Language Teaching In Universities Research Articles

Технологии дополненной и виртуальной реальностей: инновации в обучении иностранным языкам в вузе

Modern society requires specialists who are ready to act in a high-tech professional environment. The use of Augmented Reality (AR) and Virtual Reality (VR) technologies is a key direction for the development of the professional sphere in the near future. The relevance of this study is due to the need to introduce these technologies in the field of foreign language education in universities to optimize the process of forming students' professional foreign language competence. The purpose of this article is to study and analyze the existing experience of using educational technologies of augmented and virtual reality in teaching a foreign language in Russia and abroad. Methodology and methods: the lack of a sufficient research base devoted directly to the experience of implementing AR and VR technologies in the process of teaching a foreign language to university students led to the choice of a comprehensive research methodology: theoretical analysis of scientific, pedagogical and methodological literature on the research topic, description and analysis of research results. As a result, the article analyzes the use of augmented and virtual reality technologies in teaching a foreign language, their purpose and functions. The possibility of using these technologies in the educational environment in order to visualize the educational material, supplement it with visual information technologies by reading the QR code with smartphones, tablets and other gadgets, increase motivation and interest in learning is shown. The advantages and disadvantages of augmented and virtual reality technologies are highlighted. It is concluded that educational AR and VR technologies have a huge potential for teaching a foreign language in universities, and many of their shortcomings will be eliminated in the coming years.

Understanding English as a Foreign Language (EFL) Teachers’ Acceptance to Teach Online During Covid-19: A Chinese Case

To contain the spread of Covid-19, the Ministry of Education of China postponed the opening of schools for face-to-face lessons and launched an initiative of "postponement of school without suspension of learning”. Therefore, nearly all educational institutions across China moved from traditional teaching practices to online teaching in the Spring semester of 2020. English language teachers in Chinese universities had to move their traditional physical instruction to online. The paper is designed to develop a conceptual framework of English as a Foreign Language (EFL) teachers’ acceptance of online teaching during Covid-19 in Mainland China. Based on the integration of the Technology Acceptance Model (TAM) and Ely's Eight Conditions of Change (ECC) and previous research, six constructs — attitudes, subjective norm, perceived ease of use, perceived usefulness, self-efficacy, and eight facilitating conditions are selected in the proposed framework. A comprehensive understanding of the framework is expected to provide a better insight of the factors that affect EFL teachers' acceptance of online teaching during the pandemic for the stakeholders and future studies.

The role of a competency-based approach in teaching a foreign language in Kazakh universities

In the process of globalization taking place in a modern dynamically developing society, the subjects meeting the needs of the labor market are active, prone to changing working conditions, prone to self-education and improvement, especially business people with full professional competencies. Their peculiarity is the ability to actively think, critical thinking, independent assimilation of new knowledge. The competence-based approach is one of the most important methodological means of bringing the education system of Kazakhstan closer to foreign educational systems within the framework of the Bologna process. In this regard, the goal of foreign language teachers in Kazakh universities is to form genuine "competence" among students, the universality of competencies, even so that they can become "competitive". The article considers the competence approach primarily as an approach based on learning outcomes.

تعليم اللغة العربية في الجامعات الصينية / Arabic Language Teaching in Chinese Universities: Inheritance and Innovation

Abstract The Arabic language is the common official language for the Arab nation, and one of the most important components of its identity, and it is also the link that connects the past of the Arabs with their present and their future, as it recorded the historical changes of the Arab nation over the course of the development extending for more than 1,600 years, and embodied its characteristics and preserved its culture and civilization through time. Arabic is one of the oldest foreign languages taught in China, and it played a pivotal role in promoting exchanges between China and Arab countries in various fields, politically, economically and culturally. After the founding of the People’s Republic of China, Arabic language teaching in Chinese universities achieved a remarkable development under the enlightened educational guidance, and succeeded in preparing batches of distinguished people who contributed and are contributing to the development of relations between Arab countries and China. After entering the 21st century and with the establishment of the China-Arab States Cooperation Forum and the consolidation of Sino-Arab strategic cooperation relations, especially with the launch of the Belt and Road Initiative and the concept of “One Community with a Shared Future for Mankind”, the cooperation relations between China and the Arab countries have reached a new threshold on various levels. Simultaneously, Arabic teaching in Chinese universities has entered the path of rapid development and achieved unparalleled remarkable results.

Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI).

Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.

Content of scientific and pedagogical features of formation of gnostic competence of future foreign language teachers

This article discusses the main features of the formation of gnostic competencies in the training of future foreign language teachers in language universities. The author emphasizes that gnostic competence also plays an important role in improving a teacher's pedagogical skills, emphasizing that gnostic competence is the basis of a teacher's professional activity and is a determinant of achieving a high level of pedagogical skill, as well as design or structural skills.

Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: Perspectives of university language and communication teachers across the globe

With the transition to online teaching due to the COVID-19 pandemic, the need for identifying effective methods of assessment has become paramount. The methods of traditional summative in-person, paper-and-pencil exams could not be adapted to the online environment. In case of unsupervised (non-proctored) exams it was impossible to ensure students’ academic honesty. Some universities have offered remotely supervised (proctored) examinations, which has been a rare exception. The pandemic prompted teachers to innovate their assessment practice and apply formative assessment methods as an alternative to traditional summative assessment. They have started using tasks such as e-portfolios, online learning journals, blogs, online presentations, creative writing, and open-book exams, which present golden opportunities to involve students in the assessment process. This study aims to explore assessment-related experiences of language and communication teachers at higher education institutions (HEIs) during the pandemic. Our mixed-method research combines an international survey administered to university language and communication teachers (N=301) with in-depth interviews with a selection of participants (n=18) of the same background. The results provide valuable insights into the perceptions that university language and communication teachers have of effective assessment methods and pedagogical approaches engaging learners in assessment. The implications of the study advocate a growing trend toward a wider use of learner-centered assessment.

My Opinion on Carrying Forward Chinese Traditional Culture in Chinese Language and Literature Teaching in Colleges and Universities

My Opinion on Carrying Forward Chinese Traditional Culture in Chinese Language and Literature Teaching in Colleges and Universities

The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic

English language teaching in Japanese universities can be described as having a very classroom-centered approach with relatively little online presence. Therefore, the transition to emergency remote teaching in April 2020 in response to COVID-19 was particularly challenging. This paper describes how the teaching staff in one English as a Foreign Language (EFL) department at a national university in Japan came together to support one another with various online guides and the creation of peer support groups. This activity is analysed in terms of the development of an Ecology of Resources (EoR) (Luckin, 2008) and an online Community of Practice (Lave & Wenger, 1991). The four collaborative documents and the peer support group that make up the EoR are described together with examples of this teacher development process. By partaking in the creation of the EoR teaching staff learned together how to teach online in an emergency context and this collaboration can be the basis for future online teaching in an institution where it had not happened before.

УЯВЛЕННЯ СТУДЕНТІВ ТЕХНІЧНОГО УНІВЕРСИТЕТУ ПРО ВИВЧЕННЯ ДРУГОЇ МОВИ

Demand for language proficiency of technical university students leads to recognition of enhanced efficiency in language instruction. Using effective methods can not work because the second language learners have other beliefs which contradict with each other. The article deals with technical university students’ beliefs about second language learning and implications for university language teachers. The results of the research provide information for better understanding of teachers and students’ responsibilities in a second language learning class. The data was gathered through the survey regarding students’ attitude towards second language learning and individual feedback via Zoom sessions. Students gave their opinion on eighteen statements using a five-point Likert scale from “strongly agree” to “strongly disagree”. We used descriptive statistics to calculate the median (beliefs of most of the students) and Inter-Quartile Range of each item (how scattered their responses were). The findings showed that most technical university students agree with the statements about second language learning, most of which are “myths”. Reflection on the results of the survey, providing additional input concerning controversial statements about language learning and discussion in groups contributed to better understanding of students’ needs. The implications of the study suggest that being aware of students’ beliefs about second language learning allows teachers to adjust instruction to the needs of students, share with students knowledge about the language, which they need to make language acquisition more effective. Further investigations may be devoted to comparing technical university students and teachers’ beliefs about second language learning. Key words: second language learning, students’ beliefs, error correction, grammatical rules, academic content, instruction, language chunks.

Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

Research on Computer Assisted English Teaching in Foreign Language Teaching in Colleges

The continuous development of network technology in the information age has provided hardware guarantees for networked teaching, and the deepening of computer-assisted teaching research has promoted the development of networked computer-assisted teaching. With the popularization and application of informatization in colleges and universities, the use of modern information technology to change the traditional teaching mode has become the focus of attention. The C++ network-assisted teaching system uses computers and networks as the main means to develop network-based teaching and learning auxiliary teaching methods. This system is a mixed mode of network teaching and traditional teaching, which can enhance the communication between teachers and students, and can also play the role of the student-based teaching mode in network teaching.

ОЦЕНИВАНИЕ СФОРМИРОВАННОСТИ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ БАКАЛАВРИАТА НЕЯЗЫКОВЫХ НАПРАВЛЕНИЙ ПОДГОТОВКИ

Objective of the article is to develop a scale for assessing the formation of the foreign language communicative competence of undergraduate students of non-linguistic specialties. Applied methods . Analysis, synthesis, generalization of the foreign language teaching experience. Results . According to the Federal State Educational Standard of Higher Education 3 ++, students of non-linguistic universities as a result of mastering the "foreign language" discipline should have Universal Competence-4 formed. The competence includes a language component and a professional component. By the language component a foreign language communicative competence is meant. The development of the communicative competence can be assessed using indicators and level descriptors, which are assessment criteria and objects of control. In order to increase the efficiency and objectivity of foreign language communicative competence assessment, it is necessary to base the assessment scale on the requirements of international exams in foreign languages. Conclusion. The article deals with the problem of unification of requirements for the formation of foreign language communicative competence for students studying in non-linguistic areas of training at the bachelor's degree level. The unification of the requirements is needed to improve the quality of foreign language education in universities. The developed scale for assessing the formation of a foreign language communicative competence makes it possible to assess the foreign language communicative competence of undergraduate students in non-linguistic areas of training. And it is also a means of formative assessment that allows developing the thinking and personality of a student.

