Language Learning Contexts Research Articles

Language learner well-being in heritage language learning: conceptualisation, measurement, and a pathway to flourishing

ABSTRACT This paper reports on the process of developing an original framework for conceptualising and measuring language learner well-being within the context of heritage language (HL) learning. Drawing on a quantitative validation study with 545 young Chinese heritage language (CHL) learners, aged 7–18, in the UK, this paper presents an empirically validated model alongside a self-report instrument designed to measure learner well-being. A comprehensive development and validation process yielded a 24-item Language Learner Well-being Scale, exhibiting robust psychometric properties, including face, content, construct validity, and internal reliability. Results from exploratory and confirmatory factor analyses uncovered a four-factor model of language learner well-being – enjoyment, connectedness, meaning, and competence – which represent the key pillars of flourishing among CHL learners. This multi-dimensional model provides potential pathways through which flourishing can be actively promoted in HL learning, with implications that are applicable to wider second/foreign language learning contexts. By exploring what constitutes well-being and developing an effective measure, the study also sets the stage for meaningful interventions in the future to optimise students’ language learning experience.

A Review of Integrated Curriculum Models in Language Teaching

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

The Socio-Educational Model: An Evidence-Based Re-evaluation

Abstract The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.

Developing and using an adapted mosaic approach to explore children's foreign language learning experiences in primary school

This article describes an adapted mosaic approach, developed and used in a longitudinal, ethnographic study that explored children's foreign language learning (FLL) experiences in primary school in England. As a methodological innovation within the field of instructed early foreign language learning, the adapted approach addresses an identified need for a wider range of research methodologies and more inductive approaches. The original mosaic approach was initially considered to help address methodological questions that arose during the ethnography. That approach was subsequently adapted and developed in four main ways: firstly, for use within the longitudinal, ethnographic study; second, for use with its older, primary school-aged children; third, for development and use together with children in school rather than a tool designed for use on children and finally, where the focus was upon the process of completion rather than the end product. The adapted approach met the needs identified within the ethnography by further enhancing children's voices, their agency and perspectives within its data collection and analysis. Recommendations for its use in language learning contexts are made to support further research together with children, to help strengthen what is currently known and understood about children's experiences of instructed foreign language learning. This is based on the premise that knowing and understanding more about these will help inform future practices and initiatives.

Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students

AbstractImagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of investment and motivation to theorize the idiosyncratic relationship between individuals’ imagined identity and language learning behavior. Empirical findings from a multiple‐case study conducted in Yunnan, in the south‐western corner of China, are presented to demonstrate how this framework enables a nuanced analysis of individuals’ language learning. Findings suggest that the interconnectedness of imagined identity, motivation, and investment is informed by both learner agency and contexts. This paper proposes that learners’ development of imagined identities and ways of investing in learning could be individually different, even under similar circumstances, which indicates the need for personalized teaching to improve learning outcomes. This synergistic framework thus provides implications for pedagogical practices and a need for personalized teaching.

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.

Metacognitive Awareness in Second Language Learning: Displaced Primary School Students’ Experiences of Learning German Upon Transition to the Target Language Environment

Drawing on international pedagogical discourse on the inclusion of ethnically diverse refugee groups in the educational systems of OECD countries as well as our previous research on the Ukrainian refugee perspectives on primary school in Switzerland, the author examines experiences of second language acquisition by displaced Ukrainian children in Swiss primary schools. The two-year research period allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and identification of the factors influencing their second language (German) learning and performance. The involvement of a Ukrainian researcher in the research project ensured accessibility of the target group and effective researcher-respondent communication in the course of longitudinal study carried out within the framework of a qualitative methodology with data collection through narrative inquiry and participant observations as research tools. The study identifies the effects of the two groups of factors: learner-internal (motivation, metacognitive skills, prior knowledge, and learning strategies) and learner-external ones (second language learning context, type of second language instruction available upon displacement, etc.). Metacognitive skills proved to be instrumental in second language learning in the context of the learners’ unexpected transition to a new educational setting and full immersion in the target language environment. Effects of metacognitive skills on second language learning of the studied group of displaced children vary considerably depending on the student’s age, prior knowledge and language learning experiences, and second language instruction available upon the displacement. The multidisciplinary character of the second language acquisition research undertaken by the author allows for diverse practical applications of its results in second language pedagogy, psychology of education, as well as in refugee and primary education.

