Foreign Language Classes Research Articles

A sociocultural exploration of Iranian language teachers’ corrective feedback: why and how?

ABSTRACT This study aims to explore the types and reasons for teachers’ corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher’s class. Then, the teachers attended stimulated recall interviews in which they answered questions about reasons for applying specific CFs in their classes. Different subthemes emerged from the data within the three sociocultural mediators’ themes, namely psychological, material and peer mediators. The results indicated that teachers use different CFs in their classes for various reasons such as scaffolding learning, enhancing noticing and exposure, and fostering learners’ agency. The study ends with suggestions and implications for teachers and teacher educators.

Comparing secondary school students’ foreign language anxiety and academic achievement in face-to-face and online settings: a case study in China

ABSTRACT The present study investigated foreign language anxiety (FLA) and foreign language (FL) achievement of 151 secondary school students in traditional face-to-face (F2F) and online English as a Foreign Language (EFL) classes. Quantitative and qualitative data were collected. The quantitative data revealed that the participants reported a lower leve l of FLA in online settings than that in traditional F2F settings, significantly in two dimensions (communication apprehension and test anxiety); and FLA was negatively correlated with FL achievement in online EFL classes, with better academic achievements due to decline of anxiety. The qualitative data revealed that FLA in F2F settings was primarily related to the participants themselves, such as bad performance in dictations, failure in quizzes, and poor homework, while FLA in online settings was more correlated with teachers (i.e. teacher questioning, teaching method and teacher’s roll call) and environment (i.e., camera monitoring, internet instability, and usage of teaching platforms). The factors contributing to such results have been thoroughly analysed and explored to offer pedagogical implications for online and offline EFL education.

Teachers’ Insights into the Efficacy of the ‘Reading Circle’ Project Using English Language Teaching Graded Readers

The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including the development of reading skills. Extensive reading plays an important role in foreign language acquisition, as it not only significantly enhances students’ vocabulary, text comprehension, reading, speaking, and writing skills, but also fosters the development of sustainable learning and self-regulated learning skills. In order to substantially increase students’ reading opportunities, the ‘Reading Circle’ (RC) project was initiated, allowing teachers and their students to read five to eight graded readers during English as a Foreign Language (EFL) classes throughout the school year. During the school year 2023/2024, 45 teachers and 1328 students of Grades 3–11 participated in the 9-month project. The aim of this study was to analyse teachers’ perceptions on the efficacy of the ‘Reading Circle’ project and the most common teaching techniques. The data indicate that the most commonly used teaching techniques across all levels of language learning were the text discussions and the completion of ready-made exercises, while a significant difference across the levels emerged in the techniques of students reading aloud versus reading silently. The findings of this study reveal that teachers highly evaluated the benefits of the project and observed positive improvements in students’ reading motivation, text comprehension, and advancements in their reading and speaking skills, and the outcomes imply that the ‘Reading Circle’ project is an effective method of enhancing sustainable learning and self-regulated learning skills.

Designing criteria of interactive educational environment at medical school to teach students of information technology field at professionally-oriented foreign language classes

Introduction. Applying lifelong learning approach in educational process requires to sustain this procedure with engaging, practice-oriented, active teaching methods, to develop critical thinking skills, practical skills, cognitive skills, cognitive education, social-emotional education, to make a model of interactive educational environment. The aim is to determine the criteria to make an interactive educational environment model at medical school to develop future IT students’ foreign language communicative competence. Materials and methods. The study to determine the criteria to make a model of interactive educational environment was being conducted at First Moscow State Medical University from 01.09.2022 to 08.04.2024. "Bioengineering and Bioinformatics" students as well as “Information Systems and Technologies” students were target of this study. The experimental part of this study consisted of theoretical review, observation, online testing, survey ‘needs analysis’ and ‘final survey in the form of cooperative metacognitive discussion, analysis of students’ reviews (essays on the topic “your attitude to the organization of your education in an interactive way”). Results. Online testing of indicating foreign language proficiency (English) showed diverse results among students withing one group. Besides, it refers to all courses and specialties. The needs analysis has demonstrated that students have strong motivation to learn a foreign language at a professional communicative level. The interactive classes observation and essays analysis (“your attitude to the organization of your education in an interactive way”) and the results of the final survey in the form of cooperative metacognitive discussion have illustrated that 90% of students are satisfied with educational process in an interactive way, others 10% either they are not used to work under such a regime or they believe that to build a process of education based only on the interactive methods is incorrect, or they are true introverts. Furthermore, due to these results we could single out some criteria for making a model of interactive educational environment. Conclusion. Obtained research data have theoretical and practical importance, because the goal of this study – to distinguish criteria for making an interactive educational environment model for development of future IT students’ foreign language communicative competence at medical school – was successfully achieved.

