Implications For Language Teaching Research Articles

The Impact of Quizlet on Vocabulary Achievement among Non-English Major Students at Dong Nai Technology University

This research aims to investigate the impact of Quizlet, a digital learning tool, on vocabulary achievement among non-English major students at Dong Nai Technology University. Vocabulary acquisition is a crucial aspect of language learning, particularly for non-English major students who often face challenges in mastering vocabulary. Quizlet, an online platform offering various interactive learning activities, has gained popularity as a supplementary tool in language learning contexts. This research aims to explore the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major students and its implications for language education at the university level. A quantitative analysis of pre-test/post-test scores is employed to provide comprehensive insights into the impact of Quizlet on vocabulary achievement. The findings contribute to understanding the potential of digital learning tools like Quizlet in supporting language learning and informing pedagogical practices for non-English major students.

How Can Language Education Contribute to Securing a Livable Planet?

AbstractThe aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.

NEW TECHNOLOGIES AND FOREIGN LANGUAGE LEARNING: TRANSFORMING LANGUAGE EDUCATION

This article explores the transformative impact of new technologies on foreign language learning and its implications for language education. With the rise of globalization, proficiency in multiple languages has become increasingly valuable. The advent of online language learning platforms, virtual reality and augmented reality technologies, mobile applications, and language exchange communities has revolutionized language education. These technologies offer learners convenient access to resources, personalized instruction, immersive experiences, and opportunities for real-world practice. However, challenges such as the digital divide and the need for human interaction in language learning must be addressed. Looking to the future, the integration of artificial intelligence and machine learning holds great potential for further advancements in language education, fostering a world where language barriers are effortlessly overcome.

"TONGUE TWISTERS AS A TOOL FOR TEACHING ENGLISH PRONUNCIATION AT THE PRIMARY SCHOOL"

This study investigates the use of tongue twisters as a tool for teaching English pronunciation at the primary school level. The purpose of the study is to determine whether the use of tongue twisters in language instruction leads to improvements in English pronunciation. The study uses a quasi-experimental design, with an experimental group and a control group, to compare pre-and post-test scores of students' pronunciation. Data was collected through surveys, interviews, and observations of language instruction. Statistical analysis and content analysis were used to analyze the data. Results show that the experimental group, which used tongue twisters in language instruction, had significantly higher post-test scores than the control group, which did not use tongue twisters. Teacher and student feedback also indicated that the use of tongue twisters was effective in improving pronunciation. Implications for language instruction and the use of tongue twisters as a teaching tool are discussed, along with recommendations for future research. Overall, the findings suggest that tongue twisters are an effective tool for teaching English pronunciation at the primary school level.

Fluency in Language Assessment Literacy: A Literature Review

Fluency in Language Assessment Literacy (LAL) is increasingly recognized as a crucial competency for language teachers and learners alike. This literature review explores the concept of Language Assessment Literacy, its theoretical underpinnings, and its implications for language teaching and learning. The review delves into the role of assessment literacy in language education, highlighting its impact on teaching practices, learning outcomes, and student motivation. Additionally, it examines strategies for developing and enhancing assessment literacy among language educators, including training programs and professional development initiatives. Furthermore, the review identifies current trends and future directions in language assessment literacy research, emphasizing the need for continued efforts to promote assessment literacy in language education practice and policy. Overall, this review underscores the importance of fluency in LAL and calls for concerted action to foster its development among language educators and learners.

The melody of language learning at intermediate and upper levels: an emphasis on free discussion panels as an indispensable part of language classes and the effects on willingness to communicate, growth mindfulness, and autonomy

This qualitative study investigated the impact of discussion panels on language education, focusing on willingness to communicate (WTC), growth mindfulness, and autonomy among Chinese learners at intermediate and upper-intermediate proficiency levels. The study, conducted in Hebei, China, involved 27 learners, with 14 in the experimental group exposed to discussion panels and 13 in the control group receiving traditional teacher-fronted lessons. The research design employed semi-structured interviews, observations, and document analysis for data collection, analyzed manually through thematic analysis. Results revealed that learners in the experimental group exhibited heightened WTC, increased growth mindfulness, and greater autonomy compared to the control group. The discussion panels facilitated authentic language use, collaborative discourse, and turn-taking, aligning with communication theory, sociocultural theory (SCT), and learner-centered pedagogy. Findings also resonated with the significance of WTC in language learning, supported by established theories. Additionally, the study contributes to the growing literature on the intersection of mindfulness, autonomy, and language education. Implications for language teachers, policy-makers, syllabus-designers, and materials developers are discussed, emphasizing the potential benefits of integrating discussion panels. The study concludes with insights into limitations, suggestions for further research, and a call for pedagogical innovation to enhance language learning experiences.

