Real-life Language Research Articles

Human experts and Generative AI interaction: From real-world and real-life language learning diary-research app to a diary-learning app

Generative AI (GenAI) could be beneficial for instructional designers, expediting the design of educational mobile apps. One needed app, currently absent, is a digital diary for second and foreign-language learners to record their outside-classroom activities. Given the research and learning merits of keeping such diaries, a diary-research app (Langy) was previously developed to measure learners’ real-life (RL) and real-world (RW) language learning. This study aims to provide design guidelines to transform this app into a learning app based on the interaction with ChatGPT during this design process and examine the human-machine interaction. The prompt submitted to ChatGPT4 described the diary-research app and asked for suggestions on how to transform it into a diary-learning app. ChatGPT produced 14 suggestions, upon which the researchers deliberated. The mutually created design suggestions emerging from this reciprocal interaction provide a blueprint for the new diary-learning app, adding a new purpose of promoting RL and RW learning (in addition to measuring) and relevant features such as goal settings, gaming rewards, and reflective prompts. Three processes were revealed during the complementary human-machine interaction: 1. ChatGPT’s offered generic suggestions, which the researchers adapted to more specific app requirements. 2. The researchers linked between the ChatGPT’s suggestions and added theoretical grounds. 3. The researchers, in some cases, altered or completely negated the ChatGPT’s suggestions. This study contributes to the research field of language-learning diaries. Moreover, it contributes to our understanding of how GenAI can be used as an instructional designer to assist in the design of educational mobile apps.

Carting the Significance of Artificial Intelligence in English Language Teaching

The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). Artificial intelligence is on the rise as witnessed in the growing popularity of dialogue systems like Alexa. However, some key criteria still need to be met before it can serve as a substitute for a real-life language teacher: spontaneity, creativity and shared knowledge. As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. ELT will not be immune to this development, and it behooves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions.

The Comparison Study of the Language Composition of Daily Newspapers: The Case of Mongolia and Inner Mongolia

Our study aims to compared language in daily newspapers from Mongolia and Inner Mongolia, analyzing their content for similarities and differences. We focused on articles, headlines, and other textual elements to understand language use at various levels. Daily newspapers offer insights into real-life language usage, reflecting current events and social trends. By comparing these newspapers, we aim to uncover linguistic variations influenced by political, social, and cultural contexts, contributing to our understanding of language dynamics in the Mongolian-speaking world.

Teaching Grammar Through Project based Learning: Empowering Students' English Proficiency

Project based Learning (PjBL), which emphasizes experiential learning, introduces a contrast between the structure of grammar and the open-ended nature of projects. This combination offers teachers with numerous hurdles, changing standard grammar education paradigms. English communication is essential in an increasingly international society. This study investigates the difficulties in incorporating PjBL into English grammar instruction in higher education. It investigates the contradictions between structured grammar and project flexibility, reconciling thorough comprehension with project constraints, and cultivating both grammar mastery and critical thinking. Managing time restrictions and providing direction are critical concerns. To overcome these obstacles, projects must be aligned with curriculum goals, and resources must be available to assist students' investigation. Virtual project experiences via learning platforms and Web 2.0 tools are among the future directions. The success of grammar projects is dependent on proper topic selection, skill integration, and proficiency alignment. They go beyond solitary practice by immersing pupils in real-life language skills. This comprehensive approach connects theoretical grammar understanding with practical language application. Finally, the combination of PjBL and grammar instruction brings education into a new era of transformation. This trip enriches language training by providing learners with communication skills and problem-solving abilities in preparation for the dynamic world ahead.

Teaching English for Tourism in order to Cater to the Specific Requirements of English majors at Ho Chi Minh City University of Industry and Trade

This study looks at what students need in English for tourism classes at Ho Chi Minh City University of Industry and Trade (HUIT). It shows that there are three ways to do a needs analysis: target situation analysis(TSA), present situation analysis(PSA), and holistic analysis. As part of this study, the author polled 180 students online to find out what HUIT English majors need for their English for tourism learning. The results show that the students think they need to work on being able to communicate better in English and learning more about tourism. They plan to include more project work to give students more chances to use the language in real life. The results from this study can be used to modify the present ESP courses to meet the needs of students learning English for tourism at HUIT.

