Language In Higher Education Research Articles

Performative practices in teaching a foreign language in higher education

Performative practices in teaching a foreign language in higher education

Why not learn with children? A model of intercultural and intergenerational learning through Mandarin as a second language in higher education

ABSTRACT This study develops an intercultural and intergenerational model for teaching Mandarin as a second language, aimed at enhancing international students' intercultural communicative competence. Three native Mandarin-speaking kindergarten children in Taiwan, with no English knowledge, participated in a university Mandarin class with international students. They interacted exclusively in Mandarin, engaging in tasks like introductions, surveys, and storytelling. Students later provided community services, reading to Taiwanese kindergarteners in Mandarin. Through action research, including teacher logs, reflections, and interviews, the model was shown to improve students' attitudes, interpretation skills, and critical cultural awareness.

English Language and Career Development in African Higher Education: An Overview

The internationalization of higher education in most countries is linked to the “global interests” that supplement the supremacy of the English language above academic research functions including conventional research and publications. This paper aims to (1) describe the rationale behind the adoption of the English language in higher education, and (2) to understand the relationship between the English language and career development at African universities. This overview article analyzed relevant resources sourced from databases such as Scopus, Google Scholar, and Web of Science from January 2022 to July 2022 using the PQRS framework as an analytical tool. The analysis of the academic resources identified five main reasons for the adoption of the English language adoption in African universities: ideology, institutional integration, the knowledge society; globalization, and financial dependence. However, there are diverse views about the effect of the English language and career development in universities in Portuguese-speaking countries such as Mozambique. The paper concludes with challenges of English adoption and improvement of language policy schemes for research and publication in a Portuguese-speaking university.

Shedding Light on The Factors Revealing Students’ Learning Mood of English Language Learning in an Indonesian EFL Classroom

This study explores the students’ learning mood in learning English as a Foreign Language in higher education covering their enthusiasm, enjoyment, optimism, and sincerity. It employs a descriptive study using a purposive sampling technique and takes 34 respondents from EFL university students. The data were collected through questionnaires, interviews and classroom observation. The result of the study shows the students’ learning mood. It falls into several categories, enthusiasm, optimism, sincerity and enjoyment. It also reveals that the students will improve their learning progress as the lecturer gives both oral and written feedback. This research is expected to be beneficial for lecturers, students and stakeholders to enrich knowledge and develop language skills and proficiency based on learning mood in Indonesian EFL classrooms.

Teaching russian as a non-native language in the modern space

This scientific article explores the practice of using case methods in the classroom of Russian as a non-native language in higher education. The study aims to investigate the effectiveness of case methods in enhancing students' language proficiency, critical thinking skills, and cultural understanding. The research methodology involves a qualitative approach, utilizing interviews and observations to gather data from both students and instructors. The findings suggest that case methods provide a dynamic and interactive learning environment, promoting active student engagement and fostering a deeper understanding of the Russian language and culture. The article concludes by discussing the implications of these findings for language educators and suggesting future research directions in this area.

Approaches to inclusive foreign language instruction in higher education

Introduction: The rapid development trend in innovative technological solutions significantly impacts societal activities, stimulating global digital transformation processes in the educational environment. Objectives: The article analyses innovative tools within the concept of inclusive technologies for teaching foreign languages in higher education in the digital age. Methods: Several general scientific research methods were used to achieve the research objectives, including abstraction, analysis, synthesis, induction, and deduction. Results: Attention is focused on exploring the potential of audio-lingual and audiovisual methods, didactic game solutions, case methods, reproductive methods, thematic studies, linguistic and sociocultural, and project methodologies. It has been proven that using digital educational platforms in educational programmes allows teaching foreign languages to be carried out at a high professional level, stimulating aspects of motivation and effectiveness. The study identifies that implementing innovative approaches in inclusive strategies for teaching foreign languages enables students to gain practical skills through active interaction with various non-standard methods and forms of work. Such methods include brainstorming, project work, role-playing, group work, and several others. It has been found that specific innovative approaches, such as random and cross-learning, learning through argumentation, or embodied learning, form a solid practical basis for the successful future application of acquired knowledge. Conclusions: The article proves that innovative methods of teaching foreign languages within the framework of inclusive educational technology programmes have the potential to create an effective learning environment, ensuring a significant improvement in the quality of higher education

Integrated Pedagogy between Literature in English and English Language in Higher Education

Integrated Pedagogy between Literature in English and English Language in Higher Education

Piloting an institution-wide language programme in an Irish university: a longitudinal case study

ABSTRACT This paper presents a study designed to contribute to discussion on best practice in the design of Institution Wide Language Programmes (IWLPs) and their role in increasing the number of students studying foreign languages in Higher Education in Anglophone contexts. Using a longitudinal case study, it reviews the first three semesters of an IWLP delivered in a university in the Republic of Ireland between February 2021 and May 2022. The findings indicate that a student-centred, pedagogically innovative IWLP, incentivised via certification and extra credit, can enable and motivate some students to continue with the study of a language at university. This represents one way to build on foreign language proficiency developed within both the school system and the home, in line with national language policy objectives.