РОЛЬ ВИКЛАДАЧА У ФОРМУВАННІ МЕДІАГРАМОТНОСТІ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ

The purpose of the article is to define the role of the teacher in the formation of media literacy of the participants of the educational process. The study analyses contemporary Ukrainian and foreign works of teachers and methodologists. To achieve this goal, the following theoretical research methods were chosen: literature analysis - systematic research and analysis of existing publications and studies; logical analysis and synthesis. The relevance of the study is due to the fact that the role of educators in the field of media education, the challenges and tasks they face when introducing media literacy into the curriculum, as well as the connection between the acquired media literacy skills in the university community and later professional needs, are not sufficiently covered in current scientific works. The scientific novelty of the study lies in the fact that the article lists in detail the main tasks of the teacher when introducing the basics of media literacy into the discipline. The paper also highlights the main obstacles for teachers to integrate media literacy into the educational process, including political conditions, the structure of educational sectors, Журнал крос-культурної освіти/ Journal of Cross-Cultural Education. № 4 2024 16 lack of experience, budget or resources, and lack of organisational commitment to this area. The analysis of the results suggests the importance of media literacy as an integral part of private and professional life, and thus the significant role of teachers in promoting this concept in formal education for children and young people, which is timely and important. The article also outlines the prospects for further research, including the identification and critical analysis of media literacy projects proposed by civic activists, educators and media experts in Ukraine and abroad, the development of methodological recommendations for teachers to introduce media literacy knowledge in foreign language classes, the selection and independent development of authentic teaching materials, and recommendations for practical activities in evaluating media texts and creating their own media products.

SELF-DIRECTED LEARNING METHOD (SDL) TO ENHANCE SPEAKING SKILL

The efficacy of self-regulated learning in the context of language acquisition has been widely acknowledged. This study demonstrates the impact of self-regulated learning on the enhancement of students' speaking abilities. Within the context of English as a Foreign Language (EFL), the act of speaking is commonly regarded as a formidable undertaking that necessitates the utilization of various actions, skills, and strategies to attain effective communication. Digital portfolios have a significant impact on language learning as they encompass learners' actions, skills, and strategies in classroom planning. This research investigated the influence of self-regulation processes on students' performance in speaking tasks in English as a Foreign Language (EFL) classes at Politeknik Penerbangan Jayapura. The primary outcomes that were observed encompassed the phases of anticipation, realization, and reflection in speaking tasks. The findings of the study indicate that individuals who possess self-regulatory skills can effectively communicate when they possess a comprehensive understanding of the task at hand and can regulate their actions accordingly.