Route of Development of Foreign Language Education in Universities in Xinjiang, China in the Context of the Belt and Road Initiative

The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

Comment on the Problems in the Cultivation of Speculative Ability in Foreign Language Teaching in Colleges and Universities

Comment on the Problems in the Cultivation of Speculative Ability in Foreign Language Teaching in Colleges and Universities

On the Development Community of Foreign Language Teachers in Colleges and Universities Based on the Internet

With the continuous development and progress of science and technology in China, more and more schools and teachers are beginning to combine the "Internet" technology for teaching. Under the background of the Internet, teachers should strive to create a relaxed, equal and democratic atmosphere in the classroom, so that they can impart knowledge to students well and students can master it better. In campus, both tacit knowledge and explicit knowledge need teachers to keep pace with the times, give full play to the advantages of computer and Internet, and effectively impart knowledge to students. By the combination of "Internet" and foreign language teaching in colleges and universities, the community teaching mode has made the foreign language curriculum in colleges and universities better developed. Under the background of "Internet ", the community construction of teachers' professional development makes teachers' professional development closely related to the Internet, which is the inevitable trend of teachers' professional development.

The Grammatical Error Analysis Found in Students’ Composition

Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research aims at analyzing types of grammatical errors found in students’ essays. The type of this research is a descriptive case study. The subjects of the study were 20 third-semester students of Purworejo Muhammadiyah University, Indonesia. The researchers used a test to collect the data. The results of tests were analyzed descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). Based on the research result, the researchers conclude that the most dominant error is substitution. The percentage of error can prove it, that is, 57.97%. There are some implications of error analysis in English language teaching in universities in Indonesia. The lecturer can give enrichment, understand students’ grammar competence, give corrective feedback to students’ errors, modify target language learning items in classrooms and textbooks, understand the way students apply the target language rules, and use the effective teaching method or learning media.

WORKING WITH MILITARY TERMINOLOGY FROM "BABURNAME" ON CLASSES IN RUSSIAN LANGUAGE IN THE MILITARY EDUCATIONAL INSTITUTIONS

Working with professional terms is an important part of languageeducation in universities. Fragments from Baburname were used in the developmentof training material for future military specialists. The article describes the methodsand techniques aimed at developing cadets' speech in Russian.

The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university

Abstract The underlying methodological approach of the CEFR is defined as being “action-oriented” and task-based (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR is a framework document. The action-oriented approach is, however, not coherently developed throughout the publication as it does not explain its application in assessment (Chapter 9). Chapter 9 presents a general introduction to the principles of language assessment but does not explain how the assessment can be contextualised so that the test-taker acts as a “social agent”. Although related documents on testing and assessment such as the Manual for Relating Language Examinations to the CEFR (Council of Europe 2009) and the Manual for Language Test Development and Examining (Council of Europe 2011) provide tools on assessment practices, they do not explain how to conceptualise an action-oriented task-based assessment. The CEFR Companion Volume (Council of Europe 2020) also stresses the underlying action-oriented approach of the CEFR in teaching and learning, but as it focuses explicitly on teaching and learning, it too does not cover the area of testing and assessment. For university language teaching, learning and assessment, it is necessary to develop a coherent, holistic methodology that applies the action-oriented and task-based approach to language teaching, learning and assessment, and applies a constructive alignment, which has a particular focus on the learner as a social agent. Initially, this requires the development of course content and the related assessment tasks to be based on a thorough needs analysis for a specific language teaching programme. In this way, university language centres can rethink their approach to teaching and assessment and implement changes both in their teaching and in their assessment and testing in order to offer a more coherent programme to their learners, which makes better use of the CEFR Framework. This paper summarises the principles of task-based language testing and explains in which contexts this approach might be particularly fruitful. It also presents the author’s experience gained in implementing the approach at institutional and national levels, and the challenges involved in managing this change.

The Application Research of Artificial Intelligence and Big Data Analysis Technology in University Foreign Language Teaching

In recent years, with the development of computer linguistics and artificial intelligence technology in the field of English education, the research methods and technical means of artificial intelligence big data analysis have been introduced into the research and practice of foreign language teaching. As a new element, artificial intelligence big data analysis provides a new approach and research perspective for foreign language teaching. In order to solve the problems of foreign language teaching resources sharing, optimizing teaching resources, improve the efficiency of foreign language topic teaching, and improving the interaction between teachers and students, based on the theoretical and practical research of foreign language teaching in colleges and universities, this paper uses artificial intelligence and big data technology, firstly classifies the artificial intelligence system of foreign language teaching in colleges and universities, secondly, it classifies the information technology of artificial intelligence in high school. The ability of information storage and information processing in college foreign language teaching is analyzed theoretically in computer language. The software and hardware design of the artificial intelligence information integrated system of college foreign language teaching is carried out. The results show that: relying on the design of the storage module and system server, the hardware design of the system is realized, and the software design of the system is realized based on the system running environment design and database design. Finally, the paper puts forward the countermeasures and suggestions for the development of AI in foreign language teaching.