
- Need an internet connection to operate
- There is no translator

Rosetta Stone in the classroom can be implemented in the classroom

by asking the student pair sound or text to one of several images. The
number of images per screen varies. This application has many features
that very interesting for students. The material is easy to understand such
as, each session has exercise for vocabulary, reading, grammar mastery,

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 speaking, and pronunciation. Moreover, this application use pictures,
text, and also audio.
3.4 The Best Countries to Teach English

Teaching English abroad in an immersion classroom setting requires

instructors to have a great deal of knowledge, flexibility, and experience which
readily translate to teaching students with many different styles of learning in
a language which is not their own (Suri, 2016). Teaching English abroad seems
like a great opportunity to explore the world over the countries and whether to
have a life-changing experience overseas, earn high salary while enjoying low
cost of living, or advance the career by conquering new challenges. Many
unique countries out there are good for teaching English abroad, but it is
extremely difficult to decide where in the world to go.

After looking over each country’s popularity on Go Overseas,

Google search volume, and how many teaching opportunities they offer. These
are several best countries to teach English:

1. China

China is on the 1st rank of best country to teach English in

2021. It is the most popular country to for ESL teachers. The population
of billion people is the clear reason why this country has the largest
demand for English language education. Comparing to Western
countries, the living cost in most cities in China is quite low. Free
accommodation or paid flights are also offered benefits when you have
teaching jobs in China. In spite of recent events, China is an awesome
country to have a good life and work as a foreigner. There are endless
aspects of Chinese culture to find out and experience as well as many
different areas and cities to visit. China is perfectly one of the best
country to teach abroad.

2. South Korea

South Korea deserves it’s place high on the list. This country
is one of the most interesting place to be an English teacher abroad due
the both public and private school placement offered typical benefits.
Comparing to other Asian countries, South Korea has more
comprehensive benefits such as accommodation and paid flights and also
severance bonus. While teaching abroad in Korea, it is absolutely
possible to save the majority of the salary. Nevertheless, some of expats
find South Korea as a difficult country to live due the working culture

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 which South Korea has the longest working hours compared to any
developed country. In spite of hard working time, Korea has many good
things such us the metropolis of capital city, awesome mountainous
regions, or beautiful beaches in Busan, there is much thing to enjoy
within this country.

3. Japan

Japan has nature beauty which very breathtaking such as the

busy cities and dramatic sceneries. Many foreigners and English teachers
are interested to visit this country for its traditional cultures which is the
most unique in Asia. Similar to China and Korea, Japan also has the same
working culture, but it would be easy to adjust to live in Japan due the
expat communities in the most major cities.

CONCLUSION

ELT Trends in Asia is the practice of teaching and learning English to

students in Asia. English learning teaching trends in Asia have a significant role to
improve English skills. Some of the aspects they encountered include: early grades,
class hours, national curriculum, textbooks, teaching media, use of computers,
university entrance exams, teachers, higher education English, and problems and
concerns. ELT Practice in Asia in the 1960s has a paradigm new teaching method
called communicative language teaching. Most of the teachers, no matter what
experience they have, published their material, then the example of it is the
textbook. Besides use textbooks, teachers also write their material. Content-Based
Instructions, this not a method but an approach or curriculum framework, this
involves teaching-learning objectives and teaching-learning activities and ideas that
can be applied to language teaching. Some media that can be used to improve
English skills are Podcast, Duolingo, and Rosetta. Then the best countries to teach
English in China, South Korea, and Japan.

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