Authentic Language Learning Research Articles

DESIGN OF E-MODULE TEACHING MATERIALS BASED ON LOCAL WISDOM FOR BIPA LEARNING

This research aims to design teaching materials in e-modules that integrate local wisdom to increase the effectiveness of learning Indonesian for Foreign Speakers (BIPA). In the era of globalization, understanding local culture is important to support a more contextual and authentic language learning process. The e-module developed in this research focuses on introducing and understanding local Indonesian culture, such as customs, traditional arts, and social values. This development model uses the Borg & Gall development model, namely preliminary study, research planning, design development, preliminary field test, revision of limited field test results, main field test, revision of wider field test results, feasibility test, final revision of feasibility test results, and dissemination and implementation of the final product. Data collection at the pre-development stage was carried out using a questionnaire validation instrument. The type of data in this research is qualitative data. Qualitative data was obtained from expert test questionnaire validation in the form of data resulting from comments, criticism, and suggestions in the form of nonverbal data at the pre-development stage.

It feels so real! Situated authentic language learning in immersive virtual reality

It feels so real! Situated authentic language learning in immersive virtual reality

The effects of a self-developed virtual reality environment on college EFL learners’ vocabulary learning

ABSTRACT In second language acquisition (SLA), vocabulary learning can be a great challenge for some English as a Foreign Language (EFL) learners. Virtual Reality (VR) technology has unleashed its potential in language education, but insufficient attention has yet been paid to its impact on EFL learners’ vocabulary learning. To bridge this gap, we conducted a quasi-experiment based on a self-developed VR platform, in order to investigate the effects of VR on EFL learners’ vocabulary learning. A total of 68 college students participated in this study and were assigned to either the experimental (VR players) or the comparison (video watchers) group. The results revealed that the VR players significantly outperformed the video watchers in terms of vocabulary learning. The VR environment contextualized vocabulary learning by providing an authentic language learning experience, a strong sense of presence, and instant interaction and feedback, whereas the VR players’ learning motivation still needed to be strengthened. Analysis of semi-structured interviews further demonstrated that most of the students valued the potential of the VR-assisted learning approach, while some of them still held mixed feelings about it. This study provides some suggestions for both language instructors and technical experts in terms of task design, platform optimization, and material development.

The Construction of Higher Vocational English Language Bank Based on Neurolinguistic Knowledge

Abstract With the advent of artificial intelligence and big data technologies, traditional approaches to teaching English in higher vocational education are increasingly inadequate for contemporary pedagogical demands. This study involved the collection and analysis of an extensive corpus of English learning materials facilitated by the use of neural network models to process this data. Consequently, we established an English language library tailored to the authentic language use and learning needs of higher vocational students. A substantial array of textual materials pertinent to higher vocational English instruction, including textbooks, online articles, and practical dialogues, was amassed using web crawler technology. These texts underwent natural language processing that included tokenization and the elimination of stop words. To develop a language model, we deployed a Transformer-based neural network for deep learning analysis of the processed data. Our findings indicate that the constructed language bank excels over traditional higher vocational English teaching resources in terms of vocabulary breadth, grammatical diversity, and practical utility. The language bank demonstrates notable benefits in analyzing vocabulary usage biases and enhancing students’ pragmatic language skills. This research substantiates the feasibility and effectiveness of constructing a language bank for higher vocational English utilizing neurolinguistic methodologies. The integration of advanced language modeling and big data processing technologies can significantly elevate the caliber of educational resources and instructional efficacy

Beyond Traditional Approaches: Exploring Task-Based Language Teaching (TBLT) and its Impact on Bangladeshi University Students’ Academic Writing Performance

This qualitative case study explores the influence of Task-Based Language Teaching (TBLT) on the writing proficiency of third-year undergraduate students at a university in Bangladesh. Utilizing interviews and focus group discussions involving 10 participants, the research delves into both the experiences and challenges encountered during the implementation of TBLT for enhancing writing skills. In accordance with existing scholarship, the outcomes demonstrate the transformative effects of TBLT on participants' writing abilities, highlighting the collaborative aspects of TBLT tasks and their contribution to authentic language learning experiences. Challenges identified encompass difficulties in task comprehension and time constraints, aligning with broader discussions on task-based methodologies. The study underscores the pivotal role of educators in the successful integration of TBLT and observes a notable shift in participants' writing approaches toward more communicative and purposeful expression. The identified challenges emphasize the significance of context-specific considerations when implementing innovative language teaching methodologies. In conclusion, this study contributes to the ongoing discourse on the efficacy of TBLT in diverse educational settings, emphasizing the necessity for tailored approaches to maximize its effectiveness.

