Authentic Language Use Research Articles

Task-Based Language Teaching: A Systematic Review of Research and Applications

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.

Difficulties Faced by Second Language Learners in Using Collocation

This paper reviews the challenges encountered by second language learners in the acquisition and utilization of collocations, which are crucial aspects of proficient language use. Collocations refer to the habitual pairing or grouping of words that occur together frequently in natural language. The research synthesizes findings from various studies conducted in the field, highlighting common difficulties experienced by learners across different proficiency levels and linguistic backgrounds. Key factors contributing to these challenges include differences in first language structures, inadequate exposure to authentic language use, limited awareness of collocational patterns, and difficulties in achieving native-like fluency. Additionally, pedagogical implications and effective instructional strategies for enhancing collocational competence are discussed, is to inform language instructors and curriculum developers in building more targeted and effective language learning materials and activities.This research is divided into three sections; section one presents the preliminaries of the study. Section two explains the meaning, types, characteristics, and importance of the study. Section three will apply a test of collocation on the 4th stage of the college to know their weakness points in collocation. Finally, the conclusion is the research.

Language variation on Arabic undergraduate degree courses in England: students’ perspectives

ABSTRACT Despite recognition of Arabic as a diglossic language with multiple regional varieties (RVs) and studies acknowledging the flexible nature of the language continuum, Modern Standard Arabic (MSA) continues to be prioritised in undergraduate degree courses. For the measurability of learning development, second language (L2) classes have traditionally focused on the standard variety. However, the field of applied linguistics acknowledges that language variation is an aspect of all languages that needs to be considered when learning and teaching L2s. This study investigates how students at eight of the nine higher education institutions in England offering undergraduate degree courses with a major component in Arabic perceive and experience language variation. It takes a mixed-methods explanatory approach, comprising 122 student questionnaires and 15 student interviews. This study finds that undergraduate degree students are not prepared fully for the sociolinguistic reality of Arabic usage, leading to concerns and frustrations when coming into contact with authentic language use. More needs to be done to raise awareness of how Arabic is used in practice from the beginning of courses. This would improve students’ experiences when communicating in Arabic, whilst also providing them with a theoretical knowledge of how the language operates.

Effects of gender sensitive language in job listings: A study on real-life user interaction.

The possible impact of gender-sensitive language on readers is among the most controversially debated issues in linguistics and beyond. Previous studies have suggested that there is an effect of gender-sensitive language on mental representations, based on data gathered in laboratory settings with small groups of participants. We add a new perspective by examining correlations of authentic language use with authentic user interaction on a recruitment website. Drawing upon a large dataset provided by the recruitment platform StepStone, we evaluate whether job advertisements using certain kinds of gender-sensitive language in their titles correlate with higher proportions of views by female users. Our results indicate that there are differing effects depending on the type of gender-sensitive language that is used. Overall, the strongest correlation can be found with terms that include the feminine suffix -in.

Pragmatic Competence in Second Language Learners

Purpose: The general objective of the study was to analyze pragmatic competence in second language learners. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to pragmatic competence in second language learners. Preliminary empirical review revealed that pragmatic competence is crucial for effective communication in a second language, often lacking in learners despite their grammatical proficiency. Explicit instruction in pragmatic norms and strategies significantly improved learners' communication abilities. Cultural immersion and authentic language use were found essential for developing practical pragmatic skills. The study also highlighted the importance of considering individual differences, such as motivation and language aptitude, to tailor instruction and enhance pragmatic training effectively. Unique Contribution to Theory, Practice and Policy: The Speech Act Theory, Politeness Theory and Socio-Cultural Theory may be used to anchor future studies on pragmatic competence in second language learners. The study highlighted the need for a broader theoretical understanding that integrates sociolinguistics and cognitive sciences, recommended incorporating pragmatic skills into language curricula through authentic dialogues and interactive activities, and advocated for policies that prioritize pragmatic competence in language proficiency standards and assessments. It emphasized the importance of cross-cultural awareness and recommended collaborative efforts among educators, researchers, and policymakers to develop comprehensive frameworks. The study also suggested ongoing research to monitor the effectiveness of these changes and adapt educational practices accordingly.

AI for Language Learning: Friend or Foe?

