Language Classes Research Articles

“Video Killed the Radio Star”: Transitioning from an Audio- to a Video-Based Exam in Hungarian Language Classes for International Medical Students

“Video Killed the Radio Star”: Transitioning from an Audio- to a Video-Based Exam in Hungarian Language Classes for International Medical Students

Fostering Character Education Through Speech Implementation: A Case Study of Language Learning in Indonesia

Objective: This study examines the implementation of speech acts in strengthening character education through Indonesian language learning at SMA Negeri Rawalo Banyumas. Specifically, it analyzes how illocutionary and perlocutionary speech acts are utilized by teachers to build students' character, focusing on values such as integrity, responsibility, discipline, and a love of reading. Theoretical Framework: The study is grounded in pragmatics, particularly the theory of speech acts, including illocutionary acts (expressive, commissive, verdictive, and expositive) and perlocutionary acts (representative, directive, commissive, and expressive). This framework underpins the analysis of how language use can serve as a medium to internalize moral values and foster character education in formal educational contexts. Method: A qualitative descriptive approach was used, with a case study design. Data were collected through participatory observation, in-depth interviews, and document analysis. These methods provided a comprehensive understanding of the strategic use of speech acts by teachers in Indonesian language classes. Results and Discussion: The results show that teachers strategically employ various speech acts to create a conducive learning environment for character education. Verbal expressions combined with concrete actions effectively internalize values such as integrity, responsibility, discipline, and a love of reading. Thematic analysis reveals that speech acts serve not only as communication tools but also as mechanisms for moral education in the classroom. Research Implications: This study highlights the crucial role of teachers in shaping students' character through effective speech acts. The findings offer practical recommendations for integrating speech act strategies into teaching practices to strengthen character education, which can also be applied to other subjects for a holistic educational approach. Originality/Value: This research contributes both theoretically and practically to the study of pragmatics and education. It provides novel insights into how speech acts can be integrated into teaching strategies to reinforce character education, particularly within the context of Indonesian language learning. The study emphasizes the importance of embedding moral values into formal education processes to nurture well-rounded individuals.

Exploring Saudi Teacher’s Readiness to Use Augmented Reality (AR) Technology to Teach English Language in Schools

This study seeks to investigate the readiness of Saudi teachers to use augmented reality (AR) technology to enhance English language instruction in secondary schools in Riyad, Saudi Arabia. With the increasing integration of technology into educational settings, AR technology has garnered considerable attention as a potential aid for engaging and motivating language learners. Throughout this research, ten Saudi English language teachers from selected secondary schools in Riyad were interviewed to collect data. The findings consistently indicate a resoundingly positive response to AR technology, with teachers keen to incorporate it into English language classes. In addition, the study revealed that Saudi teachers recognised several significant advantages of AR technology in English language teaching. These results suggest that AR has the potential to revolutionize traditional teaching methods and improve the educational experience for both teachers and students. English language teachers in the study area are eager to adopt AR technology as an effective instrument for teaching English in secondary schools. This study catalyzes future research and collaboration to effectively integrate AR technology into the English language curriculum, thereby transforming the way English is taught and learned in Saudi Arabian secondary schools.

A sociocultural exploration of Iranian language teachers’ corrective feedback: why and how?

ABSTRACT This study aims to explore the types and reasons for teachers’ corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher’s class. Then, the teachers attended stimulated recall interviews in which they answered questions about reasons for applying specific CFs in their classes. Different subthemes emerged from the data within the three sociocultural mediators’ themes, namely psychological, material and peer mediators. The results indicated that teachers use different CFs in their classes for various reasons such as scaffolding learning, enhancing noticing and exposure, and fostering learners’ agency. The study ends with suggestions and implications for teachers and teacher educators.

Innovative style and construction elements in the creation of folklorist Sabin Vasile Drăgoi. “Divertisment rustic” – Carol 1: “Oh, what wonderful news!”

