Foreign Language Research Articles

Recent Research in Singing

Abstract: This “Recent Research in Singing” article chronicles four academic documents authored during 2024. A thesis by Elaina M. Frissell, “Ukrainian Symbolism in Mykola Lysenko’s Art Songs and Taras Shevchenko’s Poetry,” and dissertations by Ju Eun Oh, “Harmonizing Language and Music: The Potential Role of Voice Pedagogues in Advancing Foreign Language Acquisition Through Music,” Bixiao Wang, “Selected Chinese Art Songs of Tzu Huang: A Performance Guide,” and Edwin R. Williams, “The Interdisciplinary Music Degree: Music Education, Music Performance, and Music and Fine Arts Administration.” Each includes a complete bibliographic citation and an Author/ProQuest abstract.

Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners

Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components’ shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill.

Foreign Language Anxiety in French and Italian Online Learning

Foreign Language Anxiety in French and Italian Online Learning

An Inquiry Into How Simulation Experiment Can Facilitate Speaking Skills of Foreign Language Learners

An Inquiry Into How Simulation Experiment Can Facilitate Speaking Skills of Foreign Language Learners

On a Didactic Interpretation of Word Order in Czech as a Foreign Language

On a Didactic Interpretation of Word Order in Czech as a Foreign Language

Student-teacher relationship: Written feedback provision and writing performance

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.

Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence

Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, N = 33) and two experimental groups (EG1, N = 33; EG2, N = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called Typebot, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named D-ID Agent. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.

The introduction of content and language integrated learning of Russian as a foreign language in educational institutions of secondary vocational education: Justification of the need

The introduction of content and language integrated learning of Russian as a foreign language in educational institutions of secondary vocational education: Justification of the need

Unravelling The Level and Factors of Listening Comprehension Anxiety in ESL Flipped Classroom Setting

Language anxiety has been an essential topic of discussion in English language learning since it acts as a filter that obstructs the learning process. Listening comprehension is the foundation to learning a target language thus, listening comprehension anxiety can have negative effects on second language (L2) learners’ performance. Meanwhile, flipped classroom model (FCM) has been introduced to facilitate language learning through the use of technological instruments in order to minimise language anxiety among L2 students. Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. Descriptive analysis was utilised to achieve the objectives of this study. The survey findings indicated that L2 learners experienced a moderate level of listening anxiety in a flipped classroom setting. This paper elaborates on the main area in which students are most anxious while listening to English text, that is the listening text and the strategies used. This finding will give educators some insights on how educational technology could be used to help reduce listening comprehension anxiety and eventually help L2 learners overcome their listening learning difficulties and improve their performance. Future studies are suggested to focus on listening comprehension anxiety experienced by male and female students as well as the comparison in listening comprehension anxiety faced by young and adult learners in flipped classroom setting.

Analysis of Code Mixing in The Speech of Coastal Communities

This study aims to explore the phenomenon of code mixing in the speech of coastal communities of Karang Tawulan Beach, Tasikmalaya Regency. This study describes how local communities utilize code mixing between Sundanese, Indonesian, and foreign languages ​​to form and maintain their linguistic identity. In addition, this study identifies the complexity of the influence of globalization that arises from interactions with tourists and immigrants from various backgrounds. The method used is descriptive qualitative with a sociolinguistic approach, emphasizing in-depth analysis of oral and written data. The results of the study indicate that code mixing is in the form of word insertion, phrases, and word repetition. Influencing factors include speech partners, communication situations, and communication goals. This study provides important insights into communication strategies in multilingual societies and suggests significant contributions to the development of language and education policies in the era of globalization, with the aim of supporting the preservation of regional languages ​​in Indonesia.

