Language Learning In Education Research Articles

Sociocultural Theory in Practice: Addressing Issues Affecting English as a Foreign Language (EFL) Teaching-Learning in Hail Remote Schools

Sociocultural theory aims to explain how physical and cultural environments shape learning. The research uses Vygotsky’s sociocultural theory as the lens to investigate sociocultural issues faced by EFL (English as a Foreign Language) teachers in remote areas. Teaching in these areas presents difficulties and obstacles due to geographic distance. This qualitative study was designed to investigate the difficulties encountered by EFL instructors from schools in isolated villages of Hail, Saudi Arabia. Using semi-structured individual interviews with eight EFL teachers, the research uncovers various obstacles affecting the efficacy of EFL teaching. The primary issues identified are religious conservatism and cultural differences, lack of support from family and environment, geographic distance and resource constraints, and lack of awareness of future opportunities. The study highlights how differences in educational quality are made worse due to geographic remoteness. The project seeks to improve EFL instruction in remote places by offering a deeper knowledge of these issues, ultimately working towards equity in learning environments.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory

This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.

Exploring the Impact of ChatGPT in English Language Teaching-Learning Pedagogy

Exploring the Impact of ChatGPT in English Language Teaching-Learning Pedagogy

The Effects of a Personal Learning Environment on Vietnamese EFL Undergraduate Students’ Speaking Skills

The personal learning environment (PLE) is a relatively new, learner-centred pedagogical approach using technology for learning. However, empirical research on PLEs remains in its infancy, especially in EFL contexts. This study therefore aimed to explore the effects of a PLE, designed by the researcher, on Vietnamese EFL undergraduates’ speaking skills and examine how these effects varied across different speaking proficiency levels. Forty students at a university in Vietnam participated in a research project lasting eight weeks utilizing the PLE for an English speaking course. Adopting a mixed-methods, quasi-experimental design, this research employed pre- and post-speaking tests, reflective journals, and semi-structured interviews to collect data. Data were analyzed using paired-samples t-tests, one-way ANOVA, and thematic analysis. The results revealed that the PLE enhanced students’ English speaking skills significantly. In addition, this enhancement varied across speaking proficiency groups, with the medium-level group experiencing the most considerable progress, followed by the low-and high-level groups. Qualitative findings from reflective journals and interviews highlighted students’ positive perceptions of using the PLE to enhance their speaking skills. In short, this research underscores the potential of using the PLE approach in developing students’ English proficiency and provides insights for educators and policymakers to employ autonomous language learning pedagogies.

How to View Cultural Conflict in Intercultural Chinese Language Teaching Class from Freire s Critical Theory Perspective

As an international education practitioner, the author is aware of the importance of language teaching in education. However, international teachers often neglect intercultural teaching and learning in language teaching. In this article, the author uses Bourdieu s theory of cultural capital and related theories to analyse the intercultural perspective in Freire s critical theory. At the same time, the author draws on her own experience to give practical advice on teaching methods in different cultures, in relation to Freire s theory of education, which has been applied in her work.

Exploring the Significance of Teachers’ Funds of Knowledge in Language Teacher Learning

Exploring the Significance of Teachers’ Funds of Knowledge in Language Teacher Learning

Innovative Activities to Develop Listening Skills in the English Language Teaching-Learning Process

Innovative Activities to Develop Listening Skills in the English Language Teaching-Learning Process

A Review of Concept-based Language Instruction and Its Application in Foreign Language Teaching-learning Process

Concept-based language instruction (C-BLI) is an emerging foreign language teaching method of this century, which is based on the sociocultural theory proposed by Vygotsky and developed by a team led by Lantolf based on the systemic-theoretical instruction proposed by Gal'perin from Vygotsky school. C-BLI has abundant international research, but it is still in its early stages of development in China, and both theoretical and empirical research are relatively scarce. Based on the research results on C-BLI in the past fifteen years, both domestically and internationally, this paper interprets the development process and theoretical connotation of C-BLI. It reviews the existing empirical research from two aspects: teaching form design and effectiveness testing. Through reflection and summary, this paper points out the directions that need to be explored and deepened in the international research and application of C-BLI. At the same time, this paper hopes to provide theoretical and practical guidance for developing C-BLI research in China and explore the feasibility and future development direction of C-BLI application in foreign language teaching in China.

