Context Of Language Teaching Research Articles

Teaching mental processes to EFL learners: a blended-learning proposal

Abstract This paper intends to offer a practical case of application of Systemic Functional Linguistics (SFL) to Foreign Language Teaching (FLT). While there is research offering very interesting insights for the application of SFL to Foreign and Second Language teaching contexts, none of it provides a straightforward application of SFL to the actual design of lessons. The proposal first focuses on how to create a text that contains the lexicogrammar object of study of the lesson. After this, and using the VLE (Virtual Learning Environment) Moodle, a series of activities are proposed, moving from more guided to more open-ended, all of them driven by the didactic exploitation of the lexicogrammar of mental processes. The proposal integrates SFL theory into the explanation of the lesson’s (lexico)grammatical goals. As part of this, the convenience of using system networks in FLT, e.g. the system network of mental clauses, is discussed.

We have a lot in common: Cognate words

AbstractThis study presents a list of 2022 Bulgarian‐Turkish cognate words that can be used to facilitate vocabulary acquisition and cross‐linguistic awareness. The list was created manually through a multi‐step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential of cognate awareness to promote peace in the world by emphasizing the commonalities among languages and cultures. By recognizing the abundance of cognates across different languages, we can reinforce the idea that we are all part of the same human family and share a common linguistic heritage. Moreover, the study demonstrates how a new and innovative multilingual education can be achieved through cognates, showing that language education does not necessarily have to be limited to bilingual instruction. The use of cognates as a tool for vocabulary acquisition and cross‐linguistic awareness can open up opportunities for multilingualism and facilitate communication across linguistic and cultural boundaries. Future research could explore the use of cognate words in other language teaching contexts and investigate the potential benefits and limitations of using cognates in language learning.

Language Ideologies, Language Awareness, Language Attitudes, Folk Linguistics: (Meta-)reflections on overlapping research fields

Abstract When attempting to position Language-Ideologies research within the framework of Applied Linguistics and related scientific sub-disciplines and approaches, it becomes evident that significant overlaps with research fields such as Language Attitudes, Folk Linguistics and Language Awareness exist. The question arises as to whether the differences are more closely related to various scientific subcommunities than to the phenomena under investigation. Similarities may go unnoticed either because researchers do not sufficiently engage with related approaches, or differences relating to content and methodology are overly emphasised for reasons of disciplinary demarcation. This article is based on a very broad concept of Language Awareness, which has evolved beyond its traditional context of language teaching and learning. This concept encompasses perception, folk-linguistic reflections and extends to academic theorising, while also incorporating affective and evaluative aspects. The article demonstrates shows how approaches pursued in the respective communities can be brought together in a fruitful way to jointly explain interconnected phenomena. Additionally, some other aspects of Language Ideologies are discussed, such as their different levels (micro, meso, macro), ranging from concrete individual case evaluations to more abstract Language Ideologies and, finally, to the level where Language Ideologies transition into broader ideologies and worldviews.

Nonverbal Communication in Classroom Interaction and Its Role in Italian Foreign Language Teaching and Learning

The purpose of this study is to present the state of the art of recent research on nonverbal communication in L2 classroom interaction, in particular on teachers’ and students’ gestures, and then focus on a case of gestures in an L2 Italian classroom. A corpus of video-recorded interactions (CLODIS) were analyzed to answer the following research question: How do L2 Italian native teachers behave when addressing international students? Are there differences with what has been observed in other foreign language (L2) teaching contexts? Both previous data-based research on multimodality in L2 classes and the analysis on CLODIS show that teachers select and coordinate multiple semiotic modes as interactional resources to complete various teaching tasks. Furthermore, Italian native teachers use not only the typical pedagogical gestures (both iconic and metaphorical), but also culturally specific emblems that may cause misunderstandings or inappropriate mirroring effects. For these reasons, it is important that L2 teachers develop a good multimodal awareness, especially if they teach their mother tongue to foreign students and if they belong to a “contact culture”, as is the case observed in L2 Italian classes.