Exploring the Digital Transformation of Generative AI-Assisted Foreign Language Education: A Socio-Technical Systems Perspective Based on Mixed-Methods

This study investigates the complex dynamics and impacts of generative AI integration in foreign language education through the lens of the Generative AI-assisted Foreign Language Education Socio-Technical System (GAIFL-STS) model. Employing an integrated mixed-methods design, the study combines qualitative case studies and hybrid simulation modeling to examine the affordances, challenges, and implications of AI adoption from a multi-level, multi-dimensional, and multi-stakeholder perspective. The qualitative findings, based on interviews, observations, and document analyses, reveal the transformative potential of generative AI in enhancing language learning experiences, as well as the social, cultural, and ethical tensions that arise in the process. The quantitative results, derived from system dynamics and agent-based modeling, provide a systemic and dynamic understanding of the key variables, feedback loops, and emergent properties that shape the trajectories and outcomes of AI integration. The integrated findings offer valuable insights into the strategies, practices, and policies that can support the effective, equitable, and responsible implementation of AI in language education.

Performative practices in teaching a foreign language in higher education

Performative practices in teaching a foreign language in higher education

Investigating English Majors’ Online Learning Anxiety and Its Influencing Factors

Anxiety in second language acquisition refers to the tension or unease that students experience while learning a foreign language. Despite extensive research on anxiety in second language acquisition, little has been done to explore online learning anxiety. This study aimed to examine Chinese English majors’ anxiety and its influencing factors in online learning from the control-value theory perspective. Through a utilization of questionnaires and semi-structured interviews, this study found: (1) Chinese English majors exhibited a moderate level of online learning anxiety, with gender and academic year level exerting no significant influence on anxiety levels; (2) Multiple influencing factors, involving the individual learners, their teachers and peers as well as the learning environment, contributed to Chinese English majors’ online learning anxiety. It is suggested that teachers prioritize increasing communication and interaction with students in online teaching to alleviate the anxiety, boost the learning effect and promote the physical and mental well-being of the students.

Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

THE ROLE OF DIGITAL LITERACY OF PRE-SERVICE AND IN-SERVICE EFL INSTRUCTORS IN POST PANDEMIC COVID-19

There is a need to pay more attention to the incorporation of digital technologies in teaching English as a Foreign Language (EFL) due to the increased importance of digital technology and digital literacy highlighted by the COVID-19 pandemic. The digital proficiency of teachers is crucial for effective teaching and learning in the 21st century, especially in the context of foreign language education [1]. In this context, this study investigates the role of digital literacy of pre-service and in-service EFL instructors post-pandemic. Participants are N:165 EFL pre-service and in-service instructors. The current study has a quantitative design, the data tool is the Digital Literacy Questionnaire for Language Teachers. The data is analyzed via the Mann-Whitney U test, Wilcoxon Signed Rank Test, descriptive analysis for one of the questionnaire items and content documentation for the last open-ended question for of the questionnaire. The findings of the study indicate that there are significant differences between Pre-service and In-service EFL Instructors for some of the items. Besides, as the findings suggest lack of skills and knowledge of teachers, lack of training, lack of budget, and lack of interest of teachers are among the factors affecting the use of digital technologies for foreign language teaching. The findings undeniably confirm the vital importance of digital literacy in teaching English as a Foreign Language (EFL) in the digital age, highlighting the need for teachers to actively acquire and employ it. Therefore, it is essential for EFL teachers to include digital literacy in their teaching methods by making use of a range of digital technologies, including Web 2 tools that provide several capabilities. The results also indicate the necessity of teacher training programs focused on enhancing the digital literacy skills of English as a Foreign Language (EFL) instructors.

Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender differences

ABSTRACT The significance of teacher-student relationships in foreign language (FL) learning has been well-established. However, the intricacies of how teacher-student relationships indirectly influence FL achievement, particularly through the lens of emotional experience, remain to be fully understood. Grounded in attachment theory and control value theory, this study dissected the mediating roles of enjoyment and burnout in the link between teacher-student relationships and FL achievement, and further explored the gender differences in these mediation effects. The survey encompassed 4,900 English learners from Hainan Province, China. Student-reported scales for enjoyment and burnout in English learning were utilized, complemented by an English achievement test. Structural equation modeling (SEM) elucidated that enjoyment and burnout served as partial mediators in the link between teacher-student relationships and English achievement. Furthermore, multi-group SEM revealed gender-specific variations in these mediation effects, with stronger mediation observed in boys than girls. This study offers theoretical, methodological, and pedagogical insights for FL teaching and learning.