Language Courses Research Articles

"You sit in abubble while the others go about their lives"-perspectives of Ukrainian refugee mothers with children aged 0-3years

Little is known about the situation of Ukrainian parents with children up to the age of three who have fled to Germany since Russia's attack on Ukraine. The aim of the National Center for Early Intervention research project is to explore the perspective of this group on their lives in Germany. This analysis focuses on the burdens and resources of the parents and their knowledge and use of support services. In 17interviews (duration approx. one hour each), parents (16mothers, one father) who had fled from Ukraine to Germany with children up to the age of three were interviewed between October and December 2022, and their answers were qualitatively analyzed using structured content analysis. The interviewees primarily described the psychological stress caused by war and flight, negative emotions such as feelings of loneliness, sadness and lack of motivation, and obstacles to integration as burdens. Resources were primarily networks of Ukrainian- and Russian-speaking people in Germany as well as personal resources such as self-care skills. Supporting services were generally communicated via electronic media. Services for childcare, language courses, and support with health issues were considered particularly useful. Alack of childcare was the most important reason for not taking up other services. The psychological stress of the interviewees indicates aneed for therapy capacities in their native language. Childcare may enable Ukrainians to attend language courses that promote integration. The self-organized networks of the Ukrainian- and Russian-speaking community should be involved in the development of interventions for this target group in aparticipatory manner from the outset.

The extent of practicing quality standards of educational activities in Arabic language lessons

The present study aims at exploring the extent to which the quality standards of educational activities in Arabic language syllabi is practiced. For this goal, the research adopted the descriptive approach. For the objective of the study, the researcher resorted to the mixed method; quantitative and qualitative data collection and analysis. The mixed data collection methods comprised list of quality standards for educational activities, observation card, and semi-structured interviews. The research sample included 28 Arabic language teachers in government schools for boys in Abha city and 4 language teacher supervisors and 4 School Accreditation Evaluation Specialist. The respondents of the sample were distributed as follows: 10 teachers from the upper grades of primary school, 10 Arabic language teachers from intermediate school and 8 teachers from secondary school. The study tools include a list of quality standards of educational activities and a classroom observation card. An observation card was designed to reveal the extent of practicing the quality standards of educational activities in Arabic language courses. Regarding the list of quality standards, the research identified 25 quality standards for educational activities in Arabic language syllabi. Ultimately, the study concluded that the degree of practicing the quality standards of educational activities ranged from 2.28 to 1.18, which means that the degree of practicing them is between average and low. Moreover, the extent of practicing the quality standards of educational activities in Arabic language syllabi as a whole was 1.59, which means that they are practiced at a weak level. Accordingly, the researcher suggested some recommendations and future studies.

Translating Blackness through youth language learning in the Dominican Republic

AbstractThis article presents findings from a six‐month Language and Social Justice course collaboratively designed with multilingual educators in the Dominican Republic. Teaching and learning processes with Dominican and Haitian youth (ages 18–24) illustrate how opportunities to learn about English and Kreyòl from a transnational perspective can disrupt dominant discourses about youth's relationships with themselves and each other. By intentionally focusing on counternarratives to notions that Dominican youth reject their Blackness and that Dominican and Haitian youth interact in tension rather than solidarity, this study highlights how youth “translate blackness” (García Peña, 2022) through language learning. Drawing from transnational literacy frameworks that engage the cultural and linguistic repertoires of Black youth in relationship with one another (Skerrett & Omogun, 2020; Smith, 2023) and from Black‐centered language pedagogies (Anya, 2017; Clemons, 2021b), I describe how youth negotiate meanings and orientations to Blackness through language and literacy practices.

