Language Education Research Articles

Positive psychology probe: Assessing impact factors on CFL learners’ Chinese language learning through the EMPATHICS model and Q methodology

The growing prominence of Chinese, driven by initiatives like the “Belt and Road,” has led to a surge in demand for Chinese language learning among international students. However, this endeavor faces challenges due to cultural differences and the complexity of Chinese linguistics. This study explores the impact factors on Chinese as a Foreign Language (CFL) learners by integrating positive psychology, the EMPATHICS model, and Q methodology. Investigating the experiences of 31 learners at a Shanghai university, the findings revealed three distinct factors: “Proactive Exploration,” “Communication and Empathy,” and “Positive Attitude,” representing a unique combination of well-being dimensions influencing learners' experiences. The study highlights the importance of considering multiple well-being dimensions in designing learner support systems and tailoring teaching strategies to specific learner needs. The EMPATHICS model and Q methodology demonstrate utility in assessing impact factors on CFL learners’ well-being, offering practical recommendations for enhancing learner satisfaction and success. Despite limitations, this study contributes insights to Chinese as a foreign language education, emphasizing a comprehensive focus on learner well-being and the value of Q methodology as a research tool.

Classroom work with literature in basic literacy and second language education for adults

This article examines classroom work with literature in the Swedish for Immigrants (SFI) programme in which adult migrants study Swedish at a basic level. The participants were a teacher and a group of students with limited previous education. The study explores practices that the participants applied during classroom work with an easy-to-read novel. The theoretical and analytical framework includes the four resources model, transactional theory and the concepts of translanguaging and embodied literacy practices. Data for the study were collected in a large action research and linguistic ethnography project by means of classroom observations and focus group conversations with teachers. Findings show that decoding and meaning-making practices were most prominent, while text-using and text-analysing practices were scarcer. Aesthetic reading and efferent reading were in different ways integrated with the different families of practice. Aesthetic reading was connected to multimodal aspects and embodied literacy practices. Efferent reading was found at many levels in the reading and was interconnected with all families of practice. Translanguaging practices often intersected with meaning-making practices.

A Review of Studies on Virtual and Blended Environments in English Language Education

Integrating technology into the classroom has become more and more popular recently, while at the same time blended learning has also engaged researchers’ attention. This paper investigates the differences among virtual environments in an EFL classroom by making reference to various studies conducted for this reason and the author’s opinion based on the conclusions. Specifically, the focus is on the diverse ways in which the language skills are acquired in the particular educational settings. There is also a reference to the combination of these two learning environments and a comparison of them altogether. The results indicate the positive and negative characteristics of virtual, traditional and blended EFL learning environments. The data demonstrate that virtual environments are stress-free, so they can improve students’ skills as long as they are familiar with technology and they do not face poor internet connectivity as well as the fact that blended learning leads to better acquisition since students have the chance to practice more broadly on what they have learnt. Some of the characteristics that contribute to these results are the flexible and convenient environment they offer, the chance to experience long-term learning, as well as the huge source of information that students have the chance to encounter.

The Analysis of Compound Sentence Formation in Moon Jae-In's Posts on Social Media Instagram: An Effort to Increase Writing Skills of Korean Language Education Students UPI

This research is on the formation of compound sentences in Korean, as seen from the uploads on Instagram of former South Korean President Moon Jae-in. On his Instagram, Moon Jae-in uploads photos, videos, and writings containing ideas and responses to things. Researchers see the need to develop writing skills in the Korean Language Education Study Program FPBS UPI. Therefore, the researcher wants to see how Korean speakers form compound sentences according to Korean grammar. As a president, Moon Jae-in is considered able to write in Korean grammar so that it does not cause ambiguity and misunderstanding. The research data found 76 posts by Moon Jae-in and 267 compound sentences. This study also classifies these compound sentences into two classifications, namely 내포문 [nae-pho-mun] 'embedded clause' and 접속문 [jeop-sok-mun] 'conjunctive sentence.' The analysis results show two categories of compound sentence formation patterns in Moon Jae-in's writings: patterns of stacked and non-stacked compound sentence formation. After the analysis was completed, the researcher concluded three strategies for learning to write, namely 1) Students must be able to determine the type of sentence to be made; 2) Students must pay attention to sentence patterns in Korean; and 3) Learners must be careful in choosing the correct grammar.