A Review of Incidental L2 Vocabulary Learning of English

This article discusses the importance of incidental vocabulary learning in English language acquisition. Incidental learning is an effective method for acquiring new words and phrases naturally through exposure to language input. The article emphasizes the role of incidental learning in increasing vocabulary knowledge and language understanding, and explores its pedagogical implications in language teaching.

Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group’s performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.

Exploring Hindko Indexicals: A Pragmatic Analysis with Implications for Language Teaching

The study aims to address the challenges faced by English language teachers and learners in multilingual contexts by examining the deictic expressions in Hindko, an under-documented and endangered language. In a world where linguistic diversity is increasingly threatened, documenting lesser-known languages like Hindko becomes imperative to preserve cultural heritage and enrich linguistic understanding. This research focuses on the comparative analysis of deictic expressions in Hindko and English, specifically exploring person, spatial, and temporal deixis. By elucidating the differences between these languages' deictic systems, the study aims to equip English language teachers with insights into potential pitfalls Hindko-speaking learners may encounter when acquiring English deixis. Moreover, the research identifies common errors made by Hindko-speaking learners and provides strategies for addressing these challenges in English language teaching. Additionally, the study enhances linguistic knowledge by delving into the intricacies of marking numbers and gender on Hindko indexical, offering learners and language teachers a deeper understanding of linguistic diversity and cultural nuances. Through its findings, this research contributes to the broader scope of English Language Teaching by fostering cross-linguistic awareness, promoting cultural sensitivity, and enhancing language instruction in diverse educational settings. Keywords: Deixis; deictic expression_indexical.

Impact of the online Stoodle software program on Iranian EFL teachers’ autonomy, creativity, and work engagement

This study investigated the effect of using Stoodle software program on Iranian EFL teachers’ autonomy, creativity, and work engagement in the light of teaching experience and gender. The participants comprised 60 EFL teachers including 30 male (15 novice and 15 experienced) and 30 female (15 novice and 15 experienced) teachers teaching at five language institutes in Ahvaz. Two briefing sessions were held to make the participants familiar with Stoodle and how to use it in their classes. Prior to the implementation of the treatment, all the teachers were required to respond to the three scales of autonomy, creativity, and work engagement. After the implementation of the treatment, they were asked again to respond to the mentioned scales. The results of statistical analysis indicated that using the online Stoodle software program had significant effects on improving EFL teachers’ autonomy, creativity, and work engagement. However, gender and teaching experience did not have a significant role in contributing to teachers’ autonomy creativity, and work engagement in the Stoodle condition. Moreover, the interaction between gender and teaching experience did not leave a significant impact on teachers’ autonomy, creativity, and work engagement. The results are discussed and implications for language teaching are provided.

The accelerating effect of multilingualism on learning a new language grammar: the case of grammatical gender agreement

Mounting evidence suggests that prior knowledge of multiple languages can enhance learning additional languages. Nevertheless, the effects of multilingualism on grammar learning among adults are yet to be unveiled. The present study investigates the effect of prior foreign language knowledge on the acquisition of pronominal gender agreement in a new language. Forty-three native speakers of Polish learning Swedish with and without prior knowledge of German completed a speeded acceptability judgment task that involved items with grammatical and ungrammatical pronominal gender agreement in Swedish. According to the results, learners who had learnt German achieved higher accuracy scores than learners who had not. The difference between them decreased with increasing Swedish proficiency. In addition, only learners who had learnt German judged ungrammatical items faster than grammatical items. Thus, the present study demonstrates that prior foreign language knowledge accelerates learning grammatical gender agreement and facilitates access to grammatical gender knowledge in a new language, thereby providing evidence for a multilingual advantage in learning grammar. Implications for language teaching in multilingual contexts are discussed.