Code-Switching in a Legal English Class for Egyptian Learners: A Conversation Analysis Case Study

This article addresses how code-switching facilitates language acquisition in an online legal English classroom for Arabic-speaking learners. The study aims to describe and analyze the use of code-switching as a facilitative resource for second language acquisition, particularly within the context of the online classroom. The article holds significance in two key areas: first, it contributes to the existing literature on code-switching between Arabic and English in language learning contexts. Second, it addresses a gap in research by focusing on an underexplored context: online legal English classes for Arabic-speaking learners, a topic which has not been widely researched. Applying Conversation Analysis to fragments from the online class, the findings reveal that code-switching serves as a vital resource for learners in comprehending complex legal concepts by drawing on their first language (L1) knowledge (in this case, Arabic). It also facilitates word searching, collaborative learning, and effective negotiation of meaning, aiding in the overall second language (L2) acquisition process.

Factors impeding implementing CALL-based instruction: A mixed-methods study

As an innovative approach to language pedagogy, Computer-Assisted Language Learning (CALL) research has been gaining traction in recent decades. However, the novel incorporation of technology in the classroom context presents some unique challenges unprecedented in conventional language learning contexts. The present study is an attempt at identifying the factors prohibiting the successful implementation of CALL, with particular attention on the context of Iran. To this end, an exploratory mixed-methods sequential design was adopted. Fifteen Iranian EFL instructors were interviewed and the data were analyzed through thematic analysis. Built upon the findings of the interviews, a questionnaire was developed to assess the generalizability of the interview findings. The 33-item questionnaire was developed and distributed online among 200 EFL teachers. It was revealed that certain factors, including EFL teachers and learners' knowledge of computers, cultural and religious background, institutional support policy, and human factors such as learners' learning style and age could hinder the successful incorporation of CALL in language learning contexts. Principal Component Analysis (PCA) confirmed the generalizability of the identified prohibitive factors. The findings are discussed under the light of Rogers’ (2003) Diffusion of Innovation Theory (DIT) to further contextualize the implications of the study for macro- and micro-level policymakers, curriculum developers, and language teachers.

Motivation and English Language Learning: Students’ Perspectives

This study investigates university students’ motivation for learning English language in the Kurdistan region of Iraq. The region is a foreign language learning context because English language learners almost entirely learn the language inside the classroom and without regular exposure to the English language outside. Besides English language centers, English Department in private universities is one of the most wanted departments in the region. However, we do not know students’ motivation for their choice. Therefore, a questionnaire was administered to 106 students from English department in a private university with the intention to obtain knowledge about their motivation for learning the English language and more specifically whether it is integrative and/or instrumental motivation. The study found that the level of students’ integrative motivation was different from instrumental motivation. This finding can be used by educators and university lecturers to embed motivation constructs in their teaching practices to keep the students motivated throughout their college years and have the desired outcome in the end.

Analyzing the Impact of CALL Tools on English Learners' Writing Skills: A Comparative Study of Errors Correction

The study seeks to compare the effectiveness of Computer-Assisted Language Learning Tools (ChatGPT, Grammarly, and Google Translate) in correcting the occurrences of common errors in English as a second/foreign language (ESL/EFL) learners’ writing. An experimental design offered instructions for Class A with ChatGPT, Class B with Grammarly, Class C with Google Translate, and Class D was the control group with no exposure to any of these tools. Data were collected from texts created by the students based on pictures, both before and after the intervention. It was found that ESL/EFL learners frequently made eight distinct types of errors in their writing: spelling, punctuation, capitalization, possessive words, verb forms, subject-verb agreement, articles, and prepositions. The interventions across different classes showed that ChatGPT in Class A significantly corrected spelling, verb form, and subject-verb agreement-related errors, Grammarly in Class B excelled in correcting prepositional errors, and Google Translate in Class C effectively addressed errors in article use, capitalization, and possessives. In contrast, the control group in Class D surpassed the others in enhancing punctuation. In Class A, ChatGPT, and in Class B, Google Translate displayed enhanced effectiveness in rectifying common writing errors of ESL learners compared to Grammarly in Class B and the control group. The findings suggest that employing targeted digital tools for distinct grammatical challenges can substantially enhance learning outcomes in a language learning context.

