Language Departments Research Articles

Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges

AbstractThis follow‐up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in‐service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative multiple‐case study investigated their motivation to stay in the profession, professional development needs, challenges they experienced as teachers of Spanish, and how their self‐perceptions and attitudes about their use of Spanish evolved from pre‐ to in‐service teacher stages regarding their proficiency, use of code‐switching and register, and knowledge of grammar. Findings highlight the importance of supporting HSs as an essential component of teacher education programs and the workforce in world language teaching; the need for coursework that illuminates register differences but always values and legitimizes their own way of speaking; the need for world language education and Spanish language faculty in teacher preparation programs to establish common, coordinated goals for preservice teachers; and academic training for HSs in pedagogy and sociolinguistics, not only at the preservice teacher level, but also as professional development for all members in world language departments, in both K‐12 and higher education settings.

Impact Study on the Implementation of Cal-Defll’s English Me Please Extension Program: Writing an Action Research with Editing and Proofreading Techniques 2017-2020

Asst. Prof. , East African Scholars J Edu Humanit Lit; 2023; 6(12): - DOI: Abstract PDF FULL TEXT E-PUB17 Downloads | Dec. 9, 2023 ABSTRACT The impact study involved 16 teacher-trainees of the Holy Spirit National High School who attended the free training on writing an action research with proofreading and editing techniques which was offered by the Department of English, Foreign Languages and Linguistics as part of its extension program. The quantitative data which were collected through a survey revealed that the participants who have been teaching for more than 11 years have gained self-confidence in writing research using the English language followed by the second impactful gain which is being promoted to a higher rank. The write-shop part was chosen by the majority as the key factor to the effectiveness of the training.

Wymagania akademickie studentów medycyny w kontekście ich kształcenia zawodowego

The research aims at studying academic requirements of medical students in the context of their professional education. The paper defines the appropriateness of academic goals in relation to modern professional trends and requirements of future health care professionals. The survey involved 407 participants. It was directed at defining the state of student’s learning environment at the department of Latin and foreign languages, in particular it concerned the quality and efficacy of learning and teaching the subject “English for professional purposes”. The results prove that all of the defined academic aims of the subject “English for professional purposes” correspond to academic requirements of medical students. The following is confirmed by a significantly higher number of responses “very important” and “important” compared to the responses “unimportant” and “absolutely unimportant” (p<0.05), while evaluating the importance of the academic aim. Thus, the performed analysis of survey results concerning the academic requirements of medical students confirmed the appropriateness of setting academic goals in the context of professional education of future physicians. The system of academic goals aids realization of competence-based approach in higher medical education and consequently the development of professional readiness to communicate in a medical setting with health care professionals and patients.

Influence of first language on English word stress assignment by bahdini Kurdish learners of English

Studies on learning second language (L2) phonology agree that first language (L1) has a key role in the production of learners L2. This study was carried out on Bahdini Kurdish (henceforth, BK) learners of English in order to investigate how phonological characteristics of Kurdish word stress affect the production of English word stress as far as the two languages have different stress placement rules. It was hypothesized that BK learners will face challenges in learning English stress and they will, more frequently, place stress on the final syllable of the English words, similar to their L1. Thirty students from the English Language Department at University of Zakho participated in this study. The participants completed a production test of reading 48 English words with different grammatical categories, stress positions and morphological structures. The learners’ production was recorded and listened to by the researcher and two phonologists to indicate the correct stress placement in their performance. The results show that BK learners were not able to place stress on the correct syllable of all types of words in English: simple, complex and compound. Furthermore, language transfer was not clear in the learners’ performance of the test words, that is, they did not place stress on the final syllable of the words. The learners were unaware of English stress rules and English pronunciation in general and did not properly acquire them. Mispronunciation of words and parts of the words and lack of knowledge about English stress rules, therefore, were clearly the factor of stress misplacement in all types of words.