Task-Based Language Teaching Training Program: Vietnamese Private Language Center Teachers’ Belief

While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers’ beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert, 2021). This study thus investigates the Vietnamese English as a Foreign Language (EFL) in-service teachers’ beliefs about the impact of a TBLT training program. To collect data, classroom observations followed by semi-structured interviews were conducted with five volunteer teachers. The findings showed that the teachers generally had strong beliefs in the usefulness of the TBLT training program for professional development, and their willingness to pursue TBLT teaching. Although there exist barriers hindering this TBLT training program, many teachers expressed interest to undergo more TBLT training in the future. The findings in this study are expected to provide some insightful pedagogical implications for developing a TBLT training program for in-service teachers in the similar context of language education in Vietnam and other EFL settings.

PEMBELAJARAN MUFRADĀT PADA ANAK TINGKAT PEMULA DI PONDOK PESANTREN MIFTAHUL ULŪM PANYEPPEN

<p style="text-align: justify;"><em>This study employs a qualitative descriptive approach, utilizing a case study of early childhood learners at the Miftahul Ulum Panyeppen Islamic Boarding School. The research findings indicate that students who have studied the Al-Miftah Lil Ulum method and the Fathul Qorib book exhibit several advantages in vocabulary learning within the context of Arabic language education. Some of these advantages are as follows:</em><em> 1. </em><em>Increased responsiveness in memorizing Arabic vocabulary<strong>:</strong> Children are more adept at memorizing Arabic vocabulary as they are already familiar with it through the Fathul Qorib learning process.</em><em> 2. </em><em>Ease in constructing sentences with memorized vocabulary: They find it easier to construct sentences using the vocabulary they have memorized, as they have mastered the principles of Nahwu (Arabic syntax) in the Al-Miftah Lil-Ulum instruction.</em><em> 3. </em><em>Ability to expand memorized vocabulary<strong>:</strong> They can develop the vocabulary they have memorized because they have also mastered Sarraf (Arabic morphology) in the Al-Miftah Lil-Ulum instruction.</em><em> </em><em>The benefits of this research are expected to contribute to both practical and conceptual understandings of Arabic language instruction for beginner-level children in Islamic boarding schools. The implications extend to the development of more effective curricula and teaching strategies within the boarding school environment. These findings also provide a foundation for further research in Arabic language education and the success of the Al-Miftah Lil Ulum method in enhancing the Arabic language proficiency of beginner-level children</em>.</p>

From the head to the heart: A less-than-orthodox means for foreign language teaching and learning through theatre practice

In this article I reflect on the use of theatre as a tool to teach a foreign language. Within the context of language education, theatre practice does not focus on the final product. On the contrary, it emphasises the process of learning a foreign language. Between 2020 and 2022 I conducted in-class theatre projects with students learning Spanish at the University of Otago in New Zealand. These projects entailed the translation of literary texts from English to Spanish, which later were dramatised. The translation was carried out as an in-group discussion about grammar and vocabulary. The dramatised reading encouraged students to use a variety of tones and levels of volume to physically embody the text. The dramatisation allows students to design their performance with freedom, because they are not ‘acting themselves’, but are performing a different person. The final presentation of these projects filled students with pride because the work was done entirely by them, from selecting the text, to the translation and finishing with its dramatisation in front of an audience. These projects prioritised freedom of expression and promoted autonomy in students to integrate and apply the learnt content within a specific context in another language. This paper provides a detailed description of how theatre-based instruction developed different aspects of the learners’ language skills with students ranging from 100- up to 300- level.

The role of the exposure of education technology on learners' internet self-efficacy

The advancement of educational technology has undoubtedly had a influence on how teachers present learning materials and interact with students in the language teaching context over the last few decades. Despite the fact that many studies have been conducted in the field of educational technology, few of them have focused on the relationship between educational technology and internet self-efficacy. Based on social cognitive theory, which views learners as active agents who can not only affect but also be affected by environment, the purpose of this research is to evaluate how exposure to educational technology impacts learners' internet self-efficacy. Furthermore, this research explores how potential variables such as gender, grade, and discipline influence learners' internet self-efficacy. Seventy-one students from a Chinese vocational institute were asked to finish the College Students' Internet Learning Self-efficacy Questionnaire (Xie, 2011) and a questionnaire designed on the basis of the AECT committee's definition, and some participated in a semi-structured interview. The findings indicate that the relationship between exposure to educational technology and learners' internet self-efficacy has significantly facilitated our understanding of how to improve teaching and learning with educational technology. The implication of this study is that when incorporating educational technology into English teaching, teachers should consider the quantity, quality, and methods.

