Foreign Language Teaching Research Articles

A year of generative AI in English language teaching and learning - A case study

Artificial intelligence (AI) tools are becoming increasingly prevalent in various fields, including foreign language education. Understanding foreign language students’ and teachers’ perceptions, experiences, ideas, and suggestions is crucial for effectively integrating these tools into language learning. To this end, this case study examines the perceptions of 14 English as a Foreign Language instructors and 13 students regarding the integration of ChatGPT in a foreign language school over a year. Data were collected through focus groups and one-to-one interviews and analyzed using reflexive thematic analysis. The findings suggest that generative AI chatbots can enhance language skills, offer diverse learning materials, and foster inclusiveness and equity in foreign language learning. However, concerns were raised about plagiarism and potential negative impacts on students’ cognitive skills.

Understanding EFL teacher identity and identity tensions in a Chinese university context

AbstractIn the past few decades, teacher identity has been a popular topic in the field of English as a Foreign Language (EFL) teaching. As a construct that is socially constructed, teacher identity is influenced by situational contexts and is not fixed but multifaceted. While many studies have examined pre‐service and novice teachers’ identities, relatively fewer paid attention to experienced language teachers’ identities and the conflicts they may encounter. This study investigates one seasoned EFL teacher's multiple identities and the tensions that existed in her identity in a Chinese university setting. Data included a semi‐structured interview, class recordings, a stimulated recall, and artifacts such as the teacher's materials for classroom teaching. Findings demonstrated that the teacher practiced three sub‐identities in her teaching, namely, an English language teacher, a guide, and an academic advisor. Additionally, tensions within her identity as an English educator were identified, consisting of the popularity of technology‐driven tools in students’ English learning activities and the need to conduct research while not possessing sufficient research skills. The pedagogical insights generated underscored the importance of teachers’ agency and institutional support in resolving the tensions to facilitate experienced language teachers’ ongoing professional development and identity construction.

Audiovisual speech perception of multilingual learners of Japanese

ABSTRACT Due to the complex nature of languages and the way they are used, it is often difficult to research multilinguals because of the considerable variation in the ways their spoken languages may impact their perceptions. For this reason, foreign language education research has largely been focused on English L2 speakers, overlooking how different languages might impact perception in multilingual speakers. Focusing on Japanese as a Second Language (JSL) learners, this research investigated how multilinguals responded to audiovisual cues in Japanese and English. Utilising web-based eye-tracking technology facilitated by WebGazer.js. Participants were asked to complete a novel phonetic distinction task while their gaze behaviour was measured. Contrary to initial theoretical expectations, the findings did not reveal significant mediation by gaze behaviour on the relationship between multilingualism and task performance. However, the study found that when looking at the duration of fixation on the mouth, there's a significant difference between native English speakers and native speakers of Asian languages when listening to English or Japanese. These findings indicate that further research that explores the nuances of gaze behaviour among multilingual learners of non-English languages (such as Japanese) is necessary.

Speaking on the Way: A Simulation-Based Proposal for Primary-School EFL Learners

The main purpose of this case study was to investigate the possibilities of simulation-based learning in Teaching English as a Foreign Language in Greek Primary Education by focusing on the speaking skill. Following a thorough evaluation of the speaking section of the sixth grade’s coursebook, it became evident that the simulation-based activities had shortcomings that needed improvement. An alternative proposal of a simulation-based activity with a cultural focus revealed the complications of achieving successful implementation when it comes to simulation-based experiential learning. The findings that came from the recording of a specific learner’s responses revealed that the learner took up the challenge to try a different approach to communicating in English within the context of the EFL lesson. What is more, the proposed lesson plan created implications for exploring the EFL learners’ relationship to English-speaking cultures, i.e., British culture. Limitations of the study and directions for further research were also provided.

Exploring EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective

The rapid advancements in Artificial Intelligence (AI) are reshaping language education, raising concerns about the professional future of English as a Foreign Language (EFL) teachers. While existing literature often highlights the effectiveness of AI tools, it tends to overlook their impact on teachers' relevant expertise development and emotional experiences. This longitudinal study addresses this gap by exploring EFL teachers' emotional landscapes and adaptive expertise development through the lens of positive psychology. Employing thematic analysis, the study draws on data from three rounds of semi-structured interviews with ten EFL teachers, complemented by students' post-class reflections and classroom observations. The findings highlight the pivotal role of positive emotions in EFL teachers' professional development, revealing a dynamic, non-linear interaction between positive and negative emotions as teachers navigate AI-integrated language education. This emotional interplay is significantly influenced by teachers' social connections and professional backgrounds. The study underscores the need for institutional support systems that promote positive emotions and enhance teachers' digital literacy. By deepening our understanding of EFL teachers’ emotional experiences and professional growth within the AI-integrated educational context, this study offers valuable insights for designing targeted interventions and curriculum reforms that foster effective collaboration between human and AI intelligence in global education.

