Foreign Learning Research Articles

Evaluating The Effectiveness Of An Educational Unit Using The Whole Language Approach To Develop Arabic Creative Writing Skills For Intermediate Level/ تقييم فاعلية وحدة تعليمية بالمدخل الكلي لتنمية بعض مهارات الكتابة الإبداعية لدارسي اللغة العربية بالمستوى المتوسط

Creative writing skill represents the most essential skill for students, and it is one of the most important means of acquiring knowledge and information, it is one of the basic skills that should be emphasized for Arabic-speaking students in general and non-native speakers in particular; therefore, this study aimed to identify and evaluate the effectiveness of a proposed educational unit in the light of the whole language approach in developing some creative writing skills required for foreign learners at the intermediate level. To achieve this goal, the researcher developed research tools that consisted of indicators of some necessary creative writing skills. A list of criteria for the content of the proposed educational unit to develop some of the necessary creative writing skills. The proposed educational unit is in the light of the holistic approach to developing some necessary creative writing skills. A pre-and post-test on the development of some necessary creative writing skills. The sample of the study consisted of thirty male and female students from the preparatory year programme at the Language Centre of the Faculty of Languages and Communication at Universiti Sultan Zainal Abidin, Kuala Terengganu Malaysia. The researcher adopted the descriptive and quasi-experimental approach in applying the study tools. After testing the study tools and analyzing the results of the pre and post-tests, the study found the effectiveness of the proposed educational unit based on the whole language approach in developing some of the creative writing skills required by the learners in the study group. The study also derived some recommendations and suggestions, the most important of which is: The need for Arabic language teachers to train students on creative writing skills using the whole language approach. The importance of reviving school activities related to writing, such as Journalism group and school radio. The importance of activating school activities related to writing, such as the journalism group and school radio, as well as allocating a course that deals with the areas of creative writing to train students in these areas, including exercises and activities that help them master these skills.

The Effect of Digital Storytelling on Chinese Foreign Learners’ Oral Proficiency

Grounded in the Output Hypothesis Theory, this research proposes a pedagogical intervention utilizing digital storytelling (DST) to address the problems of current Chinese oral instruction and examine its effects on the oral proficiency of Chinese foreign learners. A two-month empirical study involving international students from two language classes revealed that, compared to the control group, the experimental group students’ oral performance significantly improved and had a significant impact on the fluency, accuracy, and complexity in second language oral production. The findings suggest that DST instruction can effectively improve students’ oral proficiency and play a positive role in promoting language acquisition. Furthermore, the results highlight the significant research potential of integrating DST into Chinese oral language instruction.

Enhancing Foreign Speakers’ Satisfaction in Learning Indonesian Language with a Gamified Multiplatform Approach

This study examines how gamification can improve the satisfaction level of foreign learners studying the Indonesian language using the innovative multiplatform application named Belajar Indo. In consideration of the Indonesian government’s heightened focus on language proficiency for foreign workers and students, this study examines the challenges encountered in Bahasa Indonesia for Foreign Speakers (BIPA) programs. Integrating gamified elements into a Progressive Web App (PWA) presents an engaging alternative to traditional learning resources, which frequently fall short in terms of interactivity and accessibility. Data gathered from surveys, online observation, and user engagement metrics indicate that gamification greatly improves learner motivation, resulting in a success rate of 93.51% and a Net Promoter Score (NPS) of 8.11. The findings demonstrate that gamification enhances language acquisition while simultaneously cultivating a greater enthusiasm for learning Indonesian, proving advantageous for both beginners and advanced learners. This study advances the domain of educational technology by presenting a model that integrates language acquisition with digital innovation, highlighting gamified learning as an effective instrument for foreign language education. Future recommendations involve fine-tuning user interface components to improve usability and maintain elevated engagement levels.

Pemanfaatan Integrasi Nilai Budaya: Analisis Bahan Ajar Bipa Terbuka

The utilization of cultural value integration in open BIPA (Indonesian for Foreign Speakers) teaching materials is a strategic approach that can improve the quality of Indonesian language learning among foreign speakers. This study aims to analyze the utilization of cultural value integration in open Indonesian for Foreign Speakers (BIPA) teaching materials. This method is carried out by collecting ten scientific articles in Indonesian language journals found from the Google Scholar database. The literature comes from the period 2021 - 2024. This study explores various relevant scientific articles to identify effective methods and media in integrating cultural values ​​into BIPA teaching. From the ten articles analyzed, the results show that the use of cultural elements, such as folklore, traditions, and social practices, in teaching materials not only enriches learning content but also helps learners understand the social and cultural context in which the language is used. This creates a more contextual and in-depth learning experience, which in turn improves learners' communication skills. These findings provide recommendations for the development of BIPA teaching materials that are more comprehensive and responsive to the needs of foreign learners.

