Foreign Language Learning Contexts Research Articles

Motivation and English Language Learning: Students’ Perspectives

This study investigates university students’ motivation for learning English language in the Kurdistan region of Iraq. The region is a foreign language learning context because English language learners almost entirely learn the language inside the classroom and without regular exposure to the English language outside. Besides English language centers, English Department in private universities is one of the most wanted departments in the region. However, we do not know students’ motivation for their choice. Therefore, a questionnaire was administered to 106 students from English department in a private university with the intention to obtain knowledge about their motivation for learning the English language and more specifically whether it is integrative and/or instrumental motivation. The study found that the level of students’ integrative motivation was different from instrumental motivation. This finding can be used by educators and university lecturers to embed motivation constructs in their teaching practices to keep the students motivated throughout their college years and have the desired outcome in the end.

The effect of student acceptance on learning outcomes: AI-generated short videos versus paper materials

The use of video and paper-based materials is commonly widespread in foreign language learning (FLL). It is well established that the level of acceptance of these materials influences learning outcomes, but there is lack of evidence regarding the use and related impact of videos generated by artificial intelligence (AI) on these aspects. This paper used linear mixed models and path analysis to investigate the influence of student acceptance of AI-generated short videos on learning outcomes compared to paper-based materials. Student acceptance was assessed based on perceived ease of use (PEU), perceived usefulness (PU), attitude (A), intentions (I), and concentration (C). The results indicate that both AI-generated short videos and paper-based materials can significantly enhance learning outcomes. AI-generated short videos are more likely to be accepted by students with lower pre-test scores and may lead to more significant learning outcomes when PEU, PU, A, I and C are at higher levels. On the other hand, paper-based materials are more likely to be accepted by students with higher pre-test scores and may lead to more significant learning outcomes when PEU, PU, A, I and C are at lower levels. These findings offer empirical evidence supporting the use of AI-generated short videos in FLL and provide suggestions for selecting appropriate learning materials in different FLL contexts.

Gender Differences in Motivated Behavior by Croatian Students of English and German in the Out-of-School Context

Motivation is one of the key variables in second language acquisition. Motivation is also an extremely complex phenomenon that is very difficult to precisely measure due to its multidimensionality. Previous research in the Croatian educational context indicates that the intensity of motivation may depend on the target language being learned (e.g. Karlak 2014; Karlak and Mayer 2021; Karlak and Šimić 2016; Karlak and Mayer 2021; Mihaljević Djigunović and Bagarić 2007), but also that differences in the intensity of motivation exist about gender, favoring higher values among female students compared to male students in various dimensions of motivation (e.g. Karlak and Bagarić Medve 2016; Martinović 2018; Martinović and Sorić 2018). Research also shows that female students of English as a foreign language significantly more often engage in various forms of motivated behavior in the out-of-school context, such as watching television in that language, reading, listening to music, and conversing with various individuals in person (e.g. Karlak and Bagarić Medve 2016; Muñoz 2020). The conducted research aimed to determine and compare whether there are gender differences in the Croatian foreign language learning context regarding the frequency of engaging in various forms of motivated behavior in the out-of-school context, and self-assessment of communicative language competence among students studying English or German, since such research is scarce. The results show that gender differences are more numerous in the English language sample. Findings also indicate that female students, compared to male students, more frequently engage in various forms of motivated behavior in the out-of-school context. However, male students assess their level of communicative language competence higher than female students, and this difference is statistically significant among English students in the area of vocabulary.

Exploring reading and listening strategies in foreign language learning

The present paper focuses on conducting bibliographical research regarding language learning strategies and more specifically, reading strategies and listening strategies within the context of foreign language learning. The paper delves into the definitions, and the typical characteristics of these strategies, as well as the classification of them. The bibliographical research seeks to illustrate the teaching implications that surface, and provides guidance on explicit and implicit strategy instruction concerning the curriculum, the teaching resources, the teachers and the learners. Through their facilitative and counselling role educators are encouraged to endorse the strategy-based instruction, which can yield diverse educational benefits, that can motivate, and assist learners to become active, strategic, autonomous, and self-evaluative in order for their reading and listening skills to be enhanced.

Co-created augmented reality app and its impact on the effectiveness of learning a foreign language and on cultural knowledge

This paper addresses the limited exploration of the impact of virtual and augmented reality on the learning process, particularly within the context of foreign language learning among young learners. Motivated by this research gap, the EULALIA, conducted from 2019 to 2023 (2019-1-IT02-KA203-063228), sought to evaluate the efficacy of integrating technology in language education. Specifically, the study investigates the influence of virtual and augmented reality on foreign language learning, examining its effects on subjectively assessed cultural knowledge, and workflow during classes, as perceived by educators. Involving 239 learners, the study employed a pre/post survey methodology, wherein participants provided feedback before and after working with the EULALIA application or traditional learning methods. The quantitative analysis of survey data was complemented by semi-structured interviews with participating teachers, providing additional insights. The results indicate a statistically significant increase in cultural knowledge among the group utilizing augmented reality. The findings suggest a positive impact on students’ learning progression, and workflow during classes. This research contributes valuable insights into the potential of integrating virtual and augmented reality in language education, offering a foundation for future pedagogical advancements.

