Foreign Language Students Research Articles

The Influence of Social Media Platforms on Writing Skills for Students in Foreign Language Learning in Higher Education

Background. In the era of foreign language learning in the 21st century, where society is increasingly connected through technology, social media has become a crucial aspect that plays a role in developing students' writing skills. Society 5.0, which focuses on digital connectivity, has had a significant impact on the learning paradigm, raising questions about the influence of social media as a learning tool. Social media, such as Facebook, Twitter, and Instagram, provide a digital environment rich in information and language interaction. Purpose. This research aims to better understand the complexity of the relationship between social media and students' writing skills in the context of foreign language learning in higher education. Through a quantitative approach using survey methods, this research can provide an in-depth understanding of social media usage patterns and their impact on students' writing skills. Method. This research applies survey and questionnaire methods to measure the impact of social media use on foreign language students' writing skills, with a focus on Arabic and English. The research sample involved 40 students, and data analysis used the Miles and Huberman method to understand the relationship and impact. Results. Participation in forums or foreign language groups on social media shows that students use these platforms as a forum for communicating, exchanging information, and discussing learning topics. As many as 100% of respondents had participated in such forums, indicating high student interest in collaborative activities via social media. As many as 36 out of 40 respondents felt that social media had influenced their formal writing style. These influences can range from adaptations to sentence structure to word choice, creating variations in formal writing style. Conclusion. Research shows that the majority of students (32 respondents) agree that social media can be an effective learning tool in foreign language learning. However, 8 respondents stated they were neutral, showing variations in perceptions of the effectiveness of social media as a learning tool.

Examining the influence of a flipped classroom approach on the grammar performance of EFL learners: An empirical investigation

The purpose of this study was to examine the efficiency of a flipped classroom approach to enhance grammar skills among undergraduate English as a foreign language (EFL) student. The research was conducted at Qassim University in Saudi Arabia, with a sample of 44 participants from the Department of English Language and Translation. The participants were divided into two groups, experimental and control, with each group consisting of 22 students. The experimental group received 12 weeks of instruction using online video lectures and materials for learning English grammar, while the control group received traditional classroom instruction. The experimental group also engaged in activities such as presentations, role plays, and discussions during class time. Data was collected through a pre-test, a post-test, and an attitudinal questionnaire administered to the experimental group at the end of the study. The results of the post-test indicated that the experimental group performed significantly better than the control group (p < 0.05). Additionally, the questionnaire results revealed that the students had positive attitudes towards the flipped approach and found it to be engaging and effective. These findings suggest that the flipped classroom approach could be implemented for other language skills and sub-skills to enhance the learning experience of EFL students.

Perceptions of English as a Foreign Language Students on Exposure to Literary Theories

The present exploratory study examined the perception of third and fourth-year English literature students on exposure to literary theories. A total of 26 students from the B.A. in English taking the literature electives participated in this study. The data collection instrument used in this investigation was a survey, wich sought to elicit the levels of familiarity and preference that students had regarding literary theories. It also included an open-ended section for students to further elaborate on their views. Main results showed that participants were relatively more knowledgeable about some critical literary theories (e.g., Feminism, Historicism, and New Criticism) than others (e.g., Marxism and Psychoanalysis). Also, other findings suggest that participants could have a biased preference for the critical literary theories they already know about, which might deter them from learning from other critical approaches. These results may support the claim that the current prioritization of certain critical literary theories over others in the literature electives limits students’ knowledge of the area of literary studies. In addition, participants provided alternative strategies they believe can enhance their comprehension of critical literary theories in future literature electives. Theoretical and practical implications are discussed.