Affordances in the international service-learning context for Spanish learners

Since the initial application of the ‘affordances’ concept to the context of language learning by van Lier, relatively few studies have continued to explore its implications for second language (L2) learning. This study examines from an emic perspective the affordances that 13 Spanish learners in a study abroad context perceived in their international ­service-learning (ISL) experience. Results from weekly reflection essays and an exit interview suggest that their affordances for this particular ISL are cultural, linguistic, social/emotive, interactional, and combinations thereof, with cultural affordances highlighted most frequently by participants. These results depict ISL as a holistic context for language learning in a study abroad program.

Embracing Global Voices: An Exploration of Thai Teachers’ Attitudes and Practices on Culturally Diverse ELT Materials in a Northern Thai University

In recent times, the advancement of technology and globalization has significantly impacted educational practices worldwide, making teaching and learning increasingly complex and interconnected. In the field of English Language Teaching (ELT), these changes have challenged traditional approaches and necessitated the integration of more culturally diverse materials to reflect the global usage of English. Against this backdrop, this study aims to investigate teachers’ attitudes toward cultural diversity and their representation of cultures in ELT materials at a Thai university. Situated in Thailand’s diverse cultural landscape, the research explores how teachers’ cultural backgrounds, institutional policies, and student feedback influence the selection and depiction of cultural content. Utilizing a qualitative approach that employs semi-structured interviews, document analysis, and classroom observations, the study seeks to uncover the extent to which global cultures are represented in their ELT materials. In addition, it aims to identify trends in teachers’ practices and perceptions, highlighting a potential shift towards a more inclusive curriculum that mirrors the global context of English language teaching and learning. Consequently, this study contributes to the broader discourse on the importance of cultural diversity in education, offering practical recommendations for educators and policymakers in globalized educational environments.

Unreadiness in the Student-Centered English Language Learning Context in the Age of Online Learning

Unreadiness in the Student-Centered English Language Learning Context in the Age of Online Learning

Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication: The role-play of Asian and African students

Studies have shown that integrating Artificial Intelligence into robot-assisted language learning ushers in an immersive situation to establish empathy for communication competence and enjoyment. To investigate the usefulness of Artificial Intelligence-driven robots in learning English for Medical Purposes oral skills, this quasi-experimental study was conducted through an embedded mixed methods design in the 2024 academic year. One thousand and forty male (n = 398) and female (n = 642) students of different academic disciplines from the Isfahan University of Medical Sciences were included in the study and grouped under three categories. They were randomly assigned to control (n = 520) and experimental (n = 520) groups. In the qualitative phase, students’ communication enjoyment was debriefed through semi-structured interviews. Simultaneously, in the quantitative phase, once the participants watched simulcast lectures and joined in conversation with Artificial Intelligence-driven (non)-robots, their academic and professional oral skills were assessed. The collected data were the participants’ responses to the interviews and formative assessment of their progress and performance through Objective Structured Video Examinations and Mini-Clinical Evaluation Exercises. The interview results suggested that the participants had empathy in joining conversations with robots. The statistical analysis indicated that in performing role-play to teach oral skills to the Artificial Intelligence-driven robot, the participants achieved significantly greater communication competence than those who did role-play for virtual agents. Students of Medicine were great academic and professional achievers as they were significantly successful in establishing empathy and communication. The findings could open up further prospects for using Artificial Intelligence-driven robots in discipline-specific language learning contexts.

Is L2 grit a hierarchical construct? A meta-analysis targeting language learners

ABSTRACT L2 grit has attracted much attention from language acquisition researchers since it is an important contributing factor in students’ achieving language learning goals. The current meta-analysis reviewed and synthesised L2 grit literature among language learners to investigate whether L2 grit is a hierarchical construct. Results based on 293 effect sizes from 57 studies representing data from 60 unique samples and 25,570 participants showed two major findings: first, the correlation between perseverance of effort (PE) and consistency of interest (CI) (i.e. the two components of L2 grit) was at a medium-to-large effect size of ρ = .57, 95% CI [.51, .62]; second, the overall L2 grit exhibited no less predictive power than each facet alone. Results suggest that L2 grit could be regarded as a hierarchical construct above PE and CI in the language learning context. Implications of the present study and future study directions were discussed.

