Field Of Language Teaching Research Articles

한국어 교육을 위한 의성어⋅의태어 선정과 교육방안 연구

Objectives The purpose of this study is to make a list of onomatopoeia words and mimetic words for Korean language education and to present systematic and effective teaching and learning methods of onomatopoeia words and mimetic words that can be used in the field of Korean language education.
 Methods As a research method, a list of onomatopoeia words and mimetic words for Korean education is prepared by analyzing the vocabulary list for Korean language education of previous researchers, the vocabulary list of TOPIK, and the onomatopoeia words and mimetic words list in elementary school textbooks. In addition, it is divided into general and academic purposes according to the learner's Korean learning purpose, and effective Korean teaching and learning methods are presented based on the vocabulary list.
 Results Through this study, a total of 94 vocabulary words appeared in common, The list of onomatopoeia words and mimetic words essential for Korean language education was presented separately into beginner, intermediate, and advanced grades. In addition, a total of 319 extended onomatopoeia words and mimetic words were listed so that they can be used as supplementary materials when expanding onomatopoeia words and mimetic words education in the Korean language education field. Based on the onomatopoeia words and mimetic words created in this way, specific Korean teaching and learning methods using K-POP ‘Gee’ and Korean short story ‘Shower(소나기)’ were presented.
 Conclusions This study is meaningful in that it established a list of onomatopoeia and onomatopoeia for Korean language education to help Korean language learners expand their vocabulary and improve their communication skills through effective onomatopoeia and onomatopoeia education. Using the onomatopoeia and onomatopoeia list built through this study, it can serve as a reference for Korean language teachers to write Korean textbooks or teach Korean, and for learners, it can serve as a meaningful vocabulary material to expand their vocabulary qualitatively.

Filipino Neophyte ESL Teachers amidst Covid-19 Pandemic: A Phenomenological Inquiry

This phenomenological study investigated the lived experiences of Filipino neophyte ESL teachers amidst Covid-19 pandemic. Data were collected from seven (7) ESL teachers who already have three (3) months to one (1) year teaching experience in handling non-native speakers of English language. Based from the thematic analysis, the experiences of the identified participants were anxiety as initial reaction, fear of committing grammatical and pronunciation errors, difficulty of motivating students, students’ lack of knowledge on the target language, difficulty on students’ pronunciation and grammar, improves teachers; communicative competence and evaluating students’ four macro skills. Moreover, the different teaching strategies used were using reinforcement, various teaching methodologies, utilizing interactive materials, building rapport, tracking students’ performance and scaffolding. The findings of this study are valuable in the field of language teaching and applied linguistics to understand the various strategies that can be employed to address the needs of non-native speakers of English language. Further, this can be used by future ESL teachers in improving their pedagogical competence in handling ESL synchronous classes.

Hizmet Öncesi Öğretmen ve Öğrenci Utangaçlığı: İngiliz Dili Eğitimi Bağlamı

Shyness appears as an important factor affecting teachers’, pre-service teachers’ and students’ performance and how teachers handle classroom management situations in the classroom environment. Thus, this study aims to bridge the gap in the research concerning teacher and student shyness and teachers’ classroom management strategies in the field of foreign language teaching and suggest new avenues for the investigation of the differences among teachers’ classroom management strategies in terms of teacher and student shyness. To achieve this goal, a sample consisting of 99 pre-service English teachers was requested to complete a survey measuring their shyness levels and their responses to hypothetical learners with different genders and shyness levels. The results suggested that pre-service English teachers’ high-powered strategy usage displayed a difference depending on student shyness, student gender, teacher gender, the interaction of student shyness and student gender and the interaction of student shyness and teacher shyness while social learning strategies indicated a significant difference depending on student shyness and the interaction of student shyness and student gender. A more detailed discussion of the findings and implications for teacher training and foreign language education were addressed in the article.