Enhancing learner autonomy in teamwork skills: Strategies of Vietnamese tertiary EFL teachers in a changing educational landscape

Purpose: This study explores the strategies used by Vietnamese tertiary English as a Foreign Language (EFL) teachers to promote learner autonomy in teamwork skills, crucial in the evolving context of language education in Vietnam.
 Design/Methodology/Approach: Employing semi-structured interviews, the research involved nine EFL teachers from two Vietnamese educational institutions, representing various career stages: novice, mid-career, and near-end career.
 Findings: Analysis through thematic frameworks revealed that teachers utilize diverse methods like collaborative learning projects, reflective practices, technology-enhanced learning, and real-world tasks. These strategies, adaptable to the Vietnamese cultural and educational context, proved effective across different teaching stages.
 Conclusion: The findings underscore the importance of contextually adapted teaching strategies, the increasing role of technology in EFL education, and the value of experiential learning. It demonstrates how Vietnamese EFL teachers’ approaches can significantly impact learner autonomy in teamwork skills. This research contributes to the literature by providing insights into effective EFL teaching strategies within non-native English-speaking environments, offering valuable perspectives for educators, curriculum designers, and policymakers.
 Research Limitations: The study identifies limitations, including a small sample size and reliance on qualitative data, suggesting the need for broader research with diverse methodologies.
 Practical Implications: This research emphasizes the necessity for culturally adapted teaching strategies and technological integration in EFL education to enhance learner engagement.
 Contribution to Literature: The study emphasizes the efficacy of context-specific tactics in enhancing learners' abilities, providing significant perspectives for educators and policymakers on enhancing EFL teaching practices through experiential learning and digital resources.

Beyond Classroom Walls: High School Foreign Language Learning with Linguistic Landscape Activities

In addition to its widespread use in various disciplines, LL has garnered attention from researchers in education for its role in enhancing language learning and promoting linguistic diversity. However, its systematic integration into language teaching contexts, particularly in high school settings, remains limited. This paper aims to demonstrate how LL-centered activities were designed for integration into an 11th-grade English classroom in a public high school in southeastern Turkey. Over a 12-week period with 32 students, three LL-oriented tasks—Designing a job advertisement, Creating a T-shirt design, and Crafting a ‘Wanted’ sign—all aligned with the curriculum were implemented. Following the stages outlined by the pedagogical model of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL), LL activities were systematically integrated. The objective is to provide a comprehensive illustration of the step-by-step integration of LL resources into high school English classrooms, supplemented by sample student works to offer a clear overview of the process. The study concludes by offering recommendations and implications for language education professionals.

Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work

Abstract This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.

Online Collaboration and Writing Proficiency: A Study of Omani EFL Students at UTAS-Salalah

This mixed-methods study examined the impact of online collaboration on developing academic writing skills among English as a Foreign Language (EFL) students in Oman, with an emphasis on student perspectives. Participants were 8 Level 3 students from the Preparatory Studies Center at the University of Technology and Applied Sciences in Salalah. Furthermore, this study adds to the continuing scholarly discourse around the influence of emerging technologies on the writing performance of students. It focuses on the students' viewpoint, which is sometimes overlooked in most English as a Foreign Language (EFL) educational contexts. Data collection involved classroom observations, text analysis, and semi-structured interviews. Quantitative data was analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The results of the analysis of the students' writing revealed that the impact of online collaboration resulted in an enhancement in the students' overall writing performance compared to the scoring of their first drafts. Nevertheless, the implementation of the method resulted in enhanced performance among students in the sub-skills of grammar and vocabulary while content and organization skills remained unchanged. Interviews highlighted perceived benefits of online cooperation for enhancing writing practices and skills. Students affirmed the value of collaboration as a practical tool to build communication and writing proficiency. This study contributes insights on leveraging technology to empower EFL writers from the learner’s viewpoint. Further research should explore optimal strategies for implementing online collaborative writing instruction.