Learning Strategies For Listening Skills Among Arabic Learners In The Preparatory Year At Faculties Of Islamic Sciences In Turkey/ إستراتيجيات التعلم الخاصة بمهارة الاستِماع لدى متعلمي العَربيّةِ في السنة التحضيرية في كليات العلوم الإسلامية في تركيا

Listening skills in Arabic are a gateway to acquiring knowledge and a means of learning and communication. However, many preparatory year students in the Faculties of Islamic Sciences in Turkey complain about its difficulty and suffer from weak listening skills for various reasons. Modern studies in foreign language education emphasize the necessity for learners to possess learning strategies for each language skill due to their significant importance in developing these skills and overcoming many problems and difficulties that learners may encounter. Therefore, this study aimed to explore the learning strategies specific to listening skills among Arabic learners in the preparatory year at some Turkish universities and investigate the impact of variables (gender, place of study) on their use of these strategies. The study was conducted on a sample of 127 randomly selected male and female preparatory year students nearing the end of their year at several universities for the academic year 2023-2024. To achieve the study's objectives, the researcher used the descriptive-analytical method and developed a questionnaire that included a graduated scale measuring the extent to which learners use these strategies, consisting of 20 strategies distributed across three fields: 1. Pre-listening strategies, 2. While-listening strategies, 3. post-listening strategies. The study showed that preparatory year students practice pre-listening and while-listening strategies highly, while post-listening strategies are practiced moderately. The study revealed statistically significant differences between the averages of the sample individuals attributed to gender, in favor of females, in using pre-listening and while-listening strategies, but no differences in post-listening strategies. The study also showed statistically significant differences between the averages of the sample individuals attributed to the university, with Sabahattin Zaim University ranking first, followed by Sultan Mehmet Fatih University in pre-listening and while-listening strategies. As for post-listening strategies, Sabahattin Zaim University ranked first, followed by Kocaeli University. These results emphasize the need for teachers to pay more attention to language learning strategies in all skills in their lessons, in addition to guiding their students to the correct learning strategies and training them on how to use them.

PELATIHAN PERANCANGAN MODUL AJAR PROJECT BASED LEARNING BERLATAR BUDAYA CULTURALLY RESPONSIVE TEACHING (CRT) BAGI GURU - GURU SMPN 8 BANJAR

The formation of students' character and self-confidence based on noble cultural values ​​can be formed from the education and culture around students. Culturally responsive teaching makes people aware of respecting and recognizing the reality of different tribes, religions, languages ​​and ethnicities, and exploring the special aspects or uniqueness of students' culture and using them in planning and implementing learning. Development efforts are still very necessary, because: 1) Education is not enough to develop teacher professionalism. Many teachers take distance education/study outside the city. 2) Community Service Activities as an effort to organize education. 3) Cultural fusion as a border area. 4) Learning with a cultural background so that it can be introduced in learning. The solutions to partner problems that are addressed are: 1) The mixing of Javanese and Sundanese cultures as areas on the border is no longer considered a problem with the existence of acculturation (mixing of cultures) through the marriage process which has been carried out for a long time and produces Javanese and Sundanese descendants 2) Cultural conflict is not an obstacle because cultural acculturation has occurred in various activity sectors including religious and school activities using the language of instruction in both regions, so that it can be accepted by both parties in its delivery. 3) Community Service Activities are expected to be an implementation that can minimize inequality in technological progress and cultural inequality. 4) Culturally Responsive Teaching in daily learning is introduced by teachers through the Project Based Learning teaching module.

Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning

This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.