Sabin Vasile Drăgoi, a composer, folklorist and leading Romanian pedagogue, is recognized for his essential contributions to the development of Romanian music, especially through the valorization of folk traditions. He was a prominent representative of the musical nationalist movement of the first half of the 20th century, marking an important stage in the synthesis between traditional elements and those of European musical modernity. The “Divertisment rustic”, entertainment composed in 1928 reflects his constant concern for the valorization of traditional Romanian music, based on folklore elements that he integrated into his classical musical language. The style of the work is full of vitality, and the folk motifs are reinterpreted in a refined and modern manner. Through the way he uses folklore elements – modal melodies, asymmetrical rhythms, tonal harmonies with modal influences – Drăgoi creates a bridge between tradition and modernity, offering an accessible yet profound work.

Comparing secondary school students’ foreign language anxiety and academic achievement in face-to-face and online settings: a case study in China

ABSTRACT The present study investigated foreign language anxiety (FLA) and foreign language (FL) achievement of 151 secondary school students in traditional face-to-face (F2F) and online English as a Foreign Language (EFL) classes. Quantitative and qualitative data were collected. The quantitative data revealed that the participants reported a lower leve l of FLA in online settings than that in traditional F2F settings, significantly in two dimensions (communication apprehension and test anxiety); and FLA was negatively correlated with FL achievement in online EFL classes, with better academic achievements due to decline of anxiety. The qualitative data revealed that FLA in F2F settings was primarily related to the participants themselves, such as bad performance in dictations, failure in quizzes, and poor homework, while FLA in online settings was more correlated with teachers (i.e. teacher questioning, teaching method and teacher’s roll call) and environment (i.e., camera monitoring, internet instability, and usage of teaching platforms). The factors contributing to such results have been thoroughly analysed and explored to offer pedagogical implications for online and offline EFL education.

Strategi Belajar Pemagang Indonesia di Jepang dalam Meningkatkan Kemampuan Bahasa Jepang

This study explores the strategies Indonesian interns employ to enhance their Japanese language proficiency during internships in Japan. A qualitative research method was utilized, collecting data through an online survey from 90 respondents. The survey included information on personal characteristics, learning strategies, experiences, and challenges encountered during the learning process. Analysis revealed that most interns were male (86.7%) with a predominant age range of 26-30 years, most of whom had resided in Japan for over 2 years. While many had educational backgrounds equivalent to high school, their initial proficiency levels in Japanese varied, with most starting at level N4. Common learning strategies included self-study using media such as videos (including films and TV shows), reading Japanese textbooks, and practicing speaking with friends. Direct interaction with native Japanese speakers outside work contexts was also considered crucial. Despite relatively low participation in formal Japanese language classes, respondents found their chosen self-study methods to be effective. Primary challenges included time constraints and difficulties in grasping Japanese grammar. Effective strategies identified for improving Japanese language proficiency among interns encompass consistent self-directed learning, direct interaction with native speakers, and the use of relevant learning resources. The implications of this research underscore the importance of adapting to irregular work schedules and maintaining high motivation to achieve significant progress in mastering the Japanese language.

Teachers’ Insights into the Efficacy of the ‘Reading Circle’ Project Using English Language Teaching Graded Readers

The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including the development of reading skills. Extensive reading plays an important role in foreign language acquisition, as it not only significantly enhances students’ vocabulary, text comprehension, reading, speaking, and writing skills, but also fosters the development of sustainable learning and self-regulated learning skills. In order to substantially increase students’ reading opportunities, the ‘Reading Circle’ (RC) project was initiated, allowing teachers and their students to read five to eight graded readers during English as a Foreign Language (EFL) classes throughout the school year. During the school year 2023/2024, 45 teachers and 1328 students of Grades 3–11 participated in the 9-month project. The aim of this study was to analyse teachers’ perceptions on the efficacy of the ‘Reading Circle’ project and the most common teaching techniques. The data indicate that the most commonly used teaching techniques across all levels of language learning were the text discussions and the completion of ready-made exercises, while a significant difference across the levels emerged in the techniques of students reading aloud versus reading silently. The findings of this study reveal that teachers highly evaluated the benefits of the project and observed positive improvements in students’ reading motivation, text comprehension, and advancements in their reading and speaking skills, and the outcomes imply that the ‘Reading Circle’ project is an effective method of enhancing sustainable learning and self-regulated learning skills.

