11/18/2024 - 6:30 PM - Venue: Pueblo West Library

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The Wesley family was made famous by the two brothers, John and Charles, who worked together in the rise of Methodism in the British Isles during the 18th century. They were among the ten children surviving infancy born to Samuel Wesley (1662 - 1735), Anglican rector of Epworth, Lincolnshire, and Susanna Annesley Wesley, daughter of Samuel Annesley, a dissenting minister. -- John Wesley was born June 28, 1703, died Mar. 2, 1791, and was the principal founder of the Methodist movement. His mother was important in his emotional and educational development. John's education continued at Charterhouse School and at Oxford, where he studied at Christ Church and was elected (1726) fellow of Lincoln College. He was ordained in 1728. -- After a brief absence (1727 - 29) to help his father at Epworth, John returned to Oxford to discover that his brother Charles had founded a Holy Club composed of young men interested in spiritual growth. John quickly became a leading participant of this group, which was dubbed the Methodists. His Oxford days introduced him not only to the rich tradition of classical literature and philosophy but also to spiritual classics like Thomas a Kempis's Imitation of Christ, Jeremy Taylor's Holy Living and Dying, and William Law's Serious Call. -- In 1735 both Wesleys accompanied James Oglethorpe to the new colony of Georgia, where John's attempts to apply his then high-church views aroused hostility. Discouraged, he returned (1737) to England; he was rescued from this discouragement by the influence of the Moravian preacher Peter Boehler. At a small religious meeting in Aldersgate Street, London, on May 24, 1738, John Wesley had an experience in which his "heart was strangely warmed." After this spiritual conversion, which centered on the realization of salvation by faith in Christ alone, he devoted his life to evangelism. Beginning in 1739 he established Methodist societies throughout the country. He traveled and preached constantly, especially in the London-Bristol-Newcastle triangle, with frequent forays into Wales, Ireland, and Scotland. He encountered much opposition and persecution, which later subsided. -- Late in life Wesley married Mary Vazeille, a widow. He continued throughout his life a regimen of personal discipline and ordered living. He died at 88, still preaching, still traveling, and still a clergyman of the Church of England. In 1784, however, he had given the Methodist societies a legal constitution, and in the same year he ordained Thomas Coke for ministry in the United States; this action signaled an independent course for Methodism.

George Whitefield and John Wesley did not see eye-to-eye on a theology of grace however. In 1740 Wesley published "Free Grace," saying that God's grace was extended to all. Wesley rejected the concept of divine election. Whitefield was a Calvinist. He once wrote, "God, himself, I find, teaches my friends the doctrine of election. If I mistake not, my dear and honored Mr. Wesley will hereafter be convinced of it also." -- The two men were never to agree on divine election. Whitefield thought Wesley's was preaching universal redemption whereas Wesley thought Whitefield's preaching implied Christians need not take moral responsibility. They parted ways but managed, in the end, to maintain a respect for each other in that their hearts were the same in terms of unity in Jesus Christ. After Whitefield's death, John Wesley preached a memorial sermon. -- Wesley said: "Let my last end be like his!" How many of you join in this wish? Perhaps there are few of you who do not, even in this numerous congregation! And O that this wish may rest upon your minds! - that it may not die away till your souls also are lodged "where the wicked cease from troubling, and where the weary are at rest!"

