Language Learning Opportunities Research Articles

STRATEGIES FOR LEARNING PRONUNCIATION ONLINE: SERBIAN EFL LEARNERS’ PERSPECTIVE

Digital tools and online teaching platforms offer vast opportunities for language learning, yet, even though many indeed focus on pronunciation practice only, there seems to be a noticeable lack of research supporting their effectiveness. The current paper investigates Serbian EFL learners' views on the possible strategies employed for successful online pronunciation practice. A total of 105 tertiary-level English-major students at the Faculty of Philology and Arts, University of Kragujevac, Serbia, participated in the pre-designed survey concerning online learning strategies with a particular focus on pronunciation practice. The primary instrument was a questionnaire consisting of three parts: part one concerned with the demographic information on the sample, part two containing statements related to offline pronunciation learning strategies and part three focusing on online pronunciation learning strategies. Based on the results, dominant strategies for pronunciation practice in face-to-face classrooms are directed toward improving individual sounds and intonation. Thus, both segmental and suprasegmental features are incorporated in the students’ pronunciation instruction. When it comes to the pronunciation learning strategies online, students seem to prefer cognitive and metacognitive strategies, while social strategies seem to lack popularity among Serbian EFL students. In general, a relatively even distribution of responses was noted for both ends of the scale for the majority of proposed strategies which is explained by the specific professional orientation of the respondents. The findings underscore important pedagogical implications not only for learning English online, but for the improvement of pronunciation practice in the Serbian EFL context in general.

Neurodidactic Aspects of Teaching Adults Foreign Languages

Education is among the many spheres of human life that have been totally computerized in today’s society. Computers and digital resources have already become an accepted part of the learning process for all types of educational institutions, from preschools to universities. The article points out the importance of distance learning and Internet platforms as a didactic means of material assimilation, because with their help it is possible for students to independently assimilate the proposed teaching and learning materials within a certain period of time. The manner in which Internet tools are employed should be subjugated to attaining educational objectives and safeguarding the excellence of virtual instruction. In today’s information world saturated with different electronic resources, higher education institutions have to withstand tough competition with different educational centres and platforms providing foreign language learning opportunities. This article presents an overview of educational platforms for foreign language learning (in English). The article aims to demonstrate the wide range of options available on various websites designed for adult learners of foreign languages, while exploring neurodidactic approaches to teaching. The sites analyzed in the article have different methodological bases and have a specific learning goal. The practical experience of using a corporate educational platform in teaching is considered.

Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

Migration has almost always been accompanied by language-related processes and concerns. Integration dimensions interact with numerous language-related issues, such as language requirements and learning opportunities, and the purpose of our paper is situated in the broader field of linguistic integration of adult refugees and migrants in Greece and Italy. Greece and Italy share a double role both as host and transition countries, as two of the main EU entry points for refugees and migrants since the 2015 refugee crisis, and therefore they have been selected as two suitable cases to be further explored. This paper aims to give an overview of the language requirements and language-learning opportunities in the migration context in Greece and Italy. Through our comprehensive review of language requirements and language-learning opportunities in Greece and Italy, we have undertaken an examination of the two contexts employing a comparative approach to scrutinize the processes of linguistic integration. The information presented has shown that similar linguistic requirements are set in both countries although the use and implementation of the Knowledge of Society (KoS) tests seem to discriminate between the two contexts. The results agree with similar findings through indexes such as the Language Policy Index for Migrants (LAPIM) and the Migrant Integration Policy Index (MIPEX).

Digital Learning Materials in Teaching Languages for Special Purposes in Higher Education in QuILL Project

