Instructional potential of questioning in ukrainian secondary school english textbooks: an analytical framework

‘But how can they say anything in the foreign language if they are not given the words beforehand?’ Language teachers often ask this question when I present examples of target language use in an autonomy classroom. This article explains how from the very beginning it is possible to engage pupils in authentic target language use, including communication that does not involve the teacher. The oral and written examples that I use to support my argument were produced by learners aged between 10 and 16 and ranging in proficiency from beginners to intermediate level. When I introduce each activity I also describe the pre-requisites for its success. In the last section of the article I summarise the positive results achieved in the autonomy classroom, which I illustrate using two sets of peer-to-peer talks collected by the LAALE project (Language Acquisition in an Autonomous Learning Environment), one from a ‘traditional’, communicative classroom in a German school, the other from a Danish autonomy classroom. I conclude by listing the essential features of an autonomous classroom supporting authentic language use.

This study explores the intersection of multimodal communication and conversational implicature in cross-cultural pragmatic contexts through a systematic literature review. Pragmatics, a branch of linguistics emphasizing the dynamic interaction between language and context, often involves inferential processes that extend beyond literal interpretation. The review synthesizes research published between 2020 and 2024, focusing on multimodalities and conversational implicature in American, Indonesian, and Chinese contexts. Key findings highlight the diverse applications of pragmatics theories, such as Grice’s Cooperative Principle, in examining verbal and non-verbal communication. Studies reviewed investigate contexts ranging from sitcoms, political debates, and humorous dialectal speech to educational methodologies leveraging implicature for language learning. Emerging themes include the pedagogical implicature to enhance students’ pragmatic competence, particularly in understanding implicit meanings and cultural nuances. Additionally, the review underscores the role of multimodal resources, incorporating visual and auditory cues, to support pragmatic awareness. The findings demonstrate that conversational implicature, whether generalized or particularized, varies significantly across cultures, reflecting distinct communication styles and social norms. This variation emphasizes the importance of integrating cultural sensitivity into language education. The review concludes with pedagogical recommendations, advocating the incorporation of multimodal materials and authentic language use to foster critical thinking, cultural adaptability, and effective communication skills. Overall, this systematic review offers valuable insights into the role of multimodal communication and conversational implicature in shaping cross-cultural interactions, providing a foundation for further research and practical applications in language teaching and intercultural communication.

Informed by the knowledge, practical experience and challenges encountered during designing syllabi for English for Academic Purposes (EAP) 1 and 2 courses, this teaching report outlines the design of the syllabi for the continuing EAP 3 and EAP 4 courses. Targeted at second-year undergraduate students in the Humanities and Social Sciences programmes at the University of Zadar, Croatia, these courses necessitate tailored approaches to language instruction that address students' specific academic needs. The needs-based approach to the design process aimed to facilitate students' overall communicative competence, address their reluctance towards oral participation, and foster proficiency in academic language skills relevant to their disciplines. To achieve these objectives, the syllabi integrate the principles of task-based language teaching (TBLT), specifically utilizing tasks as the central unit for planning and instruction. Task selection and design emphasized real-world academic scenarios, ensuring the chosen tasks reflect authentic language use that students will encounter in their studies. By incorporating TBLT principles, this report offers a framework for enhancing language learning in EAP courses. This framework promotes authentic language use and ultimately supports students' academic success within their chosen fields. Pedagogical implications include the utilization of TBLT principles to tailor language instruction for EAP courses, focusing on academic scenarios to enhance students' communicative competence and academic language proficiency.

This study aimed to explore assessment criteria for speaking interactions in performance tests conducted under the curriculum of formal elementary school English education in Japan, that are intended to foster students’ communicative competence in an authentic language use environment. Building on the framework of Sato and McNamara (2018), a qualitative analysis of rater perceptions of communicative elements of young learner oral interaction was conducted. The current study examined the perception of nine raters. The material for analysis consisted of transcripts from video recordings of the elementary school students’ role-play test. The findings indicated that the flow of interaction had a particularly strong impact on raters, along with five other factors. Perceptions of the use of L1 and nonverbal behaviors were nuanced, and only sometimes viewed favorably. Furthermore, in interaction involving limited vocabulary and use of formulaic expressions, speed was not always perceived positively and was occasionally seen as rote memorization. These insights could be applied in the holistic assessment of speaking tests in young beginner learners.

