Foreign Language Learning Research Articles

The roles of growth mindsets and psychological speaking needs in the relationships between grit and willingness to communicate among foreign language learners

ABSTRACT Individual difference factors are increasingly important in shaping students’ communicative intentions. This study tests a model of foreign language (L2) grit, as indicated by English-as-a-foreign-language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), growth mindsets, psychological speaking needs (autonomy, competence, relatedness), and L2 willingness to communicate (L2 WTC). A total of 453 EFL undergraduates majoring in English completed questionnaires designed to measure these constructs. The construct validity of the measures was first verified through confirmatory factor analysis (CFA), followed by structural equation modelling (SEM) to test the hypothesized relationships among the variables. The results revealed that PE positively predicted autonomy, competence, and growth mindsets, but had no direct effect on L2 WTC. Instead, its influence on L2 WTC was indirect, mediated by autonomy, competence, and growth mindsets. In contrast, CI directly predicted autonomy, competence, growth mindsets, and L2 WTC, and also indirectly influenced L2 WTC through these factors. The pedagogical implications of these findings are discussed.

Exploring Kuwaiti English as a Foreign Language Teachers’ Beliefs About Language Learning: A Mixed Methods Study

Second/Foreign Language (SL/FL) teachers often hold different beliefs about language learning, which could affect learners’ beliefs. This study investigated Kuwaiti English language teachers’ (EFL) beliefs about language learning using Horwitz’s (1987) Beliefs About Language Learning Inventory (BALLI). The research questions aimed to explore teachers’ beliefs about four dimensions namely the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, and learning strategies. Situated in the state of Kuwait, 95 EFL in-service teachers from different government schools participated in the study. Data was collected using a questionnaire and triangulated with semi-structured interviews. Descriptive statistical analysis showed that the highest mean score was recorded for the “foreign language aptitude” dimension, indicating that Kuwaiti EFL teachers strongly believed in the general existence of specialized abilities for language learning. Findings also showed that Kuwaiti teachers have various beliefs about language learning, some of which may be conducive to language learning and teaching. Teachers also hold certain beliefs about language learning that directly impact their instructional practices. The implications of this paper suggest a need for teachers’ professional training courses to focus on raising teachers’ awareness of their beliefs about language learning and the influence such beliefs may have on their language teaching practices.

The use of interactive fairy tales to enhance listening skills in EFL learners

The integration of interactive technology in language learning offers innovative ways to enhance listening skills, a critical area for English Foreign Language learners. This research examines the effectiveness of interactive fairy tales in improving listening comprehension and engaging students in language practice. The primary objective of this study is to assess the use of interactive fairy tales on enhancing listening skills in English Foreign Language learners through digital storytelling tools. This study employs a mixed-methods approach, integrating both quantitative and qualitative techniques. Data collection involved observations and questionnaires to analyze the effects of interactive fairy tales on EFL learners' listening skills. The population was 27 students of eighth grade; participants engage with interactive fairy tales on a dedicated web page over four weeks. Observations monitored learner interaction and engagement, while pre- and post-interventions questionnaires assessed changes in listening skills, motivation, and overall experience. The results revealed significant progress in students’ listening skills after the intervention. Pre-test data showed 74% failing to meet the required learning outcomes, with no mastery achieved. Post-test results reversed this trend, with 55% achieving the required outcomes, 41% demonstrating mastery, and 0% failing. Observations displayed increased engagement and comprehension but noted technical issues and hesitancy in shy students. In conclusion, the web page proved effective in enhancing listening skills, with room for improvement in addressing limitations and maximizing participation.

Effectiveness of Using Memorisation Technique to Expand Students' English Vocabulary

The effectiveness of using memorisation techniques to expand students‘ English vocabulary aims to examine how memorisation techniques can be effectively applied to expand students’ English vocabulary, as well as the positive impacts that can result from the application of these techniques in the context of foreign language learning. This research uses a qualitative approach with descriptive methods to explore the effectiveness of memorisation techniques in expanding the English vocabulary of primary school students. A structured, interactive and fun memorisation method can help students to expand their English vocabulary effectively. With a combination of repetition techniques, games, visualisation, and application of vocabulary in sentences and dialogues. The results obtained in this tutoring activity are students get basic knowledge of vocabulary related to frequently used verbs, students can practice directly how to pronounce and pronounce vocabulary correctly, and students get the experience of learning English in a fun way. The results emphasise how important it is to master vocabulary when learning English, especially for students in primary school. Important words that must be understood for better communication skills in English, both when speaking and writing. It is hoped that this research can provide insights for educators and education managers in designing more innovative and efficient learning methods to improve students' language skills.