Written corrective feedback and the language curriculum: Theory, research, curricular issues, and the researcher-teacher interface

Feedback plays an important role in the L2 learning process, as evidenced by several meta-analyses on both oral (e.g., Li, 2010) and written (e.g., Kang & Han, 2015) corrective feedback. In the written corrective feedback (WCF) strand, when viewed from a writing-to-learn perspective (Manchón, 2011), there has been a recent two-pronged critique that addresses 1) the general product-oriented approach and 2) the failure to situate research designs within the authentic instructed SLA or ISLA setting (Leow, 2020) that, in turn, is situated within a language curriculum (e.g., Leow, 2019a). The call for a theoretically-driven ISLA and curricular approach to the WCF strand of research is quite logical given that WCF not only takes place in the instructed setting but is crucially aligned with the writing component of the curriculum. This curricular approach also holds the potential for research in WCF to address the researcher-teacher interface that continues to reveal a gap between ISLA researchers and classroom teachers. To this end, this article probes deeper into the curricular approach to WCF research by 1) first reporting on the two theoretical underpinnings that directly address the WCF process, 2) addressing the potential conflation of the two types of writing curricula in language departments, 3) discussing considerations required of a curricular approach to WCF research, 4) providing an example of a process-oriented ISLA applied study that falls within a curricular approach to WCF research, and 5) addressing the gap of the researcher-teacher interface including collaborative steps taken to involve teachers in WCF studies.

The Hashemite University, Faculty of Arts, Department of Arabic Language

The Hashemite University, Faculty of Arts, Department of Arabic Language

A Comparative Analysis of Pronunciation Proficiency among Arabic and English Department Students Using Accent Software

One way to improve pronunciation skills is to use sophisticated technology, namely software that can help reduce accent errors. In this study we used ELSA Speak software which is an application (app) for moderating a non-native English accent. This study aims to determine whether accent reduction software can improve students’ pronunciation abilities. It uses quantitative methods with an experimental research approach. The research was conducted at one of the Islamic universities in Indonesia. We recruited 40 students – 20 from the English department and 20 from the Arabic language department. Their ages are between 19 and 20, and they have been studying English and Arabic within their departments for four semesters. Ten students from each department were allocated to the experimental class, and ten other students from both majors were placed in the control class. The experimental class was taught by researchers using accent reduction software, while the control class was taught by an English teacher using conventional techniques. We used a voice recorder to capture students’ pronunciation. The data were analysed using descriptive analysis and t-test. The results of the study show that the application of accent reduction software as a medium for teaching English pronunciation can improve students’ skills in English pronunciation (t = 3.538, tcalculate> ttable). This software helps students produce English words clearly and easily because they can hear and imitate the sounds it generates. The implication of using the software can help students to imitate native speaker pronunciation and teachers can reduce their efforts in pronouncing native English sounds because the software functions as a pronunciation learning aid

Media technologies in the english lesson as a technical tool and media education

While presenting at English language lessons in ordinary Karakalpak schools, you can often see students sitting passively at desks and trying to speak only when the teacher calls them. Due to the fact that most students do not have the opportunity to speak foreign language outside the classroom, learning English turns into memorization of grammatical forms and vocabulary, exercises in translation from Karakalpak into English and vice versa. With the spread of new information technologies, teachers have received opportunity use various media for enrichment language environment of their class. If in the 80s of the last century in the teacher’s arsenal foreign language were audio recordings and educational TV shows (language labs in special schools and language departments of universities), and at the end o f 90s a n d the beginning of XXI century on helping teachers computer CD-ROMs, video, satellite TV and the Internet came into our life

Instructional Module in Filipino in Different Disciplines (FILDIS)

Instructional Modules in Filipino in Different Disciplines aligned with the competencies that adhere to the following parts: title of the module, introduction, objectives, pre-activity, pre-test, post-test, exercises, key answers, and references. In making the module, the Input-Process-Output-Outcome (IPOO) of Brown serves as the model for making the self-instructional module to show the design stages. The CHED Memorandum Order No. 20, Series of 2013, and the competencies in the syllabus of the General Education Curriculum included in the module serve as the basis for making this self-instructional module. A personal consultation has been made by the researcher with his colleagues in the Language Department, together with the Area Chairman and other colleagues teaching Filipino subjects, about steps and techniques in writing and developing syllabuses in the course Filipino in Different Discipline (FILDIS) and instructional modules. Also, a virtual meeting was conducted by the researcher together with the faculty teaching Filipino as preparation and planning for designing the syllabus to include topics in Filipino in Different Discipline (FILDIS) course. The instrument used was composed of twenty-five items and distributed into five aspects: objectives, content, format and language, presentation, and usefulness. This study used a developmental research design. The respondents of the study were the five experts who examined the instructional module in Filipino in Different Discipline (FILDIS). To examine the effectiveness of the instructional module, mean and standard deviation were used as statistical tools. Based on the conducted study, it was found that the instructional module as instructional material is acceptable and aligned with the skills and competencies of the students. With this, the researcher recommended using the instructional module as instructional material for the students of Carlos Hilado Memorial State University.

