Foreign Language Study Research Articles

Importance of Investigating Linguacultural Variability in Learning Foreign Languages

The aim of the article is to investigate and prove the importance of linguocultural variability in the study of foreign languages. Results. In general, the question “Does language determine culture or culture determins language?” is still definitive as a fundamental question of new studies and investigations. Results show that these and other similar questions, as well as forms of interaction of language and culture, have recently become serious in a wider context, and have been a subject of discussion. As we know, language and culture both give distribution to the process of communication, and this interconnection helps foreign language learners to declare pragmatic, semantic and syntactic meanings in order to cooperate. Scientific novelty. This article is the author’s contribution to the study of the interaction of language and culture as two interrelated social phenomena that develop under conditions of mutual influence. Conclusions. Anyone who prefers to intercommunicate with success through language and culture must be aware of the differences between various cultures. In this example, anyone who evolves such communication should consider sociolinguistic, discourse, grammatical and strategic skills. As a rule, certain concepts may be specific to one culture, and might not be found in other cultures. This case can be considered as one of the crucial reasons of investigating cultural variability of certain language, and this is primary to success in learning foreign languages. While borderlines between languages are very clearly observed and followed, cultural boundaries only originate as a consequence of speakers’ cultural “collision”. Observations give us a chance to make a conclusion that in most countries, multiculturalism exists as a form of equal coexistence of different cultures within the same country. As far as people are related to various cultures, their cultural values are quite different. One can consider that numbers of values exist simply because they “disagree” from each other.

Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education

Whilst mainstream schools in England may encourage multilingualism by insisting on the study of foreign languages, multilingual children are not always provided with support for the maintenance of their heritage languages and cultures. In response to this shortcoming, communities organise themselves to support their young members by setting up extra-curricular education institutions or associations, also called complementary schools, which contribute to the cultural and linguistic maintenance of minority communities. Through emblematic extracts from a fourteen-month ethnographic research in an Italian complementary school in London, this article examines how HL learners engage in and reflect on their multilingual practices and how they develop agency in their learning environment. The findings illustrate how critical modes of teaching and learning that make space for multilingualism can provide children with unique opportunities to discover, explore and experiment with their multilingual and multicultural selves, which, in turn, permit them to access linguistic resources and legitimise multilingual learner identities. Expanding on Fishman’s notion of ‘breathing space’, the article suggests that complementary schools represent a space where minority languages but also pedagogical practices can breathe and develop.

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.

The Impact of Multilingual Education On Developing Communication Skills for University Students Within Foreign Language Learning

Today, multilingualism can be considered as an undeniable reality. The rapid pace of globalisation processes and the fast information spreading compelled society to adapt and keep pace with the new realities. These shifts require significant language proficiency and advanced communication skills. In this sense, the command over multiple languages not only broadens one’s horizons and enhances his and/or her professionalism but also facilitates cross-cultural communication as well as the acquisition of multiple knowledge. The relevance of this study is featured by the dynamic changes in society, highlighting the need of multilingual education for people to fully realise their potential in life. This research investigates the impact of multilingual education on developing communication skills for University students within foreign language learning. It explores the principles of multilingual learning and identifies effective pedagogical methods that enhance language abilities, with a particular emphasis on the role of technology, delving into strategies like gamification and virtual classrooms. Furthermore, this research thoroughly examines the different ways multilingual education affects communication skill development in the study of foreign languages at universities. It aims at identifying progressive teaching methods and strategies that improve the quality of students' language acquisition. It is important to point out that higher education institutions serve as the keystone for multilingual education, providing students not only with linguistic competencies but also with professional knowledge to expand their career prospects. The methodological framework employed in this research provides a comprehensive approach, integrating historical, social, linguodidactic, and pedagogical concepts alongside several scientific methods. The study refers to methods of scientific cognition such as systematic analysis, synthesis, dialectical inquiry, and normative methods to enrich its findings. Moreover, significant advantages of multilingual learning, particularly in enhancing English language proficiency and communication skills, are identified. Also, the study stresses the focal role of modern technologies in multilingual education, highlighting their potential to transform learning experiences and personalise educational approaches. Particularly, the research underscores how multilingual education fosters communication skills, notably in English as a global lingua franca.

