Language Learning Contexts Research Articles

Students’ display of willingness to participate in an extensive reading book club

This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.

Fostering Critical Reading and Research Skills in Medical Students through English for Careers Classes

This article investigates the impact of integrating critical reading and research skills within English for Careers classes on the development of these competencies among second-year medical students. By examining various strategies and activities that can be implemented within these classes, the study aims to cultivate these competencies effectively. The theoretical background supporting this approach includes constructivist theory, experiential learning theory, and the Community of Inquiry framework. The research procedure involved second-year medical students from the Medical Faculty of a Medical University, with participants divided into a control group and an experimental group. A well-structured and tailored curriculum was designed to integrate critical reading and research skills within the English language learning context. Pre- and post-assessment instruments were developed to measure students' critical reading and research skills. The results showed a significant improvement in these skills among the students who participated in the English for Careers classes compared to the control group. The study demonstrated a statistically significant increase in the mean scores of the experimental group in various measures of critical reading and research skills, including reading comprehension, research article evaluations, and critical analysis. The findings highlight the effectiveness of integrating critical reading and research skills within English for Careers classes in fostering the development of these competencies among medical students. By equipping students with these skills, they are better prepared to provide evidence-based patient care, contribute to medical knowledge, and stay updated with advancements in their field. The article emphasizes the importance of creating a supportive learning environment that promotes active engagement, critical thinking, and the acquisition of essential reading and research competencies.

Vietnamese University Students’ Perceptions in Learning English Using ChatGPT

ChatGPT, a generative AI tool, has garnered significant interest due to its advanced capability to perform intricate tasks since it became available to the public. Numerous educators have conducted study on the sophisticated instrument in providing possible advantages for language instruction and acquisition. It is essential to comprehend the attitudes and experiences of students towards developing technologies in order to effectively integrate them into language learning contexts, as technology innovations continue to influence educational landscapes. This study aims to evaluate the attitudes of Vietnamese university students towards utilizing ChatGPT as a means to enhance their English learning. Additionally, it seeks to examine their perspectives of the benefits and drawbacks associated with ChatGPT. The study involved the collection of data from a sample of 100 undergraduate Vietnamese students. The data was obtained by the administration of a questionnaire that included items rated on a 5-point Likert scale. The study’s findings indicate that students perceive ChatGPT as a valuable tool for enhancing their English language learning. However, it is crucial to prioritize the aspect of information security going forward. Collaboration among policymakers, technology experts, academics, and educators is essential to explore the safe and efficient integration of ChatGPT and other developing generative AI tools into English teaching and learning.

BENEFITS OF DRAMA-BASED ACTIVITIES FOR PUBLIC SPEAKING SKILLS DEVELOPMENT OF HIGH SCHOOL STUDENTS

The ongoing full-scale war in Ukraine has disrupted education, affecting both students and teachers. Despite numerous challenges, the country continues to pursue its educational reform. This paper investigates the role of drama-based activities in developing public speaking skills of high school students. The literature review emphasizes the need for innovative teaching methods in the face of educational reform. Empirical studies analyzed showcase positive impact of drama-based activities on speaking skills development of high school students worldwide. To contextualize the research within Ukrainian educational policy, the study defines key terms such as "drama," "dramatization", ”drama-based activities”, and "public speaking" in the foreign language learning context. The study defines dramatization as the interaction of a teacher and students in drama games, role plays, improvisations, simulations and theatre projects aimed at forming the students’ communicative competence. Public speaking is positioned as a crucial component of broader communicative competence, as outlined in educational standards. The paper proposes pedagogical implications for integrating drama-based activities into language lessons, elective courses, and extracurricular activities at the upper-secondary level. The synthesis of research findings reveals three overarching categories of benefits of drama-based activities for public speaking skills development of high school students: language learning, personal, and social. Improved pronunciation, vocabulary, and grammar skills, increased engagement, creativity, and enhanced interpersonal skills are reported outcomes. The study concludes with a call for further research, particularly exploring the integration of technology, including artificial intelligence, to enhance public speaking of high school students.

