Language Curriculum Research Articles

A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry.

Studying China's Tang poetry is a crucially integrated part of the language curriculum in primary schools because it is an important part of its cultural heritage and classical literature. However, due to the fact that Tang poetry is written in classical Chinese, which is quite different from modern Chinese Mandarin, and the complex categories of this poetry style, learning Tang poetry can be a challenging experience for many students. To address this problem, this study developed an interactive multimodal application based on the cognitive-affective theory of learning with media to learn Tang poetry in an interactive way. In order to assess the effectiveness of this method, a pretest-posttest control group experiment was conducted. The experiment included eighty third-grade students randomly and equally divided into experimental and control groups from an elementary school in Xinzheng, Henan Province, to test (1) whether the interactive multimodal application improves students' reading comprehension of Tang poetry and (2) whether the application enhances students' intrinsic and/or extrinsic motivation in learning Tang poetry. A multimodal interactive application was used by the experimental group to learn Tang poetry, while the control group used a traditional classroom method. According to the study's findings, it was found that students' intrinsic motivation and comprehension of Tang poetry improved through the use of the interactive multimodal application mode.

Privatizing creation: neoliberal creativity in the language classroom

ABSTRACT Although often seen as places of culture, cultivation and creativity, language courses borrow the language of creativity for test-centered practices. Research in sociolinguistics and linguistic anthropology has long recognized language courses as sites for the legitimation of neoliberal ideals that emphasize language as global, individual, and economic, human capital for the global market. Yet research in education often focuses on language education as building student identities, ignoring how it prepares students for participation in an affluent ‘creative class.’ This paper aims to bring a more critical lens on discourses of creativity in the classroom. It explores how neoliberal ideology is realized in teacher development literature on creative management, and it investigates how this commercial creativity affects the language curriculum and assessment in a New England High School, ending with a call to a more critical, communal creativity.

Efficacy of the elementary, middle, and high school students’ persuasive speech: Evidence from South Korea

<span lang="EN-US">This paper aims to analyze the efficacy of elementary, middle, and high school students with respect to using persuasive speech and establish a direction for the development of relevant education. It examines the case of South Korea, where the government has presented the importance of persuasive speech education and implemented considerable measures since 2015. It utilizes the survey results on the perception around persuasive speech, based on the achievement standard set within the Korean language curriculum for elementary, middle, and high school students. The research offers several recommendations. First, it is necessary to specify educational content so that it applies differentially, according to the conditions of students. Second, educational content that addresses students’ attitudes, self-awareness, and participation in community issues must be reinforced. Third, educational content related to persuasion preparation, content organization methods, strategies, and meta-cognitive aspects must be presented sequentially in terms of beginning, development, and application, as suited to each level of education. Fourth, it is necessary to review the teaching-learning methods to increase the effectiveness of persuasive speech education. Fifth, it is necessary to especially consider the disadvantages of middle school students, who have huge gaps in efficacy with respect to their knowledge of persuasive speech.</span>

Criminal law or penal law: which one is it?

The teaching of Spanish Law in English responds to the dynamics of European integration and to the set of policies carried out in the European Higher Education Area. By offering training in English, universities can enhance the linguistic training of their graduates, improve their understanding of other legal systems, and attract international students. However, this objective is accompanied by several challenges. The first of these is the need for both teachers and students to be proficient in the language. The transition to an English language curriculum requires a high level of linguistic competence on the part of teachers along with continuous language improvement. Similarly, students must possess the language skills necessary to understand complex legal concepts and to participate effectively in debates. Teaching Spanish national law in English poses specific challenges, such as pedagogical adjustments, creating legal materials in English and achieving linguistic clarity while maintaining legal precision. Specific problems arise in the context of criminal law, such as navigating nuanced legal terminology, understanding different legal systems, or explaining legal categories that do not exist in other jurisdictions.

Pengembangan Kurikulum Bahasa Inggris di Binar Ilmu Boarding School

This article provides a brief description on how to develop the English curriculum in school. This measure has an essential position in our educational system. Language curriculum development is a comprehensive process for determining the needs of a group of learners in learning a language. That is why it is important to always check the appropriateness of the curriculum given by our government to be fit for our students. It can be manifested in the form of subject structures, teaching methods, and materials, This community service was carried out directly by evaluating the existing language curriculum from the government and also the local curriculum in school. The activities were conducted in one week at the beginning of the school year of 2023. The curriculum was discussed with the teachers and revised and adapted to the needs of the institution at Binar Ilmu Boarding School, Cimenyan, Bandung. The Participants were all teaching staff and all stakeholders school. These activities were carried out in three major stages. It was evaluating the existing curriculum, revitalizing the existing curriculum, and finishing. From those activities, it was produced the new curriculum of the institution namely BIBS Curriculum.