베트남인 학습자의 한국어 조사 오류에 대한 연구

Korean postpositions, along with endings, are linguistic units that foreign learners have difficulty learning and using completely. This is because postpositions and endings are the main grammatical forms in Korean. Current Korean school grammar treats postpositions as a category of words, but not endings. However, many grammarians do not raise major objections to viewing postpositions as grammatical forms with similar characteristics to endigs. For this reason, postpositions have many difficulties for Korean learners to use correctly. This study was conducted with the purpose of identifying the extent to which Vietnamese learners make errors in the Use of Korean postpositions according to their learning period or TOPIK level. The purpose of this study was based on the premise that Korean postpositions, along with endings, have strong characteristics as grammatical forms, making it difficult for Korean learners to use them correctly. The results of the one-way ANOVA between the learning period and the number of postposition errors of Vietnamese Korean learners in this study yielded significant values. However, it was confirmed that there was a ‘low positive correlation’ between the learning period and the number of postposition errors of the Vietnamese Korean learners. Because of this, it was difficult to be certain that the two were clearly related. The one-way ANOVA on the number of postposition errors by TOPIK level of Vietnamese Korean learners did not produce significant results. However, the correlation analysis between Vietnamese learners’ TOPIK level and the number of Korean postposition errors confirmed that the two had a ‘low negative correlation.’ This suggests that the higher the TOPIK level, the fewer postposition errors there are. However, the significance of this result was also difficult to confirm. These two results refute the fact that Vietnamese Korean learners did not show significant differences in postposition usage errors depending on the period of study or TOPIK level in the analysis of self-introduction content in this paper.

한국어교육을 위한 반복표현 선정과문법 정보 기술에 대한 고찰

The purpose of this study is to identify and select repeated expressions for Korean language education and to examine the necessary grammatical information to be provided when teaching these expressions. Repeated expressions, as defined in this study, refer to chunk expressions where either the grammatical form is repeated, such as '-으랴 -으랴', or a combination of grammatical form and lexical form is repeated, such as '-는 둥 -는 둥', which are treated as a single grammatical unit in Korean language education. An analysis of seven integrated textbooks developed for Korean language education confirmed that repeated expressions appear across all textbooks, validating their status as a grammatical category within the curriculum. However, a review of these textbooks revealed significant variations in the repeated expressions taught and considerable discrepancies in their frequency. This inconsistency among textbooks highlights a gap in the research on repeated expressions for Korean language education. As an initial step in addressing this gap, this study has selected repeated expressions suitable for educational purposes. To determine the grammatical items, a thorough analysis of Korean language textbooks, grammar books for Korean language education, and expert opinions from Korean language educators was conducted. Additionally, crucial grammatical information for teaching repeated expressions was systematically organized based on Korean language textbooks, grammar books for Korean language education, and prior related research. This study aims to systematize the fragmented repeated expressions found in Korean language textbooks, providing a foundation for future research to develop effective teaching methods for repeated expressions to foreign learners.

외국인 학습자 대상 한국어 토론 교육 연구의 동향 분석

외국인 학습자 대상 한국어 토론 교육 연구의 동향 분석

Nowy/obcy w szkole – jaki obraz ucznia cudzoziemskiego przedstawiają nauczyciele szkół podstawowych (wnioski z badania ankietowego)

This article is a development of a paper delivered during the Forum Młodych Badaczy Języka Regionu (Forum for Young Language Researchers of the Region) organized on 3 March 2022 by the Studenckie Dialektologiczne Koło Naukowe (Students’ Dialectology Study Group) that took place at the Faculty of Polish and Classical Philology of Adam Mickiewicz University in Poznań. The aim of this text is to show how primary school teachers perceive foreign students in Polish primary schools. The overriding issue is the teachers’ opinions on the communication barrier and if the perceived difficulties spearhead measures to minimize the difficulties by, among other things, enhancing (glotto)didactic competences. The considerations are based on the findings of a survey conducted by the author in 2021 as part of her bachelor’s thesis. The analysis and interpretation include statements of teachers of the second stage of education. With the help of tools developed within the framework of cognitive methodology (linguistic worldview), profiles of foreign students have been identified. The material shows how teachers perceive and value foreign learners and which teaching aids they can use while educating this group of pupils.

한국어 교재 말하기 영역의 맥락 변인 분석 연구

This study aims to analyze the context variables of the speaking section in Korean language textbooks for foreign learners. The target was the context variables of the speaking section in thirty-six textbooks of three types. The four variables of distance, power, imposition, and formality were deductively coded and analyzed using the chi-square test by IBM SPSS Statistics 29.0. The results shows that they were mostly biased toward specific variables, and the differences by proficiency were not statistically significant or the effect size was mostly small. Since the texts were not contextualized in various ways and were not differentiated by level, the development of pragmatic competence was hardly expected. Two improvement plans were proposed as a method of textbook adaptation. When the target grammar’s pragmatic information was the teaching content, a single variable manipulation exercise was assigned, and when the speech act was the task, a multiple variable manipulation exercise was presented. As these were a method that prioritized practicality, in the future, an independent and systematic pragmatics education plan should be established and reflected in textbooks.