Анализ культурных контекстов образовательных данных для рекомендации изучения иностранных языков

The article explores an approach to generating foreign language learning recommendations via mobile applications, based on analysing cultural contexts within users’ educational data. The work presents a comparative analysis of the specific features of foreign language learning in various existing educational services. The work pays particular attention to analysing cultural data, using professional cultures as an example, to determine the design specifications of professionally oriented software training services. Based on the analysis results, the authors formulate recommendations for foreign language learning for different categories of specialists, along with formulating design requirements for such training services. The prospect for further research lies in the necessity of considering the linguistic world picture, which, according to the research of A.A. Leontiev, has a three-level structure, encompassing, among other aspects, psychological and ergonomic planes. The ergonomic and psychological components will enable achieving the required level of foreign language proficiency for future specialists, taking into account both professional and cultural contexts of educational data.

The Influence of Audiobooks on the Development of English as a Foreign Language Learners’ Reading Fluency in Jordan

This study aimed to discover how audiobooks affected the development of the English reading fluency of Seventh grade EFL students at Jordan University School. A quasi-experimental strategy using a two-group pretest-posttest design achieves the study's goals. Over a month, thirty students experienced the opportunity to learn through audiobooks (Experimental group), while another group received traditional instruction (Control group). Two measurements were carried out for the experimental and control groups before and after various treatments. The researchers developed a similar reading assessment test to evaluate the students’ reading fluency. In addition, they utilized an observation card that included multiple criteria to assess the accuracy and automaticity of students’ reading abilities. The prosody was measured using Rasinski's Multidimensional Fluency Scale. The effect of the audiobook approach on the three reading fluency levels (accuracy, automaticity, and prosody) was investigated using a one-way multivariate analysis of covariance (MANCOVA). The study revealed the positive impact of audiobooks on improving reading fluency. The study suggested that educators should enhance their understanding of incorporating audiobooks in classroom and non-classroom settings.

Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study

As a well-known teaching model, flipped learning enables compelling interactions and practices among L2 instructors and learners by switching in-class content learning and out-of-class activities. Despite this, on occasions, L2 learners may not be able to learn the online materials pertaining to the pre-class phase by themselves due to their low degree of self-regulation (SR) learning skills and engagement. In the present study, a goal-oriented flipped learning model is proposed in which L2 learners set goals concerning the course objectives and break down the goals into specific action plans approved by the teacher to be taken outside the class. To examine the effectiveness of the proposed model, this sequential explanatory mixed methods study evaluated its effects on L2 learners’ speaking, listening, and SR learning skills. To this end, 100 freshman English as a Foreign Language (EFL) learners in Iran were assigned to two experimental groups and one control group: a) goal-oriented flipped learning, b) conventional flipped learning, and c) conventional learning. To elicit the quantitative data, the groups were given speaking and listening tests, and a SR learning questionnaire. The qualitative data was then collected by semi-structured interviews to add depth to the quantitative data. The findings indicated that the proposed model can help L2 learners improve their L2 speaking, listening, and SR learning skills by promoting their task engagement and L2 self-confidence.

Impact of Technology-enhanced Pedagogy towards Students’ Academic Attitudes in the National Language in Uganda: A Quasi-Experimental Study in the Secondary Schools in Mbarara City

