Language Education Research Articles

Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs

ABSTRACTTechnology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre‐service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety‐seven pre‐service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner‐centered orientation, didactic‐pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre‐service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre‐service teachers’ utility value beliefs of technology.

Washback in English Education:

Testing is a crucial aspect of language teaching and learning, as it helps determine a learner’s proficiency. This study aims to identify the effects of ninth-grade students’ final examinations on their learning and to suggest procedures for both teachers and students to mitigate negative washback. Data were collected using a test and a questionnaire, and the results were analyzed quantitatively. The findings showed that students significantly improved their scores from the pretest to the post-test (final test). However, they received low scores on the final test due to the time gap between the preparation course and the final test, leading to a loss of motivation and intention. Additionally, most students agreed that thorough preparation before the final examination helped them better understand the test techniques and format. The researcher compared the students’ pretest and post-test results with their final test scores, revealing considerable improvement during the preparation course but negative washback in the final test. Based on these results, the study provides suggestions for further research and implications for language educators in Libya and beyond..

Culturally responsive pedagogy for the promotion of understanding Mathematics: The case of rural situated primary schools in Post-apartheid South Africa

The language of instruction, awareness, and creativity are at the centre of the realities faced by both mathematics teachers and learners, shaped by a socio-political history whose impact and legacy transcend generations in South Africa. Consequently, the dire state of mathematics education in South Africa remains a cause for concern. Recognising the need to conceptualise and develop culturally responsive pedagogy, this paper presents the results from the third phase of a three-year longitudinal study focused on teachers' journeys in infusing indigenous knowledge when teaching geometry to senior primary learners in rural schools. This qualitative study, which followed a case study design, explored several approaches to discussing, teaching, and considering an immediate, perpetual, operative, and discursive approach as culturally disruptive pedagogy used as an indigenous way to promote geometric understanding. Observations and semi-structured interviews were conducted with two purposefully selected participants after their lesson presentations to allow them to clarify, elaborate, and introduce more detail, enriching their explanations of the artefacts used. Results indicated that teachers’ references to several artefacts and indigenous activities, such as using straws, wool, and staplers, promoted the understanding of the construction of prisms and pyramids. Recommendations include training mathematics teachers to prepare lessons that incorporate indigenous knowledge and to explore ethnomathematics as a culturally responsive teaching strategy, particularly in contextualising mathematical geometry learning, so that this concept can have relevance and meaning for rural students.

The right to education in the mother tongue for Ukrainian refugees in Romania according to international and national law

Since the outbreak of the Russian invasion in February 2022, millions of Ukrainian citizens have sought refuge in Romania, with a significant number of people still remaining in the country as of the latest reports. Romanian government data indicate that by April 2024, approximately 154,617 Ukrainian refugees, including 50,000 school-aged children, were residing in the country. Before this crisis, Romania had established robust educational language rights for its Ukrainian minority of around 40,000 citizens. This study rigorously examines these pre-existing language rights within Romania’s legal framework, focusing on public education provisions. Central to the inquiry is whether the comprehensive language rights afforded to Romania’s Ukrainian minority could be extended to the Ukrainian-speaking refugees. The study begins with an introduction contextualizing the refugee crisis and outlining the existing legal framework for minority language rights in Romania. The legal analysis covers constitutional and sub-constitutional provisions, alongside with an examination of international agreements such as the bilateral treaty between Romania and Ukraine, the Framework Convention for the Protection of National Minorities, and the European Charter for Regional or Minority Languages. Special emphasis is placed on education provisions, including curriculum design, textbooks, language of instruction, and decision-making. By addressing these pivotal questions, this study contributes to the theoretical discourse around the personal scope of minority language rights in Europe and offers a nuanced insight into Romania’s legal framework on minority language education. It also seeks to elucidate how Romania’s legal commitments accommodate both established minority communities and newly arrived refugees with similar linguistic and cultural backgrounds. Further sociological research is needed to explore the implementation of Ukrainian-language education to the benefit of the Ukrainian refugees, which was beyond the scope of this study. Nevertheless, Romania possesses all the necessary legal elements to serve as a truly best practice model in Europe for organizing and ensuring good quality education in the mother tongue for Ukrainian refugees.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

Motivational and Practical Frameworks for Teaching English to Weak Learners: An Empirical Study

Teaching English to weak learners poses significant challenges, as traditional methods often fail to engage and motivate these students. This study explores the effectiveness of integrating motivational and practical teaching frameworks to enhance language acquisition and confidence among struggling learners. Using a mixed-methods approach, the research involved 150 high school students, with pre- and post-tests measuring proficiency in reading, writing, listening, and speaking. The intervention combined goal-setting, positive reinforcement, and real-world contextual learning, resulting in substantial improvements, particularly in speaking and listening skills. Qualitative feedback from students and teachers emphasized increased engagement and self-assurance, validating the impact of these strategies. The findings suggest that implementing such frameworks can significantly transform language education for weak learners, offering valuable insights for educators seeking more effective teaching approaches.

Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges

The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This research explores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative analysis revealed that 75% of students attended coaching classes, with significant academic improvements in English performance noted for coached students compared to non-coached students (p < 0.05). Qualitative findings highlighted both the benefits and challenges: while coaching classes offer personalized attention and enhance exam preparation, they also impose a financial burden on families and reflect inadequacies in formal education. The research concludes that while coaching significantly enhances students’ English skills, it underscores the need for improvements within schools to provide more comprehensive language education. Addressing gaps in formal education could reduce over-reliance on coaching classes, ensuring more equitable access to language learning opportunities.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

Implementation of the Use of Instagram @gramatika_arab in Developing Arabic Language Skills for Students of Arabic Language Education of UIN Sunan Kalijaga

Instagram is one of social media equipped with various features and used as a medium of information and communication. One of its functions is to make it easier for Arabic learners to access Instagram accounts that provide several audio-visual-based Arabic content. This research is a qualitative content analysis with Instagram @gramatika_arab as the subject. Data sources in this study consist of primary data sourced from Instagram @gramatika_arab and secondary data in the form of several scientific journals relevant to this study. The data collection method used is the documentation method while data analysis is carried out during the research. The results showed that Instagram @gramatika_arab become one of the accounts providing audio-visual based Arabic content that is widely accessed by Arabic language learners, especially for students of state islamic universities in Indonesia. It is even accessed by several other countries such as Malaysia, Thailand, and Morocco. Content in the form of Arabic quizzes, pamphlets, and handwriting can attract and facilitate Arabic learners in understanding the material. In addition, Arabic language learners can easily access these contents anytime and anywhere.

THE ROLE OF DIGITAL TECHNOLOGIES IN LANGUAGE EDUCATION: TOOLS, APPROACHES, AND IMPLICATIONS

The integration of digital technologies in education, particularly in language instruction, has transformed teaching methodologies and expanded access to resources. This article provides an overview of digital technologies in education, examining key language learning tools and platforms, pedagogical approaches to integration, and the benefits and challenges inherent to these methods. The discussion explores the potential of digital tools in enhancing language acquisition while highlighting the need for careful implementation to address barriers such as the digital divide, technological dependency, and assessment complexities.

ChatGPT in language teaching and learning: Exploring the road we’re travelling

This introduction to the special issue examines the integration of ChatGPT and similar generative AI technologies in language teaching and learning. It examines the rapid evolution of AI tools since 2022, with particular focus on their applications in educational settings and the mixed responses they have generated among educators and learners. While some educators embrace these tools for their potential to automate and enhance instructional tasks, others express concern over issues such as academic integrity, accuracy, and potential job displacement. This special issue explores various perspectives on the use of ChatGPT, including its benefits in providing non-judgmental feedback, aiding material creation, and enhancing language practice, alongside challenges like ethical use, student over-reliance, and the evolving digital literacy demands for both teachers and students. The collection of articles in this special issue seeks to balance the hype with practical insights and offers a framework for understanding the nuanced impacts of generative AI on second language education.

ChatGPT in language teaching and learning: Exploring the road we’re travelling

This introduction to the special issue examines the integration of ChatGPT and similar generative AI technologies in language teaching and learning. It examines the rapid evolution of AI tools since 2022, with particular focus on their applications in educational settings and the mixed responses they have generated among educators and learners. While some educators embrace these tools for their potential to automate and enhance instructional tasks, others express concern over issues such as academic integrity, accuracy, and potential job displacement. This special issue explores various perspectives on the use of ChatGPT, including its benefits in providing non-judgmental feedback, aiding material creation, and enhancing language practice, alongside challenges like ethical use, student over-reliance, and the evolving digital literacy demands for both teachers and students. The collection of articles in this special issue seeks to balance the hype with practical insights and offers a framework for understanding the nuanced impacts of generative AI on second language education.

An Autoethnographic Account of a Native English-Speaking Teacher’s Change in Attitude to Non-Native English-Speaking Teachers

This study investigates and reflects upon how over a decade of teaching English as a foreign language my attitude towards non-native English-speaking teachers (NNESTs) changed from a negative perception to one of admiration. Focusing on language ideology and NNEST discrimination as conceptual lenses, I detail the evolution of my attitudes across time and space as a language educator using autoethnographic inquiry. I detail how my attitudinal changes towards NNESTs evolved, from beginnings where I questioned their authenticity, due to my sociocultural background, to a status where I espoused their competence and began researching how equity can be achieved in English language teaching (ELT) for NNESTs globally. I also summarize how my lived experiences can be replicated in official policy within ELT with a focus on critical reflexivity and exposure. As a ‘native English-speaking teacher,’ my experiences and perceptions seek to add countenance to those documented by NNESTs, therefore offering fluidity and depth to the discussion within the NNEST movement on how equity can be achieved.