Esp in Action: Application of LEM in Gaziantep Industry Through Online Language Teaching

The study was conducted in Gaziantep, an industrial city in the Southeastern Anatolia region of Turkiye. This study was a joint effort of Gaziantep University and a company that participated in many international activities. Through fieldwork and literature reviews, it was determined that there are no foreign language studies towards business people and business English in Gaziantep. The objectives of this study, was aimed at business people and the business world, were determined based on this preliminary research and existing foreign language teaching studies; the goal was to determine how to close the language gap in the business world. Distance education was used to make the study easy to access; for participants to be able to access the training program at any time and place. After necessary procedures were established, the employees who could participate in the project were determined. The employees' primary needs and foreign language levels were determined with a pre-test and a need analysis. A training model was developed accordingly, and the eight-week training was started. The training content was organized according to the lean educational method, considering the needs of all participants, and the efficiency of the method in question was examined. Training content, incorporating technological tools and interactive materials, was planned to ensure that participants enjoyed learning throughout the course. The success of the training was evaluated based on findings obtained by comparing pre-test and post-test results. In light of these findings, it has been proven that language success can be increased quickly by using the lean educational method effectively. It has been determined that great success can be achieved quickly with the lean educational method, a training model used to achieve rapid success in areas for adult groups and the business world. In addition, this study determined that people with time constraints could easily participate in the program with distance education and save time while doing so.

Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners

ABSTRACTArtificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education.

Enhancing EFL Higher Education through Fliki Videos: An Artificial Intelligence Implementation Approach

Artificial Intelligence (AI) presents different opportunities for enhancing personalized learning experiences within the field of English as a Foreign Language (EFL) education. Its capacity for adaptive learning is particularly noteworthy, as it caters to individual students’ unique styles. In this context, the purpose of this study was to investigate the impact of Fliki AI videos on EFL teaching and learning and determine students’ perceptions of their use. The participants included 84 pre-service EFL teachers at a private university in Ecuador. A mixed-method design was used to analyze quantitative and qualitative data. Instruments were diagnostic and perception questionnaires and an interview. The main findings revealed that Fliki AI videos effectively enhanced student engagement and comprehension. Additionally, participants reported improved understanding of linguistic and pedagogical concepts through clear explanations and visual representations provided by the videos. The adaptability of Fliki AI videos allowed for personalized learning experiences, while supplementary activities reinforced learning outcomes. Further research could explore optimal design features and instructional strategies for maximizing the effectiveness of these resources.

The Impact of Teacher and Peer Support on Preservice EFL Teachers' Work Engagement in Their Teaching Practicum: The Mediating Role of Teacher L2 Grit and Language Teaching Enjoyment.

The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psychological and emotional factors throughout the practicum. To address this research gap, the present study, informed by the Stimulus-Organism-Response (SOR) theory, has developed a structural equation model. This model posits teacher support and peer support as stimuli, L2 grit and the foreign language teaching enjoyment as the organism, and the work engagement of pre-service teachers as the behavioral response. A quantitative survey was conducted among 516 preservice EFL teachers to examine the relationships among variables in the model. Findings showed direct predictions of work engagement by teacher support, L2 grit, and FLTE. L2 grit and FLTE sequentially mediated the relationship between teacher and peer support and work engagement. This study identified the factors influencing preservice EFL teachers' work engagement, contributing to a deeper understanding of their psychological characteristics and emotional experiences during the teaching practicum. Additionally, the study offers practical implications for universities and internship schools to enhance preservice teachers' work engagement during the practicum.