The use of Web 2.0 tools in English language learning: A systematic review

This study attempts to systematically review the incorporation of Web 2.0 tools into the English Language Learning (ELL) context. It explores the impacts, methodological decisions, and focus areas that distinguish this developing subject through a comprehensive review of research papers spanning many dimensions. From the Eric database, papers on Web 2.0 use in English language education that were published between 2018 and 2022 were chosen. In this context, sixty-two pieces reviewed a rigorous evaluation based on a set of standards. The research results reveal a wide range of benefits connected to technological integration, including improved motivation and teamwork. The results of the systematic analysis highlight the need for a flexible and nuanced approach to technology integration in ELL and offer insightful recommendations for practitioners, academics, and learners.

The productive processing of formulaic sequences by second language learners in writing.

There has been much debate in psycholinguistic research on whether formulaic sequences (FSs) are processed holistically or in a compositional manner. Whereas most previous studies on this issue focused on the receptive processing of FSs, few have investigated the productive processing of FSs, particularly in the second language (L2) learning context. Besides, most previous studies on L2 FSs examined learner-external FSs, or those identified by external criteria such as corpus frequency with little attention to learner-internal FSs, or psychological units perceived as wholes by learners themselves, although there might be much overlap between learner-external and learner-internal FSs. This study was designed to explore the productive processing of FSs by L2 learners from their own perspective, while taking into account the effects of L2 proficiency and topic familiarity. It made a distinction between internal FSs and purely external FSs as the primary criterion of categorizing learners' processing behaviors. Ten Chinese English learners from two proficiency levels completed two writing tasks differing in topic familiarity. Upon the completion of each task, each participant and the researcher identified the FSs separately and then distinguished internal FSs and purely external FSs (termed as assembled FSs, since they were perceived as being assembled from scratch) collectively. Next, each participant performed video stimulated recall (VSR) for the production process of each FS. The results showed that the learners' conscious processing (i.e., retrieval/assembly and integration into the text) of FSs can be categorized on two levels (lexical and syntactic). There was more holistic processing than compositional processing on the lexical level, but not on the syntactic level, indicating the learners' sizable storages of FSs and the syntactic flexibility of FSs. Furthermore, between-group differences and between-task differences were detected on two processing levels: higher-proficiency students retrieved more internal FSs and made more modifications to them than their lower-proficiency counterparts; in the familiar-topic writing, learners retrieved more internal FSs and made less modifications to them. Based on the findings, a model of L2 FS production is proposed, and pedagogical implications for the teaching of L2 FSs are provided.

When heritage speakers study in their heritage countries

Abstract With a well-established bedrock of literature exploring the benefits of study abroad (SA) in second/foreign/additional language learning contexts (e.g., Anderson et al., 2006; Smith & Mitry, 2008; Williams, 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021; Quan et al., 2018; Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall, 2005; Hogg & Abrams, 1988) to compare the students’ individual expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare students, host families, and instructors to engage practices that will aid in SA program success.

Language acquisition and identity negotiation: Discursive positioning of Indonesian adolescents learning English

In the ever-evolving landscape of language education, this sociolinguistic study covers the discursive positioning of Indonesian adolescents in the intricate process of learning English. Language acquisition is a multifaceted phenomenon, often intertwined with complex social, cultural, and identity dynamics. This study covers the linguistic and sociocultural aspects of how Indonesian adolescents position themselves and are positioned by others within the discourse of English language learning. It used a qualitative design and conducted in-depth interviews with a diverse group of Indonesian adolescents aged 14-18 from various socio-economic backgrounds and educational settings. The analysis is rooted in positioning theory, a theoretical framework to examine how individuals construct their identities through language and interaction. The findings reveal a multifaceted picture of how Indonesian adolescents position themselves within the context of English language learning. Participants often engage in discursive practices that reflect their aspirations and struggles in mastering English. These practices are influenced by their social backgrounds, the role of English in their lives, and the educational settings they are part of. Furthermore, the study found distinct patterns of positioning, such as the "striver" positioning, where participants actively seek to align themselves with proficient English speakers, and the "resistant" positioning, where they push back against the pressure to conform to English language norms. The analysis also highlights the role of English language materials and classroom dynamics in shaping the discursive positioning of Indonesian adolescents. The materials often perpetuate certain linguistic norms and ideologies, impacting how students perceive themselves as language learners. Classroom interactions, on the other hand, provide a platform for students to negotiate their identities in relation to English. There is a need for a more nuanced and culturally sensitive approach to English language education in Indonesia.

