Language Classroom Research Articles

Postgraduate Students’ Engagement in Cooperative EFL Writing: An Investment Perspective

The past few decades have foregrounded cooperative learning and its pedagogical implications for students’ academic, psychological, and social gains, particularly, in the Western context. These gains, nonetheless, were sometimes questioned and doubted in the Confucian Heritage Culture (CHC) countries such as China. This study adopts Norton’s investment model and seeks to investigate Chinese postgraduate students’ experiences of cooperative writing in English as a Foreign Language (EFL) classrooms in a local context. The focus is particularly on the mechanism of Chinese students’ engagement/disengagement with cooperative learning and the multiple influences on it. Analysis of the data set, which includes five focus group interviews with postgraduate students from a local university in mid-western China, shows that Chinese students’ group engagement patterns may vary and be closely linked with their current and imagined identities/communities that engagement in cooperative writing could bring to them. Implications are then drawn to better realize the potential of cooperative learning in the identified context and beyond.

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

Why students feel anxious in group work: an investigation into students’ perspectives on the sources of their anxious experiences in group work

IntroductionThis large-scale, mixed-methods study aimed to uncover sources of learner anxiety when interacting in small groups in the language classroom. A secondary aim of the study was to examine relationships between these sources and learners’ levels of small-group anxiety.MethodsData was gathered from 1,344 learners enrolled in English classes at four universities in western Japan. Qualitative content analysis was employed to identify anxiety-inducing situations described in learner’ responses, and categorize these situations based on the underlying source of anxiety.ResultsThe analysis revealed two primary sources of small-group anxiety: interacting with other learners and L2 communication. The most prominent interaction-related situations were interacting with new people, expressing opinions, and uncomfortable silence, while those related to L2 communication were competence and proficiency, conveying meaning and understanding others. Levels of small-group anxiety were significantly related to the source of anxiety. Learners with a high level of anxiety were twice as likely to cite interaction as the source of their anxiety than learners with a low level of anxiety.DiscussionThe results suggest that interaction anxiety may be more salient than foreign language anxiety when language learners work in small groups, and that the impact of this form of social anxiety needs to be taken into consideration for learners to fully receive the benefits of group work.

Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness

The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

Exploring the intercultural potential of picturebooks in early secondary EFL classrooms in Austria

Abstract Intercultural education has constituted an interdisciplinary teaching principle in Austrian upper and lower secondary curricula since 1992 and was reinforced by a decree in 2017. Literary texts have been identified as promising resources and valuable tools for initiating intercultural learning through their frequently inherent multi-perspectivity encouraging students to empathize with characters, consider different perspectives, contrast viewpoints, relate stories to personal experiences, and reflect on diverse ideas. However, research on the implementation of intercultural teaching and learning using literature in foreign language classrooms has so far mostly focused on upper secondary education and has frequently related to using postcolonial fiction writings. To counter the knowledge gap on the implementation of intercultural learning in lower educational levels, this study adopts a literary science approach to explore the potential of picturebooks in early secondary EFL classrooms. Using The Little Green Jacket (Dee, 2020), it specifically examines perspective-taking as a key dimension of intercultural learning. Through written learner reflections, the research study assesses whether students in two Austrian EFL classrooms (n = 35) can adopt a different viewpoint. The findings show that most students are successful, or at least partly successful, in perspective-taking and mostly describe emotions of sadness but also hopefulness in their reflective writings. Thus, the study suggests that picturebooks have the potential to facilitate perspective-taking as an essential dimension of intercultural education among young EFL learners with low language proficiency, highlighting their largely untapped potential in early language education.