Ukuhlakanishiswa kwezilimi zomdabu Zama-Afrika Enyuvesi yaseFreyistata nomthelela wolwazimfundo kwabalukhulumayo

The University of the Free State Language Policy 2024 takes off from the premise that, firstly, students come from diverse linguistic backgrounds, of which the majority come from a Sesotho language background. Secondly, when our students join the university, they are confronted by English as the medium of instruction which is not their language, thus, it creates a barrier to effective learning. Thirdly, when our students join their specific disciplines, they are also confronted by unfamiliar environments of new disciplinary terminology and concepts which they are expected to learn and master in a foreign language. The language policy made a conscious commitment to develop and intellectualise Sesotho so that it becomes an academic language and a resource for supporting academic access and success for African students, in alignment with the Language Policy Framework for Higher Education 2020. This paper employs a literature-based methodological approach, focusing on a single university as a qualitative case study. Underpinned by the Language Management Theory, we argue that the African indigenous language, Sesotho, requires an effective and conscious process of intellectualisation. Strategies like terminology development are proposed to effectively support the learning of new concepts and theories across disciplines and thus reduce the burden imposed by English instruction among Sesotho speakers. The paper also argues that the intellectualisation of African languages in higher education is critical for ensuring that African students are not provided access without support in the persistent English monolingual higher education fraternity. IQOQA INqubomgomo Yolimi YeNyuvesi YaseFreyistata Yowezi-2024 isusela embonweni wokuthi, okokuqala, abafundi baphuma ezizindeni ezahlukene zezilimi, iningi labo liphuma emakhaya okukhulunywa ulimi lweSesotho. Okwesibili, uma abafundi bengena enyuvesi babhekana nesiNgisi njengolimi lokufundisa okungelona ulimi lwabo, ngaleyo ndlela, kudala isithiyo ekufundeni ngempumelelo. Okwesithathu, lapho abafundi bengena emikhakheni yabo ehlukahlukene abazikhethele yona baphinde babhekane nezimo ezingajwayelekile zamagama amasha aqondene nemikhakha yemfundo abakuyo okulindeleke ukuthi bawafunde futhi bawazi kahle ngolimi lwangaphandle. Inqubomgomo yolimi inika isibophezelo ekuthuthukiseni nasekuhlakanishisweni kweSesotho ukuze sibe ulimi lolwazimfundo kanye nensizakusebenza yokweseka abafundi abangama-Afrika ukuba bafinyelele kulwazimfundo ngempumelelo. Le nqubomgomo iyahambisana futhi noHlaka Lwenqubomgomo Yolimi Yemfundo Ephakeme wezi-2020. Ukubukwa kwalezi zinqubomgomo neminye imibhalo yocwaningo kungenye yezindlela zocwaningo ezisetshenzisiwe njengocwaningo lwesimo ngaphansi kwendlelande yocwaningo lobunjalo botho. Leli phepha elisekelwe Injulalwazi Yokulawulwa Kolimi liqakulisa ngokuthi ulimi lomdabu lwase-Afrika, iSesotho, ludinga inqubo esebenzayo neqaphelayo yobuhlakani ngokusebenzisa amasu afana nokwakhiwa kwamagama. Lokhu kusemqoka ukuze kusekele ngempumelelo ukufundwa kwemicabangonzulu nezinjulalwazi ezintsha emikhakheni yemfundo abakuyo abafundi abakhuluma ulimi lweSesotho. Okunye futhi lokhu kuzophinde kunciphise amandla athweswa isiNgisi phakathi kwabakhulumi bolimi lweSesotho. Leli phepha liphinde liphakamise ukuhlakanishiswa kwezilimi zomdabu zase-Afrika emfundweni ephakeme kubalulekile ukuze kuqinisekiswe ukuthi abafundi abangama-Afrika abanikezwa amathuba okufunda ngaphandle kokusekwa kodwa benikwa imfundo yesiNgisi ewubulimibunye.