INTEGRATING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN FOREIGN LANGUAGE HIGHER EDUCATION: FROM DIGITALIZATION TO AUTOMATION

The article is a synthesis of a series of studies conducted over the last 10 years at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University and is devoted to the current topic of digital technologies application in linguodidactics. The paper provides an analysis of legal acts regulating the development of artificial intelligence technologies in the Russian Federation in all spheres of activity, including education, national standards that apply to the field of education and establish general provisions and terminology in the field of the use of artificial intelligence technologies in education, a description of the basic principles of the operation of generative artificial intelligence technologies, an analysis of the formats of tasks for the introduction of mobile, electronic and generative tools, including those based on neural networks, into General English courses. The main results of the study are the identification of new task formats based on artificial intelligence technologies, as well as the need to form provisions for updating the regulatory framework for the introduction of artificial intelligence technologies in foreign language higher education.

Understanding the dynamics of English-speaking challenges for students in Kazakhstan

PurposeThe purpose of this paper is to explore the English-speaking challenges confronted by English as Foreign Language (EFL) students in the context of Kazakhstan, a Central Asian, post-Soviet nation, particularly focusing on the interrelation of English language fluency issues, psychological conditions and the influence of environmental factors.Design/methodology/approachThis qualitative inquiry is firmly situated in Krashen’s second language acquisition theory. The research cohort comprises ten undergraduates from the esteemed Foreign Languages and Translation Studies Department, their narratives forming the basis for data analysis. The author conducted structured interviews with the participants.FindingsThe findings demonstrate that limited language proficiency not only hinders fluency but also initiates psychological challenges, forming a difficult cycle. Additionally, environmental elements, such as interactions with teachers and peers, have both beneficial and adverse impacts on speaking improvement. Acknowledging and tackling these complex dynamics is crucial for developing focused interventions that foster a supportive learning environment conducive to enhancing language acquisition and fluency.Research limitations/implicationsThe limitation of this research is that the triangulation method in the form of additional semi-structured interviews and/or observation was not used to get more in-depth data.Practical implicationsThe study might be helpful for stakeholders to reflect on the English difficulties they experience and to prepare effective teaching and learning strategies. In particular, EFL teachers may need to use more speaking activities in lessons to help students overcome language barriers in speaking. EFL teachers might also adopt strategies such as not judging learners’ mistakes in the first phase of their language practices until they get used to speaking without any psychological blocks and paying additional attention to vocabulary and grammar knowledge in communicative lessons. EFL students may use the strategies to consciously evaluate their skills and not learn the speaking material by heart beforehand. In addition, university administration may organize regular speaking clubs for students in order to create an immersive environment. Moreover, they might require teachers to show up with their speaking capabilities before hiring English teachers, especially in English-related specialization departments.Originality/valueThe research indicates a lack of support and a judgmental environment, passive involvement in communicative pursuits and memorization as instrumental strategies for augmenting oral proficiency. These reasons have created difficulties in speaking English for students studying in English-specialized departments in Kazakhstan.

Questioning the Status of Moral Education in the Context of EFL in Kurdistan: A Critique Review

Language education has a broader goal beyond just developing linguistic competence, yet the primary aim of ELT in Kurdistan is solely to improve linguistic ability. While modern ELT stresses language use rather than language usage. Further, with the advent of a critical orientation, ELT now has a completely new role in facilitating learners’ growth in their sense of identity and character, in conjunction with the development of their language skills. Many countries include the study of foreign languages in their curricula to prepare students for the demands of modern life. In this regard, scholars have advocated for the integration of moral education in English language education, to promote not only language acquisition but also the development of students' moral identities and sense of social and personal responsibility. This paper provides a critical review of the ELT education system in Kurdistan, emphasizing the need to move from mainstream ELT to critical ELT. Particularly, this paper examines the gap between English language education and the needs of Kurdish learners. It underlines the significance of moral education in today's globalized world and proposes integrating it with language skill development to achieve the joint objective of promoting social development and language learning in learners. Further, the goal is to bring attention to the topic of incorporating moral education into EFL and to call the educational policies to take a more proactive stance in promoting it. It is noteworthy that policymakers at the Ministry of Education have begun to change the English curricula concurrently.