Issues of equity and inclusion in Virtual Exchange

Abstract The increasing recognition of the limitations of physical mobility programs has led Foreign Language departments to consider online approaches such as Virtual Exchange (VE) and Blended Mobility as alternatives in international education. These online approaches have the potential to promote inclusion and diversity by providing opportunities for student cohorts who are unable to participate in traditional mobility programs. However, there are still challenges and barriers that need to be addressed, related to foreign language competence, digitalization, and structural gaps in educational systems. In this paper, I review the arguments and the evidence for and against the belief that VE can be a force for greater inclusion in international learning, before going on to explore the issue of equity of engagement in VE projects.

EFL Pre-service Teachers’ Perceptions about the Advantages and Disadvantages of Peer Team Teaching Experiences

This study aimed to investigate the perceptions of EFL pre -service teachers (PTs) towards the advantages and disadvantages of their peer team teaching(PTT) experiences. The sample consisted of 52 participants, with equal numbers of males and females, from the English Language Department of the College of Education at Seiyun University. Qualitative and quantitative techniques were employed to gather the data, including reflective reports and a questionnaire.These findings prove that PTT has numerous benefits for PTs. The five most common advantages included increasing confidence, correcting the mistakes of one another, preparing a better lesson plan, exchanging experiences, skills, and knowledge, and overcoming challenging situations in teaching. On the other hand, some PTs held negative opinions towards PTT. The five most significant disadvantages included disagreement among team members, reliance of some members on other members to do the work on their behalf, not following the lesson plan, late completion of the work due to disagreement among the team members, and unequal division of work among the members. The findings revealed that PTs’ perceptions of PTT’s advantages and disadvantages did not differ significantly based on gender. The researcher recommends that EFL PTs implement PTT during their preparation stage, as it has many benefits for PTs’ professional development.

Exploring English Major Students’ Pronunciation Anxiety

This paper reports a descriptive account of English language learners’ perceived pronunciation anxiety, which is a relatively underexplored area of foreign language learning anxiety. The participants of the study were English Language and Literature students studying at a public university in Türkiye in the 2022-2023 academic year. The research data were collected through a questionnaire survey form consisting of the Measure of Pronunciation Anxiety in Foreign Language Classroom (MPA-FLC) and a personal information section and were analyzed via statistical tests in SPSS. The findings indicated that the students felt mild-to-moderate levels of pronunciation anxiety and that the pronunciation anxiety component with the highest rating was beliefs about pronunciation and its importance as a communicative skill. The study also sought to examine the effects of some learner characteristics on pronunciation anxiety. The findings demonstrated that the students’ gender, perceived English proficiency and previous language learning experiences influenced their anxiety levels whereas the variables of age and year of study in the department had no significant effects on student responses. The females, those students with lower levels of perceived proficiency, and those who received intensive English language education at the foreign language departments at high school reported higher pronunciation anxiety. The results are discussed in the light of available literature providing implications and recommendations for further research.

DEVELOPING READING ASSESSMENT INSTRUMENT FOR INTERMEDIATE EFL LEARNERS: AZWAR MODEL

The study was inspired by the fact that teachers of an intermediate English reading course employed a pre-made reading instrument particularly tests obtained from the internet, the TOEFL, or a textbook without consulting the learning objectives. Therefore, they cannot meet the demand of the teaching and learning objectives and the classroom-based assessment that should be tailored to the unique circumstances of the course. The objective of this study is to create intermediate reading comprehension test items for EFL students that adhere to the "good test" criterion generated utilizing the Azwar Model (1996). Second-semester students of English Language department in one of institutions in Kediri, Indonesia were meant to take a reading test using this instrument. The results of the try-out from 75 EFL students from the same level demonstrates that the test met the requirements of being valid, reliable, and practical, had moderate difficulty level, good discrimination levels as the most, and 73 functional distractors of the total. Meanwhile, five-invalid test items are not going to be included to be utilized in assessing EFL students’ reading comprehension. Intermediate reading course lecturers could then utilize the 35 items which are considered as valid, reliable, and moderately difficult to measure their students’ reading achievement.