Investigating Principles and Models of Curriculum Development in some Iraqi Kurdistan Regional Universities through Teachers’ Point of view

This study is an extracted paper from a PhD dissertation that relates to curriculum which is considered as one of the major components of a successful program specifically in the field of English language teaching. Concerning teaching the most important information for learners in their arena. Curriculum as a whole procedure consists of development stage of programs and how it should be designed. It works as a prepared plan based on standards that guides the class instructions and how it should be assessed. Furthermore, Curriculum development is a systematic process that tries to organize and answer the questions of what, who and how something will be taught for learners and curriculum organization relates to arrangements and patterns of the components of curriculum which are organized into topics, lessons, units, subjects and courses for the purpose of helping learners to understand the materials more and achieve the academic goals. This quantitative research design paper provides the most necessary and significant information about the models and principles of curriculum and curriculum development in the scope of ELT in KRG. The universities of Sulaimani, Salahaddin, and Duhok is taken into consideration as samples of the study. For this purpose, the data has been collected from 33 university teachers at universities of Sulaimani, Salahaddin, and Duhok. The questionnaire has reliability of 0.83 Cronbach Alpha. Findings of the study based on the teachers’ point of view show that the students are aimed at to become teachers and they are aware about the goals and objectives of courses and they do use English most of the time. They also declare that the student-centered approach is used and there are not enough resources to implement the program as it is required to. The teachers’ also reveal that the courses arranged from simple to complex but they are not aware enough which approach is followed to have the current program.

The Effectiveness of the Reflection-Based Interactive Teaching Approach on Students’ Reading Comprehension Achievement

This study aimed to investigate the effectiveness of the Reflection-Based Interactive Teaching (RBIT) approach on students’ reading comprehension achievement in Myanmar. RBIT means applying the interactive teaching approach in Oo and Habók's (2020) reflective teaching model for reading comprehension based on planning, acting, reflecting, and evaluating. 458 grade-10 students from Myanmar were selected as participants in this study by applying the randomized cluster trial. The quasi-experimental research design was applied together with some analyses such as structural equation modeling by the AMOS software, item-difficulty index by the Quest program, inferential statistics (t-tests and effect sizes), and some reliability/validity measures. The findings showed a significant difference between the experimental group with the treatment with the RBIT and the control group without the RBIT approach. Furthermore, it was also found that teachers' reflections had no significant effects on students' appreciative reading comprehension. This study is of great importance for teachers and students from the field of English Language Teaching (E.L.T).

Social Media and Literacy Education: An Evaluation of Turkish Teaching Accounts on Instagram

Along with the developments in technology, education and training activities have been moved to different channels. Social media, used by young and old alike, are also seen as educational tools. When we searched Instagram for Turkish language teaching accounts with the highest number of users, we found eight active and effective accounts. The aim of this study is to examine these accounts that were opened to teach Turkish, to examine their shares and their effects on followers, and to reveal their contributions to literacy education. For this purpose, document analysis and discourse analysis were used. The accounts were examined in terms of page layout, content, frequency of posts, way of handling Turkish, and methods used in teaching the language. In addition, the interaction with the followers, the number of likes, comments, the frequency responses was discussed and the effect values of the commented accounts on the followers were explored. As a result, it has been determined that there is no certain standard in the analyzed accounts. It was observed that the most followed pages shared posts about the exams held throughout the country, giving summary information, and explaining the answers to the questions. Since all these posts are mostly aimed at reading skills, it can be concluded that the followers improve their reading skills. As evident from followers’ comments, they develop literacy skills by reading the information given in these accounts and writing them in the comments. In addition, it is seen that these pages, which were opened to teach Turkish, were mostly opened by Turkish language and Turkish literature teachers. Considering that the use of technology is increasing, we believe that the study will contribute to the field of language education and literacy.

Analysis of international experience in the field of teaching and assessment of language proficiency

The article analyzes the existing international standards in the field of language teaching and proficiency assessment. Based on the Common European Framework of Reference (CEFR), which is promoted by the Council of Europe and used in language teaching and assessment in Europe and other countries, language proficiency levels, assessment, goals, CEFR Global Scale, global English language assessment programs similar to CEFR descriptors are studied. Information is provided on the works carried out on the application of CEFR international standard in Azerbaijan. The application of information and communication technologies, including automated speech recognition systems, in language learning, teaching and assessment are analyzed. The advantages of effective use of Information and Communications Technology (ICT) in the process of improving the knowledge and skills of language learners, checking and evaluating the development of language skills are indicated. In order to contribute to the implementation of the tasks ahead for the protection and development of our mother tongue with the application of ICT, suggestions are given for adapting the teaching and evaluation of the Azerbaijani language to the CEFR standard, taking into account different approaches to language teaching in the world experience.

