Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

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

This book, English Language Teaching Methods and Styles, introduces readers to language teaching and pedagogy within the framework of teaching and learning theories, creative teaching practices, and the future of digital technologies. It purposefully guides language teachers, educators, researchers, students and, as well as a wider reading audience interested in language teaching and learning. The book is grounded in the novelty of merging theoretical and applied aspects of language teaching and learning, with a strong focus on essential concepts, methods, approaches, and techniques. Therefore, the book promotes the holistic approach and engaging language learning environments in the context of English as a Second Language (ESL). The book begins with a strong theoretical analysis of language learning, emphasizing how cognitive, behavioral, and sociocultural perspectives shape language acquisition. By examining the interplay between innate human capacities and the social nature of learning, the book illuminates how learners’ backgrounds, motivations, and experiences influence their language acquisition. This holistic approach reminds educators that teaching is as much about empathy and understanding as it is about content delivery. Additionally, the book argues for the importance of adapting teaching to current language theories, teaching practices, and new technologies, tailoring language instruction to learners’ needs. Overall, the message to the readers is that the future of effective language teaching and learning will certainly depend on understanding learners, their unique characteristics, and the role of digital technologies. Chapter two, “Essentials of Language Acquisition,” introduces readers to the evolution of language learning from early nativist theories, such as Chomsky’s Universal Grammar, to contemporary frameworks that integrate social and cultural dimensions, and as well as digital technologies. This balance of theory and practice helps readers appreciate language learning not as a purely cognitive process but as a social experience deeply tied to communication, identity, and context. Once readers gain essential knowledge about the evolution of language teaching and learning, the book directs them further to the progression of language pedagogy by focusing on the applied aspects of key concepts in language teaching. From the grammar-translation method to the direct method, audiolingualism, and today’s communicative language teaching (CLT), readers gain insight into shifts in educational philosophy and methodology that continue to influence the modern classroom. The chapter, “Effective Teaching and Learning Models and Styles,” encourages teachers to critically evaluate and adapt teaching and learning methods to meet the needs of diverse language learners. The chapter begins with the Platonic ideal of teaching and learning, Bloom’s taxonomy, to more specific models and styles of teaching. By considering a taxonomy of instructional approaches, the book introduces readers to the qualities of effective teachers and successful language learners. Two chapters address essential questions about how language is acquired, exploring the habits, mindsets, and teaching methods that define excellence. On the other hand, chapters also tackle the characteristics that foster language acquisition, including motivation, resilience, and metacognitive awareness. The readers will have the opportunity to reflect on these two chapters, examining the never-ending questions of what makes teachers and learners effective. The book also offers readers insights into emerging trends of technology in language teaching and learning. The book explored tools and insights for leveraging digital platforms, multimedia resources, and interactive technologies to enhance engagement and achievement in language teaching and learning. Readers are encouraged to focus on the importance of intentional and thoughtful technology use rather than merely adapting technology in language classrooms. The last chapter of the book explores teaching research methods and academic writing, focusing on the importance of students’ research curiosity, research knowledge, types of research methods, and the process of writing research papers and journal articles. This book serves as a practical guide and a scholarly resource, combining historical insights, research-based strategies, and forward-thinking perspectives. It is very useful source for teachers, researchers and students committed to fostering meaningful, inclusive, and effective language education in an increasingly interconnected digitalized world.

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.

<p>Abstract</p><p>Some mistake are finding in teaching and learning language at the schools until today. This condition happened because there is some mistake in teaching and learning language at the schools. Because of that, the process of teaching and learning literature at schools must be change by using the effective models of teaching and learning language which can improve student literacy. One of the models for teaching and learning literacy is Whole Language Model. The problems of this research are (1) what is real condition of learning and teaching language process in the schools? (2) how to development whole language models which can improve student’s literacy? (3) are there influence in using whole language model toward student’s literacy improvement? .Method of this research is research and development. The subject of this research is student in Primary School Laboratory UPI Cibiru Campus. Measurement utilizes test and observation. The statistic analysis technique is using to analysis the date. Result of this research concludes that (1) teacher needs the good model of learning and teaching language to improving student’s literacy in the school; (2) whole language model can implementating by three step that is introduction step, process step, and closing step; (3) implementation of whole language model of teaching and learning language can improving student’s literacy in the primary school.</p><p>Key Word: Whole Language, Elementary Student, Literacy</p>

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

The papers presented in this issue are the result of a workshop held at the University of Nottingham in December 2012 as part of an Arts and Humanities Research Council research network Towards a History of Modern Foreign Language Teaching and Learning (2012–14) intended to stimulate historical research into language teaching and learning. This, the first workshop in the programme, focused on exchanging information on the history of language learning and teaching (HoLLT) across the different language traditions, for it had become clear to us that scholars working within their own language disciplines were often relatively unaware of work outside these. We hope that this special issue — with overview articles on the history of English, French, German, and Spanish as second/foreign languages — will help overcome that lack of awareness and facilitate further research collaboration. Charting the history of language teaching and learning will, in turn, make us all better informed in facing challenges and changes to policy and practice now and in the future. It is instructive in the current climate, for example, to realize that grave doubts were held about whether second foreign languages could survive alongside French in British schools in the early twentieth century (McLelland, forthcoming), or to look back at earlier attempts to establish foreign languages in primary schools (Bayley, 1989; Burstall et al., 1974; Hoy, 1977). As we write, language learning in England is undergoing yet more radical change. Language teaching for all children from the age of seven is being made compulsory in primary schools from 2014, while at Key Stage 3 (up to age 16), where a foreign language has not been compulsory since 2002, the most recent programme of study for England has virtually abandoned the recent focus on intercultural competence and now requires learners to ‘read great literature in the original language’,1 a radical change in emphasis compared to the previous half-century, which seems to reflect a very different view of what language learning is for. We seem to be little closer in 2014 than we were at the dawn of the twentieth century to answering with any certainty the questions that lie at the very foundations of language teaching: who should learn a foreign language, why learners learn, what they need to learn, and what we want to teach them — answers that we need before we can consider how we want to teach. The research programme begun under our research network is intended to help us to take ‘the long view’ on such questions.

