Pedagogical Applications Research Articles

Good practices of pedagogical translanguaging: A global overview of emergence, development, and classroom applications

This paper deals with the concept of translanguaging as a powerful tool for fostering inclusive education in linguistically diverse settings. Translanguaging, unlike traditional views of languages as separate, bounded systems, recognizes the flexible, integrated nature of multilingual communication. It highlights how speakers draw from their entire linguistic repertoires to construct meaning, depending on context and need. The paper aims to provide teachers in Transcarpathia with a comprehensive understanding of translanguaging and its pedagogical applications. It explores the historical development of the concept, its key characteristics, and its differentiation from code-switching. The paper also discusses the theory and practice of pedagogical translanguaging, highlighting its benefits for both teachers and students. It presents examples from various countries, including the United States, Italy, and South Korea, to illustrate how pedagogical translanguaging has been implemented in different educational contexts. One of the core principles of translanguaging is that all languages are valuable and can be used to support learning. Teachers can create a more inclusive and equitable classroom environment where all learners feel valued and respected via accepting this principle. Translanguaging can also help students to develop a deeper understanding of the world around them by allowing them to connect their experiences across different languages and cultures. In addition to its benefits for learners, translanguaging can also be a powerful tool for teachers. By using translanguaging strategies, teachers can create more engaging and interactive lessons that are relevant to their students’ everyday lives. Translanguaging can also assist teachers to develop their own language skills and to become more culturally sensitive. While the implementation of translanguaging in the classroom may require some initial training and planning, the benefits are well worth the effort. This paper provides valuable insights and practical guidance to support teachers in harnessing the power of translanguaging to enhance language acquisition, content comprehension, and overall student success.

Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use

Abstract Corpus-based studies of lexical bundles have opened new avenues for language teaching research. The fact that naturally occurring language consists of patterns of lexical repetition and multi-word units has given rise to the question of chunkiness in learner language. This study was designed to examine lexical bundles and their functions in a small, specialized learner corpus of opinion paragraphs written by Saudi English as a Foreign Language (EFL) students at the University of Jeddah. The study takes a frequency-driven approach to identify common lexical bundles. A learner corpus of 237 writing tasks produced by Saudi undergraduate students from 11 different sections is compiled and explored. The primary aim was to identify high-frequency five-word lexical bundles and explore their functions in the learner corpus, as well as investigate any distributional differences in bundle use across the various student sections. The findings revealed that learners utilized lexical bundles primarily to serve four key functions: expressing stance, supporting a point, introducing an item, and making recommendations. Notably, variations were observed in the distribution of these functional categories among the different student groups. The study concludes by outlining some pedagogical applications for educators and language practitioners, highlighting the value of learner corpus-informed approaches to enhancing learners’ awareness and mastery of lexical patterning in academic writing. By better understanding the role of formulaic language in learner production, instructors can tailor their teaching to more effectively support students’ linguistic development.

Creating meaning: Developing students’ understanding of Indigenous community issues in prose class

This study investigated the significance of discussing a literary work written by an Indigenous American author to students’ general understanding of the socio-cultural, economic, and political issues of the Indigenous communities (ICs) in Indonesia. A total of 153 students who enrolled in the Prose Class at the English Literature Study Program at Universitas Negeri Semarang participated in the study. This study adopted a pedagogical application model consisting of pre-reading activities, general comprehension, and connecting literary text with social context. The treatment was part of an attempt to incorporate local ICs content in the learning process and make it mainstream. This research employed a mixed method, and the participants completed the pre and post-tests as the quantitative data. In addition, an open-ended questionnaire and observation were used to collect the qualitative data. We employed Freire’s critical pedagogy to descriptively analyze the treatment process and results. The findings revealed that the treatment improved the student’s understanding of the issues faced by the ICs in Indonesia. They could comment critically on the issues during the discussion activity and fill in the knowledge gaps in the pre-test result. This study also suggested the integration and discussion of the ICs’ local values and issues into the education materials and texts to develop students’ critical thinking skills.