Discovery strategies in english listening skills based on the use of technological devices.

In the field of English language teaching, the aim is to promote the discovery strategy, which seeks to improve listening skills in English, by providing the ability to distinguish the sound and the word in a more autonomous way, in addition, it allows it to be an active process where the listener uses his linguistic and contextual knowledge to achieve the understanding of the message motivated by the use of technological devices. Therefore, the objective of the study was to know the support of the discovery strategy in the listening ability of the English language by the use of technological devices in high school students. With a mixed approach, with a correlational type of research and a quasi-experimental design. For the study population, the students of the Glenn Doman Educational Unit were considered, under a non-probabilistic sampling by convenience, 56 students of the tenth year of basic education of the city of Ambato were selected. Subsequently, two groups were formed, a control group and an experimental group, with the same number of participants (28). As an instrument, the standardized PET test level B1 of English was applied to both groups to identify the level of listening comprehension of the English language in these students. The research consisted of applying the discovery strategy for two days a week for two months, while the control group continued with the traditional method. The research showed that the discovery strategy positively influences the students' listening skills. Finally, the development of aspects such as the recognition of words, phrases, or stories, as well as the comprehension and ability to make inferences when unfamiliar terms are used was evidenced.

Embracing Technology in Higher Education: English Teachers' Perspectives in Saudi Arabian Universities

This research article explores the application of technology in the field of English language teaching within the context of higher education in Saudi Arabian universities. As technology continues to evolve rapidly, its integration into educational practices has become essential. This study aims to investigate the perceptions of English teachers regarding the utilization of technology, the challenges they encounter, and proposes recommendations for the enhancement of technology integration in the teaching-learning process. To achieve the study aims, English teachers from ten rural universities across Saudi Arabia responded to a questionnaire, expressing favorable views on the integration of technology in the educational environment. Despite their positive stance, participants highlighted several significant challenges to widespread technology adoption, namely a) inadequate teacher training, b) insufficient facilities (classrooms and laboratories), and c) a scarcity of technological resources (computers). The survey's results underscore the necessity for a well-defined vision and strategy for technology use. Instructors emphasized that the combination of financial incentives and the establishment of a standardized physical infrastructure could encourage widespread adoption.

Morality Cultivation in College English Reading and Writing Course Through Blended Learning

In recent years, “blended learning” and “curriculum-based morality cultivation” have become two research hotspots in Chinese tertiary foreign language education field. Enhancing morality cultivation (also termed as moral education or ideological-political education by some researchers) is the goal for higher education achieved through the instruction of general and specialized college courses. Blended learning, an inevitable product of “Internet + Education” era, provides an effective approach for both teachers and students to reach the goal. For decades, English is learned more as a tool than a means to cultivate students’ humanistic values. Besides, there’s a serious insufficiency in the training of higher-order thinking skills in tertiary EFL classes. To tackle the two problems prevalent in today’s college English teaching, this paper, guided by two important official Guidelines, analyzes the connotation and ways of cultivating morality through language teaching. It also reviews the research on blended learning and blended language learning to show the potentials of this learning model. One specific teaching example from College English Reading and Writing Course is given to demonstrate the ways of imparting knowledge, developing skills and cultivating values by effectively integrating face-to-face and online learning. The study is expected to provide a feasible solution to the two problem mentioned above, deepen readers’ understanding of the two research hotspots and enable teachers of College English Courses in China to apply this model to their teaching practice.

Problem-based language learning: Why Aren't teachers using it?

