Foreign Language Courses Research Articles

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.

Онтологическое моделирование как средство семантизации терминологической лексики в процессе обучения иностранному языку специальности

The study provides a rationale for the use of ontological modeling techniques for teaching the language of a specialty to foreign students studying educational programs in Russian. Ontologies of subject areas, defined as conceptualization specifications, are widely used in computational linguistics to create formalized knowledge management systems. In the context of internationalization, globalization and a colossal increase in the volume of industry knowledge, linguaprofessional skills of interlingual modeling and systematization of conceptual areas of various professions should become a basic element of foreign-language professional communicative competence. This study presents the experience of applying linguistic ontological modeling techniques as a means of improving the effectiveness of terminology teaching, in particular, in terms of semantization of terminological units that form the conceptual sphere of professional communication of students in non-linguistic areas of training. In the course of this study, positive experience was accumulated in applying linguistic ontological modeling techniques, proving the feasibility of using ontologies as a means of semantization of industry terminology. In the applied aspect, the approach we propose can be used for ontological modeling of foreign language courses for special purposes, as well as for creating digital didactic products with an extended list of functions that form a linguistic and professional virtual learning environment.

Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

To equip students with 21<sup>st</sup> century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.

The Impact of Computer-Based Activities and Non-Computer-Based Activities on College Students’ Learning Engagement in English Lessons

The impacts of computer-based activities (CBAs) and non-computer-based activities (NCBAs) on the learning engagement of college students in English as a Foreign Language (EFL) courses at FPT Polytechnic College are investigated in this paper. The study involved eighty second-year students, followed a mixed-methods approach with a within-subject design spanning six weeks. Participants in courses include just CBAs during the first three weeks, followed by NCBAs in the next three weeks. To evaluate students' cognitive, emotional, and behavioral involvement in different learning environments, data were gathered by means of surveys and interviews. With 55% of participants choosing NCBAs for concept sharing and 58.75% expressing enthusiasm for class involvement, the results show that NCBAs significantly raised students' cognitive and emotional engagement. On the other hand, CBAs linked with lower participation levels on several other criteria. The paper underlines the need to include NCBAs to improve the learning environment and advises teachers to use a balanced approach in the evolution of EFL curricula. In language-learning environments, this paradigm increases student involvement and raises educational results.

Students' Perception Of Non-Native Japanese Speaker Teacher's Competencies (Nnjsts) : Gender-Based Review

Japanese is one of the foreign languages taught in formal and informal educational institutions in Indonesia. The development of Japanese language learners is increasing quantitatively. In foreign language courses, native and non-native teachers collaborate on pedagogical tasks. This trend is also happening in Japanese foreign language courses. In addition, there are around 6,617 non-native Japanese language teachers (Japan Foundation, 2021). There is an argument that Native Japanese Speaker Teacher's (NJST) has many advantages over Native Japanese Speaker Teacher's (NNJSTs) and that students prefer NNJSTs over NJST, but the argument must be assessed. Many researchers have explored students' perceptions of NJSTs and NNJSTs worldwide in formal education institutions but not in the non-formal education institution sector. This study aims to explore the perception of Indonesian students towards NNJSTs in non-formal educational institutions, namely LPK Fuji Academy Singaraja with all samples coming from active students registered from January to August 2024. This study is a quantitative research with a descriptive approach conducted using an instrument in the form of a closed questionnaire based on the Likert scale. This study revealed that the perception of male and female students did not have a significant difference in their teaching competence based on the theory of Nuibe et al (2006). Male participants rated NNJSTs higher in terms of teaching effectiveness and communication skills, with an average score of 9.8. In contrast, female respondents gave slightly lower ratings in these areas with an average of 7.1. Furthermore, through this research, students need NNJSTs more because they allow for a successful learning process because of effective learning strategies. In addition, NNJSTs also help students in facing difficulties and challenges in their learning process.