In Quest for Reliable English Language Testing Practices in Secondary Education

This paper reports on the current English language teaching context and reformed foreign language policies in the Republic of Serbia. Although the objectives, contents and outcomes formulated in national curricula for all educational levels have been designed in compliance with the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, Assessment, there is not much evidence on the learning outcomes achieved by students at the end of secondary education. In other words, there are no standardized testing practices present in the secondary education system that would, on the one hand, objectively show to which extent the prescribed outcomes have been achieved, and, on the other, serve as a diagnostic tool that pinpoints which aspects in teaching, learning and assessment practices should be improved. This paper focuses on the issue of assessment and draws attention to the need to introduce reliable testing practices of foreign languages that would serve as the objective indicators of the outcomes achieved, which would, in turn, provide feedback on teaching and learning practices. Through the analysis of the results obtained from grammar, vocabulary and reading tests taken by a group of secondary school graduates, the most common errors have been detected and explained. The results show that the commonest errors result from the lack of understanding of the use of English in a context that demands more than just a straightforward application of rules as used in isolated sentences, and the most demanding reading tasks comprised inference and implication questions. This study aims to research the errors and, subsequently, to investigate the implications relevant in English language teaching and testing and point at the segments that need to be worked on more in English language classes.

Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning

This study explores the uncharted territory of integrating drama into literature and language teaching, aiming to unveil its untapped potential for English language learning. Titled "Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning," this research embarks on a systematic examination of the benefits derived from the symbiotic relationship between drama and language acquisition. The investigation delves into existing literature on the subject, acknowledging drama as a powerful pedagogical tool. Drawing inspiration from Budiarto's assertion that "Drama is a powerful teaching tool," the study positions itself within the broader discourse on innovative language teaching methodologies. The primary focus lies in unraveling the multifaceted advantages of incorporating drama in language instruction, emphasizing its relevance in literature-based language learning. The geographical emphasis of the study aligns with the prevalence of current research in Asian countries, primarily those where English is taught as a foreign language. This geographical lens aims to uncover unique challenges and opportunities influenced by socio-cultural backgrounds. Furthermore, the study examines participant diversity, encompassing English education majors, students from various educational levels, and teachers, providing a comprehensive understanding of the varied impacts of drama on different stakeholders. As the study navigates through the benefits accrued by students, teachers, and the broader educational landscape, it contributes to the ongoing discourse on effective language teaching methodologies. The abstract encapsulates the essence of the research, offering a preview of the journey toward unraveling the latent potential of drama for English learning within the context of literature and language teaching

Tracking motivational changes in self-initiated professional development in ELT: a single-case analysis

ABSTRACT While motivation has been recognized as a key catalyst for the uptake of self-initiated professional development (PD), motivational changes that occur in the course of self-initiated PD practices remain unexplored in English Language Teaching (ELT) contexts and beyond. Yet this research area warrants closer attention since motivation is a dynamic construct displaying nonlinear trajectories over multiple timescales. The exploratory single-case study reported here aims to tackle changes in motivation and the sources of these changes as reported by an English-as-a-foreign-language (EFL) teacher trainee who engaged in ELT assistantship in a real classroom as a self-driven PD activity over four months in Turkey. Drawing on data from self-ratings of perceived motivational intensity, journal entries, and semi-structured interviews, the analyses showed that the focal participant’s motivational development manifested a constantly evolving pattern with temporal ups and downs, fluctuating in response to a complex array of individual and contextual factors such as shifting self-efficacy beliefs, display of coping efforts, perceived success/failure of the lessons, and group dynamics in the classroom. Implications for facilitating (trainee) teachers’ sustainable engagement in self-directed learning are discussed.

Analysing the Functionality of Twitter for Science Dissemination in EFL Teaching and Learning

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called “X”) for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

Evaluating Listening and Speaking Activities

This paper comprises two merged assignments that reflect upon teaching practices and methods regarding the skills of listening and speaking. In the first comprehensive analysis, the focus is on a listening input designed for young learners in a language education context. The assignment focuses on the listening skill, and it provides a comprehensive overview of the teaching context, the listening input, and related activities, offering insights into the effectiveness of the instructional approach and proposing enhancements for a more engaging and inclusive learning experience. Also, the listening input and the listening activities are evaluated based on certain criteria as well as the students’ level of proficiency. The second assignment aims to critically evaluate a coursebook's speaking activities and design a new lesson focused on specific criteria for developing the speaking skill. The evaluation scrutinizes the coursebook's communicative competence, linguistic, strategic, semantic, and sociolinguistic aspects, examining activities based on Nation's features and Johnson's principles. Furthermore, it delves into the design and detailed evaluation of a lesson plan, encompassing pre, while, and post-stages, developed to enhance students' speaking skills. Overall, both assignments underscore the significance of considering diverse criteria in the design of speaking and listening activities and the continuous refinement of instructional approaches.