Students’ Cognitive, Affective, and Behavioural Perceptions of the Quizizz Towards Their Grammar Skills in a Business English Training Class at PT. Xl Axiata Tbk. Jakarta

This study explored students’ perceptions of the Quizizz platform in a Business English training class at PT. XL Axiata Tbk. in Jakarta. To promote effective language learning, especially in a Business English training class, a dynamic and engaging teaching approach is essential. Traditional methods such as lectures and exercises often lack the enthusiasm necessary to actively involve students in the learning process. In incorporating game-based elements like rewards, rivalries, and instant feedback, gamification provides a potential solution to increase engagement and improve learning outcomes. The study utilized a mixed-methods design, gathering data through questionnaires, interviews, and documentation analysis. The sample included 47 students from a Business English training class at PT XL Axiata Tbk. Jakarta. The results showed that Quizizz, as a gamification platform, enhances student engagement and motivation in language learning and underscores the potential of gamification in language instruction, particularly within the context of a Business English training class.

An Examination on the Planning and Practice of Bilingual Education in Primary and Secondary Schools in Taiwan

Over the past few years, several reforms in language education have been outlined to implement the full-scale bilingualization of the education system in Taiwan. Among the 3392 public primary and secondary schools, nearly one-third of them have been implementing bilingual education in certain subjects. The vast majority of these schools have adopted Immersion, CLIL, or EMI as models for bilingual education. It has been argued that these exotic models cannot be “transplanted” to the education context of Taiwan, and he proposes the FERTILE model. Adopting this model as the theoretical framework, this qualitative study aims to examine how school practitioners plan and practice bilingual education in Taiwan. Data were collected through the document analysis of the progress reports from thirty-five primary and secondary schools and three focus group discussions (FGDs) with nine subject teachers. The findings show that the participants made considerable efforts to construct a bilingual environment and have an identical understanding about the strategies for bilingual instruction that emphasize subject knowledge and students’ comprehension. However, the participants experienced a diverse ecology of bilingual teacher learning communities and received differential support from the principals. Qualified and stable teaching manpower was identified as the key to sustain bilingual education. Implications to different education stakeholders are also discussed.

AN ECLECTIC APPROACH TO ARABIC LANGUAGE EDUCATION: IMPLEMENTING KITAB AL-AMTSILAH AT-TASHRIFIYAH IN MODERN INDONESIAN PESANTRENS

The importance of effective Arabic language learning methods is increasingly recognized in Indonesia, particularly within modern pesantren. This study aims to explore how the al-Amṡilah at-Taṣrȋfiyyah book facilitates Arabic language acquisition in these educational settings. Employing a qualitative approach, this research utilizes a case study methodology, collecting primary data through interviews with three teachers and three students from Pesantren al-Amien Prenduan and Pesantren Darussalam Gontor. The findings reveal that modern pesantren implement various learning methods, including game-based learning, lingual-based learning, and eclectic-based learning. Specifically, the eclectic method integrates game-based learning with grammar instruction, where teachers provide explanations of Sharaf grammar after students complete reading and memorizing activities. This study concludes that these innovative teaching strategies enhance the effectiveness of Arabic language learning in pesantren environments. The implications of this research suggest that incorporating the eclectic method through the al-Amṡilah at-Taṣrȋfiyyah book can lead to more engaging and effective Arabic language instruction, ultimately benefiting both educators and students. Recommendations for further improving Arabic language teaching methodologies are provided to encourage ongoing development in this critical area of study.

Decolonizing Language in Education Policies of Nepal

Nepal has never been formally colonized; however, it struggles with the intricate effects of both internal and foreign linguistic colonialism, which has resulted in the marginalization of several indigenous languages in the formal educational system. The present paper explores how language education policies are changing in Nepal, a country with a wide variety of languages. This qualitative study used phenomenology as a research method and purposively selected four government aided school teachers as participants. Tool for data collection was interview and the findings showed that English is a dominant language in education policy though the constitution of Nepal allows mother tongue or national language i. e. Nepali to be the medium of instruction in the government schools. The study explored the expanding decolonization movement in language in education policy, led by communities, educators, and grassroots activists. The goal of this movement is to establish a more fair and inclusive learning environment from supporting the acknowledgement and integration of indigenous languages in formal education. The paper explored the historical mechanisms of linguistic colonialism in the educational system, examining the prioritization of dominant languages over indigenous languages and the resultant exclusion of the latter. The study concludes by outlining the current changes being made to Nepal’s language education regulations and highlighting the importance of linguistic inclusion as a driver of social cohesion and cultural preservation. By providing insights into the problems and possibilities of incorporating indigenous languages into formal educational systems, the research adds to the larger conversation on decolonizing education.

