Language Classroom Research Articles

A Case of Kiswahili as a Second Language Classroom

In Second Language (SL) classroom interactions, teachers and learners might face language mismatch due to learners’ limited target language (TL) linguistic resources. In such situations, communication strategies (CS) like approximation, non-verbal cues, code-switching, and others help to compensate for the breakdown. However, in most SL classes, teachers either do not use these strategies to ease interaction with their learners or use them without noticing their significance. Thus, it is questionable whether SL teachers are cognizant of the use of CSs when interacting with their learners. This paper examines teachers’ knowledge of the use of Communication Strategies (CSs) in Kiswahili as a Second Language (KSL) classrooms in Tanzania. In particular, the present paper seeks to determine the CSs used by KSL teachers and to ascertain their cognizance of the use of CSs in classroom interaction. The research on which this paper is based was a qualitative case study involving three KSL teachers, purposively sampled from the Kiswahili na Utamaduni (KIU) training centre. Classroom observation and personal interviews were used to collect data. Findings indicate that the teachers relied on code-switching and used CSs with limited knowledge of specific strategies. This study recommends that KSL teachers should be given awareness to be able to consider using recommended CSs effectively to facilitate classroom interaction. In addition, teachers’ training colleges should consider involving units on CSs in language teaching courses.

Critical thinking in the language classroom – an important 21st century skill

Critical thinking in the language classroom – an important 21st century skill

Use of Technology in English Language Learning: Challenges and Benefits

The integration of technology in English language learning has gained significant attention due to its potential to enhance learning experiences and outcomes. However, its implementation also poses various challenges that need to be addressed. This study aims to explore the major challenges faced by teachers and students in integrating technology into English language learning classrooms, as well as the potential benefits it offers. A mixed-methods approach was employed, combining quantitative data from pre- and post-tests and qualitative data from classroom observations, interviews, and questionnaires. The findings reveal significant challenges, including limited access to technology, lack of digital literacy, and pedagogical considerations. Conversely, the benefits encompass increased motivation, exposure to authentic language resources, personalized learning, and multimodal experiences. By understanding these challenges and leveraging the advantages, educators and stakeholders can make informed decisions and implement effective strategies to optimize technology integration in language classrooms, ultimately enhancing learning experiences and outcomes.

Identitätsarbeit und Rollenverständnis durch persönliche Narrationen in Virtuellen Austauschen zwischen deutschen und israelischen Studierenden

Digitalization is essential in daily life, especially in education, and has been further emphasized by the COVID-19 pandemic since 2020. Schools and universities are demanding digital development. To date, little progress has been made in virtual and transnational exchange programs for foreign language student teachers from diverse cultural backgrounds. These learners could greatly benefit from enhanced development of foreign language and intercultural communicative competencies (O’Dowd 2006, 2021). A group of Israeli and German students took part in a four-week virtual exchange project. The students collaborated on concepts for their future foreign language classroom, drawing from their (digital) pandemic experiences. Zoom meetings were recorded and multimodally transcribed for research purposes. The essay provides insight into a conducted PhD research project analyzing online personal narratives resulting from given impulses and assigned tasks. Using a phenomenological approach, an example sequence was selected. The findings will illuminate the discourse development of participants' secondary conversations („off-task-talks“) and their (situated) concept of roles and identities presented in the discourse.

Instructional Strategies and the Application of Competency-based and Standards-based Approaches in EFL Classrooms in Morocco

This article is a reflection on the teaching practices of English as a foreign language classroom at the secondary school in Morocco. Our observation is that the practices of the majority of teachers do not adhere to the principles of the competency and Standards based approaches that are recommended by the ministerial pedagogical guidelines. These principles are based on the heritage of socio-constructivism and cognitivism. In this perspective, this contribution, which is part of the general context of research in foreign language didactics and that of socio-constructivism and competency-based training in particular, and which attaches great importance to the "field", proposes to observe the practices of teachers of English as a foreign language in the qualifying secondary cycle and to report on the extent to which the new pedagogical orientations are present in classrooms at the present time, The aim is to assess the distance that remains to be covered in order to put into practice a teaching and learning that is truly in line with the spirit of the competency-based approach and standards based approach and, therefore, with the new theories of learning sciences.

