Foreign Language Learning Experience Research Articles

Foreign Language Learning Experience of Logistics Majors: Emotional Influence and Innovative Education Strategies Logistics Majors

Foreign Language Learning Experience of Logistics Majors: Emotional Influence and Innovative Education Strategies Logistics Majors

PERANCANGAN APLIKASI PEMBELAJARAN BAHASA ASING YANG INTERAKTIF MENGGUNAKAN METODE MERN

There are many ways to learn some foreign language. Some people are afraid to learn a foreign language because they are afraid of the high costs. This can be solved by using a website-based online chat application, which provides features for practicing foreign language conversations. The "Website-based Online Chat" application applies MERN stack technology (MongoDB, Express JS, React JS, Node JS). The design of this application aims to provide an interactive and effective foreign language learning experience. The "Online Chat" application allows users to interact directly via the chat feature in real time. The output of this research is a website-based Online Chat Application Prototype developed with MERN technology, which consists of components such as Mongo DB, Express JS, React, and Node JS. This application provides a feature for communicating via Online Chat in real time so that communication can be more efficient and ontime.

European Union Strategies Extrapolation for Boosting Students’ Media Literacy in Ukrainian Higher Education

Purpose. The paper deals with the realization of Erasmus+ Jean Monnet Module project that contributes to the strengthening of the role of media literacy among citizens. The aim of the article is to regard practical aspects of media literacy and critical thinking development for higher education (HE) institution’ students in the context of foreign language learning, considering European and Ukrainian experiences.
 Methodology of the study involved analysing and generalizing scientific sources to uncover the main issues under investigation; collecting and summarizing valuable points from scholars’ contributions worldwide, intercultural communication observations and descriptions.
 Results. The project “European Union (EU) strategies extrapolation for boosting students’ media literacy in Ukrainian HE”, initiated in SNAU with the support of Jean Monnet Foundation within the EU Erasmus+ Program, is targeted at popularizing the main directions of EU policy in the field of media education. While reviewing the European discourse on media literacy it was found that the key strategies in British media education are media authorship, ownership and control, ways of achieving the effect of influence and encoding information of media texts, etc. Finnish media education’s overall goal is enabling students’ analysis of the present and the desired future, and decision making to move towards the desired future. Media education in France is largely determined by semiology, discourse analysis, film analysis, promoting citizens’ participation in the public life, a critical approach to advertising and active resistance to its influence. Austrian and German media education focuses on the control over media with potentially harmful or dangerous content and the development of responsible communication culture. Integrating media literacy into foreign language training is revealed to be essential as it can introduce real-world topics and scenarios relevant to students. The compilers of the training course syllabus considered important European documents on media literacy and language education selecting topics, establishing learning objectives, defining learning outcomes, and setting evaluation criteria.
 Conclusions: The results of this study suggest that media literacy skills should be a compulsory subject in all branches of educational faculties and developed throughout life. The training course should be based on advanced innovations and achievements in this field, considering European and Ukrainian experiences.

The effect of hybrid SCMC (BYOD) on foreign language anxiety and learning experience in comparison to pure SCMC and FTF communication.

This study aims to investigate the impact of using synchronized computer-mediated communication (SCMC) in a face-to-face (FTF) classroom on reducing foreign language anxiety (FLA) and enhancing the learning experience. Fifty Chinese college students participated in a learning activity under three modes: normal FTF classroom (the blank sample), pure SCMC, and hybrid SCMC (BYOD). Smartphones, PCs, open internet, and the bring-your-own-device (BYOD) concept were used for SCMC applications. After completing the learning activity, the students completed Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires. The students were also asked to complete perceptual questionnaires to assess their interaction, anxiety, distraction from the internet, and class atmosphere in the three modes. The results showed that the hybrid SCMC (BYOD) resulted in better interaction than the normal FTF classroom mode (the blank sample), while pure SCMC showed no significant improvement. Both SCMC modes reduced FLA compared to the normal FTF classroom mode (the blank sample), but pure SCMC caused a noticeable increase in distraction from the internet and weakened the classroom atmosphere. In contrast, the hybrid SCMC (BYOD) mode slightly increased distraction and improved the classroom atmosphere.

