Development Of Foreign Language Teaching Research Articles

Understanding the influencing factors of foreign language teachers’ work engagement: A meta-analytic structural equation model

The work engagement of foreign language teachers enhances both their performance and the quality of instruction. Recent studies have highlighted the pivotal roles of emotional intelligence, job burnout, and self-efficacy in fostering teachers' work engagement. Despite this, the complex interactions between these factors in the context of foreign language teaching remain underexplored. This study conducts a meta-analytic review to examine the connections among work engagement, emotional intelligence, burnout, and self-efficacy among foreign language educators. Utilizing a chain mediation model, it probes the mechanism through which emotional intelligence impacts work engagement, based on an analysis of 49 scholarly articles. Results from the meta-analysis robustly validate the hypothesized model. Specifically, emotional intelligence contributes to work engagement via four distinct routes: direct mediation through self-efficacy, direct mediation through job burnout, and chain mediation involving self-efficacy and job burnout. Of the evaluated factors, emotional intelligence had the most significant impact on enhancing work engagement. Implications of these findings may facilitate the training and ongoing professional development of foreign language teachers.

EXPLORING FOREIGN LANGUAGE TEACHER BELIEFS AND PRACTICES IN TURKEY: A CASE STUDY

This case study explores the relationship between an Italian as a foreign language teacher’s beliefs and online teaching practices in a tertiary education setting during the Coronavirus (COVID-19) Pandemic. Specifically, it aims to find out the teachers’ beliefs with regard to their professional identities, and their roles in foreign language teaching classrooms. Besides, it was discussed if the teachers’ beliefs concerning their role identities are related to their classroom practices. Data were collected over an academic term through one semi-structured interview and two observations conducted at beginning and at the end of the semester in order to see if there are any differences according to the professional roles of the instructor in the course of time depending on the learners’ enhanced Italian language competence. The findings of the study revealed that the instructor acted out as a manager, facilitator, input provider, motivator and a translator in two observations, showing a slight difference in degree of synchronous interaction among the instructor and the students with the printed text, video tape or Web site. The interview responses revealing the instructor’s beliefs were correlated with the roles observed in synchronous communication. This study is limited to the online foreign language classroom. It would be interesting to observe what other roles the teachers play in the face-to-face classroom. It may be suggested that the studies investigating those of teachers instructing foreign languages other than English may enlighten the research on teachers’ beliefs and their professional role identities and contribute to the professional development of foreign language teachers. Last but not least, for professional growth of pre-service foreign language teachers, preliminary studies on teacher cognition should be included in the curriculum of teaching practicum.

The Factors Influencing the Interaction between Professional Growth and Teaching Ability Development of Foreign Language Teachers of Higher Learning

The Factors Influencing the Interaction between Professional Growth and Teaching Ability Development of Foreign Language Teachers of Higher Learning

A study on the professional development of foreign language teachers in universities based on the background of AI

A study on the professional development of foreign language teachers in universities based on the background of AI

Research on Optimization Algorithms for Educational Development of Foreign Language Teachers in Colleges and Universities under the Perspective of Digital Intelligence Empowerment

Abstract The concept of digitalization and intelligence is constantly emerging with the rapid development of information technology, and the in-depth integration of digital intelligence empowerment and teacher education development has garnered significant attention. In this paper, we first examine the stage of teacher development under digital empowerment, tracing the path of teacher education development. We then construct the digital and intelligent TPACK model, as well as the model of teacher education development ability. Subsequently, we adopt a BP neural network to evaluate teacher education development and optimize it using a genetic algorithm. After testing the model, we develop a teacher education development evaluation system based on the GA-BP algorithm, which we then apply and analyze. This paper’s optimized model reduced absolute and relative errors by 418.281 and 3.53%, respectively, compared to the traditional model, and improved the overall goodness of fit by 0.0144. Following the implementation of the system in this paper, the teacher assessment analysis revealed an average teaching ability score of 89.75 for teachers majoring in Japanese foreign language, and 90.26 for those majoring in English foreign language. Notably, the average level of English foreign language majors and their various dimension levels were both higher. Secondly, foreign language teachers with two years of training have an average teaching ability score of 91.32, which is 5.07 points higher than those with only one year of training. It proves the effectiveness of the practical application of this system, and this paper also provides suggestions for the development of teacher education by both teachers and schools, which is of practical significance for the optimization and improvement of foreign language teachers’ education in colleges and universities.