Imprisonments: As his popularity and notoriety grew, Bunyan increasingly became a target for slander and libel; he was described as "a witch, a Jesuit, a highwayman" and was said to have mistresses and multiple wives. In 1658, aged 30, he was arrested for preaching at Eaton Socon and indicted for preaching without a licence. That same year his wife died leaving him with 4 children, one of which was blind. He continued preaching, however, and did not suffer imprisonment until November 1660, when he was taken to the County gaol in Silver Street, Bedford. In that same year, Bunyan married again, Elizabeth, by whom he had two more children, Sarah and Joseph. The Restoration of the monarchy by Charles II of England began Bunyan's persecution as England returned to Anglicanism. Meeting-houses were quickly closed and all citizens were required to attend their Anglican parish church. It became punishable by law to "conduct divine service except in accordance with the ritual of the church, or for one not in Episcopal orders to address a congregation." Thus, John Bunyan no longer had that freedom to preach which he had enjoyed under the Puritan Commonwealth. He was arrested on 12 November 1660, whilst preaching privately in Lower Samsell by Harlington, Bedfordshire, 10 miles south of Bedford. -- John was brought before the magistrate John Wingate at Harlington House and refused to desist from preaching. Wingate sent him to Bedford County Gaol, to consider his situation. After a month, Bunyan reports (in his own account of his imprisonment) that Wingate's clerk visited him, seeking to get him to change his mind. The clerk said that all the authorities wanted was for Bunyan to undertake not to preach at private gatherings, as it was suspected that these non-conformist meetings were in fact being used by people plotting against the king. In answer to the clerk, John argued that God's law obliged him to preach at any and every opportunity, and refused to consider the suggested compromise. -- In January 1661, Bunyan was brought before the quarter sessions in the Chapel of Herne, Bedford. His prosecutor, Mr. Justice Wingate, despite Bunyan's clear breaches of the Religion Act of 1592, was not inclined to incarcerate Bunyan. But John's stark statement "If you release me today, I will preach tomorrow" left the magistrates - Sir John Kelynge of Southill, Sir Henry Chester of Lidlington, Sir George Blundell of Cardington, Sir Wllm Beecher of Howbury and Thomas Snagg of Milbrook - with no choice but to imprison him. So Bunyan was incarcerated for 3 months for the crimes of "pertinaciously abstaining" from attending mandatory Anglican church services and preaching at "unlawful meetings". -- Strenuous efforts were made by Bunyan's wife to get his case re-heard at the spring assizes but Bunyan's continued assertions that he would, if freed, preach to his awaiting congregation meant that the magistrates would not consider any new hearing. Similar efforts were made in the following year but, again, to no avail. In early 1664, an Act of Parliament the Conventicles Act made it illegal to hold religious meetings of five or more people outside of the auspices of the Church of England. -- It was during his time in Bedford County Gaol that John Bunyan conceived his allegorical novel: The Pilgrim's Progress. (Many scholars however believe that he commenced this work during the second and shorter imprisonment of 1675, referred to below.) Bunyan's incarceration was punctuated with periods of relative freedom - lax gaolers allowing him out to attend church meetings and to minister to his congregation. -- In 1666, John was briefly released for a few weeks before being re-arrested for preaching and sent back to Bedford's County gaol, where he remained for a further six years. During that time, he wove shoelaces to support his family and preached to his fellow prisoners - a congregation of about sixty. In his possession were two books, John Foxe's Book of Martyrs, the Bible, a violin he had made out of tin, a flute he'd made from a chair leg and a supply of pen and paper. Both music and writing were integral to John's Puritan faith. John Bunyan was released in January 1672, when Charles II issued the Declaration of Religious Indulgence.

Book of Common Prayer (1548-1549) -- The 1549 Book of Common Prayer: As the use of English in worship services spread, the need for a complete uniform liturgy for the Church became evident. Initial meetings to start what would eventually become the Book of Common Prayer were held in the former abbey of Chertsey and in Windsor Castle in September 1548. The list of participants can only be partially reconstructed, but it is known that the members were balanced between conservatives and reformers. These meetings were followed by a debate on the Eucharist in the House of Lords which took place between 14 and 19 December. Cranmer publicly revealed in this debate that he had abandoned the doctrine of the real presence and believed that the Eucharistic presence was only spiritual. Parliament backed the publication of the Prayer Book after Christmas by passing the Act of Uniformity 1549; it then legalised clerical marriage. -- It is difficult to ascertain how much of the Prayer Book is actually Cranmer's personal composition. Generations of liturgical scholars have been able to track down the sources that he used, including the Sarum Rite, writings from Hermann von Wied, and several Lutheran sources including Osiander and Justus Jonas. More problematic is determining how Cranmer worked on the book and with whom he worked. Despite the lack of knowledge of whom might have helped him, however, he is given the credit for the editorship and the overall structure of the book. -- The use of the new Prayer Book was made compulsory on 9 June 1549. This triggered a series of protests in Devon and Cornwall, the Prayer Book Rebellion. By early July, the uprising had spread to other parts in the east of England. Bucer had just taken up his duties in Cambridge when he found himself in the middle of the commotion and had to scurry to shelter. The rebels made a number of demands including the restoration of the Six Articles, the use of Latin for the mass with only the consecrated bread given to the laity, the restoration of prayers for souls in purgatory, and the rebuilding of abbeys. Cranmer wrote to the king a strong response to these demands in which he denounced the wickedness of the rebellion. On 21 July, Cranmer commandeered St Paul's Cathedral where he vigorously defended the official Church line. A draft of his sermon, the only extant written sample of his preaching from his entire career, shows that he collaborated with Peter Martyr on dealing with the rebellion.