Exploring the Impact of Online Teaching Factors on International Students’ Control-Value Appraisals and Achievement Emotions in a Foreign Language Context

Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.

APPLICATION OF FLIPPED LEARNING METHODS IN THE UNIVERSITY CLASSROOM

Mobile technologies have increasingly become widespread, offering convenience in our daily lives as well as significant potential for educational advancement. This case study explores university students’ satisfaction with and perceptions of the use of flipped classroom methods in foreign language learning contexts. The study employs descriptive and quantitative analysis of responses from students studying English as a foreign language at the second English faculty at the Uzbek State World Languages University (UzSWLU). The findings provide insights for educators looking to implement flipped classroom methods effectively.

Oracy skills in a digital environment: what do foreign language undergraduate students need?

ABSTRACT Foreign language learning is highly interactive and requires opportunities for academic speaking. The focus of this paper is how foreign language undergraduate students experienced this process in an online learning context. Through semi-structured interviews with seven undergraduate French, German and Spanish students, participants highlighted the challenges of speaking in a foreign language in an online environment and articulated the need for speaking skills which could compensate for the lack of visual clues. Drawing on the Oracy Skills Framework, this study suggests that certain skills were particularly pertinent and others could be added to fully reflect the reality of engaging in oral communication in an online environment. The contribution of this paper is twofold. First, we propose an adapted Oracy Skills Framework for a foreign language learning context which is timely and relevant for both online and face-to-face contexts. Second, we suggest ways in which teachers and students in higher education can support foreign language learners in speaking in online spaces.

Transition in Teacher and Parent Roles, Responsibilities and Relationships Within the “Third Space” of Online Chinese EFL Learning

In the pandemic era, online learning has become the standard mode of learning in China where lockdowns were in place. However, in lockdowns, the roles of guardian, teachers and learners transform and change traditionally-accepted responsibilities and roles as well as relationships, thus warranting an examination of the third space of learning and its implications for the stakeholders’ learning practices and emotions. A review of literature demonstrates a dearth of research on issues of role and practice shifts and power relations changes within the Chinese online English as Foreign Language (EFL) learning context. Using close ended and open-ended questionnaire data from teachers at Chinese school learners studying English as a foreign language, this study inquiries into the (i) changes in roles and emotions of teachers and guardian in the third space of learning in the Chinese online learning context, (ii) changes in the practices of the teachers, and (iii) transformations of power relations between guardian and teachers. The findings of the study contribute to literature on emergent online pedagogical practices and the emotions and roles and relationships of key stakeholders, namely teachers and guardian in the third space of learning mediated by technology.

BENEFITS OF DRAMA-BASED ACTIVITIES FOR PUBLIC SPEAKING SKILLS DEVELOPMENT OF HIGH SCHOOL STUDENTS

The ongoing full-scale war in Ukraine has disrupted education, affecting both students and teachers. Despite numerous challenges, the country continues to pursue its educational reform. This paper investigates the role of drama-based activities in developing public speaking skills of high school students. The literature review emphasizes the need for innovative teaching methods in the face of educational reform. Empirical studies analyzed showcase positive impact of drama-based activities on speaking skills development of high school students worldwide. To contextualize the research within Ukrainian educational policy, the study defines key terms such as "drama," "dramatization", ”drama-based activities”, and "public speaking" in the foreign language learning context. The study defines dramatization as the interaction of a teacher and students in drama games, role plays, improvisations, simulations and theatre projects aimed at forming the students’ communicative competence. Public speaking is positioned as a crucial component of broader communicative competence, as outlined in educational standards. The paper proposes pedagogical implications for integrating drama-based activities into language lessons, elective courses, and extracurricular activities at the upper-secondary level. The synthesis of research findings reveals three overarching categories of benefits of drama-based activities for public speaking skills development of high school students: language learning, personal, and social. Improved pronunciation, vocabulary, and grammar skills, increased engagement, creativity, and enhanced interpersonal skills are reported outcomes. The study concludes with a call for further research, particularly exploring the integration of technology, including artificial intelligence, to enhance public speaking of high school students.

Reading motivation and learning strategies among Chinese EFL learners

AbstractGiven the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.