Purpose: This study assessed the impact of technology-enhanced pedagogy on students' academic attitudes towards Kiswahili language learning in secondary schools in Mbarara City, Uganda. Materials and Methods: Employing a quasi-experimental design, the study compared two groups: an experimental group (N = 79) taught using technology-enhanced methods (e.g., audio, video, and interactive media) and a control group (N = 79) taught using traditional methods such as lectures and textbooks. Stratified random sampling was utilized to select a total of 158 participants. The main data collection instrument was the Foreign Language Learning scale, supplemented with additional bio-data. A pre-post test was conducted over three months, and data were analyzed using descriptive statistics and paired-samples t-tests in Statistical Package for Social Sciences version 26. Findings: The results revealed that the experimental group showed a significant improvement in academic attitudes, with a post-intervention mean of 3.7 (SD = 7.0) compared to the pre-intervention mean of 1.0 (SD = 5.9), t(78) = 2.5, p = 0.013. In contrast, the control group showed no significant change, with a post-intervention mean of 0.8 (SD = 4.3) compared to the pre-intervention mean of -0.7 (SD = 5.8), t(78) = 1.7, p = 0.095. Implications to Theory, Practice and Policy: These findings suggest that technology-enhanced pedagogy has a significant positive impact on students' academic attitudes, while traditional methods did not yield similar improvements. The study highlights the potential of integrating technology into language education and emphasizes the need for further research on the long-term effects of technology in diverse educational contexts.

Effects of an automated corrective feedback-based peer assessment approach on students’ learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation

Abstract Oral practice is challenging for foreign language education, and Corrective Feedback (CF) is often used to point out learners’ pronunciation errors and to help them improve their oral skills in foreign language courses. CF is generally considered as a necessary condition for foreign language acquisition, and “reflection” and “correction” are imperative stages to realize the process from “input” to “output” to improve accuracy and deepen reflection on foreign language learning. In conventional courses, teachers have often used peer assessment (PA) to ask students to comment on each other’s performance during exercises so as to promote reflection. However, due to students’ varied levels of proficiency, correction from the teacher during PA activities is needed. Since a ratio of one teacher to many students is very common in most courses, it is almost impossible to provide immediate and detailed feedback for individual students during pronunciation practice. With the development of artificial intelligence, Automated Corrective Feedback (ACF) can provide more personalized, precise, and timely feedback for individual learners. Therefore, a quasi-experimental research design was conducted to explore if the ACF-based peer assessment (ACF-PA) approach would have a positive effect in a foreign language pronunciation course. The participants were 66 college students who were divided into an experimental group with the ACF-PA approach (N = 31) and a control group with the Conventional Peer Assessment (C-PA) approach (N = 35). The results indicated that when ACF-PA was adopted, it was helpful for improving students’ learning performance, intrinsic motivation, and self-regulated learning conceptions when learning French pronunciation. Additionally, discussion on students’ learning experience and their perceptions is also provided.

Exploring the Impact Task-Based Communicative Approach among University EFL Learners in Thailand: Basis for Curriculum Design

This study explored the impact of the Task-Based Communicative Approach (TBCA) in enhancing the speaking and listening skills of English as a Foreign Language (EFL) learners at a university in Thailand. A mixed-methods research design was utilized in the study combining quantitative data from a perception questionnaire with qualitative insights from semi-structured interviews to gain a comprehensive understanding of students' perceptions. The participants of the study were the fourth year graduating students of English Department, Faculty of Education. The sample was selected through purposive sampling method while the quantitative data was determined through the participants willingness to participate in the study. The study focused on how the task-based activity, the real-world communication, contribute to improvements in learners' confidence, collaboration, and overall language proficiency. The findings provided valuable insights for curriculum development in EFL programs, particularly in the Mekong Region, where the demand for practical language skills is growing. The study also aimed to emphasize how EFL learners’ challenges enhance by TBCA for integrating task-based approaches into university-level English curricula.