Faculty – Graduate teaching assistant mentoring model: Chaos theory in action

AbstractIn this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty‐student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students’ cooperation in academic settings. The research focused on the nature of the collaborative experience of a faculty member and a graduate teaching assistant in designing and implementing an authentic language learning experience into a graduate level linguistic course and the role of dynamism and chaos theory evident in this mentoring model. Participants engaged in collaborative planning of a language learning experience embedded into a graduate level linguistic course. Reflective journals of participants and assignments were analyzed to better understand the experiences of the collaborators and the ways their culture, beliefs, and mentoring model impacted andragogical choices for instruction and learning of participants and students. Through self‐study, the researchers explored their professional identity and their academic flexibility within the organizational boundaries. The results of the study unveiled the complexity and chaos of each phase of cooperation and how the participants applied flexibility to achieve a more linear teaching/learning process. The collaboration between American faculty and international GTA under the shadow of chaos twisted by culture, beliefs, and hierarchy could still generate novice andragogical practices in higher education to contribute implications for collaborative work across cultures and hierarchies.

Analyzing the Component of Literature Incorporated in EFL Textbooks in Primary Public Schools, Jordan

Literature, culture, and language are associated with each other (Kahraman, 2016). The component of literature revealed common properties essential in the community and the way language is used to express cultural values, thoughts, behavior, feelings, opinions, and beliefs. Therefore, it is vitally important to include literature components into classroom teaching since it encourages more thoughtful and authentic language learning. This study aimed at analyzing the quantity of literature components in Action Pack Series (1-10) currently used at public schools in Jordan. To achieve the study objectives, a total of (50) male and female teachers of English answered a questionnaire devised for this purpose in addition to (15) supervisors of English were interviewed. Content analysis and semi-structured interviews were conducted. The data has been carefully analyzed and revealed that a very limited number of literary texts were embedded in the current textbooks, and they were not distributed equally. The inclusion of literature components in APS (1-6) was completely marginalized. The study underlined the importance of including additional literary texts in Action Pack Series for a variety of benefits mentioned in the paper. The researchers recommended presenting a proper perspective by syllabus designers and methodologists to integrate adequate literature components in the prescribed textbooks.

Authentic Language Learning in Metaverse: A Big Step in the Technological Revolution or a Buzzword?

Authentic Language Learning in Metaverse: A Big Step in the Technological Revolution or a Buzzword?

The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning

Over the past decades, several studies have focused on the role of data-driven learning (DDL) in language teaching and learning. Nevertheless, research on DDL is still scarce from an emotional perspective. As exposure to authentic language and discovery learning through DDL leads to increased awareness of regular language patterns, it is important to see if it affects learners' emotions, i.e., foreign language anxiety and enjoyment. To address this gap, the current study adopted a quasi-experimental comparison group pretest-posttest design within a validating quantitative data triangulation model. Ninety-six English-major university students were divided equally into two groups, i.e., one comparison and one intervention group, and were later exposed to the placebo and treatment, respectively. The placebo was 12 1-h sessions of traditional explicit instruction on how to mark important points in academic English lectures by a competent teacher, whereas the treatment was 12 1-h sessions of concordancing on how to mark important points in academic English lectures with AntConc. Drawing on foreign language anxiety and enjoyment questionnaires and free-response surveys, the findings of the study showed that concordancing did not result in any statistically significant differences between students in their foreign language anxiety. On the other hand, students found following a DDL approach with concordancing less enjoyable than traditional explicit instruction by the teacher. Altogether, the results highlighted the crucial role of the teacher in creating a supportive and enjoyable learning environment, the students’ inclination towards teacher-centered classes, and their dependence on the teacher as the sole provider of information. The study has theoretical and pedagogical implications for language teaching and learning.

Using Collaborative Play Adaptation and Performance Theater Techniques to Facilitate Authentic Foreign Language Learning

This qualitative study explores challenges and benefits of introducing theater techniques into Higher Education (HE) undergraduate intermediate Italian language classrooms. Drawing on student surveys and reflective essays, the study offers original insights into how collaborative, performance-based activities can result in greater student engagement, confidence and agency in foreign language settings. Data was analyzed comparatively between two cohorts of students: those who received instruction in a theater-enhanced classroom and those studying in a ‘traditional’ textbook-based format. While data gathered from the latter cohort focused on technical aspects of their learning (e.g., concerns over mastering vocabulary and grammar, etc.), students in the theater-based classroom focused on their experiences with the theater components, expressing an overall higher level of confidence in their linguistic ability. Challenges of incorporating theater techniques into curriculum and assessment structure are also discussed.