Mini Self-Retrieval Practices of Skeletal Muscles in the Human Gross Anatomy Course

Students in health professional studies are often faced with the daunting task of memorizing large volumes of information in a limited time. Gross anatomy is usually the first course students may take in their curriculum, and the volume and complexity of anatomical information students must memorize, including muscle names, become overwhelming. Here, we outline a teaching method and pedagogical application of self-retrieval in gross anatomy courses, where students were provided with a number system that served as goals and cues for easy retrieval of muscle names for different anatomical regions.

A Holistic Perspective on the AI-Education Nexus: A Science Mapping Study

This study examines how the relationship between artificial intelligence (AI) and education in scientific literature is evolving around common key concepts. For this purpose, the science mapping method was employed. Data were obtained from the Web of Science Core Collection. The search terms included “artificial intelligence,” “education,” “instruction,” and “teaching,” as well as "OpenAI," "ChatGPT," and "Chatbot." Bibliographic data from 14,682 scientific documents were extracted, forming the dataset for this study. Analyses were conducted using the VOSviewer software tool, and co-occurrence analyses were performed on the data. These analyses produced both co-occurrence maps and detailed outputs. With the contribution of these outputs, the general and emerging concepts in the map were identified. The results indicate that the AI-education relationship is predominantly discussed in the context of instructional methods rather than as a technology or tool. In recent years, this discourse has particularly enriched and deepened in related fields, learning environments/contexts, issues/skills related to teaching and learning, and research. This richness supports the AI-education relationship from pedagogical integration, applicability, and ethics perspectives. Additionally, it strengthens the theoretical foundations of this relationship by linking it to educational technology and incorporating socio-psychological elements. However, there remains potential for further development in areas such as impact dynamics and human-AI collaboration

<b>Perspectives of Van Lang University Master's Students in English Language Studies towards the Pedagogical Application of Kahoot! and Quizlet to Teach English Vocabulary</b>

<b>Perspectives of Van Lang University Master's Students in English Language Studies towards the Pedagogical Application of Kahoot! and Quizlet to Teach English Vocabulary</b>

Flipped Learning Approach in India - A Systematic Literature Review

This study presents a systematic literature review of research studies conducted on the Flipped Learning Approach (FLA) in India from 2020 to 2024. 4 databases were used to review the research work and findings show that FLA has been well received by the faculty and students after implementation. The research review shows the growing adoption of FLA in the Indian education scenario, efforts of pedagogical application, and the related educational technology to access. A significant research gap is identified in the implementation of FLA at school level, indicating a need for further studies exploring FLA's applicability in primary and secondary education in India. The study concludes that FLA in Indian institutions is growing and being well-received at Higher Education Institutions however needs to be expanded and explored at the school level as well

Students’ Perceptions of Intersemiotically Cohesive Teaching Materials Designed for English for Agriculture

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for Specific Purposes (ESP) context. Specifically, utilizing a classroom-based intervention with two groups of Thai undergraduates (N = 41) enrolled on an English for agriculture course, we employed think-aloud protocols and video recordings to capture their interactions with multimodal materials we designed. The video recordings were then used for video-stimulated focus group interviews with six representatives from each group. This allowed us to explore how these students perceived and interacted with our designed materials and enabled us to investigate how a congruence between written text, visuals, hyperlinks to translations and audio, and consciousness-raising questions affected their learning experience. The findings revealed that well-integrated multimodal resources supported vocabulary acquisition and reading comprehension. However, students reported challenges with the abstraction of text and usability of hyperlinks, suggesting areas for further material refinement. Based on our results, we make recommendations for multimodal material design and underscore the critical need for cohesive educational resources to ensure learning effectiveness and accessibility.

