Language Education Research Articles

Literature and ICTE: Issues and Perspectives

Throughout the undulating course of history, literature has remained a steadfast companion to the pursuit of language instruction, defying the ebb and flow of its prominence. Presently, it is experiencing an extraordinary renaissance, and to effectively reintegrate it within language classrooms and ignite learners' enthusiasm, digital technologies have emerged as an invaluable ally. The purpose of this article is to embark on an exploration of the multifaceted role of literature within diverse language teaching methodologies while delving into the intricate interplay between literature didactics and the realm of Information and Communication Technologies (ICT). We endeavor to elucidate the notion that digital technology, when wielded as a pedagogical instrument, serves as a veritable fount of innovation in the domain of language and culture instruction, holding immense potential to invigorate learners' motivation.

Exploring Bilingual Dynamics

This paper delves into the perspectives of students regarding the integration of bilingualism in Islamic Studies (IS) classrooms across English and Arabic medium international schools in Malaysia. Through the analysis of six focus group interviews, themes emerged elucidating the importance and benefits of utilizing both English and Arabic languages in IS education. Participants emphasized the significance of bilingualism for enhanced comprehension, communication, and engagement in IS learning. The findings underscore the necessity of incorporating both languages to cater to the diverse linguistic backgrounds of students and to facilitate a deeper understanding of Islamic teachings.

Language matters: realizing the promise of Complex Instruction for multilingual learners

ABSTRACT Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual learners, demonstrating what they were able to do with language, literacy, and academic content in CI classrooms in one middle school in California. The article illustrates how the curricular and pedagogical structures of CI classrooms facilitated multilingual learners’ academic engagement and opportunities for language development. It also warns that in order to recognise multilingual learners’ successes, teachers’ conceptions of language and literacy may have to change.

Decolonial Language Education and Identity Realization in Africa

This paper explores the relationship between language education and identity realization and the consequences of choosing either an Indigenous or a colonial language education approach. The focus is on the African postcolonial context; however, the arguments are also substantiated by examples from other parts of the world. I argue for a decolonial-multilingual approach to language education, where our conceptualizations of language must be decolonized (freed from colonial rhetoric) so that language use can be explored for its utility. The paper juxtaposes two lines of arguments: the first is an insistence on a return to Indigenous language education as a form of decolonial resistance and warnings against intellectual control through colonial language education. The second line of argument explores the possibilities of compartmentalizing and interrogating language use as an alternative decolonial-multilingual reality, thereby redefining an individual’s relationship with language and its influence on identity realization. As the paper highlights the extent to which language and identity are correlated, I conclude by stressing the need to decolonize language if identity realization is to be decolonized.

Transition space: navigating dilemmas between mainstream and minority language classrooms

Abstract From policymaking to classroom practices, educational language policy implementation is a complex process filled with a cacophony of voices. This article examines policy implementation as it unfolds in micro-level transitions between mainstream classrooms and lessons in Sámi, Kven, or Finnish as a second language (SKF) in Norway. In such situations, SKF pupils need to leave their mainstream classes to receive their language instruction. To examine these transitions, I draw primarily from ethnographic data (e.g., classroom observations and semi-structured interviews) collected over several months in public schools in a town in Northern Norway. The findings suggest that organizational circumstances construct an in-between space, which I refer to as transition space, in which classroom actors can or need to negotiate and make choices about which of the theoretically co-available classes/activities will be chosen at which times. Such choices involve dilemmas and consequences on different scales. In this study, (1) I demonstrate how (non)movements between mainstream and SKF classes are made in time and space, and (2) I propose transition space as a new conceptualization for researching micro-level transitions in educational settings.

NarrativeGenie: Generating Narrative Beats and Dynamic Storytelling with Large Language Models

Interactive narrative in games utilize a combination of dynamic adaptability and predefined story elements to support player agency and enhance player engagement. However, crafting such narratives requires significant manual authoring and coding effort to translate scripts to playable game levels. Advances in pretrained large language models (LLMs) have introduced the opportunity to procedurally generate narratives. This paper presents NarrativeGenie, a framework to generate narrative beats as a cohesive, partially ordered sequence of events that shapes narrative progressions from brief natural language instructions. By leveraging LLMs for reasoning and generation, NarrativeGenie, translates a designer’s story overview into a partially ordered event graph to enable player-driven narrative beat sequencing. Our findings indicate that NarrativeGenie can provide an easy and effective way for designers to generate an interactive game episode with narrative events that align with the intended story arc while at the same time granting players agency in their game experience. We extend our framework to dynamically direct the narrative flow by adapting real-time narrative interactions based on the current game state and player actions. Results demonstrate that NarrativeGenie generates narratives that are coherent and aligned with the designer’s vision.