基于新时代职业教育外语教学改革与发展下职业英语金课赋能创新建设研究

基于新时代职业教育外语教学改革与发展下职业英语金课赋能创新建设研究

The Construction of a Network Alliance of Foreign Language Teacher Development Communities in the Age of Artificial Intelligence

The Construction of a Network Alliance of Foreign Language Teacher Development Communities in the Age of Artificial Intelligence

Methodological vector of professional training development of foreign language teachers

Methodological vector of professional training development of foreign language teachers

Postgraduate education methodology for foreign language teachers' assessment competence development in higher military educational institutions

Ukraine's tendency to achieve compatibility with the standards of NATO member states, in particular as a result of Russian aggression against Ukraine, raises the issue of developing the diagnostic competence of foreign language teachers in higher military educational institutions. After all, the ability of foreign language teachers in higher military educational institutions to effectively assess the levels of foreign language communicative competence of military personnel allows them to respond promptly to problematic issues in their language training and change training strategies following the needs of the Armed Forces. Therefore, the study aims to reveal the essence of the methodology of adaptive development of foreign language teachers' diagnostic competence in the system of postgraduate education. To achieve this goal, several theoretical (analysis, synthesis, systematisation of scientific psychological, pedagogical, methodological literature) and empirical (observation, comparison, description) methods were used. Adaptive learning technologies are proposed, which allow studying the educational material with the help of adaptive algorithms for each student, according to knowledge, skills, and personal learning needs, i.e., through the adaptive presentation of the educational material of the author's remote special course. The stages of implementation of the author's methodology for adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions are highlighted. The specifics of the methodology of adaptive development of diagnostic competence of foreign language teachers are revealed, considering their diagnostic activities in the system of military education. The authors' developed methodology for the adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions contributes to the actualisation, systematisation and deepening of their theoretical diagnostic knowledge, and improvement of practical diagnostic skills and abilities that form the basis for the development of their diagnostic competence. The practical significance of the study lies in the possibility of applying its results to improve the qualifications of foreign language teachers at higher military educational institutions

Historical and pedagogical aspects of foreign language education in Ukraine

The article is devoted to considering historical and pedagogical aspects of the development of foreign language education in Ukraine, starting from ancient times and up to our time. The definition and analysis of “foreign language education” as a multifaceted phenomenon, which includes several processes: cognition, development, education and training, is provided. Foreign language education is linguistic and cultural education, the result of which should be a plurilingual personality. It is noted that foreign languages were studied in our country even before the adoption of Christianity. For centuries, education and all other socio-political processes were taken care of by the church; therefore, Church Slavonic and Greek languages were studied in schools due to their confessional status. Various educational institutions (“fraternal schools”, “multilingual”, “German”, and “Latin” schools) were opened, in which teaching in foreign languages was widespread. Latin has always held a high status not only as a foreign language but also as a language of instruction in many disciplines. It turns out that domestic foreign language education has been implemented for many years depending on the language policy of the ruling power structures in one or another territory of our country. This affected the main trends and challenges that made it necessary to focus on preserving one’s language and culture. The development of new economic and social processes influenced the departure from “dead languages” to studying “living” ones, which had specific practical significance. It was revealed that the opening of three universities, Kharkiv, Kyiv and Novorossiysk, which taught both classical languages (Latin and ancient Greek) and new ones (French, German, Italian, Polish and English), was a breakthrough in the development of foreign language teaching in higher education. It has been established that after the declaration of independence of Ukraine in 1991, foreign language education developed under the influence of important state documents of Ukraine regarding the study of foreign languages by citizens and the All-European recommendations on language education: study, teaching, evaluation. Therefore, the changes that are taking place force us to rethink the previous experience and integrate new progressive ideas into the educational process in accordance with the strategy for the development of foreign language education in our country.

Research on Promoting Professional Development of Foreign Language Teachers in Higher Education Based on Cross-cultural Competence in the Context of Deep Learning

Abstract This paper introduces support vector machines in deep learning algorithms that can model and analyze cross-cultural teaching and knowledge bases. Wavelet functions are used instead of traditional functions to perform deep learning on training samples. Finally, the learning ability of the support vector machine is improved by the wavelet kernel function to complete the effective instruction of higher education teachers to develop students’ intercultural competence. The results show that the accuracy rate of the intercultural teaching level of the deep learning algorithm proposed in this paper reaches up to 99.25%, and the results of the intercultural ability performance of the higher vocational students are excellent, which shows that the method of this paper can improve the intercultural teaching ability of foreign language teachers and strengthen the intercultural knowledge training of students in higher vocational institutions.

ICT-Aided Education and Professional Development of Foreign Language Teachers

ICT-Aided Education and Professional Development of Foreign Language Teachers

Forestry english corpus construction and application in foreign language teaching under the background of big data and internet of things

With the development of science and technology, the concept of big data and the Internet of Things is being used in the social life of ordinary people widely more and more. Realizing the efficient use of big data and Internet of Things technology, has become an important means to improve work efficiency and scientific research results. Such a rapid development trend makes each team actively participate in the application of these technologies, hoping to make their work more in line with the trend of the times. Especially for the collection and construction of some databases, it has more advantages than traditional tools. This research makes full use of this technical advantage, selects the abstracts of the core journals of forestry at home and abroad as the corpus source, and builds a small English corpus of forestry. The corpus is used in English teaching in colleges and universities, uses a combination of comparative analysis and sampling surveys, and can play an active role in vocabulary learning and translation practice, semantics, grammar, syntax teaching, thesis writing, etc. Stimulate students’ interest in learning and enhance their independent learning ability and spirit of exploration. The experimental data shows that the English corpus constructed under the background of big data and the Internet of Things improves the average retrieval efficiency of college students by 27.3%, and the comprehensiveness of retrieval items increases by 9.6% on average. These improvements have a very positive effect on the development of foreign language teaching in related professional colleges and universities.