<최고운전> 독서교육 방법 연구

This study is to propose the oriented value and activity method of reading education of <ChoiGoWoonCheon> based on the class goal of 'reading and writing' specified in the <2022 Revised Korean Language Curriculum> announced by the Ministry of Education. Choi Chiwon in <ChoiGoWoonCheon> overcomes a national crisis with not the forces but the power of culture. Therefore reading education should be to discover the oriented values of cultural heroes. The method of expression activities was designed to include the ‘visioning the narratives’ as reading of the text in detail, ‘virtual casting’ to integrally recognize the character of the main character, 'tracking the journey of search' to organize the exploration structure of the main character, and 'media production' as a creative expression activity.

Development of Competencies in English Classes as Per International Assessment Program Standards

English language competency is crucial in today's globalized world. As a result, international assessment programs have been established to measure and benchmark students' English language skills. International programs set standards and guidelines that serve as a reference for educators in designing their English language curriculum and instructional practices. This article explores the development of competencies recorded in the standards of international assessment programs within English classes.

다산의 초서 독서법을 활용한 대학생의 문식력 향상 연구

Currently, college students are evaluated as lacking in proper literacy despite having been taught reading and writing in the Korean language curriculum in middle and high schools. It is very important to cultivate proper literacy for university students who enter the academic world, explore their majors, and are in the preparation stage as members of society. This study utilized Dasan's Chaucer reading method to improve the literacy of college students. The Chaucer reading method is an active reading and writing learning v method that allows readers to expand their thoughts and deep thinking training by having them establish their subjectivity and have a conversation with the author. As a result of practicing by applying the Chaucer reading method, the learners tried to understand the text contents accurately by inducing intrinsic motivation for reading. In addition, while recording the contents that brought about the change of thinking, they were able to expand their consciousness and express their opinions with new meaning construction.

Linguistic policy in Greece and teacher’s training in question

After the 1980s, Greece, as a member state of the European Union (EU), entered in a series of educational reforms that compiled to the EU’s agenda on societal modernization and fiscal economy. In relation to language, the reforms dealt with the teaching of standardized Greek as a mother tongue, as a second/foreign language, of traditional foreign languages (e.g., English, French, German), and recently, of immigrant languages. Gradually, the official language curriculum is transformed in a multilingual and multimodal one, calling the student to learn and the teacher to teach multiliteracy, within a multilingual and multicultural context. The paper discusses Greece’s language policies in parallel to the indigenous curriculum as a minority curriculum that is based on two contrastive concepts: the societal (hence, educational) multiculturalism, and the monolingual homogeneity of its corresponding community.

The emerging phenomenon of L2 vlogging on Bilibili: characteristics, engagement, and informal language learning

The rise of digital technology has provided new opportunities for language learning, extending beyond traditional classroom instruction. Video projects have emerged as an effective tool in foreign language education, yet research on self-initiated and regulated video production for language learning is scarce. This study investigates the phenomenon of vlogging in Spanish as a second language on the Chinese video sharing platform Bilibili, by analyzing 134 Chinese-produced Spanish-language vlogs. The study aims to understand the vlogs’ characteristics, the vloggers’ profile, and the ways they utilize the genre for learning Spanish. Through qualitative virtual ethnography, the study uncovers the presence and learning engagement of Spanish L2 vlogs on Bilibili. The results reveal a diverse range of vlogs, including daily life experiences and adaptations of popular YouTube trends, primarily produced by university students with advanced editing skills. Vloggers incorporate knowledge from both formal education (e.g., the Spanish textbook widely used in China, Español Moderno) and informal contexts. In addition to practicing oral Spanish, L2 vloggers use various forms of writing, including Spanish subtitles and Chinese translation, and mobilize multimodal resources, such as danmu comments for overlaying corrections. Vloggers also adopt discursive strategies for community interaction, such as self-deprecating metalanguage, feedback solicitation, and metalinguistic reflections. The study highlights the potential of video-sharing platforms like Bilibili as tools for language learning, reveals different learning styles in digital environments (self-supervised and interaction-oriented learning), and indicates the direction of integrating daily vlogs and multilingual subtitles into language curricula, emphasizing students’ agency, self-directed digital learning, and transmedia literacy development.

