Language Learning Contexts Research Articles

Critical learner autonomy in the digital language learning context

AbstractThe conventional perspective of learner autonomy aims to cultivate second and foreign language (L2) learners with self‐regulated learning strategies they can use to achieve native‐like communicative competence. While the perspective can equip L2 learners with certain linguistic coding and decoding skills to take charge of their own learning, it ignores “language as a mode of social action” (Keneman, 2016, p. 87). This article argues to expand the narrow, conventional view of learner autonomy to a broader, critical version, which aims to empower L2 learners to be self‐reliant in using the target language as a constructive tool to impact their society instead of simply acquiring native‐like pronunciation and superficial understanding of the target culture. Finally, the article includes pedagogical suggestions for how to promote critical learner autonomy step by step via various digital technologies in the L2 writing classroom. Even though the activities and suggestions seem to fit in the college context, with some adaption these practices can be applied to non‐tertiary contexts as students in the 21st century are increasingly tech‐literate.

Japanese language learners’ motivational types and trajectory: Accounts from university students in Australia

Self-determination theory (SDT) was developed to analyse the motivation behind human behaviours, but it has been adopted and utilised in language learning contexts in recent years. Past second language (L2) motivation studies utilising SDT have mostly focused on English as Foreign Language learning and significantly fewer studies have applied SDT to learners of other languages, including Japanese as a foreign language (JFL). Therefore, this study examined the motivation types of JFL learners and the major factors influencing their motivation, and how it changed during a university semester and a semester break. The study found that the students’ motivational trajectory during the semester was relatively stable and that they were mostly driven by intrinsic motivation and identified regulation (goal-driven). The most prominent factors that influenced the students’ motivation were learning content, teaching methods, and perceptions of competence and relatedness. As expected, all the participants were not motivated to study Japanese using formal content during the semester break although some of them maintained their motivation by engaging with informal or semi-formal Japanese learning content. The study carries implications regarding the pedagogical directions for improving tertiary students’ motivation during the semester as well as the semester break.

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.

Deixis Analysis in Audio Material of English for Nusantara untuk SMP/MTs Kelas VIII Textbook

This research focuses on the concept of deixis within pragmatics, specifically examining the audio materials of the English for Nusantara untuk SMP/MTs Kelas VIII textbook used for teaching the English language in Indonesia. Deixis involves using language to point to specific entities or characteristics within a given context. The study aims to identify the various types of deixis present, determine the dominant types employed, and describe the reference meanings associated with deixis in the materials. Through qualitative descriptive research and content analysis methods, the study identifies three primary deixis categories within the audio material: Person Deixis (56.76%), Temporal Deixis (30.63%), and Spatial Deixis (12.61%). The dominant use of Person Deixis underscores its importance and role in language use within the educational materials. These findings contribute significantly to a deeper understanding of deixis in language learning contexts, emphasizing its pragmatic significance and relevance in instructional materials.

Crafting with AI: personalized pathways to boost critical language awareness and spark creativity in writing through digital adaptive learning

This study employed an embedded correlational mixed-method app­roach to examine the effectiveness of automated writing application equipped with adaptive learning (AL) strategy in enhancing the writing skills, critical language awareness (CLA), and creativity of L2 learners. The study included 80 intermediate-level participants who were randomly assigned to either an experimental group (using an AL application) or a control group (using a technology-enhanced non-AL application). Data were gathered through writing tasks, CLA and creativity questionnaires, and semistructured interviews. Quantitative data revealed that using AL strategy significantly improved writing outcomes compared to non-AL application. AL strategy offered individualized instruction, immediate feedback, and focused practice, resulting in enhanced accuracy and language proficiency. It also positively influenced CLA by providing language analysis, exposure to language variation, and discourse analysis techniques. Additionally, AL strategy promoted learners’ creativity through targeted practice, an error-tolerant environment, and personalized learning paths. Qualitative data confirmed the quantitative findings, with participants in the experimental group affirming the positive effects of AL applications on writing proficiency, CLA, and creativity. The study highlights the benefits of AL strategy and offers pedagogical implications for integrating AL features in language learning contexts.

