Language Teaching Program Research Articles

Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization

This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching functional morphology to non-Arabic-speaking learners was formulated and evaluated. Based on these results, the author put forth a series of recommendations and suggestions for consideration.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Revitalization Of Learning Loss in Moji level Intermediate of Japanese Language Education Program Brawijaya University

This study explores the learning loss experienced at the Moji Intermediate level within the Japanese Language Education Study Program during the COVID-19 pandemic. Over a period of two years, traditional face-to-face learning was replaced by online instruction, which affected the implementation of certain learning stages, such as kanji writing exercises conducted in the classroom. This research aims to identify the extent of learning loss during online learning, specifically with kanji writing skills at the Moji Intermediate level. A descriptive qualitative method was used, comparing course grades from both online and offline learning periods. According to Rajesh, Hasibuan, Susanto, Solihat et al. (2022), while learning loss has been widely studied with various approaches, few have addressed its impact on specific courses, particularly in Japanese language education. The findings reveal that online learning significantly reduced students' kanji writing abilities. As a result, teachers must adopt new strategies to compensate for this gap and ensure that students perform well on the Japanese Language Proficiency Test (JLPT), which is essential for graduation from the Japanese Language Education Study Program.

Access to Education of Syrians under Temporary Protection in the Changing and Developing Turkish Education System: Barriers and Suggestions

The Turkish education system adopts an inclusive approach for individuals from different cultures. However, Syrian children face various barriers such as language barriers, economic difficulties, social cohesion and cultural differences. Language barriers make it difficult for Syrian children, especially those who speak Arabic, to adapt to the Turkish education system. Economic difficulties make it difficult for families to send their children to school, while cultural differences and social cohesion problems make it difficult for children to be socially accepted in schools. This article addresses the issue of access to education for Syrian children under temporary protection in Türkiye. In the article, the general development and change of the Turkish education system is explained and the difficulties faced by Syrians under temporary protection in the education process and the solutions to these difficulties are analysed. These suggestions include the development of language education programs, improvement of legal regulations and policies, reduction of education costs and awareness raising activities to increase social cohesion and cultural sensitivity. It is also emphasised that more comprehensive and sustainable policies should be implemented to support the integration of Syrian children into the Turkish education system. It is considered that the Learning and Adaptation Together Program (LEAP) proposed by us will accelerate the access of Syrians under temporary protection to education and contribute to social cohesion.

Examining the Respondability of the English Course Curriculum (2nd, 3rd and 4th Grade) to the Needs of the Digitalized Age, According to the Opinions of English Teachers

In this research, the responsiveness of the English course curriculum (2nd, 3rd and 4th grade) to the needs of the digital age was examined, according to the opinions of English teachers. The research was conducted using the phenomenology design, which is one of the descriptive research designs. The study group of the research consisted of English teachers teaching English in primary schools in Sakarya province, affiliated with the Ministry of National Education. In the research, a semi-structured interview form was applied to determine teachers' opinions on the responsiveness of the English Language Teaching Program to the needs of the digital age. Content analysis was used to analyze the data in the research. As a result of the analysis, teachers' opinions about the responsiveness of the primary school English course curriculum to the needs of the digital age, how often digital education tools are used, whether the program improves students' English speaking, listening, reading and writing skills, and whether it provides the skills needed in the digital age; opinions have been reached. According to the opinions of the teachers, it was learned that the English language teaching program has improved compared to the previous programs, but it is not yet sufficient for the current era. In addition, it is among the information obtained that the treatment of the subjects has become easier with the inclusion of developing technology in the program

Exploring Learning Dynamics: A Comparative Study of IDEs and Command-Line Interfaces for Learning Java Programming language in the Department of Computer Science, Jigawa State College of Education and Legal Studies Ringim

This study explored the learning dynamics associated with Integrated Development Environments (IDEs) and Command-Line Interfaces (CLIs) for teaching and learning java programming language in the Department of Computer Science at the College of Education and Legal Studies, Ringim. The study evaluates the effectiveness of different programming tools (IDEs and CLIs) in enhancing the learning experience of Java programming students. It seeks to understand how these tools impact learners' confidence, skill development, and overall programming proficiency. The results revealed distinct advantages and challenges associated with each environment, underscoring the importance of context and learner preferences in selecting the appropriate tool for Java programming education. The study provides valuable recommendations for educators on optimizing programming instruction to better meet the needs of diverse learners.

