Foreign Language Programs Research Articles

Foreign Language and Area Studies Fellowship Program (ED)

Foreign Language and Area Studies Fellowship Program (ED)

Teachers’ Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program

Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and practices of corrective written feedback (WCF) among FFL teachers. The present study seeks to address this gap by investigating the WCF beliefs and practices of FFL teachers in an undergraduate program in Costa Rica. The participants in this study were five teachers teaching in an FFL program in the Modern Languages School at a large university in Costa Rica. Data were gathered using an online questionnaire, a semi-structured interview, and samples of students’ writing with teacher feedback. The findings revealed that the participants held common beliefs concerning writing, teaching writing, feedback provision in an FL, and the interdependent relationship among teaching, learning, and feedback in an FFL writing class. The results also showed that participants’ beliefs and practices regarding various aspects of written corrective feedback (CF) tended to be aligned, specifically in terms of the use of comprehensive indirect error-coded WCF and the use of evaluation grids. Implications and future research avenues are discussed.

KFL Program Building in the Era of Expansion: Innovative Local Strategies for Emerging Challenges

ABSTRACT This is a comparative study on the developmental trajectories of Korean as a foreign language (KFL) program building, based on the experiences of the past decade by four large state universities in North America. All four programs offer at least a three-year language sequence and are currently seeking expansion toward a full Korean studies program within its own academic context. This article explicates how program building efforts have addressed emerging challenges that are often institution-dependent and program-specific. The following strategies are highlighted: (a) starting a new program through community engagement, (b) reconfiguring the curriculum with changing demographics, (c) strengthening the program by stabilizing enrollment, and (d) fine-tuning the curriculum for program expansion. Thanks to innovative and proactive strategies, each program has passed the first phase of development in practical language training and already offers a solid curriculum with a major/minor degree in Korean language and/or Korean studies. In addition, the article examines the ways in which the pedagogical and curricula practices employed by these schools have helped to establish program identity and sustain program growth. Finally, the article projects that commonalities as well as the local differences in the four programs would be useful in designing an assessment framework on KFL program evaluation.

The effects of foreign language programmes in early childhood education and care: a systematic review

ABSTRACT This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children’s development of the foreign language, majority language, first language, and wellbeing, as well as programme-related and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children’s age, as well as their temperament and in-class behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.

The Analysis of Foreign Language Programs for the Undergraduates - Future Social Workers

The article deals with the problem of analysis and comparison of structural and semantic content of foreign language programs to train students of non-philological specialties. The aim of the article is to determine similar and disimilar features of the contexual and structural filling of the foreign language programmes for the seniour students-future social workers within concrete higher educational establishment – National University of Life and Environmental Sciences of Ukraine during 2020/2021 academic year. The result of investigation lays in two conclusions. The first conclusion is that abobenamed educational establishment pays much attention on the foreign language studying through proposing enough studying hours to develop not only direct skills of undergraduates as future entrants to the magistery through the explanation of the method to fill the EVI workbooks up, but also to the general students’ philological and creative formation . In parallel it is fixation of attention on certain twelve thematic blocks and grammatical phenomena being related with EVI workbooks as well as repetition, detection and elimination of individual gaps in entering a foreign language environment to be required for the formation of a versatile personality, development of soft skills of every future social worker. The second conclusion is that the programs to train upgraduates- future social workers in different bachelor’s training semesters have more common features than distinctive ones. The common features of the fifth, the sixth, the seventh and the eighth semesters of professional social worker’s purpose foreign language study are related to ten categories: common assessment policy, common scale of student assessment, total number of modules for each semester, academic loading, previous overall goal, previous general tasks to study professional social worker’s purpose foreign language within third or fourth year of studying, relevant subject of discipline and basic competencies, general requirements for the results of certification classes at the end of each module or semester with further clarification of different content as well as the requirement to conclude and present a self-developed thematic presentation or real life story "Once upon a time" and adequate dialogue to discuss current spcial worker’s problem by every student almost at every semester. The distinctive features of the fifth, sixth, seventh and eighth semesters of studying a social worker’s professional purpose foreign language relate only to three features: modular topics, content and different number of hours to study certain topics. The research perspective is a description of the results of further pedagogical observations in the context of comparative characteristics of foreign language curricula to train undergraduates of other specialties within other higher educational establishments.

