Context Of Language Teaching Research Articles

Mediation as Intercultural Communication: A Narrative Review

Written mediation is a critical skill that enables individuals from diverse languages and cultures to communicate with each other effectively. Developing written mediation skills is essential in language learning classrooms and is included as a component of the National Foreign Language Exam System (KPG) for advancing harmonious global societies. This narrative review explores written mediation as a form of intercultural communication in English language classroom contexts. The review provides insights into the nature and purpose of written mediation, the role of the mediator, and the competencies needed to fulfill the role with the objective of providing the information for language learning classrooms to develop and instruct written mediation skills effectively. This review goes beyond traditionally held views of mediators as interpreters primarily concerned with linguistic aspects and underscores the close relationship between and the need for a broader conceptualization of mediation that includes both language and culture. In particular, critical cultural awareness is emphasized as a primary driver of effective mediation, underscoring the importance of addressing cultural components within the English language teaching context. English language teachers have a vital role in promoting the development of learners' intercultural competence, ultimately ensuring they are competent mediators equipped to facilitate intercultural encounters.

Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts

ABSTRACTIn this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entanglements of emotions to explore the multiple ways translanguaging is connected to, and part of, one's language education. Emotion is enmeshed within local modes of translanguaging, and it is bound up with changing modes of translingual resources embedded within translanguaging. It is entrenched in the everyday translanguaging practices of language teachers and learners in the classroom. From this perspective, unpacking translingual entanglements of emotions through translanguaging is essential, and we achieve this through an examination of recent literature that explicitly and implicitly addresses language teacher and learner emotion in relation to translanguaging.

Unveiling the strengths and weaknesses of technology in interpreter training

Abstract Thanks to the advancement of technology, there has been much growth in research on integrating technologies into language teaching and learning over the past few decades. The COVID-19 pandemic has accelerated the development of educational technology and online learning. While the use of technology has been extensively investigated and reviewed in English language teaching contexts, especially in English as a second/foreign language, computer-assisted interpreter training (CAIT) has been under-researched and reviewed. This paper aims to provide an aerial view of ways in which interpreting learning has been reconciled with different types of technological tools explored in the existing literature. It traces how these tools have been incorporated into interpreter training over time, discusses studies on CAIT, and provides some insights into research needs for future work. The paper discusses, evaluates, and analyses previous research on CAIT based on the three main types of technologies/tools used in interpreter training — computer-assisted interpreting (CAI) tools, virtual reality (VR), and a combination of mobile and virtual/extended reality (VR/XR) technologies. Prior research on CAIT has generally indicated that the benefits of CAIT outweigh the shortcomings. While there has been steady growth in research on CAIT, this paper concludes that more theory-grounded experiential studies are needed to explore the effectiveness and factors influencing multiple emerging technologies in various language contexts.

Trend Issue of Using Technology in English Foreign Language Teaching Context

Trend Issue of Using Technology in English Foreign Language Teaching Context

The Impact of Using DUOLINGO Application on Students' English Learning Motivation

The application of technology in English language education is increasingly widespread, one of which is through the Duolingo app. This study aims to evaluate the impact of using the Duolingo app on students' motivation in learning English as well as identify the specific factors that contribute to such motivation. The research method used was a mixed approach, combining quantitative and qualitative. Quantitative data was collected through a structured questionnaire with a Likert scale to measure students' motivation and contributing factors. Qualitative data was obtained through focus group discussions (FGDs) to explore students' experiences and perceptions in depth. The results showed that the Duolingo app significantly increased students' motivation in learning English. Findings from the questionnaire indicated that 53.3% of respondents strongly agreed that Duolingo was effective in increasing their motivation, while 46.7% agreed with the statement. The focus group discussion corroborated these findings by emphasising the role of gamification features, such as points and badges, as well as self-paced learning features in making the learning process more enjoyable and improving English confidence and comprehension. The findings are consistent with previous research highlighting the effectiveness of gamification and self-paced learning features and make a novel contribution by exploring the overall impact of different app features. Limitations of this study include the limited sample size and reliance on self-report data, which may affect the generalisability of the results. Future research is recommended to use a larger and more diverse sample and more varied data collection methods, including direct observation and in-depth interviews. Future research could also explore the long-term effects of using Duolingo and the differences in its impact based on students' educational background or initial ability level. It is hoped that these recommendations will provide a deeper understanding of the effectiveness of this app in the broader context of English language education.