Methodological training of students of linguodidactic specialities in foreign language classes

Abstract. The active development of international cooperation in new directions in various fields and areas of activity, changing positions in the labor market, have entailed increased demands on specialists in the teaching foreign languages field. The purpose of the study is to analyze the “professionally oriented foreign language communicative competence” concept, and also consider the formation methodological competence technology in the context of professional training of a future teacher in practical classes in English.Materials and Methods. Scientific and methodological literature analysis, systematization and comparative study of approaches to the characteristics and content interpretation of the “professionally oriented foreign language communicative competence” and “methodological competence” concepts – as a professionally significant structural component, educational activities design in the context of methodological competence formation among junior year linguodidactic students profiles in language classes constituted a complex of methodological approaches used in this work.Results and Discussion. The existing approaches to the interpretation of the term “professionallyoriented foreign language communicative competence” and its components – subcompetences, including methodological competence – have been studied. The number of work methods for developing methodological competence among 2nd year students of linguodidactic profiles in practical language classes are described.Conclusion. Methodological aspects’s integration into the linguistic education content in junior years helps to improve the professional training quality of students – future foreign language teachers. The methodological competence formation among students of linguodidactic profiles in practical classes in a foreign language is a necessary condition for the successful implementation of their future professional activities

Audiovisual Translation and Language Teaching

Audiovisual Translation (AVT) and foreign language (FL) learning have converged in recent decades to be an effective combination to improve language skills. Respeaking is one of the few modalities that involves oral practice, since it combines shadowing – a technique involving the immediate and simultaneous repetition of spoken language by a language learner, typically with a brief delay behind the speaker – and the subtitling practice. The present paper aims to offer a proposal on the use of respeaking in FL acquisition emphasising its advantages for FL speaking skills. First, the article will explore the current landscape of language learning and Didactic Audiovisual Translation (DAT). It will then define the concept of respeaking and examine the challenges associated with this AVT method. Subsequently, the discussion will focus on the technique of shadowing, its link to respeaking and its potential benefits for improving oral skills. Finally, the concept of didactic respeaking will be introduced. A proposal will be provided to determine what didactic materials should be used as such, and some reflections on how respeaking can be assessed in FL teaching will be made. The final conclusions reflect on the feasibility of introducing respeaking as a didactic tool in FL teaching, which could be a potential new trend in DAT. Lay summary Audiovisual translation, or the translation of audiovisual texts such as film using modes such as subtitling and dubbing, has been used in language teaching over the years to help students improve their language skills. When studying, learners still struggle when it comes to speaking in class, and they find this ability is the hardest to learn. In audiovisual translation, there is a modality called “respeaking” that involves speaking and listening at the same time. In respeaking, respeakers listen to an oral message and they repeat it so a voice-recognition software can transcribe it. This is frequently used to create live subtitles for people who are deaf or hard of hearing so they can enjoy the programme or the event despite their hearing impairment. This enables them to understand dialogues or sounds because subtitles reflect what is going on and respeakers adapt the information to their needs. If we refer to how respeakers do their job, we can say that respeaking is one of the few modalities of audiovisual translation that involves speaking. We say this because when respeakers respeak, they do what we call “shadowing”: this means that respeakers repeat the message they are hearing out loud, so we can say they are the shadow of the original message. To do so, we will first explain what has been done in audiovisual translation and language teaching until today. Then, we will focus on respeaking, so we will define what it is and the limitations we can find in it. Here we will also talk about shadowing, and how it has been proved that it helps students to improve their speaking. After this, we will show a proposal on how to use repeaking in a lesson plan, showing the materials, the exercises and the tasks that can be done in a foreign language class, and we will wrap up the article by thinking of the applications of respeaking in language teaching and how this could be use from now on to teach languages.

The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings

In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is a scarcity of research investigating the connections among needs satisfaction, teacher support, L2 learning experience, willingness to communicate, and academic motivation—factors that play a crucial role in students’ academic performance in this context. This study addressed the lack of knowledge by examining the impact of needs satisfaction and teacher support among Omani students enrolled in English as a foreign language (EFL) classes. The structural equation modeling data via SMART PLS revealed a positive correlation between needs satisfaction, L2 learning experience, increased willingness to communicate, and academic motivation in ICALA. Furthermore, teacher support positively impacted willingness to communicate, academic motivation, and L2 learning experience. The results facilitate fostering needs satisfaction and teacher support in ICALA and contribute to our understanding of the connections between these variables. A more in-depth discussion is held regarding the significance of the study for educational practices.

