Community Language Learning Research Articles

The Case for Hope in Language Education: Exploring Solarpunk for the English Language Classroom

If we want our youth to be in a position to work toward a better future, we need to help them envision this future in the first place. This conceptual article argues that the literary-based English language classroom is uniquely positioned to do so. However, an important prerequisite is to adopt a pedagogy that is grounded in hope rather than despair. This article makes the case for hopeful approaches in the English language classroom by exploring how solarpunk as a genre and movement may be used to facilitate and implement this language pedagogy of hope. This discussion is embedded in more general notions of pedagogy of hope, which are being applied to the language education context. Solarpunk and its pedagogical potential is then explored in the dimensions of literary, cultural, and communicative language learning. Two examples serve to illustrate how the use of the genre might be approached both with fictional and nonfictional texts.

PELATIHAN APLIKASI SPEECHACE UNTUK MENINGKATKAN KEMAMPUAN BAHASA INGGRIS BAGI GURU

English language skills must be improved, especially for educators or teachers. This is especially problematic for madrasah teachers who are not English graduates. For this reason, speechace application training is needed to improve English language skills for teachers of MI Muhammadiyah, Kedungwuluh, Patikraja, Banyumas. The purpose of the course is to provide knowledge and skills for teachers in optimizing information technology, especially the speechace application to support the improvement of English language skills and abilities in the school environment. The implementation method used is the Community Language Learning (CLL) method which consists of the preparation stage, implementation stage and evaluation stage. The results of this service during the training were active participant participation and the results obtained with the pre-test and post-test pre-test and post-test, then out of 21 participants, 95% of the participants This activity is expected to contribute to efforts to improve English language skills among teachers.

PELATIHAN E-MODUL INTERAKTIF BERBASIS TEKNOLOGI INFORMASI UNTUK MENINGKATKAN LITERASI DIGITAL BAGI GURU

Mastering information technology, especially in the field of education for a teacher in the current era, is indeed a must that must be owned by each individual teacher. For this reason, professional flip pdf application training is needed to improve the ability to collaborate on more interactive learning media for students, for teachers of MI Muhammadiyah Wangon, Banyumas Regency. The purpose of this training is to provide knowledge and skills for teachers in optimizing information technology, especially the professional flip pdf application to support improving the ability to collaborate learning methods for students. The implementation method used is the Community Language Learning (CLL) method which consists of the preparation stage, implementation stage and evaluation stage. The results of this service during the training were active participant participation and the results obtained with the pre-test and post-test, then out of 15 participants, 97% of the trainees experienced an increase in their ability to use the professional flip pdf application. This activity is expected to contribute to efforts to improve information technology skills among teachers, especially in supporting teaching and learning activities for students to make them more interactive

Integrating Scientific and Everyday Concepts: Student Leadership in a Language Learning Community

This study examines the role of everyday and scientific concepts in developing student leadership in a self-access learning center (SALC) in Japan. For this purpose, data from three student learning community leaders and one SALC faculty member participating in an 18-month ethnographic case study of the Learning Group (LG), a student-led learning community within a university-based SALC in central Japan, was reexamined according to a framework informed by concept-based learning. Data was first coded inductively utilizing reflective thematic analysis (Braun & Clarke, 2006) and subsequently deductively using communities of practice theory and the themes of scientific and everyday knowledge. This data highlights numerous ways three leaders of the LG had internalized concepts introduced to them through a SALC-based leadership course administered by a learning advisor (LA) and how this influenced not only their individual learning trajectories, but also the path of their community. Furthermore, the LG leaders were able to develop coherent management/facilitation guidelines for themselves and for future generations of leaders from the social mediation that collaborative group reflection and intentional reflective dialogue afforded. The implications of this study highlight the potential value within SALCs of learning advisors engaging in concept-based instructional approaches where explicit instruction is internalized through dialogic and communicative verbalization and through finding avenues for learners to apply scientific concepts to everyday practice.

Student-Led Language Learning Community: The Journey of a Leader

This study examines the role of a leader in a French language learning community at a Japanese university’s self-access center. Based on a previous study that focused on exploring the impressions of the members of this student-led community (Marzin & Raluy, 2023), results indicated the core role of the leader in enhancing motivation, (intercultural) communication skills, and sense of belonging. The present narrative study documents the experiences and reflections of the community leader, utilizing a range of reflective tools. The findings suggest that the leader’s regular introspection enabled him to assess his feelings, evaluate his decisions based on the community’s needs, and provide guidance to other members, with a focus on exploring World French and francophone cultures.