디지털리터러시 역량 함양을 위한 초등학교 특수학급 국어 수업 실행 연구: 놀이 중심 교육법을 중심으로

Objectives The purpose of this study is to explore the experiences and meanings derived by students with disabilities in a special education class, where a play-centered educational approach was applied to enhance digital literacy skills. Methods To achieve the research objective, the researcher utilized the action research method. This study employed the action research procedures of problem identification, implementation, reflection, revision, and re-implementation. In this context, the special education teacher and four special education students served as the researcher and research observers. Results Initially, by applying a play-centered educational approach to foster digital literacy skills, students could easily engage in lessons using digital devices. The conclusions drawn from the action research process in the Korean language class for the special education class, which incorporated elements of the play-centered educational approach, are as follows. To begin with, this study was able to address and improve issues identified in the school setting through action research. Moreover, the conclusions based on the experiences and meanings of students participating in the Korean language class, which applied elements of the play-centered educational approach to enhance digital literacy skills, are as follows. Firstly, students were able to gain experience in using digital devices. Additionally, students could create new content using digital devices. Furthermore, students showed interest in digital devices and demonstrated an active attitude during lessons. Conclusions The results of this study will be prepared to seek ways to cultivate digital devices in Korean classes using the play-centered education method of disabled students in Korean language class using the play center education law.

Χαρτοφυλάκιον/Scrinium: An integrating activity for monitoring and assessing the learning of classical languages

Abstract This article presents an adaptation of the recent e-portfolio learning strategy, named Χαρτοφυλάκιον in ancient Greek and Scrinium in Latin, which significantly enhances the learning and assessment of classical languages in a philosophical academic setting. Developed at the University of La Sabana, this approach synergises constructivist and experiential learning theories to actively involve students in their educational journey, encouraging deeper engagement with the acquisition of ancient Greek and Latin. The e-portfolio encompasses a comprehensive spectrum of student work, from translations and grammatical exercises to philosophical reflections and cultural analyses, all while integrating the creative element of ancient artistic inspiration. The assessment of this didactic strategy employs a custom e-rubric, designed to evaluate organisational skills, independent study, engagement with primary sources, artistic integration, and coherent philosophically reflective insights. Feedback garnered from an anonymous student survey indicates that the e-portfolio not only substantiates students’ intellectual growth but also significantly enriches the learning experience, as evidenced by increased student interest and critical inquiry. The results affirm the e-portfolio’s role in fostering a holistic and interactive learning environment that promotes the students’ autonomy and critical thinking. This research contributes to pedagogical discourse by providing a model for applying reflective, project-based learning frameworks to classical studies. This paper is a product of the project Proteus I: Development of Virtual Environments for Experiential Learning in the Humanities.

Integrating Learning and Knowledge Technologies in Hybrid Classical Language Education: A Case Study from the University of La Sabana

In this study, we explore the integration of learning and knowledge technologies in hybrid Ancient Greek and Latin courses at the University of La Sabana during the COVID-19 pandemic. Using an action research methodology, 12 interactive activities were designed and categorized into dynamic class segments of 20- and 10-minute blocks to enhance student engagement and motivation. Data collection methods included classroom observations, surveys, and performance analysis. The results indicate enhanced student interaction and learning outcomes, demonstrating the effectiveness of learning and knowledge technologies in revitalizing classical language education in a hybrid learning environment. This study provides valuable insights into the implementation of innovative pedagogical strategies and the continuous refinement of teaching methodologies through iterative cycles of action and reflection.