Strategies for Herbal Knowledge Inheritance Through Non-Formal Education in Traditional Villages

In the current context of globalization, the process of passing on traditional knowledge, particularly in relation to medicinal plant applications, faces significant hurdles. Kampung Adat Dangiang, facing this challenge, has initiated the establishment of Sekolah Adat as a non-formal education initiative aimed at the conservation and transmission of cultural and traditional knowledge to the next generation. This research investigates Sekolah Adat in Kampung Dangiang as an institution that plays an important role in knowledge preservation, where traditional healing principles and ritualistic practices are passed on across generations. Qualitative methodology, specifically case studies, was adopted in this research, providing a more narrative and exploratory approach to data collection. Through direct interaction, observation of daily rituals, and literature review, the research gathered information enriched by snowball sampling techniques from informants. The results reveal Sekolah Adat as an entity steeped in traditional values, functioning not only as an educational institution but as a living repository of medicinal plant knowledge and ritual practices. The Sekolah Adat introduces a unique pedagogical approach, combining lectures, demonstrations and practical applications, which overall enriches the spiritual existence of learners. The program creates a synergy between traditional herbal wisdom, modern chemical principles, and deep inner healing techniques. Although this integration of tradition and modernity poses challenges, especially in the aspect of scientific validation of ancestral practices, a strong commitment to the efficacy of traditional medicine, supported by generations of knowledge and anecdotes, continues to overcome such obstacles. In conclusion, Sekolah Adat Dangiang stands as a testament to the resilience of traditions that are able to adapt elegantly amidst the changing modern world. It signifies the importance of local wisdom in keeping cultural heritage alive and relevant amidst fast-changing global dynamics.

Stripped of their professional status: overseas educated nurses working as unregistered practitioners in their host country

Background: Many of the overseas qualified nurses educated work as health care assistants and support workers for a decreased wage without scope for professional advancement. There is an imperative to ease their entry to the nursing register. Aim: To gather and provide evidence to the regulatory bodies regarding the demographics of this cohort of nurses and the challenges they face in attempting to register as a nurse. Design: This study used a mixed-method explanatory sequential design. The survey was completed by 857 unregistered nurses followed by five in-depth interviews. Results from both phases were triangulated. Results: The results signpost to the characteristics and challenges of these nurses working as unqualified grades of staff for a decreased wage without scope for professional advance. Discussion and conclusion: The downward occupational spiral of internationally educated nurses underscores the paradoxical nature of the pedagogical application of transition theory, as these nurses are compelled to revert to a novice status.

The Historical Pronunciation of Koinē Greek and Why It MattersThe Pronunciation of New Testament Greek: Judeo‐Palestinian Greek Phonology and Orthography From Alexander to Islam, BenjaminKantor, Eerdmans, 2023 (ISBN 978‐0‐8028‐7831‐1), liv + 842 pp., hb $99.99A Short Guide to the Pronunciation of New Testament Greek, BenjaminKantor, Eerdmans, 2023 (ISBN 978‐0‐8028‐7832‐8), xvi + 134 pp., pb $14.99

AbstractThis essay reviews two recent publications in historical Greek linguistics. While many in university and seminary education learn to read Greek texts, little attention is given to pronunciation and even less to how the language may have been pronounced historically. The volumes reviewed in this essay reconstruct changes in the pronunciation of Greek in Judeo‐Palestine by examining discrepancies in spelling and transliteration. The books also have implications for sociological studies in addition to pedagogical applications.

Exploring EAP English text readability and reader ability of Chinese university students through Lexile measures and metaphorical conceptualizations

This study aimed to ascertain and then close gaps between the readability demanded by degree-level textbooks in English and the reading abilities of Chinese students in a foundation programme of an English-medium university in China. A quasi-experimental research design shows Lexile-based reading interventions conducted both outside and inside class over one year within an English for Academic Purposes (EAP) class which might close the reading gap. Participants' English reading experiences were explored through Metaphor Analysis of their constructed metaphors regarding reading, academic reading and EAP reading strategies. The quantitative results show a significant reading ability growth in the experimental group after engaging in Lexile-based reading activities. This suggests that the Lexile-based reading intervention tends to raise students' reading ability towards a desired standard. Students completing inside-class reading journals made greater reading improvements than those joining outside-class reading tutorials. The metaphor analysis showed conceptualisations within five broad functions of reading evident in the participants’ metaphors: cognitive, affective, socio-cultural, moral-spiritual, and aesthetic. The cognitive and emotional aspects emerge saliently in both positive and negative student comments in metaphors on reading. Pedagogic implications and applications are suggested.