An experimental study on the influence of instructional mobile applications in enhancing listening comprehension of rural students in India

IntroductionMobile learning (M-learning) is integral to language education, offering accessibility, portability, and diverse resources. It offers real-life language use with synchronous learning, flexibility, and an opportunity to engage with the global community. It allows learners to practice language skills from anywhere. This study aims to evaluate linguistic instructional mobile applications' effectiveness on listening comprehension among Indian rural students.MethodsPedagogic mobile applications were employed in an experimental study with 149 tertiary-level students from rural colleges in Tamil Nadu, India. Participants were divided into control (n = 75) and experimental (n = 74) groups. Pre and post-tests assessed listening comprehension levels, considering demographic variables. Different types of audio files were used in the intervention to improve the listening skills of the experimental group.ResultsStatistical analyses, including paired t-tests, independent t-tests, and ANOVA, revealed significant improvement in listening skills for the experimental group. Gender, locality, and parental income were considered as significant variables, showing that students from diverse backgrounds benefited from mobile applications.DiscussionThe results indicate that M-learning effectively aids rural students in overcoming language barriers, emphasizing the potential of mobile applications in language education.

Go-along language teaching: a pedagogical approach for older learners in ESL contexts

ABSTRACT Older learners of English in ESL contexts are an underserved learner type. Courses typically do not cater to their age-related cognitive and physiological needs and link curriculum content with their typical everyday life activities. This study presents go-along teaching (GAT) as a pedagogical approach for older migrant learners of English by demonstrating the implementation of GAT with an intact class. We describe the sequenced instructional procedures from the initial identification of learning objectives and the subsequent design of suitable go-along routes, venues, and tasks to the practical implementation of GAT in the curriculum, and the assessment of learning outcomes. We demonstrate that by participating in go-along learning procedures, older learners improve their ability to operate in their local environment, engage in real-life language use, and develop practical transferable knowledge. According to course feedback, learners believed they were more confident in their ability to function independently in everyday social contexts.

Teori Kontekstual Sebagai Pendekatan Pembelajaran Bahasa Arab yang Menarik

Contextual learning theory emphasizes the importance of the learning environment and real-life situations in the learning process. When applied to the teaching of the Arabic language, this approach focuses on integrating language learning with the cultural, social, and historical contexts of the Arab world. By doing so, it aims to make the learning experience more engaging, meaningful, and relevant to the students. This approach recognizes that language is deeply connected to culture, and therefore, language learning should not be isolated from its cultural context. It advocates for the use of authentic materials, such as literature, music, and films, to provide learners with a holistic understanding of the language and its cultural significance. Furthermore contextual learning theory encourages interactive and communicative language activities that mirror real-life language use, enabling students to develop practical language skills that are applicable to genuine social and cultural settings. In the context of teaching Arabic, this approach can enhance students' motivation and interest in learning the language by making the learning experience more dynamic and immersive. It also supports the development of students' intercultural competence by fostering an understanding of the cultural nuances embedded in the language. In summary, the contextual learning theory as an approach to teaching Arabic language offers a comprehensive and engaging framework that integrates language learning with thecultural, social, and historical contexts of the Arab world. By doing so, it aims to make the learning experience more meaningful, relevant, and captivating for students.

STEAM and English For Specific Purposes: Online Courses For Brazilian Students In Technology

Nowadays, we have an increase in informal online courses in Brazil with a variety of subjects, according to the student’s needs and interests. These informal courses could complement the knowledge learned in schools and universities, associating formal and informal learning, as defended by the Education 4.0 model. Additional languages, especially the English language, represent a great part of these courses as our society now understands the importance of English in a digital and technological world. English for Specific Purposes (ESP) is an area of English teaching-learning that takes into consideration the student’s needs in the curriculum design, focusing on a context where learners will use the language in real life. This area is also interdisciplinary because it connects linguistic structures with professional fields. For this reason, STEAM (Science, Technology, Engineering, Arts, and Mathematics) education could be an interesting approach in ESP courses by providing an integrative method. Thus, this paper aims to analyze three informal online English courses designed for Brazilian students/professionals in Technology, considering the ESP and STEAM approaches, and compare them with university learners’ needs. After the analysis, we understand in this paper that informal English courses, particularly ESP ones, should be designed by an interdisciplinary group of professionals, such as language teachers and specialists in the area, in order to show a meaningful learning experience. Besides, it is important to go beyond a list of vocabulary, integrating the four language skills and working with genres connected to the student’s own area of study.