Aim. The Erasmus+ project ‘QuILL – Quality in Language Learning’ was approved within the Strategic Partnerships for Digital Education Readiness as it proposes a new insight into the way digital open educational resources (OER) are made available to language lecturers teaching languages for specific purposes or as foreign languages and how they can maximise their use in a qualitative way. The project ended in February 2023. One of QuILL’s main goals is to provide higher education language lecturers with a substantial number of Open Educational Resources (OER) to assist them in the teaching and learning process. Apart from that, a training package has been developed to guide lecturers into the way they identify, use and create online resources. The guidelines brought into play in the e-book of the project concur with the core principles that guide higher education lecturers’ teaching practice: to make learners become motivated and engaged, unfettering them from narrowmindedness, fostering autonomy and critical thinking.
 Methods. The identification of the sources has been made by the experts of the project partnership following a bottom up approach and the participation of a relevant number of potential beneficiaries, focusing in particular on Language for Specific Purpose (LSP). Each resource is presented both in English and the target language through a review, a case study and a guideline on how to use it. The e-learning based package addressed to university LSP lecturers is specifically aimed to guide them in innovating their language teaching methodologies through the effective use of quality digital based OER teaching sources including 2 operative tools, 2 case studies and an interactive self-assessment test. A third outcome of the project is an e-book titled Implementation of Digital language Learning Opportunities. This publication brings together contributions from the six partners that integrate the QuILL project consortium. Therefore, it consists of six chapters.
 Results. In the QuILL portal, both language lecturers and learners will find many OERs for 18 European languages, already tested and validated by students in real teaching scenarios. The OERs used for LSP described according to quality indicators: comprehensive approach, added value, motivation enhancement, innovation, transferability, skills assessment and validation, adaptability. The content of the e-learning based training package is structured in 3 modules, each of which follows the same structure with the combination of a readable e-text, extensive use of links to existing resources and downloadable supplementary document. The e-book, containing important theoretical and practical guidelines, is aimed at Higher Education (HE) policy makers, as well as LSP lecturers, to improve the implementation of digital based language learning opportunities in higher education systems. It also intends to present, examine and reflect on the opportunities related to the use of digital technology in the language learning and teaching process.
 Conclusions. Most resources found on the Internet are targeted at learners of English. This is one of the issues that QuILL addresses. The publication, an e-book on digital language teaching addresses the process of language learning via digital resources and keywords such as “quality” “innovation”, and “digital education” are common to all of the six chapters. In the specific context of LSP, digital technologies equip teachers and students with more tools that will empower them during the learning and teaching process, so they continue to open as many doors as possible.

Empowering Minds: Multimodal Literacies, Fanfiction, and Inclusive Education

This article critically examines the intricate relationship between literacy and multimedia, focusing on multimodal literacies within the framework of educational equity. It navigates intersections among literacy, social-emotional learning, and educational equity, expanding from the analysis of fanfiction as mentor texts to the transformative empowerment of communities through technology integration. Connections between literacy engagement and cultural practices are explored through the lens of enhancing opportunities for English language learning. By tracing the historical roots of fanfiction and scrutinizing its contemporary manifestations in popular culture, this article explores the potential of multimodal literacies. These concepts cultivate literacy skills and foster creativity, empathy, and inclusivity—especially crucial for diverse learners, including those embarking on the journey of English language acquisition. Serving as a comprehensive resource, the article provides nuanced insights into the multifaceted ways in which multimodal literacies can effectively bridge the engagement gap. It offers practical applications, outlining a path towards a more equitable and enriching educational landscape in the digital age, with a specific focus on promoting linguistic proficiency among English language learners. The article stands as a valuable guide for educators, researchers, and practitioners, offering concrete strategies for leveraging multimodal literacies to create inclusive and empowering learning environments.

Maahanmuuttotaustaisten kielenoppijoiden moninaiset kielet ja polut

While student diversity is increasing, it is crucial for teachers to be aware of how to recognize the importance and potential of the language background and existing skills that their students bring with them. This article presents some research findings and data excerpts on how these are reflected in the learners’ opportunities for participation in interaction and various activities in learning communities. The theoretical framework consists of ecological and usage-based approaches that have served as a basis for pedagogies that center multilingual repertoires, language awareness and social interaction at the core of language learning. The perspective adopted in the article is primarily that of individual learners who are learning Finnish as their second language. Some future prospects in the field of language education are also discussed with regard to the increasing student diversity and the need for ensuring equitable language learning opportunities for all.

Poetry as An Alternative to Teach Literature for EFL Students in English Course

The purpose of the study is to investigate how effectively poetry works as an alternative teaching strategy for literature to English as a foreign language (EFL) Students. Poetry is a form of verbal art that evokes feelings, reflects thoughts, and conveys human experiences in a beautiful and creative way. This study explores the connection between teaching methods and literary works, with a specific focus on the use of poetry by teachers to improve language proficiency in EFL students. The study emphasizes a teacher's insights as a useful resource within the framework of an English course in Pare Kediri, East Java. The instructor highlights how well poetry works as an alternative teaching strategy for enhancing students' basic language proficiency, which includes speaking, listening, writing, and reading. The study also looks at the many advantages of including poetry in teaching languages. Using poetry as an alternative method to teach literature develops their critical thinking skills and language fluency in addition to their language ability. Moreover, it fosters a greater awareness and respect of one's cultural history and raises learning motivation. The research highlights the educational advantages of adding poetry into the curriculum and highlights the possibility of poetry as an alternative teaching method for EFL students. It is a promising option for instructors looking for cutting-edge and effective teaching methods because of its effectiveness. In the end, this study's conclusions support the inclusion of poetry in the curriculum as an alternative method to improve EFL students' language learning opportunities.