Discovering the power of Discord: Members’ experiences and their performances in learning English

Discord has experienced a recent surge in its utilization for educational purposes. Numerous communities have embraced Discord servers as a means to foster and support learning activities. Many studies discuss Discord in learning English, but there is a lack of extensive academic research focusing on a member’s experiences in using Discord. Most studies on broader online language learning communities and other digital platforms, but only a few studies investigate Discord application from an overview of this phenomenon, this study aimed to determine how the members’ experience in using the Discord application as contributed to facilitating English learning and to describe the performances of Discord in fostering English. a qualitative method with a phenomenological study applied in this research. twenty members who have been using Discord for a year and more than a year and are interested in learning English became the sample by purposive random sampling. Data was gathered from unstructured interviews and participant observation online. The results from the observation demonstrated that the efficacy of Discord can be seen from the function of features, it supports English online learning through seven crucial features that users can leverage: voice channels, text channels, direct messages, screen sharing, resource sharing, bot integrations, and notifications and reminders. Data from the interview showed members’ experiences said Discord can help them in mastering English. As a result, the implications of the research can guide the development of more effective, engaging, and inclusive Discord-based learning communities, ultimately enhancing the overall learning experience and outcomes for participants.

A Revolutionary Approach to Imparting English Language Skills

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

Analysis on Community Language Learning

Analysis on Community Language Learning

Netiquette practices and perceptions in TESOL-related online communities

ABSTRACT This quantitative study utilises an ex post facto research design to investigate the emailing culture and potential differences in practices and beliefs regarding netiquette principles in language learning communities. A sample of 400 emails from two Teaching-English-to-Speakers-of-Other-Languages (TESOL)-related mailing lists, one at a national (Iranian) and the other at an international level, were compared against four email netiquette rules. These rules were selected for their quantifiable nature and alignment with Grice's conversational maxims. The results indicate that emails from the international mailing list significantly outperformed those from the national mailing list in ‘adopting an appropriate subject line’, ‘observing content relevance’, ‘editing out irrelevant parts of previously posted material’, and ‘including a signature’. Additionally, a ten-item questionnaire on netiquette attitudes was developed and distributed to the mailing lists to investigate perceptions of the appropriateness and necessity of netiquette rules. Seventy-five responses at the national and fifty-three at the international level were collected. The results reveal significant differences in beliefs. The findings suggest that, while a deeper understanding of netiquette principles is necessary, curriculum designers, teacher educators, and teachers should also be mindful of cultural diversity. Further research on how culture can influence online communication behaviours and email styles is recommended.

A road map to engage online EFL and ESL learners: A book review in focus

The outbreak of Coronavirus in 2020 posed a significant challenge for English Language Teaching (ELT) instructors, who were obliged to transform their face-to-face classes into virtual and online ones overnight. In this new, unfamiliar context, it was crucial to keep students constantly engaged, motivated, and interested in learning. Nonetheless, rather than merely taking into account the pessimistic facets of this paradigm shift, many scholars and experts tried to concentrate on the chances that remote/online context presents for language learning and teaching communities. In effect, “Engaging Online Language Learners” is a practical book the authors of which have considered the sudden shift online connected with the pandemic as an opportunity to enhance the inclusivity of language learning while testifying that EFL/ESL learners’ engagement in remote/online language learning context ought to be an inevitable priority. Being well targeted to its ELT audience and deeply grounded in both principles of learning engagement and foreign language teaching theories the book straightly targets language teachers, whether experienced ones or those who intend to teach online for the first time. It also bestows ELT teachers with a clear road map to discern what the next steps are for innovative practices in online/remote learning and teaching contexts.