Teaching Afro-Hispanic Literature in the Undergraduate Introductory Literature Course: A Pedagogy for Antiracist Teaching

Abstract: This essay posits that an institution's program design mandates the curriculum for the classes we teach and that curriculum affects the concept of "canonical" literature, teacher preparation, textbook content, and comfort with discussing difference in the second language classroom for undergraduates. For that reason, this essay argues for the need for intentional curricular design that incorporates the ethnic diversity of Spanish-speaking communities at all levels of undergraduate Spanishlanguage instruction and proposes that literature written by Spanish-speaking writers of African descent should always be an integral part of the introductory literature course. In this course, literature is examined as an expression of culture and used as a tool for the development of both critical thinking skills and intercultural competence. While inclusive teaching methodologies are inherently universal and have application in teaching literature in any language, what follows describes an approach to teaching Afro-Hispanic literature in undergraduate Spanish classes that ensures the development of intercultural competence, endorses a pedagogy with a foundation in antiracist philosophy, and is rooted in inclusive and equitable teaching practices that is both deliberate and student-centered.

Differenzierung und Individualisierung im Fremdsprachenunterricht – Ergebnisse einer deutschlandweiten schulübergreifenden Befragung von Fremdsprachenlehrkräften

The omnipresent heterogeneity in every classroom challenges teachers of all types of different schools to meet the diverse, individual educational needs of their students. Despite the curricular guidelines of the federal states regarding differentiation and individualisation, the empirical basis of the demanding management of heterogeneous learning groups in the foreign language classroom is surprisingly scarce. This circumstance led to a quantitative study conducted in 2019, focusing on differentiation, and individualisation in the most frequently taught foreign languages in Germany (English, French, Italian and Spanish,). More than 600 foreign language teachers from all over Germany participated in the online survey, regardless of their specific subject combinations and school types. The results of the collected data illustrate the various learning group constellations, the used techniques, methods and materials, and their (dis-)advantageous features according to the respondents’ perception.

Bohlokwa bja dinonwane tša Sepedi thutong ya mabokgoni a ngwagakgolo wa 21

The aim of the study is to highlight the importance of folktales in the teaching of 21st Century skills in the Sepedi language classrooms. The learning skills to be discussed are communication, creativity, collaboration and critical thinking. The study followed qualitative approach and the data collection method used was document analysis method. The theory adopted for the study is Ethnography of Communication by Hymes (1962), supported with Text-Based Approach for Language Teaching as stated in Sepedi Curriculum and Assessment Policy Statement (CAPS: 2011). The findings for the study revealed that folktales have been around as long as the existence of man and they played a very important role in the teaching of indigenous people on how to go about in their lives. The study recommends that folktales should be part of the formal education and be given high recognition like other genres that are being taught in schools, also should be formally assessed. The study will benefit teachers and learners due to the fact that learners will be able to relate to the texts and learning will be easy for them.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Interaction in reading comprehension in the English and Igbo classroom

This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard’s (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher’s authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students’ participation.

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Investigating eighth-grade students’ lexical creativity in writing argumentative text in Indonesian language classroom

Investigating eighth-grade students’ lexical creativity in writing argumentative text in Indonesian language classroom

Didacticizing the use of the adapted film in teaching/learning French as a Foreign Language (FLE)

This essay explores the impact of technological advancements on pedagogical approaches in French as a Foreign Language (FLE) classrooms, emphasizing the necessity of placing the learner at the heart of the learning process of literary texts. In a context marked by increasing challenges in knowledge acquisition, the goal is to cultivate student engagement by providing a stimulating and captivating learning experience. The judicious integration of film supports in FLE classrooms not only merges literature and cinema but also encourages learners to become enlightened consumers of artistic works. Through a range of diversified activities, learners can enhance their linguistic skills and cultural understanding while reigniting their enjoyment for the study of literary texts.

Grammar Teaching Skills in Chinese as a Foreign Language Classroom

Teaching skills in Chinese as a foreign language classroom is an important part of teaching Chinese as a foreign language. This paper focuses on a brief analysis and discussion of grammar teaching from the point of view of the content of teaching Chinese as a foreign language classroom. Among them, four aspects of grammar teaching skills are discussed, namely, the superficial and simplified treatment of the content taught, comparison or contrast throughout the teaching, the self-learning process of self-knowledge and self-checking, and the combination of fine-tuning and practice.

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

“I WISH COCA HAD…” – LEARNER PERCEPTIONS ON HANDS-ON CORPUS USE IN EFL CONTEXT

A growing body of research has examined the integration of corpora into foreign language classrooms in the last few decades. A sub-line of research concerning the interaction between the two fields has been student perceptions. Additionally, the growing integration of online learning into curricula, triggered by the COVID-19 pandemic, has aroused a necessity to explore the application of data-driven learning in online learning environments. The current study, therefore, attempted to elicit learner perceptions on learning vocabulary targeted particularly for speaking skill through direct data-driven learning in an online learning context. The data gathered from the participants (N=28) through a questionnaire and a semi-structured interview revealed that the participants found the use of data-driven learning activities in conjunction with the coursebook and oral production tasks helpful to boost their learning. They did not evaluate corpus consultation as a very challenging task to tackle in general. Overall, the study revealed two significant findings: First, it highlighted that collaborative learning might play a significant role in data-driven learning applications. Second, the findings emphasized the necessity for integration of the audio data to the large, publicly available corpora, such as COCA, which could contribute to future research on exploring the efficiency of data-driven learning for speaking skills.

