Foreign Language Learning Contexts Research Articles

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

AbstractDrawing 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.

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

Abstract This 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 a pedagogical 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.

Racial Inclusivity in the Spanish Curriculum: A Case for Afro-Hispanic Literature

Racial Inclusivity in the Spanish Curriculum: A Case for Afro-Hispanic Literature Jerry L. Parker Ahead of the recent wave of social justice movements (e.g., [All] Black Lives Matter (#BLM), #MeToo, #StopJewishHate, #StopAsianHate), in 2019 the American Council on the Teaching of Foreign Languages (ACTFL) declared a stance on diversity, equity, inclusion, and belonging (DEIB) in language education. It affirmed that it “values diversity and strives for inclusion across foreign language teaching and learning contexts.” Such a profound statement was a rallying cry for world language teachers, researchers, advocates, and activists to further ensure that all students succeed regardless of where they are from or where they plan to go. While other leading language organizations such as the American Association of Teachers of French (2020) and the American Association of Teachers of Spanish and Portuguese (2021) followed suit with their own DEIB statements, there is still more to be done. This article seeks to add to the growing conversation on DEIB in word language curricula and instructional practices by sharing my experience with integrating Afro-Hispanic literature into an intermediate Spanish II course. Spanish 202 (Intermediate Spanish II) is a general education course required in certain majors at my university. The departmental goal of this course is to review basic grammar such as verb tenses and syntax and to use the language in communicative contexts. The vocabulary is usually a little more specific and geared toward college students’ interests and aspects of daily life. Culture is also normally focused on a more sophisticated study of everyday life in Spanish-speaking countries and facets of literature, history, music, education, and the arts. Students who successfully complete this course should ideally possess a Novice High to Intermediate Low level of proficiency in the language. Although I only detail one unit from the course, this experience was very powerful because it showed how all students, regardless of race, gender, religion, and other aspects of identity, truly do benefit from DEIB efforts in world language courses. This experience also serves as an example for others seeking to follow the same path as it relates to increasing DEIB efforts in their teaching. Particularly in Spanish, it provides a template for integrating the work of Afro-Hispanic authors into Novice and Intermediate level courses. The Reality of Black Students and Languages Just as many English, history, and humanities departments have started to move toward a more culturally inclusive curriculum to retain marginalized students, it is time for world languages to do the same. Additive Curricular Nullification, or the inclusion of discussions or units that promote critical perspectives on issues of language and society are key to advancing social justice in world languages (Reagan and Osborn 249). Ignoring racial diversity in language teaching reinforces the legacies of inequity and exclusion upon which America and the American education school system were built (Anya and Randolph). Hence, saying phrases like “I don’t see color” are perceived as “I want to forget the historical ramifications for your people from when mine and others used it as a means for defining American society” (Anya and Randolph 24). This attitude is not acceptable. [End Page 3] There currently exist larger degrees of diversity (e.g., racial/ethnic, gender and sexuality, socioeconomic) in Spanish language classrooms than what teachers experienced just 25 years ago. The result has become greater emphasis on and understanding of the need for teaching practices that will be received positively and simultaneously align with the learning needs of a wide array of students (Brown et al. 155; Rosa and Flores 175). Although for decades educators have argued that no individual should experience marginalization of their contributions or talents because of their unique attributes, there has historically been and still is disproportionally lower enrollment of Black students in comparison to other racial and ethnic groups in World Languages courses. Likewise, of the number of Black students who do enroll, an even smaller number of them graduate college with a major or minor in a language (Parker 2022). In looking at the data for 2020 and 2021 published by the National Center for Educational Statistics, the number of Black students leaving college with a bachelor’s degree in...

Exploring the Use of Language Learning Strategies in the Albanian Context

In contrast to the plethora of studies exploring language learning strategies, the Albanian foreign language learning context has been little investigated since the focus has been generally placed on the approaches and methods that teachers use in the classroom. Therefore, this paper intends to identify the learning strategies among Albanian students who study English as a foreign language and find out whether the introduction of a fully informed or overt strategy instruction in the learning context can make a difference.
 The aim of the research is twofold: (1) to investigate the use of learning strategies and discover variation in terms of grade level and gender, and (2) to include research results in the modules of professional development training and foreign language methodology units so that pre-service and in-service teachers are introduced to the learning strategies that students are most likely to employ when learning a foreign language. The data analysis in this study is carried out using the six categories classification by Rebecca Oxford (1990), and the Strategy Inventory for Language Learning (SILL) questionnaire is employed for data collection. However, the study not only intends to make some claims concerning learning strategies, but it also aims to ultimately use its results to update the teacher training materials and the relevant modules.

The Role of School Libraries in Enhancing Extensive English Language Reading Skills

Extensive reading enhances language ability. School libraries should expose English language learners to a range of interesting materials to promote language learning. The paper presents findings from a study on role of school libraries in enhancing extensive reading skills. It draws from the Tanzania context that represents English foreign language learning contexts. The objectives of the study included exploring the availability of school libraries and assessing how teachers and students use the school libraries to promote extensive English language reading skills. The respondents of this study were twelve English language teachers, one librarian and seventy-two students. Data were collected using interview, focus group discussions and observations. Krashen’s comprehensible input theory informed the study. Findings showed that school libraries are available in some schools. School libraries available are not used by teachers and students to enhance learning of extensive reading skills in English language. Most of the school libraries do not have authentic materials to encourage interest in reading but old books, past papers and subject specific books. School libraries should be improved and built where necessary. They should be functional and well-equipped. This will encourage students to read extensively to improve their learning of English language through exposure to various language input. English subject teachers will consequently integrate the use of the school library to teach extensive reading skills.

ВІД ТРАДИЦІЙНОЇ МЕТОДИКИ ДО ДІЯЛЬНІСНОГО ПІДХОДУ: КРИТИЧНИЙ ОГЛЯД МЕТОДІВ ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ

The new challenges prompt researchers to search for such approaches to teaching foreign languages that would ensure effective and rapid acquisition of a foreign language, contribute to the formation of a linguistic personality capable not only of communicating in all spheres, but also of successfully integrating into the society whose language is being studied. Successful mastering of foreign languages largely depends on the implementation of effective methods of teaching foreign languages, developed on the basis of modern linguistic theories. The article analyzes the advantages and disadvantages of the main methods of teaching foreign languages: traditional, direct, audio-lingual, audio-visual, communicative and task-based approach. The prerequisites for the emergence of these methods are considered, and their methodological principles are described. The development and improvement of foreign language teaching methods is associated with research in the field of linguistics, each new method was developed on the basis of a certain linguistic theory, taking into account the shortcomings of previous teaching methods. The traditional method focused mainly on the thorough study of grammar, vocabulary and processing of texts, but was not aimed at the development of communicative competence. Direct, audio-lingual, audio-visual and communicative methods focused mainly on the acquisition of oral speech. The task-based approach aims to form the skills necessary to perform certain actions using a foreign language. The peculiarities of the use of methods and techniques of these methods in the educational process are also investigated, and the possibilities of their implementation in the modern context of foreign language learning are considered. The combination of various optimal techniques and elements of these methods, depending on the purpose and context of learning, will ensure successful mastery of a foreign language at various levels.

Using critical reflections in action research to enhance students’ interactivity in online EFL learning contexts

ABSTRACT Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students’ critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students’ preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region.