Digital communication activities and EFL learners' willingness to communicate and engagement: Exploring the intermediate language learners’ perceptions

EFL/ESL teachers have used digital communication activities to teach language skills. However, the effect of digital communication activities on EFL learners' Willingness to Communicate (WTC) in classrooms and learner engagement has yet to be well investigated. This study examined the influence of digital communication activities on the engagement and willingness to communicate of intermediate English as a Foreign Language (EFL) learners. It also assessed the potential advantages of integrating digital communication into language learning contexts. A mixed-methods approach involving pretest-posttest comparisons and qualitative interviews was employed. In the quantitative phase, four intact classes of 80 intermediate Chinese EFL learners were recruited and assigned to control and experimental groups. They attempted the scales (WTC and engagement) before and after treatment. However, 20 EFL learners exposed to digital communication activities were interviewed. The research revealed notable enhancements in affective, cognitive, and behavioral engagement among the experimental group. Moreover, a substantial positive effect on EFL learners' willingness to communicate was observed, particularly in speaking, writing, reading, and comprehension activities. Findings have practical implications for EFL teachers and learners to use digital communication activities to enhance the learners' WTC in the classroom and different aspects of engagement.

A bibliometric mapping analysis of publications on the utilization of artificial intelligence technology in language learning

A plethora of publications have shed light, particularly on the affordances of Artificial Intelligence (AI)-powered technology to maximize the language learning preparation, process, and outcomes. In search of the current portrait of empirical evidence in this context, this paper reports on a bibliometric mapping analysis of publications on the utilization of AI technology in language learning in the last five years (2018-2023). Relevant studies associated with the theme were collected from several journals sorted out using predetermined criteria. Eighty-eight titles and abstracts were further reviewed to generate a mapping of relevant keywords. The analysis results showed that studies on the utilization of AI technology for language learning have gradually increased in number and grabbed considerable attention among scholars in the Asia context. Several mainstream key terms attached to AI technology comprised personalized learning, mobile learning, and chatbot applications, indicating more concerns in reviewing the role of AI technology as a smart personal assistant for language learners. Furthermore, the use of AI technology was found to be beneficial for maximizing language learning preparation, language skills development such as reading and writing, and language learning evaluation particularly in providing feedback or assessing students’ works. However, challenges in using AI technology in a language learning context remain on the surface. The present mapping analysis can serve as a reference for contemplating the retrospect and envisioning the prospect of AI-powered technology use toward sustaining advanced and quality language learning.

EXPLORING THE BENEFITS OF MULTIMODAL LITERACY IN ENGLISH TEACHING: ENGAGING STUDENTS THROUGH VISUAL, AUDITORY, AND DIGITAL MODES

This research paper investigates the benefits of integrating multimodal literacy into English teaching practices. Multimodal literacy refers to the ability to comprehend and create meaning using multiple modes of communication, such as visuals, auditory elements, and digital technologies. The study aims to explore how incorporating multimodal approaches can enhance student engagement and learning outcomes in English classrooms. Drawing on recent research and educational theories, this paper examines the theoretical underpinnings of multimodal literacy and its potential impact on language acquisition. The research employs a qualitative approach, including classroom observations, interviews, and student feedback, to gather data and provide insights into the effectiveness of multimodal literacy strategies. The findings contribute to the understanding of innovative teaching practices that promote student engagement, critical thinking, and communication skills in English language learning contexts.

Reading motivation and learning strategies among Chinese EFL learners

AbstractGiven the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.

Revolutionizing Language Learning: Exploring the Efficacy of Augmented Reality Technology Through Assemblr Studio

The use of AR in education has garnered attention as an innovative method to enhance engagement and effectiveness of learning. This study focuses on integrating Augmented Reality (AR) into language improve student motivation, it can learning communication skills, and writing proficiency. The research aims to explore and analyze the impact of implementing AR technology using Assemblr Studio in language learning contexts. The research methodology employs a mixed methods approach, with data collected through surveys, language proficiency tests, interviews, and participatory observations. The study involves students at Muhadi Setiabudi University learning with AR-based educational media tailored for language learning. Results show that implementing Augmented Reality (AR) using Assemblr Studio produces innovative learning media, particularly in writing and speaking skills. Three-dimensional (3D) media using AR is found effective in learning, with students responding positively to its use. Furthermore, AR technology can enhance the quality of language learning by providing engaging, interactive, and personalized learning experiences, fostering better understanding and authentic language use in real-world contexts.

