Language Departments Research Articles

The use of AI in foreign language teaching at universities - one year later

The paper deals with artificial intelligence in foreign language teaching, its potential, opportunities and also threats. The purpose of the study is to find out about the sentiment of foreign language teachers towards artificial intelligence, their experience and the extent to which they have already been trained in this field. In order to achieve these objectives, the authors adopted a mixed approach, where a questionnaire and interviews were used as research tools. Based on the results of the questionnaire survey, we can conclude that no dependence between age and sentiment towards AI has been proved. Also, there is no dependence between training provided by university and teachers ́ sentiment towards AI. On the other hand, there is a dependence between training provided by the language department and teachers´ sentiment towards AI. By now, most university language teachers have not received enough training from their employer and acquire their skills mainly through self-study. They would appreciate continuous training in AI and related fields.

국어과 중등교사 임용시험(2002-2024) ‘고전 시가’ 영역의 분석 및 방향

Objectives The purpose of this study was to analyze the questions in the ‘classical poetry’ area in the Korean Language Department Secondary Teacher Appointment Test (2002-2024), and to suggest what direction to proceed in the future. Methods Questions in the classical poetry area were extracted from the Korean language department secondary teacher appointment test questionnaire and analyzed ‘tendency’ and ‘type of question’ based on the direction and principles of questions provided by the Korea Institute for Curriculum and Evaluation. Results The tendency of the questions could be divided into three main categories. First, there was a great tendency to consist of 2-3 passages only within the classical poem. Second, there was a bias in the classical poem section that is presented every year. Third, there were many cases where the works that were presented reappeared in different forms with similar content. The types of questions were analyzed by dividing them by period. First, in the 2000s, there was a great tendency to write questions by memorizing knowledge or content about the work. Second, questions before and after 2010 were presented focusing on knowledge of literary history and understanding and analysis of works. Third, the written questions from 2014 to the present are presented to allow objective evaluation as much as possible, and the narrative questions are presented in the direction of analysis, reasoning, synthesis, and evaluation based on data. Conclusions Based on the analysis results, four directions for the future classical poetry appointment test are proposed. First, it is necessary to expand the scope of complex passages in classical poetry. Second, reduce the deviation of the frequently asked branches, and evenly present the branches of oral literature, Korean literature, and Chinese literature. Third, develop questions to measure more diverse and higher-order thinking. Fourth, the questions are presented so that the essence of the classic poem, “a poem” and “a song (歌)” can be confirmed or realized.

The Difficulties Faced by Saudi Learners of English in Translating Collocations from English into Arabic

The objective of this research was to assess the translation skills of Saudi students in rendering a specific set of English collocations into Arabic. To achieve this, twenty students in their fourth year from the Department of Languages and Translation participated in the study. The data collection method utilized was a translation test, in which students were required to translate ten collocations embedded in full sentences within one hour. These sentences were sourced from Hussain Ghazala’s Translation as Problems and Solutions. Each student translated sentences containing one of the specified collocations to address the research questions concerning the difficulties faced by Saudi EFL learners and the strategies they employ during translation. After administering the test, the researcher collected and analyzed the students’ translations. The analysis revealed that more than three-quarters of the students faced significant challenges in accurately and effectively translating English collocations into Arabic. This difficulty was largely due to their tendency to translate the individual words within the collocations separately, often relying on literal translation and incorrect paraphrasing. In light of these findings, the study offers several practical recommendations aimed at assisting Saudi English learners in overcoming these challenges and improving their ability to translate collocations more effectively.