Implementation of Chinese Language Training Course Based on Communicative Approach and Situated Learning to Improve Students’ Listening and Speaking Skills

Background and Importance: Language acquisition, especially in speaking and listening, is essential for overseas students studying Chinese. These competencies promote academic achievement and social assimilation. The communicative approach and situated learning acknowledged for improving language proficiency, provide immersive and pragmatic learning contexts. Nonetheless, the difficulties in implementing these strategies, particularly for Chinese as a foreign language, remain little examined. Objective: The study seeks to assess the efficacy of a Chinese language course that integrates the communicative approach with situated learning to enhance students' speaking and listening abilities by comparing the communicative approach and situated learning scores of students before and after learning through the Chinese language training course based on the communicative approach and situated learning. Methods: Twenty second-year international students at Xi’an University engaged in this experimental investigation. The study employed a pretest-posttest methodology to evaluate speaking and listening skills before and during course implementation, utilizing scoring rubrics and listening assessments. The statistical analysis encompassed means, standard deviation, and t-tests for dependent samples to assess the significance of differences. Results: Post-course assessments indicated significant improvements in both speaking and listening skills. Speaking skills improved significantly (t=19.992, p=0.001, effect size=4.48), and listening skills also showed substantial growth (t=9.289, p=0.001, effect size=2.07). Conclusion: The research illustrates the efficacy of integrating communicative and situated learning methodologies to improve language proficiency. This comprehensive method provides a dynamic and immersive context that fosters significant enhancement in both speaking and listening abilities. This research enhances the understanding of second language instruction, specifically for Chinese learners, and offers data advocating for the adoption of new pedagogical approaches in language training programs.

The Integration of Listening Skills into Curriculum

This study explores the incorporation of listening skills into language courses, reflecting the increasing demand for effective listening approaches that aid in language understanding in real-world situations. The study questions primarily focus on evolution, effective integration methods, assessment approaches, and the role of technology in incorporating listening into curriculum across varied educational contexts. This current study conducted a rigorous literature analysis and aggregated data from 100 empirical research on L2 listening, using stringent standards to identify recent achievements and gaps in the field. Data analysis used deductive text analysis to categorize methods based on efficacy, technology integration, and active learning. Key studies show that task-based learning and the incorporation of multimodal technology, such as podcasts and mobile apps, substantially enhance listening comprehension by providing immersive and interactive learning environments. These methods directly address the research questions, demonstrating that active, contextual listening activities promote profound engagement and retention. In conclusion, this study emphasizes the significance of multimedia and task-based methods, with implications for more inclusive, accessible curriculum design. Future research should focus on low-tech strategies to provide fair access to listening resources worldwide.

Analysis and Application of Problem Situation Creation in Comprehensive Courses for Teaching Chinese as a Foreign Language

Background and Aim: To solve the current problems of low student interest and low classroom atmosphere in the teaching of integrated Chinese language courses in Thailand, is in line with the teaching objectives of integrated Chinese language courses to develop students‘ Chinese language skills such as listening, speaking, reading and writing and to improve students’ learning outcomes. In this paper, the problem situation teaching method is applied in the elementary Chinese comprehensive class to provide a reference for the innovation of teaching methodology in the elementary Chinese comprehensive class and to provide a reference for the teaching design of Chinese teachers. Materials and Methods: In this paper, through literature research, comparative analysis, teaching experiments, and other research methods, the study was carried out to create problematic situations in the Thai elementary Chinese integrated class, to verify the experimental hypothesis that the problematic situation teaching method can improve the teaching effect and learning effect, and to change the current situation of the Thai elementary Chinese integrated class. Results: This paper verifies the experimental hypotheses by applying the problem situation teaching method to the Thai integrated Chinese language classroom, designing an experiment in two classes of integrated Chinese language class comparing the results of the two classes, and finding that creating problem situations in the elementary integrated Chinese language class can help to improve students' academic performance and Chinese language proficiency. Conclusion: This paper takes the creation of problem situations as a teaching method, creates situations according to the teaching content and students' learning situation, gradually builds a scaffolding for students by asking questions, helps students to understand and apply knowledge in the problem situations created, and puts forward the corresponding solution strategies for the problems, to provide reference for the theoretical research on the teaching of problem situations in the future, and provide reference for the theoretical research on the teaching of problem situations in the Chinese integrated class. The purpose of this study is to provide a reference for the theoretical study of problem-situation teaching and to provide a reference for the creation of problem situations in Chinese comprehensive courses in the future.

Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism

This study explores the motivational profiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The findings revealed English and German as the predominant language choices, primarily influenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

Effective warm‐ups in the German‐language classroom: Form and function

AbstractThis article explores three questions developed to be central to the creation and implementation of an effective classroom warm‐up: Does it help jumpstart students’ use of German? Can it capture students’ attention? And does it encourage building rapport through providing opportunities for personal expression or relevance? Based on my experience as an instructor for the first and second semesters of the German language sequence at the University of Illinois at Urbana‐Champaign, I argue that a well‐constructed warm‐up in a German language course is more than a low stakes invitation to cultivate a mindset conducive to the demands of language learning; it is an opportunity to begin learning from a place of genuine interest, trust, and confidence. By implementing warm‐ups with the guidelines outlined in this article in mind, mnemonically referred to as JARR (Jumpstarting language use, capturing Attention, and building Rapport through Relevance) warm‐ups, instructors can set students up for success not only for the next hour of learning, but also for their entire language journey—all in the first 5 minutes of class.

Research on the Interactivity Effect of Case Study Teaching in the Computer Programming Class

Case teaching plays an important role in the application of computer language courses currently, .At the same time, interactive teaching methods can improve the quality of classroom teaching.Different students learn computer programming at different levels, including beginner, intermediate and advanced.For beginners, the classroom teaching process can be arranged in the form of questions and answers, and the questions and answers between teachers and students can explain important concepts and procedural structures clearly.For intermediate level students, interactive teaching can increase eye contact to improve the classroom teaching effect.For advanced learners, discussion instruction requires an optimized understanding of problem solving, and it serves as a bridge between students and teachers.

Näkymättömyysviitta ja tuntoisuuskysymys – kielenomistajuus, kehollisuus ja tila kielikeskusopiskelijoiden kertomina

This article examines university students’ experiences with the embodied and spatial aspects of language learning and use, along with the concept of language ownership. Bridging sociolinguistics, cognitive science, and the phenomenology of embodiment, the study is based on 11 thematic interviews with students who have taken at least one language course at a Finnish university language center. Our data illustrates how language users describe their bodily and spatial language experiences. We also demonstrate that language ownership, akin to grounded cognition, exists at the intersection of sensory perception, the external body as the object of perception, and the material and social environment. This research enriches the discussion on language learning environments and practices in higher education, while providing an interdisciplinary perspective on sociolinguistic concepts.

From Words to Wonders: EFL Students' Perceptions of Digital Storytelling for Language Learning

This study investigated the use of digital storytelling (DST) in university-level foreign language classes in Vietnam, focusing on students' perspectives. While the term "digital storytelling" may not be widely recognized, it has been adopted by educators, students, and others worldwide as a way to create short films by integrating multimedia elements. The research problem addressed in this study was to extensively examine students' views on incorporating DST projects into their foreign language courses to enhance students' confidence, interaction, and motivation. Data was gathered through various methods, including questionnaires, interviews, observations, student-made videos, and online comments, to describe and interpret the case from the participants' (83 EFL students) perspective. The results indicate that DST positively impacted students' language confidence, critical engagement, motivation, and interpersonal relationships. Students recognized the advantages of DST, such as enhancing language skills and boosting engagement, but also acknowledged the need for more time, resources, and a clear educational strategy to fully integrate DST into the language learning curriculum.

Онтологическое моделирование как средство семантизации терминологической лексики в процессе обучения иностранному языку специальности

The study provides a rationale for the use of ontological modeling techniques for teaching the language of a specialty to foreign students studying educational programs in Russian. Ontologies of subject areas, defined as conceptualization specifications, are widely used in computational linguistics to create formalized knowledge management systems. In the context of internationalization, globalization and a colossal increase in the volume of industry knowledge, linguaprofessional skills of interlingual modeling and systematization of conceptual areas of various professions should become a basic element of foreign-language professional communicative competence. This study presents the experience of applying linguistic ontological modeling techniques as a means of improving the effectiveness of terminology teaching, in particular, in terms of semantization of terminological units that form the conceptual sphere of professional communication of students in non-linguistic areas of training. In the course of this study, positive experience was accumulated in applying linguistic ontological modeling techniques, proving the feasibility of using ontologies as a means of semantization of industry terminology. In the applied aspect, the approach we propose can be used for ontological modeling of foreign language courses for special purposes, as well as for creating digital didactic products with an extended list of functions that form a linguistic and professional virtual learning environment.