Problem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field of language teaching. The present exploratory mixed-method study was an attempt to identify the potentially impeding factors that prevent language teachers from offering problem-based teaching in their classes despite its reported advantages. To this end, in the qualitative phase, 20 EFL teachers took part in a semi-structured interview. The interviews were transcribed, coded, categorized, and thematized. In the quantitative phase, a 66-item Likert scale questionnaire was developed based on the qualitative phase results and was administered to 200 EFL teachers. The results indicated that factors such as difficulties in designing a PBL problem/scenario, the role of teaching equipment, teachers' unfamiliarity with designing a problem/scenario, limiting PBL to a specific skill, assessment, students/teachers' unfamiliarity with the PBL, students’ cross-cultural differences, and limiting PBL to a specific level of language proficiency discourage teachers from using this approach. The implications of the findings are discussed and suggestions are made for future research.

Integration of English ‘teaching-learning-assessing’ in Chinese High Schools: A Literature Review

Classroom assessment has always been the focus of research on foreign language teaching, and "integration of teaching and assessment" has become a heated topic in international second language teaching field, but this topic has not yet attracted the attention of some scholars. In result, this paper retrieves the papers published domestic and abroad between 2017 and 2023 focusing on the "integration of teaching and evaluation" in English subject as data sources and analyzes the research contents. The results show that the research type of "integration of teaching-learning-assessing" is mainly theoretical research, but the number of empirical research is quite small. Besides, the theoretical research also shows an upward trend. The research objects are mainly secondary school English teachers and students. The research content focuses on the following four aspects: the definition of "integration of teaching-learning-assessing"; the implementation path of "integration of teaching-learning-assessing" in the classroom; the application of "integration of teaching-learning-assessing" in specific subjects and the investigation of "integration of teaching-learning-assessing" in the classroom. The data collection methods were mainly questionnaires, interviews and classroom observations. In the end of this paper, the future research and the development trend of "integration of teaching-learning-assessing" are pointed out.

Key advantages of multiculturalism for foreign language teaching and learning

Multiculturalism is a concept that has gained increasing importance in today's globalized world, which is characterized by diversity and a rich cultural exchange. In the field of foreign language teaching and learning (FLT), the incorporation of multiculturalism has become an essential tool to promote a better understanding of cultural differences, foster empathy, and encourage the acquisition of new linguistic skills. The purpose of this paper is to highlight the key advantages of multiculturalism in foreign language teaching and learning and identify optimal ways of effective strategy implementation on bringing multiculturalism into FLT. Firstly, multiculturalism can provide students with a deeper understanding of the cultural background of the language they are learning. By exposing students to different cultures and traditions, they can better comprehend the linguistic nuances and idiomatic expressions that are inherent in a language. This, in turn, can enhance their language proficiency and make them more effective communicators. Secondly, multiculturalism can promote empathy and tolerance towards people from different cultures. In a multicultural classroom, students can learn to appreciate and respect the diversity of cultural backgrounds, beliefs, and values. This can improve their intercultural communication skills and promote a more inclusive learning environment. Thirdly, multiculturalism can encourage critical thinking and creativity. When students are exposed to different cultural perspectives, they are challenged to question their own assumptions and biases. This can foster a more open-minded approach to learning and inspire new ideas and ways of thinking. Fourthly, multiculturalism can prepare students for a globalized workforce. In today's interconnected world, cross-cultural competence is a valuable asset for professionals in various fields. By incorporating multiculturalism into foreign language teaching and learning, students can develop the skills necessary to communicate effectively with people from different cultures, both in personal and professional settings.In conclusion, the incorporation of multiculturalism in foreign language teaching and learning offers many advantages, including a deeper understanding of cultural backgrounds, empathy and tolerance towards diversity, critical thinking, and preparation for a globalized workforce. By recognizing the importance of multiculturalism in foreign language teaching and learning, educators can create a more engaging and inclusive learning environment that prepares students for success in a globalized world.

Osvrt na analizu grešaka na primeru nastave engleskog jezika struke

Although largely abandoned and criticized in Second Language Acquisition research, Error Analysis is still widely employed in the field of English Language Teaching. The aim of this paper is to re investigate the potentials and limitations of the Error Analysis approach half a century after its establishment. The analysis presented in this paper is placed in the specific context of English for Specific Purposes, aimed to analyze errors in engineering students' translations. Unlike the majority of Error Analyses, this study investigates not only grammatical but also vocabulary errors. The main focus is placed on the explanation of errors, i.e. determining the sources of learners' errors, followed by further analysis of the main causes of both inter lingual and intralingual errors, including over generalization, ignorance of rule restrictions, over extension of analogy, etc. Based on the results and implications of the presented analysis, it is concluded that Error Analysis, despite its shortcomings and limitations, provides valuable insight into the strategies learners employ as well as the obstacles they encounter in the process of foreign language production, which can be used as a resource to improve or supplement the existing teaching methodologies and adapt them to the specific needs of students.