Self-determination across the secondary-school years: how teachers and curriculum policy affect language learners’ motivation

ABSTRACT Motivation is argued to be a critical predictor of language learning success, but it is not clear whether motivation is equally relevant across compulsory and optional language education contexts. This study explored the motivation of adolescent Anglophone students of other languages across secondary school year groups with a particular interest in the impact of choice and curricular structure. Based on Self-Determination Theory, we developed a model that maintains that perceptions of autonomy support predict learners' sense of autonomy, in turn enhancings motivation. Through a survey of 1775 students aged 11-16, we tested whether this model holds for learners from different year groups, and in later years, across those in schools with and without mandatory language education. We found that all learners reported less autonomy frustration and were more likely to report a more autonomous form of language learning motivation if they perceived their language teacher as autonomy-supportive, but that as learners progressed through school perceptions of autonomy support declined. Further, we found that motivation was strongly associated with curriculum policies providing choice. These differences in motivational profiles across year group have implications for how teachers might support students' across different years and for programmatic adaptations that might facilitate students' learning.

UTILIZING GRAPHIC DESIGN MEDIA IN THE DEVELOPMENT OF ARABIC LANGUAGE LEARNING

Graphic design is a vital skill across various fields, including Arabic language learning. This skill can be leveraged to produce artistic, informative educational media, thereby enhancing the motivation of both teachers and students in the learning process. This study employs a qualitative descriptive methodology utilizing a literature review approach. Data were collected through the examination of books, journals, and other relevant sources, carefully analyzed in relation to the topic, and then articulated in the researcher's own words, relevant to the context of contemporary Arabic language education. The findings of this study indicate that students are more enthusiastic about participating in the learning process, find it easier to assimilate material, and that graphic-based media can aid teachers in their instructional efforts.

Considerations for the Design of Pedagogical Tasks in Computer‐Based L2 Listening

AbstractThis multi‐stage study introduces a comprehensive set of considerations to inform task design for pedagogical purposes in computer‐based L2 listening environments. Using a 360‐degree approach to consideration construction and validation, which included bottom‐up and top‐down perspectives, this study engaged participants with diverse backgrounds in language learning, language teaching, and research, and employed varied data collection and data analysis procedures. During the initial stage, we used educational engineering techniques to elicit personal goals from 68 high school learners of English. In Stage 2, we undertook a participatory action research cycle involving pre‐service and in‐service language teachers to construct guidelines based on the data analysis and results from Stage 1. Finally, in Stage 3, we refined and validated those guidelines and devised a final set of eight considerations with the input of L2 listening and CALL experts. We conclude this paper by presenting the final set of eight considerations to the community and encourage implementation in diverse language teaching contexts.

Assessing Computational Literacy in First Language (L1) Teaching

This article addresses the multifaceted challenges of assessing computational literacy (CL) within the context of first language (L1) teaching. The article commences by examining the theoretical foundations and the need for an expanded understanding of CL, moving beyond the popular notion of computational thinking (CT). We then present an example from a 5th-grade classroom in a Danish middle school to illustrate how pupils integrate computational skills into their writing practices through a design-based intervention. Subsequent to this example, we propose a cross-disciplinary framework designed to assess CL in L1 settings, focusing on four principles that bridge traditional language arts with computational approaches. Finally, we reflect on how the application of these principles can help formulate new learning goals that better align with the emerging demands of 21st-century education. Throughout the article, we argue that a CL approach provides a more socially rooted and context-sensitive method for integrating computational methods into non-computer science subjects, offering theoretical clarity and practical benefits for both educators and researchers alike. The article commences with a discussion of the CL approach related to assessment.

The Relative Importance of Growth Teaching Mindset, Emotions, and Self‐Efficacy in Teachers’ Grit