To download the entire Tyndale Bible click here. You will need the Adobe Acrobat Reader for this file. To read a particular book, click on the appropriate link below: -- About the Wesley Center Online -- The Wesley Center Online web site is a collection of historical and scholarly resources about the Wesleyan Tradition, theology, Christianity, and the Nazarene church. Copyright © 1993-2011. Wesley Center for Applied Theology, c/o Northwest Nazarene University. All Rights Reserved.

Tyndale was the first to translate considerable parts of the Bible from the original languages (Greek and Hebrew) into English. While a number of partial and complete translations had been made from the seventh century onward, particularly during the 14th century, Tyndale's was the first English translation to draw directly from Hebrew and Greek texts, and the first to take advantage of the new medium of print, which allowed for its wide distribution. This was taken to be a direct challenge to the hegemony of both the Roman Catholic Church and the English church and state. Tyndale also wrote, in 1530, The Practyse of Prelates, opposing Henry VIII's divorce on the grounds that it contravened scriptural law. -- In 1535, Tyndale was arrested and jailed in the castle of Vilvoorde outside Brussels for over a year. He was tried for heresy, choked, impaled and burnt on a stake in 1536. The Tyndale Bible, as it was known, continued to play a key role in spreading Reformation ideas across the English-speaking world. The fifty-four independent scholars who created the King James Version of the bible in 1611 drew significantly on Tyndale's translations. One estimation suggests the New Testament in the King James Version is 83% Tyndale's, and the Old Testament 76%. -- Printed works: Most well known for his translation of the Bible, Tyndale was an active writer and translator. Not only did Tyndale's works focus on the way in which religion should be carried out, but were also greatly keyed towards the political arena. "They have ordained that no man shall look on the Scripture, until he be noselled in heathen learning eight or nine years and armed with false principles, with which he is an clean shut out of the understanding of the Scripture."

William Tyndale holds the distinction of being the first man to ever print the New Testament in the English language. Tyndale also went on to first translate much of the Old Testament from the original Hebrew into English, but he was executed in 1536 for the "crime" of printing the scriptures in English before he could personally complete the printing of an entire Bible. His friends Myles Coverdale, and John "Thomas Matthew" Rogers, managed to evade arrest and publish entire Bibles in the English language for the first time, and within one year of Tyndale's death. - These Bibles were primarily the work of William Tyndale.

There are a number of theories that attempt to identify a historical Robin Hood. A difficulty with any such historical search is that "Robert" was in medieval England a very common given name, and "Robin" (or Robyn), especially in the 13th century, was its very common diminutive. The surname "Hood" (or Hude or Hode etc.), referring ultimately to the head-covering, was also fairly common. Unsurprisingly, therefore, there are a number of people called "Robert Hood" or "Robin Hood" to be found in medieval records. Some of them are on record for having fallen afoul of the law, but this is not necessarily significant to the legend. The early ballads give a number of possible historical clues: notably, the Gest names the reigning king as "Edward", but the ballads cannot be assumed to be reliable in such details. For whatever it may be worth, however, King Edward I took the throne in 1272, and an Edward remained on the throne until the death of Edward III in 1377. On the other hand, what appears to be the first known example of "Robin Hood" as stock name for an outlaw dates to 1262 in Berkshire, where the surname "Robehod" was applied to a man after he had been outlawed, and apparently because he had been outlawed. This could suggest two main possibilities: either that an early form of the Robin Hood legend was already well established in the mid 13th century; or alternatively that the name "Robin Hood" preceded the outlaw hero that we know; so that the "Robin Hood" of legend was so called because that was seen as an appropriate name for an outlaw. It has long been suggested, notably by John Maddicott, that "Robin Hood" was a stock alias used by thieves.