Secondary Education Profiling: Problems and Prospects

Introduction. The results of our research of the issue of profession-oriented education in secondary schools of Ukraine have revealed that the first Concept of Profession-oriented Education in High School (2003) underwent changes over the next ten years since its launch in 2003. Moreover, its new editions were twice approved by the Ministry of Education and Science of Ukraine in 2009 and 2013, respectively. The given Concepts specified methodology, organizational and pedagogical pre-requisites of profession-oriented education as well as outlined the mechanisms for its implementation. However, not a single model has been fully realized so far, which is closely related to and is explained by certain difficulties and problems of organizing profession-oriented education. The timeliness of recent secondary education (grades 10-12) profiling is reinforced by the start of the third phase of the subject oriented educational reform. Purpose. The article aims to identify and scrutinize modern psychology-pedagogical pre-requisites of secondary education profiling through the perspective of the New Ukrainian School development. Methods. Reviewing studies on Methods for Foreign Language Teaching and Learning, Psychology, Pedagogy, Linguistics; analysis of the current national legislation on the issue, curricula, syllabi, textbooks, study guides; scientifically rigorous observation of the educational process; summarizing the positive work experience of university and school teachers. Results. The article provides a retrospective analysis of the subject oriented education at the third level of comprehensive secondary education during the period of Ukraine’s independence. More specifically, coverage of the national state documents, regulating its implementation, as well as full-value analysis of current researches and publications, creating its theoretical and methodological basis, are supported by the gained experience in the given domain. The article writer links the effectiveness of secondary education profiling being implemented according to the 2024 State Standard with the need to consider not only previous experience, but also modern psychological and pedagogical conditions for its implementation. Hence, the thorough examination of social, methodological, and technological factors determining the peculiarities of secondary education profiling at the current stage. Conclusion. Overall, a retrospective study of scientific literature, legislative and regulatory documents, and summary of the author’s own experience on the implementation of subject oriented secondary education during the period of independence of Ukraine were carried out. An attempt has been made to characterize the factors that caused difficulties and made it impossible to fully solve the tasks of subject oriented education defined by the Concept of Profile Education in High School (2003, 2009, 2013). Based on the results of the study and analysis of modern psychological and pedagogical conditions for secondary education profiling, the emphasis should be made on preparation and further implementation of subject oriented training in accordance with the State Standard (2024). Extensive examination of the specifics of foreign languages oriented teaching in academic and professional fields seem to be perspective for further research.

A new innovative metaverse ecosystem: VR-based human interaction enhances EFL learners’ transferable skills

The purpose of this study was to test the effectiveness of using IVR to help Indonesian EFL students cope with the twenty-first century. We examined 53 Indonesian university students in this study to see how immersive virtual reality (IVR) impacts their English as a Foreign Language (EFL) proficiency and transferable skill development. The pre-experimental design used a mixed methodology approach, combining qualitative and quantitative methods. Statistical analysis, using paired sample t-test and ANOVA, showed that post-test scores (mean = 84.72, SD = 7.83) were significantly higher than pre-test scores (mean = 58.96, SD = 8.16, p < 0.001). Using t-test and ANOVA, we compared students’ pre- and post-test EFL proficiency levels within and between the two groups. We analyzed the quantitative data with qualitative descriptions of changes in transferable skills and participants’ opinions about the impact of IVR on their English as a Foreign Language (EFL) and transferable skills. The integration analysis revealed that students felt an improvement in transferable skills, but their English skills still needed improvement in pronunciation and vocabulary. In addition, IVR helped undergraduate students overcome English learning difficulties. They reported a decrease in the anxiety they experienced when using IVR in real-life scenarios, although they saw it as a useful tool to improve transferable skills. According to the results of the study, IVR had a statistically significant effect on undergraduate students' transferability of skills. Although most users found IVR to be an engaging learning experience with realistic settings and fun activities, they recognized that the use of avatars could sometimes be a hindrance in designing stories using EFL. We offer implications for improving foreign language learning using IVR technology. By implementing the most effective teaching models in the metaverse, it is important to create, design, and manage VR platforms in a structured way that reflects modern student-oriented learning, learning satisfaction, and improve learning outcomes based on these results for future education, namely in design thinking, computational thinking, and critical thinking, as well as improving overall language competence. While research has found some difficulties in integrating IVR for language learning, it has also found substantial links between IVR use and greater engagement, critical thinking, and the development of creative skills in the twenty-first century.