The Impact of Sociological Situations, Psychological and Psychological-Situational Characteristics on Curious in Foreign Languages Learning Behaviors of Secondary Students of the Northern British International School

Background and Aim: This research explores the impact of sociological situations, psychological characteristics, and psychological-situational characteristics on the curiosity and behaviors of secondary students learning foreign languages at the Northern British International School. In today's globalized world, proficiency in foreign languages is crucial for academic and professional success. Understanding the factors that influence students' motivation and behaviors in learning languages like German and Chinese can help educators develop effective strategies to enhance their engagement and performance. Materials and Methods: The study involves 42 students from grades 7 to 12 enrolled in foreign language courses at the Northern British International School. A purposive sampling method was used to select the participants. Data were collected using a questionnaire designed based on a comprehensive review of relevant literature. The validity of the instrument was ensured by expert evaluation, and its reliability was tested using Cronbach’s alpha. Descriptive statistics and multiple regression analysis were employed to analyze the relationships between sociological situations, psychological characteristics, and psychological-situational characteristics with students’ foreign language learning behaviors. Results: The analysis revealed that psychological-situational characteristics had the strongest influence on foreign language learning behaviors, followed by sociological situations and psychological characteristics. The regression model indicated that these factors collectively explained 60.3% of the variance in learning behaviors. Specifically, positive learning environments and supportive relationships were found to significantly enhance students' curiosity and engagement in language learning. Conclusion: The findings highlight the importance of creating a supportive and stimulating learning environment that considers both individual and contextual factors. Educators and policymakers should focus on fostering positive sociological and psychological-situational conditions to enhance students' curiosity and motivation to learn foreign languages, ultimately improving their proficiency and academic performance.

Modern technologies and subject content of a foreign language course for future media specialists

Importance. The subject-language integrated approach is relatively new in the field of foreign language teaching methods. It pursues a dual goal related to the formation of professional communication skills in a foreign language (the formation of communicative and professional competencies). The application of the subject-language integrated approach faces several challenges related to both teachers and students. Firstly, the level of training of students should correspond to the B1B2 level. Secondly, the level of teacher training should combine the foreign language teaching with the specialized content teaching. The potential of the subject-language integrated approach in teaching foreign languages has already been applied and evaluated in the future doctors training, lawyers, and agricultural specialists.Research Methods. The subject-language integrated approach can be incorporated into the language training for future professionals in the media sphere (areas of training “Journalism”, “Advertising and Public Relations”, “Media Communications”). The professional component of the course is related not only to the thematic content of the classes, but also to the possibility of using modern technologies (for example, the artificial intelligence capabilities, virtual and augmented reality technologies) in the media products development within the framework of the training course with their subsequent discussion in the language being studied.Research Results. The subject-language integrated approach has obvious potential in the language training of future media specialists (areas of study “Journalism”, “Advertising and Public Relations”, “Media Communications”). The specialized subject content of the course, as well as the technologies and tools used in the practice of media specialists in the media products and advertising products development, along with language competencies, allow the formation of professional competencies.Conclusions. The aim of the research is to further investigate the potential of an integrated approach to the training of future media professionals. Of particular interest to the study is the identification of specific speech skills required for effective foreign language communication in the speech interaction professional sphere.

Teachers as silencers: a Q methodology study into teachers’ characteristics contributing to unwillingness to communicate among foreign language learners

ABSTRACT Purpose This Q methodology study explored foreign language learners’ divergent viewpoints on teachers’ characteristics that contribute to unwillingness to communicate (unWTC). Design/methodology/approach Q sorting was administered in-person with 40 Chinese undergraduate students enrolled in several Thai as a Foreign Language courses at a university in Thailand. The students sorted 30 statements, each reflecting distinct teacher characteristics that potentially silence them in the classroom, onto a forced-distribution grid. All Q sorts were analyzed using inverted factor analysis, followed by semi-structured interviews with six of the participants. Findings The findings revealed three profiles of characteristics that contribute to L2 unWTC, namely, the impatient teacher, the uninspiring teacher, and the intimidating teacher. These profiles were found to hinder different groups from engaging in L2 communication. The findings are discussed in relation to relevant educational theories, and implications are presented. Originality/value This study highlights the importance of understanding and addressing specific teacher behaviors that influence learners’ L2 WTC. By identifying and mitigating these behaviors, educational institutions can create more supportive and encouraging learning environments that promote greater engagement and success in language learning.