An Investigation into the Impact of ICT Applications on Improving Human’s Cognitive Skills – Implication for Language Teaching

The purpose of this study is to investigate the impact of ICT application on the acquisition of cognitive skills of language learners. A questionnaire designed by Barnard et al. (2009) has been adopted to collect responses from participants in a teacher training program conducted by the University of Foreign Languages Studies, The UD. The research results demonstrate a positive tendency in language learners to acquire cognitive skills such as academic self-efficacy, time planning and management, study regulation, task strategies, and metacognitive activities when exposed to the online learning environment. This also suggests implications for language instructors to take into consideration to improve learning outcomes.

An SFL perspective on EFL textbooks and its pedagogical implications in language teaching

Systemic Functional Linguistics (SFL) offers a framework for analyzing EFL textbooks by considering three metafunctions of language: ideational, interpersonal, and textual. This study aims to explore how SFL can provide insights into the linguistic features and discourse patterns that contribute to establishing these metafunctions in EFL textbooks, focusing on the pedagogical implications for language teaching. Specifically, the study investigates the transitivity pattern, mood system, and nominal group analysis, focusing on two selected EFL textbooks from different publishers. For the convenience of the research process, the researcher selected dialogue samples from the textbooks through convenience sampling and transformed them into clauses for analysis. The findings revealed that material process types were the most frequently employed, while interrogative forms predominated among the clause types. Additionally, the analysis of nominal groups indicated that the most common were nominal group types Thing (T) and Noun and Thing (NT). These findings shed light on the linguistic features of EFL textbooks and suggest that a closer examination of the metafunction of language can enhance our understanding of how language is utilized to achieve learning objectives. Consequently, to support students' language learning and proficiency development, EFL teachers should incorporate instructional focus, contextualized language teaching, integration of SFL concepts, promotion of language awareness, and differentiated instruction.

English Language Anxiety in Adult Learners: Challenges and Opportunities

English language anxiety (ELA) is an issue among adults who are learning a language. It affects their experience and outcomes in language learning. This comprehensive review explores the nature of ELA, examining its aspects and implications for language instruction. The research investigates how the classroom environment, linguistic challenges, academic performance, communication difficulties, emotional well-being, motivation, and other personal and societal factors contribute to ELA. It also delves into the role of technology, self-reflection, and training in English language acquisition. The review emphasises the importance of creating inclusive language learning spaces, providing teacher training programmes, and encouraging self-practice to address English Language Anxiety (ELA). Moreover, evidence-based solutions such as task design and tolerance for errors are recommended to help students overcome ELA and enhance their overall language learning experience. The conclusions and suggestions presented in this review can be valuable for adult learners of languages who seek to understand and engage with individuals from diverse cultures. IUBAT Review, 6(2): 158-183

Revealing the Kafoa Language Vitality through the Basic Cultural Vocabulary Mastery: Implications for Language Education

The Kafoa language is one of the indigenous languages in Indonesia so that needs to preserve it to be in existed category and reveal it as language assets in Indonesia and local culture identity. Revealing the Kafoa Language vitality can be conducted through many perspectives, one of them is through the use of basic cultural vocabulary mastery by native speakers. Therefore, this study aimed to reveal the Kafoa language vitality through the basic cultural vocabulary mastery by the speakers in Bawah Sub-Village, Probur Utara Village, Southwest Alor District, Alor Regency, East Nusa Tenggara, Indonesia. The study was a qualitative applying case study method. Data were the answer of 40 speakers of the Kafoa language as respondents. In collecting data, questionnaire and interview guidance were used as instruments involving 451 basic cultural vocabularies in nine domains of body parts; pronouns, greetings, and references; kinship; village and community life; house and its parts; equipment and tools; foods and beverages; plants and trees; and animals. The data were then analysed through Miles and Huberman steps of data analysis. The study result showed that 190 (42%) vocabularies are still mastered by the speakers of Kafoa language, while 261(58%) vocabularies are not longer mastered. It indicates that the tendency to master the basic cultural vocabulary by speakers of the Kafoa language tends to decrease thus its vitality is getting low. To maintain the vitality or life power of the Kafoa language, a policy from the Government is needed and teaching it in the schools is considered.