Challenges and opportunities in implementing intercultural education in higher education: the perceptions and practice of foreign language teachers in a Chinese university

ABSTRACT Intercultural education (IE) is considered a response to the challenge of conflict and discrimination. This study explores the challenges and opportunities in IE in foreign language classes in a Chinese higher education institution, focusing on teachers’ perceptions and practices. We find that teachers usually essentialise IE, and many intercultural opportunities are neglected. The main challenges are teachers’ limited awareness of IE, concern about conflicts and the belief that IE is not their responsibility. However, elements of interculturality still enter the classroom, resulting in unconscious implementation of IE. This implies future opportunities for IE in Chinese HE if properly guided by teacher training.

The use of peer questioning in foreign language classes at university

Students currently studying at universities are representatives of generation Z, who have been accustomed and adapted to communication online since childhood using instant messengers and smartphone applications. In the age of digital technology, one of the pressing tasks in educating the younger generation is teaching them personal communication. The aim of this research is theoretical substantiation of the importance, description of the practice of application and experimental test of the peer questioning technique in foreign language classes with information technology students. Peer questioning refers to techniques used as interactive methods of teaching a foreign language. Interactive learning is a mandatory requirement of the Federal State Educational Standard for higher professional education of the latest generation. The main results of this work were: the structure design, the preparation stages, methodology for conducting and evaluating the technique of peer questioning of lexical material as a form of teaching a foreign language to students the of Mathematics and Information Technologies Institute at the Federal State Autonomous Educational Institution of Higher Education «Volgograd State University». The paper describes the main features of conducting a peer questioning and its advantages in the development of professional foreign language competence of students. Methods such as review and theoretical analysis of scientific literature, generalization of scientific information, and experimental method were used as research tools. As a result of the study, the use of peer questioning technique was proposed as one of the forms of interactive teaching a foreign language, which contributes to more effective learning of scientific and technical terminology.

Algorithms for using dictionaries in foreign language classes

Dictionaries are an invaluable resource for foreign language learners. They provide insight into the meaning of new words, their grammatical properties and usage, thereby enhancing students’ vocabulary and literacy. The ability to work with a dictionary is beneficial for both reading and writing. While guessing the meaning of unfamiliar terms based on context is a useful strategy, it is not always reliable, especially for infrequent or specialized vocabulary. In addition, students may not always have the opportunity to seek assistance from teachers or peers. Therefore, proficiency in using dictionaries plays an important role in fostering independent learners who rely on their own decisions, efforts, and learning styles.

Research on Differences Between Chinese and American Foreign Language Classrooms and the Impact on English Education in China

In the context of globalization, the cultivation of foreign language abilities has emerged as a crucial objective in the pursuit of enhancing students comprehensive quality. It is obvious that there are notable discrepancies in the concept and practice of foreign language teaching between China and the United States, which directly affects the formation and advancement of students linguistic abilities. This paper focuses on English classrooms in Chinese universities and Spanish classrooms in the American universities, with a particular emphasis on the differences in teaching methods, classroom interactions, and assignment settings. The study used comparative survey method and literature review to study and analyze the foreign language classes of the two countries. The results show that Chinese university English classrooms tend to focus on the mastery of grammar and vocabulary, while Spanish classrooms in the United States pay more attention to the practical use of language and adopt interactive and task-oriented teaching methods. In light of these observations, this paper puts forward some suggestions for the improvement of English education strategies in China, including improving the interactivity in Chinese English classrooms, focusing on language practice and task-based teaching, so as to enhance students practical application ability. The research aims to provide insights for English education in China and help students better adapt to and cope with the challenges of language learning and application in the context of globalization.

