Language Learning Contexts Research Articles

Writing in L2 Greek: Exploring the effect of L2 proficiency and learning context on complexity, accuracy, and fluency

Complexity, accuracy, and fluency (CAF) have been proposed as measures of L2 performance and are fundamental variables of written analysis. Empirical studies have shown how written production is developed across proficiency levels and have highlighted the impact of language learning context (second versus foreign) on such development. Despite research that analyzes L2 written production in relation to L2 proficiency or L2 context, few studies examine both in combination. This study explores the role of proficiency and learning context in the written production of L2 Modern Greek learners. Three hundred twenty-four (N = 324) L2 Modern Greek learners of different proficiency levels (A2 to C1) studying in two different learning contexts (second: Greece versus foreign: Spain) carried out a written task (opinion essay). The results showed that two indices of the length of production (mean length of sentence and clause), one index of subordination (dependent clauses per clause), accuracy, and fluency were good indicators of proficiency level. Also, learning context affected the length of production, sentence complexity, and subordination. While differences were observed between the two settings, no superiority of one context over the other was found. Significant interaction effects between context and proficiency were detected in syntactic complexity (coordination) and fluency.

Transition in Teacher and Parent Roles, Responsibilities and Relationships Within the “Third Space” of Online Chinese EFL Learning

In the pandemic era, online learning has become the standard mode of learning in China where lockdowns were in place. However, in lockdowns, the roles of guardian, teachers and learners transform and change traditionally-accepted responsibilities and roles as well as relationships, thus warranting an examination of the third space of learning and its implications for the stakeholders’ learning practices and emotions. A review of literature demonstrates a dearth of research on issues of role and practice shifts and power relations changes within the Chinese online English as Foreign Language (EFL) learning context. Using close ended and open-ended questionnaire data from teachers at Chinese school learners studying English as a foreign language, this study inquiries into the (i) changes in roles and emotions of teachers and guardian in the third space of learning in the Chinese online learning context, (ii) changes in the practices of the teachers, and (iii) transformations of power relations between guardian and teachers. The findings of the study contribute to literature on emergent online pedagogical practices and the emotions and roles and relationships of key stakeholders, namely teachers and guardian in the third space of learning mediated by technology.

Smartphones as pedagogical tools: Transforming analog classrooms through digital storytelling

The integration of digital technology into language learning environments has shifted pedagogical approaches towards more immersive, student-centered methods. Despite this, many classrooms remain anchored in traditional, analog methodologies. This study explores the innovative integration of digital storytelling in such environments by leveraging smartphones for educational purposes. Using a mixed methods research approach, the study combined classroom and fieldwork observations with surveys and debriefing interviews. Students demonstrated a high degree of adaptability, utilizing their smartphones effectively, even in the absence of a technology-rich classroom environment. The results challenge conventional beliefs that tech-centric projects demand tech-intensive settings. The study indicates the potential benefits of incorporating digital storytelling, especially in language learning contexts, promoting engagement, skill development, and higher-order thinking. It further emphasizes the pedagogical advantages of digital storytelling and advocates for its broader implementation in diverse educational contexts. Future research might explore the long-term effects of digital storytelling on student performance and its applicability across various disciplines.

From makerspaces to language spaces: An investigation into Maker Education in EFL

Language learning and teaching is under increasing pressure from stakeholders to adapt and evolve in response to changing policies, rapid technological advances, and evolving needs. There is pressure to add more value to language teaching and learning by integrating content and skills instruction. In many contexts, such as schools, community centers, and libraries, a new educational approach, Maker Education, which focuses on learning through constructing hands-on projects, is an effective way of building learner’s skills and content knowledge (Bevan, 2017; Martin, 2015). Researchers have noted Maker Education’s potential for language learning, as it situates language in an immediately relevant context (see Dubreil & Lord, 2021). However, little research has been done on whether the Maker Education approach can maintain its efficacy in English language learning contexts. Accordingly, this paper will explore a Maker Education approach based on core principles derived from established Maker Education frameworks in a Content Language Integrated Learning context. Participants (n = 129) participated in Maker Education activities and immediately reflected on their experiences. The reflections were analyzed for evidence and alignment to the core constructs, showing strong support for Maker Education’s capability to help learners develop skills and competencies even in a language learning environment.