Exploring the Use of Memes in Learning about Norwegian Culture and Language in a Foreign Language Learning Context

The aim of this study is to investigate the criminal discourse of the Sweden Democrats through an ideational analysis of their criminal policy programme. The study applies an analytical tool drawing on systemic functional grammar. Analysing nuclear participants and using readability index, the article explores the question of how model readers are constructed in the text. The conclusion is that the Sweden Democrats focus mostly on material processes that refer to physical violence (very rarely on other types of crime). The party’s view on criminal policy is focused on support for the police force. The Sweden Democrats’ descriptions largely adopt the perspective of crime victims, while the model reader is a law-abiding and well-educated citizen.

BASIC OVERVIEW OF THE CHALLENGES IN TEACHING INTERCULTURAL COMMUNICATION AMONG TERTIARY LEVEL ENGLISH TEACHERS IN CHINA

This paper provides an overview and discussion on the current situation of intercultural communication training and challenges for tertiary English in China. A qualitative meta-analysis was conducted on research articles written both in Chinese language and English during the last two decades (from 2002) to explore reported challenges faced by teachers. Mitigating strategies undertaken were also scrutinized via documents analysis of the assorted papers. The findings showed that instructional efforts to develop intercultural communication competence in tertiary students was previously quite stagnant in its approaches, riddled with various micro and macro level challenges and quite unsuccessful in yielding the desired results. Only within the last decade with the advent of ICT and multimedia technology that concerted efforts could be integrated into producing considerable results. This study puts forth relevant improvement strategies derived from various aspects analyzed. They came in the form of inevitable measures like upgrading the teaching system, improving the quality of teachers, changing the teaching strategies, developing resource hub, developing professional teams and groupings, and optimizing intercultural communication evaluation mechanism. The findings from this study has high transferability and insights for institutions in countries with similar contexts. It also provides beneficial theoretical reference for the training of intercultural communication competence in a foreign language learning context.

The impact of multi‐word units in early foreign language learning and teaching contexts: A systematic review

AbstractThis systematic review reports on research investigating the impact of multi‐word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot‐filling, indicating that MWUs are key catalysts of learners' L2 development. Simultaneously, primary school L2 instruction is on the rise worldwide and the importance of MWUs is acknowledged in curricula, teacher education and teaching materials. Therefore, the incentive of this review is to systematically report the state of the art of research regarding the impact of MWU instruction in early L2 teaching contexts. The review covers English, German and French research into typically developing monolingual children aged 5–12 learning an L2 in instructed teaching settings. Only two of the total results (n = 2233) met the inclusion criteria. Following quality assessment using the Mixed Methods Appraisal Tool and based on a narrative synthesis of available results, we cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. We highlight the lack of research evidence and conclude that existing research lacks robust evidence that MWU input already established in teaching contexts has a measurable effect on specific aspects of students' L2 attainment, such as productive skills. Although we promote MWU's potentially facilitating role in L2 development, we call for more classroom‐based intervention research on MWUs in primary school contexts to enable much‐needed evidence‐based recommendations for L2 teaching to support L2 learning outcomes in primary schools. Context and implicationsRationale for this studyResearch has shown that multi‐word units (MWUs) are key catalysts for L1 and L2 learning. MWUs are crucial to current primary school L2 teaching and their importance is acknowledged in curricula. This review systematically examines the scientific evidence for the effectiveness of MWU instruction on L2 attainment.Why the findings matterOur review cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. This lack of evidence is striking since early L2 instruction is on the rise worldwide and MWUs are already integral parts of L2 curricula, teacher education and teaching materials.Implications for the research community and policy makersGiven our findings, we call for more research in instructed settings to better understand the impact of MWU input on specific aspects of students' L2 attainment, such as productive skills. Based on such work, researchers could provide policy makers and practitioners with evidence‐based recommendations that help integrate MWU input into L2 curricula and teaching in such a way that is most beneficial for young students' L2 attainment.

Extending the Simple View of Reading in Second and Foreign Language Learning: A Meta-Analytic Structural Equation Modeling Approach

This study used a meta-analytic structural equation modeling approach to build extended versions of the simple view of reading (SVR) model in second and foreign language (SFL) learning contexts (i.e., SVR-SFL). Based on the correlation coefficients derived from primary studies, we replicated and integrated two previous extended meta-analytic SVR models, that is, Quinn and Wagner’s (2018) model with an English-speaking population with a cognitive factor and Peng et al.’s (2021) model with Chinese-speaking readers with metalinguistic skills. A total of 180 independent samples (N = 36,235) obtained from 152 empirical studies in SFL contexts were included in our meta-analytic structural equation model. The results revealed that the collected data successfully replicated H. Lee et al.’s (2022) SVR model in SL contexts (SV2R) in terms of overall model fit and moderation effects; in addition, the results confirmed that the data fit well with the extended SVR-SFL models.