Enhancing English Acquisition: Effects of among us Game-Based Gamification on Language Competence, Motivation, Attention, and Attitude towards the English Subject

This study aimed to ascertain if there was a significant impact on the acquisition of English language competence, motivation, attention, and emotions towards English as a Second Language (ESL) after the development of gamification based on the famous Among us game with primary education students aged 7–8 years (n = 24) from a state school in Ciudad Real (Castilla-La Mancha). An experimental method with a pretest–post-test design was considered, in which the control group followed a transmission instructional model, and the experimental group underwent an eight-session gamified experience using Information and Communication Technologies (ICT). Four ad hoc tests were designed and implemented to assess writing, reading, speaking, and listening skills, while various test adaptations were used to measure attention and motivation variables. The results show that gamification helped to improve the variables analyzed, showing significant enhancements in reading from the experimental group, as well as a more positive attitude towards the English subject, increased active participation, and fewer negative inclinations towards mistakes. The study suggests that incorporating gamification can have a positive impact on learning outcomes and may serve as a means of bridging linguistic inequalities and promoting equitable access to language learning opportunities. However, further research is necessary to explore the potential of gamification in this regard.

Avrupa Eğitim Programları ve Dil Gelişim Dosyası Türkiye Uygulaması

Abstract European relations with Turkey, which began with the application of the Republic of Turkey for membership in the European Community and continued with the acquisition of candidacy status, gained a new dimension with the Copenhagen summit on December 12, 2002. Fifteen member states of the European Community have decided that Turkey can start candidacy negotiations in December 2005 if it can prove that it meets the political and economic criteria for integration with Europe, according to development reports. With the positive outcome of this development, Turkey is expected to become a member state of the European Community, and the Turkish language will be one of the most widely spoken European languages according to the population ratio. The legal status, financial and administrative autonomy of the Turkish National Agency were approved by the Turkish Grand National Assembly in July 2003. The learning of Turkish by Europeans as a foreign language of Turkish began with the establishment of commercial and political relations with the Ottoman Empire, and Turkology departments were opened in many universities. In the near future, commercial and political relations between Europe and Turkey are expected to increase with the accession negotiations Dec. Programs such as Leonardo, Socrates and Lingua, which are carried out within the European Community, offering educational, participant and instructor exchange, language learning opportunities, have been carried out in recent years within the framework of projects, especially with the participation of member and candidate countries. Turkey has also participated in these programs and has established a Socrates Commission. The aim of the foreign language policy adopted and proposed by the Council of Europe is to protect and develop linguistic and cultural diversity as a source of mutual wealth and to facilitate interpersonal relations, international flow and exchange of ideas. Dec.1. The aim of the foreign language policy adopted and proposed by the Council of Europe is to protect and develop language and cultural diversity as a source Dec. In this context, the Turkish language will also be a cultural richness and diversity for Europe, and it is expected that teaching and learning it as a foreign language will also be a factor that helps Turks to express themselves better in relations with Europeans. Key Words: European Union, Turkey, European Educational Programs, Language Development File

Empowering Chinese Language Learners from Low-Income Families to Improve Their Chinese Writing with ChatGPT’s Assistance Afterschool

ChatGPT is a state-of-the-art generative artificial intelligence (AI) chatbot released by OpenAI in 2022. It simulates human conversation and has the capability to generate different texts at various levels of sophistication in near real time depending upon the user’s skill in creating prompts. While concerns have been raised about academic dishonesty and cheating among students, ChatGPT has significant academic potential for education, particularly in the field of language learning. This research explores the potential of ChatGPT in supporting and empowering Chinese language learners (CLLs) whose first language is English to enhance their writing skills, mainly focusing on the research question: Is there a functional relation between Chinese language learners from low‐income families using ChatGPT after school twice a week and improvements in their Chinese writing? Four participants with varying language proficiency levels were recruited, and their data were analyzed using an ABA design. Over three weeks, they utilized ChatGPT twice a week for approximately 20 min each after school. The students’ writing scores, writing samples, and learning reflections were used to triangulate the data and enhance the data’s trustworthiness. The findings indicate that (1) each participant made a noticeable improvement in their Chinese writing scores during the intervention and reversal phases; (2) ChatGPT played a crucial role in correcting errors and facilitating the development of complete sentence structures; and (3) the students expressed a sense of empowerment through their interactions with ChatGPT. These findings highlight that ChatGPT shows promise as a supportive tool for CLLs from low-income families, reducing educational inequality and promoting equitable access to language learning opportunities.

