Language Classroom Research Articles

How to Realize Effective Teaching in Teaching Chinese as a Foreign Language with Heuristic Teaching Ideas

How to make Chinese teaching more efficient and effective, so as to meet the needs of the increasing number of Chinese learners, is an urgent issue in the field of teaching Chinese as a foreign language. The idea of heuristic teaching has been widely used in the teaching of various subjects from Confucius to today, and the student-centered teaching point of view is more and more adapted to modern education. The application of heuristic teaching ideas in teaching Chinese as a foreign language can not only improve the classroom teaching effect, but also enhance the learning efficiency of students to achieve effective teaching. Starting from the idea of heuristic teaching, this paper discusses how to realize effective teaching in Chinese as a foreign language classroom. It is of reference significance to improve the teaching effect of Chinese as a foreign language and realize effective teaching.

Music listening in foreign language learning: perceptions, attitudes, and its impact on language anxiety

The present study explored university students' perceptions and attitudes toward music listening in foreign language learning, examining its perceived supportive role in their learning process. In this study, “music listening in foreign language learning” refers to the practice of incorporating music as a background accompaniment during language study. With 200 participants from various majors, findings indicated that a majority (94.5%) frequently listened to music in general, with a preference for slow ballad, fast dance, and classical music genres for language study. Of these, 142 stated that listening to music played a beneficial role in their foreign language learning, perceiving it not just as a stress-reliever but also a valuable tool enhancing language skills. A significant correlation emerged between music listening and decreased communication apprehension from the Foreign Language Classroom Anxiety Scales (FLCAS). Hierarchical regression highlighted the individual variables like gender, age, and English proficiency as influential factors in foreign language anxiety, while frequent music listening displayed a protective, inverse relationship with such anxiety. The findings suggest foreign language proficiency demands both knowledge and emotional stability, with managing anxiety through informal practices like music listening playing a critical role. This highlights the potential for further pedagogical insights and more detailed subsequent research.

Language Acquisition Games: Its Effects on the Students’ Oral Language Skills

Facing the 21st century English language learners today marks a bit change and a formation of strategized teaching methodology on how facilitators must uphold and seek highest form of learning. K to 12 curriculum aims to acquire highly- developed language skills, with this, teachers must find ways to uplift the oral proficiency level of students as one key component of a well- developed communicative competence. This study investigates using pre-test post- test experimental design to elucidate the level of oral language skills of 60 heterogeneous oral- expressive students prior to and after the administration of the language acquisition games along comprehension, fluency, vocabulary, pronunciation, and grammar. It also identified the significant differences on each aspect. Qualitative descriptive analysis and in- depth observation was used to identify the learning behaviours manifested by the oral- expressive students. Face- to- face ESL pre- and post- oral assessment was undertaken by the respondents and a Stanford FLOSEM (Foreign Language Oral Skills Evaluation Matrix) rubric was utilized to assess oral- expressive students’ level of oral- language skills by an expert validator. Analyses of data revealed an increase of one level from the pre- test to post- test result after the administration of the 30-40 days language acquisition games intervention. Further, there is also a significant difference between pre- and post- test along each aspect of oral language skills and identified seven learning behaviors seen in the viewpoint of the students namely; active engagement through rewards and punishments, everyone made effort to be involved in the game, properly guided through rules given time under pressure, given chance to speak during class discussion, develop inquisitive thinking through answering HOTS questions, and overcome ridicules, boosting confidence. Thus, the researcher devised an output entitled “Language Acquisition Games: A Kit towards Effective Oral Communication Skills for Grade 8 Students” to develop speaking skills of students. Curriculum developers, materials developer and language institutes might integrate these language games into an English language classroom to at least enhance students’ oral language skills.

Evaluating AI's impact on self-regulated language learning: A systematic review

AI technology is reshaping language classrooms, prompting students to adopt flexible roles exhibiting linguistic competence and self-regulated learning (SRL) skills. Considerable studies explore the necessary integrated learning perspectives, emphasizing AI's adaptive role as a mind tool. In AI-mediated language learning, the technology's metacognitive importance enables students to learn with AI as a partner, encouraging independent critical thinking. Within Zimmerman's SRL model, AI as a mind tool is integrated for improving language students' strategic employment in a cyclical process. A systematic review, following PRISMA protocols, examines the intersection of AI and self-regulated language learning (SRLL) over 2000–2022. Findings highlight AI's evolving role, predominantly through algorithms and systems, aiming for micro and macro integration. Interactive AI has not fully engaged in two-way directions, despite a familiar process approach in reviewed studies. In the favored ESL/EFL research context, task-specific AI is utilized to encourage cyclical improvement with learner autonomy enhancement mainly among higher education students at intermediate level or above. Pedagogical values are possible when major SRL phases are fully practiced, even without highly autonomous AI. Future research is directed toward adaptive personalized technology by exploring the dynamic interplay between AI technologies and SRLL as educational practices under Education 4.0 principles.

