Foreign Language Learning Process Research Articles

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

HSK TEST ANXIETY OF CHINESE LANGUAGE LEARNERS IN UNIVERSITY STUDENTS

Anxiety can affect the foreign language learning process negatively. Chinese language as one of the developed foreign languages in Indonesia faces this problem too. In the Chinese language, there is language testing called HSK or Hanyu Shuping Kaoshi. Test Anxiety is one of the students’ problems. Test anxiety in the Chinese language influence in student's learning process and achievement. This research aims to find and analyze students’ Chinese language test anxiety of HSK. The research method is descriptive quantitative and the procedure will be using a questionnaire that gives to the students—the anxiety measurement using Sarason TAS (Test Anxiety Scale). The result is anxiety level belongs to TAS moderate level with data mean 20, 43 points.

Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate?

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.

Exploring Sources of Errors in L3 English Production of Natives of Moroccan Arabic

Language learners’ writing products can provide insights into how these learners acquire the target language through the analysis of the committed errors. Indeed, research has revealed that error analysis in writing essays is crucial for understanding and improving language acquisition by identifying common errors, and their sources, and informing teaching strategies to address these issues. The current paper aims to identify, describe and analyze errors committed by Moroccan secondary school students in writing. The study also attempts to determine some of the possible causes of the errors to offer an understanding of how linguistic interference influences the foreign language learning process. To this end, a sample of tasks written in English by a group of 20 secondary school students was collected. Then, an analysis procedure was conducted to analyze errors and explain their sources. Hence, this study adopts a mixed-method approach design to generate qualitative as well as quantitative data by identifying error categories and calculating the total number of error types and sources, respectively. The findings show that the errors are committed both at the word as well as the sentential level including lexical, grammatical, substance, and syntactic errors. Besides, the results indicate that learners commit errors in their English writings partly due to interference of Moroccan or Standard Arabic and French, but mostly due to other developmental sources within the scope of the target language. These findings offer valuable insights into how learners acquire a second or foreign language and what obstacles they encounter in the learning process and, thus, could suggest some implications to reduce the errors caused by negative language transfer and improve learners’ language proficiency.

Ambiguity tolerance towards learning English as a foreign language and accuracy of oral speech

All languages contain inherent ambiguities, and foreign language learners often encounter various uncertainties when learning a new language. Ambiguity tolerance is a crucial personality trait that can significantly influence the foreign language learning process. Over time, ambiguity tolerance has gained importance due to its impact on different aspects of language learning. This study investigates the relationship between ambiguity tolerance, the optimal choice of language learning approaches, and the degree of anxiety in learning English as an additional foreign language. The research was conducted with graduate and undergraduate students from the United Arab Emirates University, specifically those studying in the education field and enrolled in an English foreign language learning course. A quantitative Google survey was administered, gathering data from 270 students, which was subsequently analyzed using SmartPLS 3. The results revealed that ambiguity tolerance is negatively associated with students' anxiety levels and positively correlated with their choice of language learning strategies, ultimately enhancing their oral speech accuracy. This study offers valuable insights for academicians to design strategies that promote ambiguity tolerance among learners, thereby boosting their motivation and reducing anxiety levels. It also contributes significantly to the body of knowledge for researchers in this field.

Photography and digital storytelling in English for tourism classroom

ABSTRACT The present study describes a digital storytelling project about promoting a tourist destination using photographs taken by students in an English for tourism course taught in a Portuguese higher education institute. This work aims to explain how a digital storytelling project was used to enrich students’ knowledge of the English language while recycling content from their core degree subjects and enhance their 21st century skills. The stories created were based on students’ viewpoints of the city where they study and live enabling them to convey their emotions and opinions to promote it as tourist destination from a unique perspective. The results indicated that learner generated content positively impacted the students’ engagement in their English foreign language learning process. It was through the use of art and creativity that this project gave students the opportunity to also build on their communication, collaborative and critical thinking skills, all needed to succeed in the professional world in tourism.

Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners

AbstractChatGPT, an artificial intelligence application, has emerged as a promising educational tool with a wide range of applications, attracting the attention of researchers and educators. This qualitative case study, chosen for its ability to provide an in-depth exploration of the nuanced effects of AI on the foreign language learning process within its real-world educational context, aimed to utilize ChatGPT in foreign language education, addressing a gap in existing research by offering insights into the potential, benefits, and drawbacks of this innovative approach. The study involved 13 preparatory class students studying at the School of Foreign Languages at a university in Turkey. The students were introduced to ChatGPT through learning experiences over a span of four weeks by the researcher as a language teacher. The qualitative data collected from the interviews were analysed using thematic analysis. The findings suggest that ChatGPT positively affects students’ learning experiences, especially in writing, grammar, and vocabulary acquisition, and enhances motivation and engagement through its versatile and accessible nature in various learning activities. These insights contribute to understanding the utility and constraints of employing ChatGPT technology in foreign language instruction and can inform educators and researchers in developing effective teaching strategies and in designing curricula.

HAPOVER: A Haptic Pronunciation Improver Device

This research article describes the HAPOVER (a haptic pronunciation improver device), which was produced to help second language learners' pronunciation skills as part of their foreign language learning process. The device comprises eight independent vibration motors connected to the fingers other than the thumb. The developed tactile feedback device was utilized to enhance pronunciation via speech processing and using vibration motor. The acoustic difference between the reference and the participant's recorded pronunciation signal was calculated with the help of Mel Frequency Cepstral Coefficients (MFCC) and Dynamic Time Warping (DTW) and converted into haptic codes that guide the speaker. The article describes the haptic codes' features and the creation method thereof. The device was tested by psychophysical evaluation. The results indicate an 80.74% improvement in word pronunciation with haptic guidance post training. Therefore, the results corroborate that word pronunciation data can be transmitted via tactile codes. © 2024 Institute of Electrical Engineer of Japan and Wiley Periodicals LLC.

Implementation Of Intercultural Learning In English Language Learning In SMAIT Asy-Syukriyyah Tangerang

There is nothing wrong with using English as a knowledge-generating language alongside Indonesian. The most important part is that we as an Indonesian-speaking community must be able to choose and sort out the elements of English that we want to be included in Indonesian without forgetting our identity as Indonesians. Indonesian people as users of the Indonesian language, use Indonesian. Therefore, we need an innovation in foreign language learning (English) that prioritizes local cultural elements so that students only learn elements of the foreign language. However, the learning content still includes elements of local Indonesian culture. Two things can be done as a form of innovation in learning English that can maintain noble Indonesian values, namely by learning with an intercultural perspective. With this model, students who study a foreign language will not necessarily take on the cultural values of native speakers. Still, rather they will have a comparison of values with the students' local culture and students will be able to take the best attitude from the foreign language learning process.

The Role of Learning Technology in Encouraging Student Creativity in Foreign Language Learning in Higher Education

Background. This research analyzes the role of Learning Technology in stimulating student creativity in foreign language learning in higher education. The research background highlights the importance of integrating learning technology in the context of higher education, especially in developing student creativity in foreign language learning. With the rapid development of Learning Technology, this research tries to measure and analyze its impact on student creativity. Purpose. The aim of this research is to identify the extent to which Learning Technology influences the level of student creativity, assess preferences and trends in technology use, and provide recommendations for increasing the effectiveness of technology use in supporting foreign language learning. With a quantitative approach through a survey model, this research combines a comprehensive research design to gain in-depth insights. Method. The research methodology includes creating a questionnaire that reflects key aspects, such as the type of technology used, frequency of use, and perceptions of creativity. Respondents were selected from university students who were actively taking foreign language courses, especially Arabic and English. Distribution of the questionnaire was carried out via Google Forms and WhatsApp groups, ensuring efficient participation. Results. Data analysis using the Miles and Huberman model allows for an in-depth interpretation of the relationship between the use of Learning Technology and the level of student creativity. The research results highlight students' positive views on the impact of creativity generated by the use of learning technology, especially in collaboration and developing speaking and writing skills. Conclusion. This research provides a solid foundation for understanding the role of Learning Technology in shaping students' foreign language learning experiences. These conclusions provide valuable information for higher education institutions and policy makers to continue to improve the integration of learning technology, create an environment that supports creativity, and enrich the foreign language learning process in the future.