The Early Bird Gets The Word Games and Play: Creating a Context For Authentic Language Learning

Early foreign language teaching has recently been made compulsory in Finland, making this an area open to development and innovation where policy - makers and teachers play a significant role in creating new kinds of learning environments, operating cultures, and pedagogy for foreign language learning. This article discusses the early foreign language learning landscape in the context of early foreign language learning theory, initial education pedagogy as well as functional foreign language learning. The cornerstone of this study is the Contextual Pedagogical approach to Learning, which creates a bridge between the theory and practice of early foreign language learning, creating an inspiring and stimulating basis for later language learning. Language is a precondition for learning and thinking. Language is involved in all the activities presented in school and every teacher is a language teacher “(the Finnish National Board of Education 2014, 127). In this article we focus on this idea, presented in the core national curriculum. We attempt to explain the learning environments of language teaching, operational culture, and pedagogical solutions within the theoretical frame of reference of learning another language. The challenges of creating learning environments that support authentic learning experiences, have become still more demanding in today's rapidly changing world.

Improving College Students' Speaking Skills with the Assist of Information Technology

With the acceleration of economic globalization and the increase of foreign exchanges in all walks of life, the application of oral English is becoming more and more important. However, college school English education pays more attention to mechanized ways to train students on grammar, as well as reading and writing ability. Coupled with the lack of the authentic language learning contexts, students’ speaking ability is hard to be developed. Thus, how to improve the efficiency of college oral English teaching has become a hot issue in the field of college English education. In the times of network information, a great amount of scholars have highlighted the potential values of integrating information technology into English speaking teaching and learning. This paper makes a brief discussion on technological products assist students' speaking skills in college.

Social media and learners-as-ethnographers approach: increasing target-language participation through community engagement

This study investigates to what extent a language learners-as-ethnographers (LAE) approach utilizing social media helped English language learners (ELLs) become fuller participants in a face-to-face target language community. The pedagogical design of this LAE project was based on bridging activities and legitimate peripheral participation in situated-learning principles. The instruction was designed to develop awareness of social media literacy as a means for community practice in ELLs’ target language. The study was conducted through analysis of students’ narratives, post-task questionnaires, and individual interviews, including 36 ELLs’ experiences engaging in local communities and their journey from peripheral toward fuller participation. The findings suggest that being exposed to authentic language and situated learning contexts by using social media in an LAE approach helped ELLs gain knowledge in (1) information literacy, (2) target language culture, and (3) sociocultural learning in both online and in-person environments. This study contributes to the current literature by proposing a conceptual model for increasing participation in online contexts based on these three key knowledge and skills, emphasizing the potential of these factors in enabling ELLs to become fuller participants within the face-to-face target language community.

The Death of Authentic Language Learning Assessment in Indonesia During The Global Pandemic

This article aims to discuss the implementation of authentic language learning assessment in Indonesia during the global pandemic. In the 2013 curriculum, the result of the learning process requires an authentic assessment because it has high relevance to a scientific approach of learning that meets the demands of the curriculum. However, authentic assessment has faced serious challenges in the process of its implementation during the COVID-19 pandemic that has hit globally since 2019. In this case, teachers face major challenges in the assessment process including in learning foreign languages, especially English subjects. The assessment system in the language learning process during the pandemic is demanded to be more flexible therefore government must consider a solution. The solution is expected to open up opportunities for teachers to modify the authentic assessment system to an alternative assessment as an adjustment during the global crisis.

Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic

The COVID-19 pandemic demanded pedagogical transformation that could engage Chinese English learners in a technology-mediated authentic language learning environment, which in turn challenged learners to develop both self-directed and collaborative learning skills in order to achieve meaningful learning. To understand students’ meaningful online English learning, this study surveyed 529 Chinese university students on their perceptions of authentic language learning (AULL), self-directed learning (SDL), collaborative learning (CL), and their English self-efficacy (ESE) during the online learning period of the COVID-19 pandemic. The validation findings indicated that the survey possessed satisfactory validity and internal consistency. Survey results revealed Chinese university students’ meaningful language learning with technology in an online English course during the COVID-19 pandemic. Structural equation modelling (SEM) unveiled the interconnected relationships among AULL, SDL, CL, and students’ ESE. More importantly, the mediating effects of SDL and CL offered a deeper understanding of language learners’ meaningful online learning process. Results can inform educators about the importance of structuring authentic language learning with SDL and CL for both online and face-to-face learning beyond the pandemic.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40299-021-00571-z.

