A framework for playful pedagogy: Nurturing child imagination in second language learning

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

1. Drama education and second language learning: a growing field of practice and research Madonna Stinson and Joe Winston 2. Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom Shin-Mei Kao, Gary Carkin and Liang-Fong Hsu 3. Reflections on a primary school teacher professional development programme on learning English through Process Drama Lai-wa Dora To, Yuk-lan Phoebe Chan, Yin Krissy Lam and Shuk-kuen Yvonne Tsang 4. Shakespeare as a second language: playfulness, power and pedagogy in the ESL classroom Astrid Yi-Mei Cheng and Joe Winston 5. Process drama: the use of affective space to reduce language anxiety in the additional language learning classroom Erika Piazzoli 6. Bodies and language: process drama and intercultural language learning in a beginner language classroom Julia Rothwell 7. 'But why do I have to take this class?' The mandatory drama-ESL class and multiliteracies pedagogy Burcu Yaman Ntelioglou 8. Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning Julie Dunn and Madonna Stinson Abstracts in Spanish and French

Second language writing development from a Complex Dynamic Systems Theory perspective:a multiple case-study of Hungarian learners of English

This study investigated to what extent learners’ beliefs about language learning strategies (LLS) are subject to change as they are taken through a process of reflection. Three research questions were addressed: the profile of language learning strategies of the students, the nature of strategy use and belief about LLS and how the change of belief about LLS occurred. The study employed a minor quantitative measurement and qualitative analysis of the data. Findings at the beginning of the study are compared with the findings at the end of the study after the reflection procedure was implemented. The reflection was meant to provide time for the students to contemplate, and critically evaluate, their strategy use with regard to their English learning process. Twelve students participated in this study. Three types of data collection techniques were utilized to gather the data: survey, interview, and reflective journal writing. The Strategy Inventory of Language Learning (SILL), developed by Oxford (1990) was used to collect data about the students’ current learning strategies. In-depth interviews about their learning experiences with reference to their language learning approaches were also employed not only to compare with the survey results but also to enrich the data needed for deep analysis. The last instrument was the reflective learning journal. Journals were assigned to all the students in all macro-skill subjects to explore their experiences regarding their language learning journey by documenting their success and failure stories. All these data were triangulated for verification and analysed accordingly to respond to the research questions. The findings indicate that before reflection in general the students were moderate users of the English learning strategies as formulated in the SILL. In terms of categories, metacognitive categories were the most frequently used strategies suggesting that, as adult language learners, the students were familiar with the strategies of planning, monitoring and evaluating their learning. However, they did not exploit their emotion sufficiently to facilitate their learning, as indicated by their affective strategies being the least frequently used categories. After the intervention of reflection, the frequency use of the strategies increased across categories the with the metacognitive strategy category remaining the most frequently used. Also there was a shift in the least frequently used categories from affective strategies to memory strategies. This finding weakened the popular claim that memory strategies were the most popular strategies` among Asian EFL learners. This finding also serves as evidence that reflection is among the determinants of the improved frequency use of learning strategies. This study shows that all of the students preferred collaborative learning especially in verbal skills, suggesting that this finding corroborates Vygotsky’s theory of cognitive development and social learning. The fact that the students had different levels of English proficiency allowed them to learn from one another through their social interaction in which some students became the learners, and some others became the “More Knowledgeable Others”, that is, other than the teachers. This finding was confirmed with data collected from the SILL survey which found a high level of frequency in the use of social strategy categories. Linguistic and non-linguistic problems were also identified, as encountered by the students. The problem of limited vocabularies and limited knowledge of grammar impeded them from active participation in verbal and written practices as these weaknesses made them feel anxious and afraid of making mistakes. Lack of self-confidence and lack of motivation as a result of low English competence were reported. These factors prevented them from active involvement in learning activities as they caused them to feel shy and lazy. With regard to the learners’ beliefs, it was found that the students held strong beliefs about the importance of language practice, the use of learning strategies, the significance of vocabulary and grammar, and error-correction. All of them believe that practice in language learning is a must suggesting that without language practice learning would not happen. Most of the students also believe in the effectiveness of their use of learning strategies based on their learning experience. Students also claimed that vocabulary and grammar are fundamental in English language learning suggesting that they would give top priority to learning these components. Finally, they had a strong conviction that making errors is normal in language learning and that it is part of the learning process. Therefore, they were happy for any corrections if they made mistakes. In connection with belief change, this study found factors affecting belief change also included: self-esteem, self-confidence, motivation, mindset and conception of language and language learning. In conclusion, this study has implications for EFL pedagogical practices and for further studies in the field of learners’ beliefs.