PROFESSIONAL DEVELOPMENT OF A FOREIGN LANGUAGE TEACHER AT UNIVERSITY: COMPETENCE AND CREATIVITY ASPECTS

The article deals with the issues of development of foreign language teachers’ competences and creativity at university. The necessity to constantly develop professional competences of a foreign language teacher has been substantiated; the lack of research on a foreign language teacher’s creativity in scientific literature has been stressed. The connection of creative teaching with emotions has been revealed. Emotions at foreign language lessons have been specified as a factor affecting students’ academic outcomes, interest, commitment and personality development. The ability of emotions to affect the social atmosphere of a classroom and learning environments has been admitted. Teachers’ creativity and teaching effectiveness have been defined as two essential elements of teaching. The article says that foreign language teachers’ professional competences can be developed both in a formal way – through participation in improvement proposals offered by various institutions, and in an informal way: reading specialized literature or meetings with other teachers of a given training discipline for exchanging professional experience. A STRIDE technique has been suggested for leading a teacher through a process of reflection using a six-step focused analysis, which helps teachers to understand both their strengths and the problem areas as well as to make them notice potential ways of reaching their goals.

КОУЧИНГОВЫЙ ПОДХОД В СИСТЕМЕ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА

Systemic changes taking place at the present stage of the development of teacher training in the Russian Federation within the framework of the federal project “Teacher of the Future” of the national project “Education” affect the process of professional development of teachers, which is becoming more and more personalized and interdisciplinary oriented. The main ideas of the system of national teacher development are fixed in the regulatory legal documents that include the design and implementation of innovative training technologies for teachers in advanced training programs aimed at teachers’ continuing professional development. The purpose of the article is to substantiate the possibilities of the coaching approach and linguo-coaching in the system of continuing professional development of foreign language teachers. The authors analyzed and selected coaching techniques, developed a portfolio of coaching sessions to test them within the framework of the implementation of advanced training of foreign language teachers. The novelty of the study is that the portfolio of coaching sessions for teachers was designed and its effectiveness was proved. The practical result of the study is a set of selected coaching techniques, on the basis of which the portfolio of coaching sessions for foreign language teachers is formed. The results of the study can be used in the institutions of advanced teacher training.

Identity Development of Foreign Language Teachers in Lithuania

Teacher identity is an evolving, multi-dimensional concept of a teacher’s understanding of self, best understood as a dynamic narrative of self-growth. The present study is focused on hypothesized stages of teacher identity development (Pride, Survival, Experimentation, Disenchantment, Rebellion and Progressive Proficiency) and their occurrence in Lithuanian foreign language teachers. A series of semi-structured interviews were carried out with eight Lithuanian foreign language teachers to discover their personal narratives of teacher identity development.The findings of the qualitative case study research revealed that key features of the six possible identity stages were present across the unique experiences of theforeign language teachers interviewed. However, each research participant displayed only certain key features of each identity development stage rather than a combination of all the possible features. In general, less experienced teachers displayed fewer key features at certain identity stages, implying that they had not experienced particular phases of identity development to completion. The results suggest certain features of identity development stages can be omitted and then experienced later in a teacher’s career. Teacher satisfaction with compensation, job security, professional prestige and the education system in general were additional factors that contributed uniquely to the identity development of teachers working in Lithuania.

From teachers’ technological competence to teachers’ professionalism

The purpose of this study is to disclose the theoretical foundations of technological competence and its role in the development of foreign language teachers’ professionalism. The article examines the content and structure of the technological competence which consists of three components: resource, operational and personal. The analysis of both teachers’ and students’ survey data are discussed.

THE ROLE OF AUTHENTIC MATERIALS FOR IMPROVING STUDENTS COMMUNICATIVE COMPETENCE

At present, ensuring the quality of teaching the younger generation in foreign languages, radically improving the system of training specialists fluent in foreign languages, training of qualified personnel who meet international educational standards through the acquisition of foreign languages is carried out in our country. is one of the goals of education reform. In order to identify and identify opportunities for language teaching, the teacher's knowledge, creativity, ability to inspire students to love their subject, to establish a cooperative relationship with the student requires modern requirements. The decision is aimed at further development of foreign language teaching, implementation of measures to improve the level and quality of training of highly qualified teachers of foreign languages for secondary schools, vocational colleges and academic lyceums, higher education institutions in accordance with international standards. was adopted to ensure.

An Investigation Into Career Development Contexts of University Russian Language Teachers in China (1949-2019) From the Perspective of Ecological Theory

Abstract Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world, a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’ career development and their contexts in China since 1949. Based on relevant studies on the career development of foreign language teachers and the ecological theory, this paper involves research on the impact that different ecological systems (micro-, meso-, macro- and exo-ones) have played in the career development of Russian language teachers in China. Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China. Via literature review, narration methods and semi-structured (in-depth) interviews with the help of NVivo, this research finds that Russian language teachers ’ career development results from multi-faceted interactions of the following contexts: ideology, Russian language educational policies and personal factors as well as college contexts. This paper concludes with some suggestions for improving Russian language teachers’ career development in China.

IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES

The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education.
 Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.