Effects of Collaborative Assessment on Undergraduate Students’ Writing Performance

This study investigates the impact of collaborative assessment on undergraduate students’ writing performance in English as a Foreign Language (EFL) courses in Indonesia. Collaborative assessment, which encompasses self-assessment, peer assessment, and teacher assessment, enhances writing proficiency and critical thinking skills. This study exclusively incorporates the field dependence-independence (FDI) cognitive styles to explore how these learning styles interact with collaborative assessment strategies. The research used a quantitative method to involve 120 students from Universitas Pancasakti Tegal, divided into field-independent and field-dependent groups. Over 14 weeks, students participated in collaborative assessment activities within their writing courses. Pre- and post-tests, along with survey questionnaires, measured improvements in writing performance and student attitudes. Results indicated significant improvements in writing skills for both cognitive style groups, with field-independent students showing slightly higher gains. The study concludes that collaborative assessment effectively enhances writing performance and fosters positive learning attitudes, regardless of cognitive style, and recommends integrating this approach into EFL writing instruction. The findings imply that collaborative assessment is a valuable tool for accommodating diverse learning styles in EFL education.

CHATGPT IN FOREIGN LANGUAGE TEACHING AND ASSESSMENT: EXPLORING EFL INSTRUCTORS’ EXPERIENCE

The paper presents the results of the first stage of the research into the specifics of ChatGPT application in assessment development for English as a Foreign Language (EFL) courses. The article aims to investigate the perceptions of English language teachers regarding the utilization of ChatGPT in their teaching and assessment practices obtained through a survey in order to establish the degree of their familiarity with the possibilities of ChatGPT for teaching a foreign language and the mechanics of AI-generated test tasks design. The participants are mostly experienced English language instructors, affiliated with higher education institutions in Ukraine, the EU and the USA. Findings reveal varying levels of respondents’ confidence in ChatGPT's functionalities. A considerable proportion of educators appeared to be either unfamiliar with ChatGPT or possess limited knowledge of its capabilities. Hesitancy in implementing ChatGPT in teaching practice primarily stems from a lack of guidance as to its effective utilization closely followed by academic integrity concerns. However, educators who have employed ChatGPT recognize its potential as an assistant in lesson planning, content creation, task design, and assessment, especially for vocabulary, grammar, and writing. Despite acknowledging the tool's benefits, respondents express reservations about ChatGPT-generated tasks’ accuracy for assessment purposes. Challenges include the need for meticulous proofreading, issues with biased information, and insufficient task complexity. Nonetheless, overall satisfaction levels among educators implementing ChatGPT range from moderate to high, substantiating its value in foreign language teaching. Thus the survey stage of the research revealed the growing interest in ChatGPT’s potential for foreign language teaching and assessment among Ukrainian and international EFL and ESP instructors and underscored the need for guidelines and recommendations to create effective ChatGPT-generated test tasks. Future research will develop criteria for evaluating ChatGPT-generated tasks, provide prompt design guidelines, and formulate ethical policies for AI in assessment, addressing educators' concerns and

Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity

This mixed-methods study explored the perspectives of university instructors and learners of English as a foreign language (EFL) regarding ChatGPT’s effectiveness for EFL learning and its implications for academic integrity. Twenty-four instructors and 135 learners engaged with ChatGPT for one trimester. After a training session, instructors incorporated ChatGPT into their teaching. At the trimester’s end, questionnaires were distributed to gather participants’ opinions on their experience with ChatGPT. Instructors also provided open-ended responses and participated in semistructured interviews. Instructors and learners both had positive attitudes about artificial intelligence (AI) use in EFL learning, especially for written work. Learners acknowledged, however, that they might conceal their ChatGPT use from instructors; many said they would have ChatGPT complete their homework, if possible. Customizing responses within a word limit and generating multiple answers to similar prompts were identified as ChatGPT capabilities that could lead to misuse. This study’s practical implications, along with solutions for reducing the risk of AI-facilitated plagiarism, are discussed.