The Role and Place of the Library as an Information Centre in the Process of Learning Foreign Languages

This paper provides an overview of the importance and place of the library in foreign language learning. Objective. The purpose of the article is to study the role and place of the Scientific Library of Ivan Franko National University of Lviv as an information centre in the process of learning foreign languages. Methods. The paper uses a set of theoretical research methods, in particular: analysis, synthesis, generalisation, abstraction, interpretation, as well as comparative, descriptive and comparison methods. Results. The results of this research, as well as the conclusions drawn on their basis, are of practical value for lecturers, teachers and students interested in using libraries to improve the process of learning foreign languages. Conclusions. The study has shown that modern libraries are powerful information centres that not only create a comfortable environment for the cultural development of students, but also for their educational development, including when learning foreign languages.

Foreign language learning experiences and future of language education- Insights from Secondary School Learners in Ulaanbaatar

This paper explores the motivational dimensions behind Chinese and English language learning among secondary school learners in Ulaanbaatar, Mongolia, using Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) （Dörnyei, 2005). Focusing on “learning experiences” and “learning visions”, the study utilizes a modified L2MSS questionnaire to collect responses across five key dimensions: Travel Orientation (TRO), Fear of Assimilation (FOA), Curriculum (CU), International Posture (IPO), and Attitudes Toward Learning Foreign Language (ATLFL). The results indicate that Chinese learners exhibit varied motivations influenced by curriculum, cultural context, and career aspirations, whereas English learners show heightened motivation driven by global engagement. This study provides recommendations to further strengthen motivational engagement in foreign language learning.

Indonesian Language Curriculum Design for Foreign Learners: Business-Focused BIPA Program at the Intermediate Level, Universitas Negeri Surabaya

BIPA (Bahasa Indonesia bagi Penutur Asing) plays a vital role in equipping foreign learners with business-focused language skills, such as email writing, presentations, meetings, and negotiations. Tailoring the curriculum to meet business learners’ specific needs is essential for achieving practical communication proficiency. This qualitative study analyzed the needs and design of an intermediate-level BIPA curriculum for business purposes at Universitas Negeri Surabaya. Data were collected through questionnaires, observations, focus group discussions, and structured interviews with seven students from the Darmasiswa, KNB, and regular programs, and 12 BIPA instructors. The study found that 87.5% of BIPA learners had no prior exposure to business-oriented BIPA, yet there was unanimous agreement on the need for such a curriculum. Insights from surveys and interviews highlighted the importance of topics such as job applications, business communication, economics and trade, establishing cooperation, and negotiations. The findings underscore the demand for a tailored BIPA business curriculum to address learners’ professional needs. The proposed curriculum integrates relevant business communication scenarios to enhance learners’ practical language skills. Developing a business-oriented BIPA curriculum at the intermediate level is critical to meeting the growing interest and professional needs of learners at Universitas Negeri Surabaya. Future curricula should focus on practical applications to maximize learning outcomes and workplace relevance.

Predarea gramaticii limbilor străine către copii: o analiză comparativă

This paper investigates whether and how grammar is introduced in foreign language textbooks for children in primary schools in Romania. We propose a comparative analysis of two German language textbooks and of two textbooks for Romanian as a foreign language, addressing children from ethnic minorities. The case study is represented by the category of adjectives, whose flexion may prove difficult for foreign learners of German or Romanian, since in both languages the correct endings of adjectives depend on the gender, number and case of the noun. In our analysis, we have taken into account the lessons where adjectives are used in both textbooks, the number of adjectives introduced, the clarity of their meanings and the sentences given as examples. The findings show that the introduction of adjectives proceeds slower in the German textbooks than in the Romanian ones, the utterances are more simple, and predicative adjectives are more frequent, which avoids their declension. In contrast, the Romanian textbooks contain a higher number of adjectives that are declined, while the examples are sometimes not clear enough. The Romanian textbooks appear therefore to be more suitable for children with previous knowledge of Romanian.

Teachers’ Strategies to Enhancing Reading Skill as The Base Components for Multilingual Invants in The Classroom

English has the prominent role in the society. As taught in recent cases the language implied their characteristics in any evidences. Moreover, English for Foreign Learner (EFL) have adapted to learn and produce something available for the future. This research have presented along the community where the writer intended for study. Applied linguistics were exporting in English Second Language (ESL) which determining the application of Technological Pedagogical Content Knowledge (TPACK). The paper is using multilingualism and English Language Teaching (ELT) as the study objects through Target Text (TT) and Source Text (ST). To determine the discussion and finding, the writer intended in library research with qualitative study, open-ended questions, and analytical methods. As the final results, there will be teacher strategies to apply some plans and general introductions for L2 learner in Indonesia.