This manuscript, as a conceptual article and communication piece, offers insights into the pedagogy of play as a philosophy of education and a wide-ranging set of methods and techniques. It intends to encourage readers to invest (further) in playful learning in language learning. To this aim, playful learning is first problematized within language education. The paper then presents an expanding (revised) outline of play, elaborating on the wide spectrum of pedagogical affordances that playful approaches can provide. It employs the nomenclature, 'language learning playscapes' to cast light on major components and principles of a playful approach to language education. The article also addresses the compatibility and contribution of such approach within various frameworks of practice. It particularly advocates 'signature pedagogy', while making connections with other teaching paradigms (e.g., student-centered learning, positive education). Readers are also updated on practical ideas and related case studies to implement playful language learning more efficiently. Finally, the article touches upon several areas of development within playful language education especially developing appropriate language learning materials and playful assessment.

Language learning

This paper aims to analyze the role of drama in context of learning a language, particularly in context of learning English through plays and dramatic movements such as Shakespeare’s plays, Theatre of the Absurd and Modern and Post-modern American Drama, and the practical use of these plays in learning process according to different age and language level groups. The style of dialogue in Shakespeare’s plays is analyzed and compared to the style in absurdist plays by authors such as Beckett and Ionesco. When talking about the works of Shakespeare, the process of adaptation and appropriation is mentioned as well as telling the famous tales and narratives through different media. Previous research will be taken in consideration, such as the pioneering work of drama educators who first introduced theatre as a learning tool in education or the Communicative Language Teaching approach focused on fluency and interaction in everyday situations. Specifics of drama in language learning in comparison to other literary genres such as poetry or prose will be briefly mentioned along with the history of Western drama. This paper discusses theatre and drama in the context of education with mention of similarities and differences to staged professional theatre plays. In few chapters, theatre is analyzed as a learning tool in various fields of study, but the main focus of the paper is language learning through drama with the purpose of improving students’ linguistic and cultural knowledge. The discussion can be of concern to all those wishing to improve their language skills, and to drama educators and other theatre and education practitioners.