King Harold II was killed in the battle-legend has it that he was shot through the eye with an arrow. He was the last English king to die in battle on English soil until Richard III was killed at the Battle of Bosworth Field. The battle marked the last successful foreign invasion of the British Isles. Although there was further English resistance, this battle is seen as the point at which William gained control of England, becoming its first Norman ruler as King William I. The battle also established the superiority of the combined arms attack over an army predominately composed of infantry, demonstrating the effectiveness of archers, cavalry and infantry working cooperatively together. The dominance of cavalry forces over infantry would continue until the emergence of the longbow, and battles such as Crecy, Poitiers and Agincourt in the Hundred Years War. The famous Bayeux Tapestry depicts the events before and during the battle. Battle Abbey marks the site where it is believed that the battle was fought. Founded by King William "the Conqueror" (as he became known), it serves as a memorial to the dead and may have been an act of penance for the bloodshed. The site is open to the public and is the location of annual re-enactments of the battle. -- The Battle of Hastings had a tremendous influence on the English language. The Normans were French-speaking, and as a result of their rule, they introduced many French words that started in the nobility and eventually became part of the English language itself.

Bishop of Milan: In the late 4th century there was a deep conflict in the diocese of Milan between the Catholics and Arians. In 374 the bishop of Milan, Auxentius, an Arian, died, and the Arians challenged the succession. Ambrose went to the church where the election was to take place, to prevent an uproar, which was probable in this crisis. His address was interrupted by a call "Ambrose, bishop!", which was taken up by the whole assembly. Ambrose was known to be Catholic in belief, but also acceptable to Arians due to the charity shown in theological matters in this regard. At first he energetically refused the office, for which he was in no way prepared: Ambrose was neither baptized nor formally trained in theology. Upon his appointment, St. Ambrose fled to a colleague's home seeking to hide. Upon receiving a letter from the Emperor Gratian praising the appropriateness of Rome appointing individuals evidently worthy of holy positions, St. Ambrose's host gave Ambrose up. Within a week, Ambrose was baptized, ordained and duly consecrated bishop of Milan. As bishop, he immediately adopted an ascetic lifestyle, apportioned his money to the poor, donating all of his land, making only provision for his sister Marcellina (who later became a nun), and committed the care of his family to his brother. Ambrose also wrote a treatise by the name of "The Goodness Of Death". -- Ambrose and Arians: According to legend, Ambrose immediately and forcefully stopped Arianism in Milan. He studied theology with Simplician, a presbyter of Rome. Using his excellent knowledge of Greek, which was then rare in the West, to his advantage, he studied the Hebrew Bible and Greek authors like Philo, Origen, Athanasius, and Basil of Caesarea, with whom he was also exchanging letters. He applied this knowledge as preacher, concentrating especially on exegesis of the Old Testament, and his rhetorical abilities impressed Augustine of Hippo, who hitherto had thought poorly of Christian preachers. In the confrontation with Arians, Ambrose sought to theologically refute their propositions, which were heretical. The Arians appealed to many high level leaders and clergy in both the Western and Eastern empires. Although the western Emperor Gratian held orthodox belief in the Nicene creed, the younger Valentinian II, who became his colleague in the Empire, adhered to the Arian creed. Ambrose did not sway the young prince's position. In the East, Emperor Theodosius I likewise professed the Nicene creed; but there were many adherents of Arianism throughout his dominions, especially among the higher clergy. In this contested state of religious opinion, two leaders of the Arians, bishops Palladius of Ratiaria and Secundianus of Singidunum, confident of numbers, prevailed upon Gratian to call a general council from all parts of the empire. This request appeared so equitable that he complied without hesitation. However, Ambrose feared the consequences and prevailed upon the emperor to have the matter determined by a council of the Western bishops. Accordingly, a synod composed of thirty-two bishops was held at Aquileia in the year 381 A.D. Ambrose was elected president and Palladius, being called upon to defend his opinions, declined. A vote was then taken, when Palladius and his associate Secundianus were deposed from the episcopal office. Nevertheless, the increasing strength of the Arians proved a formidable task for Ambrose. In 385 or 386 the emperor and his mother Justina, along with a considerable number of clergy and laity, especially military, professed Arianism. They demanded two churches in Milan, one in the city (the basilica of the Apostles), the other in the suburbs (St Victor's), to the Arians. Ambrose refused and was required to answer for his conduct before the council. He went, his eloquence in defense of the Church reportedly overawed the ministers of Emperor Valentinian, so he was permitted to retire without making the surrender of the churches. The day following, when he was performing divine service in the basilica, the prefect of the city came to persuade him to give up at least the Portian basilica in the suburbs. As he still continued obstinate, the court proceeded to violent measures: the officers of the household were commanded to prepare the Basilica and the Portian churches to celebrate divine service upon the arrival of the emperor and his mother at the ensuing festival of Easter. -- In spite of Imperial opposition, Bishop Ambrose declared: "If you demand my person, I am ready to submit: carry me to prison or to death, I will not resist; but I will never betray the church of Christ. I will not call upon the people to succour me; I will die at the foot of the altar rather than desert it. The tumult of the people I will not encourage: but God alone can appease it."