Disciplinary differences in lexical bundles use: A cautionary tale from methodological variations

Lexical bundles use in academic discourse has been explored across numerous dimensions including discipline, genre, register, student proficiency, and language, among others. These studies have resulted in claims about the nature of these different discourses or their authors, and they have been used in EAP instructional practices. Recent studies on methodological considerations in frequency-based lexical bundles research have pointed to variability in results that stem from changes in criteria used in lexical bundle extraction and corpus composition. Following this, the current study explores the impact of methodological variation in lexical bundle extraction from sets of research articles in Linguistics and Biology, with a focus on the extent of disciplinary variation uncovered in lexical bundles use and function. Experiments with varying frequency thresholds and range specifications as well as corpus composition show that results about lexical bundles use in different disciplinary discourses could be more sharply differentiated when certain variables are used, underscoring the variableness in results and the need for caution in interpreting the findings of lexical bundles research. This paper also evaluates claims made in previous lexical bundles studies using the findings from this study. Finally, previous pedagogical applications of lexical bundles research in academic discourse are discussed.

Cross-Cultural Communication in the Pedagogical Application of International Chinese Education: Focusing on the Context of "Festival Celebration Activities"

Cross-Cultural Communication in the Pedagogical Application of International Chinese Education: Focusing on the Context of "Festival Celebration Activities"

Interactional Competence for professional communication in intercultural contexts: Epistemology, analytic framework and pedagogy

ABSTRACT In the twenty-first-century working professionals need to possess strong Interactional Competence to handle professional communication in intercultural contexts (PCIC). However, the relationship among the three PCIC constituents – culture, workplace and interaction – is undertheorized in current research. This leaves PCIC practitioners oftentimes uncertain of how to better define and develop their communication skills. This article seeks to address the gap by first analysing the two dominant PCIC epistemologies: the inference-based, psychological-positivist approach and the practice-based, interactional-constructivist approach. I then propose an analytical PCIC framework to differentiate the inference we make about one another and the practice we observe in each other. Using authentic PCIC training materials analysed through Sequential-Categorial Analysis (combining Conversation Analysis and Membership Categorization Analysis), I argue the concept of Interactional Competence can bridge inference and practice, offering a route to assisting researchers in analysing PCIC, educators in developing PCIC training materials, and practitioners in refining their PCIC skills. Pedagogical applications of the PCIC framework are also presented. I conclude the paper with theoretical, methodological and practical implications for PCIC, where we constantly see grounds for inclusion and exclusion articulated around notions of culture and professional identities.

Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence

Artificial intelligence (AI) has been hailed for its potential to revolutionize teaching and learning practices. Undoubtedly, there has been development, but has it transferred to a new pedagogical trend? Indeed, research shows more tools, software, etc., built through AI, but there is still a limited understanding of its pedagogical impact. This review aims to assess whether AI has indeed led to new pedagogical trends in education using a Human Center AI framework. To accomplish this, a systematic review of research on the pedagogical applications of AI in K-12 contexts was conducted, following the PRISMA guidelines. The review involved an inductive coding analysis of a comprehensive search across WoS, Scopus, and EBSBU. From a pool of 3277 publications spanning 2019 to 2023, 183 papers met the inclusion criteria for detailed analysis. Six categories emerged: Behaviorism, Cognitivism, Constructivism, Social Constructivism, Experiential Learning, and Community of Practices. The findings of this research provide a promising perspective on synthesizing the results based on the pedagogical framework that describes AI implementation. While technological advancements have improved AI capabilities, the application of AI in education largely follows the same principles of previous technologies. This research suggests that the failure to transform education through AI stems from a lack of consideration of Gardner's proposed ninth intelligence type—pedagogical intelligence. Furthermore, this paper offers a critical analysis of the HCAI framework and proposes an adaptation called Pedagogical Centered AI (PCAI) for designing and using AI in K-12 education. Final discussions highlight the implications and future perspectives of AI in educational settings.