Analyzing teachers’ perceptions of the impact of Moodle personalized positive feedback on foreign language students’ motivation and engagement

Analyzing teachers’ perceptions of the impact of Moodle personalized positive feedback on foreign language students’ motivation and engagement

THE SIGNIFICANCE OF CULTURAL AND LINGUISTIC HERITAGE THROUGH THE LENS OF SERBIAN-MAJOR STUDENTS AND STUDENTS OF OTHER LANGUAGES

With the rapid development of technology and the availability of mobile devices of various types and purposes, people and their entire reality are being moved into a virtual world where the levelling of diver- sity and multiculturalism is emphasized and cultivated. Therefore, in sociolinguistics and other social sciences, there has been an ongoing interest in the issue of the cultural identity of digital citizens. As, at a certain point, education became almost entirely dependent on digital platforms and the global network, students of philology found them- selves in a similar situation. Bearing the aforementioned in mind, the present paper examines the attitudes of Serbian-major students and students of foreign languages, primarily English, German and Spanish, regarding the importance of preserving Serbian (in this case, native) cultural and linguistic heritage. The results demonstrated that the participants had generally shown positive attitudes. However, a more precise statistical testing revealed that there was a statistically significant difference in both the knowledge and attitudes between Serbian-major students and students of other languages. Gender like- wise proved to be a statistically significant predictor of variation in atti- tudes, with male respondents and students who declared to be a gender other than male or female, inclined toward less positive attitudes. Year of study, the socio-economic and educational background of students’ parents were not statistically significant factors in predicting the vari- ation in the responses. The findings have important pedagogical impli- cations emphasizing the need for continuous education in matters pertaining to cultural and linguistic heritage.

PROFESSIONAL BILINGUALISM OF A FOREIGN LANGUAGE STUDENT: COOPERATION WITH AI

In the contemporary landscape of language learning and education, the formation of professional bilingualism among foreign language students is increasingly influenced by innovative technologies, particularly artificial intelligence (AI). The integration of AI tools and platforms into language learning environments represents a transformative shift, offering unique opportunities for students to enhance their linguistic proficiency, cultural understanding, and overall communicative competence. This article explores how cooperation with AI can facilitate the development of professional bilingualism of foreign language students who are striving on their professional development path in becoming English teachers and translators. Such sensitive matters as personal development and ethics of integrating AI in the process are considered among some more pragmatic aspects such as incorporating AI into lesson planning and linguistic skills development. Data for the present research is original and comes from the context of three universities where authors are working with aspiring emerging professional bilinguals. The results can be of interest for those working in the higher education sphere or related areas requiring the professional training being reviewed in this paper.

Specific of improving the forms and methods of student 's foreign language training in higher medical education institution

Specific of improving the forms and methods of student 's foreign language training in higher medical education institution

The relationship among EFL learners’ motivational self-system, willingness to communicate, and self-assessed proficiency at an Ethiopian preparatory high school

This study investigated relationships between English as a foreign language (EFL) students' L2 motivational self-system (L2MSS), L2 willingness to communicate (L2WTC) inside and outside the classroom, and their self-assessed English proficiency at an Ethiopian preparatory high school. Data was collected using validated instruments from 609 12th-grade preparatory school students in Ethiopia. Using structural equation modelling (SEM), a hypothesised model was generated and tested. The components of the L2MSS were considered as independent variables, while L2WTC within and outside of the classroom and self-assessed English proficiency were treated as dependent variables. Self-assessed English proficiency was also used as an independent variable to test if it predicted scores on the two L2WTC subscales. The results revealed that, although the mean on the ought to L2 self scale was above average, the means of ideal L2 self and L2 learning experiences were below average. Students reported low levels of L2WTC and self-perceived proficiency in English. The components of the L2MSS in the model demonstrated a statistically significant positive association with each other, as well as with L2WTC in and outside the classroom and self-assessed English proficiency. To be more specific, the L2MSS parts had a statistically significant positive effect on the dependent variables. The only one that was not significant was the path from ideal L2 self to L2WTC outside of school. Self-assessed English proficiency showed statistically significant positive predictive effects on L2WTC within and outside the classroom. The results and implications are critically discussed to inform English educators, students, parents, curriculum designers, and researchers about these interrelationships.