UTILIZATION OF BLENDED LEARNING TECHNOLOGIES IN IMPROVING STUDENTS’ WRITING SKILLS: TECHNOLOGY INTEGRATION MODELS

Internal and external factors influence the quality and content of foreign language teaching in the global education system. It is essential to thoroughly analyze and classify modern ICTs to create an effective educational environment. Research in this area is increasingly necessary, especially considering the changing requirements for the knowledge, skills, and qualifications of future English language specialists in the era of globalization. This necessitates a more complex educational process and calls for comprehensive reform. As a result, there is a growing need to employ a blended form of education, which combines offline (traditional), online (distance), and independent learning. The main goal of this study is to reveal the practical importance of using technology integration models (TIMs), especially blended learning technologies, to improve the writing competencies of lower-level students in the context of paragraph and essay writing skills in higher education institutions (HEIs) that prepare future English language specialists. This study involves the analysis of the scientific and practical significance of TIMs, the study of the process of implementation of a new approach to technologies in a blended learning environment, the classification of both positive and negative aspects of TIMs, and the development of mechanisms for using blended learning technologies based on the PICRAT TIM. Scientific literature analysis, analytical-synthetic and comparative-contrastive research methods were used to effectively perform these tasks. According to the obtained results, blended learning consists of complex processes, and its effectiveness directly depends on the teacher's choice of the right technologies and their use in place. Additionally, the blended form of learning, which combines offline, online, and independent forms of learning, has caused a conceptual change in the approaches to technology that are currently in practice. The conclusion was that the most important aspect of using technologies in teaching writing competence to future specialists of the English language in higher education is to create an innovative educational environment for them.

Cultural and artistic dimension of Bantu languages in higher education inAngola

This text addresses the Cultural and Artistic Dimension of Bantu Languages in Higher Education in Angola. The Bantu languages are the only means of expressing art in Angola. Therefore, there is no art without Angolan languages. In a country where the state imposes the deprivation of the public or private use of local languages as fundamental rights of people, one cannot speak of Angolan art, since only through these languages can the artist express the cultural, political and artistic values of the Peoples of Angola. Bantu languages occupy the last position with a deprecated language dimension. Thus, it is the purpose of this text to analyze the extent to which the Bantu languages of Angola express all the rationality of the people who speak them. This communication is therefore the result of my experiences in courts and schools in rural communities. In courts, I have attended certain trial sessions where the judge who speaks in good Portuguese is not understood by the accused and the witness who speak in any Bantu language. It was found that the large urban centers, considered civilized societies, which dominate the cultured norm and have a considerable number of police, guards in backyards, record more and more different criminal actions in relation to rural communities, where there are no police. These disparate facts are due to the ethical and moral values imbued in the languages of each community.

IMPLEMENTATION OF PRINCIPLES OF INDIVIDUALIZATION AND DIFFERENTIATION IN FOREIGN LANGUAGE CLASSES IN HIGH SCHOOL

The article examines the system and approaches of individualization and differentiation in the process of learning a foreign language in higher education. Determined factors that affect their functioning in the process of working in classes. Separate problems and ways to overcome them are analyzed. Certain opportunities for creating favorable conditions for the development of the creative potential of an individual, development of his thinking and understanding of the ultimate goal and task of learning a foreign language have been identified. Methods and techniques for increasing students’ cognitive activity in classes and strengthening their motivation are illustrated. The article examines the views of scientists N.P. Volkova, G.R. Havryshchak, O.M. Shparyk on individualization and differentiation as dominant and organic components of the educational process. Various approaches to the concepts of differentiation and individualization, as well as concepts related to them, are summarized. The works of these scientists became the theoretical and methodological basis of the conducted research. These principles help to find effective means for teaching a foreign language and learning it effectively. We must not forget that in higher education, the main influence on a student is his mood, curiosity, drive, concentration, surprise. The ability to stimulate the mental states we desire requires a process of individualization and differentiation of each student. A unique approach should be the whole system of education and training of the individual. This article describes the technology of implementing the abovementioned principles in English language classes in higher education. The use of internal differentiation for working in groups and the cluster method for strengthening the cognitive development of each individual when learning a foreign language in higher education are illustrated. The problem of a wide range of possibilities of these principles in the conditions of changes in the system of social relationships, rules of student behavior in the new realities of life is raised. Emphasis is placed on the importance of new requirements for the education system: flexibility, adaptability, feedback, quick response to changes in the social environment, cooperation with psychologists. Considered possible means of organizing students’ work in groups and individually, determined prospects for further research in this direction.