Linguistic and stylistic and linguacultural features of the oral and written discourse “scientific conference” (based on the international conference on scientific communication)

INTRODUCTION. The analysis of the role of the language expressive function in oral-written scientific and popular scientific sub-styles is carried out; the objectives of the work are defined; the relevance of the study is substantiated, emphasizing the fact that the oral-written text of the scientific style remains insufficiently studied to date; stylistic characteristics of the studied genre are given and, based on this, a working hypothesis for the expected results is put forward.MATERIALS AND METHODS. The study of linguostylistic expressive means is conducted on the materials of English and Russian speakers’ presentations of the annual scientific and practical conference of the Foreign Languages Department of the Moscow Institute of Physics and Technology. In the course of the study, a comparative analysis of the approaches to report writing of two Englishspeaking and three Russian-speaking speakers was carried out using the method of continuous sampling of all stylistic devices in the speeches of the speakers at the conference.RESULTS AND DISCUSSION. Similarities and differences in approaches to speechwriting for a scientific conference between native and non-native English speakers are revealed. Almost all speakers actively use expressive language means regardless of whether they are native or not. The dominant stylistic devices are repetition, metaphor, and phraseological unit.CONCLUSION. The results contradict the general idea of the normativity and strictness of this style. The approach to presentation texts writing is rather determined by the individual preferences of the speaker, the topic of the speech specifics and personal experience of participating in such events than by attachment to the status of a native or non-native speaker. Prospects for further research may include in the spectrum of analysis a larger number of samples of conference speeches and/or representatives of nonEuropean regions for a better understanding of the relationship between the cultural code and scientific discourse.

Integrating Digital Authentic Materials in ESP Classrooms: Effects on Kazakh Students’ Language Proficiency and Student Engagement

The primary aim of this study is to investigate the effectiveness of selected task-design strategies for integrating digital authentic materials into ESP instruction. It mainly focuses on how teachers navigated this alternative learning environment and the challenges they experienced. A mixed-methods approach was employed, gathering quantitative data through standardized tests and qualitative data through interviews and classroom observations. The study involved thirty-five language instructors from the English language departments of two leading Kazakh universities. The results revealed that critical media literacy instruction to use authentic materials in language learning significantly enhances language proficiency and engagement and effectively equips students with the necessary skills to navigate and assess the digital information landscape. These findings underscore the potential of digital authentic materials in language instruction, paving the way for a promising future in language education. The research highlights the importance of integrating digital literacy into the curriculum to prepare students for the demands of the digital age. The research findings provide vital insights for policymakers and stakeholders to deliberate on effective professional development programs. These programs can assist educators in addressing challenges and acquiring essential content knowledge, pedagogical expertise, and technological competence.

The Effect of Google-Mediated Collaborative Writing on English as a Second Language Students’ Global and Local Writing Features

In recent decades, web-based collaborative writing has become popular as a technical technique for improving collaboration. The study explored the effect of Google-mediated collaborative writing (henceforth GMCW) and face-to-face collaborative writing (henceforth FTFCW) on developing English as a Second Language (henceforth ESL) students’ global and local writing features (organization, development, cohesion, structure, vocabulary, and mechanics). Despite the emphasis English language instructors in Saudi universities place on writing skills, students still face challenges in achieving proficiency in writing. The study included 46 male students at level 3 from the Qassim University English Language Department. An experimental study was used, along with a post-questionnaire, as additional material to collect students’ perceptions. In addition to using the independent t-test to compare the mean in the post-test of the two groups, a paired t-test was used to compare the mean in the pre-test and post-test of the same group. The researcher used a two-by-two mixed ANOVA to examine how students’ global and local writing features (such as organization, development, and cohesion) changed when they collaborated face-to-face or via Google Docs. The results showed that the Google-mediated collaborative writing post-test mean was greater than face-to-face collaborative writing in all writing features, and the difference was statistically significant. The questionnaire revealed that Google-mediated collaborative writing raised confidence, encouraged teamwork, instructed students on how to engage in peer feedback, and increased their willingness to use Google Docs for further assignments. Google-mediated collaborative writing benefited students more in terms of their writing quality (organization, development, and cohesion) than their writing accuracy (mechanics and structure). Google-mediated collaborative writing did not pay attention to form (spelling, punctuation, or structure). In contrast, students’ perceptions of the global and local writing aspects of face-to-face collaborative writing negatively impacted organization, development, and cohesion. The face-to-face collaborative writing students focused more on the essay form (mechanics and structure) than on the content (organization, development, and cohesion).