Problematika Pembelajaran Online Mahasiswa Program Studi Pendidikan Bahasa Jerman

Before the Covid 19 pandemic, online learning was not the first choice for lecturers and teachers in presenting their teaching materials. Therefore, its use during a pandemic represents a sudden change that can cause problems. The purpose of this study is to describe the problems faced by students in the German as a Foreign Language program, FKIP UNPATTI, related to the use of online learning during the Covid 19 pandemic. This was a descriptive research method involving 25 active students. The results of the analysis showed that 21 (84%) of total 25 students participated in online lectures by using the Internet on campus, but were not satisfied because of the weak Internet network, so they had to prepare their own data packages, while 20 (80%) of the total students admitted that online learning was a new experience for them, even though 23 (92%) wanted normal lectures as they had done before. Thus, there are two major issues identified in this study, namely the availability of support facilities for online learning and the mental readiness of students to face the changes in learning culture

Improved Auditory Function Caused by Music Versus Foreign Language Training at School Age: Is There a Difference?

In adults, music and speech share many neurocognitive functions, but how do they interact in a developing brain? We compared the effects of music and foreign language training on auditory neurocognition in Chinese children aged 8–11 years. We delivered group-based training programs in music and foreign language using a randomized controlled trial. A passive control group was also included. Before and after these year-long extracurricular programs, auditory event-related potentials were recorded (n = 123 and 85 before and after the program, respectively). Through these recordings, we probed early auditory predictive brain processes.To our surprise, the language program facilitated the children’s early auditory predictive brain processes significantly more than did the music program. This facilitation was most evident in pitch encoding when the experimental paradigm was musically relevant. When these processes were probed by a paradigm more focused on basic sound features, we found early predictive pitch encoding to be facilitated by music training.Thus, a foreign language program is able to foster auditory and music neurocognition, at least in tonal language speakers, in a manner comparable to that by a music program. Our results support the tight coupling of musical and linguistic brain functions also in the developing brain.

The TOEFL as Exit Criteria in English as a Foreign Language (EFL) Programs in Mexico: A Discourse Historical Analysis (DHA) Approach

The purpose of this article is to explore the TOEFL (Test of English as a Foreign Language) assessment under its Institutional Testing Program (ITP) modality as it acts as a curriculum artifact along Mexican undergraduate degree programs considered within the exit criteria. A discourse historical approach (DHA) (Wodak, 2008; Wodak & Meyer, 2009) is taken in analyzing the TOEFL ITP assessment to further understand its implementation. The analysis helps reveal the many linguistic and metalinguistic skills and elements that extend beyond what may be traditionally taught in English courses or programs. The analysis also calls for further questioning of how suitable the TOEFL ITP may be in aiming to assess the proficiency level or development of English learners along undergraduate degrees in Mexico. Alternative types of assessment may better aid in providing a different perspective on the knowledge or progress of these students.

Using repeated reading for reading fluency development in a small Japanese foreign language program

ABSTRACT Audio-assisted Repeated Reading (RR) is a method which scaffolds L2 readers to build fluency. This study focused on 27 U.S. college-level learners of Japanese comprising three ability groups from mid-beginner to low-intermediate. It aimed to explore whether a modest semester-long RR program facilitates learners’ fluency growth, and see how the learners perceive the method itself using a questionnaire. We found beneficial effects of audio-supported RR in terms of reading rate growth while learners maintained good comprehension. The study showed a significant practice effect, in which learners increased their reading rates while re-reading the same passage. Further, learners in one of the three groups read significantly faster with a new, unpracticed passages representing transfer of the practice effect. Additionally, questionnaire responses demonstrated that learners perceived beneficial effects from RR. Finally, we make a proposal on measuring learners’ reading comprehension in fluency intervention programs such as RR. We proposed that measurement of learners’ reading comprehension have two different purposes, pedagogical purposes and research purposes. Thus the reading comprehension measures would have different designs and cut scores.