Aim. The Erasmus+ project ‘QuILL – Quality in Language Learning’ was approved within the Strategic Partnerships for Digital Education Readiness as it proposes a new insight into the way digital open educational resources (OER) are made available to language lecturers teaching languages for specific purposes or as foreign languages and how they can maximise their use in a qualitative way. The project ended in February 2023. One of QuILL’s main goals is to provide higher education language lecturers with a substantial number of Open Educational Resources (OER) to assist them in the teaching and learning process. Apart from that, a training package has been developed to guide lecturers into the way they identify, use and create online resources. The guidelines brought into play in the e-book of the project concur with the core principles that guide higher education lecturers’ teaching practice: to make learners become motivated and engaged, unfettering them from narrowmindedness, fostering autonomy and critical thinking. Methods. The identification of the sources has been made by the experts of the project partnership following a bottom up approach and the participation of a relevant number of potential beneficiaries, focusing in particular on Language for Specific Purpose (LSP). Each resource is presented both in English and the target language through a review, a case study and a guideline on how to use it. The e-learning based package addressed to university LSP lecturers is specifically aimed to guide them in innovating their language teaching methodologies through the effective use of quality digital based OER teaching sources including 2 operative tools, 2 case studies and an interactive self-assessment test. A third outcome of the project is an e-book titled Implementation of Digital language Learning Opportunities. This publication brings together contributions from the six partners that integrate the QuILL project consortium. Therefore, it consists of six chapters. Results. In the QuILL portal, both language lecturers and learners will find many OERs for 18 European languages, already tested and validated by students in real teaching scenarios. The OERs used for LSP described according to quality indicators: comprehensive approach, added value, motivation enhancement, innovation, transferability, skills assessment and validation, adaptability. The content of the e-learning based training package is structured in 3 modules, each of which follows the same structure with the combination of a readable e-text, extensive use of links to existing resources and downloadable supplementary document. The e-book, containing important theoretical and practical guidelines, is aimed at Higher Education (HE) policy makers, as well as LSP lecturers, to improve the implementation of digital based language learning opportunities in higher education systems. It also intends to present, examine and reflect on the opportunities related to the use of digital technology in the language learning and teaching process. Conclusions. Most resources found on the Internet are targeted at learners of English. This is one of the issues that QuILL addresses. The publication, an e-book on digital language teaching addresses the process of language learning via digital resources and keywords such as “quality” “innovation”, and “digital education” are common to all of the six chapters. In the specific context of LSP, digital technologies equip teachers and students with more tools that will empower them during the learning and teaching process, so they continue to open as many doors as possible.

Tough competition conditions that exist in today's business world have created the need for individuals who want to exist in this environment to be more qualified. Especially, speaking the English language as a foreign language and having the ability to use its language features makes up an important part of these needs. Through English language education process, both instructors and students need to be able to get the educational materials they need. Widespread use of the internet and computer technologies enabled people to access new educational materials used in the field of education. Online courses, electronic dictionaries, question-answer applications, and game apps on online platforms are some of these educational materials. Today, everyone can reach any language courses or any other materials that support their language learning via a mobile phone and other similar gadgets from anywhere. The Common European Framework of Reference for Languages (CEFR) has had a profoundly important role in learning and teaching of languages since it was published. The use of this standard framework in English language teaching helps the development process of foreign language teaching and learning depending on the level of the student. CEFR framework is made up of six sections. Every section has many words related to a level of English. This study has been focused on a web-based platform depending on CEFR standards that will help the process of language education. In the study, it was aimed to create a large database table to determine the CEFR levels of the films used in the system and to contribute to the process of learning English words and movie scenes suitable for the students' own level.

After two successful conferences (2015 & 2016) at Reutlingen University, the third Drama in Education Days was held at Konstanz University of Applied Sciences, June 30th and July 1st, 2017. The bilingual (English/German) conference focuses on best practice and research in the field of drama and theatre in education in second and foreign language teaching, and is organised by Dr. Stefanie Giebert (Konstanz University of Applied Sciences, Germany) und MA Eva Göksel (Centre for Oral Communication, University of Teacher Education Zug, Switzerland). The two-day event caters to teachers, scholars, and performers working with drama and theatre in language education at all levels – primary through to tertiary. This year’s conference attracted 45 participants from 9 countries including Austria, Canada, France, Germany, Kirgizstan, Spain, Switzerland, the US, and the UK. The conference kicked off Thursday, June 29th, with a hands-on pre-conference workshop, during which Tomáš Andrášik (Masaryk University) demonstrated how improv theatre creates a positive classroom atmosphere and fosters communication skills. In the space of two hours, workshop participants tested out techniques to lower communicative anxiety and to develop public speaking skills. Exercises aimed at building self-confidence in speaking and listening and to empower spontaneous and authentic communication were also presented. ...