Uncovering the role of English language teaching coursebooks in safeguarding intangible cultural heritage / Explorando el rol de los libros de texto de inglés para salvaguardar el patrimonio cultural inmaterial

UNESCO and local organizations raise concern over the threats towards Intangible Cultural Heritage (ICH) and continue their efforts to get help from any field possible for introducing ICH elements and raising awareness. Education is one of those fields. Considering the relation between culture and English language teaching, ICH can be incorporated into English classrooms. Besides, being the primary source of input in a language classroom, ELT coursebooks can serve as a bearer of culture. In this regard, this paper discusses the role of English language teaching coursebooks in the safeguarding of ICH by revealing the representation of ICH elements in locally produced coursebooks from 16 different countries: Bulgaria, Chile, China, Colombia, Croatia, Germany, India, Indonesia, Japan, Malaysia, Norway, Republic of Korea, Romania, Türkiye, Ukraine and Uzbekistan. Findings from the study supported the idea that ELT coursebooks can be utilized as a medium for safeguarding ICH while improving the learners’ language skills.

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

ChatGPT in language education: Centering learner voices

Within educational linguistics and applied language studies, the debut of ChatGPT has spurred significant scholarship analyzing its potential benefits and consequences in language teaching and learning. However, limited empirical research on factors influencing language learners’ use or non-use of ChatGPT exists. From an ecological theoretical perspective, an understanding of this (non)usage is nevertheless essential: a nuanced understanding of if, how, and why language learners use these tools is necessary to craft meaningful approaches to ChatGPT and other similar generative AI tools in the language classroom. To address this gap, the current article reports on an online survey of 173 learners of non-English languages at a large public university in the United States. Survey data were analyzed using descriptive statistics and iterative qualitative coding (e.g., thematic analysis). Analysis revealed a large majority of participants (74%) elected not to use ChatGPT in their language learning. The article subsequently explores the factors that influenced this non-use, namely policies; concerns about ethics both inside and outside the language classroom (e.g., concerns about cheating, intellectual theft, and questions of fairness); beliefs about tool limitations; considerations of the potential negative impacts on language learning; and reflections on education more broadly. We discuss the implications of these findings in relation to the role of digital literacies in language education; the production of knowledge in education; and the meaning of language study, including actionable items in the language classroom.

Reading Comprehension Activities in the Ugandan English as a Foreign Language Classroom

The study examines the reading comprehension activities in the Ugandan English as a Foreign Language (EFL) classroom. It particularly analyses the activities that the learners of EFL participate in as part of their reading comprehension lessons. The study focusses on EFL learners from countries such as Congo, Eritrea, South Sudan, and Ethiopia, among others studying in Ugandan adult language schools. The specific objectives of the study were to identify the reading comprehension activities in the Ugandan EFL classroom and to establish the learners’ response to the reading comprehension activities used in the EFL class. Drawing on the transactional theory, the study analyses the reading comprehension activities and the learners’ response to them. The findings indicate that the most profound activities in the classes were pre-reading activities. In their order of frequency, pre-reading activities were the most profound in the classes observed, followed by while-reading and the post-reading activities, which were the least used. In the classes where reading activities were used, they excited the majority of the EFL learners and they paid attention to the lesson. The learners’ response to the activities was diverse with the majority expressing interest in the activities as others chose not to participate at all. The study recommends the use of more reading comprehension activities especially at the while- and post-reading comprehension stages of the lessons which were lacking in most of the classes observed. It further recommends involving the learners and putting into consideration their views during the identification and selection of reading comprehension activities to ensure their maximum participation in the reading comprehension activities

Pedagogical translanguaging and trans-semiotizing in a LOTE Arabic classroom: the coordination of semiotic resources in alphabetic teaching and learning

ABSTRACT Purpose Based on the notion of translanguaging/trans-semiotizing, the study aims to explore an effective pedagogy in a foreign language classroom to respond to the multilingual and multimodal context and facilitate language teaching and learning. Specifically speaking, the study attempts to investigate the coordination of multiple semiotic resources during the teaching and learning of Arabic alphabet in a LOTE (Language other than English) Arabic classroom at a Chinese university. Design Drawing from a classroom ethnography for two academic years, the current study collected data from a focal Arabic teacher and learners via classroom recordings, semi-structured interviews, and stimulated recalls; multimodal conversational analysis and qualitative content analysis were used to analyze the data. Findings The findings illustrate how multilingual resources can be activated to organize the classroom, how multimodal resources can be coordinated to contribute to language learning, and how students’ individual resources can be integrated into the entire semiotic resources to enhance their understanding of Arabic orthography. Value The implications for LOTE education and teacher training programs are presented, including the encouragement of a multilingual, multimodal and multisensory teaching approach in the LOTE classroom. LOTE teacher's agentive role is demonstrated; LOTE learners are expected to make positive response to the teacher’s pedagogy, and become active co-constructors of the language classroom and agents of translanguaging/trans-semiotizing practices.