Identifying a pedagogical genre of literature review

AbstractThis article reports initial parts of a classroom-based action research aimed to teach students to write a literature review (LR), which is considered as a critical, yet often overlooked genre, thus posing difficulties to the students. The existing works on LRs appear to treat the ability to write overviews of individual studies, and to combine them in acceptable ways, as assumed knowledge. In fact, for the learners in the context of the study, and in many second- and foreign-language learning contexts, such abilities are not shared among learners. Therefore, in the implementation of an initial short course, a genre analysis of 60 literature reviews from publications and completed theses in applied linguistics was conducted to identify suitable generic patterns used in literature reviews that could be implemented in the context. The result is apedagogical genre of literature review, a genre description of LRs appropriate for the students’ English proficiency level, outlined in detail in this article with the teaching implication for this pedagogical context.

A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement

The present study adopted latent profile analysis (LPA) to explore profiles of students' control and value appraisals in the foreign language learning context among 999 Chinese high school students. After administering the LPA, differences in control appraisals, value appraisals, enjoyment, boredom, perceived language achievement, and actual language achievement were compared. LPA generated three profiles of students' control and value appraisals, i.e., high control and high value, moderate control and moderate value, and moderate control but low value. The results of ANOVAs revealed that the three profiles showed significant differences in control appraisals, intrinsic value appraisals, extrinsic value appraisals, enjoyment, boredom, perceived language achievement, and actual language achievement. The findings of the present study offer valuable insights into the subgroups of students’ control and value appraisals and have significant implications for emotional research and educational intervention in the foreign language learning context.

Mediational moves and reciprocity behaviors in face-to-face and mobile-assisted dynamic assessment

Research on dynamic assessment (DA) has been conducted on the efficiency of either face-to-face (F2F) or mobile-assissted (MA) DA sessions. However, the studies investigating the difference between these sessions conducted in the foreign language learning context are scarce. Thus, this study aims to explore the differences between F2F and MA DA sessions in terms of the mediator’s mediational moves and learners’ reciprocity behaviors. To this end, F2F and MA DA sessions were held with four tertiary level learners. Then the mediational moves and reciprocity behaviors employed in these sessions were explored through qualitative descriptive analysis. The results showed that the interactions occurred between the mediator and the learner in F2F and MA contexts were generally carried out effectively. However, it is noteworthy that the learners made more inaccurate responses and used L1 more in F2F DA sessions. In contrast to this, the learners made more careful attempts in MA DA sessions. Moreover, the teacher as a mediator tended to give more approval to the learners’ responses to eliminate the disadvantage of restricted context of MA DA. In light of these findings, pedagogical implications were suggested for both language teachers and researchers.

The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners

ABSTRACT Progress in the field of positive psychology has stimulated an increasing body of work that examines the role of various emotions and their influence on English learning attainment in the second and foreign language (L2/FL) learning context. The present study contributes to this new wave of research by investigating the complex relationship between two emotions, foreign language enjoyment (FLE) and foreign language learning boredom (FLLB), and English language achievement (ELA), and how L2 learners’ demographic factors affect learners’ FLE, FLLB, and ELA in a less-featured context of ethnic minority learners in China. Employing the pearson correlations analysis, t-test, and regression analysis, the current study analyzed the responses of 783 middle and high school students from western China. The results indicate that FLE and FLLB co-exist as twins with adverse natures regarding students’ language learning, with a high level of FLE and a low level of FLLB. Furthermore, that gender and educational background influence learners’ emotional perception and ELA. In addition, FLE significantly and negatively correlates with FLLB, and FLE and FLLB influence students’ ELA. However, of the two, FLE has the more substantial predictive power. Pedagogical implications are suggested to support learners’ achievements from a positive psychology perspective.

Sequential Behavior Analysis of Interdisciplinary Activities in Computational Thinking and EFL Learning With Game-Based Learning

The study explored the effects of an interdisciplinary learning approach on developing students' English learning (EL) and computational thinking (CT) through two different game-based learning approaches. A quasi-experiment was conducted to evaluate the effectiveness of this approach in terms of enhancing students' CT knowledge and their EL achievement in an elementary school English as a Foreign Language (EFL) learning context. A total of 52 Grade 3 students took part in the experiment, of whom 28 assigned to the experimental group learned with a machine educational robot (machine-ER) board game and 24 assigned to the control group learned with a character educational robot (character-ER) board game. Results indicated that both groups made significant improvements in learning achievement: 1) in English-language achievement of learning vocabulary and sentence patterns, and 2) in CT concepts, although the machine-ER board game produced a greater increase than the character-ER board game in both language learning achievement and CT knowledge, and 3) their learning anxieties were also lower than those of the control group. 4) The analysis of behavioural patterns also revealed that students playing the machine-ER board game demonstrated better language-learning interaction, while the character-ER board game presented greater CT development in finding solutions.