PROJECT WORK AS AN ESSENTIAL PROBLEM-SOLVING SKILL

The article under consideration focuses on the importance of project work and its role in problem-solving issues as well as a tool motivating the students to learn a foreign language. Project works enable to develop various skills such as critical thinking, problem solving, communication, collaboration, time-management and research. Students research different information relevant to the problem, analyze data and identify potential solutions. These processes strengthen their research skills and teach them to evaluate information critically. Moreover, project-based activities allow students to go beyond the curriculum and develop a range of vital skills from job searching and resume building to effective teamwork and cyber security. Working in a team, they develop communication skills, learn to cooperate and understand each other. These skills help them successfully adapt to an ever-changing world. The authors, relying on their own teaching experience, focus on some issues envisaging how some types of project work are designed and adopted into the English Language Department (hereafter ELD) of Satbayev University (hereafter SU). Keywords: project work, problem-solving skills, project-based learning, motivation, critical thinking, independent work, SU, ELD.

Derivational or Inflectional Morpheme: A Case of Papuan EFL Students’ Comprehension in Narrative Text

The objective of this research is to scrutinize how students in the English Language Department distinguish derivational morphemes and inflectional morphemes using narrative text. Consequently, student’s obstacles in distinguishing between both of bound morphemes. Qualitative methods are employed to this research with a descriptive approach to collect and analyze derivational and inflectional morphemes. The findings revealed a total of fifty-three derivational and inflectional morphemes, comprising fifteen derivational morphemes and thirty-eight inflectional morphemes. In terms of comprehension, EFL students score 66.5 in derivational morphemes, falling under the C category, indicating a good level of understanding. For inflectional morphemes, students achieve a score of 89, placing them in the A category, signifying a very good understanding. Regarding the obstacles, students face in comprehending derivational morphemes and inflectional morphemes the main challenges are the lack of vocabulary and the lack of grammar, which make it difficult for EFL students to know word class changes and grammar function changes.

Influence of Time allocated for Teaching of Integrated English on Learners’ Achievement of Linguistic Skills in Public Secondary Schools in Bungoma County, Kenya

Despite the efforts made by teachers of English in enhancing the performance of English in Kenyan secondary schools, there have been persistent challenges in teaching thus students’ learners’ achievement of the linguistic skills is compromised. This study aimed to determine the Influence of time allocated for teaching integrated English on Learners’ Achievement of Linguistic Skills in Secondary schools in Bungoma County, Kenya. The study utilized a descriptive survey research design using a mixed methods approach. A sample size of 251 teachers and 134 heads of the language department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interview schedules, and classroom observations. The instrument's validity was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data was analyzed using frequencies and percentages. Pearson correlation analysis was used to test the relationship between independent and dependent variables. Qualitative data was analyzed thematically and presented in narrations and quotations. The study found that time allocated for teaching integrated English had a positive association with learners’ acquisition of linguistic skills in secondary schools in Bungoma County, Kenya (r=.492; p=.000). Thus, a large amount of time allocated/utilized by teachers in teaching integrated English leads to enhanced reading, listening, writing, and speaking skills among learners. The study recommends that adequate time needs to be allocated for the teaching of integrated English. This can be achieved through teaching of integrated English during the weekends and holidays as a way of early syllabus coverage.