A Lesson Design on the Subject of Climate Change as a Course Unit in Language Teaching

Aim. The purpose of this qualitative research is the preparation, implementation and evaluation of a present-related lesson focused on the selection of the subject of climate change for elective German courses taught in universities. For climate change, the issues of sustainability and peace are also important. It is important to address these issues in educational institutions. The dove of peace is an important figure. Methods. In this research the document analysis technique was used. The research on the subject of climate change, sustainability and peace in the context of relation to the present was taken up during the winter semester of 2022/2023 academic year in the elective German courses of the researcher at Hacettepe University. Results. The successful contribution of the lesson planning model already mentioned in this article was also observed in the teaching activities at primary and secondary schools conducted earlier. The participants discussed climate change, sustainability, and peace. Conclusion. It was observed that the participants voluntarily talked about climate change, sustainability, and peace. It is important to state that the interest of the participants in German courses continued. Originality. German language courses are offered as a foreign language learning practice and elective foreign language courses in schools, private institutions, and universities in Turkey. Participants from all the departments of the Hacettepe university voluntarily attended the elective German language classes. To conduct the German courses effectively, a suitable method should be developed to help the participants who come from different countries having various levels of fluent speech.

Impact of a game-based tool on student engagement in a foreign language course: a three-term analysis

Impact of a game-based tool on student engagement in a foreign language course: a three-term analysis

Adaptation of Teaching Materials for Morality Cultivation in College English Courses

In order to achieve the goal of fostering morality cultivation, college English must be reformed to meet the new requirements of morality education in foreign language courses. This paper takes Unit 4 in Book 2 of New Target College English: An Integrated course as an example to demonstrate the requirements of adapting textbook content to serving morality education. Its basic principles and methods are as follows :1) to refine the morality themes and determine the teaching objectives; 2) use content-based teaching method to achieve theme-based teaching activities and naturally integrate language ability with morality goals; 3) arrange teaching content around morality themes, and connect online and offline learning activities to introduce and consolidate morality cultivation teaching.

IMPLEMENTASI METODE DELPHI TERHADAP TUGAS AKHIR MATAKULIAH TEFL

In the era of globalization and rapid technological development. To prepare students to face social changes, the world of work and rapid technological advances, student competencies must be improved and prepared to face the demands of the times. and these optimal and relevant skills must be considered in the Teaching English as a Foreign Language (TEFL) course. Microteaching in TEFL courses must be adapted to the demands of the times. Therefore, the Delphi Method can be used to form guidelines and predict trends. The five main uses of Delphi in higher education, include: cost effectiveness, cost-benefit analysis, curriculum and campus planning, university education goals and objectives, generalized futuristic education goals and objectives. This research uses a descriptive qualitative method with a literature study approach. Keywords in qualitative research, namely, the process of understanding, and humans. both natural phenomena and man-made phenomena. These phenomena can be activities, and the difference between one phenomenon and another. This is indicated by the results of the standard deviation which has reached the optimal level. Based on the results of the priority sequence reference, it can be determined that students are required to record microteaching practices. themselves, and upload it to YouTube and then report it to the lecturer. YouTube's selection policy is based on this platform not limiting the length of the video, so students can be as creative as possible in class.

Курс английского языка как способ профессиональной ориентации и самоопределения в средней школе (10-11 классы, подготовка будущих дипломатов)

The aim of the study is to justify the need to develop an English-language course for immersion in a professional field within the framework of organizing career guidance for schoolchildren (grades 10-11). The paper emphasizes the expediency of using a specially constructed foreign-language course (English for future diplomats) in preparing high school students for career choice. The authors present their experience in creating and testing this course at the International School of Youth Diplomacy, vividly describing the components of the design process. The scientific novelty of the study lies in the fact that it describes for the first time the stages of organizing career guidance for high school students based on a separately developed specialized English-language course for linguodidactic purposes. As a result, the researchers present features of modeling the “English for Future Diplomats” course, provide specific recommendations for its development, and outline methods for organizing student work, taking into account the specifics of the course program.