Integrating entrepreneurial working life skills with foreign language teaching – two cases from the University of Oulu

Abstract This activity report describes two cases of Language teaching for degree students in the University of Oulu with new pedagogical approaches aiming towards authentic working life skills. Co-creation, collaborative learning and cooperation across borders are the building blocks for these innovative language teaching projects. Case 1 describes Entrepreneurial Language Studies in English and Swedish courses, co-created with the Ministry of Culture and Education Key Projects, which aim for fostering entrepreneurial culture and creating entrepreneurial learning environments at universities. Case 2 is about Teaching English and Course Cooperation in English language between the students of Information Processing Science in Finland and Russia. In both of these cases, students have been challenging themselves with new ways to learn the language and at the same time acquire important skills for working life, virtual learning, presentations, communication, problem solving and business idea creation. What unites these cases is the emphasis on authentic language learning, creativity and self-efficacy. Because career paths today are increasingly complex, multidisciplinary and diverse, the ability to adapt, innovate and be flexible is vital in evolving and collaborative working environments.

Authentic Language Learning through Telecollaboration in Online Courses

We describe the integration of telecollaborative language coaching sessions into an online Spanish program as the unifying thread for asynchronous learning and reflection activities. In survey responses, students reported improved language skills and cultural knowledge, and the ability to apply linguistic skills to “real-life” situations due to their virtual interactions with native speakers. The importance of authentic learning experiences in online language courses and online courses in other disciplines is discussed.

Incorporating a Smartphone Video in a Theatrical Activity to Promote an Authentic Language Learning Environment in a Lower Secondary School Classroom

Theatrical activities have been used to promote an authentic learning environment. However, the incorporation of simple daily technology, like smartphones, to enable students to produce a video of their theatrical activities has not been explored in the Indonesian language learning classroom. This paper documents a video project conducted by lower secondary school students at a private school in Jakarta, Indonesia to examine whether a video project task could help create an authentic learning environment in a language classroom setting. Although the benefits of theatrical activities to promote authenticity in students’ learning experiences are evident in the literature, only a few students have access to such benefits. Many students were reluctant to get involved in the theatrical activities prepared by the teachers and only one cohort of students successfully completed the advertisement video assignment. Teachers’ instructional issues as well as students’ motivation and commitment to work collaboratively were identified as the barriers to produce the video.

Addressing implications of culturally empowering pedagogical frameworks: The influence on language, literacy and learning for Mexican Americans and Native Hawaiians

ABSTRACT In this study, I emphasize the need to magnify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework with strong social justice underpinnings. Specifically, through the lens of the sociocultural theory to better recognize, acknowledge and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency so it is important to rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require inclusive pedagogical practices that actively engage them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further catapult them as global scholars. As such, parallels exist in literacy development across diverse people and diverse cultures, specifically the Mexican American culture and the Native Hawaiian culture.

The Problems And Countermeasures Of Applying Multimedia Technology In College English Teaching

Multimedia technology refers to the computer-mediated software that integrates text, color, graphical images, animation, audio sound, and full motion video in a single application. Multimedia learning systems offer a potential venue for improving students’ interest, understanding and learning efficiency about the English language. Teachers try to make full use of multimedia to create an authentic language teaching and learning environment where students can easily acquire a language naturally and effectively. However, through teaching assessment system, a platform through which students can anonymously evaluate teachers’ teaching on the web, some limitation and problems of multimedia technology in English teaching is explored. For example, PPT-oriented English class leading to knowledge overlapping and time-wasting; Teachers relying too much on multimedia; Improper design of courseware stimulating distraction; Lacking interaction between teachers and students. Only when the multimedia teaching in college English is reformed and improved, can the function of multimedia assisted teaching play its best role. Aiming to optimize the function of multimedia in college English teaching, both the problems and countermeasures of applying multimedia in college English teaching are studied elaborately in this paper, which provides a theoretical basis and new way of teaching practice for the situational teaching of foreign language