Macro-Structure of Argumentative Text as Manifestation of Chinese EFL Students' Critical Thinking Skills

Critical thinking cultivation has been regarded as one of the key objectives of tertiary education, which has drawn attention from the field of foreign language teaching in China. In contrast, the deficiency of critical thinking among English-major college students has become a heated-discussed issue in the past two decades. This study endeavored to combine two dimensions of argumentation: the nature of content and how it is organized, thus investigating the association between critical thinking skills manifested in each rhetorical move and EFL students' macro-structure of argumentative text. Both the move-structure approach based on Toulmin's model of argumentation and the text analysis approach were utilized to explore critical thinking skills manifested in each move. The findings show that participants had grasped the basic argumentative pattern (claim+ground) though lacking sufficient elaboration on evidence. But for secondary argumentative elements like counterargument and rebuttal, both quantity and quality lag the former. The most evident moves in the macro-structure of argumentative texts were introduction, claim, subclaim, ground, warrant, backing, counterargument, rebuttal, and conclusion. All in all, evaluation and inference critical thinking skills were the most evident in terms of composing a quality argumentation.

Methodological Aspects of the First Foreign Language for History and Archaeology Bachelors

The present study aims at methodological grounding of the specific types of foreign language competences for non-philology faculty students enrolled in the First Foreign Language (English) course taught within the first (bachelor) level of the academic professional program 0.32 History and Archaeology. The suggested methodological and conceptual basis outlined in the research has a concrete practical application to address university language teachers in non-philology faculties, curricula designers, professionals, researchers or practitioners in the field of foreign language teaching. The competency-based foreign language author methodology is practically exemplified in the study as a collaborative teacher-student(s) foreign language learning experience to reinforce cognitive competences through brainstorming, intellectual communication and research via formative e-learning educational and methodological complex, its development and implementation. An overall history study is essentially focused on the concept of historical thinking, specifying such cognitive skills as significance, primary source evidence, continuity and change, cause and consequence, historical perspective-taking, the ethical dimension as key research matters of academic history discourse. The fundamental meaning-making aspects of historical accounts theoretically and empirically substantiate that history and historical knowledge are always culturally predetermined, dynamic and open to contestation and discussion. Within the conceptual-methodological model, the issue is open to a broad scientific analysis in terms of cognitive competences in professional history and archaeology settings as well as in the field of competency-based foreign language learning deploying spoken and written discourse for special purposes. Pragmatic competence encompasses discursive strategies of organizing and structuring the general and professional or specialised discourse in terms of its coherence, cohesion, thematic organization, logical reasoning, as well as functional action-oriented knowledge via general or professional-oriented communicative functions performing. From the foreign language studying perspective multimodality approach has clearly envisaged as progressive constituent for further research under the competency-based foreign language learning methodology to apply in non-linguistic specialties.

Theatre for Teacher Education to Prepare Teachers in an Inclusive Classroom: A Historical Perspective of India and Southeast Asia

Education should be about transformation, whether for teachers or learners: transformation in conceptual understanding and the methods of completion of tasks. It is true that enormous and widely dispersed influences from regions outside of Southeast Asia—from China, India, the West, and Islamic nations—have left their marks on the region's theatre. It's also true that theatre from one nation in Southeast Asia has frequently influenced theatre from nearby nations. But it is also true that throughout the various countries of Southeast Asia, theatre has grown in different directions in response to local conditions and influences. In this evolutionary process, several diverse theatre styles have come into being. In Indonesia and Thailand, two nations with highly established theatre industries, there are over a dozen different theatre genres. With the passage of time, there have been major changes in the field of second language teaching; among the more recent promising and productive ones is task-based language teaching. In ESL classrooms, funds and resources are always an issue and often, the stakeholders are concerned about the paucity of resources in ESL contexts. Theatre is an absolutely cost-effective resource useful for task-based pedagogy. This paper focuses on probing how theatre can be a useful tool for teacher education to prepare teachers in an inclusive classroom from the perspective of India and Southeast Asia. This paper aims to link how Indian Theatre arts can influence the teaching and learning of the English language in Southeast Asian nations. This paper further identifies conceptual and theoretical frameworks from the fields of theatre and teacher education for an inclusive classroom. Additionally, it tries to find the links between teacher education and theatre, which might benefit ESL/EFL learning in the classroom by using theatrical techniques. Therefore, the paper aims to propose how teacher training can be enriched with theatre as a resource.