Alignment of the Intended, Enacted, Received and Assessed Curriculum in EFL Pre-Service Measurement and Evaluation Education

Recent research points out a problem regarding the pre-service assessment education given by English as a Foreign Language (EFL) programs in the national context. One factor contributing to the problem can be the poor alignment among program components as numerous teacher education researchers assert that alignment is a necessary condition for learning experiences and practices of pre-service teachers. Accordingly, in this study, the author examined the alignment among the components of the pre-service assessment course curriculum; that is, the intended, enacted, assessed, and received curricula. The study adopted a mixed-methods case study approach using both qualitative and quantitative data collection tools, and to examine the alignment among the curricula, an adaptation of Surveys of the Enacted Curriculum (SEC) alignment methodology was used. Data for the intended and assessed curricula were collected through curricular and assessment documents and analyzed through content analysis, while the data regarding the enacted and received curricula were collected through surveys with teacher educators and pre-service teachers and analyzed through descriptive statistics. In both cases, the data were transferred to matrices for further analysis. To calculate the alignment among each pair of curricula, Porter’s alignment index formula was used. Results indicated that the pre-service assessment course curriculum has moderate to high alignment indices ranging from 0, 44 to 0, 78. The study found a strong alignment between the intended and enacted curricula and the assessed and received curricula but a moderate alignment between each pair of the intended and assessed; enacted and assessed; enacted and received and intended and received curricula. The results of this study serve to identify the points of misalignment within the pre-service assessment curriculum. The study concludes with implications for improving the alignment in teacher preparation and suggestions for future research on pre-service assessment education.

A Comparison of Elementary Foreign Language Programs in China and the USA

This study presents comparisons regarding current elementary foreign language programs in China and the USA. The design features a comparative analysis approach combined with deductive thematic analysis to collect, analyze, and compare relevant data. Data were collected from samples such as governmental documents, organizational guidelines, national statistical reports, published scholarly works, audiovisual materials, and textbooks. Preceding the research, primary categories were identified, used to group data, and then look for similarities and differences. Categories for comparison were: (a) program types, (b) curriculum standards, (c) instructional methods, and (d) assessments. Results indicated US programs could benefit from consistency, widespread support and demand, state-to-state organization and/or alignment, equitable teaching materials, and attention to all student populations. China’s program, while organized, could benefit from more authentic, real-life-context, other-culture-oriented practices, flexibility, and deeper, genuine information about English-speaking countries’ cultures. This research contributes to scholarly conversations regarding comparisons of elementary foreign language teaching in China and the USA, while also supporting worldwide comparisons and exchange of ideas.

Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production

In foreign language instruction, students are often exposed to computer-mediated testing in international exams and language courses; however, regular classrooms are not equipped with computer labs to offer a lesson coherent with that testing procedure. To fill this gap, mobile-assisted language learning emerges as a portable option for computer-mediated learning and testing. Hence, this action research aims to study the implementation of mobile phones-assisted practice, combined with note-taking, as test-wise and test-management strategies, to tackle the needs of 218 participants who were taking an English as a foreign language program at a Colombian university. In the diagnostic stage, learners expressed that the most difficult computer-assessed skill was speaking, due to lack of confidence and suitable strategies. Findings revealed an improvement in students' oral performance, collaboration levels, and high acceptance of mobile phones-assisted practice as a test preparation tool that facilitates autonomy, metacognition, and peer-feedback.

A Methodologically Improved Study on Raters’ Personality and Rating Severity in Writing Assessment

Personality is an inherent rater’s characteristic influencing rating severity, but very few studies examined their relationship and the findings were inconclusive. This study aimed to re-investigate the relationship between raters’ personality and rating severity with more control on relevant variables and more reliable analysis of rating severity. Female novice raters ( n = 28) from a demographically homogeneous background were recruited to rate on two occasions essays written by 111 students in an intermediate-level Chinese as a foreign language program. Raters’ personality traits were measured using the complete version of NEO-PI-R. Many-faceted Rasch measurement model and repeated measurement were applied to yield more robust estimates of rating severity. In addition, rating order effect was carefully controlled. Extroversion was found to be positively correlated with severity, r(26) = .495, p = .010. Furthermore, Extroversion was found to be a valid predictor of severity, t(24) = 2.792, p = .010, R2 = .21, Cohen’s d = .77, Hattie’s r = .37. Practical implications for developing more individualized online rater calibration for large-scale writing assessments were discussed, followed by limitations of the present study.

