Context Of Language Teaching Research Articles

Incorporating Graphic Humor and Comic Vignettes in Second Lang

Abstract: This article explores the integration of graphic humor, specifically comic vignettes, into a foreign language teaching (FLT) context and its impact on enhancing communicative competencies. It addresses the paradox of how simple humorous sketches can convey complex meanings and discusses their relevance in a globalized world with approximately 7 billion inhabitants. By examining Alon¬so Abad’s (2010) insights on the intersection of psychology and language pedagogy, the article highlights the advantages of using comic strips over more traditional or conventional verbalist approaches. The current discussion, includes theoretical frameworks such as Krashen’s Affective Filter Theory and the CEFR’s concept of existential competence, emphasizing the role of emotional and personal factors in language learning. The article defines graphic novels and humor graph¬ics, illustrating their ability to engage students with a variety of alternative topics and create meaningful learning experiences in the learning field. It also delves, into the semiotic models of humor and cartoons, noting the cognitive effects of combining verbal and visual elements. Practical aspects of incorporating graphic materials into language teaching are discussed, including the need for specific teacher training and the development of an alternative set of discourses connected with visual competencies. The article concludes with some recommendations based on Littlewood’s (1981) procedures for designing didactic materials, aiming to foster a positive classroom environment and enhance language acquisition through humor. Overall, the integration of comic-based learning materials is pre¬sented as a necessary approach, which intends to fulfil the lack of intuitive and criti¬cal thinking in the second language teaching (SLT) field. Keywords: graphic humor, images, cartoons, vignettes, communication, creativity, critical thinking, innovation.

Navigating linguistic ideologies and market dynamics within China’s English language teaching landscape

Abstract This study explores the intricate interplay of linguistic ideologies, market dynamics, and linguistic habitus within the context of English language education in China. Analysis of Chinese English language teachers’ (CELTs) discourse on linguistic insecurity reveals a strong association between accentedness and incompetence, as well as between nativeness and teacher expertise. Despite dissatisfaction with nativeness-oriented criteria prevalent in the field, most CELTs reported experiencing anxiety due to the social stigma surrounding Mandarin-accented English. While certain Inner Circle English varieties are viewed as the most valuable capital, local and other non-Inner Circle varieties are considered the least valuable. Notably, Mandarin-accented English gains higher symbolic value than other perceived nonstandard English varieties beyond the teaching domain. This pricing mechanism within China’s English language teaching (ELT) landscape deviates from the price formation model of world Englishes proposed in previous work, which assigns a greater value to Outer Circle varieties than Expanding Circle varieties. By contextualizing CELTs’ experiences within broader language policies, this study illustrates how national interests, beyond the influence of Inner Circle publishers, intensify native-speakerism in China’s ELT market, thus emphasizing the intricate nature of explaining nuanced pricing patterns in the autonomous market within Expanding Circle contexts.

Mobile-enhanced virtual exchanges through asynchronous video interaction: Learners as ethnographers in the L2 classroom to promote intercultural communicative competence

This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.

Incorporating AI into English Language Learning: An Experimental Study Focusing on Autonomous Learning

This study investigates the impact of integrating AI-powered tool, Plang, on English language learning among Korean EFL learners. Specifically, the study aims to examine the overall experiences of using the AI app in language learning and the impact of using the AI app on learners’ autonomous learning. The two-month study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey, reflective journals, and in-depth individual interviews. Overall, the findings have shown that the integration of the AI-powered tool into the English language learning helped learners: (i) to enhance language skills, particularly speaking proficiency; (ii) to foster learner autonomy through a personalized feedback system; and (iii) to establish a new goal that facilitates active learner engagement. The analysis also points out some challenges learners faced in the learning process. Some important implications of this study are discussed for teachers who consider integrating AI-powered tools into English language teaching. Considering that there has been little research on incorporating AI tools into classrooms, it is recommended that further research should highlight more dynamic classroom cases by developing a flipped classroom model utilizing AI tools in English language teaching contexts.