Occasionalisms in Social Networks During the Pandemic

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

Analysis of errors in the writing of content in dissertations and their impact on the learning of foreign languages: A case study in Ghana

The average postgraduate student in Ghana has about 20 years exposure in English language, having been taught and instructed in English from primary to tertiary level. It is, therefore, not far-fetched to expect the postgraduate student to commit minimal to no errors in their L2 writings. The seeming consequential minimal scholarly attention on errors in postgraduate writings regardless of the many studies on students’ errors is therefore not surprising. This study is an attempt to identify, categorise and describe the errors in postgraduate dissertations in Ghana and highlight its implications for language teaching. This exploratory qualitative study carries out a content analysis of 20 randomly selected MA, MPhil and PhD dissertations published between 2020 and 2021. The data are analysed using the theory of Error Analysis. After critically assessing the dissertations, seven (7) categories of concord errors were identified and recorded. These are; subject-verb concord errors, inverted subject concord errors, concord errors associated with ‘has’ and ‘have’, determiner-noun errors, concord errors on numbers, noun-pronoun antecedent errors and compound subject concord errors. This implies that postgraduate students are prone to errors, hence, the need to introduce or intensify the teaching of English at the postgraduate level.

A systematic review of the application of metaverse in language education: Prominent themes, research methods, impacts, and future challenges

In the era of human-computer symbiosis, extensive research has examined the influence of educational technologies on education. The nascent field, metaverse, driven by advancements in 5G, VR, and AR, has emerged as a new frontier. Although some scholars have explored the application of the metaverse in education, there is a lack of research specifically focusing on its implications for language education. This systematic literature review aims to comprehensively examine empirical studies on the use of metaverse in language education, including, research topics, methodologies, common tools, impacts, and challenges. Through searching authoritative databases (i.e., Web of Science and Scopus) following the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines (i.e., PRISMA), 12 relevant articles were selected. Statistical analysis showed that South Korea and China are active contributors in this field, primarily investigating university students. Platforms like Ifland, Gather Town, and Metaverse Studio were commonly used for metaverse construction, along with tools such as VR. Quantitative and mixed-method approaches were favored, with research mostly focused on student and teacher perspectives and language proficiency outcomes. Overall, findings suggest positive attitudes towards metaverse implementation and its beneficial impact on learning outcomes, but caution against considering it a complete solution for language learning. Despite valuable insights, the existing literature on metaverse in language education remains limited compared to other technological domains. Further research is necessary to enrich the understanding of research directions, sample choice, experimental findings and so on.

PECULIARITIES OF TEACHING FOREIGN LANGUAGES TO COMPUTER SPECIALTIES STUDENTS

Abstract. The present study investigates the unique challenges and opportunities associated with teaching foreign languages to students pursuing computer specialties. Drawing upon a comprehensive review of world scientific literature, we explore the cognitive and linguistic peculiarities inherent in computer-related tasks and their implications for language education. Employing an analytical approach, we identify the distinctive characteristics of language acquisition within the context of computer science training. Through a critical synthesis of prior research, we delineate the inadequacies of conventional language teaching methods in catering to the specific needs of computer science students. Furthermore, we propose a specialized instructional framework that integrates domain-specific terminologies and contextualized language learning techniques to enhance language proficiency among these learners. Our findings underscore the necessity for a tailored pedagogical approach that aligns with the cognitive profiles of computer specialists, enabling effective cross-cultural communication and international collaboration. We conclude that optimizing foreign language instruction for computer specialties students holds paramount significance in fostering their linguistic competence and adaptability in an increasingly interconnected global landscape.

Shifting Learning Atmosphere through Process Drama: Teaching English Parts-of-Speech (PoS) in Indian Classroom

This paper investigates the effectiveness of process drama in teaching English parts-of-speech to middle school students in an eastern Indian school. For the application part, researchers developed process drama-based lesson plans following the structural approach and implemented them among the students of class VII studying English as a second language (L2). The study employed a quasi-experimental design, with a pretest-posttest approach to data collection. Additionally, the facilitator consistently took observational field notes to understand the utility and limitations of process drama in a second-language classroom. The study's major findings indicate a significant growth in the treatment group and showed seminal benefits over the traditional method of teaching parts-of-speech through the structural approach. Moreover, observation and field notes indicated the welcoming attitude of learners towards process drama-based language pedagogy. Also, observation and field notes showed assistance in understanding the utility and limitations of process drama as a pedagogical tool in an L2 classroom. Thus, findings of this study have implications for language educators, curriculum designers, and policymakers, offering valuable insights and practical recommendations for integrating process drama in L2 teaching methodologies in diverse educational settings. Additionally, this research contributes to the ongoing discourse on innovative language teaching techniques, catering to the needs of the diverse student populations in language classroom.