Exploring the Effects of Using Podcasts on EFL College Students with Low English Proficiency Listening Comprehension

This study delves into the impact of using Podcasts on college students with low English proficiency. The objectives of the study encompass understanding students’ attitudes toward Podcasts concerning listening comprehension, evaluating the influence of Podcasts on motivation for listening skills, and comparing pre-test and post-test results. Employing a mixed-method design, quantitative data were gathered through pre-and post-tests as well as a questionnaire, while qualitative data were derived from semi-structured interviews. The findings revealed that a majority of students exhibited improvement in their post-test results, underscoring the effectiveness of Podcasts. The responses from the questionnaire indicated that the students derived high levels of enjoyment and experienced improved skills as a result of Podcast usage. Notably, motivation and vocabulary acquisition also displayed significant gains. The semi-structured interviews further corroborate the positive impact of Podcasts on language acquisition. Podcasts actively engage students through their versatility and stimulating content, fostering positive attitudes, motivation, and enjoyment. Ultimately, this study highlights Podcasts as a valuable tool for enhancing language education, offering autonomy, exposure to authentic materials, and heightened engagement. This study recommends further exploration of Podcasts’ efficacy for college students of English by conducting larger-scale studies encompassing diverse proficiency levels and extended timelines. Incorporating student perspectives and insights into future research endeavors will enrich understanding and application. This study contributes to the enhancement of English as a Foreign Language (EFL) students’ listening skills through the integration of Podcast, providing a foundation for future investigations.

Developing a contextualized card game to enhance productive skills in the English as a foreign language classroom

Aim: This study outlines the development of a contextualized card game aimed at enhancing productive skills for English as a foreign language (EFL) students in Ñuble, Chile. Recognizing the importance of contextualization in language learning, the researchers designed a game centered around iconic places of Ñuble to address the challenges of accessing meaningful language-learning materials. Methodology: The process was developed in four distinct phases: planning, curricular alignment, designing, and socialization. Each phase contributed to refining the instructional material, culminating in a set of 14 cards. These cards served as an avenue to explore the insights from three groups of participants – learners, teachers, and academics – and to identify the game's effectiveness in enhancing productive skills. Results: Findings indicate positive appraisals on the game's contextualization, showing a potential to motivate learners towards English language learning. Participants also recognized the game's flexible use in the EFL classroom and acknowledged its effectiveness in strengthening oral and written tasks. Conclusion: This initiative represents an innovative approach to leveraging local contexts for engaging language learning tools. Future research can build upon these findings to explore the effects of similar instructional materials in diverse educational settings.

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

Artificial Intelligence-mediated (or AI-mediated) technology has significantly enhanced teaching and learning environments, particularly in developing students’ paraphrasing skills. However, research on students’ and teachers’ perceptions of AI tools in academic writing is limited. As a result, this study aims to identify English as a Foreign Language (EFL) students’ and teachers’ perceptions of using QuillBot to learn paraphrasing skills. It also examines whether students’ gender and level of study, as well as teachers’ qualifications and experience, affect their responses. The study employed a descriptive survey method along with a convenience sampling method to select a study sample of 115 students and 44 teachers. Additionally, a semi-structured interview was conducted with a purposive sample of 13 students to explore their views on utilizing QuillBot. The findings revealed that (i) students and teachers perceived that QuillBot can greatly enhance paraphrasing skills; (ii) students’ gender and level of study did not affect their answers as well as teachers’ qualifications and years of experience; (iii) the participants’ role (whether student or teacher) did not impact their responses; and (iv) students had a high perception of using QuillBot. The researchers recommend QuillBot as a learning tool for mastering paraphrasing skills.

College life is a time to chill or time to toil? A study on university foreign languages students

College life is a time to chill or time to toil? A study on university foreign languages students

How Machine Translation Helps Foreign Language Students?

Objective: The objective of this study is to examine to what extent machine translation (MT) helps Chinese students who study Spanish language. Methods: Our study employed the following methods, Chinese students participated in an experiment consisting of two main tasks. The first was a short translation test measuring whether students can translate with better accuracy, fluency and complexity if they use MT. In the second task, those students had to translate without MT. In this article, we focus primarily on the translation task. Results: All participants obtained higher scores in accuracy, fluency and complexity when using MT. Conclusion: This online tool helped students complete their translation task with better spelling, terminology, mistranslation, overly literal, style guide, ambiguous translation, part of speech, addition and typography. Unfortunately, MT did not help them to avoid unit conversion errors, word order errors, functions words errors, omission errors and punctuation errors. Identifying these types of errors can help students better recognize their mistakes while learning Spanish as a second language.