Motivation Research among Chinese Language Learners in the Chinese Department at Eötvös Loránd University, Hungary

By investigating the motivation to learn Chinese among BA and MA students in the Chinese Department of Eötvös Loránd University, this study explores the main characteristics of learners at the language level, learner level, and learning context level, as well as the similarities and differences in learning motivation among learners of different Chinese proficiency levels. Moreover, this study discusses how to stimulate and maintain learners’ motivations to learn in order to ensure the sustainable and vigorous development of Chinese teaching in Hungary.

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

Cultivating writing skills: the role of ChatGPT as a learning assistant—a case study

Artificial intelligence (AI) has garnered considerable interest in the field of language education in recent times; however, limited research has focused on the role of AI in the specific context of register knowledge learning during English language writing. This study aims to address this research gap by examining the impact of ChatGPT, an AI-powered chatbot, on the acquisition of register knowledge across various writing tasks. The research design employed a one-case shot pre-experimental design, with 11 voluntary participants selected through convenience sampling. Preliminary results indicate that students found ChatGPT beneficial for acquiring formal register knowledge but perceived it as unnecessary for informal writing. Additionally, the effectiveness of ChatGPT in teaching neutral register was questioned by the participants. This research contributes to the existing literature by shedding new light on the effects of AI-generated chatbots in register learning during the writing process, offering insights into their potential as learning assistants. Further investigation is warranted to explore the broader implications and applications of AI in language learning contexts.

Aspects of L1/L2 Interference in Foreign Language classes in Higher Education Institutions in Georgia: A Case Study

This paper presents the findings from a research study conducted at one state university and one private university in Tbilisi, Georgia, in 2022-2023. The research engaged 23 university professors specialising in foreign languages and involved 203 Georgian and international students studying at various programs and language proficiency groups. The study's principal objective was to scrutinise the impact of employing L1 (native language) and L2 (second language) on acquiring a target foreign language.For Georgian students, English functioned as the target foreign language. Conversely, for international students, English served as the medium of instruction for learning Georgian as a foreign language. Beyond investigating the influences of language usage, the study sought to uncover prevalent patterns in using L1/L2 as instructional mediums. The primary objective of this research study is to examine the impact of using L1 (native language) and L2 (second language) on the acquisition of a target foreign language. Specifically, it aims to determine how L1 and L2 influence language learning outcomes and proficiency levels. The research aims to show the effectiveness of employing either L1 or L2 as an instructional medium in language education. Additionally, the study seeks to identify any patterns or variations in the use of L1 and L2 based on different language proficiency groups and language learning contexts.

Digital multimodal composing pedagogy in a university writing course

Abstract Digital multimodal composing (DMC) allows students to mobilize a wide range of multimodal resources to make meaning. While studies in DMC tended to focus on language-learning contexts, few of them examine its use in content-based courses whereby students are proficient L2 users expected to demonstrate understanding of abstract concepts using DMC. Drawing on semi-structured interviews with English-major students who attended a writing course in an English-medium instruction university in Hong Kong, the study investigated how the students’ view of DMC was transformed after exposure to DMC pedagogy. The study findings suggest that students developed an increased awareness of the affordances and constraints of (new media) writing, and they strategically bring in and bridge ‘in-class’ and ‘out-of-class’ digital practices. Students also reported on the opportunities and challenges of DMC pedagogy through reflecting on their DMC experiences. The study proposes suggestions for implementing DMC in diverse teaching and learning contexts.

Students’ display of willingness to participate in an extensive reading book club

This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.