The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

Research agenda: Researching grammar teaching and learning in the second language classroom

AbstractWe propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher role in providing rich practice opportunities. Another task examines how features of peer interaction during oral communication might encourage attention to grammar among young second language (L2) classroom learners in school-based foreign language programs, a common yet under-studied context. A fourth task investigates the unique properties of spoken grammar across languages and effective approaches for its teaching and learning, and the fifth explores the (re)design and use of corpus-based tools to enhance accessibility and learner autonomy in data-driven grammar learning. Each task is designed to be feasible across a variety of classroom contexts and target languages. We highlight concrete implications for language pedagogy and include suggestions for capturing both learning outcomes and participants’ perspectives on their learning and teaching, using a range of quantitative and qualitative methodologies. We end with some thoughts on repetitive practice for learning certain features of grammar, and recommendations for collaborative research that would encourage greater replication of future studies.

Self-actualization and Self-efficacy in the Elderly in a Ludic Italian Language Learning Program

This article presents the conceptual framework developed for the study “Self-actualization and self-efficacy in the elderly in a ludic foreign language program.” We explicate the theoretical grounds for the ludic teaching approach used in the Italian language learning program Pian, piano si va lontano. Based on the concept of ludicity, this serious leisure activity is a form of social participation that fosters self-actualization and hence feelings of self-efficacy in older learners. We conclude with some research avenues to gain a deeper understanding of the protective effects of bilingualism on cognitive functioning in the elderly and the role of a ludic teaching approach in enhancing these protective effects from a gerontagogical perspective.

The Few, the Proud, the Profs

For an academic field so self-consciously preoccupied with intelligence, the humanities don’t seem to be run very intelligently. Humanities fields now account for only around five percent of all baccalaureate degrees awarded annually, hundreds of foreign language programs have been lost, and the job market for newly minted Ph.D.s is abysmal. “But humanities departments are way too busy being brilliant,” Mark Bauerlein writes, “to be sensible and managerial.”

English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices

Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system. Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change. Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.

Online Learning of Foreign Language Program in the Intensive Learning Class at the IAIN Padangsidimpuan Language Development Center

Pandemic learning forcibly moved from face-to-face learning into online learning. It makes teachers and learning transformation students IAIN Language Development Center Padangsidimpuan get a new challenge, they must master the teaching materials and teaching strategies as well as the need to master Technology internet-based learning. This study was carried on to find out how language learning Arabic online and challenges in learning the language at the Center for Language Development IAIN Padangsidimpuan. The research method applied a qualitative descriptive study. Participants were comprised of 178 students and lecturers at IAIN Padangsidimpuan Language Development Center academic year 2019/2020. Research instruments used were questionnaires, and documents from online learning screenshots. Analysis of this study employed the technique of presenting data in a narrative that resulted in the conclusion of the study. The results of this research indicated that the applications used in language teaching at the Center for Development Language were google classroom and WhatsApp. Barriers to learning are inadequate internet networks in a student residence. The biggest challenge of online learning is the lecturer and the students did not concentrate. Moreover, smartphones used in learning provided adverse effects on eye health and lack of interest in language learning. Lack of evaluation of learning and also lack time management that has been specified. A decrease in student achievement on speaking skill due to no reciprocal process orally in the learning process of faculty to students. There is a need for a new strategy at the Center for Language Development IAIN Padangsidimpuan so that learning objectives can be achieved. Lastly, the most important thing is that the preparation of digital facilities and infrastructure in implementing online language learning.

How Effective is the Assessment Component of a Customized CLIL Program?

Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language.