CBN.com -- 2011 was the 400th anniversary of the publication of the King James Bible (1611). And it is only right that we celebrate. According to scholars, the King James Bible continues to hold its place with the works of William Shakespeare as the greatest work of prose in the English language. The offspring of a poetic age, the KJB is part of our deepest cultural memory, and after 400 years, this great Bible not only remains a testament to what has proven excellent in our linguistic past, it has allowed God to speak to us in his accustomed beauty and highness, and with an English voice. But that is not the whole story. Truth is, each of the passages above had their beginning not with the King James translators, but in the translation of William Tyndale some eighty-five years earlier, at a time when an English translation of the Bible was not only against the law in England, it was punishable by death. While it certainly deserves the honors it has received, the King James Bible gets the applause that rightfully belongs to William Tyndale (1494-1536). 90% or more of the King James New Testament is Tyndale's translation, and most often word for word. Tyndale also translated roughly a third of the Old Testament (Genesis - II Chronicles, and Jonah). The following are Tyndale translations: Let there be light, Bone of my bones and flesh of my flesh, In the cool of the day, Am I my brother's keeper, Let my people go, Entreat me not to leave thee, The Lord bless thee and keep thee, A small still voice. Any study of Tyndale's wordcraft must also include his single word innovations such as: Jehovah, thanksgiving, passover, intercession, holy place, atonement, Mercy seat, judgement seat, chasten, impure, longed, apostleship, brotherly, sorcerer, whoremonger, viper, and godless. What is dumbfounding to me, and which is the point of this article, is how hidden Tyndale remains, how misprized, and how thoroughly uncelebrated. In his 2011 book, The Shadow of a Great Rock: A Literary Appreciation of the King James Bible, renowned literary critic and Yale professor, Harold Bloom, said that "Nearly everything memorable in the English New Testament is the achievement of the matchless William Tyndale and not of the early Christian authors. ... No honest critic able to read the koine original could resist the conclusion that Tyndale throughout transcends his proof-text [original ms] to a sublime degree." In his book, Jesus and Yahweh, Bloom, vociferously non-Christian, says also that William Tyndale is the "only true rival of Shakespeare, Chaucer, and Walt Whitman as the richest author in the English language," that only Shakespeare's prose "is capable of surviving comparison with Tyndale's." This is an endorsement of the first order. -- A memorial was placed in Vilvorde (Belgium) near the spot where Tyndale was martyred (there is a William Tyndale Museum in Vilvorde as well). In London, a statue of Tyndale was erected in 1884, and a stone monument overlooks the town of North Nibley, Gloucestershire, England, where he is thought to have lived as a child. He has been given a day of recognition by the Anglican Church (October 6), and a brief prayer (collect proper). These honors are well deserved, doubtless, but for his contribution to the English language, to English thought and piety, for all he has done to effect growth, aesthetics, motion, architecture and sound of the English language, Tyndale has been given what amounts to a formal nod, a gold watch, and a citation for his service. What fascinates me perhaps even more about William Tyndale are the conditions by which he translated the Bible. He was outlaw. His translation was outlaw. His very thoughts were outlaw. He was exile. He lived in poverty. He was continually hunted, and therefore he was forced to be on the move continually. And yet these elements, far from crippling the text, only empowered it. There is something magnificently alive in Tyndale's translation of "Romans 8:35. Who shall separate us from the love of God? shall tribulation? or anguish? or persecution? or hunger? or nakedness? or peril? or sword? As it is written: For thy sake are we killed all day long and are counted as sheep appointed to be slain. Nevertheless in all these things we overcome strongly through his help that loved us." -- The life Tyndale was forced to live was not unlike the Paul he translated. Much more than an exercise of the mind, his translation represents a kind of linguistic empathy. There is a certain cooperation between Tyndale and Paul in all that Greek. Indeed, something lives in Tyndale's Paul beyond mere equivalents of language. William Tyndale's story is one of true greatness, and yet he continues to suffer a curious injustice. Compared to English writers of greater name, but much less weight per pound, he is magnificently underprized, and thus remains in a kind of exile. Eventually his life was demanded of him. He was held in the dungeon of a castle in Vilvorde, Belgium for 500 days. He was denied both light and visitors. He suffered a mock trial, was led to a scaffold, strangled, and then burned at the stake. No symbol went unused. By strangling Tyndale, the Church thought to silence him forever.