Fostering Critical Reading and Research Skills in Medical Students through English for Careers Classes

This article investigates the impact of integrating critical reading and research skills within English for Careers classes on the development of these competencies among second-year medical students. By examining various strategies and activities that can be implemented within these classes, the study aims to cultivate these competencies effectively. The theoretical background supporting this approach includes constructivist theory, experiential learning theory, and the Community of Inquiry framework. The research procedure involved second-year medical students from the Medical Faculty of a Medical University, with participants divided into a control group and an experimental group. A well-structured and tailored curriculum was designed to integrate critical reading and research skills within the English language learning context. Pre- and post-assessment instruments were developed to measure students' critical reading and research skills. The results showed a significant improvement in these skills among the students who participated in the English for Careers classes compared to the control group. The study demonstrated a statistically significant increase in the mean scores of the experimental group in various measures of critical reading and research skills, including reading comprehension, research article evaluations, and critical analysis. The findings highlight the effectiveness of integrating critical reading and research skills within English for Careers classes in fostering the development of these competencies among medical students. By equipping students with these skills, they are better prepared to provide evidence-based patient care, contribute to medical knowledge, and stay updated with advancements in their field. The article emphasizes the importance of creating a supportive learning environment that promotes active engagement, critical thinking, and the acquisition of essential reading and research competencies.

Vietnamese University Students’ Perceptions in Learning English Using ChatGPT

ChatGPT, a generative AI tool, has garnered significant interest due to its advanced capability to perform intricate tasks since it became available to the public. Numerous educators have conducted study on the sophisticated instrument in providing possible advantages for language instruction and acquisition. It is essential to comprehend the attitudes and experiences of students towards developing technologies in order to effectively integrate them into language learning contexts, as technology innovations continue to influence educational landscapes. This study aims to evaluate the attitudes of Vietnamese university students towards utilizing ChatGPT as a means to enhance their English learning. Additionally, it seeks to examine their perspectives of the benefits and drawbacks associated with ChatGPT. The study involved the collection of data from a sample of 100 undergraduate Vietnamese students. The data was obtained by the administration of a questionnaire that included items rated on a 5-point Likert scale. The study’s findings indicate that students perceive ChatGPT as a valuable tool for enhancing their English language learning. However, it is crucial to prioritize the aspect of information security going forward. Collaboration among policymakers, technology experts, academics, and educators is essential to explore the safe and efficient integration of ChatGPT and other developing generative AI tools into English teaching and learning.

BENEFITS OF DRAMA-BASED ACTIVITIES FOR PUBLIC SPEAKING SKILLS DEVELOPMENT OF HIGH SCHOOL STUDENTS

The ongoing full-scale war in Ukraine has disrupted education, affecting both students and teachers. Despite numerous challenges, the country continues to pursue its educational reform. This paper investigates the role of drama-based activities in developing public speaking skills of high school students. The literature review emphasizes the need for innovative teaching methods in the face of educational reform. Empirical studies analyzed showcase positive impact of drama-based activities on speaking skills development of high school students worldwide. To contextualize the research within Ukrainian educational policy, the study defines key terms such as "drama," "dramatization", ”drama-based activities”, and "public speaking" in the foreign language learning context. The study defines dramatization as the interaction of a teacher and students in drama games, role plays, improvisations, simulations and theatre projects aimed at forming the students’ communicative competence. Public speaking is positioned as a crucial component of broader communicative competence, as outlined in educational standards. The paper proposes pedagogical implications for integrating drama-based activities into language lessons, elective courses, and extracurricular activities at the upper-secondary level. The synthesis of research findings reveals three overarching categories of benefits of drama-based activities for public speaking skills development of high school students: language learning, personal, and social. Improved pronunciation, vocabulary, and grammar skills, increased engagement, creativity, and enhanced interpersonal skills are reported outcomes. The study concludes with a call for further research, particularly exploring the integration of technology, including artificial intelligence, to enhance public speaking of high school students.

