Language Learning Environment Research Articles

ROLE PLAY FOR TEACHING WOULD-BE ECONOMISTS FOREIGN LANGUAGE COMMUNICATION ON THE BASIS OF IMPLICIT SPECIALIZATION WITH VIDEO

The relevance of the topic. One of the urgent problems of modern methods of teaching foreign languages is the organization of teaching students of non-philological majors with the help of games. The relevance of this problem is caused by a number of factors. First of all, the intensification of the learning process poses the task of finding means to support students' interest in the material and to activate their activities that are being studied throughout the lesson. Educational games are an effective means of solving this problem. Secondly, one of the most important problems of teaching a foreign language is learning the oral language, which creates conditions for revealing the communicative function of the language, which enables the learning process to be closer to the conditions of real learning, which increases the motivation to learn a foreign language. The purpose of the research is to develop a set of role-playing exercises for training future economists in foreign language communication based on the strategy of implicit professionalization using a video phonogram. Implicit professionalization – integrated mastering by students of the initial stage of education of commonly used vocabulary and a part of economically marked lexical units (LU) in non-professional spheres of communication. Methodology. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. Role-plays give students the opportunity to demonstrate how to use English in real life situations and make them focus more on communication than on grammar. Role-play activities can be a lot of fun however a class full of shy students may be reluctant to participate so it is important to know your students. Regardless of what type of role-play you intend to do, it is imperative that students feel comfortable with the necessary structures and vocabulary. Mini-role plays can be done in any lesson as a practice activity. Role-plays can also take an entire lesson especially if students are put in groups instead of in pairs. Role-plays can be used as end of term projects for intermediate and advanced students. Practical meaning. The material for the development of a complex of role-playing exercises based on the content of the video phonogram mainly served as fragments of educational video courses, which is due to the typicality of the communication situations presented in them and the presence of lexical units specially selected for activation and assimilation. The results. Based on the results, it was found that the role play method can improve students' speaking skills, increase self-confidence, collaboration among students, and make the learning atmosphere fun and interesting. Firstly, various reasons for using role-play techniques in the research context have been found. Participants tend to use role-play techniques because it creates a fun and enjoyable learning environment. Another important reason is that learners recognize this method will be less boring than conventional methods. It's a good way to help them reduce stress and pressure during English speaking practice. At the same time, learners enjoy role-playing activities because they can become different characters to communicate in real-life situations. Therefore, this is a great condition for them to practice speaking English more naturally in a foreign language learning environment. Secondly, it gives opportunities for students to express their creativity in the English learning process. Students can be more active and creative to participate in speaking activities in front of the class. This method helps learners to boost their confidence level and overcome their negative feelings in the process of communicating with others. Another advantage of using role-play techniques is to practice essential skills related to learners’ speaking ability such as pronunciation, intonation, and vocabulary. The regular practice of role-playing makes learners fluent in English. It is also a good way to help learners have more motivation to speak English and be able to communicate fluently and naturally. Prospects for further research. We see prospects for further research in the creation of role-playing games based on the content of a video phonogram for teaching foreign language communication to students of other specialties, whose professional vocabulary can be significantly expanded thanks to the use of implicit professionalization at the initial stage of learning.

Associations Between Caregiver Stress and Language Outcomes in Infants With Autistic and Non-Autistic Siblings: An Exploratory Study.

Caregivers of autistic children present with high stress levels, which have been associated with poorer child outcomes in several domains, including language development. However, prior to this study, it was unknown whether elevated caregiver stress was associated with language development in infant siblings of autistic children (Sibs-autism), who are at increased likelihood of receiving a future diagnosis of autism and/or language impairment compared to infant siblings of non-autistic children. This study explored the degree to which, as well as the mechanisms by which, caregiver stress was linked with later language outcomes of Sibs-autism and infant siblings of non-autistic children (Sibs-NA). Participants were 50 infants (28 Sibs-autism; 22 Sibs-NA) aged 12-18 months at the first time point in this study (Time 1). Infants were seen again 9 months later, at 21-27 months of age (Time 2). Caregiver stress was measured via a validated self-report measure at Time 1. Caregiver language input, the putative mechanism by which caregiver stress may influence later language outcomes, was collected via two daylong recordings from digital recording (Language ENvironment Analysis) devices worn by the child at this same time point. Child language outcomes were measured via standardized and caregiver report measures at Time 2. Several models testing hypothesized indirect effects of caregiver stress on later child language outcomes through caregiver language input were statistically significant. Specifically, significant indirect effects suggest that (a) caregivers with increased stress tend to speak less to their infants, and (b) this reduced language input tends to covary with reduced child language outcomes later in life for Sibs-autism and Sibs-NA. This study provides new insights into links between caregiver stress, caregiver language input, and language outcomes in Sibs-autism and Sibs-NA. Further work is necessary to understand how to best support caregivers and optimize the language learning environments for infants. https://doi.org/10.23641/asha.21714368.

Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels

This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.

The danger of bilingual–monolingual comparisons in applied psycholinguistic research

AbstractThe pervasive monolingual bias present within many societies threatens the well-being of bilingual children and their families. Unfortunately, such bias is present in much psycholinguistic research as well. Bilingual–monolingual comparisons with methodological approaches upholding monolingual norms are not equitable to bilinguals. We do not need such comparisons to learn more about bilingual use and processing. Instead, psycholinguistic research investigating the impact of different kinds of environments for language learning, use, and processing within bilingual populations can be transformative. Applied psycholinguistic research with an increased focus on investigating all the languages bilingual children and their families need for day-to-day communication, and on the factors supporting their learning and use, can help inform educators, policy makers, and language and speech professionals. This will hopefully contribute to the well-being of the people we study.

Exploration of EFL Freshman Law Students’ Attitudes on Telegram Messenger Usability in a Legal Terminology Course

In recent years, there has been an increasing tendency for educational institutions and EFL instructors to integrate social media platforms in English language learning environments. The hypothesis is that social media platforms, including Facebook, Twitter, and Telegram, have positive impacts on the development of reading, writing, and communication skills, as well as the vocabulary development of EFL students. Despite the prolific literature on the effectiveness and usability of social media platforms, including Telegram, in EFL contexts, very little research has been done on the impact of Telegram Messenger on language development in general and the vocabulary development of ESP students. Thus, this study explores EFL law students' views of the usability of Telegram Messenger in a Telegram-supported legal terminology course. This quantitative study applies convenience sampling and adapts Kusuma and Suwartono’s (2021) survey questionnaire to collect data. The findings reveal a multi-faceted and very clear picture of Telegram Messenger as an informal form of virtual learning media. The findings confirm that Telegram Messenger is a very beneficial and effective tool, as demonstrated in the legal terminology course. Students express satisfaction with Telegram Messenger due to its easy accessibility and flexible use. They have positive attitudes concerning the educational applications of Telegram Messenger, especially in establishing learner–learner and lecturer–learner types of interaction and keeping them updated with lectures and examination-related issues. Telegram Messenger assists students in catching up with the lectures they cannot attend due to unfavorable circumstances.

Using learning analytics to investigate learning processes and behavioural patterns in an augmented reality language learning environment

AbstractBackgroundAugmented reality has been widely applied in various fields, and its benefits in language learning have been increasingly recognized. However, the investigation of effective learning behaviours and processes in augmented reality learning environments, taking into account temporality and analysis of differences in learning behaviours between learning achievements from the perspective of learning strategies, is still a topic that requires further research.ObjectivesThe goal of this research is to explore effective learning processes in AR language learning environments and learning behavioural patterns of learners with different performance levels via LA taking into account temporality.MethodsWe used the learning application designed and developed in previous studies to understand the learning process and behavioural patterns of acquiring Japanese compound verbs with augmented reality. Lag sequential analyses were conducted to analyse the learning behavioural transitions using learning data. Additionally, frequent sequences were analysed using frequent sequence mining to compare the learning behavioural patterns of learners with different learning performances.Results and ConclusionsWe investigated the learning process and behavioural patterns and discussed the language learning strategies employed in the augmented reality learning environment. The results indicated that learners primarily performed strategies of performed expressions, recombining, and structured reviewing in AR compound verb learning activities. Furthermore, the results revealed the different types of strategies applied by different learning performance learners, whereby the low group learners used the least variety of strategies, and the middle and high group learners employed repeating and deductive reasoning strategies that were not followed by the low group.

Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment

AbstractIn recent years, the number of studies investigating the effectiveness of using digital games for incidental second language (L2) vocabulary learning has been rapidly increasing; however, there is still a lack of research identifying the factors that affect incidental L2 vocabulary learning. Hence, the current study examined vocabulary-related (word level, exposure frequency, salience) and learner-related (language proficiency, interest, viewing captions) variables and investigated factors affecting EFL students’ incidental vocabulary learning in the use of a vernacular (noneducational) murder mystery game (N = 59). The study employed a quantitative research method and descriptive and inferential statistics (repeated measures ANOVA and multiple linear regression). The results showed that playing the game greatly facilitated L2 vocabulary acquisition and retention. Among the vocabulary-related variables, the study found that only salience significantly influenced vocabulary acquisition. Regarding the learner-related variables, the students’ interest and viewing captions were positively related to vocabulary learning, whereas their language proficiency levels were negatively correlated. The study found that the students’ conscious attention, in conjunction with salience of the word, was the main facilitating factor in incidental vocabulary acquisition and retention in the game-enhanced language learning environment. The study suggested pedagogical implications for incidental vocabulary learning through game play based on the results of the study.