Mapping Vocabulary: A corpus-based comparison of Indonesian fourth-grade students' writing and English language textbooks

This study compares the vocabulary used by Indonesian fourth-grade students in their free writing with that taught in their English language textbooks to assist language teachers in developing relevant learning materials for young learners. To achieve this, the researchers employed the corpus linguistic method and analyzed the writings of 369 students from 19 public elementary schools in Malang, East Java, Indonesia, along with five selected English textbooks. The University of Adelaide Text Analysis Tool program, AdTAT, was used to analyze the corpus. The program generated word lists consisting of the top 100 words most frequently used by students and the top 100 words used in English textbooks. The findings of the study revealed a 45% match between the top 100 words most frequently used by students and the top 100 words used in English textbooks. This suggests that there is a significant overlap between the vocabulary used in free writing and that taught in textbooks. The implication of this study is that language teachers need to recognize the basic words students acquire before learning new vocabulary to achieve successful learning of the target language. The study suggests that language teachers should incorporate more culturally relevant vocabulary into their teaching materials to better engage and motivate their students. The findings of this study can also assist language curriculum developers in designing more effective and culturally relevant teaching materials for young learners.

Teacher Pedagogic Competence in Improving Arabic Language Learning Outcomes Based on Curriculum Integration

The teacher's pedagogical competence influences the use of strategies and the ability to manage the learning system in the classroom. This encourages teachers' efforts to have pedagogical competence in carrying out learning activities optimally. Integrating the Ministry of Religion and the Diniyyah Arabic Center (DAC) curriculum is the basis for strengthening teachers’ pedagogical competence. On that basis, this study aims to identify the pedagogic competence of teachers based on integrating the Ministry of Religion curriculum and the Diniyyah Arabic Center curriculum (DAC) at Diniyyah Puteri Padang Panjang. This research is based on a descriptive qualitative approach by identifying the implementation of teaching competencies based on integrating the Arabic language curriculum at Diniyyah Puteri Padang Panjang. The results showed that the implementation of the teacher's pedagogic competence in improving Arabic learning outcomes was obtained through: (1) identifying priority learning objectives, (2) implementing a learning system according to the order and needs of the learner, and (3) evaluating the learning system periodically. The findings indicate that the pedagogic competence of teachers can encourage an increase in Arabic language skills based on curriculum integration at Diniyyah Puteri Padang Panjang.

우리나라 중·고등학생의 디지털 미디어 리터러시 인식 연구

The Korea 2022 National Curriculum emphasize language literacy and digital literacy in preparation for the digital transition and increased social uncertainty. The purpose of the new curriculum is in line with the international community’s emphasis on digital media literacy. In the future when technology such as ChatGPT has become widespread, literacy based on digital technology will become increasingly important. Therefore, this study empirically explores the current middle and high school students’ perceptions of the components of digital media literacy. In the “Korean Language”, “Common Korean Language 1, 2,” and “Media Communication” segments of the 2022 revised Korean Language Curriculum. In addition, it is intended to provide basic information for digital media literacy classes considering the level and characteristics of learners.
 A test tool with 16 cognitive components and 10 affective components of digital media literacy was created, and students’ responses were collected. The overall average value was 3.5 points or higher, indicating a positive perception of digital media literacy.
 This analysis established the following. First, classes and evaluations involving digital familiarity are needed. Second, digital media challenges with clear goals and objectives should be presented. Third, classes and evaluations of the critical judgement of information are needed. Fourth, sufficient time should be provided for information sharing and communication through digital media.

Task-Supported EFL Instruction: Integrating Students, Teacher, and Textbook Roles in a Japanese Mainstream High School Class

Today in Japan, the impetus to effect positive change on students’ use of English as a communication tool is reflected in the thrust of the Ministry of Education to promote meaningful in-class practice as highlighted in the revised high school foreign language curriculum. However, teachers face a dilemma of implementing meaningful classroom practice of English entirely without any focus on grammar or form. Fortunately, an approach which may offer a balanced opportunity to create meaningful practice while highlighting the target expression in use is Task-supported language teaching (TSLT). To better understand TSLT’s usefulness in an EFL setting, this classroom-based research explores the potential roles that students, the teacher, and the textbook play in a sociocultural approach-oriented EFL class employing TLST and how it complements a Japanese mainstream high school class. Utilizing mixed methods of sociocultural discourse analysis and self-reporting of Grade 11 (n=117) mainstream EFL learners, results indicate that: the students, talking in pairs using their L1, (1) understood difficult vocabulary, (2) managed assigned tasks, and (3) engaged in off-task dialogue; the teacher performed the roles of (1) classroom manager, (2) communicator of content, and (3) assessor and provider of feedback; and the textbook played (1) informative, (2) instructional, and (3) experiential roles in the classroom. It was also found that TLST complements a Japanese high school mainstream EFL class by (1) optimizing the limited time offered in class for students to tackle the TL; (2) aiding students in their standardized institutional exams; and (3) appealing to Japanese cultural sensibilities.

Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon

Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.