This research investigates students' attitudes towards learning English in Private Universities. Attitude is considered as a necessary component in language learning. Therefore, a positive attitude is considered as one of the important factors that have an impact on language learning. By providing insight into the attitudes of Private Universities students towards learning English, it contributes to the teaching of English as a foreign language. The main purpose of this research is to reveal students’ attitudes towards learning English and find out how to make their attitudes positive. Language educators who know how to develop positive attitudes in students will be able to conduct interesting and effective classroom activities; get them to be more successful in learning English. The researcher points out that the main problem is the fact that students in Private Universities are not encouraged to English. This is one of the reasons why they have negative attitudes towards learning English. Students have a perception that they are forced to learn English. This causes them to be unwilling to learn English and develop target language skills. The researcher made use a questionnaire to obtain data about the learners’ attitudes and analyze them. The random sampling technique was used. All the first- and second-year students at English department of the college in Private Universities were selected randomly for the study. The English department had 214 first- and second-year students. The study revealed the fact that students have negative attitudes towards learning English in terms of emotional, behavioral and cognitive aspects. Thus, the first hypothesis is supported. As there is a statistically significant difference in Private Universities students’ attitudes towards learning English language by gender, the second hypothesis is supported. The third hypothesis is supported by the fact that there is a statistically significant difference in Private Universities students’ attitudes towards learning English language according to the duration of the study. According to the correlation test, the researcher came to the conclusion that there is correlation between three attitude factors: cognitive, behavioral and emotional. According to the correlation test, the researcher found out that cognitive has negative correlation (r=.-.249**, p<0.01) with Behavior. Concerning the negative of the linear relationship is moderately strong between cognitive and behavior, cognitive has negative correlation (r=.-.330**, p<0.01) with Emotional. The negative of the linear relationship is moderately strong between cognitive and Emotional, and Behavioral has negative correlation (r=.-.336**, p<0.01) with Emotional. The negative of the linear relationship is moderately strong between Emotional and behavior, therefore hypotheses four supported. Concerning the experimental negative attitude towards learning English, the university lecturers are recommended to establish a motivating feeling in the English lessons to promote the students’ positive attitudes towards learning English. Lecturers also should highlight the significance of learning English.

This undergraduate thesis analyzes about giving reinforcement by teacher to motivate students in learning English. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. People achieve fluency in a foreign language solely within the activity in the classroom. Process in the classroom become the important part to transfer knowledge so the result of the learning process will be maximal. Reinforcement is one of the important steps in learning, can be functioned to motivate students in learning process. There are three problems of this study, (1) Does teacher give reinforcement to motivate the students in learning English ? (2) What is the effect of reinforcement toward the students’ motivation in learning English? (3) What factors cause the unmotivated students in learning English? This research is designed as a qualitative research and conducted in odd semester at the Eight B grade of SMP Muhammadiyah I Way Jepara East Lampung Academic Year 2012/2013. As a source of data, the writer utilized two instruments to get the data by using observation and questionnaires. The analysis of the data used comparative method enclose reduction the data, categorization and synthesizing the data. The result of this analysis are (1) the teacher have given reinforcement in learning English, it can be proven by seeing percentage of the analysis result that 75 % teacher often use reinforcement in learning English and 25 % teacher rare use some activities that indicated the teacher have given reinforcement in learning English.(2) the students are motivated after getting reinforcement in Learning English. (3) some activities that cause students are unmotivated in Learning English. By studying and analyzing giving reinforcement in learning English, the writer expects an English teacher should give reinforcement in all learning process especially learning English and should avoid some factors that cause the students are unmotivated in learning English because by giving reinforcement in learning the students are motivated in learning English. It means that giving reinforcement by teacher can motivate students in learning English.

Emotions have an important role in English language learners (ELL), impacting motivation, engagement, and performance. Understanding how emotions influence ELL performance is critical for creating effective instructional programs. Previous research has explored emotional reactions utilizing self-reports or behavioral observations, but only a small amount of research has used biosensing technology to offer objective, real-time data on emotional states. The purpose of this research is to examine English learners’ emotional responses using biosensing measurements to investigate the psychological mechanisms supporting these responses and offer knowledge about how emotions influence language learning. The investigation involved 150 English language learners. Biosensing devices were used to evaluate physiological indicators such as heart rate variability, skin conductivity, and facial expressions while students completed English language tasks. Furthermore, psychological mechanisms were investigated using questionnaires and interviews, yielding qualitative insights into how learners experience and handle their emotions during the learning process. Statistical analysis, such as regression, descriptive, correlation analysis, ANOVA, and chi-square statistics, was used to investigate the association between emotional responses and language learning efficacy. The findings show a strong association between good emotional reactions and better language learning outcomes, whereas negative emotions, such as anxiety, are associated with lower engagement and performance. Finally, this approach emphasizes the relevance of understanding emotional dynamics in language learning and the necessity of developing methods to enhance positive emotional involvement.