Research on the "Foreign Language+" Curriculum System in Universities with Industrial Features

Under the background of the construction of the new liberal arts, the traditional curriculum system for foreign language subjects cannot meet the market demand. The development space of foreign language majors is increasingly compressed, and the quality of graduates is generally declining. The situation of foreign language majors in universities with Industrial Features is even more difficult due to the weakness of their disciplines, the limited teaching staff and the lack of language learning environment. In this paper, we use literature research and questionnaires to explore the development of "foreign language +" courses in universities with Industrial Features with industrial characteristics, by adjusting course hours, diversifying course settings and offering cross-disciplinary courses. This article provides some ideas and suggestions for the development of foreign language courses and curriculum reform in universities with Industrial Features.

A survey of communication supports in Grade R classrooms in the Western Cape, South Africa.

Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech-language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.

Enjoyment in the Foreign Language Teaching Environment: Saudi Teachers’ Perspectives

Introduction. Positive emotions are crucial for facilitating the learning process in foreign language (FL) classes. It has been well established that the emotion of enjoyment highly influences students and teachers in language learning environments and plays a key role in motivation. Goals. The first objective of this study was to investigate the foreign language enjoyment (FLE) levels of FL teachers in Saudi Arabia. The second objective was to investigate the level of enjoyment felt by these teachers when they were FL students. Third, gender differences with regard to the level of enjoyment were studied. Finally, the sources of enjoyment were explored. Thirty-six teachers from different educational institutions in Saudi Arabia were surveyed. Results. The results demonstrated that the participants experienced high levels of enjoyment when teaching FL classes; however, their enjoyment levels were significantly higher when they were FL students. A positive atmosphere at the workplace, students’ excitement about language learning, and the joy of passing knowledge to others served as sources of enjoyment among the FL teachers. In terms of their experiences as FL students, FLE stemmed from their own FL teachers’ attitudes as well as the process of learning a language applicable to real daily life. Gender was found to be only a mediator, not a predictor, of participants’ enjoyment as there were no statistically significant differences between male and female teachers. Conclusions. Thus, the following conclusions can be drawn based on the study. First, teachers must promote positive classroom environments by perfecting their general attitudes as much as possible to enhance the feeling of enjoyment among learners. This, in turn, will make the FL learning journey effortless and help students reach their learning goals and objectives. Furthermore, in pre-course sessions, a brief introduction that clarifies the importance of English as a foreign language is highly recommended. This will help students recognise the possible outcomes of their learning and enable them to enjoy their experiences of learning EFL. Second, institutions – i.e. schools and universities – that offer opportunities to teach EFL should provide positive working environments for their FL teachers. Institutions must also draw teachers’ attention to their role as vital knowledge resources for their students.

Reviewing the role of positive classroom climate in improving English as a foreign language students' social interactions in the online classroom.

The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners' communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students' wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners' affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students' social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era.

Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension

Promoting English as a foreign language (EFL) students’ reading comprehension, improving their reading motivation, and reducing their anxiety have always been the focus of EFL researchers. Educational board games have gradually received attention from educators. Various studies have found that board game-based teaching can improve students’ learning performance, motivation, and classroom engagement, and contribute to increasing discussion. However, there are few discussions on board games in the field of EFL, so further discussion is necessary to fill the research gap of board games in EFL reading comprehension. This study developed a dual-hierarchical scaffolding board game activity framework integrating game-based learning (GBL) and scaffolding strategies, and used card board games as teaching materials to promote EFL students’ reading comprehension. The game activity framework provides a scaffolded language learning environment with dual-hierarchy concepts to support students in building successful reading strategies. Moreover, the verbal and visual representations are displayed together on the cards game component. Game mechanics can help students to link verbal and image information. On the other hand, this framework emphasizes allowing students to first use the group discussion and collaborative reading mode to conduct self-directed and game-based learning activities with the dual-hierarchy scaffolding strategy. Then the teacher guides the students to use the concepts learned in the game activities to analyse and read the text so that they can understand the text content. A quasi-experimental design was conducted in a high school English reading course to evaluate the effectiveness of the proposed framework. The experimental results showed that the proposed framework not only significantly promoted the EFL students’ reading comprehension and learning motivation and decreased their learning anxiety, but also helped them maintain a high level of learning motivation in the process of the activities. It is expected that the proposed structure can lead to better EFL teaching practices.