The Impact of Incorporating Texts from Nahj al-Balagha of Imam Ali (Peace Be Upon Him) on the Academic Achievement of Fifth-Year Literary Students in the Subject of Arabic Rhetoric

No researcher or observer of the current state of Arabic language instruction in our schools can overlook the weakness of our students in this subject. Our students struggle with reading correctly, writing accurately without errors, and expressing themselves with precise and eloquent language. Additionally, they have difficulty understanding the meanings of literary texts and uncovering the imagery within them. This observation is supported by numerous scientific studies that have pointed to the weakness of students in the Arabic language, compounded by the continued use of traditional teaching methods, which have led to a lack of interest in learning the subject (Al-Rubaie, 1989). The study by (Al-Ubaidi) further confirmed a clear weakness among high school female students, especially in Arabic rhetoric. The issue of weak Arabic language skills is not confined to high school students; it extends to students in education colleges as well. Al-Jubouri's study revealed that the overall state of the Arabic language, particularly grammar, is distressing, reflecting the inability of Arabic language department students to master linguistic skills, especially syntax. Given all this, it has become natural for the Arabic language to drift away from everyday speech, and its rhetorical applications have become difficult for learners to comprehend, making it challenging for students to grasp its beauty and eloquence. Moreover, other reasons prompted the researchers to conduct this current study, including feedback from those who found the idea intriguing and believed it could motivate female students towards their lessons. Furthermore, there is a scarcity of studies that have explored teaching rhetoric by employing texts from Nahj al-Balagha by Imam Ali (peace be upon him). The researchers agree with opinions that attribute the majority of the problem to the aforementioned reasons. Therefore, the researchers have employed texts from Nahj al-Balagha in teaching Arabic rhetoric, hoping that this will be a small contribution to the larger goal of making this subject easier to teach

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

EFL Teachers’ Perspectives Towards the Use of Textbooks in Classroom

This paper addresses the research of exploring EFL teachers’ perspectives towards using textbooks, their strategies, and challenges in using the textbook in the classroom. The participants of the study were a diverse group of teachers at the language department at the University of Guanajuato, in Guanajuato, Mexico, encompassing various levels of teaching experience and proficiency levels. This was a case study utilizing the qualitative method as the approach, semi-structured, was conducted. The results showed that the perceptions were neutral towards using this material; the participants recognized the benefits and the disadvantages of using instructional material. There were two main difficulties expressed by the teachers: meaningful learning and cultural awareness. Overall, this research contributes to a deeper understanding of the complexities involved in textbook use in EFL classrooms. Finally, these research findings are expected to help other EFL teachers make well-informed choices about textbook selection, adaptation, and enrichment to improve teaching and learning outcomes.

Students’ and Teachers’ Perceptions of Autonomous Learning

Currently, autonomous learning has been extensively researched by educational experts to understand how it is perceived and implemented in educational settings. This study focuses on exploring the perceptions of teachers and students regarding autonomous learning in the context of English language teaching. Questionnaires were distributed to two English teachers and five English students from the language department of the University of Guanajuato in Mexico. The participants were randomly selected, and data was collected through interviews consisting of open and closed questions. The results revealed that both teachers and students held positive views on autonomous learning, but they lacked a complete understanding of its concepts. The findings also highlight the need for teacher training in autonomous learning. The study concludes with recommendations for teachers and English education programs.

Opinions on Roles of Teachers in English Teaching in the New Normal Era: A Perspective of Teachers and School Administrators in Thailand

This study aimed to investigate, explore, and compare the opinions of English teachers, heads of the foreign language department, and vice directors of academic affairs regarding the roles of teachers in English teaching in the new normal era The participants consisted of 31 English teachers, heads of the foreign language department, and vice directors of academic affairs who participated in a training program that aimed at improving the quality of English teaching in Kalasin province, Thailand. They were selected using convenience and availability sampling methods. A questionnaire was employed as the research instrument to gather data. Descriptive statistics were used to analyze the obtained data, while the analysis of variance (ANOVA) was utilized for hypothesis testing. The results revealed that all participants disagreed with teaching English using the same processes as before the pandemic. They strongly agreed that the processes of teaching English need to be changed in the new normal era. The analysis of variance (ANOVA) also showed that there is no significant difference in the opinions among English teachers, heads of foreign language departments, and vice directors of academic affairs regarding the roles of teachers in English teaching in the new normal era, as well as the needs for desired characteristics and/or qualifications of English teachers in the new normal era. Therefore, it can be concluded that there is a need to change the English teaching processes and provide training to improve the quality of English teaching and learning. Keywords: Covid-19, new normal, teachers, English, teaching

