Language Departments Research Articles

AI-powered language learning: Developing the chatGPT usage scale for foreign language learners

Abstract This study introduces the "ChatGPT Usage Scale for Foreign Language Learners," designed to evaluate the usage of AI chatbots in language learning. The scale was developed based on a comprehensive literature review and expert evaluations, ensuring a strong theoretical foundation and content validity. It comprises three sub-dimensions Usability, Learning, and Development that collectively explain 62.896% of the total variance, exceeding standard expectations. Data were collected from 1006 university students (657 female, 349 male) from foreign language departments at three Turkish state universities during the 2023–2024 fall semester. The scale demonstrated excellent internal consistency (Cronbach’s Alpha = 0.93) and validity, supported by robust Confirmatory Factor Analysis results. A test–retest analysis with a subset of participants confirmed the scale's reliability over time. Future research should apply this measurement tool in diverse educational contexts to enhance its generalizability and further refine its psychometric properties, providing deeper insights into the role of AI tools in language education.

An Interview with Cristina Martins

The Mirandese language is a Romance language and form of Astur-Leonese that is spoken in a border region of rural northeastern Portugal. Mirandese owes its existence to the southward expansion of the medieval kingdoms of Asturias and Leon into territory later incorporated into the Portuguese kingdom. For most of its history Mirandese has been an essentially oral language, though in recent decades this has changed, and in 1999 an Orthographic Convention for the Mirandese Language was published. That same year, the Portuguese parliament recognized the existence of Mirandese and the linguistic rights of the Mirandese community. Despite these advances, spoken Mirandese is in decline, and it currently has an estimated 3,500 active speakers. This decline is due to factors including language stigmatization, particularly during the latter half of the twentieth century, improved transportation links between the northeast and the rest of Portugal, and rural-to-urban migration. Mirandese may go extinct as a spoken language by the mid-twenty-first century. On September 8, 2023, Cristina Martins (Associate Professor, Department of Languages, Literatures, and Cultures, Faculty of Letters, Arts and Humanities, University of Coimbra) gave a keynote address, “Mirandese, quo vadis?” at the 44th Annual Conference of the Association for Contemporary Iberian Studies, at the University of Porto. Professor Martins provided an overview of the history, present, and possible futures of Mirandese. She also described her linguistic research on and personal relationship with the language. I invited her to participate in this interview, conducted by email, to introduce Mirandese to a primarily North American academic audience, and to expand on the themes of her address.

Integrating the Transportation Material in BIPA Learning at FPNU China

The Teaching of Indonesian as a Foreign Language (Bahasa Indonesia Bagi Penutur Asing or BIPA) is a means of introducing the Indonesian language and culture to the international community. This research discusses the teaching of transportation materials to BIPA learners at Fujian Polytechnic Normal University (FPNU) in China. Using the Contextual Teaching and Learning (CTL) theory regarding second language acquisition (SLA) in the integration of transportation material in BIPA learning. The approach used in this research is descriptive qualitative. The research was conducted by observing BIPA learning in the class, followed by recording the implementation of BIPA transportation material learning among respondents in the Indonesian Language Department at FPNU China. The findings showed that the transportation material helped BIPA respondents learn Indonesian through contextual and communicative methods. The material provided includes vocabulary related to types of public transportation in Indonesia. The research results showed that the material on Indonesia's transportation system provides a more contextual learning experience for respondents at FPNU China.

The Role of Citizenship Education on Enhancing the Promotion of Unity in Nigeria: Implication for Primary Education