Exploring the Impact of Teaching French as an Enrichment Program to Primary School Students of Municipal Corporation of Delhi for Academic Session 2023-24

Students of the Primary schools run by Municipal Corporation of Delhi (MCD) lack resources to avail enrichment programs like learning foreign languages and cultures as they come from economically weaker part of the community. This lack motivated to design Josuman French Enrichment Program for MCD school students to teach French language in the mother tongue of the students following recent NEP 2020 regulations. The impact of the program was analyzed after teaching it in 80 schools of three MCD zones, East, South and Central Delhi for the complete academic year of 2023-24 to the interested students of 4th and 5th classes. The feedback from the school heads and class teachers was collected to analyze change in the affective attributes of the French program students. The weekly observational data and class exam results were collected from the French program teachers to analyze change in cognitive attributes of their students. The results of the study proved that students learnt to speak and write in French. There has been increase in the interest level and enthusiasm in learners. The impact of the French program has been so positive that more MCD schools have requested to include this enrichment program for their students.

The Role of Using Authentic Videos on Learners' Pronunciation

Pronunciation is a crucial aspect of English as a Foreign Language (EFL) learning, yet many learners struggle to master both segmental and suprasegmental features. This study explores the role of authentic videos in improving the pronunciation skills of 80 intermediate-level EFL learners from Nakhchivan State University. Using a mixed-methods approach, the study collected data through pre- and post-tests, questionnaires, and semi-structured interviews. The findings revealed significant improvements in learners’ pronunciation after a six-week intervention with authentic video materials, including better articulation of sounds and enhanced intonation, stress, and rhythm. Learners reported high levels of engagement and motivation, highlighting the effectiveness of authentic videos as a teaching tool. However, challenges such as fast speech rates and unfamiliar vocabulary were noted, emphasizing the need for careful material selection and scaffolding. This study concludes that integrating authentic videos into EFL instruction can enhance pronunciation skills while fostering learner motivation and engagement.

Methodology of foreign language training of master's students in the field of energy using innovative technologies

The article highlights the peculiarities of developing the methodology for foreign language training of graduates using innovative technologies and its implementation in the educational process with a practical justification of the results obtained. The study also aimed to determine the level of foreign language competence of future power engineers. The experimental work consisted of three stages, during which the following methods of scientific research were used: analysis, generalization, comparison, modeling, pedagogical experiment, and methods of mathematical statistics. Based on the analysis of scientific and pedagogical works, information and communication, interactive, project-based learning technologies that can ensure high-quality foreign language learning are highlighted. The information and communicative educational environment for foreign language training of future power engineers for the practical implementation of the developed methodology is designed using the method of modeling. During the pedagogical experiment, the effectiveness of using the electronic service Learning Apps in mastering lexical items and repeating grammatical rules; project technologies in activating receptive and productive types of speech activity; and information and communication technologies in objectively assessing the level of foreign language knowledge, skills, and abilities, as well as expanding personal and professional range, was established. The results of the experimental work revealed positive dynamics in the levels of lexical, grammatical, speech, pragmatic, and socio-cultural competences, which are the structural elements of master's students' foreign language competence. The proposed methodology allows for the intensification, optimization, and activation of the process of foreign language training of future power engineers in a blended learning environment.

Features of the Process of Learning to Read in Chinese using Digital Means

Learning to read in Chinese is a complex and multi-step process that requires a deep understanding of the specifics of writing based on the hieroglyphic system. Through the use of modern educational technologies, wide opportunities are offered to improve this process through digital means. The purpose of the article is to analyze the features of the process of learning to read in Chinese using digital means. The author examines the influence of modern technologies on the perception of hieroglyphic writing and the formation of reading skills among students studying Chinese. The research methodology is based on a systematic analysis of scientific papers on the topic, a comparison of traditional and digital approaches to teaching reading, as well as on the study of practical examples of the use of digital tools in the educational process. Special attention is paid to the cognitive and communicative aspects of using digital texts and programs for the development of reading competencies. It is concluded that digital developments have a significant impact on the process of learning to read in Chinese, contributing to improved perception and memorization of hieroglyphs, as well as providing opportunities for individualization of the educational process. However, in order to achieve the best results, it is necessary to take into account the peculiarities of perception of electronic texts, integrate traditional methods with digital tools. The novelty lies in the author’s recommendations on modeling the process of learning to read in Chinese using digital tools. Within the framework of the model proposed in the article, the following supporting elements are highlighted: gamification, audiovisual support, and real-time feedback. The recommended model is a comprehensive, adaptive, technologically advanced approach that can be implemented using modern digital educational platforms. The article will be useful for teachers of the Chinese language, methodologists developing programs for learning foreign languages, researchers in the field of pedagogy and cognitive sciences, as well as students interested in modern technologies in the educational field.