Teacher- Versus AI-Generated (Poe Application) Corrective Feedback and Language Learners’ Writing Anxiety, Complexity, Fluency, and Accuracy

This study examines the effects of corrective feedback (CF) on language learners’ writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental design with pretest and posttest measures, one class received feedback from the teacher, one from the Poe application, and the third received no response to their writing. Data were generated though tests and a writing anxiety scale developed for the study. Data analysis, conducted using one-way ANOVA tests, revealed significant effects of teacher and AI-generated feedback on learners’ writing anxiety, accuracy, and fluency. Interestingly, the group that received AI-generated feedback performed better than the group that received teacher feedback or no AI support. Additionally, learners in the AI-generated feedback group experienced a more significant reduction in writing anxiety than their peers. These results highlight the remarkable impact of AI-generated CF on improving writing outcomes and alleviating anxiety in undergraduate language learners at East China University of Political Science and Law . The study demonstrates the benefits of integrating AI applications into language learning contexts, particularly by promoting a supportive environment for students to develop writing skills. Educators, researchers, and developers can use these findings to inform pedagogical practices and technological interventions to optimize the language learning experience in primary school settings. This research highlights the effectiveness of AI-driven applications in language teaching. It highlights the importance of considering learners’ psychological well-being, particularly anxiety levels, when developing effective language learning interventions.

A bibliometric analysis of the application of AI chatbots in language learning contexts

A bibliometric analysis of the application of AI chatbots in language learning contexts

EFEKTIVITAS MEDIA ARABIC TOWER UNTUK MENINGKATKAN MAHARAH KALAM SISWA SMP MUHAMMADIYAH 1 SIDOARJO

Language is a structured communication system with elements such as words, word sequences, and sentences. Arabic itself has a central role in the educational structure in Indonesia, especially as an integral part of religious education. This research aims to evaluate the effect of using Arabic Tower media on increasing the maharah kalam of grade 8 students at SMP Muhammadiyah 1 Sidoarjo. The research method used was an experiment with a Pretest Posttest Control Group design. The population used was grade 8 with 34 students as samples. Data was collected through observation, interviews and tests, then analyzed using SPSS version 19 software. The conclusion of this research is that there has been an increase in Maharah Kalam. Through hypothesis results with a Sig value. (2-Tailed) 0.000, in other words, Arabic Tower media is effective in increasing Maharah Kalam in class 8 students of SMP Muhammadiyah 1 Sidoarjo. The strengths and weaknesses of Arabic Tower media are also identified, providing insight into the potential and limitations of its use in Arabic language learning contexts.

Gender Differences in Motivated Behavior by Croatian Students of English and German in the Out-of-School Context

Motivation is one of the key variables in second language acquisition. Motivation is also an extremely complex phenomenon that is very difficult to precisely measure due to its multidimensionality. Previous research in the Croatian educational context indicates that the intensity of motivation may depend on the target language being learned (e.g. Karlak 2014; Karlak and Mayer 2021; Karlak and Šimić 2016; Karlak and Mayer 2021; Mihaljević Djigunović and Bagarić 2007), but also that differences in the intensity of motivation exist about gender, favoring higher values among female students compared to male students in various dimensions of motivation (e.g. Karlak and Bagarić Medve 2016; Martinović 2018; Martinović and Sorić 2018). Research also shows that female students of English as a foreign language significantly more often engage in various forms of motivated behavior in the out-of-school context, such as watching television in that language, reading, listening to music, and conversing with various individuals in person (e.g. Karlak and Bagarić Medve 2016; Muñoz 2020). The conducted research aimed to determine and compare whether there are gender differences in the Croatian foreign language learning context regarding the frequency of engaging in various forms of motivated behavior in the out-of-school context, and self-assessment of communicative language competence among students studying English or German, since such research is scarce. The results show that gender differences are more numerous in the English language sample. Findings also indicate that female students, compared to male students, more frequently engage in various forms of motivated behavior in the out-of-school context. However, male students assess their level of communicative language competence higher than female students, and this difference is statistically significant among English students in the area of vocabulary.