Investigating Communicative Language Teaching Barriers for English Students in Higher Education

Teaching English as a foreign language presents unique challenges. This research delves into the hurdles faced by English Language Department students at Al-Mergib University, particularly in active participation during the learning process. The study also explores the pedagogical strategies employed by Al-Mergib University instructors, with a focus on communicative language teaching (CLT). Through an applied research approach, the root causes of these challenges and potential solutions are investigated. Data were gathered from five teachers and ten students to offer deeper insights. Findings indicate a mixed teaching approach in Libyan classrooms, while many educators utilize interactive methods such as collaborative learning, others remain reliant on traditional techniques. The results highlight the necessity for teachers to adapt their strategies in response to evolving student needs. A significant challenge for students was understanding lectures, often due to rapid speech and limited vocabulary exposure, hampering language and vocabulary development. The study underscores the importance of targeted teaching practices, fostering student collaboration, and creating a dynamic learning environment. Enhancing students' confidence in English is further facilitated by encouraging its use outside the classroom setting. This research holds valuable implications for language education, curriculum development, teacher training, and the advancement of efficacious English communication skills.

Scientific background impact on aesthetic perception in residential environments

This study focuses on examining the aesthetic preferences of students from different academic backgrounds in residential environments. The purpose of the study was to identify liked and disliked aesthetic characteristics among student groups with different academic backgrounds. The research involved students from various academic backgrounds, including the Departments of Architectural, Civil, Electrical Engineering, and the Department of Arabic Language. The study employed an appropriate factor analysis method to accurately assess the aesthetic quality. The study found that students’ academic backgrounds significantly affect their aesthetic sense. Architecture students have a strong ability to evaluate works of art and engineering projects effectively. Some aesthetic characteristics, such as movement, harmony, and simplicity, are preferred across all student groups, while others, such as excessive complexity and rigidity, are disliked. The research also suggests that designers should consider the preferences of different resident groups when creating environments. Furthermore, the study found that most student groups, except for architecture students, exhibit great admiration for Western architectural styles with contemporary, non-traditional characteristics. Overall, the study provides new insights into the aesthetic preferences of students in residential environments and identifies visually desirable and undesirable attributes that most students agree upon.

The Effectiveness of Instagram "Studyin.Japanese" to Improve Japanese Vocabulary Skills of Intermediate Level Japanese Language Department UMY'S Students

This study aimed to measure the effectiveness of the "studyin.japanese" Instagram account as a learning medium for improving Japanese vocabulary skills. This research uses quantitative methods with a purely experimental research design. The sample of this study was 30 students of the PBJ UMY Study Program level 2 for the 2021/2022 academic year. Data is collected through questionnaires and tests. The test results showed that the average value of the experimental control group was smaller than the average value of the control groTherehere was no significant difference between the experimental and control groups' learning outcomes. Furthermore, the results of calculating the effectiveness of learning in the experimental group with the N-gain formula were obtained at 0.116, which means that using the Instagram media "studyin.japanese" is not practical in learning Japanese Vocabulary. While the N-Gain control class is 0.512 which means the use of PowerPoint media is effective in learning Japanese Vocabulary. So it can be concluded that using conventional media is still more effective than using Instagram media "studyin.japanese" in learning Japanese Vocabulary. However, based on the results of the questionnaire, students gave a positive response. All respondents strongly agreed that "studyin.japanese" media in learning Japanese Vocabulary can be an alternative medium for learning Japanese Vocabulary. Students feel motivated and easy to memorize Japanese Vocabulary.