Citizenship education, as a pedagogical approach, emphasizes the development of civic responsibility, tolerance, and national identity, which are essential for addressing the challenges posed by Nigeria's ethnic, cultural, and religious diversity. The study explores how the integration of citizenship education in primary schools helps inculcate values such as respect for diversity, patriotism, and conflict resolution skills among young learners. Using a survey research design, data were collected from 320 Nigeria Certificate in Education (NCE) students from Nwafor Orizu College of Education, Nsugbe, and Federal College of Education (Technical), Umunze, in Anambra State, Nigeria. Purposive random sampling was employed to select respondents from Social Studies, Economics, English, and Igbo Language departments. A structured questionnaire with 15 items on a 4-point Likert scale was used for data collection, and reliability was confirmed using the Pearson Product Moment Correlation Coefficient. Data analysis involved mean scores, with a cutoff of 2.50 for agreement. Findings revealed that ethnic hatred, religious intolerance, distrust, lack of basic education, and colonial policies are significant barriers to unity in Nigeria. Citizenship education was found to promote unity by enhancing the appreciation of diversity, instilling values of cooperation and tolerance, and equipping individuals with conflict resolution skills. However, challenges such as a lack of qualified teachers, insufficient instructional materials, and inadequate commitment from educators hinder its effectiveness. The findings highlight the importance of incorporating citizenship education into primary education to cultivate values that promote unity among young learners. The research findings imply the need for systematic transformation in the basic education curriculum, by integrating programs that comprehensively teach the values ​​of tolerance, cooperation, and conflict resolution.

Tausug Folktales: A Reflection of Beliefs in Ghosts

This qualitative study explores Tausug beliefs about ghosts through an analysis of seven folktales collected from the Language Department of Mindanao State University in Tawi-Tawi, Philippines. The findings reveal a nuanced understanding of the supernatural, distinguishing between "living" and "dead" ghosts, and emphasizing the importance of proper burial rituals and community practices in managing interactions with the spirit world. Additionally, the research highlights the interplay between Tausug cultural values, Islamic faith, and the responses to the perceived threats and benefits associated with ghost encounters. Moreover, the study demonstrates that beliefs about ghosts are deeply intertwined with daily life, influencing social interactions and providing frameworks for coping with death and uncertainty. This research offers valuable insights into the Tausug worldview, illustrating the ongoing relevance of folklore in shaping cultural identity within a rapidly changing society.

PITFALLS OF WRITING FOR THE MEDIA: APPEALS TO EMOTION VERSUS EXAGGERATED SENSATIONALISM

The present article looks into assignments written by students in the Modern Applied Languages Department of the Bucharest University of Economic Studies on a given topic. Students were asked to write an article for a newspaper, relying on the notes taken by a journalist. By quantitatively and qualitatively analysing the tasks submitted, the study sheds light on the difference between stories that are balanced and well-written, skilfully combining factual reporting with moderate appeals to emotion, and stories that go one step too far, crossing the line into exaggeration and a use of language that may come across as misplaced and may even affect the overall credibility of the story. By raising awareness of the difference between emotion and exaggerated sensationalism, the present research aims to contribute to the formation not only of a more informed and discerning readership, but also of highly skilled creators of media content.

Development of a valuable attitude towards the Russian language as a means of influence and healing (based on the example of online course for foreign medical students)

Importance. The research describes the content of an online course on Russian as a foreign language, developed for medical students based on the axiological approach. The relevance of the study is due to the role of professional values in the development of future doctors. Among the value orientations of a doctor, an important place is occupied by the attitude to the word as a means of influencing the patient, since in Russian culture there is still an idea of the healing power of the word. The purpose of this study is to describe the online course “The Art of Communicating with a Patient in Russian” for foreign medical students, developed based on the axiological approach.Materials and Methods. The study is conducted using the following methods: analysis, generalization, observation, and pedagogical experiment. A total of 92 foreign 2nd-year students studying in the fields of “General Medicine” and “Dentistry” from near and far abroad countries took part. The pedagogical experiment was conducted at the Russian Language Department No. 5 of the Russian Language Institute of the Patrice Lumumba Peoples’ Friendship University of Russia during the spring semester of the 2023/2024 academic year. The work is based on an axiological approach, which involves the selection of didactic material taking into account the value criterion – a word as a means of healing.Results and Discussion. It has been proven that the selected didactic materials on Russian as a foreign language for students of medical specialties based on the axiological approach contribute to the development of a value-based attitude towards language as a means of healing and influence, which ensures high-quality professional training of students and promotes the development of communication in Russian.Conclusion. The online course “The Art of Communicating with a Patient in Russian” for foreign medical students described in the study, selected using the value criterion, allows for the implementation of didactic tasks and the achievement of educational goals, namely: to form in students a system of value orientations, attitudes, and beliefs aimed at developing professional communication.