ENHANCING ENGLISH PROFICIENCY: THE IMPACT OF COMMUNICATIVE LANGUAGE TEACHING ON SECOND LANGUAGE LEARNERS

This research investigates the effectiveness of Communicative Language Teaching (CLT) in enhancing English language proficiency among second language learners. Using a qualitative approach, the study explores learner engagement, cultural awareness, and the role of teachers in CLT. Participants held positive perceptions of CLT, which facilitated real-life language practice and boosted their confidence. Improved English proficiency, especially in speaking, listening, and interactive skills, resulted from the learner-centred and practical nature of CLT. The research emphasizes the importance of integrating CLT techniques into language teaching and underscores the need for well-designed teacher training programs to optimize CLT's benefits in diverse language learning contexts. This study aims to inform educators and policymakers in developing efficient and learner-centred language programs to meet the demand for English proficiency in an interconnected world.

The Ninth Grade Students' Perception in Learning English Vocabularies Through Watching "Coco" Movie with Subtitle

Vocabulary is one of the important component should be learn by people who learns English. Movie can be an entertaining media and source for students to improve their language skills because movies represent real-life language by native speakers. The use of English movies can be different for every learners grade. This research was aimed to finding “The Ninth Grade Students’ Perception In Learning English Vocabularies Through Watching Coco Movie With Subtitle. To collect the data, the researcher used instruments of questionnaire. The researcher useD Descriptive Qualitative Method with 29 respondents from Ninth grade students from SMPN 8 Jember. The data analyzed by using Prof. Dr. Sugiyono those are data reduction, data display and conclusion drawing. Based on the data those were 9 students had a positive answered. From 3 students got 100% positive answered, 3 student got 75%, 3 students got 88% positive answer. 20 students had negative perception. 16 students got 50%, 4 students got 63% for negative perception. It showed that the total percentage of negative perception level is more higher than the positive percetions. Based on the data analyze it could be concluded that the use of COCO movie with subtitle can be used for learning activity but not for the first choice. Most of the students find difficulty when watching the movie because of the English Subtitle.

The Impact of Vocabulary Learning Methods on Students’ Vocabulary Application Skills

This research paper investigates the impact of vocabulary learning methods on students’ vocabulary application skills in English language acquisition. I examine traditional methods like rote memorization and flashcards, as well as modern approaches such as contextual learning, technology-assisted methods, and multimodal strategies. Through a mixed-methods research design, including surveys, interviews, and classroom observations, I uncover valuable insights into how these methods influence vocabulary application. My findings reveal that traditional methods, while effective for vocabulary retention, often fall short in facilitating practical vocabulary usage. Contextual learning emerges as a potent strategy, promoting active vocabulary application by immersing learners in real-life language contexts. Technology-assisted methods enhance pronunciation and offer immersive experiences, contributing to improved vocabulary application. Multimodal approaches that integrate various methods provide a holistic solution, fostering both recognition and active use of vocabulary. The implications for language teaching emphasize the need for a balanced approach that combines traditional and modern methods. Incorporating technology and real-life contexts into language education enhances students’ ability to apply vocabulary effectively, bridging the gap between knowledge and application.

EFL Libyan Teachers' Perceptions of Implementing Task Based Approach into their Teaching.

This study investigates the perceptions of Libyan English as Foreign Language (EFL) teachers regarding the implementation of a Task-Based Approach (TBA) in their teaching practices. The Task-Based Approach is recognized as an innovative and student-centred pedagogical method that emphasizes communication and real-life language use. This research aims to understand how Libyan EFL teachers perceive the integration of (TBA) into their classrooms, the challenges they encounter, and the benefits they identify. The study employs both quantitative and qualitative research design, utilizing interviews and questionnaire to gather data from a sample of EFL teachers in Libyan educational settings. The findings highlight the teachers' attitudes towards TBA, their perceived effectiveness of the approach in enhancing students' language proficiency and motivation, as well as the obstacles they face in its implementation. The results provide insights into the cultural and contextual factors that influence the adaptation of (TBA) in the Libyan EFL context and offer implications for professional development and curriculum enhancement.