ANALYZING OF THE TEXTBOOK 'YENI ISTANBUL' IN TERMS OF CROSS-LINGUISTIC MEDIATION IN TEACHING TURKISH AS A FOREIGN LANGUAGE: B2 LEVEL

In this research, the textbook "Yeni Istanbul" is examined in terms of cross-linguistic mediation in teaching Turkish to foreigners. For this purpose, B2 language level is chosen to be examined. Mediation is one of the areas defined in the 2020 update of the Common European Framework of Reference for Languages. Mediation activities are divided into three: mediating a text, mediating concepts and mediating communication. CEFR 2020 is of great importance in terms of providing a common framework text in foreign language teaching. Document analysis, one of the qualitative research methods, is used in the study. The activities in the “Yeni Istanbul” B2 textbook are examined with the content analysis technique. The titles related to mediation activities are created from the theme names in the B2 textbook. As a result of the research, most activities are found in the field of mediating a text (f = 15). In addition, activities related to mediating communication (f=13) and mediating concepts (f=11) are also identified. Only one activity/task is identified under the sub-heading of cross-linguistic mediation.

Technology Integration in Foreign Language Teacher Training Programs: Exploring Cutting-Edge Tools and Applications for Professional Development

The incorporation of technology into the training of foreign language teachers has garnered considerable interest among educators, who have increasingly acknowledged the inherent possibilities of innovative tools and applications in augmenting their professional growth. Notwithstanding, these tools allow educators to remain abreast of the most current pedagogical methodologies, augment their instructional expertise, and proficiently cater to the varied requirements of students. This study investigates the incorporation of these tools within the instructional program of educators specializing in foreign languages; with the ultimate aim of unveiling the views of relevant stakeholders on how these tools aid in strengthening their professional growth. The study involved the participation of 107 individuals, comprising both foreign language university lecturers and teacher trainers. Furthermore, a quantitative method of analysis was adopted in analyzing the research data that was collated through the use of an online questionnaire. Several significant findings were made from the research data which were presented and analyzed. The research findings revealed that technology integration seamlessly paves the way for the professional development of foreign language educators. Also, a comprehensive training program, provision of ongoing professional development opportunities, peer collaboration, and establishment of feedback and evaluation mechanisms can aid in countering major limitations of the implementation of technology integration.

Psychological and Educational Approach in Teaching and Learning Foreign Languages

Schools play a central role in the holistic development of children, providing a structured environment that fosters their intellectual, social, emotional, and physical growth, and equipping them with essential skills and knowledge for their future through the experiences each child will have at school. These contribute to the cognitive and academic development of children in several ways. First and foremost, the primary objective of school is to provide a pedagogical education to children. In this regard, the school promotes intellectual development through a structured and organized learning environment where children can acquire knowledge, develop cognitive skills, and build their academic journey. Teachers play a crucial role in delivering effective instruction, facilitating learning experiences, and providing individualized support to meet the diverse needs of students. Furthermore, schools provide resources, programs, and assessments that help children progress academically and prepare them for their future studies. Moreover, children are also exposed to several languages from a very young age, which promotes the acquisition and mastery of languages. The learning of multiple languages in a multilingual school will lead children to develop cognitive skills such as attention, memory, and executive functions. These cognitive skills are transferable and can support academic abilities in areas such as reading, comprehension, mathematics, and problem-solving. As the basis of all educational activities, whether they involve listening, speaking, reading or writing, language plays a crucial role in the fulfilment of many important tasks and goals of a school. Language in school is not only a subject to be taught, but a source of study for other subjects as well, as it enables students to gather data and gain knowledge in a variety of subject areas. As a result, primary education provides all students with a basic education as well as access to other languages, such as French or English. This initiative aims to give students an appropriate linguistic approach that enables them to communicate, express themselves and use their language skills in their academic, personal and social activities, as well as direct access to information and knowledge. Foreign language education aims as well as to give learners the ability to communicate, express themselves, and use their language skills in their school work, personal lives, and social interactions. It also helps them have direct access to information and knowledge. From this point of view, we seek through the following scientific paper to discuss the purpose of the need for children to acquire foreign languages and the most appropriate age to start learning them. We will also try to present the scientific opinions of the most important thinkers and researchers on how languages are learnt and taught and the proposed teaching methods in this field.

Understanding University Students’ Foreign Language Learning Attitudes: An Analysis Based on Stereotypes

The study aims to understand university students’ perceptions of stereotypes in foreign language learning in Cyprus, a multilingual and multicultural island. The goal is to comprehend how stereotypes impact foreign language education, enabling educators to tailor teaching environments and methodologies accordingly. The research question probes the extent and the influencing variables of stereotypes held by students in Cyprus during their language learning journey. This quantitative descriptive study involved 832 students from various faculties of a private North Cyprus university during the 2021–2022 academic year. A sample of 550 students, comprising 269 males and 281 females, was randomly selected. The stereotyped thought scale for a foreign language, a tool developed by Ünal in 2015 with 42 items across 8 sub-dimensions, was employed to gauge students’ stereotypical thoughts. The study’s results revealed an average score of 2.99 out of 5 on the scale, indicating that students’ stereotyped thinking falls within the average range. Notably, several variables, including gender, age, education, family, and language proficiency, significantly influence the stereotypes students hold during their language learning process.