Children learning Mongolian as an additional language through the implementation of a task-based approach

Abstract This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two methods were utilised. Firstly, learners’ task-based interactions were recorded regularly, transcribed and qualitatively analysed. Secondly, stakeholder feedback was elicited via interviews. The findings showed that the learners interacted in ways facilitative of second language acquisition (i.e., they received abundant input, used a variety of interactive strategies, provided peer scaffolding, and modified their output according to the feedback). They also engaged in translanguaging to support their understanding and meaning making. Stakeholder feedback pointed to some challenges, but also many positive outcomes.

Exploring ChatGPT-supported teacher feedback in the EFL context

This study investigates ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporated this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AI in the digital era.

Student Perception of OBE-Based Learning Process: A Phenomenological Study on Master of Arabic Language Education Students

This research aims to fill the gap with a focus on Perception, learning process, challenges faced by students and solutions in the OBE-based learning process. This study uses a phenomenological approach. Data collection through interviews and observations. The analysis of data obtained from interviews and observations will be analyzed using thematic analysis. This process includes transcribing interviews, encoding data, and identifying themes that emerge from the student experience. The results of the study on students' perception of the Outcome-Based Education (OBE)-based learning process in the Master of Arabic Language Education program, it can be concluded that:1. Positive Effects on OBE, 2. The Importance of Direct Practice,3. Interaction and Feedback. 4. The Need for a More Personal Approach,5. Availability of Learning Resources. Overall, OBE provides a positive learning experience for students, but it also needs to be balanced with adjustments in teaching methods and more personalized support to overcome existing challenges.

Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teachers Development of Critical Emotional Reflexivity

Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.

Motherhood Penalty and Labour Market Integration of Immigrant Women: A Review on Evidence from Four OECD Countries

Among several reasons preventing the effective labour market integration of immigrant women, the motherhood penalty and unpaid care responsibilities stand out prominently. In line with this, the present scoping review shows how motherhood affects the labour market integration of immigrant women in Australia, Canada, the UK, and the USA. This review shows that parenthood exacerbates the gender pay gap and limits labour market access, favouring men with children over immigrant mothers. Moreover, the effect of the motherhood penalty might be moderated by the level of education, age of the children, and the country of origin/ethnicity of immigrants. In the four countries examined, labour market outcomes for immigrant women are particularly poor. Factors contributing to this include limited language proficiency, traditional gender norms that restrict the full-time employment of certain groups of immigrant women, and institutional barriers like work-permit processing delays. To address these challenges, Australia, Canada, the UK, and the USA have implemented various policies facilitating immigrant mothers’ workforce participation. These measures include language and legal-system education, subsidised childcare, and integration programmes for both mothers and children. Additionally, some programmes in Canada and the USA provide employment assistance and financial support for childcare, while Australia and the UK offer comprehensive integration and settlement services.

The Significance of Integrating Critical Thinking Perspectives in EFL Programs

Various comprehensive language education programs have been employed by educational institutions to advance their curricula in teaching English as a foreign language (EFL). However, the focus of most of these EFL programs was to improve students’ vocabulary and grammar without improving their awareness of the English language. The focus was on rote learning which depends on the memorization of rules and vocabulary without using the target language effectively. With conservation learning, students, as well as instructors, have been exposed to looking at the target language critically and how this language functions effectively within social, cultural, and ideological contexts. This study investigates the thoughts on integrating critical approaches, critical language awareness (CLA), and critical discourse analysis (CDA) into EFL programs to equip students with cognitive and analytical to communicate in the target language effectively. In this study, 20 participants from a higher education institution consented to conduct a semi-structured interview to measure the students’ inclination to include critical thinking courses in English language teaching. It has been shown that most students believe in the importance of critical thinking courses to be familiar with contextual awareness, assumption analysis, and imaginative speculation.