Genre‐based writing in the German classroom in the age of generative AI

AbstractGenre, defined as a “staged goal‐oriented social process” (Martin, 2009), has long stood as a key principle in second‐language writing instruction. This article presents the principles underpinning genre theory as it relates to the language curriculum and the five phases of genre‐based L2 writing pedagogy. This pedagogy provides the foundation for a case study in which students in an intermediate, fifth‐semester German class at a small liberal arts college received instruction in the film review genre. Student products written prior to classroom work with film reviews are compared with those written after students had gained an awareness and understanding of the film review genre, revealing the positive effects of genre‐based instruction on student writing. In light of the future impact of generative artificial intelligence (AI) on writing pedagogy, the final section addresses how ChatGPT and similar platforms can potentially enhance genre‐based pedagogies. The article suggests ways in which generative AI can be incorporated into each phase of genre‐based second language writing instruction. As technologies such as ChatGPT become established in language classrooms, it is clear that the writing process must share the stage with written products, both in instruction and assessments.

Investigating spoken classroom interactions in linguistically heterogeneous learning groups – An interdisciplinary approach to process video-based data in second language acquisition classrooms

Speaking the local language is central for successful integration into society. The teacher's language in second language (L2) classrooms serves as a crucial tool in language learning. Heterogeneity of learners’ language proficiency levels challenges teachers to adapt their language and accompanied instructional behavior. We offer an approach to study language acquisition processes and how teachers adapt their instructional language. This article presents our language-independent guidelines for processing video-based data of classroom interactions and demonstrate their reliability in a German as Second Language (GSL) classroom. These guidelines enable transcriptions of spoken language in noisy environments and detailed annotations of non-verbal classroom behavior. We outline research avenues at the intersection of empirical education research and linguistics that become feasible through these resources focusing on studying (non-)verbal adaptation strategies of teachers for learners at different proficiency levels. Our work directly fosters the interdisciplinary study of teacher-learner interactions, teacher competencies, and language acquisition.

Ground rules for talk – the use of conversation rules to increase productivity in mathematical conversations in the early years

ABSTRACT In recent years, social aspects of teaching and learning have gained increased recognition, prompting researchers to focus on conversations and language in mathematics classrooms. While prior studies have highlighted the importance of conversations in primary school teaching, a gap remains in understanding how they influence mathematics teaching and learning, especially among younger children (Muhonen et al. 2016; Patterson 2018). To address this gap, this study explores the implementation of ground rules for talk in two first-grade classrooms in Norway (ages 5–6 years). This educational design research study investigated the impact of conversation rules on enhancing mathematical reasoning and promoting productive communication in primary school. Findings indicate that implementing ground rules for talk can foster productivity by encouraging pupils to inquire about others’ reasoning and share their perspectives to foster a respectful discourse. However, it also emphasises the importance of teachers being mindful of their language to foster reasoning effectively.

Rethinking Teaching Culture in the Classroom: Teaching Culture Through Translation

This article provides an empirical study on rethinking teaching culture and its impact on learning language in second language (L2) teaching classroom. The study sample consists of twenty students majoring in English as participants, randomly selected from fourth year students, Department of English and Translation, AlQalam University, Yemen. The participants’ task was to choose the best translation for twenty English proverbs each. The translation test was constructed on Google.Sheets. The findings indicate that students’ performance has developed considerably through teaching them the culture of the proverbs involved. This was supported by a follow-up survey questionnaire, whose results consolidated the study findings that culture should be taught vis-à-vis language in L2 classroom.

Implementing Task-Based Language Teaching in Saudi EFL Classrooms

This study explored the implementation of task-based language teaching (TBLT) in English as a foreign language (EFL) classrooms in Saudi Arabia. Data were collected from 60 EFL teachers using a demographic information questionnaire, lesson description prompts, reflective journals, and a semi-structured interview. The findings revealed that the teachers generally held positive beliefs about TBLT and recognized its effectiveness in developing language skills through meaningful, contextually rich tasks. These beliefs were clearly reflected in their instructional practices, which emphasized student-centered and collaborative learning. Factors such as the teachers' educational background, ongoing professional development, and institutional support had a positive impact on TBLT implementation. However, challenges such as alignment with traditional examination requirements, large class sizes, and insufficient resources were noted. The study concludes with pedagogical recommendations and suggestions to further explore best practices for effective and widespread implementation of TBLT.

Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention

This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention’s effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups.