SciSpace for Finding Relevant Literature in English Language Education Contexts: A Technology Review

Writing a literature review part might be a challenging task for university students as they have to sit for some time to find recent literature that is closely relevant to their research topics. In that case, the authors spot the potential of utilizing SciSpace, Artificial Intelligence technology, to support the students in their literature review activities. In this study, the authors aim to review the potential benefits and challenges of using SciSpace to find recent literature relevant to students’ research topics, framed under the task engagement principles. To achieve that study goal, the authors used a recent technology review approach to do the review and conducted rigorous peer debriefing activities to ensure that the review results are credible and trustworthy. The review results showed the benefits of using SciSpace, which included fostering task authenticity, maintaining students’ interest, facilitating social interaction, supporting autonomy, and providing effective scaffolding. Meanwhile, the challenges of using SciSpace involved content accuracy and relevance, updating tailored content, handling complex queries and visuals, and offering context-specific feedback. Recommendations for maximizing the application's potential include improving content filtering, expanding interactive features, and providing specialized feedback. Future research agendas also are presented.

Consumerist discourses on social media and language teacher educator identity tensions

AbstractThis study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.

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.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

Practical Guidelines for Implementing Translation into the EFL Classroom

The use of languages other than the target one in foreign language teaching (FL) contexts has been interestingly gaining ground recently. A multitude of research has shown that though dogmatically no other language than the target language should be used in the FL classroom, L1 is used by many teachers and learners. It is noteworthy that managing the class and building relationships with the learners are crucial to the success of the lesson; yet they cannot be realized via the target language, especially with less proficient language learners. This article falls into the realm of translation use in foreign language teaching. It attempts primarily to bridge the gap between theory and practice, through suggesting a set of practical guidelines for teachers wishing to implement translation into their classroom. These guidelines are meant to model the judicious use of L1, and thus answer teachers’ queries about where to introduce L1 exactly within the lesson procedure, and by means of which tasks. In order to achieve a maximum of teacher-friendliness, the suggested guidelines are designed in reference to a lesson procedure based on the textual approach, with the implementation of translation-based tasks throughout the phases of the lesson, while mentioning the aim behind the use of L1 each time a translation task is introduced

Understanding of indonesian student behavior and character in english language teaching contexts: a qualitative ethnographic investigation

Understanding of indonesian student behavior and character in english language teaching contexts: a qualitative ethnographic investigation

Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions

Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed.

Delving into Educators' Perspectives and Practices in Second Language Teaching Contexts: Differentiated Instruction in the Spotlight

Delving into Educators' Perspectives and Practices in Second Language Teaching Contexts: Differentiated Instruction in the Spotlight

Systematic Review of Scholarly Work on Social Class Identities in Second and Foreign Language Educational Contexts

This paper presents a review of scholarly work on social class identities (SCI) in second and foreign language (S/FL) educational contexts. Of the 94 studies identified, 31 were annotated. Thematic analysis was employed to identify trends elucidating where, what, and how SCI has been conceptualized, theorized, and methodologically designed. Inclusion criteria focused on SCI research in S/FL contexts, while studies examining SCI outside educational settings were excluded. Results indicate a slow-growing interest in SCI and critical theory, with a Europe-Western dominance. SCI has been approached as: a fixed category based on socioeconomic status determining educational and L2 learning factors; a performed sociocultural phenomenon grounded in individuals lived experiences; a process experienced by study-abroad and migrant individuals; and as an element of colonial difference. Research gaps include SCI examination in EFL contexts and from decolonial perspectives, highlighting the need for political action to subvert social inequalities and address colonial wounds related to socioeconomic issues.

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

AbstractAn increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.

“I know how much he cares for our learning”: Moral Life in University ELT Classrooms

In Iran’s higher education English language teaching (ELT) context, we explored the moral nuances embedded in two conversation courses offered to undergraduate students majoring in English Literature at one of the branches of the Islamic Azad University (IAU) in Tehran. We collected data through classroom observations, field notes, and semi-structured individual and focus group interviews. Our content analysis revealed a range of moral values embedded in significant incidents, which we categorized into five themes: (a) relations, (b) rules and regulations, (c) assessment, (d) curricular substructure, and (I) culture. These themes were further subcategorized into more specific concepts that emerged from our data. We selectively focused on two subthemes, Class Initiation and Turn Taking, as well as the main theme of Assessment, as these were the most morally loaded, with a higher frequency of moral values extracted from related class episodes compared to other categories. This selection allowed for a deeper exploration of the complexities and nuances within these themes, providing further support on the role of ELT teachers as moral exemplars for their students.