What Makes a Digital Language Learning Platform Work? A Usability and Quality Review

Due to the escalating usage of the internet and digital applications in recent years, foreign language learning experiences has become easier, simpler, and more fun for users. Consequently, to maintain those factors, usability and the quality of the platform are two main concerns for platform developers. To provide a personalized, structured, and gamified platform that offers opportunities for social interaction among users, researchers developed a digital language learning platform in middle of 2020. In 2021, the platform was tested on 3200 students who provided feedback on its usability through System Usability Scale. In addition, a small group of students were involved in an FGD session where they shared their experiences in using the platform. The usability test of the platform scored at 58, which implied that the platform still has some room for improvement. Through the FGD session, users could find information and functions related to the application easily and they expressed satisfaction toward the platform’s performance and valued the feedback opportunities. This research contributes to the field of a digital language learning platform development, especially when it is used by the students of higher education who wish to improve their foreign language mastery conveniently.

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

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

Combination of digital resources in the learning of English during the confinement period

The following paper covers an intervention conducted in Mexican high schools where educational conditions demand innovation in the teaching of English. Hence, Generation Z characteristics, microlearning, and mobile learning served as background for a new way of promoting a better learning experience. The purpose of this study was to enhance the teaching-learning experience of English in high schoolers by using online quizzes that integrated multimedia materials. Action research was used hand in hand with grounded theory by appealing to qualitative and quantitative techniques for data analysis. Findings revealed that the use of online quizzes with video clips to transmit knowledge fostered a positive experience in foreign language learning as learners were inspired to flexibly interact with digital academic content; likewise, an attractive and innovative humanistic approach, and an easily accessible digital learning environment were promoted. Among the main conclusions, it can be highlighted that educational issues are unique in every context; therefore, educators need to consider their students’ and community’s traits to find a proper solution to issues that emerge.

Undergraduate German as a Second Foreign Language Learning Experience and Improvement Strategies

In order to speed up international cooperation and exchange, the government is encouraging higher education institutions to provide more foreign language courses in addition to English in light of China’s progress in reform and opening up. This study used interview and questionnaire surveys to analyze the current state of German language education as a second foreign language and student learning involvement in it in China. The goal was to understand students’ experiences learning German as a second foreign language. Additionally, suggestions were made to enhance the structure of college German courses for non-German majors.

Undergraduate German as a Second Foreign Language Learning Experience and Improvement Strategies

In order to speed up international cooperation and exchange, the government is encouraging higher education institutions to provide more foreign language courses in addition to English in light of China’s progress in reform and opening up. This study used interview and questionnaire surveys to analyze the current state of German language education as a second foreign language and student learning involvement in it in China. The goal was to understand students’ experiences learning German as a second foreign language. Additionally, suggestions were made to enhance the structure of college German courses for non-German majors.

Działania nauczycieli języków obcych a założenia dydaktyki wielojęzyczności

The article presents the result of our own research conducted among foreign language teachers. The aim of the study was to diagnose the extent to which the surveyed teachers implement the assumptions of multilingualism didactics, the focus of which is the ability to make positive inter-language transfer. Making such a transfer requires the student to develop - with the support of the teacher - a range of strategies based on the resources of their own linguistic repertoire, which is not possible without the ability to manage their own learning process and the emotions that accompany it, and to adopt a reflective attitude based on their previously acquired foreign language learning experience.