Utilizing Disney Movies to Enhance English Language Teaching

This study investigates the use of Disney movies as an innovative tool to enhance English Language Teaching (ELT). Disney movies, with their engaging narratives and rich linguistic content, provide an authentic context for language learning. The research examines the effectiveness of these films in improving language skills among non-native English learners. Using a mixed-methods approach, the study explores the impact of Disney movies on vocabulary acquisition, listening comprehension, and cultural awareness. Results indicate that incorporating Disney movies into ELT can significantly enhance language proficiency and learner engagement.

Effects of mobile messaging applications on writing skill

As technology rapidly advances, integrating new tools into teaching becomes increasingly essential. Mobile phone applications are widely used in education, yet WhatsApp remains underutilized in language instruction. This study aims to explore the impact of WhatsApp on university students' writing skills. Forty international students were selected through convenience sampling to participate in a single-group pre-test post-test design, where they responded to specific writing prompts. Their writing samples were evaluated using a standardized rubric, and the pre-test and post-test scores were analyzed with SPSS using a paired sample t-test. The findings indicate a significant positive correlation between students' frequency of WhatsApp use and their writing improvement. Additionally, providing examples of writing by the teacher or students in the WhatsApp group contributed to better writing outcomes. The study concludes that WhatsApp, through writing exercises and group vocabulary practice, positively influences students' writing abilities. Furthermore, the use of messaging apps enhances participation, interaction, collaboration, and overall language proficiency. These results underscore the potential of WhatsApp as an effective tool for language instruction in higher education. Ultimately, the study highlights the need for educators and curriculum designers to embrace mobile technologies like WhatsApp to foster improved writing skills and enhance student engagement in language learning contexts.

Mindfulness in the English Language Classroom: Student Perceptions of Positive Psychology Curriculum Interventions

Mindfulness has received increased attention recently in educational contexts as a tool helping students mitigate negative emotions, enhance resilience, reduce classroom anxiety, and improve academic performance. Although interventions that teach mindfulness principles have flourished in elementary school and university contexts, limited research has investigated the effects of interventions in educational contexts for English language learning. This study investigates student perceptions of the effectiveness of mindfulness interventions in an intensive English program for non-matriculated university students where teachers taught a 65-minute mindfulness lesson once a week for 13 weeks in addition to their normal English language curriculum. Six teachers and 107 English language learners participated. Teachers were given the flexibility to decide how best to incorporate the mindfulness interventions into their lessons. Survey and focus group data were collected. The qualitative comments were analyzed following a phenomenological approach to understand how students perceived their individual learning experiences. Students’ overall reaction to the mindfulness interventions was positive; they highlighted benefits to both their emotional toolbox and their classroom experience. Implications of this research incorporating mindfulness instruction into the ESL classroom are also included.

Developing E-worksheet-based TPACK model for Junior High School Students in English Language Learning Context

Background:The goal of this study is at developing an E-Worksheet based on TPACK Model by using Adobe Animate CC and AI Voice. This research was conducted to overcome the students’ problem, the teacher’s problem, and instructional problem that occurred in Language classroom. Methodology:This study is a research and development project that used of the 4D development methodology. The four steps of this model's development are defining, designing, developing, and distributing. Observations, tests, interviews, and questionnaires are examples of research instruments. The e-worksheet was validated by 5 validators, including 2 material and language expert lecturers and 3 media expert lecturers. Findings:The percent formula is used to determine its practicality. The electronic worksheet is classified as very valid with the level of 84.2 % in material or content of product and very valid with the level of 85.9% in media of product. The result of the practicality of the electronic words indicated that the total mean score for all the items in the questioner was 4.5 with a percentage of 90 falling into the category of very practical. The results of the effectiveness test were obtained with a value of 0.81 in the high category. Conclusion:Based on the results of the study it can be concluded that developing an E-Worksheet in Describing words material based on the TPACK Model by using Adobe Animate CC and AI Voice for seventh grade students of Junior Islamic High School is valid, practical, and effective. Originality:The use of TPACK as a resource for creating teaching materials is quite effective

Saudi EFL Students’ Attitudes Toward the Target Culture and Its Relationship with Their Linguistic Backgrounds