Usage in Second Language Acquisition: Critical Reflections and Future Directions (Book Review)

In Second Language Acquisition (SLA) research, the term usage refers generally to a learner’s exposure to language, their production of it, and how they apply it in social interactions and deliberate practice. Though important in SLA research, usage does not have a standardized definition, with usage-based approaches defining it in various ways, and many focusing on a single aspect of language use. As a result, conducting comparisons across studies is challenging, and usage-based pedagogical practices could be misinformed. With a misrepresented concept of usage, second language (L2) educators employing usage-based teaching in the classroom may fail to prepare students for actual situations of L2 use. Usage in Second Language Acquisition: Critical Reflections and Future Directions (2024) aims to address this challenge by bringing together existing definitions and theorizations to provide a transparent description of usage and how it relates to L2 development. The editor’s goal is to understand the extent of agreement and disagreement of key theoretical constructs among approaches, to clarify how they are represented differently in literature, and to provide recommendations for future research in linguistics and pedagogy. [First Paragraph of Review]

Challenging Native-Speakerism: Embracing the Intelligibility Principle in Pronunciation and Spoken Language Instruction

Challenging Native-Speakerism: Embracing the Intelligibility Principle in Pronunciation and Spoken Language Instruction

Investigating the Implementation of English as the Medium of Instruction Policy at the Lower Primary Level: A Case of Nyabihu District in Rwanda

This study investigated the implementation and effectiveness of the English as the Medium of Instruction (EMI) policy in Rwanda's lower primary education system, specifically from primary one to primary three. The introduction provides a context for Rwanda's language-in-education policy, which mandates English as the primary instructional language. The study aimed to assess whether this policy is followed in practice and to identify challenges and pedagogical practices associated with its implementation. The theoretical framework was based on Krashen's comprehensible input hypothesis, emphasizing the importance of using the target language in classroom interactions to aid language acquisition. The research design adopted was a qualitative case study focusing on Nyabihu District, involving a study population of lower primary school teachers and students. Purposive sampling was the method employed in order to use a small population to gain a thorough understanding of the case. Teachers with at least two years of experience in the classroom were used in the study. The researcher needed teachers who were familiar with the language policy of instruction in Rwandan schools and had firsthand experience with the phenomenon, so this was necessary. The study involved 75 participants in total, including 25 teachers and 50 students or pupils. Data were collected through classroom observations, interviews, and analysis of policy documents. Data analysis revealed a significant gap between the theoretical policy and actual classroom practices. Despite the policy, teachers frequently used both Kinyarwanda (L1) and English (L2) in their instruction due to students' limited English proficiency. The study identified several challenges, including lack of policy enforcement, the monolingual nature of classrooms, and teachers' preference for using the Rwandan language. Common pedagogical practices included safe talk, code-switching, simultaneous use of both languages, and translation. Key findings indicated that the EMI policy is not strictly adhered to in practice, and several factors hinder its effective implementation. The study recommends stricter policy enforcement, improvements in English language instruction, increased use of L1 as the medium of instruction, and the creation of an English-friendly learning environment to enhance English usage at the lower primary level. The study's findings provide valuable insights for educators and policymakers, highlighting the need for practical solutions to address the challenges of implementing EMI in Rwanda's lower primary education system.

The Researcher’s Positionality, Ethics, and Research Methods in Language Education Research

The Researcher’s Positionality, Ethics, and Research Methods in Language Education Research

Using Grammarly in Enhancing Students’ Grammatical Accuracy in English Writing: A Case at a Private College in Hanoi

Writing is regarded as a hard-to-deal skill in English, and achieving grammatical accuracy in writing is considered challenging for most English learners. As technologies advance, Automated Writing Evaluation (AWE) tools have increasingly been implemented in English language education to enhance learning outcomes. As an AWE assistant, Grammarly has been found beneficial in improving English learners' writing skills. This study aimed to investigate the effectiveness of using Grammarly in enhancing learners’ grammatical accuracy in writing. The study utilized a case study design with qualitative and quantitative data collected from thirty-two second-year college students. Learners’ writing assignments were analyzed using surface structure taxonomy followed by a survey questionnaire to get quantitative data for the research. Qualitative data was provided through a focus-group interview. The findings revealed a reduction in learners’ grammatical errors after Grammarly intervention and their positive attitude toward using Grammarly to improve their English writing. Afterward, there were several recommendations for teachers to foster their students’ English writing skills.

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.