Using English to Realize “the Chinese dream”: the political-economic ideology of language planning in China

ABSTRACT This paper examines how “the Chinese Dream of the great rejuvenation of the Chinese nation” as a state’s ideology has influenced the global spread of English in China and how the political economy of this ideology has affected the state’s foreign language planning. To do so, it investigates two recently promulgated foreign language education policy documents, namely, the 2017 version of the English Curriculum Standards at the senior secondary education level and the 2022 version of the English Curriculum Standards at the compulsory education level. These documents were drafted, implemented and revised over the past decade, along with the advocacy of the fulfilment of the Chinese Dream. Through the lens of the global political economy and drawing upon the perspective of the modern world system, this paper uncovers the different layers of this state ideology towards global English and English learning over the past decade in relation to the evolving political and economic contexts of China on the international stage. It will also reveal, more broadly, how state ideologies towards English may evolve in contestations for economic and political power in the modern world system and how they could affect language planning.

Book review: Kwok, Virginia H. Y. (2023). <i>Language learning in the digital age: YouTube and learners of English as a foreign language</i>. Cambridge Scholars Publishing.

YouTube has gained global popularity for language education, especially among young language learners in informal contexts. Language Learning in the Digital Age: YouTube and Learners of English as a Foreign Language by Virginia H. Y. Kwok explores how university students in Hong Kong use YouTube to enhance their English language proficiency outside formal classroom settings. Through a qualitative, case study approach, the author delves into diverse ways students navigate and personalise their language learning opportunities on YouTube. This paper reviews the book, focusing on how the book provides a nuanced understanding of student engagement with YouTube and its role in facilitating autonomous and self-directed language learning.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

Critical Issues in Interculturality for Young Language Learners

This study critically addresses key issues related to interculturality among young language learners, focusing on an international primary school in Shenzhen, China. Interculturality is framed from a non-essentialist perspective, emphasizing the dynamic and reciprocal negotiation of meaning between individuals from diverse cultural backgrounds. The research explores how intercultural understanding can be cultivated through interactive pedagogical strategies such as storytelling and storycrafting, which facilitate both language learning and cultural exchange. The study highlights the unique characteristics of young learners, noting that their innate curiosity and active engagement make them well-suited to these approaches. Additionally, it examines the practical challenges of integrating intercultural encounters into language education, including the need for specialized teacher training and the complexity of managing diverse linguistic backgrounds. The study concludes that fostering interculturality in young learners requires a shift from traditional cultural instruction to engaging students in authentic, interactive experiences. These approaches not only enhance language acquisition but also promote deeper intercultural understanding and prepare students for global citizenship.

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

What is Most and Least Enjoyable in the EFL Classroom? A Large-scale Inductive Qualitative Study

The growing emphasis on learner well-being and the flourishing of positive psychology in foreign language (FL) education have caused a recent upsurge of research into enjoyment in FL learning. However, most existing studies are quantitative in nature and many focus on tertiary-level/adult learners. Featuring an inductive qualitative design, the current study investigated what 486 grade 7 English-as-a-foreign-language (EFL) learners perceived to be most and least enjoyable in class in the context of Hong Kong. In total, 1031 aspect responses together with 1086 reasons were collated. The responses were categorized into 36 groups, leading to the emergence of five themes (from most to least popular): activities, classroom characteristics, teachers, students, and materials. The most commonly mentioned areas of highest enjoyment were use of multimedia and speaking-related activities, while those of least enjoyment were class exercises and assessments. Teacher-centred instruction was a popular category in both aspects of enjoyment. Activities accounted for close to 90% of the responses, in both the most and least enjoyable categories. This is noteworthy as activities are not very clearly represented in many existing FL classroom enjoyment scales, hence suggesting a need to reconceptualize what enjoyment in the FL classroom means for learners from their perspectives.