Nauczanie obcych języków specjalistycznych na poziomach podstawowych. Praca z publikacją Truchcikiem z Kopernikiem. Językowe przebieżki po uniwersytecie w grupach chińskich polonistów na studiach I stopnia

Languages for specific purposes (LSP) are taught in two different contexts – for academic and for professional needs. In the first case, they are primarily tools for acquiring and processing knowledge, which is possible by knowing a number of terms. That is why B2 is indicated as the optimal level for starting their acquisition. LSP for professional purposes are primarily intended for effective communication and can be taught independently from general language proficiency. In this paper, the authors describe the findings of a survey in which Chinese students of Polish language and culture were asked to express their opinions on the publication Truchcikiem z Kopernikiem. The analysis aims to show if this book is a suitable tool for training LSP in an academic context. It covers levels from A to C (CEFR) and offers training of language in higher education for academic purposes as well as practical language training in situations typical for everyday life at the university. The respondents, representing A2-B1+ proficiency levels, found the book useful for language learning (70%) and for studying in Poland (92%). At the same time, however, 45% of them considered that the exercises were too difficult (for 50% they were adequate), which was explained by the high complexity of vocabulary. They also expressed their expectations for a higher number of grammar tasks in the book.

Resilience in the Face of the Ongoing War in Ukraine and Coping Strategies Adopted by Polish Students of Modern Languages in Higher Education

The Russian invasion of Ukraine on February 24, 2022 shattered Western illusions of peace and security, raining tensions on both a macro and micro level. This article was thus inspired by how the war had affected Philology students in Poland, specifically emphasising the city of Rzeszow, which lies close to the Ukrainian border. The aim assigned to the research project was to investigate levels of resilience among students and how this correlates with stress levels and to further investigate the potential coping strategies adopted by the students to mitigate their anxiety levels. What has been shown is that there is a correlation between the proximity of students to graduation and the levels of anxiety they felt about their future employment prospects and that the most common method for coping with stress was to become actively involved in assisting in the most immediate manifestation of the cause of the stress, in this case assisting refugees.

The Role of Non-Verbal Communication in Language Classes in a Multilingual Audience (from Experience of Working on Electronic Educational Platforms)

The article was written on the current topic of improving intercultural communication in the context of globalization and the rapid development of high technologies. The purpose of the article is to study the role and characteristics of mastering nonverbal communication skills by students studying foreign languages in higher education in intercultural interaction, as well as to develop proposals for the use of electronic educational platforms to improve the effectiveness of learning. The problem is that in Kazakhstan’s universities there are not enough academic hours to master non-verbal communication, so almost no attention is paid to this aspect of learning foreign languages. At the same time, ignoring the training of students in nonverbal communication of representatives of the cultures of the foreign languages being studied is a serious omission of the higher education system, since it impedes the full intercultural communication of future specialists. Today it is necessary to look for modern pedagogical technologies, methods and techniques to solve this problem. The article uses the following research methods: dialectical cognition, formal logic, analysis of scientific literature, linguistic and cultural approach, induction, deduction, comparison, complex analysis and modeling. The authors of the article come to the conclusion that effective intercultural interaction is impossible without mastering nonverbal communication of other peoples of the world. The authors of the article propose to teach university students nonverbal communication of other cultures using modern remote technologies, for example, virtual classes on electronic educational platforms. In particular, it is possible to create appropriate training modules with different tasks, exercises, lecture material, audio and video files, as well as final testing or project protection. This will allow students to study and practice nonverbal communication skills in a convenient distance format, including with native speakers of foreign languages (video lectures, real-time communication with native speakers of the languages being studied, performing creative tasks, etc.). Since today, through the Internet, all students and teachers interact with foreigners to one degree or another, solving educational tasks and analyzing specific cases will not be difficult for them. A promising direction for further research, according to the authors of the article, may be methodological developments for the introduction of electronic courses on mastering non-verbal communication of cultures of the countries of the foreign languages they study into the curricula of the higher school.

A Comparative Study on the Impact of Technology-Enhanced Language Learning on ESL and EFL Students: A Systematic Review

The goal of the study was to get a deeper understanding of how technology-enhanced language learning is utilized to teach and learn languages in higher education. This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The review begins with a description of the identification process. The best articles published between 2000 and 2022 have been selected to demonstrate how to compare significant aspects and valuable strategies. These articles were selected in accordance with EFL and ESL students. The results are organized into three categories, with the following topics occurring most frequently in the reviewed publications. Researchers may apply task-based learning, communicative, flipped classroom, and other instructional strategies. The second section deals with research instruments. The questionnaire, interview, test, forum group discussion, and observation were utilized to collect data. In conclusion, researchers have compiled a list of publications to be analyzed based on their most current research queries.