Exploring the effects of Grammarly on EFL students’ foreign language anxiety and learner autonomy

There is a rich body of literature that details the effects of automated writing evaluation (AWE) on second language (L2) students. However, these studies mostly focus on the impact that automated feedback has on writing performance, i.e., there is a dearth of research on its influence on affective factors. Hence, this study was conducted to fill this gap in the literature. The study explored the impact of Grammarly, a popular AWE tool, on English as a foreign language (EFL) students’ foreign language anxiety (FLA) and learner autonomy (LA). Four academic writing courses (N = 58) taught by one of the researchers at a public Japanese university participated in the study. Students received training on Grammarly at the start of the Fall 2022 semester and were required to use the tool while editing their English writing during the 16-week course. Pre- and post-surveys were administered to measure the effects that Grammarly had on FLA and LA. Qualitative data in the form of written reflective reports was also collected from the participants to gain deeper insight into their perceptions of Grammarly to improve their writing. Results from the analyses indicated that Grammarly had a significant positive effect on both FLA and LA. The students also had largely positive perceptions toward Grammarly as an English writing tool. These findings have important implications for the L2 writing classroom and demonstrate that AWE can be used to reduce anxiety and promote autonomy among language learners.

Improving speaking skill through hypno-teaching in Islamic boarding school

This study investigates the potential of e-portfolios to enhance vocabulary mastery and speaking ability in non-English as Foreign Language (EFL) students. Specifically, it explores the impact of e-portfolios on vocabulary acquisition, speaking fluency, and pronunciation accuracy in a non-EFL setting. The study employs a mixed-methods approach. A quantitative design with pre- and post-intervention tests measures vocabulary knowledge and speaking skills. A qualitative strand uses interviews and document analysis to explore students' perceptions and experiences with e-portfolios. Sixty non-EFL students are randomly assigned to an experimental group using e-portfolios and a control group receiving traditional instruction. Quantitative data is analysed using statistical tests to compare pre- and post-intervention performance between groups. Qualitative data is thematically analysed to identify emergent themes related to students' experiences with e-portfolios. The study expects to demonstrate that e-portfolios can effectively enhance vocabulary mastery and speaking ability in non-EFL students. Findings will contribute to the understanding of e-portfolio implementation in non-EFL contexts and inform pedagogical practices for improving vocabulary speaking skills. This study stands out by investigating the efficacy of e-portfolios in a non-EFL setting, addressing a gap in existing research. Additionally, the mixed-methods approach provides a comprehensive understanding of the impact of e-portfolios on both learning outcomes and learner experiences.

Equipping lecturers with student-centric and learner-focused methods in response to evolving learner needs in foreign language instruction

This research aimed to investigate the effectiveness of training for foreign language instructors in adopting student-centered and learner-centric approaches to address evolving learner needs in foreign language education. The study assessed how student-centered teaching models impact the performance of foreign language students. Employing a mixed-methods approach, data were gathered through questionnaires and interviews, involving a sample of 152 lecturers and teacher trainers selected purposively. Both qualitative and quantitative analyses were conducted. The findings underscored the significance of learner autonomy, technological integration, and educators' willingness to adapt in enhancing effective foreign language education. The study emphasized the pivotal role of professional training in shaping the pedagogical landscape of foreign language education. Beyond equipping educators with learner-centric and student-centered methodologies, this training program empowered them to navigate the changing demands of language learners. Notably, the results aligned with the constructivist framework, highlighting its substantial influence in promoting active learning, autonomy, and collaboration in foreign language education. This research contributes to the growing body of evidence illustrating the essential role of professional development in fostering learner-centric and student-centered foreign language education, ultimately elevating the quality of language instruction and responsiveness to student requirements.

EFL Students’ Suggestions to Maintain Their Willingness to Communicate in Online English Language Lessons

Willingness to communicate (WTC) can enhance English as a foreign language (EFL) students’ English, so it has become a significant research topic. In the literature, there are several studies conducted on the reasons which can affect EFL students’ WTC. Yet, to the researchers' best knowledge, little has been known about what EFL students suggest doing to maintain their WTC in online English language lessons. Therefore, the present study aimed to find out EFL students’ suggestions to maintain their WTC in online English language lessons. It was designed as a qualitative case study. 40 Turkish EFL students participated in the present study. The data were collected through an open-ended question and content analyzed. The findings of the present indicated that EFL students made several lesson-, topic-, activity-, teacher-, class-, assignment-, and program-related suggestions. The findings were discussed, the limitations of the study were explained, and suggestions for further studies were made.