Assessing the Impact of Student’s Evaluation of Teachers (SET) on English Speaking and Writing Anxiety among BS English Students in Peshawar, Pakistan

Background: Language learning anxiety, especially in speaking and writing, significantly affects students' academic success. This study examines the correlation between student’s evaluation of teachers (SET) and anxiety levels in English speaking and writing among BS (Bachelor of Science) English students in Peshawar, Pakistan. Methods: Utilizing a quantitative research approach, the study recruited a random sample of 154 undergraduate students enrolled in BS English language classes. Data collection involved a well-designed questionnaire incorporating validated scales: The Student’s Evaluation of Teaching Scale the adapted Foreign Language Classroom Anxiety Scale (FLCAS), and the English Writing Anxiety Scale (EWAS). Descriptive and inferential statistical methods, including Pearson correlation coefficients, were employed to analyze the data. Results: The findings revealed a minimal negative correlation between SET and anxiety in both speaking (-0.02) and writing (-0.02). This suggests that as students' anxiety about speaking and writing increases, their evaluations of teachers tend to be slightly less favorable, although the correlation is weak. The results underscore the complexity of factors influencing student evaluations and highlight the nuanced role of anxiety in language learning contexts. While anxiety is a factor in students’ perceptions of teacher effectiveness, other elements such as teaching methods, teacher-student relationships, and course content may play more significant roles. Conclusion: The study contributes to understanding the intricate dynamics between teacher evaluation and student anxiety, emphasizing the need for supportive teaching strategies to alleviate language learning anxiety and improve educational outcomes. Further research is warranted to explore these relationships in diverse educational and cultural contexts.

The Influence of Big Five Personality Traits on Foreign Language Classroom Anxiety

Knowledge of a foreign language helps people from different cultures exchange experiences, expertise, and ideas worldwide. It is considered a valuable asset in the professional field and may be highly useful in personal life. Foreign language classroom anxiety is a phenomenon associated with fear and nervousness that occurs in a language learning context. Foreign language classroom anxiety often leads to a decrease in overall process efficiency, motivation loss, and avoidance of language practice. The aim of this study is to investigate, whether Big Five personality traits contribute to foreign language classroom anxiety. Four hundred and fifty-two foreign language learners aged between 16 and 70 participated in the study. Participants were given а Big Five personality inventory to assess their personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to new experience), and a foreign language classroom anxiety scale which measures the following components: test anxiety, fear of negative evaluation, and communication apprehension. Linear regression was used as an analysis method. The results revealed that neuroticism positively predicted fear of negative evaluation, communication apprehension, and test anxiety. Extraversion negatively predicted fear of negative evaluation, communication apprehension, and test anxiety. Openness to experience also negatively predicted all three foreign language anxiety components. The results of the study suggest that knowledge of learners’ Big Five personality traits may decrease the levels of foreign language anxiety in a classroom.

FACILITATING ANXIETY AS A POSITIVE TENSION IN LANGUAGE LEARNING CONTEXTS

Facilitating Anxiety as a Positive Tension in Language Learning Contexts Anxiety is generally identified as a normal human fear or uneasiness about certain states of matters such as starting a certain activity, job, test, etc. It is also one of the psychological drives that play an influential role in the context of teaching and learning a foreign language, the thing with which we concern ourselves in this present study. However, anxiety can be either a facilitating factor of learning if derives a learner to exert the required effort to learn the target language. Hence, this type of anxiety is facilitating. On the other hand, anxiety can be a debilitating factor of learning, when a learner's worriedness is higher than the other facilitating factors; therefore, this debilitating anxiety will be as a negative factor in the experience of learning the intended target language. This paper is a quantitative analysis of the influence of the facilitating anxiety, which we term as a low tension in this study, in the teaching and learning of a language. First we set up the theoretical framework, and the review of the related literature on which this study is designed, then its importance, the methodological procedures and methods of data collection, analyses, the main findings, suggestions and recommendations for future replicable studies.