Transformation of the CIRC (Cooperative Integrated Reading and Composition) Model to Enhance Qira'ah

This study aims to describe the implementation of the Cooperative Integrated Reading and Composition (CIRC) model in learning reading skills in the classroom. The CIRC model was chosen because it effectively improves students' literacy skills through collaboration in small groups, compared to other collaborative approaches. This study's background is students' low reading ability in Arabic language classes, so innovation is needed in learning methods. This study uses a qualitative approach with a case study design. The subjects of the study consisted of thirty students in one class. Data collection techniques include observation, in-depth interviews, and document analysis. Observations monitor the implementation of the CIRC model, focusing on teacher-student interactions and group dynamics. Interviews with teachers and students explore their experiences and perceptions of the CIRC model. Document analysis assesses student work, including summaries and shared notes. The results of the study indicate that the CIRC model increases students' active participation and cooperation, as reflected in their enthusiasm and motivation during learning. In addition, students' reading comprehension increases, as reflected in interviews and observations that show students find it easier to understand the text. However, there are obstacles, such as time constraints, differences in reading abilities between students, and teachers' limited experience in implementing this model.

Towards A More Blended Language Learning With Web 2.0

ABSTRACTWhile educational environments are swiftly evolving to embrace and offer increased accessibility to technological resources, the inquiry into the appropriate utilisation of Web 2.0 tools in education persists. Thus, this study investigates the efficiency of a blended language learning environment that incorporates Web 2.0 technologies in accordance with a specifically framed instructional design in enhancing English language learning outcomes and social presence. It seeks to explore the impact of incorporating Padlet in English classes on high school students' academic performance and social presence using a mixed‐method approach. The standard English test, postinterviews, social presence scale and needs analysis provided the data. Findings indicate that the integration of Padlet into language classes fosters more collaborative language learning settings that result in increased performance in some language skills and social presence. Accordingly, this study is expected to offer valuable insights for educators regarding creating more interactive classroom contexts via Web 2.0 technologies.

INTERSECÇÕES ENTRE EDUCAÇÃO LINGUÍSTICA, LETRAMENTOS VISUAIS, SEXUALIDADES E GÊNEROS: UM ENCONTRO (IM)POSSÍVEL?

ABSTRACT This article seeks to revisit the place of genders and sexualities in language education. It emphasizes the importance of addressing the languages of marginalized non-hegemonic bodies, including non-heterosexual/heteronormative bodies, bodies who continue to face abjection and exclusion in contemporary societies. It investigates the (im)possible and (im)probable encounter amongst language education and pedagogies focused on difference, sexualities, genders and their intersections with visual literacies. The research adopts a qualitative methodology and the methods of investigation involve review of literature, alongside digital document analysis through visual literacy methodologies in which images on social media platforms are interpreted as meaning making processes. Section 1 discusses the concepts of genders and sexualities by focusing on nonheteronormative and non-heterosexual existences. Section 2 contends that language education, visual literacies and gender and sexuality studies could and should be in constant dialogue in language classes. Finally, the article offers four praxeologies for language teacher education amidst the intersections of sexualities, and genders.

Designing criteria of interactive educational environment at medical school to teach students of information technology field at professionally-oriented foreign language classes

Introduction. Applying lifelong learning approach in educational process requires to sustain this procedure with engaging, practice-oriented, active teaching methods, to develop critical thinking skills, practical skills, cognitive skills, cognitive education, social-emotional education, to make a model of interactive educational environment. The aim is to determine the criteria to make an interactive educational environment model at medical school to develop future IT students’ foreign language communicative competence. Materials and methods. The study to determine the criteria to make a model of interactive educational environment was being conducted at First Moscow State Medical University from 01.09.2022 to 08.04.2024. "Bioengineering and Bioinformatics" students as well as “Information Systems and Technologies” students were target of this study. The experimental part of this study consisted of theoretical review, observation, online testing, survey ‘needs analysis’ and ‘final survey in the form of cooperative metacognitive discussion, analysis of students’ reviews (essays on the topic “your attitude to the organization of your education in an interactive way”). Results. Online testing of indicating foreign language proficiency (English) showed diverse results among students withing one group. Besides, it refers to all courses and specialties. The needs analysis has demonstrated that students have strong motivation to learn a foreign language at a professional communicative level. The interactive classes observation and essays analysis (“your attitude to the organization of your education in an interactive way”) and the results of the final survey in the form of cooperative metacognitive discussion have illustrated that 90% of students are satisfied with educational process in an interactive way, others 10% either they are not used to work under such a regime or they believe that to build a process of education based only on the interactive methods is incorrect, or they are true introverts. Furthermore, due to these results we could single out some criteria for making a model of interactive educational environment. Conclusion. Obtained research data have theoretical and practical importance, because the goal of this study – to distinguish criteria for making an interactive educational environment model for development of future IT students’ foreign language communicative competence at medical school – was successfully achieved.