Reversed Subtitling and Foreign Language Learning: Investigating the Applications of Reversed Subtitling in Formal Language Learning Environments in Greece

In light of the current generation’s extensive familiarization with technology and exposure to a vast amount of audiovisual materials daily, researchers have been investigating the effects of subtitled audiovisual products in foreign language learning for years. It has been generally found that the polysemiotic nature of subtitled audiovisual content (Lertola 2019) enhances foreign language learning, as the message conveyed is supported by the audio and the visual and textual information (Talaván Zanόn 2006) presented on screen. The relevant studies show that the various modes of subtitling (interlingual, intralingual, and reversed interlingual subtitling) offer benefits in different aspects of language learning, with reversed interlingual subtitling (L1 audio with subtitles in L2) having demonstrable advantages in the vocabulary and grammar acquisition of less advanced learners. A study was conducted to examine the current state of the integration of reversed subtitled material in the Greek learners’ foreign language learning experience. This study investigated the perceptions and practices of Greek teachers who teach English as a Foreign Language (EFL) with regards to using reversed subtitles as a teaching method. It was revealed that the majority of the teachers participating in the study had not used this mode as a teaching practice due to their unfamiliarity with its educational potentials. Motivated by the findings, the paper concludes with suggestions of informal learning spaces where learners could have access to reversed subtitled materials and yield their language learning benefits incidentally.

The non-native canonical accent—And how to use it

One of the key benefits of modern globalization is cross-pollination of cultures. This global community encourages diversity of thinking and communication across language boundaries. However, learning to speak a foreign language is predictably challenging and non-native speakers offer a quasi-infinite source of pronunciation variation. This variation presents a challenge to AI-based technologies where we make assumptions about user behavior and expected runtime input to the models. Inconsistent usage therefore is difficult to model successfully. A study of pronunciation patterns from a set of non-native speakers uncovered some of the underlying dynamics of different levels of non-nativeness. Anchored in key differences in phoneme inventory and phonotactic distance between L1 and L2, the notion of a non-native canonical accent is introduced. This accent captures a significant portion of the speakers in the data and allows us to describe the variation with the precision needed to model it. If we can more consistently anticipate the characteristics of the variation, we're better positioned to handle it. This means that by explicitly focusing on the pronunciation patterns that are likely to be challenging to non-native speakers, we can adapt the technology to build more robust speech recognizers and more personalized foreign language learning experiences.

Development of second language speech fluency in foreign language classrooms: A longitudinal study

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational analysis showed that their L2 learning experience was uniquely associated with the development of between-clause pause frequency and repair frequency. These findings suggest that, while relatively long-term FL learning impacts the development of L2 fluency, it produces a unique pattern, whereby the effectiveness of FL learning is influenced by how students make the best use of their learning experiences.

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

The Experiences of and Teaching Strategies for Deaf and Hard of Hearing Foreign Language Learners: A Systematic Review of the Literature

Although foreign language (FL) educational experiences for students with disabilities including deaf and hard of hearing (DHH) students, are becoming more common, there is little research available on this topic. The purpose of the present review was to identify research examining DHH students' FL learning experiences and teaching strategies used in the FL class to facilitate language learning. The search showed that few studies have explored this area, and even fewer have met quality standards. Among the existing studies, the results revealed that communication methods in FL class instruction that do not meet the communicative needs of DHH students can hinder learning and lead to demotivation. Conversely, the presence of individualized learning goals and an emphasis on reading and writing, over speaking and listening, appear to support FL learning. Finally, the use of technology is a promising tool for FL instruction.

Digital technology models in modern school (FL learning experience)

The present paper describes digital technology models in modern schools within distance education as foreign language learning experience. The given description is supported by the survey results among schoolchildren as FL learners in Volgograd. It was conducted in MarchApril 2020 and showed that most schoolchildren (77%) were not ready for forced distance learning, introduced in connection with the Covid-19 spread. The experiment made it possible to apply digital technology models: “Single Media” presents pedagogical guidance for schoolchildren at low level of readiness, “Multimedia” gives pedagogical support for schoolchildren at medium level of readiness, and “Hypermedia” provides pedagogical support for schoolchildren at high level of readiness. These models give schoolchildren learning foreign languages the fastest adaptation and personal growth via digital learning.