Narrative Techniques in English Literature: Enhancing Critical Thinking Skills in EFL (English as a Foreign Language) Classrooms

This article explores the role of narrative techniques in English literature as an effective tool for enhancing critical thinking skills in English as a Foreign Language (EFL) classrooms. With the growing emphasis on developing higher-order thinking skills, literature provides a rich context for fostering students' analytical, interpretative, and evaluative abilities. The study highlights key narrative techniques such as foreshadowing, irony, metaphor, and point of view, demonstrating how these elements encourage deeper engagement with texts. By analyzing narrative structures, students can challenge assumptions, explore different perspectives, and develop the ability to critically assess various situations. The article examines the integration of these literary techniques into EFL curricula, focusing on how they support language development alongside critical thinking. It also addresses potential challenges faced by both teachers and students, such as language proficiency barriers and the need for culturally relevant texts. Through case studies and classroom examples, the research offers practical strategies for EFL instructors to incorporate narrative techniques into their teaching, enhancing both language acquisition and cognitive skills. The findings suggest that teaching English literature through a focus on narrative elements not only improves linguistic competence but also cultivates critical thinking, preparing students to navigate complex real-world issues.

Translanguaging Dynamics in Non-Native English Classrooms

This research investigates the pragmatic applications of code-switching employed by English language instructors in the pedagogical context, aiming to discern its role during interactions within the English teaching and learning process. The study, conducted in Lalitpur across three educational institutions, observed over 15 classes taught by five different educators. Utilizing interpretive ethnography within a qualitative research paradigm, the methodological framework involved meticulous observation, audio-visual recordings, and subsequent transcription for data collection and analysis. The findings revealed that code-switching in the English as a Foreign Language (EFL) classroom serves as a facilitative tool for enhancing interactions during the learning process. The identified purposes of code-switching by teachers during instructional activities include clarification, reiteration, explanation, inquiry, translation, assessment of comprehension, emphasis on linguistic elements, inferential communication, vocabulary development, facilitation of class discussions, provision of feedback, support for memorization, classroom management, and entertainment.

Effects of Student Choice on Intrinsic Motivation and Language Proficiency in High School L2 Education

This literature review investigates the impact of student choice on intrinsic motivation and language proficiency in high school second language (L2) classrooms. The study addresses the existing gap in comprehensive research regarding how the implementation of student autonomy influences these educational outcomes. A systematic review of empirical studies, teaching practices, and peer-reviewed articles was conducted. Relevant keywords were used to search journals from different academic databases. The identified studies were evaluated based on their methodology, relevance, and quality. This review finds that providing students with autonomy in selecting learning materials and activities could enhance their intrinsic motivation. Increased autonomy fosters greater interest, engagement, and enjoyment in learning. However, the impact of autonomy on language proficiency is mixed. Some studies demonstrate improved proficiency due to personalised learning experiences, while others indicate that excessive autonomy without adequate instructional support can hinder language development. The review highlights the necessity of balancing autonomy with teacher guidance and considers the developmental stage of high school students. While student autonomy in high school L2 classrooms generally increases intrinsic motivation, its impact on language proficiency necessitates carefully combining autonomy with appropriate instructional support. This review underscores the need for longitudinal research to better understand the long-term effects of autonomy on motivation and proficiency, the development of sophisticated tools for measuring intrinsic motivation, and the implementation of practical strategies for integrating student choice in educational practices.

Storytelling as a Pedagogy to Scaffold Critical Thinking Skills: A Thematic Review

Storytelling is a scantily discussed teaching method in Nepal. Though mentioned in the school curricula, the situation of research and practices in storytelling as a method used in English language classrooms is not clear. To understand storytelling’s effectiveness as a teaching method, and its connection with critical thinking skills, it is important to ask how it has been perceived and explored by the teachers and researchers respectively. This study was conducted with 25 research articles (out of total 90 articles downloaded from different Internet sources) published in the field. This study has concluded with the results that show storytelling can be a good method in English language classrooms to help students enhance their critical thinking skills, and various forms of storytelling with variety of tools and techniques can be used for the purpose.

Effect of L1 Use on Students’ Essay Writing Performance (EWP) in English Language Classroom

This study examined the effects of first language (L1) use on students’ EWP in an English language (L2) classroom. Utilizing an experimental design, data was collected through pretests, posttests, and interviews. The participants were second-year undergraduate students majoring in Dawro Doonaa and enrolled in a Sophomore English course. Originally, all sixty-eight students were in one section, divided into two sections for this study. To establish similar baseline levels, a pretest was administered, and students were grouped based on their scores. Their EWP was evaluated through a posttest, and interviews with two instructors provided insights into their views on L1 use in student’s writing. The data analyzed with a t-test in SPSS version 26 showed that students who were allowed to use their L1 in the English classroom performed significantly better than those in an English-only setting. Thus, it is suggested that L2 teachers in bilingual environments should consider a strategic and optimal use of students’ L1.