This is a study of the implementation of artificial intelligence (AI), especially in language learning and teaching, especially in the 2021 stages. AI has taken significant roles in learning activities that focus on student-centered learning, namely the customization of the learning speed, direct feedback, and assessment which have benefited their intended users. It has also addressed language learning-teaching challenges, including pronunciation, vocabulary, grammar, cultural differences, and motivation. However, some issues need to be addressed and regulated to ensure the safe and effective use: privacy and security of the user, technical expertise, bias, cultural sensitivity, a lack of human interaction, ethical considerations, and over-reliance on technology. Furthermore, the benefits and limitations have yet to be determined based on their dominance or balance: On one side, AI enables the learners to decide how they want to learn, while the instructors have a virtual assistant to construct curricula, materials, and assessments. On the other hand, its impact on the students in general in other learning aspects must also be considered. Therefore, it is essential to investigate further its effectiveness in how One approach is to integrate AI-based language learning tools with traditional language instruction, providing learners with a comprehensive and balanced language learning experience. For example, AI-based tools can provide learners targeted instruction and feedback on specific aspects of language use. In contrast, traditional language instruction can provide learners with opportunities for authentic language use and interaction with native speakers and peers (Lambelet & Chassot, 2019). Keywords: AI, Foreign Language Learning, Student-centered Learning

The Effectiveness of Technology-Enhanced Learning Tools in English Language Education

The integration of technology into English language education has revolutionized traditional teaching methods, offering new avenues for language acquisition and cultural understanding. This literature-based article explores the effectiveness of technology-enhanced learning tools in English language education, focusing on their impact on student engagement, proficiency, and cultural competence. Through a comprehensive review of existing research, the article examines the factors influencing the success of these tools and discusses practical implications for educators and policymakers. Key findings suggest that technology-enhanced learning tools have the potential to enhance student engagement and motivation, personalize learning experiences, and provide access to authentic language use and cultural contexts. However, challenges such as unequal access to technology and the need for effective pedagogical integration remain significant considerations. The article concludes with recommendations for optimizing the use of technology in English language education to maximize its benefits and address existing challenges.

New Communicative Language Teaching Methods: How ChatGPT is Used in English Teaching and Its Impacts

An overview of ChatGPT's use in English instruction within the framework of Communicative Language Teaching (CLT) approaches is given in this paper, along with an analysis of the implications for language learning. The development of language competency, interaction, and real-world communication are the main focuses of communicative language teaching. In order to improve language learning experiences, this research highlights the integration of ChatGPT, a potent language model, within the CLT framework. Key components of this integration – such as the usage of ChatGPT for real-time feedback, continuous practice, and adaptive learning – are succinctly described in the abstract. It also goes over ChatGPT's implications for individualized, effective, and entertaining English language training. The main focus is on how ChatGPT affects teaching methods, language learning, and student learning outcomes. This research contributes to the understanding of technology-enhanced language education. Through qualitative and quantitative data analysis, the study explores how ChatGPT facilitates interactive language practice, fosters natural language production, and provides personalized feedback. Findings suggest that ChatGPT effectively supplements traditional language instruction by offering authentic language use scenarios and promoting autonomous learning. Implications for language educators and suggestions for future research are discussed.

Задачное обучение русскому языку в Китае в контексте теории усвоения второго языка

As the political, economic, cultural, educational, and scientific-technical collaboration between China and Rus-sia continues to evolve, China's demand for Russian-speaking professionals steadily increases. There is a pressing need for new teaching methodologies that are tailored to national conditions and grounded in second language acquisition theory. One such method is task-based Russian language teaching (Task-based Lan-guage Teaching), which can ensure the preparation of teaching staff capable of meeting the needs of the PRCЭs societal development – that is, Chinese speakers proficient in Russian for teaching it as a second lan-guage within China. The study aims to illuminate how task-based methods facilitate the learning of Russian among Chinese students by promoting active engagement, authentic language use, and the integration of cul-tural insights. Task-based learning emerges as a potent pedagogical approach for teaching Russian in China, aligning with second language acquisition theory by promoting interactive, context-rich language use. The study underscores the need for further research into task design and implementation strategies to maximize the benefits of TBLT for learners of diverse linguistic backgrounds. This exploration into task-based Russian language instruction in China demonstrates the potential of task-based methodologies to significantly enhance second language acquisition through a focus on practical application, interactive learning, and cultural integra-tion. As such, it reinforces the call for educators to incorporate task-based approaches in language teaching programs, tailor-made to the specific linguistic and cultural context of Chinese students learning Russian.