Effects of Language Policies of Nigeria and South Africa on Linguistic Diversity and Classification of Indigenous Languages

This study investigated the effects of language policies implemented in Nigeria and South Africa on linguistic diversity and how these two nations categorized their indigenous languages. In this present study, qualitative research methodology was used, and a purposive sampling method was used to select Nigeria’s 2013 Language Policy from the National Policy of Education and South Africa’s 1996 Language in Education Policy. Thematic analysis was carried out using Latent Dirichlet Allocation (LDA) software which is a topic modeling methodology that assists in identifying basic themes within wide textual data. The latent level of analysis converged on the implicit ideas, suppositions, notions, and orientations that describe or point out the meaning of the data. The action of incorporating LDA software intensifies the efficiency and level of the qualitative research methodology used to critically examine the language policies of Nigeria and South Africa. The results revealed that the language policies in Nigeria and South Africa have a notable influence on linguistic diversity, supporting the principles of translanguaging and multilingualism. Also, the policies give priority to the inclusion of indigenous languages in education to improve unity and preserve cultural heritage. With a careful survey of language policies and their significance, the results give important and useful recommendations on the increase of inclusivity in language policies for the preservation and promotion of linguistic diversity in different cultural environments. Native languages should be given a notable preference in language policies so that there will be room for the use of translanguaging and multilingual pedagogies in the school systems. Keywords: Inclusive Education, Indigenous Languages, Language Policy, Linguistic Diversity, Multilingualism, Translanguaging

EDUCATIONAL POTENTIAL OF CLASSICAL MUSIC IN TEACHING FOREIGN LANGUAGES: ANALYSIS OF THEORY AND PRACTICAL APPLICATION

The article examines the latest research on the use of music in teaching foreign languages and highlights its significant impact on various aspects of the educational process. The authors underscore that while the potential of songs in language education has been widely recognised, the use of classical music in instruction has been largely overlooked in theoretical discussions and methodological developments. The article advocates for increasing awareness among methodologists and educators about the benefits of incorporating classical music into language education and provides examples of activities that make the most of the educational potential of classical music.

The Impact of Immersive 360-Degree Video Learning on Enhancing Oral Communication Skills

This study investigates the pivotal role of immersive 360-degree video and its perceived advantages on the enhancement of oral communication skills within the framework of the ELC650 course, 'English for Professional Interaction'. The research involved twenty-four students enrolled in the Bachelor of Applied Language (Arabic Communication Professionals) (Hons) program. The distribution of questionnaires immediately after the students watched the video aimed to assess the role of immersive 360-degree video and its perceived advantages of this technology in preparing students for conducting assessments within a meeting discussion. Employing a cross-sectional design, the study collects both closed-ended and open-ended responses through the distributed questionnaires. The latter serves as a crucial means of triangulating the data, offering real-time insights into the students' understanding of professional interaction and assessment practices using 360-degree video. The study's findings on the use of 360-degree video in education can inform government decisions and contribute to achieving SDG 4, which aims to improve the quality of education. It is important for government and learning institutions to recognize and embrace the role of 360-degree video in enhancing learning quality, specifically in fostering communication skills within the area of professional interaction in English. Other than that, this study holds implications for refining curriculum design, shaping instructional strategies, and optimizing the integration of innovative technologies in language education, particularly for students specializing in Arabic communication.