Academic Studies Written in Türkiye on Huxley’s Brave New World: A Meta-Analysis Study

Aldous Huxley’s famous work Brave New World (1932) is one of the most studied works in Türkiye. This work is not only the subject of literature; it also covers fields such as philosophy, sociology and education. Brave New World has been analyzed in various graduate and postgraduate theses and articles in Türkiye since 1995. According to the database of DergiPark and the Council of Higher Education Thesis Center of Türkiye, there are 14 articles and 51 theses on Brave New World. This research aims to categorize and analyze these studies. There are many variables in this research and these variables were coded in Microsoft Excel using meta-analysis method. The research focuses on doctoral and master’s degrees, years, universities, department types, other works studied together with Brave New World, and themes on the basis of theses. On the other hand, it focuses on the years, number of authors, genres, journal names, other literary works studied together with Brave New World, and themes of the articles published on Brave New World. The research aims to answer questions about these distributions. The main findings of the research are as follows: (1) there are differences in the year frequencies of theses and articles; (2) the researchers are more interested in the field of literature; (3) the studies are mostly conducted in the department of English Language and Literature; (4) George Orwell’s 1984 and Yevgeni Zamyatin’s We have the highest frequency among the works studied together with Brave New World. The limitations, methodology and other findings of this study are also commented on. Overall, this study provides considerable insights into the recognition and importance of Brave New World in Türkiye and suggests future research directions.

How the Saudi EFL Students at Undergraduate Level Translate English Proverbs into Arabic: Problems, Strategies and Solutions

This study aims to explore some obstacles that Saudi translation department students encounter when translating proverbs from Arabic into English and the types of strategies they employ when translating. To achieve the goals of this study, the researcher selected a random sample of 20 students studying in the Department of Languages and Translation at Northern Border University. The researcher employed a translation test that consisted of ten famous English proverbs. The students were asked to translate these proverbs from English into Arabic. Finally, the researcher also conducted semi-structured interviews with five translation experts to obtain more information about the obstacles, causes, and strategies the students employed to translate proverbs from Arabic to English. The analysis included an analysis of the translation tests using SPSS in addition to the analysis of the interviews using thematic analysis. The findings showed that the students’ attempts to interpret the proverbs acceptably failed, especially those that depend on the cultural dimension, i.e., those that need an understanding of the cultures of both the target languages and the source language. However, they failed to translate the proverbs acceptably due to the nature of the wrong strategies they employed, such as literal translation and rewording strategies. Finally, based on the results, this study provided some practical recommendations to improve the level of the students in translating the idiomatic translation for the university students and develop their skills in this regard.

İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Hedefli Motivasyonel Akımlarını Açıklamada İdeal Yabancı Dil Benliği ve Zihniyet Rolünü Ortaya Çıkarmak

Recent trends in the field of second language learning motivation have led to a proliferation of studies that scrutinize Directed Motivational Currents (DMCs). However, there remains a paucity of evidence on the individual difference variables that induce DMCs. In particular, research to date has not yet determined the role of ideal L2 self and mindset in explaining variations in the DMC disposition. This quantitative study aims to fill these gaps in the literature by exploring the role of ideal L2 self and growth mindset in explaining EFL Learners’ DMCs. The current study was conducted with a total of 176 preparatory class students enrolled in the department of English Language and Literature or English Language Teaching at various state universities in Turkey. The data were gathered using a composite survey instrument that includes the DMC Disposition Scale, the Mindset Instrument, and Ideal L2 Self Scale. The findings of the multiple linear regression analysis indicated that growth mindset explained 32% of the variance in EFL learners’ DMCs whereas ideal L2 self contributed to the prediction of DMCs, explaining 24% of the variance in participants’ DMC disposition. The results offer new insights into how teachers could exploit these motivational surges to promote learning in EFL settings.

Negative Imperfective Verb Form in Kanuri

This paper examines Negative Imperfect Verb Form in Kanuri text within the framework of descriptive linguistics adopting the works of Cyffer (2009) model of approach in analyzing negation types in Kanuri. In conducting the research, both sources of data collection were employed: the primary source includes a Kanuri written text Nyariwa Kanuribe, where all the various place where the Negations negating the imperfective verb occurred where underlined and extracted from the text for data presentation and analysis. The study also employed the secondary source of data collection where three linguists from the Kanuri section of the department of languages and Linguistics University of Maiduguri, Nigeria were engaged to validate the data collected from the text. The outcome of the study reveals that there are two particle used in negating the imperfective verbs form in the text and study identified these particles are ba and bawo are bound morpheme negating imperfective verbs form in Kanuri. Finally the study identified eighty one instances of the two negation particle with their number of occurrences and their percentages in the text analyzed.