Integrating Artificial Intelligence in Naruto Fan Fiction Writing: A Case Study

The paper highlights communicative, ethical, and educational aspects of AI applications for fan fiction writing. This study is the first attempt to analyze opportunities and academic aspects of using AI for fan fiction writing. The article offers a brief overview of research aspects of AI and fan fiction and presents a case study an AI-generated fanfic based on Naruto series. The objective of the work is to study the use of artificial intelligence in the context of fan fiction writing, specifically focusing on how AI technology can assist or enhance the creative process of fan fiction authors. The research questions aim to investigate the implications and opportunities of employing AI in fan fiction writing and education, shedding light on the evolving relationship between technology and creative expression in online communities. While AI technology can offer various benefits and enhancements to the creative process of fan fiction writing, there are also some drawbacks to consider when using AI for this purpose. AI-generated fan fiction may lack the creativity, originality, and emotional depth human authors can bring to their writing. Using AI-powered fan fiction can be a creative and engaging way to assist in learning foreign languages. AI-generated fan fiction can expose learners to authentic language use, colloquial expressions, and cultural references in a fun and interactive format. Reading fan fiction in the target language can help improve vocabulary, grammar, and comprehension skills. When working with already published fan fiction, some ethical and legal issues arise, such as copyright infringement, plagiarism, and misrepresentation.

Translanguaging and emotionality of English as a second language (ESL) teachers

Abstract Teaching is by no means ‘an emotion-free zone’, and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teachers. Especially, ‘English only’ language policies and monolingual ideologies can lead ESL teachers and students to experience a range of emotions around authentic language use in the form of translanguaging. While research on students’ attitudes toward translanguaging has mushroomed in recent years, fewer studies have concentrated on the emotions of teachers in relation to translanguaging in the ESL classroom. To bridge this research gap, this study investigates six university teachers’ emotions related to translanguaging via semi-structured interviews in ESL classroom settings across three Asian countries (Mongolia, Japan, and the United Arab Emirates). The study revealed complex and conflicting teacher emotions around translanguaging including pride, comfort (related to feelings of safety), shame (related to linguistic inferiority complexes), guilt, and frustration. Based on the findings, practical recommendations are provided on the need for greater awareness and open dialogue on emotions in ESL classrooms for improved teacher and student wellness.

Strategies to Minimize the Application of Grammar Translation Methods in Cambodian English Classrooms: Why is it Special?

This article aims to provide academic strategies that English teachers in Cambodia can use to reduce their reliance on grammar translation methods (GTM) in their classrooms. Recognizing the limitations of GTM and their potential negative impact on students' language proficiency, this article emphasizes the importance of applying teaching techniques and alternative teaching methods to improve learning outcomes in English. The article offers a series of practical recommendations, including task-based learning (TBL), communicative language teaching (CLT), and learner-centred approaches (LCA), to promote interactive and active language learning environments. These strategies encourage active participation, meaningful communication, and authentic language use, helping students develop their full English proficiency. Besides, the article highlights a new indication of why the mentioned methods are suitable for implementation in the Cambodian context. The article also sheds light on future research. Therefore, future studies can address the challenges of applying the mentioned techniques using quantitative and qualitative methods.

Integrated Performance Assessments: Providing Equitable Instruction and Assessment for ELLs/MLLs

AbstractIn this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs’/MLLs’ progress in ways that advance their learning and language development through collaboration and interaction.

The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study

Abstract Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners’ task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t-tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners’ task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners’ task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners’ task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development.

The melody of language learning at intermediate and upper levels: an emphasis on free discussion panels as an indispensable part of language classes and the effects on willingness to communicate, growth mindfulness, and autonomy

This qualitative study investigated the impact of discussion panels on language education, focusing on willingness to communicate (WTC), growth mindfulness, and autonomy among Chinese learners at intermediate and upper-intermediate proficiency levels. The study, conducted in Hebei, China, involved 27 learners, with 14 in the experimental group exposed to discussion panels and 13 in the control group receiving traditional teacher-fronted lessons. The research design employed semi-structured interviews, observations, and document analysis for data collection, analyzed manually through thematic analysis. Results revealed that learners in the experimental group exhibited heightened WTC, increased growth mindfulness, and greater autonomy compared to the control group. The discussion panels facilitated authentic language use, collaborative discourse, and turn-taking, aligning with communication theory, sociocultural theory (SCT), and learner-centered pedagogy. Findings also resonated with the significance of WTC in language learning, supported by established theories. Additionally, the study contributes to the growing literature on the intersection of mindfulness, autonomy, and language education. Implications for language teachers, policy-makers, syllabus-designers, and materials developers are discussed, emphasizing the potential benefits of integrating discussion panels. The study concludes with insights into limitations, suggestions for further research, and a call for pedagogical innovation to enhance language learning experiences.