The use of Web 2.0 tools in English language learning: A systematic review

This study attempts to systematically review the incorporation of Web 2.0 tools into the English Language Learning (ELL) context. It explores the impacts, methodological decisions, and focus areas that distinguish this developing subject through a comprehensive review of research papers spanning many dimensions. From the Eric database, papers on Web 2.0 use in English language education that were published between 2018 and 2022 were chosen. In this context, sixty-two pieces reviewed a rigorous evaluation based on a set of standards. The research results reveal a wide range of benefits connected to technological integration, including improved motivation and teamwork. The results of the systematic analysis highlight the need for a flexible and nuanced approach to technology integration in ELL and offer insightful recommendations for practitioners, academics, and learners.

The productive processing of formulaic sequences by second language learners in writing.

There has been much debate in psycholinguistic research on whether formulaic sequences (FSs) are processed holistically or in a compositional manner. Whereas most previous studies on this issue focused on the receptive processing of FSs, few have investigated the productive processing of FSs, particularly in the second language (L2) learning context. Besides, most previous studies on L2 FSs examined learner-external FSs, or those identified by external criteria such as corpus frequency with little attention to learner-internal FSs, or psychological units perceived as wholes by learners themselves, although there might be much overlap between learner-external and learner-internal FSs. This study was designed to explore the productive processing of FSs by L2 learners from their own perspective, while taking into account the effects of L2 proficiency and topic familiarity. It made a distinction between internal FSs and purely external FSs as the primary criterion of categorizing learners' processing behaviors. Ten Chinese English learners from two proficiency levels completed two writing tasks differing in topic familiarity. Upon the completion of each task, each participant and the researcher identified the FSs separately and then distinguished internal FSs and purely external FSs (termed as assembled FSs, since they were perceived as being assembled from scratch) collectively. Next, each participant performed video stimulated recall (VSR) for the production process of each FS. The results showed that the learners' conscious processing (i.e., retrieval/assembly and integration into the text) of FSs can be categorized on two levels (lexical and syntactic). There was more holistic processing than compositional processing on the lexical level, but not on the syntactic level, indicating the learners' sizable storages of FSs and the syntactic flexibility of FSs. Furthermore, between-group differences and between-task differences were detected on two processing levels: higher-proficiency students retrieved more internal FSs and made more modifications to them than their lower-proficiency counterparts; in the familiar-topic writing, learners retrieved more internal FSs and made less modifications to them. Based on the findings, a model of L2 FS production is proposed, and pedagogical implications for the teaching of L2 FSs are provided.

When heritage speakers study in their heritage countries

Abstract With a well-established bedrock of literature exploring the benefits of study abroad (SA) in second/foreign/additional language learning contexts (e.g., Anderson et al., 2006; Smith & Mitry, 2008; Williams, 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021; Quan et al., 2018; Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall, 2005; Hogg & Abrams, 1988) to compare the students’ individual expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare students, host families, and instructors to engage practices that will aid in SA program success.

Language acquisition and identity negotiation: Discursive positioning of Indonesian adolescents learning English

In the ever-evolving landscape of language education, this sociolinguistic study covers the discursive positioning of Indonesian adolescents in the intricate process of learning English. Language acquisition is a multifaceted phenomenon, often intertwined with complex social, cultural, and identity dynamics. This study covers the linguistic and sociocultural aspects of how Indonesian adolescents position themselves and are positioned by others within the discourse of English language learning. It used a qualitative design and conducted in-depth interviews with a diverse group of Indonesian adolescents aged 14-18 from various socio-economic backgrounds and educational settings. The analysis is rooted in positioning theory, a theoretical framework to examine how individuals construct their identities through language and interaction. The findings reveal a multifaceted picture of how Indonesian adolescents position themselves within the context of English language learning. Participants often engage in discursive practices that reflect their aspirations and struggles in mastering English. These practices are influenced by their social backgrounds, the role of English in their lives, and the educational settings they are part of. Furthermore, the study found distinct patterns of positioning, such as the "striver" positioning, where participants actively seek to align themselves with proficient English speakers, and the "resistant" positioning, where they push back against the pressure to conform to English language norms. The analysis also highlights the role of English language materials and classroom dynamics in shaping the discursive positioning of Indonesian adolescents. The materials often perpetuate certain linguistic norms and ideologies, impacting how students perceive themselves as language learners. Classroom interactions, on the other hand, provide a platform for students to negotiate their identities in relation to English. There is a need for a more nuanced and culturally sensitive approach to English language education in Indonesia.