تطبيق حفظ المفردات العربية لتنمية مهارة الكلام لطلاب المعهد الإسلامي " منبع الصالحين" سوجي غرسيك

Vocabulary is one of the elements of the language that learners of foreign languages, including Arabic, must possess. Sufficient Arabic vocabulary can support someone in communicating and writing in that language. School students are often taught new words as part of certain subjects and many adults also consider vocabulary building an interesting learning activity. The research questions for this research are: (1) How to teach speaking skills to students at the Source of the Righteous Institute? (2) How is vocabulary memorization applied to develop speaking skills for students of the Islamic Institute “The Source of the Righteous” Suji Gresik?This research used qualitative research methods. This method is how. The results of the research are as follows: Teaching speech skills to students at the Manba’at al-Saliheen Institute in a manner and its steps: As for the steps of the Arabic Language Department for teaching vocabulary at Dar Maba’at al-Shahatin. Supervisors will provide the vocabulary words that will be pasted on the bulletin board in each complex. 2. Students must write the vocabulary words when they are pasted3. Arabic language supervisors will read the vocabulary over the loudspeaker at the home. 4. Supervisors want to ask students who go to school. 5. Students will be given an opportunity to give a speech. The application of vocabulary memorization to develop students’ speaking skills is done through the use of vocabulary exercises over loudspeakers in the morning sessions, and the second is to paste the vocabulary in a specific place in each complex, such as a bulletin board, and thus the vocabulary is applied to develop the students’ speaking skill when memorizing it, and of course there will be continuity. The new vocabulary continues with the previous vocabulary.

The impact of contextual culture on the implementation of blended learning in tertiary language programmes

ABSTRACT With the wide adoption of the blended approach by language practitioners, blended language learning (BLL) has developed into a new area in applied linguistics. Much research has been conducted on pedagogical innovation, technological tools, users’ perceptions and the creation of the BLL environment. Concerning the establishment of a BLL environment, BLL as a social activity among stakeholders has not raised the attention of the academic community. Grounded in Hofstede and colleagues’ cultural dimensions, the authors employed a layered approach to investigate the influence of contextual culture on the adoption of blended pedagogy in a language department in China. Through scrutinising documents and conducting interviews, they identified cultural factors rooted at the macro-, meso- and micro-levels. The study found that cultural factors at the macro-level catalysed BLL adoption, while cultural factors at meso- and micro-levels could be drivers and barriers as well.

Investigating Dynamic's Mental Approaches of English Grammar on EFL Learners at the University Level

This study aims to investigate some innovative mental approaches to learning English language grammar on EFL learners that graduation students in the English language department use. The researcher focused on this area because many difficulties and complex items need to be used. This study was carried out in April- 2021 with a random sample of 30 at Al-Baha University in the Faculty of Science and Arts in Almekhwa. A questionnaire was designed and participants chose one appropriate option from the three options: (I use it always, I use it sometimes and I don't use it). Percentage, frequencies, and graphs were used to analyze data collected, and an interview was conducted. The study's main results showed that the participants always use the following mental approaches; '' The students need patience on the teacher's part. – individual study and online class''. Many students need great awareness to use some approaches as staying curious, critical thinking for group discussions, and applying a judicious mix of techniques The study recommended that there are many varieties of mental approaches to enhance English language grammar learning in proper ways of ''ELF learners''.

The use of AI in foreign language teaching at universities - one year later

The paper deals with artificial intelligence in foreign language teaching, its potential, opportunities and also threats. The purpose of the study is to find out about the sentiment of foreign language teachers towards artificial intelligence, their experience and the extent to which they have already been trained in this field. In order to achieve these objectives, the authors adopted a mixed approach, where a questionnaire and interviews were used as research tools. Based on the results of the questionnaire survey, we can conclude that no dependence between age and sentiment towards AI has been proved. Also, there is no dependence between training provided by university and teachers ́ sentiment towards AI. On the other hand, there is a dependence between training provided by the language department and teachers´ sentiment towards AI. By now, most university language teachers have not received enough training from their employer and acquire their skills mainly through self-study. They would appreciate continuous training in AI and related fields.