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

In this review, we aim to elaborate on research on mobile use and language learning/teaching and suggest the most fruitful research approach that can help in cultivating this area. The studies carried out on mobile use in language teaching and learning process have been introduced and critically analyzed with respect to three broad areas including pedagogical role of mobiles, sociocultural role of mobiles and different stakeholders’ perception of mobile use in the language teaching and learning process. In this paper, we argue that previous research on the use of mobiles in the process of learning has not taken all aspects into account to give us a clear picture of how mobile learning works. In addition, the psychological influence of mobile learning on students’ language learning is largely ignored. As such, the socio-cultural ecology approach is recommended as an efficient approach for doing research in this field. Finally, further research gaps are mentioned to be considered in future studies. It is hoped that this review would shed light on mobile learning research and development.

The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students’ responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students’ responses and students’ attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition.

<p>In the new era, several changes occurred in language teaching and learning. Some educators employ traditional classrooms, while others use online learning and blended learning. This study aimed to investigate students' preferences and perceptions about language teaching and learning. This study utilizes a qualitative design and involves 80 students from the English Education Department of the State Islamic University of North Sumatra. The students were given a closed-ended questionnaire to evaluate their preferences for the language teaching and learning process. The researcher then interviewed various students to learn about their thoughts on the language teaching and learning process. The students were selected based on their questionnaire responses. The percentages were used to analyze the questionnaire data, while thematic content analysis was used to analyze the interview data. The questionnaire results showed that 40% of students preferred face-to-face classrooms, 30% chose online learning, and 30% chose blended learning. In the interview, students stated that face-to-face, online, and blended learning positively impacted their language learning, though they also had negative perceptions of online learning. This study suggests that the teachers use in-person meetings because most students have positive perceptions of the implementation of face-to-face in EFL classrooms.</p>

This chapter provides a comprehensive overview of the role of technology in language teaching and learning according to the existing body of research. Research into the various aspects of computer assisted language learning (CALL) can appear too broad and diverse for many outside the field to truly appreciate. As with many academic disciplines, CALL researchers are likely to focus upon distinct areas of specialization, such as linguistic communities, language skill areas, pedagogical contexts, pragmatics or discourse features. Collaborative language learning practices are becoming more common as the tools that support them are better understood and utilized. The use of corpora in linguistic research is well established, but the use of corpora in language learning is still a nascent area of investigation. Researchers have observed learner behavior in regard to language production across a variety of tasks and tools. Telecollaboration has also been valued for allowing learners to engage in interactions with otherwise unavailable native speakers.

ABSTRACTFollowing Trent, J. [2014. “Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong.” Innovation in Language Learning and Teaching 8 (1): 56–78], the present study used identity as the unit of analysis for examining three foreign language student teachers’ experiences with content-based instruction (CBI) during their teacher preparation program. With teacher socialization as its primary theoretical lens, it adds to the limited amount that is currently known about traditional foreign language teachers’ identity construction, compared to other second language contexts. Analysis of a variety of data sources (including interviews, digital journals, and post-observation conferences) revealed that participants actively processed what CBI meant to them, were able to implement CBI to varying degrees in their student teaching placements, and expressed a range of aspirations for CBI in their future teaching. These findings confirm Trent, J.'s [2014. “Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong.” Innovation in Language Learning and Teaching 8 (1): 56–78] claim that student teachers require adequate implementation space for validating change-oriented identity positions if desired innovations are to take hold.

The role of AI chatbots is undergoing a transformation, where it was firstly used for English native language learning; later, it shifted to the use for learning English as a second language (ESL) and English as a foreign language learning. Lastly, it is used to learn foreign languages. Hence, due to the changes in AI chatbots’ role, there is a need for a study to analyse the development of AI chatbots over the years between 2006 and 2024 and their influence on language education. Therefore, bibliometric analysis and systematic analysis study aim to determine the state-of-art topics related to using AI chatbots in language teaching and learning and how different AI chatbots influence the teachers’ and students’ perspectives on language teaching and learning and students’ learning outcomes. The research is concluded as follows: (1) extend the studies toward students/teachers from various regions, language proficiency levels, and communities with different cultural backgrounds, (2) longitudinal research could be employed to see if there is any novelty effect or other changes in the learning outcomes, affective gains and factors influence the use of the AI chatbots over an extended period, (3) focus on developing strategies, language learning model and process, teaching approaches or methods, assistance from teachers and peers and guidelines for integrating AI chatbots, especially with LLMs AI chatbots into curriculum effectively, (4) effects of learning with self-developed AI chatbots or LLMs AI chatbots that are integrated with more intelligence, realistic agents capable of performing several expression, gestures and movements or more additional games, quizzes, and more multimedia elements in enhancing language learning, (5) factors influence teachers and students in acceptance the use of AI chatbots.