Scrutinizing the Potential Benefits of Subtitling to Language Teaching and Learning Contexts: A Conceptual Framework for Implementation

Scrutinizing the Potential Benefits of Subtitling to Language Teaching and Learning Contexts: A Conceptual Framework for Implementation

Toward a tool for evaluating corpus-based word lists for use in english language teaching contexts

With the proliferation of large corpora and the availability of sophisticated corpus-analysis tools, the number of corpus-based word lists targeting different types of vocabulary has rapidly increased during the last 20 years. This wide variety of lists has caused problems for practitioners, for whom it is not always easy to decide which list is most useful for their purpose and context. Given the paucity of systematic guidance on how to evaluate word lists, this study aimed to construct an evaluation tool that is based on Nation's (2016) framework of critiquing word lists, but is reformulated for a different purpose and for different target users, in order to increase the applicability of information derived from corpus analysis (the word lists). Constructed based on a thorough literature review, and informed by practitioners’ views and uses of word lists, along with consultations with ELT practitioners and word list experts, the tool targets ELT practitioners such as teachers, curriculum and assessment coordinators, and materials developers involved in directing vocabulary acquisition. The tool caters to practitioners with different levels of expertise and knowledge—especially those who are unfamiliar with the intricacies of developing corpus-based word lists. This paper documents the development of the initial version of the evaluation tool, as well as its first iteration, drawing upon the insights of both word list experts and practitioners in ELT.

Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight

The widespread use of Artificial Intelligence (AI) in language education contexts has motivated several scholars around the world to uncover the advantages and disadvantages of AI and AI-powered instruments in different language classrooms. Yet, as the review of earlier investigations revealed, few inquiries have been carried out to divulge the pros and cons of leveraging AI in EFL classes. To narrow this gap, using the phenomenological approach, this inquiry investigated the opportunities and challenges of implementing AI in EFL classes from the perspective of Chinese EFL students. To do so, through the criterion sampling technique, a total of 45 EFL students was recruited from different educational institutions in China. To collect the dataset, participants were asked to complete an open-ended questionnaire. For the sake of triangulation, among the 45 participants, 15 were randomly selected to engage in a follow-up interview session. With the aid of MAXQDA software (version 2023), participants’ perceptions of AI opportunities and challenges were carefully analyzed. Overall, the analysis findings uncovered that leveraging AI in EFL classes can bring numerous opportunities for EFL students, including individualized learning, timely and immediate feedback, rich educational resources, and an interactive learning atmosphere. However, as demonstrated by the analysis outcomes, implementing AI in EFL courses may also face students with a range of challenges and problems. The research outcomes would be of great help to teachers and educational leaders in mitigating the challenges of leveraging AI in language classrooms.

The Use of ChatGPT in Language Education

This study explores the multifaceted role of ChatGPT, an AI language model, in language teaching and learning contexts. Drawing upon a comprehensive review of literature and empirical studies, the benefits and disadvantages of integrating ChatGPT into language education are examined. Findings reveal that ChatGPT offers personalized feedback, facilitates customized lesson planning, and enhances language proficiency through individualized learning experiences. However, concerns regarding misinformation, lack of human connection, and ethical implications necessitate careful consideration. Implications for language teaching underscore the importance of strategic integration and educator training, while recommendations for further research highlight the need for addressing ChatGPT's limitations and exploring its potential in-depth. By addressing these considerations, educators can harness ChatGPT's capabilities to enhance language instruction and foster more effective learning outcomes.

Self-determination across the secondary-school years: how teachers and curriculum policy affect language learners’ motivation

ABSTRACT Motivation is argued to be a critical predictor of language learning success, but it is not clear whether motivation is equally relevant across compulsory and optional language education contexts. This study explored the motivation of adolescent Anglophone students of other languages across secondary school year groups with a particular interest in the impact of choice and curricular structure. Based on Self-Determination Theory, we developed a model that maintains that perceptions of autonomy support predict learners' sense of autonomy, in turn enhancings motivation. Through a survey of 1775 students aged 11-16, we tested whether this model holds for learners from different year groups, and in later years, across those in schools with and without mandatory language education. We found that all learners reported less autonomy frustration and were more likely to report a more autonomous form of language learning motivation if they perceived their language teacher as autonomy-supportive, but that as learners progressed through school perceptions of autonomy support declined. Further, we found that motivation was strongly associated with curriculum policies providing choice. These differences in motivational profiles across year group have implications for how teachers might support students' across different years and for programmatic adaptations that might facilitate students' learning.