STUDENTS' PERCEPTIONS ON POSITIVE PSYCHOLOGY IN ENGLISH LEARNING AT THANH DONG UNIVERSITY

The study aims to explore university students’ perceptions of positive psychology (PP) in English language learning, examining the relationships among students’ emotional experience and enjoyment, their anxiety, and their multicultural traits and personal dispositions. The study engaged 63 participants from diverse majors, utilizing Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCAS), and Multicultural Personality Traits (MPQ) questionnaires. Findings revealed that students experienced favorable levels of FLE and MPQ, suggesting a potential positive impact of emotional well-being on intercultural attributes. However, the study also highlighted a moderate level of FLCAS, emphasizing the importance of addressing language-related anxiety within the classroom. In addition, a positive correlation between FLE and MPQ indicated that students experiencing higher enjoyment levels additionally demonstrated more positive multicultural traits. In contrast, a negative correlation between FLCAS and MPQ revealed that students with greater language anxiety tended to possess fewer positive multicultural attributes. These outcomes underscored the complex interplay between emotions, anxiety and intercultural competencies within the language learning context. The results suggested integrating strategies to enhance positive emotions and alleviate anxiety within language classrooms, fostering a conducive environment for intercultural skill development. The study also underscored the need to incorporate multicultural content to harness emotional well-being for improving intercultural competence. Additionally, recommendations encompassed adopting student-centered approaches and supportive resources to ensure holistic language acquisition experiences.

Instagram in English Language Learning: A Systematic Literature Review

In the ever-growing digital era, social media, especially Instagram, plays a significant role in English language learning. The platform is a multifaceted communication tool and offers visual and interactive features to enhance the student learning experience. This research analyzes the use of Instagram in the context of English language learning through a Systematic Literature Review (SLR) approach. The article selection process involved two stages: selection based on the title and abstract and selection based on the full text. An article search using the keywords "Instagram" and "English language learning" in Science Direct and Google Scholar produced 142 article titles, which were then filtered into 24 articles for further analysis. The conclusion of this research shows that Instagram has great potential in improving English language skills, especially in vocabulary and communication skills. Students' positive response, especially towards the development of writing skills, shows the potential of this platform in language learning contexts. In conventional and distance learning, Instagram is effective in various aspects of learning, including vocabulary, writing skills, grammar, and collaboration. Positive impacts are seen on student skills, creating creative and multimodal learning experiences. The flexibility of Instagram in teaching English for Specific Purposes (ESP), especially collocations and colligations, shows its potential. Future research recommendations include an evaluation of Instagram's effectiveness in teaching specific content and a deeper understanding of the platform's evolving landscape in education.

Exploring the relationship between willingness to communicate and cultural capital in a language learning context - a qualitative investigation

The qualitative study is intended to determine if there is a potential relationship between willingness to communicate and cultural capital in young learners of English and whether it may be possible to assess levels of cultural capital and cultural participation in a quantitative fashion, which would then open the way for a broader range of studies that would allow for regressive analysis of the relationship between cultural capital and a broad range of individual differences to determine the extent to which this may be a key factor in language acquisition and learning. The qualitative investigation was conducted on five participants who were willing to give interviews during a language camp in the UK in the summer of 2022. All five of the participants scored highly on a WTC assessment scale and also showed confidence in communicating in a non-classroom environment. The tentative findings of the study would appear to indicate that there is a firm basis for further research on a quantitative scale in order to validate the basic hypothesis.

Using Dialogues to Support Critical Thinking: Implementing Collaborative Classrooms in Libya

University level students in Libya are not exposed to independent reading materials from other resources as parts of their university level. In reading courses, Libyan English as a Foreign Language (EFL) learners are expected to develop reading habits that enable them to absorb information. To do so, they are required to develop adequate language level to comprehend texts. Critical reading that demands questioning to process the meaning of texts is not prioritized in Libyan tertiary classrooms. For these reasons building Libyan English language learners’ ability to read critically is really challenging. Directing reading courses to focus on critical reading have been a demanded part of English language programs for university students in Libya.
 The main purpose of this paper is to investigate the effectiveness of implementing reading activities that can be implemented in Libyan university reading classes to encourage Libyan teachers and learners to go beyond the basic reading skill that include decoding the basic meaning of texts and incorporate critical thinking while reading. The activities involved reading literary materials to encourage Libyan EFL learners to discuss their reading by working collaboratively with their peers. To provide background of the approach, the first part of the paper presents common problems found in the Libyan EFL tertiary classroom. Then the second part focuses on the innovative activities into Libyan EFL literary reading classes. The suggested activities are considered innovative because they have not been implemented in most Libyan language learning settings. Additionally, Libyan EFL learners responded positively towards the activities. The paper concludes by discussing the implications of the approach that can be applied to similar contexts of English language learning.