The specifics of teacher students training to the use of immersive technologies in foreign language teaching

The article presents the peculiarities of future teachers training in the digital age, particularly to the use of immersive technologies in foreign language teaching. The revealed experience of the future teachers’ training is based on the experience of training 012 Preschool education specialty students of the Faculty of Pedagogical Education of Borys Grinchenko Kyiv University specifically in terms of their mastering “Modern Technologies of Teaching a Foreign Language to Preschool Children” discipline. The study clarifies the notion of immersive technologies as an umbrella term and a structural unit of digital technologies and gives its overview in foreign language teaching as well as highlights the influence of their use in the digital age and describes their educational potential. The four basic immersive technologies are mentioned and clarified. The advantages of the use of immersive technologies in foreign language teaching and learning are discussed. The general scientific analytic methods are used in the article. The literature analysis is the major method used to summarize the experience of the implementation of the use of immersive technologies in the field of foreign language teaching and learning. The received data emphasizes the further necessity to investigate the professional training of future teachers to the use of immersive technologies in foreign language teaching, specifically the aspect of their readiness for the aforementioned technologies implementation in professional activities

Outcomes of VR, AR and MR Technologies in K-12 Language Education: A Review

Since the 21st century, Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) technologies have been increasingly used in the field of language education to promote student motivation, engagement, and so on. This paper reviews the results of 180 reviews of empirical studies on the use of VR, AR, and MR to enhance K-12 teaching or learning from 2012 to 2022 and summarizes the trends. Based on Bloom’s classification theory of instructional goals, namely Cognitive Goals, Affective Goals, and Behavioral Goals, the outcomes of 53 papers are summarized and analyzed from these three dimensions to find the function of VR, AR, and MR in K-12 Language Education, which can improve literacy, creative thinking, communication, collaboration, confidence, participation, and enjoyment in the digital era. And it also promotes self-learning, enables multisensory learning, and reduces cognitive load. Despite the technological complexity and problems associated with the use of AR in education, VR, AR, and MR applications can successfully improve language learning. Compared with previous research approaches, this study first constructs a VR, AR, and MR-supported learning model based on their characteristics respectively and the relevance of these technologies.

ENSINO DE LÍNGUA PORTUGUESA: ANCORANDO A PRÁTICA DE ANÁLISE LINGUÍSTICA NOS ESTUDOS BAKHTINIANOS

ABSTRACT: This paper sought to ground the Practice of Linguistic Analysis (PLA) (GERALDI, 1984; 1997[1991]) in Bakhtin Circle's studies considering that this practice needs a more significant theoretical and methodological basis and that the dialogic studies can provide an interactive approach to the analysis of texts, focused on the stylistic-discursive strategies in Portuguese Language classes. Hence, our guide questions are: How to amplify the methodological approach for the dialogic PLA? How can the sociological method proposed by Volóchinov (2017 [1929]) constitute this PLA? Our reflections were based mainly on Bakhtin Circle's studies, including Volóchinov and Bakhtin (1926), Bakhtin (2010[1929]; 2013; 2016 [1979]), among other researchers of the Portuguese Language teaching field. It is a bibliographic and exploratory study anchored on Applied Linguistics and the qualitative interpretative paradigm. Our findings led us to conclude that the dialogic PLA must be developed considering the reflections about the extraverbal context of the enunciations so that the stylistic reflections may approach axiological and discursive aspects of the texts, which can broaden students' ability to read, write, and interpret texts from diverse discursive genres.