TAHLIL AL-AKHTA’ AN-NUTHQIYYAH FI TA’DIYATI NABR AL-KALIMAH LADA THULAB AL MUSTAWAL AWAL BI JAMI’ATI ALI BIN ABI THALIB SURABAYA

This research aims to explore the characteristics of phonetic errors in stress pronunciation among first-year students in the Arabic Language Department at the Faculty of Education and Teaching, Ali bin Abi Talib Islamic University, Surabaya, for the academic year 2023/2024. The researcher employs an error analysis method, with data focusing on recorded pronunciation errors by first-year students at Ali bin Abi Talib Islamic University in Surabaya. The approach used in the research is qualitative, specifically descriptive-analytical, where the study describes the phenomenon of phonetic errors in stress pronunciation made by students. The data type consists of linguistic errors found in the works of students from Ali bin Abi Talib Islamic University in Surabaya. The results indicate that first-year students were either inattentive to sentence correctness, rushed in their speech, or lacked knowledge about stress in Arabic language studies. For these reasons, the researcher investigates this issue to reveal what has been overlooked regarding the errors of students at Ali bin Abi Talib Islamic University, Surabaya, in the academic year 2023/2024, and so forth.

국어과 중등교사 임용시험(2002-2024) ‘고전 시가’ 영역의 분석 및 방향

Objectives The purpose of this study was to analyze the questions in the ‘classical poetry’ area in the Korean Language Department Secondary Teacher Appointment Test (2002-2024), and to suggest what direction to proceed in the future. Methods Questions in the classical poetry area were extracted from the Korean language department secondary teacher appointment test questionnaire and analyzed ‘tendency’ and ‘type of question’ based on the direction and principles of questions provided by the Korea Institute for Curriculum and Evaluation. Results The tendency of the questions could be divided into three main categories. First, there was a great tendency to consist of 2-3 passages only within the classical poem. Second, there was a bias in the classical poem section that is presented every year. Third, there were many cases where the works that were presented reappeared in different forms with similar content. The types of questions were analyzed by dividing them by period. First, in the 2000s, there was a great tendency to write questions by memorizing knowledge or content about the work. Second, questions before and after 2010 were presented focusing on knowledge of literary history and understanding and analysis of works. Third, the written questions from 2014 to the present are presented to allow objective evaluation as much as possible, and the narrative questions are presented in the direction of analysis, reasoning, synthesis, and evaluation based on data. Conclusions Based on the analysis results, four directions for the future classical poetry appointment test are proposed. First, it is necessary to expand the scope of complex passages in classical poetry. Second, reduce the deviation of the frequently asked branches, and evenly present the branches of oral literature, Korean literature, and Chinese literature. Third, develop questions to measure more diverse and higher-order thinking. Fourth, the questions are presented so that the essence of the classic poem, “a poem” and “a song (歌)” can be confirmed or realized.

The Difficulties Faced by Saudi Learners of English in Translating Collocations from English into Arabic

The objective of this research was to assess the translation skills of Saudi students in rendering a specific set of English collocations into Arabic. To achieve this, twenty students in their fourth year from the Department of Languages and Translation participated in the study. The data collection method utilized was a translation test, in which students were required to translate ten collocations embedded in full sentences within one hour. These sentences were sourced from Hussain Ghazala’s Translation as Problems and Solutions. Each student translated sentences containing one of the specified collocations to address the research questions concerning the difficulties faced by Saudi EFL learners and the strategies they employ during translation. After administering the test, the researcher collected and analyzed the students’ translations. The analysis revealed that more than three-quarters of the students faced significant challenges in accurately and effectively translating English collocations into Arabic. This difficulty was largely due to their tendency to translate the individual words within the collocations separately, often relying on literal translation and incorrect paraphrasing. In light of these findings, the study offers several practical recommendations aimed at assisting Saudi English learners in overcoming these challenges and improving their ability to translate collocations more effectively.