The Potential of Artificial Intelligence in Teaching a Foreign Language at a University

The rapid development of artificial intelligence, neural networks, naturally gives impetus to the development and modernization of the education sector. New technologies practically affect the processes of teaching. The purpose of the study is to test the practical effect of the technology of interaction between a teacher, students and artificial intelligence. The task is solved to develop and describe the techniques, algorithm and results of the work of a teacher and students with the integration of the artificial intelligence technologies into the educational process. This shows the theoretical and practical significance of this study. To eliminate negative situations of uncontrolled usage of neural networks in the educational process, to prevent the situations of academic deception, unethical usage of artificial intelligence, it is proposed to develop the techniques of a teacher’s work with a study group that will transform negative factors of the usage of artificial intelligence by students into positive ones, bringing situations of recourse to artificial intelligence into a teacher-controlled format of its use. The technique is proposed that prevents academic deception: the use of artificial intelligence for educational purposes through a teacher-supervision when using artificial intelligence by a student. This is the novelty of the study presented. The research methods are: the analysis of special literature and methodological foundations of teaching AI, as well as verbal-communicative and empirical methods. As a result of the research, the author proposed the list of principles of using artificial intelligence in the educational process is proposed, two functions of artificial intelligence while learning and teaching foreign languages are identified. It is stated, that the phenomenon of the emergence of a new subject of educational process – artificial intelligence – can be observed and the triad of the subjects of educational process has been defined – “Teacher – Artificial Intelligence – Student”. Moreover, the author describes the experience of testing the use of artificial intelligence technologies and gives practical recommendations on their use in the educational process at the university, describes the techniques and formats of tasks given for students. This will further enhance the tools and functionality of digital platforms used in the educational process based on artificial intelligence in general and on the mechanism of neural networks in particular. Keywords: artificial intelligence, English language, principles of teaching, techniques of teaching, artificial intelligence functions, the triad of the educational process

MAIN STAGES OF THE LANGUAGE TEST DEVELOPMENT PROCESS AND VALIDATION ANALYSIS METHODS: THE CASE OF GAZI TÖMER

Testing is the most widely used assessment tool in measuring the development process of students' languagecompetence. Therefore, the existence of valid and reliable language tests appropriate to student achievements in education is of great importance. Research on language test development in foreign language teaching in Kazakhstan is insufficient. The aim ofthis study is to practically demonstrate the basic stages of the test development process and how to conduct content validity analysis with the example of the proficiency test of foreign language (Turkish) prepared by Gazi TÖMER. The research method was based on a quantitative research design. The sample of the research for validation was consisted of 7 experts with experience in Gazi TÖMER. For reliability, there were a total of 66 students studying at Abai KazNPU. The first part of the study was examinedfor the content validity of the relevant test. For this purpose, based on the criteria determined by Webb for the evaluation of learning outcomes, the opinions received from field experts were evaluated using the Lawshe technique. The CVR value of the 45-question test was .96, and the CVI was “significant”. The second part of the study was about reliability. For this purpose, the difficulty level of each item was examined based on the data obtained from the pilot application of the test. Data were analyzedusing Excel and SPSS programs. Additionally, the KR-20 value was calculated and found to be .80, and the test was considered reliable. It is believed that the steps and results included in the study will guide the process of creating valid and reliable tests in various fields.

Dynamics of speech and language competencies formation while the level-based approach to teaching the discipline ‘foreign language’ is being implemented