The Application of Cooperative Principle in Classroom Language between Teachers and Students

The Cooperative Principle, as proposed by H.P. Grice, has been increasingly applied in educational settings to enhance communication between teachers and students. This paper reviews the application of the Cooperative Principle in various educational contexts, highlighting its significance in fostering effective classroom interactions. The principle, which emphasizes the importance of cooperation in conversation, is analyzed through different studies focusing on questionnaires, childhood education, online education, and language instruction. The paper, using case studies on the application of the maxims of quantity and quality in language instruction. It suggests that teachers should provide concise instructions and offer corrective feedback to enhance student engagement and language acquisition. In conclusion, the Cooperative Principle plays a vital role in educational communication, yet its effectiveness is influenced by individual and regional differences. Teachers are encouraged to adapt their lesson plans to incorporate the principle, ensuring more effective and supportive learning environments.

Impact of Flipped Classroom on Developing Language Skills among EFL and ESL Students

This article gives an overview of the status quo of the flipped classroom in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. Systematic Review method was used to compare findings from various studies and assess their quality and strengths The paper reviewed fifteen published research articles from different international refereed journal publications. These researches were conducted from 2016 to 2021. The articles were analysed utilising a content analysis method. The review provides the different definitions of the flipped classroom and its theoretical foundation, the students’ and teachers’ attitudes and perceptions towards flipped classrooms, its challenges and benefits, and its impact on the development of language skills of EFL and ESL students. Through this review, English language teachers will have a thorough understanding of the flipped language classroom, which may serve as a baseline for its effective adoption and implementation. Moreover, this review may add to the existing knowledge of the flipped classroom.

A Review of Integrated Curriculum Models in Language Teaching

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

An Exploratory Study of Own-language Use in Tunisian English Language Classrooms: Teachers’ Perspectives

An Exploratory Study of Own-language Use in Tunisian English Language Classrooms: Teachers’ Perspectives

Can creative writing in Latin support students' confidence in and enjoyment of A Level prose composition?

Abstract This research aims to explore the ways in which creative writing may be used as a pedagogical tool in the Latin language classroom, in particular how creative writing may benefit students in Latin prose composition. The lesson sequence delivered as part of this research was undertaken in an academically-selective, independent coeducational school in an affluent, inner-metropolitan area. The sequence of four 60-minute lessons formed part of the language (as opposed to literature) portion of timetabled Latin lessons for a group of nine Year 12 students (aged 16–17). As part of their language lessons, the students had been following a course of study in prose composition based upon Andrew Leigh's (2019) Latin Prose Composition: A Guide from GCSE to A Level and Beyond1. The lesson sequence was intended to build on this work by making use of, and thus consolidating, grammatical constructions and vocabulary which the students had already encountered in the context of prose composition. The sequence was designed in such a way that students were required to apply their linguistic knowledge in new and creative ways. Students' responses to the various activities were positive and they expressed enjoyment in the methodologies.

Visible Thinking in the Languages Classroom: Building Deeper Understanding and Student Engagement

This document has been developed to support our statewide staff meeting on ‘Thinking for deeper understanding and engagement in the languages classroom’, presented in 2021. You can access the recording on our YouTube channel. The presentation was based on the work of Project Zero, an initiative from Harvard University that focuses on creating a culture of thinking in the classroom. This guide looks at some of the ideas and thinking tools from Project Zero, contextualised for the languages classroom. We’ll look at ways to make thinking visible, to value the thinking of all class members and how to advance the thinking of the group to deepen understanding. Let’s take a moment to visualise a ‘thinking’ languages classroom. What sorts of things would we see, which are evidence that students are thinking about what they are learning and how they are learning? It could be activities, resources, actions or interactions. Implementing a few of the ideas in this guide can quickly change the culture in your classroom, as routines for learning and thinking begin to replace routines regarding behaviour. You may find that classroom management issues decrease as students gain confidence in their learning and also become more independent and engaged learners. Their relationship with you, as their teacher, and with each other may also grow as a result. Student learning outcomes also improve as the class collectively moves from a fixed mindset to a growth mindset.