A Study on the Application of Ecological linguistics to English Teaching

This paper explores the application of ecological linguistics to English teaching, highlighting its significance in enhancing language learning and promoting a deeper understanding of the interconnectedness between language, culture, and the environment. Ecological linguistics recognizes that language is inseparable from its social, cultural, and ecological contexts, emphasizing the role of context in language teaching. By incorporating ecological perspectives, English language educators can help learners comprehend how language usage varies across different contexts and how ecological factors influence linguistic choices, thereby improving learners' ability to communicate effectively in real-world situations. Additionally, ecological linguistics promotes the use of authentic language materials and real-world contexts, exposing learners to diverse linguistic practices and cultural diversity. It also acknowledges language variation and diversity, fostering tolerance, inclusivity, and intercultural competence. Furthermore, the integration of language and culture is emphasized, promoting cultural awareness and sensitivity among learners. The paper proposes strategies for English teaching within the Ecological Linguistics Dynamic Mode, such as establishing clear and adaptive teaching objectives, utilizing diverse teaching approaches, and implementing dynamic assessment. By adopting these strategies, educators can create a comprehensive and meaningful learning experience that extends beyond language structures, equipping learners with the necessary linguistic and cultural tools to navigate a diverse and rapidly changing world.

Acquired Versus Learned Systems in Second Language Acquisition: A Review of Studies Based on Krashen’s Hypothesis

This research aimed to explore the contribution of Krashen’s learned-acquisition hypothesis within the context of second language education. Due to a lack of empirical research exploring teaching methods specifically founded upon the learned and acquisition systems of the said hypothesis, a contingent approach was taken whereby the learned system was deemed congruent with teacher-centred learning and the acquisition system was reflective of student-centred learning due to the conscious and subconscious components, respectively. This research adopted a secondary methodological approach to permit the design and completion of a literature review, which was needed to collectively evaluate original (primary) evidence sources regarding evidence for or against Krashen’s theory of second language acquisition and an acquisition-learning distinction. The findings of the research showed that student-centred learning offers varied advantages over teacher-centred learning in terms of outcomes of value within second language education. Moreover, the findings showed that student-centred learning was associated with meaningful and statistically significant improvements in students’ affective wellbeing and academic performance within second language education. Such findings were observed across child and young adult student groups and thus, show the dynamic utility of student-orientated learning for enhancing education quality and related outcomes.

Investigating the Challenges of Utilizing English as a Medium of Instruction in Teaching English as a Second Language Classroom

The research investigates by providing an overview of the concept of Language Policy and Planning (Status and Acquisition planning) in related to using English as a Medium of Instruction (EMOI) in English as a Second Language (ESL) teaching context. The main aim of the research is to identify the challenges faced by ESL teachers in using EMOI and identifying strategies to minimize the challenges. The research question focuses on what are the Challenges faced by ESL teachers in using EMOI within the classroom and what are the strategies to minimize the challenges. The research adopted a quantitative research design. In accumulating data, a questionnaire was conducted and distributed to randomly select 29 ESL teachers in the Kurunegala Educational Zone. The core of the study reveals that the foremost challenges that English medium teachers encountered were the challenges in formulating and organizing effective classrooms and explaining lesson contents and subject matters, due to no demonstration or modeling of the instructions and further it is investigated that the challenges have a direct impact on the students’ performance too. It is manifested that using EMOI has been a great challenge for teachers in the academic performance of students as well. The inability to have a face-to-face discussion due to limited time frame can be pinpointed as a major limitation in the research study. The study recommended that the government be responsible for setting and monitoring the implementation of education reforms in schools with the help of implementers, particularly teachers.