Language Education Research Articles

Machine Learning Applied to Real-Time Evaluation of Spoken English Communication in Tourism

Effective interaction between travellers and local suppliers of services is critical in the increasingly international tourism business. Speaking and understanding English well is frequently essential to a satisfying trip. In the setting of tourism, this study investigates the use of machine learning algorithms for the real-time assessment of spoken English interaction. The aim of this research is to create a new system that uses algorithms based on machine learning to evaluate and enhance English-language conversations among travellers and travel agents. We provide a novel method for assessing many facets of a conversation, such as spelling, syntax, proficiency, and general sentiment, that integrates automated speech recognition (ASR), natural language processing (NLP), and sentiment analysis. The gathering of a broad collection of spoken English exchanges in travel-related contexts, the creation of a tailored ASR models taught on terminology unique to the travel industry, and the incorporation of natural language processing (NLP) methods to assess the sentiment and linguistic structure of dialogues are important aspects of the project. To assist businesses and visitors improve their ability to communicate, models based on machine learning will be taught to deliver immediate input. The goal of this project is to benefit the tourism sector by developing a tool that will enable better English-speaking interaction, which will eventually end up resulting in more satisfied and better experiences for visitors. It also covers the requirement for domain-specific individualized language instruction and evaluation tools. The study’s findings could revolutionize the way spoken English proficiency is assessed and enhanced in the travel and tourism industry. They could also have wider ramifications for language acquisition and intercultural interaction across a range of sectors.

INTEGRATING ENGLISH LANGUAGE INSTRUCTION WITH ECONOMIC DISCOURSE: PEDAGOGICAL APPROACHES FOR ECONOMICS STUDENTS

The integration of English language instruction with economic discourse is essential for preparing economics students to participate in global professional environments. This article explores pedagogical approaches for merging English for Specific Purposes (ESP) with economics education, focusing on Content-Based Instruction (CBI), Task-Based Learning (TBL), and the use of authentic materials. These methods enhance both language proficiency and economic literacy, allowing students to develop the communicative and analytical skills necessary to thrive in international economic contexts. The article also discusses challenges, such as varying English proficiency levels and interdisciplinary collaboration, offering solutions for more effective teaching practices.

Impacts of Family Environment on Chinese University Students’ English Language Proficiency: The Mediating Effect of Parenting Styles

English as a foreign language education is a top national priority in China, and improving learners’ English language proficiency is a concern. However, most research focuses on how to enhance English proficiency in the educational environment. Investigations of the impacts of family environment on English language development are limited. This study explored the relationship between family environment and English language proficiency among 975 first-year Chinese undergraduate students. One-way ANOVA, regression analysis, and mediation analysis were performed to determine the variations in English proficiency among Chinese university students based on their family socioeconomic status and parenting styles, how well these predicted Chinese university students’ English achievement, and whether parenting styles mediated the link between family socioeconomic status and English proficiency. The results indicated that although the effect of family socioeconomic status on English proficiency appeared minimal, neglectful parenting, rather than authoritative parenting, had a significantly positive influence on English proficiency. This study also provided evidence of the mediating role of parenting styles between family socioeconomic status and English outcomes.

Intelligent Enhancements in Differentiated Language Education: A Case Study Focused on Learner Needs

Intelligent Enhancements in Differentiated Language Education: A Case Study Focused on Learner Needs

From Surface-Level to Structural Change: Integrating Critical Interculturality in English Language Education

From Surface-Level to Structural Change: Integrating Critical Interculturality in English Language Education

Using the Buana Online Course web-based mobile application to improve English for specific purpose engineering courses

This study investigates the effectiveness of the Buana Online Course (BOC) web-based mobile application in enhancing English for specific purposes (ESP) skills among engineering students and explores their perceptions of the course's effectiveness in improving their language proficiency and comprehension of technical texts. The BOC is a learning management system developed by Universitas Buana Perjuangan Karawang Indonesia, and the study involved 49 industrial engineering students from the university. A quantitative research design was employed, with data collected via questionnaires and analyzed descriptively to assess the responses. The findings indicate that the BOC is effective in teaching ESP, with a 49% improvement in reading skills, a 38.80% improvement in writing skills, a 38.80% improvement in communication skills, a 40.80% improvement in applying language skills in an engineering context, and a 38.80% improvement in communication skills. A total of 40.80% of the students showed that the BOC learning management system could be one of the learning media that increases understanding of the cross-cultural aspects among engineering students. The implications of this study suggest that online courses and web-based applications can play a significant role in facilitating ESP learning in engineering contexts and provides valuable insights for educators and institutions aiming to enhance language education through technological integration.

SOCIOLINGUISTIC PROFILE RESEARCH PAPER

This research paper explores the sociolinguistic profiles of learners in a sixth-grade classroom, focusing on the intersections between language, society, and individual characteristics. The study investigates the linguistic diversity within a group of Uzbek and Russian pupils learning English as a foreign language, highlighting the role of factors such as language background, socioeconomic status, and cultural identity in shaping their learning experiences. Two distinct learner subgroups are identified: one group of bilingual Russian-speaking students from urban, educated backgrounds, and another group of Uzbek-speaking students from monolingual, low socioeconomic backgrounds. Through analysis of these subgroups, the paper examines the influence of sociocultural dynamics on language learning behaviors and challenges. The study provides pedagogical and assessment implications, aiming to offer educators insights into adapting instructional techniques to accommodate the diverse needs and backgrounds of their students. By addressing these sociolinguistic dimensions, this paper contributes to understanding how language variety and social context affect language education and the notion of pedagogical implications and assessment implications are discussed.