BOOSTING LANGUAGE LEARNING WITH MCII STRATEGY: A QUASI-EXPERIMENTAL STUDY ON SECONDARY STUDENTS

Background and Purpose: Foreign language learning has long been a topic of research, with pedagogical challenges frequently examined. While self-regulation is recognized as critical to student motivation and success, the effectiveness of specific self-regulatory strategies in foreign language learning merits further investigation. This study sought to explore the impact of a self-regulatory strategy, mental contrasting with implementation intentions (MCII), on the foreign language learning performance of secondary students. Methodology: This quasi-experimental study involved 47 fifth-grade students attending a foreign language course at a secondary school. Participants were assigned to an MCII group (n=27) or a comparison group (n=20). The MCII group received instruction on identifying goals, envisioning the best outcome, anticipating obstacles, and creating plans to overcome them. The comparison group received instruction on identifying goals and envisioning the best outcome. Grade point averages in the English course from the first and second semesters were used as pre-test and post-test measures. A general linear model was used to analyse the data. Findings: MCII group performed significantly better in the foreign language course at the end of the semester than the comparison group, with a medium effect size (η2p = .11). Participants in the MCII condition achieved higher GPA difference scores (M= 8.15, SD = 10.05) than those in the comparison condition (M= 2.82, SD= 6.17). Contributions: MCII strategy fosters goal-directed behaviour, goal striving, and ultimately, goal achievement. Practitioners can create and use MCII forms tailored to students' grade levels to enhance their goal striving and achievement in foreign language learning. Keywords: Foreign language learning, intervention, self-regulation, academic performance, quasi-experimental study. Cite as: Caner-Yıldırım, S. (2024). Boosting language learning with mcii strategy: A quasi-experimental study on secondary students. Journal of Nusantara Studies, 9(2), 218-240. http://dx.doi.org/10.24200/jonus.vol9iss2pp218-240

LE VOYAGE D’AFFAIRES – ENJEUX ACTUELS ET FUTURS DANS UNE PERSPECTIVE DIDACTIQUE (BUSINESS TRAVEL – CURRENT AND FUTURE STAKES FROM A DIDACTIC PERSPECTIVE)

In the context of the changes caused by scientific and technical progress, taking into account the demands of speed, promptness, immediate response, attention to details, efficiency, creativity and performance that international business entails, the health crisis of 2020 but also the possible occurrences of other crises of any kind, in recent years there have been changes in the organization and running of the gainful activity and professional travel, which has led to the evolution of the tourist discourse and its themes, to technological and linguistic innovations. In terms of business travel, new internet-connected workspaces have emerged that allow today’s business people to track business, intervene in real-time and continuously participate in transactions from the very first moment of the trip. Also, organizing and planning a trip involves accessing online booking platforms and selecting an extensive range of suitable accommodations or restaurants. In this paper, we will show that, in foreign language courses for business, the use of authentic print and online media documents that present the new realities, in addition to the units dedicated to business trips in textbooks published in the last 20 years, can contribute to updating and expanding the horizons and skills of the students from the Faculty of Economic Sciences, diversifying the contents, means and methods of learning, enriching the vocabulary, to a better understanding of the current economic context.

Using Two-Way Immersion Program in Teaching English in Kazakhstan: Teachers’ View

The Program of Two-way immersion is a form of integration students from two different groups and contemporary studying of two languages and subjects on these languages. The method as a method was appeared in Canada in the early 1960s. The program of TWI adherence to the following criteria: 1. The number of students is the same in two group; 2) groups gathered into one group according to the main subjects; 3) all main subjects are taught in two languages simultaneously. Two types of TWI program: 50\50; 90\10. This qualitative study aims to examine teachers’ views on the implementation the bilingual program into educational process of Kazakhstan. The literature review showed that Two-way immersion program is one of the innovative methods within the trilingual education of Kazakhstan, that not sufficiently studied and approved. It was hypothesized that TWI program makes an effect on trilingualism of Kazakhstan. For checking the awareness of this program, it was conducted an experimental work in Karaganda Buketov University, Kazakhstan. (103 teachers from the faculty of foreign languages, within five departments: Department of foreign philology; Foreign languages department; Department of translation theory and practice; Department of the theory and practice of foreign language training; Department of the practical foreign language course)The results demonstrate that this program is not sufficiently studied, becomes relevant in the educational process and informative, as well as to create the necessary methodological recommendations. The usage of TWI program improves the system of bilingual education in Kazakhstan, expands the level of professional readiness of teachers and students, develops high levels of academic competence and motivation.

Integrating critical thinking skills into a foreign language course for law enforcement officers

Integrating critical thinking skills into a foreign language course for law enforcement officers