Fa’aliyatu Istikhdam Thariqatu Ta’allum Al-Lughah Al-Mujtama’ (Community Language Learning) Litarqiyati Maharatul Kalam Lada Thalibat Bi Madrasah SMP Muhammadiyah 2 Karangasem Lamongan jawa Timur

The aim of this research is to determine students' Arabic speaking skills using the community language learning method, and to find out the extent of the impact of this method on improving the Arabic speaking skills of female students at SMP Muhammadiyah 2 Karangasem Lamongan, East Java. The research sample in this study was 16 grade 1 female students at SMP Muhammadiyah 2 Karangasem Lamongan, East Java, and the type of research was experimental research, and the research approach the researcher used was a quantitative approach. The research tools that researchers use are direct observation tests and interviews. Research results: This is based on the adjusted value in the pre-test of 58.0625, becoming 71.25 in the post-test. The researcher got the t-statistic result = 10.98, then the researcher set the t-table, then the researcher looked for the results in the list (Df) of the t-table and found the result = 2.94 at 1%, then 2.13 at 5%. And because the t-statistic result = 10.98 is greater than the statistical results of 1% and 5%, it means that Ho is rejected and H₁ is accepted, or the hypothesis of this research is accepted. This means that the application of the community language method has great effectiveness in improving speaking skills in first-grade students at Muhammadiyah School 2 Karangasem Lamongan, East Java.

Measuring the linguistic similarity of discourse from open-world role-playing games to the real world through an additive multidimensional analysis

Abstract Digital games can provide rich sources of second language (L2) input; however, the extent to which gaming discourse is similar to real-world discourse has been a topic of debate in the computer-assisted language learning community. To quantitatively measure the extent to which gaming discourse shares linguistic similarity with real-world discourse, this study reports the findings of an additive multidimensional (MD) analysis comparing registers in open-world role-playing games to real-world registers using Biber’s (1988) Dimension 1: ‘Involved versus Informational Production.’ Results indicate that gaming discourse provides extensive language exposure that shares much linguistic similarity across a wide range of real-world contexts. Importantly, however, these similarities only become salient when the situational characteristics of gaming discourse are considered and parsed appropriately into register categories.

Research on the Construction of Indonesian Chinese Language Acquisition Case Resource Based on Building Learning Communities

Acquisition case resources, as integrated accounts of experiences from Chinese learners, serve as high-quality resources for Indonesians to understand Chinese language and culture, thereby contributing to the construction of a local Chinese language learning community in Indonesia. Ultimately, they inject new vitality and momentum into the co-construction of the "China-Indonesia Community of Shared Future." This paper aims to explore the general principles, needs analysis, overall approach, and development path of constructing an Indonesian Chinese language acquisition case resource library. Finally, it proposes the role and significance of case resources in teaching and research. The construction of Chinese language acquisition case resources will provide new insights and support for the localization of international Chinese education in Indonesia.

The Construction of Blended Foreign Language Learning Community Based on Computer Big Data Technology

With the advancement of computer technology and the advent of the big data era, students’ lifestyles and mindsets have undergone significant changes. Currently, English classroom instruction primarily follows traditional teaching models, making it challenging to achieve optimal educational outcomes. This study argues that college English teaching in the era of computer big data requires further expansion in teaching content, teaching modes, teaching equipment, and teaching methods. The collaboration between students and teachers will form a blended foreign language learning community. Prior to adopting this approach, students frequently scored below 80. After implementing this method, student scores ranged from a high of 88 to a low of 71. The approach discussed in this article can enhance learning performance and represents the current trend in English teaching reform.

The Role of Technology in Fostering Language Learning Communities: Implications for English Language Teaching

The Role of Technology in Fostering Language Learning Communities: Implications for English Language Teaching

How to learn and teach a foreign language through computational thinking: Suggestions based on a systematic review

There has been an increasing interest in the integration of technology into language education. Meanwhile, computational thinking (CT) skills are fostered which influence communicative language teaching and learning. Despite CT's established importance in science education, its significance in language teaching remains scarce. This study contributes to knowledge synthesis and methodological development by reviewing 16 journal articles, analyzing CT applications in language learning across educational contexts, intervention tools, CT skills, language acquisition, and assessment methods. The results indicate that (a) more CT-involved activities are needed for primary, secondary, and tertiary education, (b) educational robots and Scratch stand out as the most trending intervention tools, (c) CT skills such as decomposition, abstraction, generalization and so on have a positive effect on students’ foreign language acquisition, especially in grammar and writing, (d) assessment of CT development can be surveyed through a validated and reliable instrument such as computer programming self-efficacy scale or an online platform: Dr. Scratch; Conversely, there is a diversity of evaluation tools in foreign language learning. This study is the first to review experimental research on integrating computational thinking into foreign language learning and offers significant implications for future research.