Socio-cultural and Didactic Aspects of M. M. Speransky’s Personal Correspondence with his Daughter and British Relatives of his Wife

This article explores the connections that M. M. Speransky had with the relatives of his prematurely deceased wife, Elizabeth Jane Stephens. Her mother came from the Swiss family of Planta, who had moved to England in 1752. Methodologically, this research is based on the “new biographical history” or “new biography”, the methods of microhistory and the gender principle in biographical research. The author reconstructs the nature of Speransky’s interaction with the Planta family on the basis of correspondence preserved in his collection in the Department of Manuscripts of the Russian National Library with Joseph Planta the Elder (1744–1827), Director of the British Museum, and with his son, Joseph Planta the Younger (1787–1847), who held a post in the Foreign Office. Joseph Planta the Elder was a prominent intellectual of his time, and his son was directly connected with the British Foreign Office during one of the most turbulent periods in European history, and such connections could not but leave their mark on Speransky’s own life. The author concludes that the maintenance of long-term links with his wife’s family, with whom Speransky was not personally acquainted, testifies to the importance of these family ties, both for Speransky himself and for his daughter. Speransky actively encouraged and supported his daughter’s correspondence with Barbara Planta, her grandmother’s sister, and sought to provide his daughter with a European education, with an emphasis on the study of foreign languages, including English. It is concluded that the correspondence with the Planta family allowed Speransky himself to feel involved in both British and European culture, and to raise his daughter in this paradigm, instilling in her a European identity.

ADVANTAGES AND DISADVANTAGES OF STUDENTS’ GROUP WORK IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY

The aim of the article is analysing the advantages and disadvantages of group work for students while teaching foreign languages at university, showing the feasibility of using group work in higher edu- cation. Methods of analysis and systematization of primary sources, interviews, questionnaires, and focus groups were used during the consideration of the problem. The process of teaching English in higher education has certain features that are associated with dif- ferent initial levels of language training of freshmen; the number of hours to study the subject; the number of groups; and sometimes absent enthusiasm for learning a foreign language. We emphasize that group work plays an important role in the educational process, and its introduction into the educational process should be one of the main tasks for students of philological specialties. Practice has proved that high-quality training in foreign languages for philological specialties can be carried out through the introduction of mod- ern educational technologies, such as: vocational training, project methodology, technology, such as: voca- tional training, project methodology, technology of fixing and distance learning, information and commu- nication technologies, and educational and control work. The study found that the use of interactive learn- ing technology involves seeking help in communication, including cognitive communication and constructiv- ist methods of teaching a foreign language. The facts proved that the use of innovative methods of teach- ing English and multimedia teaching methods can enhance the motivation of students to study foreign lan- guages, provide access to new alternative sources of information, develop independent psychological activ- ity, and develop communication skills, intercultural and professional abilities. Interactive technologies and online resources play an important role in group work while learning for- eign languages, providing an effective and engaging learning process. They promote active interaction be- tween students, stimulate involvement in language learning and improve language skills. To determine the advantages and disadvantages of group work, we conducted interviews with teach- ers and students to collect their impressions and thoughts about group work in the context of teaching for- eign languages. Subsequently, the reviews of teachers and students about their experience in groups dur- ing the study of foreign languages were analysed. Questionnaires were compiled, which included questions about impressions and thoughts about group work in the context of studying foreign languages. The questions concerned the advantages and dis- advantages of this training method, the efficiency from group work, the influence on motivation, etc. Fo- cus groups were held with students and separately with teachers to discuss their impressions and thoughts about group work. This allowed us to gain a deeper understanding of different points of view and identi- fy general trends. In group work during the study of foreign languages, the teacher and students play different roles, each of which has its own importance for successful learning. We will discuss the role of the teacher-facili- tator. The teacher acts as an organizer and leader of group work, promoting structured learning and prob- lem solving. Students actively interact with each other and with the teacher, exchanging ideas and opin- ions, completing tasks and solving problems. Scientists have demonstrated that the active participation of students in group work contributes to the improvement of critical thinking and the development of com- munication skills. The use of group work while teaching foreign languages at university has its advantages and disadvantages. On the one hand, it promotes the development of communication skills, and stimulates cooperation and motivation of students. On the other hand, there may be a risk of social blind steering, problems with the distribution of responsibilities and conflicts between group members. It has been concluded that it is important to properly organize and control the process of group work to achieve maximum efficiency in teaching foreign languages.