Culture and language have long been focal points of investigation, and both have been intensively discussed in the academic literature, but little attention has been paid to the influence of EFL students’ linguistic backgrounds on their attitudes toward the target culture, especially in the Saudi context. This mixed-method study aimed to explore the impact of learners’ linguistic backgrounds (mainly their language academic achievement levels and contexts of language learning) on their attitudes toward the target culture. The data was collected using an online questionnaire. A total of 84 students from the Faculty of Language and Translation at King Khaled University participated in this study. A Pearson correlation coefficient test and thematic analysis were used to interpret the data. The results showed a significant relationship between the participants’ linguistic backgrounds and their attitudes. The results also indicated that the participants had an overall positive attitude toward the integration of the target culture into language learning. In light of the findings, EFL students’ linguistic background should be taken into consideration before embedding the target culture into language learning.

The Impact of Emotional Intelligence on Academic Achievement of College Students

With the ongoing development of educational psychology, Emotional Intelligence (EI) has garnered increasing academic attention as a critical factor influencing students’ academic outcomes. EI, which involves the capacity to identify, comprehend, manage, and apply emotions, is widely recognized as essential for academic success, particularly in language learning contexts. This study systematically examines the influence of EI dimensions on college students’ academic performance in English by synthesizing and analyzing existing literature. A thorough review of international research has been conducted, focusing on the association between EI and the academic performance of non-English majors within the scope of Chinese higher education. The analysis integrates both quantitative and qualitative findings, emphasizing EI’s role in managing anxiety and enhancing motivation in English learning. The results demonstrate a significant positive correlation between EI and academic achievement in English, particularly in aspects related to emotional regulation, social skills, and self-management. Furthermore, EI is identified as a mediating factor in promoting academic performance, notably through the reduction of foreign language anxiety and the enhancement of learning motivation. Based on these findings, this paper advocates for the enhancement of EI in higher education as a strategic approach to support students in improving their academic performance.

The Implementation of Critical and Creative Thinking in Research-Based Learning for Sustainable Language Education

Objective: This research aims to reveal a concept of Critical and Creative Thinking for Research-based Learning/CCTRbLmin the context of language learning in regards of Sustainable Development Goal (SDG) 4, Quality Education, in the context of strengthening language literacy. Theoretical Framework: Critical and creative thinking on language literacy are pivotal skills for responding to the competitiveness and problems of the 21st century in almost all aspects of life. It is also promoted by SDG program. In correlation with developing learning strategies, effective methods and any strategic plan in improving the quality of education, the syntax of the CCTRbL model, is necessaryly explained in some stages. Method: This research subject is 6 annual reports facilitated by 3 lecturers and enrolled by 134 undergraduate students in English and Indonesian courses. The analysis is done with Strength, Weakness, Opportunity, and Threat (SWOT) to gain the strategic plan for sustaining the quality of college language education. Results and Discussion: The result indicated an aggressive strategic plan, by using strength and opportunity in optimizing the implementation of CCTRbL model. It is easier for teachers to compile and implement learning, including providing meaningful language learning activities. Research Implications: The research implications more on providing insights of how to apply meaningful language llearning model in higher education setting. Originality/Value: The opportunities for collaborative and innovative learning carried out in the classroom have positive impacts in achieving the goals of implementing this model for enhancing higher education language learning in the future.

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.

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.

Language Learning form an Intercultural Perspective

Due to the highly globalized nature of communication and the increasing acknowledgement of the role of one’s social context in language learning, the intercultural dimension has increasingly been included in the EFL agenda. Nevertheless, the exploration of one’s own culture and local context still requires closer attention. Hence, this qualitative action-research study examines how ninth graders conceptualized their own culture and reflected upon their local cultural symbols and practices after the implementation of a pedagogic proposal based on an intercultural view of language teaching. Data were collected through surveys and class workshops. Thematic analysis was applied. Findings suggest that the students identified with Afro- Colombian culture and its symbolic representations. Furthermore, they discussed the meaning of Afro Culture and its diverse components. Similarly, some activities such as poster design, dancing performances, and oral presentations stood out as amongst the most useful to promote intercultural skills.