VETERINARY STUDENTS’ PREFERENCES FOR AN INTEGRATED ESL EXPERIENCE

A survey with veterinary students on their preferences for an integrated foreign language learning experience was launched in April 2021. Students were asked to select the options they find valid and suitable for the improvement of their academic performance in ESL. The methodology included analysis of the relations between demographic characteristics, learning styles, individual vs. group learning, autonomous preparation, communicative and integrated vs traditional methods and approaches, learner and teacher roles, content and language-integrated learning and intercultural aspects of their education. The results were processed with a statistical software which compared the means established between the different sections. Significant correlations between the demographic characteristics and the items related to autonomous learning and intercultural aspects were found. Other correlations between the confidence of learners and their motivation to communicate in English were also exemplified. The discussion explains the variations in the individual answers and includes an analysis of the selections and the open questions. The conclusions inferred from the learners’ input draw a pertinent picture of the aspects of ESL experience addressed by learners studying under mixed teaching media and suggest some improvements for a better integrated language learning.

한국어 교사의 외국어 학습 경험이 교사 실행에 미치는 영향에 대한 질적 연구

한국어 교사의 외국어 학습 경험이 교사 실행에 미치는 영향에 대한 질적 연구

Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook

ABSTRACT The study reported in this article explores Thai secondary school students’ English as a foreign language (EFL) learning experiences and examines the effects of using drama-based activities and Facebook on the students’ English speaking skills, attitudes and motivation in learning EFL. The study employed a mixed methods approach to collect both quantitative and qualitative data. The study used Facebook together with drama-based activities to deliver English language lessons in EFL classrooms. A total of 40 students from two Grade 12 classes and two Thai EFL teachers at a high school in Thailand participated in the study. Data was collected through English speaking tests, Attitude and Motivation Test Battery (AMTB) questionnaires, classroom observations and interviews. The results of the study indicate that drama-based activities and Facebook had positive effects on the students’ speaking skills and increased their motivation and positive attitudes towards learning the English language; they also provided the students with an interactive and flexible learning environment where they could actively communicate and collaborate with their teachers and peers. Findings suggest that drama-based learning activities and Facebook can be creatively integrated to assist language learning in the EFL classroom.

The Relationship Between Future Career Self Images and English Achievement Test Scores of Japanese STEM Students

Background: College and university science, technology, engineering, and mathematics (STEM) students in Japan, who hope for careers in science and technology fields, lack the motivation to learn English as a second language (L2), impairing their current capacities to learn the L2 and their future abilities to communicate globally once employed. Literature review: Although these students’ motivation to learn English seems strongly linked to the external pressure to do well on a standardized English test, gain employment, and progress up the career ladder, this extrinsic motivation may not be as beneficial for their L2 learning as positive images of themselves using English in future situations. Three types of future career-related self images—an Ideal L2 Self, a Probable L2 Self, and an Ought-to L2 Self—are hypothesized to promote L2 achievement. Research methodology: Data from questionnaires examining psycholinguistic variables for 1013 Japanese STEM students of English were subjected to ANOVA and multiple regression analysis with three L2 Self variables as predictor variables and scores from the TOEIC standardized English exam as the outcome variable. Results/discussion: ANOVA results showed that students had a strong image of themselves as needing English for future career goals, as measured by the Ought-to L2 Self, but had lower levels of Ideal L2 Self, the variable measuring a future image as a fluent user of English. In the regression analysis, the Ought-to L2 Self predicted lower TOEIC exam scores; conversely, the Ideal L2 Self predicted greater TOEIC scores. These paradoxical results indicate that Japanese STEM students struggle motivationally to improve English skills needed for future STEM job-related communication, despite feeling pressured to do so. Conclusions: To encourage the formation of students’ images of Ideal L2 selves or stronger Probable L2 selves, STEM teachers and language teachers of Japanese STEM students could introduce motivational interventions. For example, positive role models of English language learners could visit classes and demonstrate how they have applied their English as a foreign language (EFL) learning experiences to future careers.