Digital communication activities and EFL learners' willingness to communicate and engagement: Exploring the intermediate language learners’ perceptions

EFL/ESL teachers have used digital communication activities to teach language skills. However, the effect of digital communication activities on EFL learners' Willingness to Communicate (WTC) in classrooms and learner engagement has yet to be well investigated. This study examined the influence of digital communication activities on the engagement and willingness to communicate of intermediate English as a Foreign Language (EFL) learners. It also assessed the potential advantages of integrating digital communication into language learning contexts. A mixed-methods approach involving pretest-posttest comparisons and qualitative interviews was employed. In the quantitative phase, four intact classes of 80 intermediate Chinese EFL learners were recruited and assigned to control and experimental groups. They attempted the scales (WTC and engagement) before and after treatment. However, 20 EFL learners exposed to digital communication activities were interviewed. The research revealed notable enhancements in affective, cognitive, and behavioral engagement among the experimental group. Moreover, a substantial positive effect on EFL learners' willingness to communicate was observed, particularly in speaking, writing, reading, and comprehension activities. Findings have practical implications for EFL teachers and learners to use digital communication activities to enhance the learners' WTC in the classroom and different aspects of engagement.

A bibliometric mapping analysis of publications on the utilization of artificial intelligence technology in language learning

A plethora of publications have shed light, particularly on the affordances of Artificial Intelligence (AI)-powered technology to maximize the language learning preparation, process, and outcomes. In search of the current portrait of empirical evidence in this context, this paper reports on a bibliometric mapping analysis of publications on the utilization of AI technology in language learning in the last five years (2018-2023). Relevant studies associated with the theme were collected from several journals sorted out using predetermined criteria. Eighty-eight titles and abstracts were further reviewed to generate a mapping of relevant keywords. The analysis results showed that studies on the utilization of AI technology for language learning have gradually increased in number and grabbed considerable attention among scholars in the Asia context. Several mainstream key terms attached to AI technology comprised personalized learning, mobile learning, and chatbot applications, indicating more concerns in reviewing the role of AI technology as a smart personal assistant for language learners. Furthermore, the use of AI technology was found to be beneficial for maximizing language learning preparation, language skills development such as reading and writing, and language learning evaluation particularly in providing feedback or assessing students’ works. However, challenges in using AI technology in a language learning context remain on the surface. The present mapping analysis can serve as a reference for contemplating the retrospect and envisioning the prospect of AI-powered technology use toward sustaining advanced and quality language learning.

EXPLORING THE BENEFITS OF MULTIMODAL LITERACY IN ENGLISH TEACHING: ENGAGING STUDENTS THROUGH VISUAL, AUDITORY, AND DIGITAL MODES

This research paper investigates the benefits of integrating multimodal literacy into English teaching practices. Multimodal literacy refers to the ability to comprehend and create meaning using multiple modes of communication, such as visuals, auditory elements, and digital technologies. The study aims to explore how incorporating multimodal approaches can enhance student engagement and learning outcomes in English classrooms. Drawing on recent research and educational theories, this paper examines the theoretical underpinnings of multimodal literacy and its potential impact on language acquisition. The research employs a qualitative approach, including classroom observations, interviews, and student feedback, to gather data and provide insights into the effectiveness of multimodal literacy strategies. The findings contribute to the understanding of innovative teaching practices that promote student engagement, critical thinking, and communication skills in English language learning contexts.