Strategies for effective learning interaction of Russian learners

Introduction. Research on constructive communication between a teacher and students has a long tradition. For decades, one of the most popular ideas in Russian linguistics is the idea that a teacher is responsible for building learning interaction. Student’s contribution in this regard often remains out of sight. This gap is partially illuminated by works on learning strategies. It would be of special interest to analyze social strategies used by students in learning context. The aim is to characterize and categorize the repertoire of social strategies of foreign students at a Russian language class in Russia. Materials and methods. Data were collected by pedagogical observation: 144 academic hours, including 9 lessons that were audio recorded (18 academic hours). The group of foreign students included 11 members – students of Novosibirsk State Technical University. Audio and diary of supervision were transcribed. Through qualitative cluster-analysis of data the author produced a list of social strategies employed by students. The strategies were then classified; frequency analysis of different social strategies was conducted. Various implementations of these strategies by different students were described. Research results. Activity on the use of social strategies yielded 5.6% of general lesson time. The most frequently employed strategies were: correcting and guiding groupmates in speaking tasks (30 actualizations); indicating problems understanding the material (23 actualizations); searching for help from groupmates to understand communicative questions (17 actualizations); cooperating while doing oral and written assignments and to infer meaning of a new word (17 actualizations). Conclusion. By comparing the results from observation with commonly known classifications of social strategies we determined that some significant strategies of learning interaction have not been addressed in previous research. In particular: using jokes and demonstrating interest towards the languages of groupmates in a multinational group. We also analyzed the strategies: feedback, helping other students, strategies for working in a small group, combining social strategies with affective, cognitive, compensation, and metacognitive strategies. The article also describes destructive strategies: avoiding asking for help, imitating comprehension, and cheating.

SNS를 활용한 교양 한국어 수업 연구

The purpose of this study is to propose a teaching method utilizing social networking services (SNS) to enhance practical communication skills with Koreans in liberal arts Korean language classes, which cater to learners of varying levels and characteristics. Prior to presenting the teaching method, a preliminary survey was conducted, revealing that the majority of Korean language learners use SNS primarily for communication and information exchange, predominantly utilizing Facebook and Instagram in their native languages. The study focuses on the educational characteristics of SNS, such as 'knowledge expression, sharing, and feedback,' and the 'noticing function, hypothesis testing function, and metalinguistic function' of the output hypothesis, incorporating these into the design of Korean language classes utilizing SNS. As a result of the satisfaction survey of 140 students, most learners reported that using SNS helped them use grammar and practice writing and speaking in Korean, thereby boosting their confidence in Korean communication. Furthermore, learners expressed that continued use of SNS in future classes is expected to improve their Korean communication skills, and they hope to communicate and exchange information with Koreans through SNS.

РОЛЬ ВИКЛАДАЧА У ФОРМУВАННІ МЕДІАГРАМОТНОСТІ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ

The purpose of the article is to define the role of the teacher in the formation of media literacy of the participants of the educational process. The study analyses contemporary Ukrainian and foreign works of teachers and methodologists. To achieve this goal, the following theoretical research methods were chosen: literature analysis - systematic research and analysis of existing publications and studies; logical analysis and synthesis. The relevance of the study is due to the fact that the role of educators in the field of media education, the challenges and tasks they face when introducing media literacy into the curriculum, as well as the connection between the acquired media literacy skills in the university community and later professional needs, are not sufficiently covered in current scientific works. The scientific novelty of the study lies in the fact that the article lists in detail the main tasks of the teacher when introducing the basics of media literacy into the discipline. The paper also highlights the main obstacles for teachers to integrate media literacy into the educational process, including political conditions, the structure of educational sectors, Журнал крос-культурної освіти/ Journal of Cross-Cultural Education. № 4 2024 16 lack of experience, budget or resources, and lack of organisational commitment to this area. The analysis of the results suggests the importance of media literacy as an integral part of private and professional life, and thus the significant role of teachers in promoting this concept in formal education for children and young people, which is timely and important. The article also outlines the prospects for further research, including the identification and critical analysis of media literacy projects proposed by civic activists, educators and media experts in Ukraine and abroad, the development of methodological recommendations for teachers to introduce media literacy knowledge in foreign language classes, the selection and independent development of authentic teaching materials, and recommendations for practical activities in evaluating media texts and creating their own media products.