The Role of Gamification in Enhancing Students’ Motivation Toward Learning English in Jeddah Public Schools

Entertaining strategies in education, such as the use of gamification, can turn learning English into an interesting and motivating experience. A number of studies in Saudi Arabia have explored gamification and the way it develops the different language abilities of students. However, limited research has been conducted concentration on the role of gamification in enhancing students’ motivation toward learning English in the context of public schools in Jeddah, Saudi Arabia. Hence, this quantitative study investigated from teachers’ and students’ points of view the role of gamification in enhancing students’ motivation. The participants in the study comprised a total of 409 teachers and students (155 teachers and 254 students). The study used two Google Form questionnaires and then analyzed the data using SPSS version 27. The findings of the study revealed that both teachers and students have positive feelings about the implementation of gamification considering it a beneficial instrument to increase students’ motivation in English language classrooms.

A small lens on timescales and multimodality in classroom language learning emotions

AbstractEmpirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author as a practitioner–researcher, this article draws on data from an L+ discussion activity. Via the activity, the practitioner–researcher identified an emotional outcome of interest and examined the historical buildup to this phenomenon. A narrative of the research process applied aims to illustrate the ways in which multimodal analysis and interrogation of psychological timescales might illuminate intersections between the social and individual. Rather than delineating a complete description of the research, the article strives to intimate possibilities and stimulate more nuanced, situated, and dynamic empirical work into the emergence of emotions in instructed L+ learning. While not the primary focus, some of the teleological (functional) aspects of emotions and emotional expression are also unearthed.

El tratamiento de la cultura en las clases de español del primer ciclo de la enseñanza secundaria en Senegal

Studies on the cultural component in the Spanish as a Foreign Language (ELE) classroom have seen significant growth in recent decades, although they have been limited in the Senegalese context. Therefore, through this article, we aim to contribute to this field of study. Our objective is to explore the balance of different aspects in the treatment of culture in the teaching of Spanish in the first cycle of secondary education in Senegal: the three cultures, the cultures of the Spanish-speaking world, and the culture of the target language in relation to the student's culture. To achieve this, we have reviewed the Senegalese education curriculum and one of the most commonly used textbooks, Horizontes, while also investigating the teaching practices of educators in this stage through a questionnaire. We have observed an imbalance in that "Culture" has a greater presence than "culture", and "culture” is absent from Spanish classes. Additionally, local culture, which is not often approached from an intercultural perspective, is also addressed in the classroom, albeit to a lesser extent than the cultures of the Spanish-speaking world, with Spanish culture predominating among them.

Reading Engagement and the Reader in the Foreign Language Classroom: Students' Perceptions on Assessment Methods

Despite the fact that Foreign Language (FL) literature is considered to be an important element in English as a Foreign Language (EFL) lessons, it is not part of the majority of classrooms (Bloemert et al. 2016). In most Spanish high-schools, FL literature is introduced by means of mandatory readers: these are often not worked on in the lessons and students are asked to read them on their own and take an exam. Taking into account that assessment methods have a direct influence on students’ level of engagement, reading motivation and learning achievement (Guthrie & Wigfield, 2000; Gujbels & Dochy, 2006; van der Watering et al. 2008), this study analyses the perceptions of 52 students in their first year of upper-secondary education on two different assessment methods during two different terms. In the first term, the reader was used in the classroom and students were asked to do an individual assignment at the end. In the second term, students read the reader on their own and took an exam. The data were gathered by means of a students’ questionnaire and systematic classroom observation. Overall, results show a preference towards the individual assignment in terms of reading engagement and a ‘deep learning’ approach to the reading experience.