The ditransitive construction and the double accusative construction as allostructions: Corpus-based analysis and pedagogical applications

The study explores the challenges encountered by Italian-speaking students with the learning of the German ditransitive construction. While prior research has extensively covered theoretical aspects of this construction, limited attention has been paid to its practical implications for foreign language learning.The study further elaborates on a related construction involving a similar semantics but realized with two accusative objects. Verbs which can fuse with this construction are e.g. lehren (‘to teach’), abfragen (‘to interrogate/to test’) or abhören (‘to test orally’). This related construction is often overlooked in language learning materials. The paper addresses this gap by combining empirical evidence from two pretests with Italian learners and a usage-based approach with corpus data, focusing on the verb lehren.The findings contribute to a better understanding and a more authentic description of the ditransitive construction. In a more theoretical perspective, the paper further discusses the relationship between the ditransitive and the double accusative construction in terms of ‘allostructions’, again with a focus on instantiations with the verb lehren. The insights gained with the study can help foster the learning of both constructions.

Principles of Emotional Stability among Muslim Youth and its Educational Applications in the Personality of Prophet Joseph (Yusuf), Peace be Upon Him

Objectives: The aim of this study is to formulate the Islamic principles of emotional stability among Muslim youth, considering them the most important groups in society. This is particularly important due to the contemporary challenges faced by youth today, which intensify their tension and emotions. It was necessary to infer the Islamic principles of emotional stability that teach youth to control their emotions and confront their problems in a balanced manner. Additionally, the aim is to acknowledge the indicators of emotional stability in the Holy Quran and the Sunnah of the Prophet, peace be upon him. Methodology: The study employs a descriptive-analytical approach, involving the examination of Quranic verses and Prophetic sayings containing specific emotions. Subsequently, Islamic principles of emotional stability are formulated, followed by their pedagogical application to the character of Yusuf, peace be upon him. Results: The study concluded that emotional stability is a contemporary necessity for Muslim youth. It demonstrates that emotions have both positive and negative effects on human behavior. Additionally, there are Islamic principles for emotional stability, and it is considered that the prophets are perfect role models in this regard. This helps youth achieve numerous benefits in their daily lives. Summary: There are various types of emotions, and clear indications of emotional stability are mentioned in the Holy Quran and the Sunnah, from which Islamic principles of emotional stability can be inferred. The character of Yusuf, peace be upon him, serves as a pedagogical application for emotional stability in some aspects. Most likely, the results have a positive reflection of emotional stability in the lives of the youth. Recommendations: This study recommends training youth in emotional stability strategies through training courses, workshops, and inclusion of educational curricula addressing content of emotional stability. Furthermore, it suggests guiding graduate students to conduct research on youth emotions and treatment methods.

Applying a Big History Analogy to Facilitate Information Sharing

Using analogies we generalize Tyler Volk’s combogenesis concept. A pedagogical application is a narrative that allows us to include some milestones of mathematics and physics in Big History courses. Applying the concept to books and book collections we suggest a philanthropic idea. This simple and potentially powerful application mixes low and high technology: using online bookstores, we propose the reproduction of personal book and video collections in public libraries. We give an example, at Simón Bolívar University in Venezuela, where this has already happened. We finish by proposing to use this idea to create a Big History book and video collection that could be donated to educational institutions around the world where a Big History course could be taught remotely.

Citation practices in applied linguistics: A comparative study of Korean master's theses and research articles

This study explores the complex interplay between citation forms and functions within 26 Korean master's theses and 30 research articles in applied linguistics. By extending the analytical boundaries of previous studies, this research examines a broader spectrum of citation patterns by adopting move analysis in specific sections within the Introduction, Methods, Results, and Discussion (IMRD) framework. The results show that experts predominantly employed non-integral citations with non-human subjects, indicating a sophisticated approach to research synthesis. Student writers commonly utilized integral citations with human subjects, focusing on individual studies. This article further delves into the intricate rhetorical progressions of citation functions within the introduction and discussion sections across the data through various moves in each section. These findings illuminate the multifaceted layers of citation practices within specific disciplinary contexts and subsections of academic writing, offering valuable insights into scholarly discourse. Additionally, the study provides practical pedagogical applications for English academic writing for second language graduate students.