Introduction. The level-based approach to organizing foreign language teaching at the university is designed to take into account a number of objective factors: heterogeneity of the degree of foreign language proficiency of students in non-linguistic areas of training entering the university, higher requirements for the quality of mastering the discipline ‘Foreign Language’, and a limited number of academic hours allocated for mastering this discipline in the curriculum. The study aims to identify the dynamics of foreign language teaching when the level-based approach is being implemented. Materials and methods. The study was based on first-year students of non-linguistic areas of training at two higher schools of Northern (Arctic) Federal University named after M.V. Lomonosov (236 people). The research methods were the entrance and final diagnostic tests, differentiation of teaching a foreign language (English) and statistical processing methods (the Shapiro-Wilk test, Spearman rank correlation coefficient and the Wilcoxon signed-rank test). Statistical data were processed using the IBM SPSS 23.0 computer software package. Research results. The data obtained allows assessing the qualitative growth of speech formation (reading and listening) and language (vocabulary and grammar) competencies. The differences between the entrance and final tests (p <0.001) are statistically significant and in all the aspects tested are in favor of the final test. Conclusion. The level approach proved effective for speech and language competencies formation in students of non-linguistic areas of training when studying the discipline ‘Foreign Language’, which is confirmed by statistical processing of the final test results. The level approach reduced the impact of such negative factors as heterogeneity of the initial language training of first-year students, psychological barriers, and short terms of teaching a foreign language to students of non-linguistic areas of training. Prospects for further research into the implementation of level-based teaching may be associated with analyzing how other components of foreign language communicative competence are formed.

A Cognitive Model of Language Teacher Fossilization

Expertise in foreign language teaching has been widely discussed in the literature as inherently related to accumulated classroom experience and, hence, extensive practical knowledge. Even though current conceptualizations are increasingly focusing on teachers’ ability to reflect on their performance and continuously develop a repertoire of didactic resources regardless of their career stage, effective human information processing in the profession remains under-researched. This paper sees the concept of expertise from the perspective of cognitive processes, and specifically operations involved in problem-solving. The author presents a theoretical model of teacher fossilization, discussing attention, knowledge, reasoning, and judgment as potential inhibitors of intellectual vitality and growth in individuals. When neglected, these factors might lead experienced teachers to make just as incompetent decisions as novice educators. The model highlights the external and internal forces that cause practitioners to minimize, rather than maximize, their learning opportunities in a workplace. The new concept has implications for teachers’ day-to-day practice as well as for in-service professional development initiatives. It serves as a guiding principle for the successful utilization of one’s cognitive capital and outlines both the purpose and direction of one’s mental effort.

ICT and the impact of digital textbooks in foreign language teaching and learning

Abstract As part of the effort to find more effective methods for teaching foreign languages, this study focuses on the role and impact of digital books within the Albanian educational context, with particular emphasis on pedagogical practices related to the teaching of foreign languages in general and French language in particular. Using a mixed methodological approach, both quantitative and qualitative, including surveys of teachers, interviews, and analysis of data collected during classroom observations, this study assesses how the use of digital technologies, including digital books, influences student engagement and their achievements in language learning. The data analysis shows a positive correlation between the use of digital books and the improvement of students’ performance in various language skills. The integration of digital technologies not only increases engagement and performance but also contributes to the development of a more personalized and autonomous approach to teaching.

ФОНЕТИЧЕСКАЯ ИНТЕРФЕРЕНЦИЯ КАК ЛИНГВОМЕТОДИЧЕСКАЯ ПРОБЛЕМА ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО В КОНСЕРВАТОРИИ

The article is devoted to the problems associated with the interfering influence of the native (Chinese) language in mastering Russian language by students receiving vocal education at Russian Conservatory. The relevance of the research topic is due to the large number of students from China studying in Russia in the field of vocal art. Having chosen phonetic interference as a priority aspect and relying on studies of this process conducted by linguists over the years, the authors propose special methodological techniques that take into account professional specifics of the contingent of trainees. The article emphasizes an important role of the correct selection of didactic material in the organization of the educational process. The authors illustrate their suggestions on ways to overcome phonetic interference with examples and analyze in detail the phonetic features of the texts of vocal works included in the repertoire of Chinese vocalists of the first academic year. The article notes the importance of interaction between teachers of Russian as a foreign language and vocal teachers in the process of working on the elimination of pronouncing defects at the stage of the introductory phonetic course. The materials of the article can be used by specialists of higher educational musical institutions working with Chinese students whose goal is to receive vocal education.

HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION

Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a Foreign Language (EFL) instruction. The efficacy of critical strategies, including scaffolding, authentic tasks, and collaborative learning, are emphasized in cultivating a dynamic and interactive learning environment. In addition, the adaptability of constructivist methods in various educational environments is examined, allowing educators to customize their teaching strategies to accommodate the distinctive requirements of English language learners. This paper endeavors to provide educators with a comprehensive framework for integrating constructivist principles into their English teaching practices, thereby improving student engagement and language mastery through thoroughly examining literature and case studies.