The Use of Artificial Intelligence Chatbots in Teaching Foreign Languages as an Innovative Interactive Technology

The article explores the didactic potential of the use of artificial intelligence technologies, specifically chatbots, in teaching foreign languages. It delves into the advantages of integrating chatbots into the foreign language learning process, based on the experience of teaching the “Foreign Language (English)” discipline to the first-year students of the 024 Choreography speciality of the Faculty of Musical Art and Choreography, and the 022 Design speciality of the Faculty of Fine Arts and Design at Borys Grinchenko Kyiv Metropolitan University. While highlighting the educational benefits and interactive nature of chatbots, it also addresses their drawbacks and suggests methods to mitigate potential negative consequences such as academic integrity violations and copyright issues like plagiarism. The article offers advice on appropriate usage and adheres to relevant policies. Moreover, it provides practical examples of using chatbots in teaching foreign languages based on the use of Mizou software. The study is a theoretical research article employing general scientific analytic methods such as synthesis, generalization, and systematization. It includes a review of the related literature on the stated problem as well as an overview of the empirical experience of the introduction of chatbots in the “Foreign Language (English)” discipline. The paper defines the didactic potential of the Mizou by providing a general overview of the functions and modes of the aforementioned software and drives a reader through the personalized chatbot process of creation and customization. The provided research highlights the necessity of further investigation of the implementation of artificial intelligence chatbots as an innovative interactive technology with significant didactic potential that should be empirically tested and analysed.

Принципы непрерывного обучения иностранному языку будущих инженеров в вузе

The article discusses the issue of organizing continuous foreign language teaching of future engineers in higher education. The aim of the research is to consider the possibility of applying a non-linear approach to the organization of continuous foreign language learning for engineering students in higher education in terms of systemic, organizational, temporal and other aspects of continuous learning in relation to the Foreign Language discipline. The materials for the study were educational standards of higher education for engineering specialties, materials of engineering forums on the problem of engineering education modernization, regulatory and legal documents of the Advanced Engineering Schools project. The focus of attention is on the current requirements to the set of competencies of a future engineer concerning the development of supra-professional (flexible) skills, such as leadership and entrepreneurial skills; the ability to work in a team, present the results of work, interact in a team, etc.; research skills; skills and abilities required to perform tasks within the framework of interaction between universities and their industrial partners. The study formulates and reveals the principles of continuous foreign language teaching process of future engineers in a higher education institution – systemic, organizational, temporal, age-specific, content-specific, level-specific, technological, and socio-psychological. The principle of technological continuity consists in the development of a system of special tasks based on authentic digital corporate resources, a gradual increase in the number of authentic digital corporate resources used in the learning process, and a complication of tasks and types of learning activities developed on their basis. The principle of socio-psychological continuity of the foreign language learning process is important for the organization of the learning process, as it reflects the specificity of foreign language learning for future engineers and contributes to the successful development of supra-professional skills. The key role in the formulation of this principle is played by taking into account individual-psychological features of engineering students, such as aspiration for leadership, rational understanding of the surrounding reality, etc. These students are characterized by a higher level of general tension and a dominant level of non-verbal intelligence development compared to students of the humanities. Thus, the results of the study allow us to conclude that these principles should be taken into account when designing a system of special tasks, developed on the basis of authentic digital corporate resource s and the capabilities of digital technologies, and when developing an e-learning course in foreign language for future engineers at the bachelor’s and master’s levels in higher education.