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 second-year EFL students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.

Foreign language anxiety and study abroad: Chinese students’ voices of experiencing foreign language anxiety during their graduate study in Australia

Foreign language anxiety and study abroad: Chinese students’ voices of experiencing foreign language anxiety during their graduate study in Australia

How Do They Do It? Vocabulary Learning Strategies Used by Hungarian EFL Learners with Autism Spectrum Disorder

Recently, there has been a growing interest in the ways people with autism spectrum disorder learn. Previous studies, however, have not dealt with language learning strategies. This paper, based on my MEd thesis, aims to portray the approaches of a group of adults with autism spectrum disorder towards vocabulary learning, as well as the vocabulary learning strategies they implement. Data were collected at the beginning of 2023 after a very detailed review of available literature on the topic. Participants (N=10) took part in sixty-minute-long deep interviews online. According to the results the most participants are not visual learners contrary to some of the literature reviewed. They have varied individual strengths, needs and preferences in their English as a foreign language studies. On the one hand, some respondents have and use very strong mental associations. On the other hand, they might struggle with the social aspects of language learning. Among learning strategies, mostly guessing and context-based ones were mentioned. Half of the participants felt that they would like to improve the way they learn vocabulary items.

HUMANE APPROACH IN TEACHING ENGLISH

At present, the process of integration is rapidly intensifying, states are closely interacting with each other, thus the process of integration in the business and cultural world is taking place. The global problems of all mankind are solved through the unification of nations. These are such problems as the protection of peace and ensuring the stability of each state, the solution of global environmental and economic problems, as well as the development of the country inside and outside its borders. And a tool to solve such problems is a well-established interethnic and intercultural communication. Historically, Kazakhstan has been called a "bridge between East and West" and a "crossroads of civilizations." Kazakhstan is home to representatives of 130 nationalities and 46 religions. Therefore, the ideas of humane pedagogy, based on eternal universal values, are embedded in the national consciousness of Kazakhstanis. As the great Abai said: "Love all people as brothers." Therefore, it is necessary to study the world and national heritage of humane pedagogy and introduce the spiritual and moral ideas of humanism into the theory and practice of the modern pedagogical space of Kazakhstan. [1]. This article examines the main possibilities of applying a humane approach to the study of foreign languages in secondary schools and presents the results of a study to identify ways to humanize educational activities.

AUTHENTIC VIDEO IN TEACHING UKRAINIAN AS A FOREIGN LANGUAGE

In the article, the author analyses the scientific achievements of Ukrainian linguodidactics in the field of theoretical and practical comprehension of working with authentic audiovisual materials as an additional teaching source in the study of foreign language. Numerous publications by Ukrainian scholars on this topic (from the early 2000s to the present day) are divided into 3 groups. The first group of articles focuses on the general issues of using the audiovisual method in the process of developing foreign language communicative competence. The second group of studies includes articles reviewing the most frequent “audiovisual practices” in the course of UFL. The third group of articles is in-depth research on working with certain genres of authentic video for foreign audiences. The range of genres of authentic video products that can be used for educational purposes in the process of mastering UFL is outlined. These include feature films, documentaries, animated films, informative and entertaining TV programmes (news release, video interviews, academic lectures, video presentations, virtual tours of museums and cities of Ukraine, video blogs, TV shows, stand-up comedy, etc.), video messages from public figures, advertising blocks, trailers, music videos, etc. It is emphasized that among the above, Ukrainian methodologists pay the most attention to films of various genres (primarily short films). The article highlights the key issues that Ukrainian film didactics is working on. The article analyses the scientific studies of Ukrainian methodologists on the use of other genres of authentic video for linguodidactic purposes – video interviews, song videos, commercials, virtual tours, professional videos, etc. The author presents her own comments on the stated topic and outlines issues for the future. It is emphasised that working with authentic video requires the teacher to understand the specific purpose of its use in the classroom, knowledge of the repertoire of Ukrainian authentic material and its linguistic and didactic potential, and special methodological study for presentation in a foreign language audience. Key words: authentic video, genre, listening, Ukrainian as a foreign language, linguodidactics.