The Role and Place of Translation in The French Department: The Case of 3rd Year Students At University of Oran 2

Pedagogical translation is a specific type of translation employed in language education to enhance students' literacy skills. It is recognized that didactic translation involves transferring meaning between languages with the aim of improving language proficiency. This case study was conducted to emphasis the role of translation within the French Language Department at the University of Oran 2. The researcher aimed to explore the benefits of translation in teaching French and preparing students for careers as French language educators at both primary and secondary educational levels. The study focused on students and teachers within the French Language Department, who are pivotal in the teaching-learning environment. Established in 2014, the French Language Department at the University of Oran 2 was formerly part of the Foreign Languages Institute. This investigation took place during the second semester of the academic year 2022-2023 and employed a mixed-method approach, combining quantitative and qualitative data collection methods to provide a comprehensive understanding of the subject. The study systematically addressed the issue from various scientific and practical perspectives. Data collection involved student questionnaires, teacher interviews, and observations to ensure the reliability and validity of the findings. Participants included third-year students at the University of Oran 2 (Algeria). The findings indicated that didactic translation significantly enhanced students' reading comprehension and written expression, particularly at grammatical, syntactic, and semantic levels. The study also proposed strategies to assist future French teachers in overcoming challenges and limitations in their careers. It recommended integrating translation as a core module across all academic levels to ensure thorough mastery of the French language.

Using Two-Way Immersion Program in Teaching English in Kazakhstan: Teachers’ View

The Program of Two-way immersion is a form of integration students from two different groups and contemporary studying of two languages and subjects on these languages. The method as a method was appeared in Canada in the early 1960s. The program of TWI adherence to the following criteria: 1. The number of students is the same in two group; 2) groups gathered into one group according to the main subjects; 3) all main subjects are taught in two languages simultaneously. Two types of TWI program: 50\50; 90\10. This qualitative study aims to examine teachers’ views on the implementation the bilingual program into educational process of Kazakhstan. The literature review showed that Two-way immersion program is one of the innovative methods within the trilingual education of Kazakhstan, that not sufficiently studied and approved. It was hypothesized that TWI program makes an effect on trilingualism of Kazakhstan. For checking the awareness of this program, it was conducted an experimental work in Karaganda Buketov University, Kazakhstan. (103 teachers from the faculty of foreign languages, within five departments: Department of foreign philology; Foreign languages department; Department of translation theory and practice; Department of the theory and practice of foreign language training; Department of the practical foreign language course)The results demonstrate that this program is not sufficiently studied, becomes relevant in the educational process and informative, as well as to create the necessary methodological recommendations. The usage of TWI program improves the system of bilingual education in Kazakhstan, expands the level of professional readiness of teachers and students, develops high levels of academic competence and motivation.

Integrating Intercultural competence in University Disciplines, Albanian context

This article contributes to the understanding of intercultural competence at the university level and assesses students’ skills of communication and collaboration to effectively cross cultural boundaries. This research makes a valuable contribution to intercultural education at Higher Institutions by including a perspective on how to contribute to social harmony and exploring the application of Intercultural Teaching competence by the Foreign Languages Department professors across their disciplines at Fan S. Noli University. Studying and appreciating different cultures encourages critical thinking as it fosters open-mindedness and intellectual growth. This article gives a general theoretical view of Intercultural Education in the teaching-learning process. Employing a qualitative and descriptive methodology, the study consists of two main data-gathering methods: semi-structured interviews and group discussions. Interviews were conducted with 15 first-year English Branch students at Fan S Noli University, Korça City in Albania. Students provided information on how Intercultural Competence is promoted, perceived, and acquired through materials in the different university disciplines they learn and how knowledge taught in these subjects can be improved during intercultural learning from their personal experiences. To summarize, the research emphasizes that promoting cultural sensitivity in lectures is essential to creating a respectful and tolerant atmosphere.