Linguistic and stylistic and linguacultural features of the oral and written discourse “scientific conference” (based on the international conference on scientific communication)

INTRODUCTION. The analysis of the role of the language expressive function in oral-written scientific and popular scientific sub-styles is carried out; the objectives of the work are defined; the relevance of the study is substantiated, emphasizing the fact that the oral-written text of the scientific style remains insufficiently studied to date; stylistic characteristics of the studied genre are given and, based on this, a working hypothesis for the expected results is put forward.MATERIALS AND METHODS. The study of linguostylistic expressive means is conducted on the materials of English and Russian speakers’ presentations of the annual scientific and practical conference of the Foreign Languages Department of the Moscow Institute of Physics and Technology. In the course of the study, a comparative analysis of the approaches to report writing of two Englishspeaking and three Russian-speaking speakers was carried out using the method of continuous sampling of all stylistic devices in the speeches of the speakers at the conference.RESULTS AND DISCUSSION. Similarities and differences in approaches to speechwriting for a scientific conference between native and non-native English speakers are revealed. Almost all speakers actively use expressive language means regardless of whether they are native or not. The dominant stylistic devices are repetition, metaphor, and phraseological unit.CONCLUSION. The results contradict the general idea of the normativity and strictness of this style. The approach to presentation texts writing is rather determined by the individual preferences of the speaker, the topic of the speech specifics and personal experience of participating in such events than by attachment to the status of a native or non-native speaker. Prospects for further research may include in the spectrum of analysis a larger number of samples of conference speeches and/or representatives of nonEuropean regions for a better understanding of the relationship between the cultural code and scientific discourse.

Integrating Digital Authentic Materials in ESP Classrooms: Effects on Kazakh Students’ Language Proficiency and Student Engagement

The primary aim of this study is to investigate the effectiveness of selected task-design strategies for integrating digital authentic materials into ESP instruction. It mainly focuses on how teachers navigated this alternative learning environment and the challenges they experienced. A mixed-methods approach was employed, gathering quantitative data through standardized tests and qualitative data through interviews and classroom observations. The study involved thirty-five language instructors from the English language departments of two leading Kazakh universities. The results revealed that critical media literacy instruction to use authentic materials in language learning significantly enhances language proficiency and engagement and effectively equips students with the necessary skills to navigate and assess the digital information landscape. These findings underscore the potential of digital authentic materials in language instruction, paving the way for a promising future in language education. The research highlights the importance of integrating digital literacy into the curriculum to prepare students for the demands of the digital age. The research findings provide vital insights for policymakers and stakeholders to deliberate on effective professional development programs. These programs can assist educators in addressing challenges and acquiring essential content knowledge, pedagogical expertise, and technological competence.

The Effect of Google-Mediated Collaborative Writing on English as a Second Language Students’ Global and Local Writing Features

In recent decades, web-based collaborative writing has become popular as a technical technique for improving collaboration. The study explored the effect of Google-mediated collaborative writing (henceforth GMCW) and face-to-face collaborative writing (henceforth FTFCW) on developing English as a Second Language (henceforth ESL) students’ global and local writing features (organization, development, cohesion, structure, vocabulary, and mechanics). Despite the emphasis English language instructors in Saudi universities place on writing skills, students still face challenges in achieving proficiency in writing. The study included 46 male students at level 3 from the Qassim University English Language Department. An experimental study was used, along with a post-questionnaire, as additional material to collect students’ perceptions. In addition to using the independent t-test to compare the mean in the post-test of the two groups, a paired t-test was used to compare the mean in the pre-test and post-test of the same group. The researcher used a two-by-two mixed ANOVA to examine how students’ global and local writing features (such as organization, development, and cohesion) changed when they collaborated face-to-face or via Google Docs. The results showed that the Google-mediated collaborative writing post-test mean was greater than face-to-face collaborative writing in all writing features, and the difference was statistically significant. The questionnaire revealed that Google-mediated collaborative writing raised confidence, encouraged teamwork, instructed students on how to engage in peer feedback, and increased their willingness to use Google Docs for further assignments. Google-mediated collaborative writing benefited students more in terms of their writing quality (organization, development, and cohesion) than their writing accuracy (mechanics and structure). Google-mediated collaborative writing did not pay attention to form (spelling, punctuation, or structure). In contrast, students’ perceptions of the global and local writing aspects of face-to-face collaborative writing negatively impacted organization, development, and cohesion. The face-to-face collaborative writing students focused more on the essay form (mechanics and structure) than on the content (organization, development, and cohesion).