Exploring the Phenomenon of Foreign Language Speaking Anxiety Among English Language Learners in Saudi Arabia

The study aimed to understand the anxiety experienced by Saudi English as a Foreign Language (EFL) learners. It aimed to determine if their preference for foreign language classes affects their anxiety levels and which specific anxiety features are most prevalent when speaking English? The study employed a quantitative research technique to evaluate the anxiety levels of EFL learners. The anxiety was measured using the Foreign Language Classroom Anxiety Scale (FLCAS), a widely used tool for assessing speaking anxiety that was established by Horwitz, Horwitz, and Cope in 1986. The scale consists of 33 items rated on a five-point Likert scale. However, nine out of the thirty-three items have been reverse-coded and then translated into Arabic. The data indicated that 73.43% of the participants had different degrees of anxiety while talking in English. Among them, 14.06% experienced a high level of anxiety, 39.06% had moderate anxiety, and 20.31% had low anxiety. The results revealed that preference or sensation towards the EFL had no impact. Studies reveal that anxiety is a prominent concern in EFL programs, with a significant number of students experiencing challenges related to speaking anxiety.

Teacher Educators’ Foreign Language Anxiety in Face-To-Face and Online Modes

The internationalisation of universities and the ensuing policies mandating English as a medium of instruction made European universities impose corresponding requirements demanding a certain level of English language proficiency from their academic staff. Similarly, university-based teacher educators became subject to specific foreign language demands. This research focuses on university-based teacher educators who have been actively taking part in enhancing their academic English. The COVID-19 pandemic made for a prompt shift from face-to-face to online learning, providing for a comparison between the two learning environments. Since affective factors, including learning anxiety, may impact the success of language acquisition, the study addresses foreign language anxiety experienced by teacher educators when acquiring English for Academic Purposes in different learning modes. The research was conducted as a survey with the data obtained through administering the adapted Foreign Language Classroom Anxiety Scale to 80 respondents from the 7 universities working in teacher education, furthered by 4 online semi-structured interviews. The findings reveal overall low levels of anxiety, with a small increase in communication apprehension. Although there is no conclusive evidence about the decrease in anxiety in remote studies, the interview results are clearly demonstrative of the possibility of combining face-to-face and online learning modes.

Teaching and Learning English in the Digital Era: Opportunities and Challenges

This paper examines the opportunities, challenges, and perspectives of teaching and learning English in the digital era. With the rapid advancement of technology and its integration into educational settings, English language instruction has experienced significant transformations. The paper explores the potential benefits of digital tools and platforms in language learning while also addressing the challenges in the digital language classroom. Based on a review of previous studies and a comprehensive analysis, it further discusses the evolving roles of teachers and learners in this digital landscape and presents strategies for effective implementation and utilization of technology in English language education. The findings offer to share expertise, disseminate the lessons learned, and recommend best practices collected from scholarship. Sustainable solutions to specific problems and perspectives to cope with future challenges have been proposed with the recommendation of effective systems such as Computer Assisted Language Learning (CALL), Mobile Phone Assisted Language Learning (MPALL) and other sophisticated tools that fit some specific situations.

The Influence of Literature on Chinese-English Biliteracy Development in Classroom Settings

English is an important subject matter in China. For Chinese children, it is a necessary process to gain English literacy in an English as a Foreign Language (EFL) classroom. Through the process, how their biliteracy develops remains unclear. To investigate the issue, this study mainly focused on the influence of literature applied in EFL classrooms on Chinese students L2 English development. Results show that literature is beneficial for students biliteracy development in terms of improving reading ability. Literature contain vivid context suitable for L2 language practices, thus may unconsciously improve students linguistic competency and fluency through the reading process. Identity formation is also important in bilingual reading developments. Through classroom literature practice, students could form proper ideologies of bilingualism and become confident in perceiving themselves as bilingual readers. Results also indicate that literature facilitates students biliteracy development through promoting their cultural understanding. Since literacy is the product of sociocultural backgrounds, biliteracy development could not be separate from altering cultural concepts and enriching cultural understandings. Literature reading not only acquaint students to diverse cultural backgrounds but also encourages constant negotiation of meaning, from where students cultural awareness become mature. This study will shed inspiration for literature practices in EFL classrooms and policymaking of EFL literature curriculum.