In recent years, higher education has placed greater emphasis on English language proficiency as a key skill for academic success and employability. Despite this, many students still demonstrate inadequate proficiency levels. One major contributing factor is the elevated anxiety students experience when communicating in English within formal academic settings. Therefore, this study aims to examine the perceived benefits of students’ participation in NDUM’s homegrown English language activities (ELA) beyond classrooms as one of the means to reduce their anxiety when utilising English language for academic purposes. The design of ELA is informed by CEFR descriptors from A2 to B2 and beyond which promotes self-regulated and autonomous learning. The language activities offer students opportunities to use the English language in non-threatening, real-world contexts, which may reduce language anxiety and enhance communicative competence. The study adopted a quantitative approach to assess student responses and engagement with ELA. Findings suggest a positive acceptance of ELA as an innovative pedagogical tool that supports communicative competency and alleviates anxiety. Students reported increased confidence and perceived digital platforms as effective for interactive and authentic language use beyond classrooms. This study has produced tangible outcomes in a form of a pedagogical framework for the implementation of English language activities beyond classrooms that are aligned to CEFR, and as a mitigation plan for instructors to ease language learning anxiety among students at higher education. Additionally, the study highlights the potential of Technology-Enhanced Language Learning (TELL),and digital platforms to extend language learning opportunities and foster an ecosystem that nurtures English language use beyond traditional academic settings.

Problem: The mistreatment of medical and nursing students and junior health professionals has been reported internationally in research and the media. Mistreatment can be embedded and normalized in hierarchical healthcare workplaces, limiting the effectiveness of policies and reporting tools to generate change; as a result, some of those who experience mistreatment later perpetuate it. We used a novel, creative approach, verbatim theater, to highlight the complexity of healthcare workplaces, encourage critical reflection, and support long-term culture change. Intervention: Verbatim theater is a theater-for-change documentary genre in which a playscript is devised using only the words spoken by informants. In 2017, 30 healthcare students and health professionals were recruited and interviewed about their experience of work and training by the multidisciplinary Sydney Arts and Health Collective using semi-structured interviews. Interview transcripts became the primary material from which the script for the verbatim theater play ‘Grace Under Pressure’ was developed. The performing arts have previously been used to develop the communication skills of health professional students; this esthetic expression of the real-life effects of healthcare workplace culture on trainees and students was implemented to stimulate consciousness of, and dialogue about, workplace mistreatment in healthcare work and training. Context: The play premiered at a major Sydney theater in October 2017, attended by the lay public and student and practicing health professionals. In November 2017, three focus groups were held with a sample of audience members comprising healthcare professionals and students. These focus groups explored the impact of the play on reflection and discussion of healthcare culture and/or promoting culture change in the health workplace. We analyzed the focus group data using theoretical thematic analysis, informed by Turner’s theory of the relation between ‘social’ and ‘esthetic’ drama to understand the impact of the play on its audience. Impact: Focus group members recognized aspects of their personal experience of professionalism, training, and workplace culture in the play, Grace Under Pressure. They reported that the play’s use of real-life stories and authentic language facilitated their critical reflection. Participants constructed some learning as ‘revelation,’ in which the play enabled them to gain significant new insight into the culture of health care and opened up discussions with colleagues. As a result, participants suggested possible remedies for unhealthy aspects of the culture, including systemic issues of bullying and harassment. A small number of participants critiqued aspects of the play they believed did not adequately reflect their experience, with some believing that the play over-emphasized workplace mistreatment. Lessons Learned: Verbatim theater is a potent method for making personal experiences of healthcare workplace and training culture more visible to lay and health professional audiences. In line with Turner’s theory, the play’s use of real-life stories and authentic language enabled recognition of systemic challenges in healthcare workplaces by training and practicing health professionals in the audience. Verbatim theater provides a means to promote awareness and discussion of difficult social issues and potential means of addressing them.