AbstractConsidering the demanding and challenging nature of the teaching profession in general and foreign/second language (L2) teaching contexts in particular, there is a need to examine protective psychological resources such as grit—conceptualized as the inclination to show consistent interest and perseverance in times of setbacks and failures—among L2 teachers. Given the recently emerging status of the L2 research on grit and the multitude of factors that might potentially affect teachers’ grit, this study examined the roles of growth teaching mindset, positive and negative emotions (enjoyment, anxiety, and anger), and self‐efficacy in L2 teachers’ grit. The participants were 215 Iranian teachers who were recruited via convenience sampling and responded to four questionnaires: Sudina et al.’s L2 Teacher Grit Scale, Frenzel et al.’s Teacher Emotions Scale, Nalipay et al.’s Growth Teaching Mindset Scale, and the short version of Tschannen‐Moran and Hoy's Teacher Self‐Efficacy Scale. The results indicated that all three factors significantly contributed to the teachers’ grit. Moreover, based on the results of relative weight analysis (RWA), the relative weights of enjoyment, followed by self‐efficacy and growth teaching mindset, were significantly higher in predicting teachers’ grit while anxiety and anger had the lowest relative weight. Implications for promoting teachers’ enjoyment, self‐efficacy, and growth teaching mindset as well as suggestions for future studies are presented.

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

The Case for Hope in Language Education: Exploring Solarpunk for the English Language Classroom

If we want our youth to be in a position to work toward a better future, we need to help them envision this future in the first place. This conceptual article argues that the literary-based English language classroom is uniquely positioned to do so. However, an important prerequisite is to adopt a pedagogy that is grounded in hope rather than despair. This article makes the case for hopeful approaches in the English language classroom by exploring how solarpunk as a genre and movement may be used to facilitate and implement this language pedagogy of hope. This discussion is embedded in more general notions of pedagogy of hope, which are being applied to the language education context. Solarpunk and its pedagogical potential is then explored in the dimensions of literary, cultural, and communicative language learning. Two examples serve to illustrate how the use of the genre might be approached both with fictional and nonfictional texts.

Understanding the Well-Being Literacy of EFL Learners: Towards a Framework of Learners’ Knowledge and Skills

Well-being has been recognized as a basic human right, a core determinant of success in education, and a skill that can be developed. In language education, the literature suggests that higher well-being is likely to lead to more classroom engagement and ultimately greater success for learners. For English language teachers, there is a need to understand what learners know about well-being, what kinds of support they feel they need, and how best to integrate such support into regular language teaching practice. This paper reports on a qualitative study using focus group data that set out to understand the well-being literacy of a group of 42 Austrian learners of English as a foreign language (EFL) in their final year of school. The findings reveal five categories in which learners demonstrated knowledge of well-being: conceptual understanding of well-being, factors impacting well-being, coping strategies, the role of systemic factors, and issues in the English language teaching context specifically. Based on analysis of these data, we present an initial practical framework for evaluating and guiding EFL student well-being literacy development.

Incorporating Graphic Humor and Comic Vignettes in Second Lang

Abstract: This article explores the integration of graphic humor, specifically comic vignettes, into a foreign language teaching (FLT) context and its impact on enhancing communicative competencies. It addresses the paradox of how simple humorous sketches can convey complex meanings and discusses their relevance in a globalized world with approximately 7 billion inhabitants. By examining Alon¬so Abad’s (2010) insights on the intersection of psychology and language pedagogy, the article highlights the advantages of using comic strips over more traditional or conventional verbalist approaches. The current discussion, includes theoretical frameworks such as Krashen’s Affective Filter Theory and the CEFR’s concept of existential competence, emphasizing the role of emotional and personal factors in language learning. The article defines graphic novels and humor graph¬ics, illustrating their ability to engage students with a variety of alternative topics and create meaningful learning experiences in the learning field. It also delves, into the semiotic models of humor and cartoons, noting the cognitive effects of combining verbal and visual elements. Practical aspects of incorporating graphic materials into language teaching are discussed, including the need for specific teacher training and the development of an alternative set of discourses connected with visual competencies. The article concludes with some recommendations based on Littlewood’s (1981) procedures for designing didactic materials, aiming to foster a positive classroom environment and enhance language acquisition through humor. Overall, the integration of comic-based learning materials is pre¬sented as a necessary approach, which intends to fulfil the lack of intuitive and criti¬cal thinking in the second language teaching (SLT) field. Keywords: graphic humor, images, cartoons, vignettes, communication, creativity, critical thinking, innovation.