Metaphorical conceptualizations of generative artificial intelligence use by Chinese university EFL learners

The unveiling of ChatGPT 4o by OpenAI, a multimodal large language model powered by Generative Artificial Intelligence (GenAI), has injected interest and incited debate throughout the echelon of education institutions regarding its prospective benefits and drawbacks. Nonetheless, investigations into the learners’ perceptions of GenAI use in learning English as a Foreign Language (EFL) remain markedly insufficient. The study adopts an explorative stance and aims to explore the attitudes and perceptions of Chinese EFL learners toward GenAI use in language learning through the application of metaphor analysis. Data were collected from 281 EFL students of varying majors in four key universities across China by completing a sentence using metaphors to elicit their attitudes and perceptions toward GenAI use in language learning. Through qualitative analysis of metaphorical constructs, including HUMANS, TOOL/MACHINE, BRAIN, RESOURCES, FOOD/DRINK, and MEDICINE metaphors, the study unveils a spectrum of attitudes toward GenAI. While some language learners perceived GenAI as supportive, helpful, and intelligent, others expressed concerns about over-reliance and potential loss of critical thinking skills. The findings underscore the importance of considering learners’ diverse attitudes and beliefs toward GenAI use and application in language learning pedagogy. The implications of these findings for the future integration of GenAI in language education are discussed, complemented by recommendations for further research and pedagogical practice.

Elementary Stage Teachers’ Towards Implementation of Blended Learning in Language Teaching and Challenges

Elementary Stage Teachers’ Towards Implementation of Blended Learning in Language Teaching and Challenges

Exploring the Relationship among Multimedia Input, Working Memory and L2 Vocabulary Learning

With the advancement in online educational platforms in the present world, multimedia technologies have become a more easily accessed resource in language learning pedagogy than before. Different areas of language pedagogy are benefitting from the use of these multimedia technologies. The present research aims to explore the pertinent effect of multimedia language teaching input on L2 vocabulary building of learners by examining the way they enhance the learners’ working memory efficacy. The study employs an experimental research design by giving two types of WM strategic input (i.e., traditional verbal input and multimedia input) separately to two homogenous groups of 50 graduate ESL learners and observing their effectiveness in their vocabulary development. The study has used two research tools to collect data from the participants. The first is Wesche and Paribakht’s (1996) The Vocabulary Knowledge test which rates the vocabulary knowledge of the participants, and the second is a self-designed Working Memory cloze test to check the efficacy of the participants’ working memory through their vocabulary achievement. The participants are judged twice on the two scales, first before the treatment (pre-test 1 & 2), and second, after the treatment (posttest1 & 2). The results are obtained by comparing the participants’ mean scores of the vocabulary knowledge and working memory in pre and posttests of both variables. T-tests have also been run to see the improvement in learners’ VK and WM, and regression analysis has been carried out to see the relationship among the variables. The findings reveal that both WM strategies, i.e., verbal input and multimedia input are helpful in the development of learners’ vocabulary and working memory efficacy, and that verbal input and multimedia input are both positively related with VK and WM. However, the former (multimedia input) is more effective in enhancing the learners’ vocabulary knowledge and working memory efficacy as compared to the latter (verbal input). The findings are significant for the L2 learners, teachers, administrators, and the policy makers alike because they suggest that multimedia technologies should be incorporated to the maximum level of use in L2 classes for the learners’ vocabulary building.

Student Engagement with Teacher Written Corrective Feedback among Chinese Private College Students of Varying Language Proficiencies

While the efficacy of teacher written corrective feedback (WCF) has been extensively explored, a research gap exists in examining the disparities in how low-proficiency (LP) and high-proficiency (HP) students receive such feedback in second language (L2) writing. Through an analysis of five writing tasks distributed over a 16-week course, this research explored the affective, behavioral, and cognitive dimensions of student engagement with WCF. Six Chinese EFL sophomores, three designated as LP and three as HP students, were selected through purposive sampling. Data collection methods included analysis of students’ L2 writing tasks and stimulated recall sessions. The findings illustrate varying engagement patterns, highlighting LP students’ frustrations and HP students’ reflective and constructive interactions with feedback. These patterns are interpreted through the lens of sociocultural, social cognitive, student engagement, and complex dynamic systems theories, offering a multifaceted framework for understanding the influence of WCF on L2 writing proficiency. These findings also contribute to language learning pedagogy by highlighting the importance of tailored feedback strategies that address the comprehensive dimensions of student engagement to enhance the pedagogical effectiveness of WCF in fostering language proficiency and engagement in EFL settings.

Teaching L2 Vocabulary: What Goes on in the ESL Classroom?

Students’ lack of vocabulary knowledge has been an on-going concern among English as a Second Language (ESL) practitioners. Despite the consensus on the critical role of vocabulary instruction in language learning, many studies argue that teachers often dismiss vocabulary to focus more on grammar, reading and writing. It is unclear whether this neglect is due to overemphasis on exam- oriented system or teachers’ lack of awareness of lexical importance. The present study aims to investigate the vocabulary teaching strategies of twenty secondary school teachers and the pedagogical challenges they face in the classroom. A descriptive research design was employed, where data were gathered through a qualitative survey in the form of open-ended interview questions. Using grounded theory analysis (Charmaz, 2006) the data were then categorized and coded using thematic analysis. Findings from the current work suggest that teachers considered vocabulary to be significant, but they do not have a grounded approach in teaching it. Instead, they rely on a limited range of approaches in the classroom. Practical implications for effective vocabulary instructions in the ESL classroom are presented.