Global force-majeure events and circumstances of recent years make it necessary to revise approaches to the implementation of the educational process, including language education. The crisis factor of 2020-2022 and the unprecedented increase in the importance of distance learning are complemented by the factor of transition to a post-non-classical educational system characterized by openness, autonomization, and personalization. Taking these factors into account, the article attempts to rethink the possibilities of organizing the educational process in the field of teaching foreign languages and linguistic/linguodidactic disciplines in a language pedagogical university. The research methods used were analysis (both empirical and theoretical - namely, scientific and methodological publications of recent years describing the possibilities of organizing the learning process in the field of language education in the context of epidemiological and socio-political crises) and design of own methodological “products”. The research is based on three fundamental questions that have arisen in the new realities and represents a search for an answer to them: 1) what should be the optimal educational environment to realize the continuity of face-to-face and online learning in language education context? 2) what should be relied on and how to compensate for the problematic aspects of online learning in a language university? 3) what should be renewed in the teaching process in the online reality? The existing most popular online learning platforms (Moodle/LMS, Google Classroom, MS Teams, etc.) were investigated from the point of view of their compliance with the needs of language education. The requirements for a domestic learning platform, which should provide effective management of the educational process, were defined. These requirements include the following: a) the availability of intuitive (for the teacher) tools for course development and administration, b) the availability of channels for written and necessarily audiovisual communication between the teacher and students, c) the ability to place exercises and assignments of different types, assign individual, pair and group tasks, d) the ability to create a library of resources (data bank with teaching materials), e) the availability of a virtual interactive whiteboard, i.e. a space for collaborative work, presentation of materials and the results of the course. The leading requirement is to provide a unified educational media space for different formats/models of language and theoretical learning. This means that the platform should support language learning in three modes and allow switching between them at any time: face-to-face, remote and hybrid synchronized face-to-face and remote modes. The analysis of advantages and disadvantages of the learning process in the conditions of online learning has allowed us to identify several directions for the transformation of the learning process in the new conditions, in particular: 1) reducing the share of formal-quantitative answers and shifting the emphasis to the types of work that require activation of universal thinking actions, critical and creative thinking within the framework of problem tasks, 2) increasing the degree of interactivity of written statements (thanks to the Web 2.0 opportunities), which implies the mandatory reading and commenting of written work by other students, differentiated teaching of written online speech, 3) introduction of technology for the “controlled autonomous learning”, including the context of informal learning, and 4) development of a new generation of training courses, as well as modification of existing ones, taking into account the learning potential of Web 2.0 resources, which will make it possible to realize the possibilities of managing students’ independent work through these resources. The main attention should be paid to the development of learning autonomy and differentiated opportunities for student self-actualization. In order to implement some of the selected directions of the learning process transformation, we have developed and introduced into practice: a) technology of managing the student's daily learning activity (the author’s developments are presented: “Map of goal setting and planning of daily foreign language activity” and “Reflexive map of daily foreign language self-study”, the methodology of organising work with these maps is described), b) new aspects of the foreign language course (in particular, the organisation of independent reading in a foreign language using the interactive potential of social networks), as well as elective courses providing individualisation of learning through the possibilities of Web 2.0 resources (using the author’s elective course “TikTALK” as an example, which aims to study the linguodidactic potential of “new” audiovisual social networks and to give students – future teachers an idea of how authentic materials from the most popular social networks can be used in the learning process, taking into account age specifics and learning content), c) a new model of the course of teaching the language learning methodology.

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.