Occasionalisms in Social Networks During the Pandemic

Background: This study explores and analyses occasionalisms that were created by social network users during the COVID-19 pandemic. The theoretical framework of this research is based on observing the concepts of occasionalism, neologism and nonce word. 
 Purpose: To indicate occasionalisms in the Russian and English languages and compare them in terms of word-formation, frequencies, part of speech and meanings, thus making a contribution to the understanding of how occasionalisms emerge in these languages.
 Method: A qualitative and quantitative content analyses are used for data collection. The sample is obtained from different social networks (‘Facebook[1]’, ‘Twitter[2]’, ‘Reddit’ and ‘VK’). Results: Occasionalisms are created mostly through blending, compounding, and affixation. Mixed word-formation methods are also used. The most used parts of speech appear to be nouns and adjectives. The most Russian occasionalisms are ironic, expressive and attract attention, while English occasionalisms are not that expressive as they refer to medical or political concepts. Borrowings from English in the Russian occasionalisms are also indicated. The glossary of 106 occasionalisms in the Russian and English languages is introduced at the end of the study.
 Conclusion: The results might expand the knowledge of new vocabulary items in the field of lexicology and stylistics, and have practical implications in language teaching and translations, as occasionalisms may frequently create obstacles for foreign language students and translators. They also may serve as a basis for further studies on neologisms, occasionalisms and nonce words generated during the pandemic and cover the gap in comparative studies of the Russian and English occasionalisms. In addition, the obtained results might be beneficial for future research in sociolinguistics and sociocultural linguistics providing greater awareness of the linguistic and sociocultural factors that impact the adoption and use of occasionalisms in both languages.

USING YOUTUBE AS A LEARNING MEDIUM FOR EFL STUDENTS TO ENHANCE LISTENING AND SPEAKING SKILLS

The purpose of this study was to investigate a method for integrating English foreign language learners with YouTube media to enhance listening and speaking skills. This analysis uses a qualitative method by adopting a survey research design. Data collection involved the distribution of questionnaires via Google Forms to English as a Foreign Language (EFL) students at both high school and university levels. The researchers aimed to investigate the acquisition of English, focusing on listening and speaking abilities, through the use of the YouTube app. A total of 79 respondents, comprising 23 men and 56 women, participated in this study. The research included an exploration of YouTube media as a tool for English language instruction to enhance listening and speaking skills. The procedures in this study include searching for data from online forms as well as various opinions from respondents which are useful for finding accurate research results. These findings are to be useful because they can give teachers and administrators a practical and theoretical understanding of undergraduate EFL learners perception of using YouTube as a supplemental resource for language acquisition.

CHILDREN’S AUDIO DESCRIPTION FOR THE PRACTICE OF MEDIATION AND THE ACQUISITION OF VOCABULARY IN FOREIGN LANGUAGES

Even though teaching methods have evolved, translation remains an important and useful tool in the second language classroom (Lertola, 2018). Teachers have been adapting translation exercises to the new teaching trends, and this has allowed AVT to gain a new dimension as a didactic tool (Alonso Pérez & Sánchez Requena, 2018). Some researchers have already conducted projects to implement AVT modes to enhance students’ linguistic skills, but also to encourage intercultural education. Regarding DAT studies, the main modes that have been employed are dubbing and subtitling. However, accessibility modes like AD and SDH have not yet received as much academic attention as they deserve. A type of AD that has been ignored in academic fields is children’s AD. When creating a script for a children’s program, it is crucial to consider the specific needs of this group. This article discusses a case study in which an interactive activity based on children’s AD is employed to help English as a foreign language students practice their mediation skills and acquire vocabulary related to feelings and emotions while also developing their creativity. The results of the experiment show that students perceive that they have developed their creativity and their vocabulary and that the activity has helped them be more aware of the importance of accessibility nowadays. Keywords: accessibility, adaptation, children’s audio description, didactic audiovisual translation, language teaching