Student machine translation use in a transnational English-medium instruction university

Abstract Research on machine translation in language courses has proliferated over the last decade, yet few studies have considered use in English medium-instruction programs that aim to simultaneously develop student language ability and knowledge of content. This study therefore investigates student use and beliefs about machine translation at a transnational Chinese university. Interviews with twenty-one undergraduate students and fourteen instructors found that student use of machine translation is widespread, though variable. Students report using machine translation to increase reading comprehension, vocabulary, and speed; translate first language writing to raise target language writing quality and complexity; and decrease the amount of copied (though cited) content. Instructors report student use of simultaneous speech translation in class, mistranslations in student writing indicating a lack of engagement with English language texts, and cross-language plagiarism. Both students and instructors view machine translation as a tool: a potentially beneficial one that, if used uncritically and constantly, can stunt language development. Students are thus faced with a choice between developing their English and the expediency of quickly reading and writing in Chinese, a choice heavily affected by student workload, performance pressures, and, arguably, lack of machine translation literacy.

Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

To equip students with 21<sup>st</sup> century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.

Project-Based Indonesian Language Course Innovation to Improve Student's Critical Thinking

This research aims to develop and assess the feasibility of project-based Indonesian language textbooks in enhancing critical thinking among Medan State University students. Following the 4-D model of Research & Development, the process involves analysis, textbook design, material development, and dissemination. Needs analysis includes front-end and material design analyses to formulate learning objectives. The design stage entails compiling project-based learning materials, selecting media, and designing the book's specifications. In the development stage, textbooks are produced and validated by experts, with validation results exceeding 87% for both material and media. Dissemination involves distributing the textbooks to students to test practicality, resulting in a practicality test score of 87.74%. Validation and implementation scores indicate "very feasible" status without the need for revision. Consequently, the project-based Indonesian language course innovation is deemed "valid" and eligible for use as the primary teaching material at Medan State University, promising to enhance students' critical thinking skills.

Analisis Bahan Ajar Berbasis Media Gambar untuk Meningkatkan Kemampuan Membaca Siswa Kelas III Mata Pelajaran Bahasa Indonesia di MI Birrul Walidain NW 2 Rensing

One of the best role models for encouraging kids to learn is visual media, which may be utilized to accomplish educational objectives. Teachers can increase students' interest in the lecture by using image media, which can help with comprehension and memory consolidation. This study aimed to ascertain the type of instructional materials utilized in Indonesian language courses and if image media instructional materials may enhance reading proficiency in Indonesian language courses in class III MI. Rensing of Birrul Walidain NW. Data for the qualitative descriptive study design was gathered through documentation, interviews, and observation. Four steps encompass the data analysis process: gathering data, reducing data, presenting data, and making conclusions. The study's findings demonstrate: Two types of visual aids frequently utilized in Indonesian language courses are 1) visual aids in the form of posters and 2) visual aids in the form of serial photos. Regarding media image, there are four ways that it may help with reading comprehension in Indonesian language courses: a) media usage; b) learning media; c) student reading abilities; and d) teacher training and improvement of student reading skills.