ВИКОРИСТАННЯ КЕЙС-МЕТОДУ ДЛЯ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ- ЕКОНОМІСТІВ НА ЗАНЯТТЯХ З ІНОЗ ЕМНОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ

Today’s global socio-economic factors determine the strategy of education development. The problem of high-quality training in the fi eld of economics specialists is gaining relevance, as it provides a new impetus for the modernization of the economy, integration, social mobility, and development of the labor institute on new principles of maintaining competitiveness. To prepare specialists who can be eff ective in the modern labor market, teachers in higher education institutions need to use modern methods which help connect academic learning with real-life practice. The purpose of the article is to theoretically defi ne the eff ectiveness of the case method in practical foreign language classes, which directly aims at the formation of professional foreign language environmental competence of economics students of higher education institutions. Theoretical (critical analysis, synthesis, modeling), empirical (observation, generalization, classifi cation, description), and experimental research methods have been used in our work. The case method is the independent activity of students in a simulated situation which provides an opportunity to combine theoretical training and practical skills. All cases are divided into simple cases, case-exercises, case-examples, case-solutions, and complex cases. The classic version of the case method is characterized by preparatory, main, and fi nal stages. Each case has an educational function and requires a certain amount of time. The case method creates opportunities to creatively use lexical material and allows students to adapt to real and potentially possible situations. It serves to analyze and systematize information, teaches critical thinking and objective assessment, and develops logic and fl exibility in thinking. With the help of this method, students have the opportunity to show initiative and feel independent in mastering theoretical concepts and practical skills. The case method, as an interactive method, has a positive eff ect on the motivation of economics students. Its use in foreign language classes for the formation of environmental students’ competence is necessary and eff ective because the process of acquiring environmental knowledge must become continuous and should correspond to the conditions of modern human development. Key words: case method, environmental competence, foreign language classes for specifi c purposes (ESP), students of economics, higher education institution.

MEDIA EDUCATION IN THE CLASSROOM IN THE DISCIPLINE «FOREIGN LANGUAGE»

The personality of students is formed in modern conditions largely under the infl uence of the fl ow of visual media. The formation of media competence is possible through the inclusion of elements of media education in the content of the discipline “Foreign language” (integrated media education). It can be argued that the subjects “Foreign language” and “Media Education” can be combined, since they have a common genesis. They are based on the idea of communication. Currently, the discipline of “Foreign language” is implemented through text formats, which by its nature also applies to communication. Mass communication is a kind of communication. With the help of media education, it is possible to perceive foreign-language screen works. Modern students prefer video and television to reading. The purpose of the study is to substantiate the need for the use of media education. Methods of analysis included content analysis of literature on the research topic, study, description, questionnaire, observation. We conducted a survey on teachers, teachers and methodologists of educational institutions on the topic: “What does the media mean to you?”. As a result of the survey, we concluded that electronic on-screen media are currently the most widespread among young people. Through them, the younger generation receives patterns of behaviour, lifestyle, and also learns foreign languages. That is, we say that teaching various speech genres and forms can take place on the basis of videos in a foreign language. We actively use cartoons in our Foreign Language classes. Cartoons help to train listening skills: after watching the cartoon, it is suggested to perform a number of tasks on the content understanding. The method of conducting a lesson with watching a movie is given.

Investigating Verbal Learners' Perspectives on Silence in English as a Foreign Language Classrooms in Myanmar

Recognising the value of silence in English as a Foreign Language classes, this study aims to extend critical discussion to similar issues in Myanmar classrooms. We explored how verbally active Myanmar EFL students interpreted classroom silence. A qualitative case study was used to interview three self-perceived EFL ‘verbal learners’. Data analysed thematically using Jaworski's (1993) silence categories and Kurzon's (1995) model of intentionality revealed that participants acknowledged the benefits of silence, yet complained about unintended and pointless silences. The study highlights the usefulness of silence in in-class group learning and the need to explore silence holistically for diverse learning styles.