Post-elicitation Wait Time in the Japanese University English as a Foreign Language Classroom

This study investigates the average wait time (WT) – how long a teacher waits following an elicitation – and its relationship with student response length (RL) within Japanese university English as a foreign language classes. It also discusses the perspectives of members of this community towards questioning and WT. Previous studies correlate longer WTs with longer responses but none have been conducted in Japan, and very little in second language (L2) classrooms. Data were collected from observing classes and interviewing teachers and students at a medium-ranked private university. The average WT was around 1.5 seconds and no correlation between WT and RL was found. Various factors which may limit the direct effect of WT on RL were identified, including L2 target language limitations and preferred teaching techniques. Although teachers saw potential for longer responses, they did not believe that WT would increase participation or encourage student–student discourse. Students generally agreed, although they expressed a desire for more open-ended questions requiring longer answers. Like prior studies, the average WT was higher than in first language research. While the lack of correlation between WT and RL differed from prior research, the complexity of WT as a classroom variable is further highlighted.

Explaining the penetrating role of technology in online foreign language learning achievement

AbstractThis study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.

Investigating the Impact of Teacher Enthusiasm on Engagement Among Saudi First-Year EFL Students

This study examines the influence of teacher enthusiasm (TE) on student engagement in English as a foreign language (EFL) classroom in Saudi Arabia. Specifically, it explores the relationships between students' perceptions of TE and their levels of engagement, as well as the teaching methods that lead students to perceive their teachers as enthusiastic and the challenges teachers face in maintaining enthusiasm from the student perspectives. A mixed method approach was employed, involving questionnaires distributed to 202 primary year students and semi-structured interviews were conducted with 2 students. The quantitative findings revealed a significant positive correlation between TE and SE. The findings revealed that students perceived certain teaching methods as contributing to teacher enthusiasm, such as varying vocal tones, positive reinforcement, active movement in the classroom, incorporating interactive activities and discussions, and relating content to personal interests. When teachers lacked these enthusiastic methods, students reported a less engaging classroom experience characterized by monotony. Moreover, students reveal key challenges impeding TE which included workload, emotional distress, class timing, and lack of interest from some students. Based on these findings, the study offers practical recommendations for promoting student-centered pedagogy to enhance enthusiasm among EFL teachers and engagement among learners

EXPLORING STUDENT ENGAGEMENT WITH FORMATIVE ASSESSMENT AND ICT TOOLS

This study investigates the potential of Information and Communication Technology (ICT) tools to enhance formative assessment (FA) practices in English as a Foreign Language (EFL) classrooms. While previous research has focused primarily on teacher feedback in writing courses, this study emphasizes a broader scope of FA. Utilizing a cross-sectional, quantitative analysis, the research examines how ICT tools support FA's goal of facilitating the learning process from students' perspectives, thereby informing effective teaching practices and improving learning outcomes. Participants included 173 university EFL students in Japan, divided into English majors and non-English majors. The study employed a revision of an existing survey for language learning with digital tools and a self-developed survey based on an existing framework for FA. Correlational analysis indicated that participants generally perceived ICT tools as supportive of all five FA principles. Despite issues like connectivity problems, students found the tools valuable for making the learning progress visible and enhancing peer communication. The study underscores the importance of understanding and practicing FA beyond feedback, such as clarifying learning goals and fostering peer learning, to enhance learning. These findings suggest that integrating ICT tools into FA practices can significantly benefit EFL instruction by promoting student engagement and self-regulated learning.

Language learning space and legitimation of adult second language speakers in the workplace

ABSTRACT This paper explores space in relation to the (il)legitimacy of migrants as second language learners and speakers. Migrants learn the host country’s language(s) in multiple settings, both in language classrooms and beyond in various institutional and non-institutional settings. The workplace is a crucial setting for many migrant language learners. Applying the concept of positioning (Bamberg [1997]. Positioning between structure and performance. Journal of Narrative and Life History, 7(1–4), 335–342. https://doi.org/10.1075/jnlh.7.42pos; Bamberg & Georgakopoulou [2008]. Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28(3), 377–396. https://doi.org/10.1515/TEXT.2008.018) to focus group discussions with four female highly educated migrants from Indonesia who recently came to Norway, the present paper explores the meanings and roles of space and place in the legitimacy of Norwegian language learners. As part of the focus group discussions, a city map was used to elicit the participants’ narratives. The findings illustrate that legitimacy as language learners and speakers is constantly negotiated and renegotiated in various learning spaces. Different spaces may be associated with different language ideologies shaping the power structures that affect how learners can be perceived as legitimate or illegitimate speakers. This study contributes new insights into the role of spaces in language learning and legitimisation of second language speakers, in particular, adult learners in a non-English-speaking country.