Integrating content and language in higher education: Developing academic literacy. Mark Brooke. (2022). Springer Singapore, 252 pages, ISBN: 978-981-19-4558-8 (Hardcover), 978-981-19-4559-5 (eBook)

Integrating content and language in higher education: Developing academic literacy. Mark Brooke. (2022). Springer Singapore, 252 pages, ISBN: 978-981-19-4558-8 (Hardcover), 978-981-19-4559-5 (eBook)

Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: a literature review

ABSTRACT Purpose: We systematically reviewed the empirical literature that reports research in the specific context of teaching EFL to identify what is known about the efficacy of using flipped learning to teach EFL, the robustness of this evidence, and to explicate the strengths and weaknesses of the pedagogy in teaching EFL. Design/methodology/approach: Adapting the systematic literature review method and combining it with content analysis of qualitative findings we narrowed our search to 40 articles that were primary studies. Findings and originality: The majority of authors examined student perceptions of their learning; one third investigated the use of flipped learning on the acquisition and development of EFL knowledge, skills and abilities. That students like learning in a flipped learning environment is the strongest finding emerging; many linking it to the facilitation of self regulated learning behaviors. However, research evidence for flipped learning’s contribution to important educational outcomes is not robust and this remains a problem for understanding where or how to target the impact or value of this pedagogy. Nonetheless, other encouraging findings include that using flipped learning to teach EFL was linked to its capacity to improve idiomatic knowledge, oral and writing performance, motivation, and higher order thinking skills. Future research should focus on improving research design and reporting for flipped learning interventions, and focus on investigating key EFL learning skills particularly reading which is comparatively understudied despite its importance to language acquisition. Value: The results clarify for educators that flipped learning’s capacity to influence the acquisition of key learning skills remains largely unproven.

Stakeholder Perspectives on the Integration of African Languages in Higher Education Learning: A South African Case Study

Since the dawn of democracy in South Africa (1994), higher education has ex- perienced substantial demographic changes. Despite South Africa’s status as a multilingual country with linguistic diversity recognised by the Constitution, higher education institutions inadequately represent this multilingualism. This gap has been identified as a contributing factor to the underperformance of students who speak Indigenous African languages in higher education. Con- sequently, various policies have been implemented to amplify the presence of African languages in higher education. Employing a case study design, this research aimed to delve into the perspectives of diverse stakeholders in a Cell Bi- ology module at a South African university regarding the use of African languages to support learning in higher education. Students, lecturers, and practical demon- strators were asked about their thoughts on the use of African languages to assist African language-speaking students. Findings revealed a divide in opinion, with students overwhelmingly in favour, lecturers expressing conflicting views, and demonstrators who spoke African languages generally supportive, while others had reservations. In the end, the central question posed is: Whose opinion holds more significance, that of the students or their lecturers?

Studying students' attitudes towards the use of mobile applications and online resources for learning a foreign language in higher education institutions

The article deals with using mobile applications and online services for teaching foreign languages, which is becoming more and more widespread in the educational process of higher education institutions. There is a wide range of paid and free applications that are constantly being updated and developed. However, in the context of using such applications in higher education, selection and control become important tasks for a foreign language teacher. A survey of students from two universities reveals that the majority of students have experience of using mobile language learning apps, but only 67.9% recognise the positive impact on their level of knowledge. Among the disadvantages of their use are the monotony of tasks, loss of motivation, insufficient quantity and quality of information, and problems with performance stability. The analysis of the weaknesses of using mobile applications and online services for foreign language teaching points to important criteria for selecting resources for higher education teachers. First, given the different focus and functionality of applications, it is important to clearly understand the purpose and possibilities of using them as an additional teaching tool. Next, it is important to evaluate the autonomy of the app and take into account its affordability for students. Another important criterion is the ability to check assignments and track progress. The survey of students confirms a positive attitude towards the use of mobile applications, and the advantages they pointed out, such as convenience and accessibility, make these tools important for improving the process of learning foreign languages in higher education. Further research is needed to experimentally test the effectiveness of using certain mobile applications and online resources for teaching various aspects of a foreign language in the context of higher education