Comments: Great message. So many good points made! Thank you for uploading this video! Praise God for the King James Bible! husky394xp 11 months ago.

The list of short english words written in Devanagari.

egrep -x '.{1,2}' eng_words.txt

ऑनऑफऑलटीटूडेडॉदफीलॉसन

English-French Phrase-Book released. The most commonly used words, abbreviations and expressions

WordNet English Dictionary 2.1 released. This new version contains the latest changes from the well-known WordNet database, as well as additional lexical information for most entries.

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In the third part of his series on reading the Bible, Fr. Tom discusses the various English language translations that are available and offers his recommendations.

On its return to Orthodox Education Day at St. Vladimir's Seminary October 6, 2018, the Boston Byzantine Choir, directed by Charles R. Marge, delivered a beautiful performance at Three Hierarchs Chapel in celebration of the choir's own 25th anniversary.

Learn about this beautiful new CD recorded in English and available from St. John of San Francisco Monastery

We talk with Alexander Lingas about this new beautiful 2-CD production from Cappella Romana. Also available from Liturgica.

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This post looks at how to translate the names of the two* main types of public-form Spanish notarial acts, escrituras públicas and actas notariales. It also identifies handy language to use in translations of them. Escritura pública An escritura pública records an act executed before a notary. How you translate the name of an escritura […]

How should you translate into English the terms de una parte and de otra parte that you find at the start of Spanish contracts?   What’s the job of de una parte and de otra parte in a Spanish contract? If you’ve read a couple of Spanish contracts, this seems obvious. But there is a […]

Translating the legislation or regulations of a country, company or university into English requires certain skills and know-how. This post lists five things your translator should know when translating legislation into English. 1. How to apply English drafting conventions Conventions on headings, numbering, referencing and capitalisation differ from one legal language to another. For instance, […]

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4. The archbishop and the abuser  The Economist
5. Archbishop of Canterbury Justin Welby resigns in abuse fallout: All to know  Al Jazeera English

Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

In order to improve recommendation coverage, a personalised recommendation method for English online learning resources based on improved collaborative filtering algorithm is studied to enhance the comprehensiveness of personalised recommendation for learning resources. Use matrix decomposition to decompose the user English online learning resource rating matrix. Cluster low dimensional English online learning resources by improving the K-means clustering algorithm. Based on the clustering results, calculate the backfill value of English online learning resources and backfill the information matrix of low dimensional English online learning resources. Using an improved collaborative filtering algorithm to calculate the predicted score of learning resources, personalised recommendation of English online learning resources for users based on the predicted score. Experimental results have shown that this method can effectively backfill English online learning resources, and the resource backfilling effect is excellent, and it has a high recommendation coverage rate.

Due to the problems of low clustering accuracy and efficiency in traditional similar resource clustering methods, this paper studies an English MOOC similar resource clustering method based on grey correlation. Principal component analysis was used to extract similar resource features of English MOOC, and feature selection methods was used to pre-process similar resource features of English MOOC. On this basis, based on the grey correlation method, the pre-processed English MOOC similar resource features are standardised, and the correlation degree between different English MOOC similar resource features is calculated. The English MOOC similar resource correlation matrix is constructed to achieve English MOOC similar resource clustering. The experimental results show that the contour coefficient of the proposed method is closer to one, and the clustering accuracy of similar resources in English MOOC is as high as 94.2%, with a clustering time of only 22.3 ms.

The conventional methods for identifying English online course learning behaviours have the problems of low recognition accuracy and high time cost. Therefore, a multimodal data fusion-based method for identifying English online course learning behaviours is proposed. Firstly, the analytic hierarchy process is used for decision fusion of multimodal data of learning behaviour. Secondly, based on the fusion results of multimodal data, weight coefficients are set to minimise losses and extract learning behaviour features. Finally, based on the extracted learning behaviour characteristics, the optimal classification function is constructed to classify the learning behaviour of English online courses. Based on the transfer information of learning behaviour status, the identification of online course learning behaviour is completed. The experimental results show that the recognition accuracy of the proposed method is above 90%, and its recognition accuracy is and can shorten the recognition time of learning behaviour, with high practical application reliability.