This study examines EFL learners' blunders and difficulties with English idioms. The study emphasizes the role of idiomatic expressions in EFL learners' communication and cross-cultural understanding. Researchers have adopted the analytical research method; data was gathered through a questionnaire which was distributed to a random sample 65 EFL learners from different Saudi universities. Data was interpreted using Statistical Package for the Social Sciences (SPSS) and reported as a percentage. The study indicated that EFL learners misuse English idioms by choosing literal interpretations or employing them out of context. Cultural variations, limited exposure, lack of context, and trouble understanding figurative meaning also make English idioms challenging for EFL learners. The study found that explicit instruction, cultural context, background information, authentic language use, multimedia resources, and a practice context improve EFL learners' English idiomatic expressions. Idioms' literal meanings can also help language students remember them. This study recommends explicit instruction, cultural context, and background information to help Saudi EFL learners understand idioms, authentic language use, multimedia resources, and context.

This article examines the effectiveness of drama-based instruction in developing language skills among English as Foreign Language (EFL) learners. Despite the recognized importance of English in global communication, EFL learners continue to face challenges in language acquisition, necessitating innovative teaching approaches. Through comprehensive library research analyzing scholarly works, this study investigates how dramatic activities contribute to the development of reading, writing, speaking, and listening skills. The findings reveal that drama enhances reading comprehension through script analysis and character interpretation, while collaborative scriptwriting improves writing skills by developing audience awareness and creativity. In speaking development, drama activities build confidence and improve pronunciation through role-play and performance-based tasks. Listening skills are strengthened through active engagement with authentic language input during rehearsals and performances. The research demonstrates that drama's effectiveness stems from its ability to provide contextualized, interactive learning experiences that engage students in authentic language use. Results indicate that drama-based instruction creates a supportive environment where students can practice language skills while developing confidence and motivation. The integration of dramatic activities in EFL contexts proves particularly valuable where opportunities for authentic language use are limited. This study contributes to the field by providing a comprehensive analysis of drama's role in language skill development and offers insights for educators implementing drama-based instruction in EFL classrooms.

In this study, the use of a popular mobile social networking platform (WeChat) is investigated for learning Chinese as a foreign language (CFL) in a beginners’ course at an Australian university. Driven by practical considerations and major issues with previous literature, student engagement and authentic language used in a WeChat class group are investigated. Data was collected through weekly conversation episodes over a semester and from a student survey. Conversation episodes were analysed both quantitatively (by frequencies) and qualitatively (using a discourse approach). The study found that student engagement increased in frequency and complexity towards the end of the semester, and students used Chinese for various authentic purposes in the semi-formal context of class group chats. A microanalysis of transcripts illustrated how the use of Chinese in multilingual and multimodal practices achieved authentic social functions. However, individual differences were observed, and English was frequently used in chats. Recommendations are provided for scaffolding and for utilising different semiotic resources in dynamic group interactions.

In line with the multimodal turn in second language (L2) teaching and learning, this study investigates the ways in which teachers of Spanish as an L2 rely on multimodal resources for classroom communication. Informed by Farrell’s (2015) Framework for Reflecting on Practice, four L2 Spanish teachers in an urban school district in southeast United States reflect on their beliefs regarding target language (TL) and first language (L1) use for instruction and whether these beliefs align with their classroom practice. Using data generated from classroom observations and semi-structured interviews, findings indicate that teachers value authentic language use, which for multilinguals can include reliance on a shared L1 and other visual aids, reflective of translanguaging practices. However, in practice, teachers’ language-use is constrained by unique contexts, including individual student needs and programme design. Implications for this work include the benefit of critical reflection as a tool to raise teachers’ self-awareness of language alternations and use of semiotic resources, promoting intentionality behind pedagogically supported teacher talk.