APPLICATION OF ETHNO-PRAGMATIC LEARNING STRATEGIES IN INDONESIAN LANGUAGE LESSONS IN HIGH SCHOOL IN THE MERDEKA CURRICULUM (PENERAPAN STRATEGI PEMBELAJARAN ETHNO-PRAGMATIK PADA PELAJARAN BAHASA INDONESIA DI SMA PADA KURIKULUM MERDEKA)

The problems discussed in this study are adapting curriculum changes from the 2013 curriculum to the independent curriculum in Indonesian learning in high school. This curriculum is because not all teachers understand the application of the independent curriculum to learning, especially Indonesian learning. For this reason, ethno-pragmatic learning strategies are needed to integrate with the independent curriculum in high school. This ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved by the independent curriculum policy set in Decree of the Head of Balitbang of the Ministry of Education and Culture, Research and Technology No. 028/H/KU/2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Driving School Program. The method is carried out with descriptive qualitative to understand students applying the Indonesian language curriculum in high school. Data were collected using observation methods, in-depth interviews, documentation with note-taking techniques, practical matching techniques, and focus group discussions with stakeholders in high school. The results showed that (1) the application of the ethno-pramatics method to Indonesian subjects in high school was able to accommodate the achievement of curriculum objectives in the use of the Indonesian language in a polite manner, and (2) The application of ethno-pragmatics methods to Indonesian subjects in high school can understand various multimodal texts based on context.

Examining preparation for teaching writing in Hong Kong

ABSTRACT While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that influenced pedagogical practices, and the changes over a five-year period during political and social changes in Hong Kong. Interviews with university professors indicated that there was limited time devoted to writing both at the university level and in primary and secondary schools. Instructors modelled process and genre approaches with the preservice and practising teacher, noting there was an increased focus on prewriting strategies in schools; however, there was little emphasis on providing feedback or revising texts. Language policies and exam pressure continued to influence writing instruction. However, signs of changing writing practices included teachers taking up process writing and formative assessment; a focus on the 21st century skills including technology use learned through the pandemic; and preservice teachers adopting more critical stances.

The Essence And Curriculum Of Learning Indonesian Language In Elementary Schools

Education in elementary schools is the initial momentum for students to improve all the abilities inherent in children. Starting at the time of learning in early childhood (kindergarten ) and then continued and strengthened in elementary school. Habits that children carry out every day, both in the home, community and school environment, are important in forming natural potential, especially in the field of children's language. Language skills that are expected to be assisted, grown, and used as development material for elementary school teachers include listening or listening skills, speaking, reading, and writing. These four skills are so important to be given at the elementary school level as a form of teaching Indonesian according to the current education curriculum. Learning activities in schools are also expected to be able to integrate this unified language in all intra- and extra-curricular activity programs so that their benefits are increasingly visible and meaningful in harmony with the social life of students.

21st Century Skills in Curriculums of Turkey, Alberta, Korea and Singapore

It is aimed to compare the content of mother tongue curriculums at secondary school level in Alberta, Korea and Singapore. When we look at curriculum in general, it has been determined that the learning outcomes of 21st century skills in all of the programs are close to equitable distribution in grades. Among the 21st century skills, learning and innovation skills were found to be the skill most associated with learning outcomes for Korea Secondary School Mother Tongue Curriculum, Singapore Secondary School Mother Tongue Curriculum and Turkish Language Curriculum. It is understood that the skills based on learning to learn, problem solving, associating knowledge with previous learning, critical and creative thinking comes to the fore in the learning outcomes, and it is aimed to educate individuals in this direction. It is understood that the learning outcomes related to flexibility and adaptation skills under life and career skills are not included in all programs. In addition, the lack of learning outcomes in initiative and self-direction, productivity and accountability skills in Alberta Secondary School Mother Tongue Curriculum and Singapore Secondary School Mother Tongue Curriculum shows that life and career skills, which are among the 21st century skills, are neglected in these programs.

Teaching and Learning Morphology in the English Language Curriculum: An Exploration into Belief and Reality in Vietnam

Language study includes different branches such as phonetics, phonology, morphology, syntax, and semantics. Morphology is one component that has proved supportive of learning vocabulary, grammar, reading, and writing. However, earlier studies have mostly focused on morphology as an integrated aspect in language classes, and not much has been done in the context of its being a separate academic subject in the English language curriculum. Therefore, this article aims to explore teaching and learning practices in Morphology classes and ascertain teachers' and learners' beliefs toward the subject. The study used semi-structured interviews to collect qualitative data from ten English major students just completing their Morphology course and four teachers of the subject at a university in Vietnam. The findings show that both learners and teachers have positive attitudes toward Morphology, affirming it is challenging but worth studying and emphasizing the importance of its inclusion in the English language curriculum. This research argues that teaching and learning Morphology should prioritize explicit instructions in learners' utilization of their mother tongue accompanied by tasks and discussions.