Visualizing language learning environments beyond the classroom in study abroad

Abstract Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.

L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction

Abstract This study investigates how L2 learners of Korean in foreign language-learning environments manifest the target knowledge as a function of various factors surrounding the learners (e.g., L2 textbook input, language-specific properties, general language-use experience in class), specifically concerning the learners’ written production of the postposition–verb pair in a locative postposition–verb construction. For this purpose, we analyze two textbook types and learner writing from two L1 groups, focusing on postposition/verb use, Type–Token Ratio, and keyness. We find some meaningful relationships, but also inconsistencies, between L2 textbook input and L2 written production regarding this construction. We discuss implications of the findings with respect to how L2 knowledge is shaped at the interface of L2-textbook characteristics, language-specific properties involving the target knowledge, learners’ L1, and general language-use experience in class. Based on the results, we also discuss pedagogical implications, with emphasis on (methods and technologies of) utilizing the existing corpora for instructional purposes.

The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment

Virtual reality (VR) for Language learning has been shown effective in improving students’ communication skills. However very few studies reveal the communication strategies students used in communicating in a VR environment, especially in learning Chinese as a foreign or second language (CFL/CSL). In this pilot study, a prototype Virtual Experiential Language Learning Environment (VELLE) was used to provide immersive learning experiences in developing CFL students’ communication strategies. Productive Failure was employed as an instructional approach to support the learning design. The participants were six CFL students learning in an Australian university. The main data sources included audio recordings of the students’ communication in VR and interview data. The findings showed that participants’ use of various types of communication strategies was influenced by the VELLE and Productive Failure design. In particular, the use of L1 in the problem-solving phase enriched the participants’ learning opportunities and all participants used a lesser number of resource deficit-related strategies after the instruction. Second, Students reported enhanced engagement in language use in the VR context.

Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation

In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.

Research on College English Flipped Classroom Teaching Model Based on Micro-class

The teaching model of flipped classroom based on micro-class is the focus of global education in recent years. It realizes the reversal of teaching process between knowledge imparting and knowledge internalizing. It also transforms the roles of classroom and teachers and students. This new teaching model has the characteristics of flexibility, timeliness, openness, modularity and multimodal input. It is helpful to realize students’ personalized learning and create a good language learning environment for students. This paper analyzes the feasibility of applying flipped classroom model based on micro-class in college English teaching by studying the concepts and features of micro-class and flipped classroom, the features of college English teachers and students, the current English teaching model, as well as the teaching environment. It also explores the flipped classroom teaching in theory and practice.

Research on College English Flipped Classroom Teaching Model Based on Micro-class

The teaching model of flipped classroom based on micro-class is the focus of global education in recent years. It realizes the reversal of teaching process between knowledge imparting and knowledge internalizing. It also transforms the roles of classroom and teachers and students. This new teaching model has the characteristics of flexibility, timeliness, openness, modularity and multimodal input. It is helpful to realize students’ personalized learning and create a good language learning environment for students. This paper analyzes the feasibility of applying flipped classroom model based on micro-class in college English teaching by studying the concepts and features of micro-class and flipped classroom, the features of college English teachers and students, the current English teaching model, as well as the teaching environment. It also explores the flipped classroom teaching in theory and practice.

Language learning environment: Spatial perspectives on SLA.

OPINION article Front. Psychol., 07 September 2022Sec. Educational Psychology https://doi.org/10.3389/fpsyg.2022.958104

ENHANCING ESL STUDENTS’ SPEAKING MOTIVATION THROUGH INSTAGRAM (IG)

This study addresses the issue of investigating how Instagram (IG) helps to enhance students’ speaking skills in English, particularly their confidence and motivation in speaking. While many studies have looked at the impact of IG on language learning, little is known about Instagram could enhance ESL students’ communication skills. A qualitative case study was conducted which involved 6 students selected based on the purposive sampling technique, at one multi-ethnic secondary school in Petaling Jaya, Selangor. Multiple methods such as pre and post-interview sessions and IG postings were used to collect the data. Data were analyzed thematically and via content analysis. The findings revealed three themes associated with IG which are: Connecting, sharing and learning. IG also helped to enhance ESL students’ motivation and confidence in using English. It is recommended that language teachers implement media platform such as Instagram to create more conducive language learning environment. It also contributes to new ideas and knowledge on how teachers and learners can conceptualize and use Instagram in English speaking-lessons.