Preface B. Holmberg Editorial M. Shelley and C. White I. Learner autonomy: 1. Autonomy and the Distance Language Learner S. Hurd (Open University) 2. Critical Reflection and Autonomy L. Murphy (Open University) 3. Theoretical and practical issues in the promotion of collaborative learner autonomy in a virtual self-access centre A. Ding (University of Nottingham) II. Learner perspectives and support: 4. Towards a Learner-based Theory of Distance Language Learning C. White 5. Feedback in Distance Language Learning C. Ros i Soli & M. Truman (Open University) 6. A Framework for Supporting Students Studying English via a Mixed-Mode Delivery System C. Dreyer (University of Potchefstroom, South Africa) N. Bangeni (University of the Transkei, South Africa) & C. Nel (University of Potchefstroom) III Development of intercultural competence: 7. Assessing intercultural competence gain in a German distance learning course for adults M. Shelley & U. Baumann (Open University) 8. Developing Professional Intercultural Communicative Competence R. Fay (University of Manchester) & L. Davcheva (British Council in Bulgaria) IV. Methodology and course design 9. Teaching foreign-language skills by distance education methods B. Holmberg 10. Course Design for the Distance Learner of Spanish C. Garrido (Open University) V. Learning environments: 11. Learner Autonomy and Course Management Software D. Weasenforth (Collin County Community College, USA), C. F. Meloni (George Washington University) & S. Biesenbach-Lucas (American Univ. of Washington) 12. Negotiating Conversation at a Distance V. Tudini (Univ. of South Australia) 13. Making Online Students Connect A. Schramm (Hamline University, USA) 14. Fostering Creative and Authentic Language Use with Online Tools J. Milton (University of Science & Technology, Hong Kong) 15. The Challenges of Implementing Online Tuition in Distance Language Courses M. Hauck & R. Hampel (Open University) VI. Language teacher development: 16. Compensatory Strategies in Distance Language Education H. Hansson (Umee Univ., Sweden) & E. Wennv (Karlstad Univ., Sweden) 17. Primary Language Teacher Education F. Poppi, M. Bondi (University of Modena and Reggio Emilia, Italy) & L. Low (University of Sterling) 18. Exploring Zones of Interactivity in Foreign Language and Bilingual Teacher Education D. Coyle (University of Nottingham).

This research investigates the effect of social media language on language learning and communicative competence in the digital era. With social networking sites like Facebook, X (formerly Twitter), Instagram, TikTok, and WhatsApp becoming an integral part of everyday communication, they bring about new language habits marked by informality, multimodality, and speedy information transfer. The research investigates the impact of such sites on the grammatical accuracy, vocabulary acquisition, formal writing skills, and faceto-face communication of the users. In qualitative descriptive research, i.e., literature review and digital ethnography, the research identifies both positive and negative linguistic effects of social media use. On the one hand, the websites have opportunities for instantaneous communication, peer-to-peer acquisition, and observation of authentic use of language, which encourages creativity and intercultural consciousness. On the other hand, they can foster non-standard linguistic practices and over-reliance on informal grammar, which may hinder formal language acquisition. The findings highlight the necessity of integrating digital literacy into language learning in an effort to bridge the gap between informal digital communication and formal communicative competence.

Historically, fictional productions which use sign language have often begun with scripts that use the written version of a spoken language. This can be a challenge for deaf actors as they must translate the written word to a performed sign language text. Here, we explore script development inSmall World, a television comedy which attempted to avoid this challenge by using improvisation to create their script. The creators framed this process as a response to what they saw as “inauthentic” sign language use on television, foregrounding the need to present “natural signing” on the screen. According to them, “natural signing” is not influenced by an English script but is varied language use that reflect a character’s background, their settings, and the characters that they interact with. We describe how this authentic language use is derived primarily from improvisation and is in competition with other demands, which are textual (e.g., the need to ensure comedic value), studio-based (e.g., operating within the practical confines of the studio), or related to audience design (e.g., the need to ensure comprehensibility). We discuss how the creative team negotiated the tension between the quest for authentic language use and characteristics of the genre, medium, and audience.

Project-based learning is a valuable instructional approach that can promote the simultaneous development of language, content, and skills in academic EFL classrooms. By enabling students to engage in real-world projects, this approach not only transforms the dynamics of the classroom but also empowers learners to take ownership of their learning experiences, ultimately fostering higher levels of academic literacy and critical thinking skills in language acquisition. This study explored the impact of project-based learning on language skills and academic performance in ESL classrooms. The researchers used a combination of classroom observations, student surveys, and work sample analysis. The findings show that project-based learning significantly improved students' language proficiency, critical thinking, and engagement. Students reported being more motivated and having a deeper understanding of the language, as they could apply their knowledge to real-world situations.

This research aims to gain insights into teachers' perceptions and practices regarding CLT principles and their alignment with linguistic theories of language learning. A qualitative approach was used by involving 10 English teachers from different secondary schools in North Sumatra using purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed through inductively using thematic analysis. The findings reveal a strong emphasis on authentic language use, development of communicative competence, student-centered and interactive approaches, and integration of digital technology to facilitate real-time communication and collaborative language learning experiences. Therefore CLT and linguistic perspective in the language classroom and potential role of technology in enhancing effective communicative language teaching.