NATIONAL CUISINE IS AN INTEGRAL PART OF UKRAINIAN CULTURE

Food is one of the most necessary conditions for our existence. Since childhood, a person gets used to certain products, dishes from them, forms his own tastes, prepares his favorite dishes, which must contain properly balanced proteins, fats, carbohydrates, and the necessary vitamin complex. Ukrainian cuisine has a certain set of relevant ingredients that contribute to our healthy existence. And the transition to a different set of products requires a certain adjustment, getting used to, adjustment., the climate of the location. Each people, each nation has its own usual, daily food set, related to the history and culture of the population. The Ukrainian nation, which for centuries was under the oppression of various states, absorbed into its culture and food preferences elements of the life and existence of other peoples, which remained in the culinary tastes of certain territorial and local communities. National tastes were formed on the basis of regional, local dishes, which became part of the everyday life of Ukrainians and expressed the special skill of cooking in one or another territory of Ukraine. Many foreigners come to Ukraine every year for various purposes: tourist trips, study, work, temporary stay, and by learning the language of our region, they get to know its culture, lifestyle, and food. Working with foreign students, we introduce them to Ukrainian dishes and drinks, talk about everyday and national food holidays, conduct dialogues with them, comparing the common and distinctive features of national cuisines. Recipes of Ukrainian culinary dishes can be found in cookbooks published at different times, starting from the beginning of the 20th century. and to this day, both in Ukraine and abroad, and in our time republished by culinary enthusiasts. Acquaintance with such publications, a brief description of books with recipes for cooking national food is carried out in this publication. 93 editions were developed. Key words: Ukrainian language as a foreign language, linguistic and regional studies, publication of books on Ukrainian national cuisine, their authors, chronology and location of publications, special vocabulary by origin.

Teaching Critical Thinking to English-Majored Students through the Pathways Coursebooks (2nd edition) at UFLS-UD: Challenges and Solutions

Critical thinking (CT), a 21st-century skill, not only plays a crucial role in students’ academic success but is also a fundamental capacity increasingly sought upon in the competitive global job market. However, there has been limited research in Vietnam on how to foster CT through English language teaching in higher education. This study fills this gap by investigating the challenges of teaching CT through the teaching of four English practical skills at the University of Foreign Language Studies - the University of Da Nang (UFLS-UD) via the Pathways Listening, Speaking, and Critical Thinking (2nd edition), which is a global, innovative academic English coursebook series carefully designed to develop integrated English language skills and CT. Coursebooks have been used in the curriculum at the Faculty of English and the Faculty of Foreign Language Teacher Education since 2021. However, how to effectively explore coursebooks’ resources to develop students’ critical thinking skills has not been investigated. With the employment of research methods, namely, survey questionnaires and semi-structured interviews, our study is an attempt to identify the abovementioned challenges, thereby suggesting solutions to enhance the quality of teaching CT combined with language skills for English-majored students.