PROJECT WORK AS AN ESSENTIAL PROBLEM-SOLVING SKILL

The article under consideration focuses on the importance of project work and its role in problem-solving issues as well as a tool motivating the students to learn a foreign language. Project works enable to develop various skills such as critical thinking, problem solving, communication, collaboration, time-management and research. Students research different information relevant to the problem, analyze data and identify potential solutions. These processes strengthen their research skills and teach them to evaluate information critically. Moreover, project-based activities allow students to go beyond the curriculum and develop a range of vital skills from job searching and resume building to effective teamwork and cyber security. Working in a team, they develop communication skills, learn to cooperate and understand each other. These skills help them successfully adapt to an ever-changing world. The authors, relying on their own teaching experience, focus on some issues envisaging how some types of project work are designed and adopted into the English Language Department (hereafter ELD) of Satbayev University (hereafter SU). Keywords: project work, problem-solving skills, project-based learning, motivation, critical thinking, independent work, SU, ELD.

Derivational or Inflectional Morpheme: A Case of Papuan EFL Students’ Comprehension in Narrative Text

The objective of this research is to scrutinize how students in the English Language Department distinguish derivational morphemes and inflectional morphemes using narrative text. Consequently, student’s obstacles in distinguishing between both of bound morphemes. Qualitative methods are employed to this research with a descriptive approach to collect and analyze derivational and inflectional morphemes. The findings revealed a total of fifty-three derivational and inflectional morphemes, comprising fifteen derivational morphemes and thirty-eight inflectional morphemes. In terms of comprehension, EFL students score 66.5 in derivational morphemes, falling under the C category, indicating a good level of understanding. For inflectional morphemes, students achieve a score of 89, placing them in the A category, signifying a very good understanding. Regarding the obstacles, students face in comprehending derivational morphemes and inflectional morphemes the main challenges are the lack of vocabulary and the lack of grammar, which make it difficult for EFL students to know word class changes and grammar function changes.

Influence of Time allocated for Teaching of Integrated English on Learners’ Achievement of Linguistic Skills in Public Secondary Schools in Bungoma County, Kenya

Despite the efforts made by teachers of English in enhancing the performance of English in Kenyan secondary schools, there have been persistent challenges in teaching thus students’ learners’ achievement of the linguistic skills is compromised. This study aimed to determine the Influence of time allocated for teaching integrated English on Learners’ Achievement of Linguistic Skills in Secondary schools in Bungoma County, Kenya. The study utilized a descriptive survey research design using a mixed methods approach. A sample size of 251 teachers and 134 heads of the language department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interview schedules, and classroom observations. The instrument's validity was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data was analyzed using frequencies and percentages. Pearson correlation analysis was used to test the relationship between independent and dependent variables. Qualitative data was analyzed thematically and presented in narrations and quotations. The study found that time allocated for teaching integrated English had a positive association with learners’ acquisition of linguistic skills in secondary schools in Bungoma County, Kenya (r=.492; p=.000). Thus, a large amount of time allocated/utilized by teachers in teaching integrated English leads to enhanced reading, listening, writing, and speaking skills among learners. The study recommends that adequate time needs to be allocated for the teaching of integrated English. This can be achieved through teaching of integrated English during the weekends and holidays as a way of early syllabus coverage.