ОРТО МЕКТЕПТЕРДЕ PYTHON ПРОГРАММАЛОО ТИЛИНИН СТАНДАРТТЫК ФУНКЦИЯЛАРЫНЫН ӨЗГӨЧӨЛҮКТӨРҮ ЖАНА ОКУТУУ УСУЛУ

In the context of the widespread development of modern information technologies, one of the urgent problems is a special approach to teaching programming languages to students of secondary schools, the development of simplified methods of setting tasks in accordance with their age characteristics. The article compares the Python programming language with other programming languages. The advantages of Python programming are defined. This article develops students' knowledge, skills and independent programming skills, develops their interest in programming and helps them find their place in the field of programming in the future, as well as create the best programs for humanity. At present, informatization covers all spheres of human activity, and this phenomenon requires a high information culture from everyone. Therefore, it is necessary to supplement the natural science program of the school with subjects that ensure the development of knowledge, knowledge and skills of students.

Identifying Pronunciation Errors in English Among Postgraduate Students: A Phonetical Perspective

This research aims to address two primary problem statements: first, to identify the types of English pronunciation errors made by third-semester students in the postgraduate English language education program; and second, to determine the sources of these pronunciation errors among the same cohort of students. This research used a combination of phonetic and quantitative error analysis to identify the pronunciation errors among postgraduate students. The results showed that there were 16.16% of omission errors, 11.97% addition errors, 71.85% of word formation errors, and students 0% of word ordering error. For the sources of errors in the pronunciation of all students during the proposal seminar, researcher found that there was incomplete application of rule is source from omission errors such as letter /g/, /ʃ/, /dʒ/, /ə/, /ɪ/, /ɑː/, /t/, and /h/. The next source of errors false concepts hypothesized is source from addition errors such as letter /ɒ/, /ʌ/, /s/, /g/, /e/, /ɑː/, /u/, /w/, /a/, /j/, and /r/. There is also overgeneralization is source from misformation errors such as letter /aʊ/, /ɔː/, /h/, /ʒ, etc. Meanwhile for ignorance of rule restriction is source from misodering errors all students for misodering did not make that mistake.

Implementasi Kurikulum Merdeka Belajar Kampus Merdeka pada Program Studi Pendidikan Bahasa Arab

This article aims to describe the implementation of the curriculum of independent learning on an independent campus with the model of development of curricula of MBKM on campus and the execution of the exchange of students and practitioners teaching the program of study of Arabic Language Education as well as discussing the two curricular options in the application of the MBKM of the study of the Arabic language education program of IAI Badrus Sholeh Kediri. Field research is field research that is used to directly review the implementation process of MBKM. This research method is carried out through qualitative descriptive research, data analysis techniques are done by exploring and analyzing the results of observations, interviews, and documentation. The findings show that: (1) the Curriculum Development Model of the Arabic Language Education study program of IAI Badrus Sholeh Kediri by adopting MBKM policy includes planning, learning process, assessment and evaluation of learning (2) implementation of the MBKM-based Arabic Language Education study program of IAI Badrus Sholeh Kediri has been carried out in two areas, namely; homeland student exchange and teaching practitioner (3) curriculum for the Arabic Language Education study program of IAI Badrus Sholeh Kediri which has two optional curricula: MBKM and regular

In-service and Pre-service Perspectives: Cultivating Plurilingual Awareness in Multicultural Classrooms

Recent years have seen a growing interest in fostering inclusivity and interaction among individuals from diverse linguistic and cultural backgrounds in FL or L2 classes, which has led to the proliferation of intercomprehension practices in language teacher education, facilitating teachers' identity development, intercultural sensitivity, and plurilingual awareness. Using plurilingualism as a conceptual framework, the data of this qualitative study is collected from a pre-service teacher education program and an intensive language education program at two state universities. Building on the previous research and challenges reported by in-service teachers in multicultural and multilingual classrooms, some scenarios are formed with prompts to reveal metaphors, followed by semi-structured interviews to elaborate on the participants' perspectives. In light of the findings, some suggestions and implications are provided with pedagogical purposes to soften the bonds among different cultures in language classrooms and foster interaction among members of different societies and awareness of plurilingual competences. Acknowledging the substantial impact of English language teachers' intercultural sensitivity, diversity, and inclusion, and an emerging need for enhanced educational equality and social justice in teacher training, this study contributes to the existing research by providing implications for teacher identity development.