THE IMPERATIVE OF REFORMS IN TEACHING FOREIGN LANGUAGES TO ADULTS: A METHODOLOGICAL NECESSITY AND SOCIAL TREND

This article studies the imperative of reforms in teaching foreign languages to adults both from the social point of view and methodological needs of the particular process of foreign language teaching for representatives of a special age group. The starting point of the article is the authors` own experimental research in the form of a questionnaire, which, as the target audience, conducted a survey of people aged 45+ studying at or graduated from foreign language courses as a part of integration programs (the survey was conducted among relocants from Ukraine after February 24, 2022) finding out what factors contributed / did not contribute to their success and psychological comfort in language learning. The second part of the study presents the results of a survey of teachers who work in foreign language courses attached to higher educational institutions of Ukraine and presents their point of view on the difficulties of teaching in mixed age groups and in groups dominated by people over 40 years. The purpose of the article is to show that in order to fulfill the social tasks that modern society places on the study of foreign languages by older people, changes in methodological approaches to the stated process are necessary.

The role and the place of physical training in the system of military education of officers of the armed forces of the Republic of Korea

The article devoted to the system of military education of commissioned officers in the Armed Forces of the Republic of Korea, which provides the basic needs in qualified specialists in all types of armed forces and troops branches, and also allows maintaining the staffing of the armed forces and their reserve components at the level necessary to solve the tasks facing before the state. Considerable attention in educational process is paid to combat, operational and physical training, as well as to the study of foreign languages. Operational and combat training in the Armed Forces is aimed to improve the ways and methods of managing troops in all types of defensive and offensive operations, achieving high combat capability, mastering the techniques of modern combined arms combat, and acquiring the necessary tactical, special and shooting training skills for the military personnel. Physical training in the Armed Forces of the Republic of Korea is one of the main ways to develop the personality of a future commander. This requires theoretical knowledge in the field of physical education, the ability to apply them in practice, the ability to manage the process of physical education of troops, as well as personal physical qualities and spiritual strength. At regular classes, commissioned officers study physical training management, physical training pedagogy, martial arts (taekwondo), which is the most widespread form of martial arts in the Armed Forces of the Republic of Korea.

USAGE OF DIGITAL SERVICES IN FOREIGN LANGUAGE LEARNING BY STUDENTS MAJORING IN APPLIED LINGUISTICS

The purpose of the article: to consider aspects of the use of digital resources in the process of learning a foreign language by students of «Applied Linguistics» specialty. Research methods: analysis and generalization of pedagogical literature; theoretical generalization. The objective processes of the formation of Ukrainian society determine the search for effective ways to improve the quality of the educational process. In addition to professional competencies, which include a certain set of abilities and skills, a modern specialist by the state educational standards is to master one of the foreign languages and properly apply it in professional activities. The level of students` mastery of a foreign language directly depends on effective teaching methods and the use of information technologies. The use of information and digital technologies increases students` interest in learning and contributes to the growth of their motivation to learn a foreign language. We consider various aspects of the use of digital resources, such as mobile applications, virtual platforms, and online resources, as well as evaluate their impact on learning and the development of students' communication skills. The analysis is focused on revealing the advantages and possible challenges that accompany the use of digital tools in the study of foreign languages in this specialty. We explore how these tools can support and facilitate learning, looking in particular at their potential for interactive learning, self-directed learning, and student engagement. At the same time, we analyze possible challenges, such as the availability of technology, the need to train educators, and possible limitations associated with the use of digital tools in the educational process.

Exploring Communication Strategies in English Speaking Skills: A Study of Students at the University of Danang-University of Foreign Language Studies, Vietnam

The study focuses on communication strategies, specifically examining how they are perceived and used in English-speaking activities, as well as the impacts of verbal communications strategies (VCSs) on the performances of second-year English students from the Faculty of Foreign Language Teacher Education and the Faculty of English at the University of Danang-University of Foreign Language Studies (hereafter called EFL students for brief) as well as to propose appropriate solutions to assist them to improve their communication skills. Data were collected from 280 questionnaires, and the analysis of the in-depth interviews was conducted with 10 student informants and observations of 40 students in total. The findings show that most students were familiar with the term “communication strategies”, though they did not know exactly what the term referred to. Additionally, EFL second-years employed all twelve studied VCSs at various frequencies. Both positive and negative influences were reported, and judgement about errors from surrounding people was chosen as the biggest obstacle when applying VCSs. Several solutions were discussed in the study to solve these problems.