Using AI Large Language Model (LLM-ChatGPT) to Mitigate Spelling Errors of EFL Learners

Despite considerable efforts invested in English language teaching, the prevalence of spelling errors poses a significant obstacle for English as a Foreign Language (EFL) learners due to the intricate nature of the English writing system, which is characterized by a lack of direct, one-to-one correspondence between spoken and written forms. Additionally, the lack of emphasis on developing writing skills exacerbates this issue. Various language learning tasks, such as text generation, machine translation, and long-text summarization, now widely employ Artificial Intelligence Large Language Models (AI-LLMs). This study aims to harness LLM-Generative Pre-training Transformer (GPT) (Language Model GPT) for writing skills to mitigate spelling errors by providing automated feedback, spelling assistance, and opportunities for regular practice. It also aims to gauge the perceptions and attitudes of EFL learners toward using LLM-GPT as a reinforcement approach to minimize spelling errors and improve writing proficiency. A total of 60 EFL students would be involved and a between-subject design method using control and experimental groups would be used in this study. The findings of the study indicated that learners who were taught using LLM_GPT application outscored their counterparts in another group and easily remembered the spelling of words as shown in the post-test session. Moreover, the learners felt the LLM_GPT application had a positive impact on learning spelling of words.

Beliefs and Attitudes of English as a Foreign Language (EFL) Learners Towards Communicative Language Teaching (CLT) Approach

Background and Aim: Communicative Language Teaching (CLT) has emerged as one of the outstanding approaches in language education, emphasizing interaction and practical communication. To perform well, one must be actively involved, regularly given feedback, and well-informed. In some cases, language learning has to be experienced authentically to be able to familiarize and fully perform it. This study explores the beliefs and attitudes of first-year EFL students of Nakhon Phanom University, Thailand towards the CLT approach, providing insights into its effectiveness and acceptance among new learners. Understanding these perceptions is critical for enhancing language instruction and fostering a more engaging learning environment. The purpose of this study was to investigate the perceptions and attitudes of EFL learners and to find out if there is a significant relationship between the learners' beliefs and the attitude of the EFL learners towards the CLT approach. Materials and Methods: This study was conducted using a descriptive correlative research design. The data collection took place at Nakhon University, Thailand. The respondents of this study were first-year education students from the English Department. A survey questionnaire through Google Forms was used to gather the data. For data analysis, mean, frequency distribution, and Pearson Correlation Coefficient (r) were employed. Results: Findings indicated that EFL learners recognized the application of the CLT approach in the class which is similar to their attitude towards the CLT approach that garnered a moderate response of “agree”. The moderate results imply that there is still room for improvement. The study found a positive correlation that proved the significant relationship between the beliefs and attitudes of the EFL learners towards the CLT approach at a 0.5 significance level. The result of the study aligned with the study of Mehta, N.K. (2015) stating that integrating the CLT approach in language teaching encourages language learners to learn better. In addition, the CLT approach plays an integral part in the language learning process. Furthermore, beliefs and attitudes are the main indicators in language learning; however, due to limited variables, future researchers can go further on other factors relating to the CLT approach. Conclusion: Therefore, it is concluded that to make CLT even more effective, EFL teachers should integrate the activities in the classroom with real-life communication, making learning more engaging and enjoyable for students.

Exploring Bangladeshi English as a foreign language learners' mindfulness and engagement in the online learning context.

Exploring Bangladeshi English as a foreign language learners' mindfulness and engagement in the online learning context.

Das tschechische Kindergedicht ‚Polámal se mraveneček‘. Eine deutsche Nachdichtung

The children’s poem Polámal se mraveneček by Josef Kožíšek, which has gained cult status over several generations in the Czech Republic with the illustrations of Ondřej Sekora, is the starting point for a detailed German adaptation. The aim is to make the story of the little ant’s suffering and its miraculous recovery through the emotional power of the community accessible to German children, their parents, and grandparents. Furthermore, the adaptation can also motivate Czech learners of German of all age groups to engage with foreign language learning in a completely new way