The Impact of Computer-Based Activities and Non-Computer-Based Activities on College Students’ Learning Engagement in English Lessons

The impacts of computer-based activities (CBAs) and non-computer-based activities (NCBAs) on the learning engagement of college students in English as a Foreign Language (EFL) courses at FPT Polytechnic College are investigated in this paper. The study involved eighty second-year students, followed a mixed-methods approach with a within-subject design spanning six weeks. Participants in courses include just CBAs during the first three weeks, followed by NCBAs in the next three weeks. To evaluate students' cognitive, emotional, and behavioral involvement in different learning environments, data were gathered by means of surveys and interviews. With 55% of participants choosing NCBAs for concept sharing and 58.75% expressing enthusiasm for class involvement, the results show that NCBAs significantly raised students' cognitive and emotional engagement. On the other hand, CBAs linked with lower participation levels on several other criteria. The paper underlines the need to include NCBAs to improve the learning environment and advises teachers to use a balanced approach in the evolution of EFL curricula. In language-learning environments, this paradigm increases student involvement and raises educational results.

Admission Strategy for International New Students at the University of Mataram

Recruiting international students is highly beneficial yet challenging for universities in Indonesia. This study raised research focusing on strategies applied by Indonesian Universities to attract international students' willingness to enroll. It also figured out the challenges and solutions encountered by the students in their initial studies. This study adopted Vincent Tinto's theory about the factors affecting students' academic accomplishments and learning failures. Qualitative design, case study approach, and open-ended questionnaires were implemented. This study invited three staff members of the International Affairs and International Center as the participants. Thematic analysis was adopted utilizing Atlas. Ti software to analyze the data from the respondents following Kawulich's (2004) framework, encompassing Narrative, Coding, Interpretation, Confirmation, and Presentation. The result demonstrated some strategies implemented by Mataram University for international students, such as providing proper facilities, including library and study spaces, access to technology, and a health center. The university also utilizes international alumni to endorse the university in their home country. Alongside the hurdles, the university provides students with a welcoming ceremony that includes a language course, academic orientation, and cultural adaptation programs upon their arrival

“War is destructive, but it reconstructs anew…:” Refugee Education and State Consolidation in Imperial Austria during the First World War

Abstract This article explores aspects of the organization of refugee education in imperial Austria during the First World War. Authorities in charge of refugees’ control and their eventual assistance interpreted access to education in two ways. First, it was an avenue of relief through schooling, aimed to counter the effects of uprootedness and, thus, safeguard some continuity in refugee children’s lives. Second, it was a way to ensure the making of productive and loyal citizens. In this context, this article looks at various policies regarding organization of schooling for displaced children. Moreover, it analyzes the ways language entered the realm of the refugee-focused classroom. Officials used schooling in refugee students’ vernacular to relieve the effects of their displacement and to reinforce ethnonational classifications of imperial subjects. At the same time, education through refugee children’s growing exposure to German language courses became a measure of a gradual inculcation of an imperial consciousness. Furthermore, it was a civilizing dimension of displacement management and, in this way, it became an avenue to consolidate a war-feeble state.

Evaluation of Indonesian language course development focused on internationalization with goal-oriented model

Currently, the gap between the theory taught in lectures and the practical needs in Indonesian language internationalization projects hinders students' mastery of competencies in studying the Indonesian Language Development course. There is a pressing need to update the Indonesian Language Development curriculum to emphasize practical application, such as language development projects and the use of Indonesian in international contexts. Active student involvement through participatory and collaborative approaches is key to preparing students for the challenges of Indonesian language development in the era of globalization. This study aims to evaluate the Indonesian Language Development course, focusing on the internationalization of the language, and is based on participatory and collaborative learning. The method employed is the Goal-Oriented Evaluation Model, which involves identifying specific needs by analyzing issues in the Indonesian Language Development course. It identifies the objectives of the internationalization program based on clear indicators and proposes actions to improve teaching and learning. Data collection methods include classroom observations, student performance surveys, and interviews, along with a literature review to support an understanding of suitable participatory and collaborative learning methods The findings show that teaching methods incorporating technology, field practice, and interactive activities create positive and meaningful learning experiences. The evaluation, including student participation and collaboration, has yielded favorable results, with most respondents reporting that this learning is enjoyable, beneficial, and memorable. In conclusion, the study concludes that the learning approaches at University A and University B are appropriate and effective.