Unlocking the Power of Process-based Reading Models: Pedagogical Insights for the EFL Classrooms

This article discusses the concept of reading as a process rather than a final outcome, emphasizing its importance in the EFL (English as a Foreign Language) classroom. It explores various process-based reading models, highlighting their pedagogical implications. It argues that understanding reading as a process is crucial for effective teaching and learning in the EFL context. The main objective is to provide a comprehensive analysis of process-based reading models and their implications for pedagogy in EFL classrooms. This article delves into the significance of viewing reading as a dynamic process rather than a mere end result within the realm of English as a Foreign Language (EFL) education. It navigates through various process-based reading models, shedding light on their profound implications for pedagogy. Emphasizing the pivotal role of understanding reading as a multifaceted process, the article endeavours to provide a comprehensive examination of these models and their instructional ramifications. Through an extensive literature review, the article scrutinizes the diverse linguistic processes intrinsic to reading, while revisiting prominent process-based models such as Irwin and Baker’s reading comprehension model, and the Triangle Model of Reading. Each model, it elucidates, offers distinctive insights into the reading process: the Triangle Model underscores the interplay between phonological and semantic pathways.

EFL INSTRUCTORS’ PERSPECTIVES OF L1 USE IN L2 CLASSROOM: A CASE STUDY AT BİNGÖL UNIVERSITY

Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors to L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.

Language Hierarchies, Liminality, and Resistance in Canadian and Finnish Integration Educations for Adult Migrants

This article explores the effects of language hierarchies within SFI (Swedish for Immigrants) and LINC (Language Instruction for Newcomers to Canada) national integration programmes and how discourses of civic integrationism framed around monolingualism and neoliberalism position adult migrant students in the liminal spaces between belonging and othering. Based on research findings obtained during multiple case study fieldwork in Finland and Canada, I examine the underlying norms and subtexts upon which practices of host language acquisition are founded. How students are positioned depends greatly on who serves as an arbiter over which expressions of linguistic diversity are deemed beneficial or obstructive to integration. Migrant liminality within integration educations could be debilitating while simultaneously fostering resistance in transgressing and reimagining essentialist integration policy and pedagogical goals, thus creating opportunities for transformation.

Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites

Abstract Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

Generative artificial intelligence and ELT

Abstract There is undoubtedly, and understandably, a growing interest in incorporating generative artificial intelligence (GenAI) technologies into ELT. While advanced AI models have the potential to support language education, offering new tools and resources to enhance learning, their use also raises important questions regarding ethics and responsibility. As we follow the emergence of GenAI as another ELT tool, it is crucial to strike a balance between leveraging the benefits of these technologies and maintaining the core values of effective pedagogy. Educators must develop clear guidelines and best practices for the responsible integration of AI in the classroom, ensuring that it enhances rather than replaces human interaction and critical thinking. In this Special Issue on GenAI and ELT we explore some of the applications, their potential, and the challenges of incorporating GenAI in ELT.

Exploring the material-discursive relations in literacies and language instruction: A state-wide view of binary logics at work

ABSTRACT This article discusses the current Missouri (U.S.) socio-political landscape of literacies and language education pedagogies across PreK-12 settings. Specifically, our research focus explores the binaries that educators in schools experience which a/effects material-discursive relations of literacy teaching and learning. We understand how literacy education policies, initiatives, and practices as well as socio-political climate can produce unique conditions that shape schooling and how many of these can impact learning and teaching conditions as generative and/or paralysing spaces for educators and their students. We conceptualize pedagogies through material-discursive philosophies that shift away from humanist logics and present our research inquiry to foreground the conditions that produce our current U.S. literacy landscape. This paper draws on state-wide data from 1,550 surveys and 113 interviews with PreK-12 teachers. We employ two theoretical concepts as analytical tools: thresholding and eventicizing. These tools help us to explore how teaching and learning are dynamic constellations of material-discursive relations that put the current socio-political literacy education climate in conversation with the materials and texts teachers select and share. We discuss what is produced within these material-discursive binary conditions noticing how teachers resist and persist within the binaried worlds they find themselves in as educators.