THE EFFECTIVENESS OF COMMUNITY LANGUAGE LEARNING METHOD TOWARD STUDENTS SPEAKING ABILITY AN EXPERIMENTAL RESEARCH FOR EIGHT GRADE OF SMPN 3 BANJARBARU

English speaking ability an experimental is one of the language skill which become the main purpose for the English language learner at the school. The purpose of CLLM is to help the students to communicate in their daily life, but the achievement of the CLLM is felt difficult practically, because in fact, many students are still passive in the classroom. When the students communicate in the target language, students might encounter a situation in which they cannot find words to convey meaning. When the flow of communication in this situation of communication breakdown, they used Community Language Learning Method (CLLM) method to prevent the stagnation in conveying that messages and make the students find it enjoyable to learn. Therefore, this study concerns with students’ ability in learning English by using CLLM. This study is attempt to discover students’ speaking ability for the eight year students’ of SMPN 3 Banjarbaru in the school year 2023/2024. Two research questions formulated: (1) to what extent is the achievement of the speaking ability for the eight year students of SMPN 3 Banjarbaru in the school year 2023/2024? (2) to what extent is the effect of CLL toward students’ speaking ability for the eight year students of SMPN 3 Banjarbaru in the school year 2023/2024? This study was experimental research. So there were two groups of sample, they were experimental and control groups. The population of this study was 160 students. The researcher took 40 students as the sample. As the research instruments which was developed to collect data, the researcher provided some pictures, the students were asked to describe the pictures. While the students were describing the pictures, the researcher recorded it. After collecting and calculating the data, the researcher found that the mean score of pre-test and post-test for experiment group were 46.45 and 51.85, while for control group were 41.2 and 45.3. And in testing the hypothesis, the researcher used t-test formula. The researcher found that t-test was 2.280 and t-table in significant rank 0.05 (5%) was 2.021. It proved that t-test was higher than t-table (2.280 > 2.021). So the alternative hypothesis was accepted. It indicates that Community Language Learning Method (CLLM) was effective in speaking teaching for the eight year students of SMPN 3 Banjarbaru in the school year 2023/2024.

The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling

This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse’s potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy.

Boosting Preservice EFL Teachers' Reading Skills via Visual Media

This study investigates the efficacy of metacognitive reading strategies, supplemented with visual media, in improving English reading comprehension abilities among pre-service English as a Foreign Language (EFL) educators. The study intends to enhance reading comprehension test performance by employing a quasi-experimental design that includes pre-test, intervention, and post-test phases. The study included a total of 102 preservice EFL teachers who were currently engaged in a course focused on communicative language learning in an English pedagogy undergraduate program. The intervention consisted of utilizing metacognitive methods in conjunction with visual media. The effectiveness of this approach was assessed through the administration of a widely recognized Reading Comprehension Test (RCT), a Metacognitive Strategy Questionnaire (MSQ), and supplementary visual media. The results demonstrate a substantial improvement in average reading comprehension scores, increasing from 0.5 to 0.72 after the intervention. The study utilized a mixed-methods approach, including questionnaires and interviews to collect qualitative data on students' assessments of the intervention's efficacy. The findings indicate that students consider the metacognitive strategies to be useful at all stages of reading, including pre, while, and post reading. The incorporation of visual media, such as videos and infographics, played a crucial role in promoting metacognitive knowledge, monitoring, and control strategies. This study emphasizes the potential of integrating metacognitive strategies with visual media to greatly improve reading comprehension skills in English as a Foreign Language (EFL) settings.

Հուզական խոսքային ակտերի ուսուցումը հուզագնահատողական արտահայտությունների միջոցով / Teaching Expressive Speech Acts Through Emotional-Attitudinal Expressions

The present article explores the integration of expressive speech acts in the communicative learning process of a foreign language, primarily English. Speech acts play a significant pragmatic role in communication, and understanding how to perform them appropriately according to the context is essential. However, many general education textbooks for foreign languages lack activities that help learners perceive and use speech acts effectively, which hinders the development of their communicative skills. The paper specifically focuses on expressive speech acts, which bridge the speaker's emotions and the communicative intent. We view emotional-attitudinal expressions as distinct linguistic units for teaching expressive speech acts, for they serve as a tool for infusing an emotional tone into speech and elucidating the speaker's thoughts and feelings. To address this, we provide a brief analysis of communicative language competence and its components, discuss various types of speech acts, and highlight the importance of emotional-attitudinal expressions in both communication and foreign language learning. The article concludes with a set of exercises designed to enhance learners' understanding of speech acts and emotional-attitudinal expressions, guiding them towards effective use in foreign language communication.