Gender Persecution & Protest Mandate in Meena Kandasamy’s Novels: A Social Hierarchy and Instability

Meena Kandasamy’s novel,“The Gypsy Goddess,” serves as a compelling exploration of subaltern voices, specifically delving into the intersections of caste and gender in Indian society. This paper critically analyses the nuanced portrayal of Dalits, particularly women, highlighting their struggles, resilience, and resistance within a complex web of societal norms. Through a multi-narrative structure and authentic language use, Kandasamy’s work challenges readers to confront the entrenched inequalities and reflect on the urgent need for societal change. She addresses language identity, feminism, and the eradication of caste. Her book “When I Hit You: Or, A Portrait of the Writer as a Young Wife” addresses how women in well-educated households are suppressed by patriarchal culture. The narrative centres on an accomplished Indian woman from a wealthy family who marries a reputable university professor. She outlines the feelings a woman experiences as she adapts to the circumstances in the household. By talking more about the conflict in her life, she tries to elevate herself to the level of a woman. She wishes to reveal to the world the humanity of women. She has the discernment to handle difficulties and hostilities without breaking down or becoming upset.

Role Of Communicative Language Teaching Approaches In Strengthening English Language Speaking Skills In ESL Learners

This qualitative study explores ESL teachers' perspectives on the role of communicative language teaching (CLT) approaches in strengthening English language speaking skills among ESL learners. Fifteen ESL teachers from diverse educational backgrounds participated in semi-structured interviews, which were analyzed thematically to identify key themes and patterns. The findings revealed that teachers generally perceive CLT as effective in enhancin[1]g ESL speaking skills, citing the value of communicative activities in promoting authentic language use and fostering fluency and confidence among learners. However, teachers also encountered challenges in implementing CLT methodologies, including large class sizes, limited resources, and time constraints. Nonetheless, they emphasized the importance of adaptation and flexibility in overcoming these challenges and providing meaningful language instruction. The study underscores the dynamic nature of language teaching and the need for ongoing professional development and support for ESL teachers. Suggestions for enhancing language teaching practice include providing professional development opportunities, supporting classroom adaptation, promoting flexibility in instruction, advocating for policy changes, and encouraging reflective practice. By implementing these suggestions, institutions and educators can create supportive learning environments where ESL learners have the opportunity to develop their English language speaking skills authentically and effectively.

Beyond Bleeps and Bounds: The Role of Individual Differences in Understanding Taboo Language from TV Series in the L2

Streaming platforms have transformed series distribution and accessibility, with Spanish-language shows gaining immense popularity, notably “La casa de papel” (Money Heist). This series features a diverse cast of characters whose linguistic diversity extends to the use of taboo language. Previous studies have shown that linguistic immersion, such as staying abroad, significantly impacts knowledge of this kind of language. This paper aims to explore to what extent these and other individual differences affect the comprehension of swear words in TV series. To this end, 33 learners of Spanish at B2 level were asked to translate 14 taboo expressions from the series. They also completed a questionnaire on the exposure to authentic language use through extended stays abroad and TV series as well as their attitudes towards the use of taboo words. The results show that students’ positive attitudes towards taboo expressions and their multilingual status were associated with significantly better comprehension of taboo expressions. Furthermore, students with stay-abroad experience, watching the series in Spanish (with or without captions) and with higher proficiency levels in Spanish were found to perform better on the comprehension test, although no significant effects were found. Pedagogical implications and further directions for research are discussed in light of these findings.

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

Revolutionizing Language Learning: Exploring the Efficacy of Augmented Reality Technology Through Assemblr Studio

The use of AR in education has garnered attention as an innovative method to enhance engagement and effectiveness of learning. This study focuses on integrating Augmented Reality (AR) into language improve student motivation, it can learning communication skills, and writing proficiency. The research aims to explore and analyze the impact of implementing AR technology using Assemblr Studio in language learning contexts. The research methodology employs a mixed methods approach, with data collected through surveys, language proficiency tests, interviews, and participatory observations. The study involves students at Muhadi Setiabudi University learning with AR-based educational media tailored for language learning. Results show that implementing Augmented Reality (AR) using Assemblr Studio produces innovative learning media, particularly in writing and speaking skills. Three-dimensional (3D) media using AR is found effective in learning, with students responding positively to its use. Furthermore, AR technology can enhance the quality of language learning by providing engaging, interactive, and personalized learning experiences, fostering better understanding and authentic language use in real-world contexts.