EFFECTS OF QUIZLET AND PODCAST IN VOCABULARY ACQUISITION OF LOWER SECONDARY SCHOOL STUDENTS

This study investigates the influence of Quizlet and podcasts on the acquisition of vocabulary in students attending lower secondary school. The study aims to examine the influence of various digital tools on pupils' ability to acquire and retain new language. The study employed mixed-method study by combining quasi-experimental design and qualitative focus group discussion. This study involved a sample of 54 form 3 students separated into three groups. Two groups were responsible for learning vocabulary using Quizlet and podcast respectively, while the third group used the traditional method to learn vocabulary. The data collection involved evaluating vocabulary proficiency before and after the intervention through the utilization of Quizlet and podcasts. The findings indicate that while Quizlet and Podcasts contributed to vocabulary learning, traditional methods significantly impacted vocabulary acquisition (p= 0.005), as students demonstrated remarkable enhancements in their ability to remember and understand unfamiliar concepts. The study highlights the importance of technology in language learning, suggesting that digital tools might improve student independence, motivation, and involvement. However, it is crucial to acknowledge the constraints of this study, including the limited number of participants and the challenges in extrapolating the results to different educational environments. Hence, further investigation is needed to examine these matters across a broader spectrum of educational settings. The results of this study have significant ramifications for instructors seeking efficient strategies to enhance language instruction.

A systematic review and meta‐analysis of AI‐enabled assessment in language learning: Design, implementation, and effectiveness

AbstractBackgroundLanguage assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments.ObjectivesThis article aims to explore the design and implementation of AI‐enabled assessment tools in language education, filling the research gaps regarding the impact of assessment type, intervention duration, education level, and first language learner/second language learner (L1/L2) on the effectiveness of AI‐enabled assessment tools in enhancing students' language learning outcome.MethodsThis study conducted a systematic review and meta‐analysis to examine 25 empirical studies from January 2012 to March 2024 from six databases (including EBSCO, ProQuest, Scopus, Web of Science, ACM Digital Library and CNKI).ResultsThe predominant design in AI‐driven assessment tools is the structural AI architecture. These tools are most frequently deployed in classroom settings for upper primary students within a short duration. A subsequent meta‐analysis showed a medium overall effect size (Hedges's g = 0.390, p < 0.001) for the application of AI‐enabled assessment tools in enhancing students' language learning, underscoring their significant impact on language learning outcomes. This evidence robustly supports the practical utility of these tools in educational contexts.ConclusionsThe analysis of several moderator variables (i.e., assessment type, intervention duration, educational level and L1/L2 learners) and potential impacts on language learning performance indicates that AI‐enabled assessment could be more useful in language education with a proper implementation design. Future research could investigate diverse instructional designs for integrating AI‐based assessment tools in language education.

Is pedagogical translanguaging a panacea to the colonial monoglossic language ideology in the classroom? Focus on higher education in Lesotho

Translanguaging is an approach to language aimed at promoting diversity and plurality of languages in the classroom. In this approach, students are taught in two or more languages, and literature suggests that they tend to participate more in the classroom when concepts are explained in their mother tongue. However, higher learning institutions in most countries, including Lesotho, still practise a colonial monoglossic language approach in the classroom wherein native languages are not included as languages of instruction alongside colonial languages. Therefore, I believe that pedagogical translanguaging can serve as a useful strategy to curb the hegemony of colonial monoglossic ideologies that prohibit the use of African languages in the classroom. This study adopted a qualitative approach confined within a case study design. Data were collected through face-to-face interviews with three lecturers and focus group discussions with 60 students. Findings reveal that pedagogical translanguaging is an effective approach because it can promote social justice and plurality of languages in the classroom. The study thus recommends that minority African languages be included as languages of instruction as well, alongside the English language.

Translating Blackness through youth language learning in the Dominican Republic

AbstractThis article presents findings from a six‐month Language and Social Justice course collaboratively designed with multilingual educators in the Dominican Republic. Teaching and learning processes with Dominican and Haitian youth (ages 18–24) illustrate how opportunities to learn about English and Kreyòl from a transnational perspective can disrupt dominant discourses about youth's relationships with themselves and each other. By intentionally focusing on counternarratives to notions that Dominican youth reject their Blackness and that Dominican and Haitian youth interact in tension rather than solidarity, this study highlights how youth “translate blackness” (García Peña, 2022) through language learning. Drawing from transnational literacy frameworks that engage the cultural and linguistic repertoires of Black youth in relationship with one another (Skerrett & Omogun, 2020; Smith, 2023) and from Black‐centered language pedagogies (Anya, 2017; Clemons, 2021b), I describe how youth negotiate meanings and orientations to Blackness through language and literacy practices.