FOREIGN LANGUAGE LEARNING PROCESSES OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES

This research aims to examine how students with specific learning difficulties learn a foreign language in a middle school in a province in the Aegean region of Turkey. In this qualitative research, the case study design was employed. The participants were selected through the purposive sampling method. 1 Five students with specific learning difficulties who are currently attending a middle school, three foreign language (English) teachers, five Turkish language teachers, a psychological counselor and two special education teachers who are the experts within the field of special education were included in the study. The data were collected through observation, interviews, and document analysis techniques. The raw data from these sources were analyzed through descriptive and content analysis. According to the findings, the students' foreign language learning process consists of categories such as affective characteristics, process, sources of difficulties, peer influence, media usage, advantages and disadvantages, strategies, and recommendations. The research concludes that when the affective domain objectives of language education are initiated, plans are made according to students' interests and needs, content is simplified, and appropriate strategies are determined, the learning process can take place. It is recommended that teachers be trained in this field to make these adjustments.

한국어교육에서 멀티리터러시 기반 교육의 의미 탐색

This study reviewed previous studies and explored the meaning of multiliteracies based education in Korean language education. Through prior research, it was confirmed that multiliteracies and language skills were improved through multiliteracies education in the foreign language learning process. Along with the discourse, the Korean learners discussed the need for contextual understanding of the Korean language and the ability to think and understand critically in multimodal. In addition, the educational meaning of Korean language education based on multiliteracies was explored and presented focusing on multimodal. The significance of this study is that it presented the necessity and educational meaning of Korean language education based on multiliteracies. The subsequent studies suggest that the correlation between multiliteracies and Korean language ability should be verified through statistical analysis. Furthermore, they highlight the necessity of developing a systematic teaching model, designing teaching methods and learning activities.

Reconfigurarea procesului de învățare spre o educație plurilingvă

The curricular reform carried out in recent years in all school subjects, including foreign languages, was dictated by the need to connect the educational process to the trends of change in education registered at the inter- national level in order to better adjust to the new political, economic and socio-cultural demands. Based on these, in this article we aimed to elucidate the aspects of the reconfiguration of the foreign language learning process in general education.

Optimization of Independent Work in Foreign Language Learning: Experience With Using Moodle

One of today’s priority tasks of higher education is training specialists that can independently search for and assimilate knowledge. The paper examines independent work as a substantial factor in self-education and learning and cognitive activities in management students and covers the organization of students’ independent work in the study of foreign languages. The study demonstrates that independent work, which used to be carried out immediately during practical classes under the teacher's supervision, in consultations, or in the library can now be organized in a new educational environment. The authors analyze the forms, means, and types of independent work and propose ways to improve the process of foreign language learning by optimizing the work of management students as part of self-study using the Moodle learning management system. It is established that the independent work of management students in studying a foreign language using Moodle contributes to the development of important skills. These include obtaining necessary information and evaluating and applying the available information to effectively solve management problems and communicate in a foreign language. The efficiency of students’ independent work is found to increase when it is organized as a cohesive course created based on a methodologically organized educational information environment. The assimilation of educational material by means of Moodle in the organization of the educational process majorly increases the efficiency of learning, simplifies the perception of learning materials, increases motivation for foreign language learning, and positively affects its outcomes.

INTERCULTURAL LEARNING AS A RESPONSE TO WESTERN HEGEMONY IN ENGLISH LANGUAGE LEARNING IN INDONESIA

There is nothing wrong with using English as a knowledge-generating language alongside Indonesian. The most important part is that we as an Indonesian-speaking community must be able to choose and sort out the elements of English that we want to be included in Indonesian without forgetting our identity as Indonesians. Indonesian people as users of the Indonesian language, use Indonesian. Therefore, we need an innovation in foreign language learning (English) that prioritizes local cultural elements so that students only learn elements of the foreign language. However, the learning content still includes elements of local Indonesian culture. Two things can be done as a form of innovation in learning English that can maintain noble Indonesian values, namely by learning with an intercultural perspective. With this model, students who study a foreign language will not necessarily take on the cultural values of native speakers. Still, rather they will have a comparison of values with the students' local culture and students will be able to take the best attitude from the foreign language learning process. Keywords: Intercultural Insight Learning, Western Hegemony, English Language Learning

Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile

Foreign language anxiety (FLA) is a distinct form of anxiety that plays a significant role in the process of acquiring a foreign language. This study aimed to assess the anxiety levels of Chilean undergraduate learners and investigate the potential correlations between foreign language anxiety and oral performance in two distinct learning settings: traditional in-person instruction and online learning. Employing a mixed methods research design, the study incorporated an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) survey, an oral task, and semi-structured interviews. By triangulating the quantitative and qualitative findings, it was found that there were moderate discrepancies in anxiety levels, with in-person students exhibiting higher levels of anxiety. Furthermore, negative correlations were observed between oral performance and foreign language anxiety, primarily in the context of foreign language learning situations and processes. The outcomes of this study augment the existing body of research on foreign language anxiety in diverse learning environments and hold potential to enrich future pedagogical practices.

Foreign Language Learning Anxiety in Turkey: The Case of Aydın Province

Learning a new language is significant in every aspect, and currently, people are increasingly aware of its significance. In language learning, various aspects affect individuals, and one of the most significant is related to human psychology. The goal is to apply the factors that positively influence language learning to the learning process. Personality traits such as empathy, introversion, and self-esteem (Brown, 1994) are some of the emotional variables that are related to the individual. According to the literature, language learning anxiety is one of the most important factors leading to this problem. It is the main focus of this study.Learning a foreign language is a complex process involving many factors, requiring not only the acquisition of vocabulary and grammatical structures, but also the development of communication skills. While some students approach foreign language learning with confidence, others find this process threatening, moreover,they may develop excessive anxiety in the foreign language classroom. Anxiety is a psychological phenomenon that has a major impact on foreign language learning. In order to improve the foreign language learning process, it is of great importance to determine the anxiety level of students and reduce the existing anxiety. In this study, the level of foreign language learning anxiety among high school students in Aydın Province was investigated.The data collection process of the study was conducted with 385 students attending German classes at Anatolian high schools in Aydın province. The data were collected using the FLCAS scale, which can be statistically analyzed to determine the anxiety level of the students. The obtained data were analyzed using the SPSS 25.0 programme, and the results of the analysis show that the anxiety of the students towards learning a foreign language in German classes is moderate. At the same time, it was found that the level of anxiety varies according to demographic characteristics.

USAGE OF PODCASTS AND VIDEOCASTS IN ENGLISH LANGUAGE LEARNING AS A METHOD OF DEVELOPING LISTENING SKILLS

The article investigates and substantiates the peculiarities of introducing podcasts and videocasts into English language classes to develop students' listening skills. The use of podcasts enables a new approach to such an activity as listening. The variety of podcasts and their topics is remarkable, so they can be used at different stages of language learning.The authors reveal the effectiveness of implementing this teaching method in the educational process and highlight the main innovative possibilities of applying podcasting. Foreign language teachers who use audio blogs in the teaching process usually distinguish two ways of using podcasts: firstly, information can be listened to, and secondly, you can create your own products in the classroom or beyond.Thus, in order to achieve the final result, it is necessary to take a learning tool approach to podcasts and videocasts, select the minimum and ensure that this experimental minimum is firmly mastered. The aim is to develop studentsʼ grammar, listening, speaking and writing skills. Ultimately, learners are able to distinguish between podcasts and videocasts when reading and listening, while still receiving meaningful information.It is postulated that specially created educational audio blogs can be aimed at developing the skills of listening and comprehension of coherent audio text, while authentic podcasts provide information for oral or written reflection or discussion. The features and capabilities of podcasts provide a new and relevant quality of the foreign language learning process, contribute to the development of not only the motivation of students, but also their initiative and determination, deepen their listening and hearing abilities, which certainly has a positive impact on improving the effectiveness of the learning process.
 Keywords: podcast; videocast; computerization; audio blog; relevant and authentic audio and video materials; technology of practical work; innovative educational opportunities; development of listening skills.