Teaching foreign languages to older adult learners: preliminary observations

When discussing the topic of teaching and learning foreign languages, what comes to one’s mind first seems often to be the school environment in which learning a foreign language is obligatory throughout the entire education. However, adult learners, including older adult learners (OALs), and their foreign language learning process require scientific investigation as part of life-long learning proven to be an important aspect of the well-being of seniors in the psychological, social and medical dimension. The aim of the paper is to take a closer look at what experiences related to foreign language learning older adult learners have, what their motivation is about, what teaching methods and materials they find efficient, what difficulties they experience and what could enhance the process of foreign language learning. In order to find answers to these questions, an online Google form questionnaire was created which was filled in by respondents aged 60 or above. The answers received, despite being limited in number, show that OALs have experience with learning several European languages, they want to communicate with foreigners, including members of their family, in both travel and at work. They prefer private classes based on conversations, as well as the use of course books and other printed materials. The main difficulties include a lack of time and memory-related problems while having an opportunity to use the language in practice and having a good teacher could enhance the foreign language process.

Enhancing spelling competence for English as a foreign language young learners through digital escape rooms

Enhancing spelling competence for English as a foreign language young learners through digital escape rooms

Lookups as an e-reading resource for vocabulary learning: Readers’ experiences with complexified text

In this small-scale qualitative investigation, we explored second language readers’ use of an e-reading programme wherein readers primarily focus on meaning-making. We further examined learners’ reflections on their use of the programme. Four English as a foreign language adult learners (L1 Arabic) read a text for comprehension with the help of Calibre, an open-source e-reading software. We found that while participants did make use of the lookup tool, the use was infrequent; participants also differed in the ways in which the tool was used. Lack of familiarity with the tool was also found to discourage learners from looking up words, often leading participants to guess meaning from context and skipping unknown words.

A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skill

This systematic review examines the impact of Artificial Intelligence (AI) on enhancing the writing skills of English foreign learners. It highlights how AI technologies, such as ChatGPT, provide immediate feedback on grammar, punctuation, and style, facilitating efficient revisions and fostering creativity through brainstorming and vocabulary suggestions. The review emphasizes personalized learning experiences by analyzing individual writing patterns, which allows for tailored resources that increase student engagement and motivation. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist, the study evaluates 22 peer-reviewed articles published in 2024, revealing that AI tools promote collaboration among students through peer feedback and shared projects, enhancing critical thinking and communication skills. Additionally, AI improves accessibility for learners with disabilities through features like text-to-speech and speech recognition. The findings suggest that as AI technology evolves, its integration into language education will significantly enhance teaching methodologies and learning outcomes. This research underscores the importance of adapting pedagogical practices to fully leverage AI’s potential in promoting effective language acquisition, particularly in writing, thereby providing valuable insights for future explorations of AI’s role in educational settings.

중국인 학습자의 신문 기사 제목 이해 연구: 고급 학습자의 어휘력을 중심으로

Objectives The purpose of this study is to measure how vocabulary knowledge(both quantitative and qualitative) affects Chinese advanced learners when they understand the newspaper title. Methods To this end, a preliminary experiment was first conducted with four advanced learners (2 at Level 5 and 2 at Level 6). The preliminary experiment was used to address any ambiguities in the test materials and to adjust the number and order of the presented items. Based on the results of the preliminary experiment, a formal experi-ment was carried out with 60 advanced Chinese learners, divided into two phases: the first phase and a second phase involving post-experiment interviews. Additionally, this study conducted a statistical analysis of the col-lected data using SPSS 24.0, employing independent sample t-tests and paired sample t-tests. Results As a result, since advanced learners already have a certain quantitative vocabulary knowledge, there is little obstacle to understanding the title of newspaper without specific vocabulary. Conversely, it was found that a lack of qualitative vocabulary knowledge made it difficult to understand the title of newspaper with specific vocabulary. In particular, in the case of ‘vocabulary with figurative meaning’ and ‘the idiomatic phrases’ of the newspaper title, it was found that learners had more difficulty understanding the newspaper title. Conclusions Therefore, in order to improve the skilled vocabulary and practical vocabulary use of foreign learners, it is necessary to devise educational methods for these vocabulary in the future.

INTERVIEW: Korean linguistic nationalism is strong, but Korea is not investing properly in foreign learners of Korean

INTERVIEW: Korean linguistic nationalism is strong, but Korea is not investing properly in foreign learners of Korean