Navigating linguistic ideologies and market dynamics within China’s English language teaching landscape

Abstract This study explores the intricate interplay of linguistic ideologies, market dynamics, and linguistic habitus within the context of English language education in China. Analysis of Chinese English language teachers’ (CELTs) discourse on linguistic insecurity reveals a strong association between accentedness and incompetence, as well as between nativeness and teacher expertise. Despite dissatisfaction with nativeness-oriented criteria prevalent in the field, most CELTs reported experiencing anxiety due to the social stigma surrounding Mandarin-accented English. While certain Inner Circle English varieties are viewed as the most valuable capital, local and other non-Inner Circle varieties are considered the least valuable. Notably, Mandarin-accented English gains higher symbolic value than other perceived nonstandard English varieties beyond the teaching domain. This pricing mechanism within China’s English language teaching (ELT) landscape deviates from the price formation model of world Englishes proposed in previous work, which assigns a greater value to Outer Circle varieties than Expanding Circle varieties. By contextualizing CELTs’ experiences within broader language policies, this study illustrates how national interests, beyond the influence of Inner Circle publishers, intensify native-speakerism in China’s ELT market, thus emphasizing the intricate nature of explaining nuanced pricing patterns in the autonomous market within Expanding Circle contexts.

Mobile-enhanced virtual exchanges through asynchronous video interaction: Learners as ethnographers in the L2 classroom to promote intercultural communicative competence

This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.

Incorporating AI into English Language Learning: An Experimental Study Focusing on Autonomous Learning

This study investigates the impact of integrating AI-powered tool, Plang, on English language learning among Korean EFL learners. Specifically, the study aims to examine the overall experiences of using the AI app in language learning and the impact of using the AI app on learners’ autonomous learning. The two-month study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey, reflective journals, and in-depth individual interviews. Overall, the findings have shown that the integration of the AI-powered tool into the English language learning helped learners: (i) to enhance language skills, particularly speaking proficiency; (ii) to foster learner autonomy through a personalized feedback system; and (iii) to establish a new goal that facilitates active learner engagement. The analysis also points out some challenges learners faced in the learning process. Some important implications of this study are discussed for teachers who consider integrating AI-powered tools into English language teaching. Considering that there has been little research on incorporating AI tools into classrooms, it is recommended that further research should highlight more dynamic classroom cases by developing a flipped classroom model utilizing AI tools in English language teaching contexts.

SciSpace for Finding Relevant Literature in English Language Education Contexts: A Technology Review

Writing a literature review part might be a challenging task for university students as they have to sit for some time to find recent literature that is closely relevant to their research topics. In that case, the authors spot the potential of utilizing SciSpace, Artificial Intelligence technology, to support the students in their literature review activities. In this study, the authors aim to review the potential benefits and challenges of using SciSpace to find recent literature relevant to students’ research topics, framed under the task engagement principles. To achieve that study goal, the authors used a recent technology review approach to do the review and conducted rigorous peer debriefing activities to ensure that the review results are credible and trustworthy. The review results showed the benefits of using SciSpace, which included fostering task authenticity, maintaining students’ interest, facilitating social interaction, supporting autonomy, and providing effective scaffolding. Meanwhile, the challenges of using SciSpace involved content accuracy and relevance, updating tailored content, handling complex queries and visuals, and offering context-specific feedback. Recommendations for maximizing the application's potential include improving content filtering, expanding interactive features, and providing specialized feedback. Future research agendas also are presented.

Consumerist discourses on social media and language teacher educator identity tensions

AbstractThis study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.

Embracing Global Voices: An Exploration of Thai Teachers’ Attitudes and Practices on Culturally Diverse ELT Materials in a Northern Thai University

In recent times, the advancement of technology and globalization has significantly impacted educational practices worldwide, making teaching and learning increasingly complex and interconnected. In the field of English Language Teaching (ELT), these changes have challenged traditional approaches and necessitated the integration of more culturally diverse materials to reflect the global usage of English. Against this backdrop, this study aims to investigate teachers’ attitudes toward cultural diversity and their representation of cultures in ELT materials at a Thai university. Situated in Thailand’s diverse cultural landscape, the research explores how teachers’ cultural backgrounds, institutional policies, and student feedback influence the selection and depiction of cultural content. Utilizing a qualitative approach that employs semi-structured interviews, document analysis, and classroom observations, the study seeks to uncover the extent to which global cultures are represented in their ELT materials. In addition, it aims to identify trends in teachers’ practices and perceptions, highlighting a potential shift towards a more inclusive curriculum that mirrors the global context of English language teaching and learning. Consequently, this study contributes to the broader discourse on the importance of cultural diversity in education, offering practical recommendations for educators and policymakers in globalized educational environments.