The future of language education: Integrating smartphones into the curriculum

As digital technology increasingly integrates into learning environments, smartphones' potential to facilitate language learning has become a significant area of interest. This study explores students' perceptions of smartphone use in education, particularly in their respective languages, based on a survey of 540 participants from Azerbaijan. The research identifies how smartphones are used in language learning and students' perceptions regarding changes in engagement, accessibility, and overall effectiveness. Results indicate that most students recognize the value of smartphones in enhancing language learning, especially through resources or practice outside the classroom. However, the study also highlights issues related to distraction and technology equity, which could exacerbate educational inequalities. Furthermore, it identifies a critical gap in understanding effective smartphone integration into the curriculum, emphasizing the need for targeted training and clear usage guidelines. These findings suggest that while smartphones could revolutionize language education, their successful integration requires careful planning and institutional support. The study contributes to the broader debate on digital learning tools, stressing the importance of well-planned integration strategies to maximize the benefits of language education.

An intervention study on the influence of altruistic teaching on L2 learners’ English research article abstract writing

Abstract A large mass of research has reported the significance and power of positive psychology (PP) constructs in second/foreign language (L2) education. As an offshoot of PP, altruistic teaching, which highlights teaching without self-focus, has recently initiated its way into L2 research territory. However, the way altruistic teaching influences L2 students’ academic literacy skills, such as abstract writing, has been left uncharted to date. To bridge this gap, the present study used an experimental design to investigate the contribution of altruistic teaching to 163 university students’ English abstract writing required in research article (RA)s. The results of t-test and ANOVA indicated a statistically significant difference between the learners’ RA abstract writing in the control and experimental groups in both the short and long run in light of altruistic teaching. The study discusses the results and presents the implications of altruistic teaching for L2 research and practice.

Learning Languages in the 21st Century: the Digital and Ai Transformation

The article deals with the problem of the learning languages in the 21st century: the digital and AI transformation. The aim of this article is to explore and clarify the transformative impact of digital technologies on foreign language teaching. This article explores the evolution of language learning from classroom-based methods to the incorporation of digital instruments, Artificial Intelligence (AI), and Information and Communication Technologies (ICT). Digital tools such as language learning applications, online dictionaries, multimedia resources, and language exchange platforms have made language acquisition more accessible and engaging. AI technologies introduce intelligent tutoring systems, personalized learning experiences, and advanced language processing capabilities, while ICT tools like Learning Management Systems (LMS) and virtual classrooms facilitate effective communication and information processing. The benefits of these advancements are multifaceted, including increased accessibility and flexibility, enhanced engagement and motivation, personalized learning paths, and improved collaboration and communication. However, challenges such as the digital divide, variability in resource quality, data privacy concerns, and the need for continuous teacher training must be addressed. Looking ahead, future trends such as augmented and virtual reality, blockchain technology, AI-driven content creation, IoT integration, and multimodal learning experiences promise to further transform the landscape of language education. These innovations will pave the way for more immersive and interconnected language learning experiences, contributing to a more multilingual global society.

HAS GENERAL ENGLISH KNOWLEDGE OF SERBIAN FRESHMEN STUDENTS PREPARED THEM FOR AN ESP COURSE – A PILOT STUDY

This study delves into the language knowledge of incoming freshmen students at two Serbian faculties, the Department of Criminal Investigation of the University of Criminal Investigation and Police Studies and the Faculty of Mining and Geology at the University of Belgrade. The aim of the pilot study was to assess their prior English language proficiency before beginning English for Specific Purposes (ESP) courses. Recognizing the challenges of teaching ESP in large, multi-level groups, the study sought to gather initial data on the distribution of Common European Framework of Reference (CEFR) levels within the student sample. A questionnaire was administered, gathering demographic details on English language learning experiences, alongside a Face2Face Written Placement Test to assess proficiency levels from A1 to C1. The study, conducted during the 2022/2023 academic year, involved 152 voluntary participants from two faculties. The findings offer valuable insights into the dynamics of language education and their impact on English for Specific Purposes (ESP) courses. The results reveal that while a significant portion of students is expected to have a B level of English proficiency upon completing secondary school, the actual language proficiency among students varies widely. ESP courses face the challenge of accommodating students with varying language skills, as this demands tailored language support and instructional strategies to bridge the proficiency gap effectively.