Ene, mene, muh, raus bist du? Digitale Spiele als inklusive Lerngelegenheit in der Fremdsprachenlehrkraftbildung

Incorporating digital gaming in the target language may be at odds with an inclusive approach to English language teaching, defined broadly, if these games exclude some participants due to technological features, disempowering content, or problematic actors. Despite these problems, however, digital games can equally offer opportunities for foreign language learning as well as for inclusion. This contribution describes a university-level seminar designed to foster pre-service teachers’ informed consideration of the opportunities and challenges associated with digital gaming in the English language classroom. An explanation of the theoretical principles and central elements of the learning opportunity for future English teachers is followed by a summary of the accompanying mixed-methods analysis. Subsequently, the ways in which the seminar supports the development of digital gaming literacy among the targeted pre-service teachers is discussed.

Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching

Abstract This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/T. Third, we apply the FE concept in investigating interaction in an Australian English as a second language classroom. Fourth and finally, we discuss our analysis’s wider implications for learning and teaching: Studying interaction in FEs from a sociocognitive perspective enables investigation not just of language learning opportunities but of moment-by-moment learning processes.

Enhancing Student Vocabulary Proficiency through the Effective Implementation of Multimodal Approaches

Language barriers in educational settings can hinder effective communication and impede language learning, particularly when students cannot speak English fluently, and teachers struggle to understand the students' native languages. This study explores the efficacy of multimodal approaches to overcome language barriers and enhance vocabulary learning in a school with limited English language instruction. The identified problem encompasses students lacking vocabulary and English speaking abilities due to the language barrier and insufficient language learning opportunities. To address these challenges, a solution involving multimodal techniques through pictures, bingo games, mix-and-match games, PowerPoint presentations, and Google Translate was implemented. The research adopts a Class Action Research (CAR) methodology, allowing collaborative efforts with participants to implement multimodal strategies effectively. Observations and assessments were conducted to measure changes in students' vocabulary proficiency and language skills after the intervention. Additionally, qualitative data was gathered through interviews with ten students from the highest rank to gain insights into their experiences with multimodal approaches.

Scenarios for the Use of Chatbots in Teaching a Foreign Language in the Higher Educational Institution (HEI)

Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are now filling the Internet, acting as guides, salespersons, and assistants. However, chatbots designed as communicators have yet to make a meaningful contribution. Perhaps the most natural vocation is to be a partner in learning foreign languages. In this article, we'll look at some of the chatbots developers are offering to help you learn foreign languages. Now chatbots can radically change interacting with the digital world, from reading and writing to listening and speaking. Although this reality has been possible for more than a decade, there is little direct evidence that the golden age of spoken-agent language learning opportunities has arrived.

Does geographical exposure to language learning centres affect language skills and labour market outcomes in a bilingual city?

In this paper, we investigate the effects of geographical exposure to local language training centres in a bilingual urban labour market, the Metropolitan Area of Barcelona, exploiting the implementation of a language policy that provided publicly subsidized language courses for adults. Our variable of interest consists in a measure of spatial availability of language schools that captures potential exposure and its expansion over time. First, we focus on the formation of local language skills, adopting a reduced-form approach. Our results indicate that exposure to language learning opportunities has a positive but quantitatively modest effect on local language skills, since individuals residing in neighbourhoods with a higher supply of language centres are more likely to be able to speak and write in Catalan. The effect is very robust to falsification exercises and several sensitivity checks and is driven by younger individuals, and especially by those who were born in Catalonia. Second, we analyse whether accessibility to language centres also affects employment, working hours, employment sector, and occupation. Our results indicate that, although skills in Catalan are positively and significantly associated with improved labour market outcomes, spatial accessibility to language centres is not directly related to any of them. This lack of effect is possibly due to the fact that the impact of geographical exposure on language skills is too small in size to improve performance in the local labour market.