From Inspiration to Fluency: Investigating the Effects of TED Talks on Speaking Competence in Language Instruction

This article presents the findings of a quantitative study investigating the impact of integrating TED Talks media in language instruction on students' speaking skills. The study focused on assessing the effectiveness of utilizing TED Talks videos as a resource to enhance students' verbal expression and communication abilities. The analysis of pre-test and post-test scores revealed a significant improvement in students' speaking skills following the integration of TED Talks. By incorporating authentic and engaging content from TED Talks, students were exposed to a variety of topics, expert speakers, and real-life language use, leading to enhanced fluency, vocabulary, and pronunciation. These results underscore the potential of integrating TED Talks as an effective pedagogical tool for promoting students' speaking skills in language instruction. Language educators are encouraged to incorporate TED Talks into their teaching practices to create dynamic and interactive learning experiences that foster linguistic development and effective communication. The study contributes to the existing body of research on the use of multimedia resources in language education and offers practical insights for educators seeking innovative approaches to enhance students' speaking abilities.

The Role of Talking Faces in Infant Language Learning: Mind the Gap between Screen-Based Settings and Real-Life Communicative Interactions.

Over the last few decades, developmental (psycho) linguists have demonstrated that perceiving talking faces audio-visually is important for early language acquisition. Using mostly well-controlled and screen-based laboratory approaches, this line of research has shown that paying attention to talking faces is likely to be one of the powerful strategies infants use to learn their native(s) language(s). In this review, we combine evidence from these screen-based studies with another line of research that has studied how infants learn novel words and deploy their visual attention during naturalistic play. In our view, this is an important step toward developing an integrated account of how infants effectively extract audiovisual information from talkers' faces during early language learning. We identify three factors that have been understudied so far, despite the fact that they are likely to have an important impact on how infants deploy their attention (or not) toward talking faces during social interactions: social contingency, speaker characteristics, and task- dependencies. Last, we propose ideas to address these issues in future research, with the aim of reducing the existing knowledge gap between current experimental studies and the many ways infants can and do effectively rely upon the audiovisual information extracted from talking faces in their real-life language environment.

THE USE OF VIDEO MATERIALS IN FLT: A CASE STUDY AT FOREIGN LANGUAGES DEPARTMENT OF TNPU

With the increasing use of innovative approaches to foreign languages teaching (FLT), video materials have become more accessible and easier to incorporate into the process of language acquisition. Additionally, the COVID-19 pandemic has accelerated the use of online learning, and video materials have become an important tool for distant language teaching. The article deals with theoretical and practical aspects of the usage of video materials in language teaching and learning. In the course of research surveys were made to determine the range of purposes and varieties of the most common uses of video resources. Examples of how technology has been used to support the use of video materials in language teaching and learning have been provided. The potential benefits and challenges of using video materials in language teaching and learning have been outlined. It has been justified that video materials promote language learners’ motivation, influence vocabulary growth providing an efficient and effective way to learn real-life language. The most common ways of the applying of video materials for individual work have been considered such as listening and comprehension practice; vocabulary building; grammar practice; pronunciation practice, cultural immersion; independent research and collaborative projects

What should be encoded by position embedding for neural network language models?

AbstractWord order is one of the most important grammatical devices and the basis for language understanding. However, as one of the most popular NLP architectures, Transformer does not explicitly encode word order. A solution to this problem is to incorporate position information by means of position encoding/embedding (PE). Although a variety of methods of incorporating position information have been proposed, the NLP community is still in want of detailed statistical researches on position information in real-life language. In order to understand the influence of position information on the correlation between words in more detail, we investigated the factors that affect the frequency of words and word sequences in large corpora. Our results show that absolute position, relative position, being at one of the two ends of a sentence and sentence length all significantly affect the frequency of words and word sequences. Besides, we observed that the frequency distribution of word sequences over relative position carries valuable grammatical information. Our study suggests that in order to accurately capture word–word correlations, it is not enough to focus merely on absolute and relative position. Transformers should have access to more types of position-related information which may require improvements to the current architecture.

What naturalistic stimuli tell us about pronoun resolution in real-time processing.

Studies on pronoun resolution have mostly utilized short texts consisting of a context and a target sentence. In the current study we presented participants with nine chapters of an audio book while recording their EEG to investigate the real-time resolution of personal and demonstrative pronouns in a more naturalistic setting. The annotation of the features of the pronouns and their antecedents registered a surprising pattern: demonstrative pronouns showed an interpretive preference for subject/agent antecedents, although they are described to have an anti-subject or anti-agent preference. Given the presence of perspectival centers in the audio book, this however confirmed proposals that demonstrative pronouns are sensitive to perspectival centers. The ERP results revealed a biphasic N400-Late Positivity pattern at posterior electrodes for the demonstrative pronoun relative to the personal pronoun, thereby confirming previous findings with highly controlled stimuli. We take the observed N400 for the demonstrative pronoun as an indication for more demanding processing costs that occur due to the relative unexpectedness of this referential expression. The Late Positivity is taken to reflect the consequences of attentional reorientation: since the demonstrative pronoun indicates a possible shift in the discourse structure, it induces updating of the discourse structure. In addition to the biphasic pattern, the data showed an enhanced positivity at frontal electrode sites for the demonstrative pronoun relative to the personal pronoun. We suggest that this frontal positivity reflects self-relevant engagement and identification with the perspective holder. Our study suggests that by using naturalistic stimuli, we get one step closer to understanding the implementation of language processing in the brain during real life language processing.