Using Smartphones for English Speaking Skill Development from the Omani EFL Learners' Perspectives

The widespread use of hand-held devices, including smartphones, has been invested in language learning education around the world. This study intends to inspect Omani EFL learners' perspectives on using smartphones to develop their speaking skills. To answer the research questions, the researchers used a 5-point Likert questionnaire to collect data from 259 Omani EFL students from the English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences (UTAS) in Salalah, Sultanate of Oman. Findings showed positive beliefs about using smartphones. The participants stated that they sometimes use smartphones for oral skills. In the study, a significant difference between female and male students in terms of perceptions towards smartphones was evident, in addition to a positive correlation between the students' levels of study, perceptions, and uses of smartphones. In light of the results, the study provides invaluable recommendations and pedagogical implications for students, teachers, and syllabi designers.

Development of mathematical competence as a key competence in English language teaching

The relevance of the study is conditioned to the need to explore new effective methods of implementing competence-oriented education while teaching English and forming key competences as a basis for learners’ comprehensive development and successful integration into a fast-moving cross-cultural society. The purpose of the study was to substantiate the category “mathematical competence in English language teaching learning” and analyse the survey of English language teachers to determine its understanding among teachers of secondary educational institutions. General scientific and empirical methods, deduction, comprehensive analysis, and comparison facilitated achieving the set goals. Hence, this paper presents the research on implementing the competence-oriented strategy stated by the Law of Ukraine on Education in general and the features of developing mathematical competence in English language teaching/learning as a key one. The modern view on understanding the concept in scientific discourse was analysed, including considering mathematical competence as a subject-specific, key, and super-competence. Assuming that communication is one of the methods and ways of teaching the English language, the authors’ vision of its definition regarding its development in the language learning was suggested. In addition, the survey of English language teachers was conducted and analysed and contradictions and problems in its comprehension and implementation among teachers were revealed: understanding the need to develop mathematical competence as a key one in teaching English; and the lack of methods and didactic materials for practical use at the English language lessons at secondary educational institutions. Furthermore, outlined prospects for future research in developing methods and efficient didactic materials for developing the mentioned competence and conducting an experiment to prove their effectiveness. These didactic materials also should comprise the psychological, linguistic, and lingua-didactic aspects, previously substantiated by the author of this paper, for developing mathematical competence as a key one in the process of teaching the English language

ICT integration into English language teaching-learning: Insights from some private higher education institutions

The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.

Personalized Learning Path Recommendation Algorithm for English Listening Learning

A personalized learning path recommendation algorithm for English listening learning leverages data on users' proficiency levels, learning preferences, and past performance to suggest tailored learning paths. By incorporating natural language processing (NLP) techniques, the algorithm can analyze audio content, transcripts, and user interactions to assess comprehension and identify areas for improvement. It then recommends a sequence of listening exercises, podcasts, audiobooks, or other resources matched to the user's skill level and interests. This paper introduces the Ranked Path Recommendation (RPR) algorithm, designed to facilitate personalized English listening learning. Leveraging data analytics and machine learning techniques, the RPR algorithm aims to provide tailored recommendations of listening materials based on individual learners' preferences, proficiency levels, and learning objectives. Through a series of experiments and analyses, the effectiveness of the algorithm is evaluated, considering factors such as recommendation accuracy, learner satisfaction, and adaptability. Results demonstrate the algorithm's ability to curate diverse and relevant listening materials, enhancing learner engagement and comprehension. However, challenges such as algorithmic biases and the need for ongoing refinement are acknowledged. Ultimately, the RPR algorithm represents a promising approach to adaptive learning in language education, contributing to the advancement of personalized and effective language learning experiences. Results demonstrate that the RPR algorithm achieved recommendation accuracy ranging from 85% to 92% across ten different scenarios, with corresponding learner satisfaction ratings ranging from 6.9 to 8.8 on a scale of 1 to 10. Learner feedback indicates that recommended materials were perceived as relevant, engaging, and diverse, contributing to enhanced comprehension and motivation.

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.

Promoting Character Education Through Genre-Based Language Learning: A Digital Reading Box in the Spotlight

During the COVID-19 pandemic, the learning paradigm in the Industrial Revolution 4.0 era began, requiring students and teachers to carry out an electronic-interned learning process. Reading skills, as an entryway for learning language and other subjects, have become a strategic step that can increase learning 4.0 in terms of cognitive (literacy and numeracy) or non-cognitive (character) components. There have been teaching resources, particularly in the genre of language texts. However, it is still usually in the form of printed books or e-books that do not focus on character education. Consequently, the researchers developed "Literasiku 1", a Digital Reading Box that includes the AIR flow in tasks and activities that show different types of text genres: descriptive, procedural, fantasy, and inspirational stories mixed with fascinating pictures and video illustrations. The research findings can help teachers apply character education in language learning based on the six components of the Pancasila student profile. Furthermore, this product can provide students with information on digital literacy relevant to their needs, as evidenced by the development of texts close to the natural environment or tangible things.