ІГРОВА ФОРМА НАВЧАННЯ ЯК СПОСІБ МОТИВАЦІЇ ДО ВИВЧЕННЯ НІМЕЦЬКОЇ МОВИ

The article focuses on the game form of teaching German as a way to motivate students to learn it. The main competences and skills, formed during the game (communicative, cognitive, emotional, social, motor, mental), are investigated. The game in educational and pedagogical contexts is described, the game, learning and cognition for students of different age groups are compared, as well as the great interest in the game even outside the classroom. The problems of gamification in various spheres of human activity are outlined. The importance of the game is noted with reference to scientific sources, the relevance of its study, which dates back to ancient times. The main characteristics of the game are presented, the conditions necessary for the successful use of games in the classroom (favourable learning environment, silence, elimination of stress factors, teacher's behaviour, duration, completeness of the process, etc.) and the use of the game in the psychological context in general are described. The game is described as a motivating factor from the point of view of the player, when it should be enjoyable, because this effect contributes to the most beneficial learning of something new, often subconsciously. Particular attention is paid to the game as an intrinsic motivation to learn a language, when a learner does not have to learn through external motivating factors, but wants to learn through his/her own intrinsic motivation. The study presents the main types of exercises used in the form of games in German language classes to train the main language skills: speaking, writing, listening, reading, as well as grammar and basic soft competences. A game is a way of presenting a complex topic in an easy, unconscious way and transferring/acquiring new competences. The main types of games are outlined (dominoes, memos, cards to match an image with a word in German, bingo, Black Peter, autograph hunting, class walk, class survey, detective game, riddles, taboos, pantomime, etc.)

РОЗВИТОК НАВИЧОК КРИТИЧНОГО МИСЛЕННЯ УЧНІВ ЗЗСО НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ

The article is devoted to the problem of using technology for the development of students’ critical thinking skills at English lessons. Critical thinking is considered as a student’s ability to reason consistently, substantiate, and establish regular connections between objects and phenomena of the surrounding world, based on the non-contradiction of thinking, on the integrity of the image and the accuracy of the verbal expression of thought at English language classes. The authors of the article listed the signs of critical thinking skills (independence, information, social aspect, asking questions and clarifying problems that need to be solved, striving for convincing arguments), and also described the skills and abilities that a student needs for the development of critical thinking skills, in particular, the following: flexibility, willingness to plan, perseverance, willingness to correct mistakes, awareness, search for compromise solutions. The article characterizes the technology of development of critical thinking skills and describes in detail the stages of its implementation at English lessons. The following aspects are highlighted: goal setting, individualization of the educational trajectory and “fixation” of emerging considerations, familiarization and analysis of researched information in English, axiological activities (self-evaluation, mutual evaluation, discussion group), making a final verdict about the analyzed object or phenomenon. The authors developed a didactic cycle of the technology for the development of students’ critical thinking skills at English lessons, which involves three stages: challenge, comprehension, and reflection; gave examples of methods, techniques and tasks that can be used at each of the selected stages; outlined the requirements for the tasks: the problem in the task that causes intellectual difficulty, does not have one standard solution and requires analysis and synthesis; compliance of the conditions of the task with the set goals; accounting for the didactic principle of strength and accessibility; reliance of the student on the experience; activation of all students’ thinking strategies; student’s acceptance of his position as the subject of educational activity; availability of preliminary training, selection of materials; presence of the result of problematic activity; student’s reflection after solving a problematic task.