The Influence of Online Communication on the English Language in Real Life

Online communication is how people communicate, connect, transact to send, retrieve or receive information of any kind via the internet using digital media. The past two decades have seen a massive development in the methods and means of online communication. From texting a friend on social media to attending an online video conference for work to shopping online from the comfort of your home, online communication has revolutionized our lives in innumerable ways. The coronavirus pandemic of the year 2020 has brought online communication to the foreground. Online communication has undoubtedly become an indispensable part of our lifestyle today. The knowledge of the English language being a prerequisite for online communication, has inevitably led to the increase in outreach of the English language as a by- product of the progress of online communication. Although several modes of online communication are available in multiple languages today, this is not true for all and despite that, a basic knowledge of the English language remains compulsory. The pandemic transformed online communication from a choice to an unignorable necessity since it was the only means of communication in the time of crisis, hence forcing increasing number of individuals to learn the English language to successfully communicate online. Even though online communication has been a boosting factor for the English language, one can also not ignore its ill effects on the language. Social media has changed the way we speak and write English including the advent of an alphabet soup of acronyms, abbreviations and neologisms which has grown up around technologically mediated communication. This paper explains how online communication has aided the spread of the English language besides exploring the many ways in which the English language has been adversely affected by online communication.

A needs analysis of English syllabi of select engineering colleges affiliated to Abdul Kalam Technical University

This paper presents a comprehensive needs analysis of the English syllabi in select colleges affiliated with Abdul Kalam Technical University (AKTU). The study aims to examine the current practices of English language teaching in these colleges and shed light on the challenges faced by both students and teachers in the teaching-learning process. To gather the necessary data, a survey questionnaire was administered to a sample of 150 students and 50 teachers across 5 AKTU-affiliated colleges. The findings of the study reveal that the prevailing practices of English language teaching in AKTU colleges predominantly adhere to traditional and grammar-based approaches. The emphasis is primarily placed on teaching grammar rules and vocabulary, with limited attention given to the development of practical language skills. Conversely, the students expressed a preference for a more communicative approach to language teaching. They indicated a strong desire for increased opportunities to practice their speaking and writing skills, which were not adequately provided for in the current English syllabi. The study also observed that the existing syllabi placed a greater emphasis on theoretical aspects of language learning, rather than focusing on the practical application of language skills. The challenges identified in the study encompassed several aspects. One prominent challenge was the limited availability of opportunities for students to practice their language skills, hindering their overall language proficiency. Moreover, students reported a lack of motivation to learn English, citing a perceived lack of relevance to their future careers. Additionally, teachers faced difficulties due to a shortage of authentic materials, such as audio and video resources, which could enhance the teaching and learning experience. Another significant challenge highlighted was the inadequate provision of professional development opportunities for teachers, resulting in a gap between their skills and the evolving demands of English language teaching. Lastly, the study recognized that many students lacked the foundational language proficiency necessary to effectively learn English, thereby presenting a considerable challenge to both students and teachers. Based on the findings, this study recommends various strategies for improving English language teaching in AKTU colleges. First and foremost, it is essential to adopt a more communicative approach to language teaching, enabling students to actively engage in practical activities such as role-plays, group discussions, and debates. This shift will facilitate the development of students' language skills in a meaningful and interactive manner. Furthermore, the English syllabi should be revised to provide more opportunities for students to practice their language skills in diverse contexts, encompassing speaking, listening, reading, and writing. Incorporating authentic materials, including audio and video resources, will expose students to real-life language usage and foster their language acquisition. To address the issue of motivation, it is crucial to design English syllabi that emphasize the practical relevance of English to students' future careers, highlighting its importance and applicability in professional domains. Finally, AKTU colleges should prioritize the provision of professional development opportunities for English language teachers, enabling them to enhance their teaching skills and remain up-to-date with the latest methodologies and practices in language education.