In order to enhance the accuracy of teaching resource recommendation results and optimise user experience, a personalised recommendation method for English teaching resources on the MOOC platform based on data mining is proposed. First, the learner's evaluation of resources and resource attributes are abstracted into the same space, and resource tags are established using the Knowledge graph. Then, interest preference constraints are introduced to mine sequential patterns of user historical learning behaviour in the MOOC platform. Finally, a graph neural network is used to construct a recommendation model, which adjusts users' short-term and short-term interest parameters to achieve dynamic personalised teaching recommendation resources. The experimental results show that the accuracy and recall of the resource recommendation results of the research method are always higher than 0.9, the normalised sorting gain is always higher than 0.5.

In order to shorten the integration and sharing time of English teaching resources, a MOOC English online and offline mixed teaching resource integration model based on convolutional neural networks is proposed. The intelligent integration model of MOOC English online and offline hybrid teaching resources based on convolutional neural network is constructed. The intelligent integration unit of teaching resources uses the Arduino device recognition program based on convolutional neural network to complete the classification of hybrid teaching resources. Based on the classification results, an English online and offline mixed teaching resource library for Arduino device MOOC is constructed, to achieve intelligent integration of teaching resources. The experimental results show that when the regularisation coefficient is 0.00002, the convolutional neural network model has the best training effect and the fastest convergence speed. And the resource integration time of the method in this article should not exceed 2 s at most.

In order to overcome the problems of low evaluation accuracy and long evaluation time in traditional teaching quality evaluation methods, a method of English distance information teaching quality evaluation based on decision tree classification algorithm is proposed. Firstly, construct teaching quality evaluation indicators under different roles. Secondly, the information gain theory in decision tree classification algorithm is used to divide the attributes of teaching resources. Finally, the rough set theory is used to calculate the index weight and establish the risk evaluation index factor set. The result of teaching quality evaluation is obtained through fuzzy comprehensive evaluation method. The experimental results show that the accuracy rate of the teaching quality evaluation of this method can reach 99.2%, the recall rate of the English information teaching quality evaluation is 99%, and the time used for the English distance information teaching quality evaluation of this method is only 8.9 seconds.

Aim/Purpose. This study seeks to determine the impact of a card game intervention in improving the English verbal communication of nursing students from culturally and linguistically diverse backgrounds. Background. Many international students studying in Australia experience setbacks in their university studies due to English language difficulties. This paper outlines how an educational card game designed can be played by nursing students from culturally and linguistically diverse (CALD) backgrounds as an intervention for their English verbal communication development. Methodology. The study used a descriptive qualitative approach to analyse the learning experiences of forty-five (N=45) nursing students from CALD backgrounds undertaking their second semester at a metropolitan university in Victoria, Australia after being introduced to an educational card game developed by the first author. The card game was designed to explore the use of English pragmatic markers, which are words, phrases, or verbal cues that signal or emphasise the intentions of the speaker. Following the intervention, participants were queried in a survey about their experiences with English language speaking and how the game improved their verbal communication skills. Contribution. This paper provides knowledge about how a game can be designed to enhance the English verbal communication skills of nursing students from CALD backgrounds which could help them in their clinical placements and their adjustment into Australian society. Findings. Three intertwining themes that emerged from the data analysis were education content, skills development, and fun and creativity. These themes signify the importance of providing opportunities for learners to creatively practise the educational content in simulative contextualised situations within a safe, comfortable, and inclusive learning environment. Recommendations for Practitioners. Educators still need to consider the importance of inclusivity of students from culturally and linguistically diverse (CALD) backgrounds as part of successful integration into the culture of their host countries. Recommendations for Researchers. The findings emphasise the need for educators and researchers to understand the challenges facing these students in relation to marginalisation and discrimination and how they can design an intervention that is engaging and inclusive. Impact on Society. The findings also put forward the awareness of pragmatics as part of both English language learning and integration into the society of a host country as students learn how to express intention appropriately in various interactions. Furthermore, the themes presented in this paper suggest that not only should an educational game or an intervention contain relevant educational content and practical activities for skills development, but they must also be enjoyable by encouraging creativity and social interaction. Future Research. The results of this study also open possible future studies that involves the adaptation of a digital version of the card game or possible implementation of the game in other health professional programs in universities and other educational institutes.

Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well.