Aspiring to Aspirate: L2 Acquisition of English Word-Initial /p/ Over 10 Years.

This short report describes a longitudinal examination of the acquisition of English-aspirated stops by an initial cohort of 24 adult Slavic-language (Russian, Ukrainian, and Croatian) speakers. All had arrived in Canada with low oral English proficiency, and all were enrolled in the same language instruction program at the outset. Initial bilabial stops in CVCs were recorded at eight testing times: six during the first year of the study, again at year 7, and finally at year 10. Intelligibility was evaluated through a blind listening assessment of the stop productions from the first seven testing times. Voice onset times (VOT) were measured for /p/ from all eight times. Mean /p/ intelligibility improved-mainly during a proposed Window of Maximal Opportunity for L2 speech acquisition-but remained below 100%, even after 7 years. For some speakers, early /p/ productions were minimally aspirated, with VOT increasing over time but remaining intermediate between L1 English and L1 Slavic-Language values at 10 years. However, inter-speaker variability was dramatic, with some speakers showing full intelligibility throughout the study and others showing many unintelligible productions at all times. Individual learning trajectories tended to be non-linear and often non-cumulative. Overall, these findings point to a developmental process that varies considerably from one learner to another. It also demonstrates the serious drawbacks of relying on group means to characterize the process of L2 segmental learning.

The effect of vignette cases on instruction giving practices of preservice teachers: a case study in a state university

The objective of this study is to examine how preservice teachers give instructions, particularly focusing on the effectiveness of using vignette cases to enhance their practices and unveil their perceptions regarding the vignette cases utilized throughout the intervention. Conducted within an English Language Teaching program at a state university in Türkiye, the study utilized a questionnaire to assess preservice teachers’ knowledge and challenges related to instruction giving. Subsequently, vignette cases were then developed based on these assessments and utilized in an 8-week intervention period, during which participants kept journals, alongside the researcher, to provide insights. Post-intervention, the same questionnaire was used to measure changes, revealing improvement in the experimental group's general beliefs and instruction delivery. Journals mainly reflected experiences and hypothetical practices related to vignette cases, aligning with the researcher's focus on documenting strategies for vignette-based learning experiences. This study suggests several benefits of using vignettes as an instructional tool.

EXPLORING THE CONTRIBUTION OF MASTER’S ENGLISH LANGUAGE EDUCATION PROGRAM ON TEACHER PROFESSIONAL LEARNING

Teacher professional learning (TPL) has been considered a significant need to strengthen teachers’ professional growth, which in turn fosters high-quality teaching and enhances students’ learning experiences. It has become a prominent interest in education around the globe, including in Indonesia. However, little is known about the contribution of a university program, especially a Master's program, towards TPL in the Indonesian context. This study aims to investigate the contribution of the Master's English Language Education (MELE) Program towards TPL on graduate students who have become teachers at once. The data were collected from graduate students of the program. A focus group was conducted with nine representatives of two classes that were categorized into two different groups. Constant comparison analysis was used as the data analysis method. The findings revealed three important themes namely applying knowledge into practice; transforming teaching through teachers’ self-inquiry; and improving knowledge, skills, and attitudes toward academic publication. The paper also presents the empirical evidence that takes place during the program and how it contributes to their professionalism.

Comparing the Use of AI Tools in Mathematics and English Education: The Potential and Challenges of AI as Learning Assistant for FKIP UQ Students in Completing Academic Tasks

This study investigates the utilization of Artificial Intelligence (AI) among students enrolled in Mathematics and English Language Education programs at higher education in completing their academic tasks. Through a qualitative method, the study examines students' attitudes towards AI, their preferred AI tools, and the perceived benefits and challenges associated with AI integration in academic tasks. The findings reveal that the majority of students in both programs view AI as a valuable tool for enhancing learning outcomes and academic performance. Chat GPT emerges as the most favoured AI tool, particularly among Mathematics students. Moreover, students acknowledge the potential of AI to improve their motivation in learning and provide personalized feedback. However, students also express concerns regarding AI's limitations, including its inaccuracy and potential biases in data and information. Overall, this study underscores the importance of integrating AI responsibly and equitably to optimize its benefits and address potential drawbacks