Revisiting Total Physical Response: Evaluating Its Impact on Vocabulary Acquisition and Retention in EFL Classrooms

This paper analyzes the impact of physical action on foreign language vocabulary acquisition. Total Physical Response (TPR) is a methodology developed half a century ago that was later abandoned, and there is now relatively little research into its potential for foreign language learning. The researchers aimed to revitalize this methodology and test its impact on vocabulary acquisition and retention in foreign language learning. The study was conducted at a secondary school in Iraq with twenty participants aged 14 to 15 years. A physical action game related to vocabulary spelling was integrated into English as Foreign Language (EFL) classes, after which participants were evaluated on vocabulary acquisition and retention. Additionally, a questionnaire was administered to assess their subjective satisfaction with the methodology. The results indicate that this method significantly enhanced vocabulary acquisition and retention among the students, and their subjective satisfaction was notably high. Given the relatively small sample size, this study serves as a pilot study, to be validated on a larger scale in the future. The implications are relevant for curriculum designers as well as the development of psycholinguistic theory. Further research is needed to explore the mechanisms responsible for improved vocabulary acquisition and retention when using this methodology in the context of emerging cognitive science and psychology.

The Development of Intercultural Competence for Teachers of English as a Foreign Language through an Instructional Design Project

Most teaching pedagogies in English as a Foreign Language (EFL) classes prioritize linguistic skills development over exploring how cultural factors shape language interpretation. To address the gap, this study developed and evaluated an instructional design project using the attention, relevance, confidence, and satisfaction (ARCS) motivational design model combined with critical pedagogy through computer-mediated communication (CMC) tools. The purpose of this research is to enhance EFL teachers’ intercultural competence. Multimedia resources were used to capture participants’ attention, and news articles were selected to connect to their lived experiences. Online forums were used to build their confidence, and intercultural activities provided satisfaction through practical engagement. Critical literacy pedagogy guided the design of questions to encourage EFL teachers to explore assumptions, challenge perspectives, and critically analyze language. Data from 16 EFL teachers’ questionnaires, online comments, and interviews indicated that task attractiveness and the online environment motivated EFL teachers to develop critical literacy skills. Future studies could explore additional strategies for integrating intercultural competence into EFL teaching and examine how cultural dynamics within groups influence online communication.

Формирование лексических навыков при обучении английскому языку в вузах системы МВД России с использованием лексических игр

Professional communication is characterized, first of all, by the presence of a special language, that is, a special vocabulary used by specialists in a particular field of activity when communicating. In this regard, it is necessary to pay special attention to the process of forming lexical skills when teaching English. A common method of working at all stages of the formation of lexical skills is lexical games. The use of lexical games in teaching any foreign language, including English, plays a special role in learning ESP (English for specific purposes). An example of one of these lexical games is the game "Jeopardy", the essence of which is revealed in this study. The purpose of the study is the theoretical substantiation of the process of formation of lexical skills in teaching English in universities of the Ministry of Internal Affairs of Russia and the development of exercises aimed at the formation of lexical skills using lexical games. The subject of the study is the peculiarities of the use of lexical games in the formation of lexical skills in English in universities of the Ministry of Internal Affairs of Russia. The practical significance of the research consists of materials that can be used in foreign language (English) classes language in higher educational institutions of a legal orientation, including in educational organizations of the Ministry of Internal Affairs.

From Words to Wonders: EFL Students' Perceptions of Digital Storytelling for Language Learning

This study investigated the use of digital storytelling (DST) in university-level foreign language classes in Vietnam, focusing on students' perspectives. While the term "digital storytelling" may not be widely recognized, it has been adopted by educators, students, and others worldwide as a way to create short films by integrating multimedia elements. The research problem addressed in this study was to extensively examine students' views on incorporating DST projects into their foreign language courses to enhance students' confidence, interaction, and motivation. Data was gathered through various methods, including questionnaires, interviews, observations, student-made videos, and online comments, to describe and interpret the case from the participants' (83 EFL students) perspective. The results indicate that DST positively impacted students' language confidence, critical engagement, motivation, and interpersonal relationships. Students recognized the advantages of DST, such as enhancing language skills and boosting engagement, but also acknowledged the need for more time, resources, and a clear educational strategy to fully integrate DST into the language learning curriculum.