Developing French for Specific Purposes to Enhance Foreign Language Skills of Curriculum and Teaching Students in The University of Calabar

Traditional language teaching methodologies often fall short in meeting the specialized needs of learners who require language skills for specific professional contexts. This gap has led to the emergence of French for Specific Purposes (FSP), a subfield focused on equipping learners with the necessary skills to function effectively in their chosen professions. This study aimed to evaluate the effectiveness of FSP in enhancing language skills and cultural knowledge among learners in the Department of Curriculum and Teaching, Faculty of Educational Foundation Studies. To achieve this objective, three research questions were formulated. A literature review was conducted based on the study variables, and a descriptive research design was employed. The target population comprised all students and instructors in the Department of Curriculum and Teaching, University of Calabar, who are involved in French language courses. A purposive sample of 31 respondents, including 25 learners and 6 instructors, was selected. Data were collected through semi-structured questionnaires and interviews, providing rich qualitative insights. Thematic analysis techniques, involving simple percentages, were used to analyze the qualitative data. The results revealed that learners in the Department of Curriculum and Teaching face specific language needs and challenges. Additionally, FSP instruction was found to significantly enhance learners' language proficiency and cultural understanding. The study also indicated that FSP instruction positively influences the perceptions and attitudes of both learners and instructors towards FSP. The findings of this study have important implications for the design and implementation of FSP courses, especially in the context of tertiary education. These insights are valuable for curriculum developers, educators, and policymakers aiming to improve language education and ensure its alignment with professional and academic needs.

Applying the Task Assignment Method to Teaching Chinese Reading Comprehension Skills at the Basic Stage at Hung Vuong University

In the trend of global integration, Chinese is increasingly proving its important role as an international language, foreign language and culture subject in university programs. Chinese provides students with a new communication tool to absorb advanced scientific and technical knowledge, learn about rich cultural diversity, and easily integrate with the international community. The teaching staff of the Department of Chinese Language and Culture has been using a number of active teaching methods for Chinese Reading comprehension based on two pedagogical perspectives: "learner-centered" and “process-centric”. Among them, task-based teaching method (任务型教学法) is one of the important teaching methods. This is a task-based language teaching method in which instructors guide language learners in completing tasks in class.

IDAROTU BARAMIJ AL-LUGHAH AL-’ARABIYAH FI QISMI AL-LUGHAH LADA AL-THOLABAT BIMA’HAD DARUL AMAN

This study describes the management of Arabic language programs in the language department for ‎female students at Darul Aman Institute. This research aimed to know the planning and objectives ‎of the management of Arabic language programs by the Language Department for female students ‎at Darul Aman Institute, and to know how to organize the management of Arabic language ‎programs for the Language Department for female students at Darul Aman Institute, the study ‎relied on the qualitative entrance research methodology and case study methodology, and data ‎collection through interview, field observation and document analysis. The researchers used data ‎analysis of Miles and Huberman. The result of this research is that the planning and objectives of the ‎Arabic language programs in the language department for female students at Darul Aman Institute ‎include: setting the schedule for speaking Arabic to develop students' discipline in speaking Arabic, ‎conducting a language competition to expand the students' culture and to develop the language ‎skills of students by establishing a linguistic quarantine, and producing a vocabulary dictionary and ‎language conversation in order to dispense with students' vocabulary and memorize it and then test ‎it at the end of the month to assess the development of their language level, upgrading students' ‎language skills by doing additional study To teach those who have a poor level of language and the ‎establishment of a language court, and the last plan is to find ways to develop students' language ‎skills by making vocabulary boards and conversation and by preparing to watch linguistic films and ‎linguistic songs. How to organize its administration is the organizational structure of the staff, the ‎installation of student organizations from the language department, as well as the creation and ‎establishment of a language violation court‏.‏