Educational Planning in Context of Yakut, Kalmyk, and Karelian Languages

This article examines one component of language planning — educational planning. The main elements and indicators of this type of planning were identified. The authors discuss issues related to educational planning in three republics of the Russian Federation. The study was conducted based on the materials of the Kalmyk, Karelian, and Yakut languages. The aim of the research was to analyze educational planning as a set of existing opportunities for language learning. One of the objectives was to determine the scope and directions of activity in educational language planning. The second objective was to provide an overview of educational planning based on the materials of the Karelian, Kalmyk, and Yakut languages in synchrony and diachrony. The third objective was to analyze educational language planning according to our identified criteria and clarify the prestige of languages in the perception of speakers as a motivational factor for their study. To achieve this, the results of field research conducted in the three republics in 2021-2022 were analyzed. As a result of the study, it was concluded that the ethnic self-awareness of respondents is at a high level, and the symbolic significance of national languages is significant. However, there is a tendency towards a decrease in the number of individuals interested in studying their native (national) language in school education.

Linearity, delay, and lost language learning opportunities. Newly arrived adolescent students’ experiences with school segregation in Norway

ABSTRACT This study investigates school segregation for newly arrived adolescent students (aged 16–22) in Norway. Based on an interview study in two Norwegian adult education establishments and drawing on a sociocultural framework, the article highlights the students’ experiences with and perceptions of school segregation. More specifically, it analyzes which notions of second language learning come to the fore when the students reflect upon their school situation. The main finding is that the students are critical of the segregated system because it makes it hard to get to know Norwegian-speaking peers and thus, to learn Norwegian. They resist the linear model of language learning intrinsic to school segregation and feel that their language learning and their integration are being delayed as a result of the segregated system. As such, they perceive second language learning as dependent on social participation in second language communities, in line with sociocultural approaches.

Exploring the Ethical Dimensions of Using ChatGPT in Language Learning and Beyond

The emergence of ChatGPT in the field of education has opened up new opportunities for language learning, but it has also brought about significant ethical considerations that must be carefully considered and addressed to ensure that this technology is used responsibly. With the field of artificial intelligence (AI) advancing at an unprecedented rate, it is imperative for educators and administrators to remain vigilant in monitoring the ethical implications of integrating ChatGPT into language education and beyond. This paper will explore several ethical dimensions concerning the use of ChatGPT, a sophisticated language model developed by OpenAI, in language education. It will discuss privacy, bias, reliability, accessibility, authenticity, and academic integrity as significant ethical implications to consider while integrating ChatGPT into the language classroom. By gaining an initial understanding of the ethical implications involved in utilizing ChatGPT in language education, students, teachers, and administrators will be able to make informed decisions about the appropriate use of the technology, ensuring that it is employed in an ethical and responsible manner.

“Changing the course of the stream”: A retrospective analysis of artful language learning opportunities

AbstractHistorically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school‐sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up “inquiry as a stance” to provide a retrospective analysis of the implementation of two Artful Language Learning Opportunities (ALLOs) from an uncritical code‐switching unit plan designed for 11th‐grade students in 2011, and to offer ways that the ALLOs were (and could be) modified to center the dynamism that BL and thus disrupt White linguistic hegemony. This study's implications highlight the need to shift language instruction toward exploring critical concepts, embracing cultural pride, and incorporating equitable frameworks to empower students and transform teaching practices. By prioritizing the study of BL, educators can create inclusive learning environments that recognize and celebrate linguistic diversity, and, in doing so, understand that mastery in standardized English(es) is an inevitable outcome.

Effect of carrying objects on walking characteristics and language abilities in 13- and 24-month-olds.

Learning to walk leads to an increase in language abilities; however, the underlying mechanisms accounting for this relation remain unclear. Investigating the quality of early gait control may offer some insights. The purpose of this study was to (a) quantify how 13-month-olds (n = 39; 39% male) and 24-month-olds (n = 39; 59% male) adapt gait based on task (carrying vs. not carrying objects), object characteristics (size and weight), and environmental constraints (free play vs. structured) and to (b) assess how changes in gait relate to language abilities. To assess gait differences, Midwestern participants engaged in a free-play session and structured task with toys varying in size and weight while wearing motion capture markers. Parents completed an age-appropriate version of the MacArthur-Bates Communicative Development Inventory to measure language abilities. During free play, 13-month-olds were selective when choosing what to carry basing their decisions on object weight over size and adapting their upper-body control based on weight. Neither age group modified lower-body gait due to object characteristics but did reorganize their upper-body control. These upper-body adaptations were dependent upon age, environmental context, and task. Importantly, more mature upper-body control and more time spent in motion during free play were significant predictors of 13-month-olds' language abilities. Gait improvements may offer new opportunities for language learning; increased stability may allow young children to better focus on the objects, potentially enhancing word learning opportunities. Early movements and functional behavior during free play may be important predictors underlying the association between the onset of walking and language development. (PsycInfo Database Record (c) 2023 APA, all rights reserved).