Examining Parents' Views on Parental Involvement in Preschool English Teaching

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

The Application and Challenge of Chinese Folk Literature in International Chinese Language Education Under The Background of The Belt and Road Initiative

The Application and Challenge of Chinese Folk Literature in International Chinese Language Education Under The Background of The Belt and Road Initiative

Effects of inductive and deductive aural vocabulary pre-teaching on EFL learners' word recognition from speech.

This study explores the impact of inductive and deductive aural vocabulary pre-teaching on word recognition from speech (WRS) among 72 Iranian EFL intermediate learners from a language institute. Participants were randomly divided into three groups: Group A (inductive), Group B (deductive), and Group C (routine instruction of the language institute). Each group consisted of 24 participants, with 12 male and 12 female intermediate EFL learners. Assessments included pre-test, immediate post-test, and delayed post-test. Statistical analyses, including mixed ANOVA, one-way ANOVA, Scheffe tests, and paired samples t-tests, were conducted. Results indicated superior performance in experimental groups with no significant difference between inductive and deductive methods, showcasing lasting effects on WRS. This study provides valuable insights for language educators, learners, curriculum designers, and institutes to enhance EFL listening proficiency through aural vocabulary instructions.

INCULCATION OF NATIONAL VALUES IN ENGLISH CLASSES AS A PEDAGOGICAL PROCESS

This study explores the pedagogical process of inculcating national values in English language education and its impact on student development. By integrating national values into English classes, educators can foster a balance between linguistic proficiency and cultural identity. The research uses a qualitative case study approach, gathering data through interviews, focus group discussions, classroom observations, and document analysis. The findings reveal that strategies such as project-based learning, culturally relevant materials, and role-playing activities enhance student engagement and deepen their connection to national values. Despite challenges like limited resources and balancing global content with national identity, the integration of national values promotes cognitive, emotional, and social development. This study highlights the importance of culturally responsive teaching methods in creating a meaningful learning experience that prepares students for both local and global contexts.

ASSESSMENT OF ENGLISH SPEAKING AS A PEDAGOGICAL PROCESS

The main purpose of this research is to study and evaluate the assessment of English speaking skills as a basic pedagogical process of language education. The research uses a mixed method approach using qualitative and quantitative research methods. A literature review, classroom observations, and interviews with language teachers were conducted to gather insights into current assessment practices. The study showed that formative and summative assessment are important for proper assessment of students' English speaking skills. However, challenges such as subjectivity, time constraints, and environmental factors may affect the results. Assessment of English speaking skills is an important but complex pedagogical process that requires careful consideration of both methodology and criteria. The study highlights the importance of adopting diverse and flexible assessment strategies to ensure fairness and accuracy in assessment.

Exploring opportunities for language immersion in the posthuman spectrum: lessons learned from digital agents

Purpose Technologically-enhanced language education has shifted from computer-assisted language learning (CALL) to mobile-assisted language learning (MALL), including the use of conversational digital agents, and more recently, towards the use of generative artificial intelligence (AI) large language model (LLM) programmes for language learning purposes. This paper aims to explore the interplay between such posthuman communication and posthumanist applied linguistics, and between digital agents and human agency in response to the increasing permeation of AI in life and learning. Design/methodology/approach A core team of four researchers investigated how digital agents could be leveraged to support immersive target language learning and practice, focusing specifically on the conversational AI that pervaded digitally-mediated communication prior to the release of generative AI. Each researcher engaged in a digital autoethnography using conversational agents found in the digital wilds to learn a target second language via digital immersion. Findings Through qualitative data analysis of autoethnographic narratives using NVIVO, four key thematic codes characterizing the learning journeys emerged: context, language learning, posthuman engagement and technological parameters. The posthuman learning experiences conflicted with the multisensory, embodied and embedded ethos of posthumanist applied linguistics, indicating that informed human pedagogical agency must crucially be exercised to benefit from the learning potential of posthuman agents. Interactions with conversational agents did provide small-scale, just-in-time learning opportunities, but these fell short of immersive learning. Originality/value The methodology and findings offer a unique and valuable lens on the language learning potential of emerging LLM-based generative agents that are rapidly infusing conversational practices.

The incorporation of Hip Hop dance in English language education in Japanese universities

The incorporation of Hip Hop dance in English language education in Japanese universities

DISCUSSING THE ISSUES OF BUILDING A SYSTEM OF TRAINING LOCAL CHINESE LANGUAGE TEACHERS IN KAZAKHSTAN

Under the framework of the Belt and Road Initiative, this study focuses on the construction and optimisation of the local Chinese language teacher education system in Kazakhstan. By examining in detail, the structure and function of the current system of Chinese language teacher training in Kazakhstan and the multiple challenges it faces, we use comparative pedagogical methods and refer to successful models of teacher education at home and abroad, with the aim of proposing a set of actionable strategic recommendations. These proposals aim not only to promote the professional growth and stability of local Chinese language teachers, but also to enhance the quality and effi-ciency of Chinese language teaching, thus promoting the popularisation and application of Chinese language in Kazakhstan. Srengthening international co-operation in the field of language education, especially exchanges with China, iscrucial for enhancing understanding and deepening the human-istic bond between the two peoples. Therefore, this study also aims to provide theoretical support and practical guidance for the construction of a shared linguistic and cultural platform connected two countries and promoted of the regional practice of the concept "community of human destiny", thus contributing to the pluralistic dialogue and harmonious coexistence among the countries along the "Belt and Road".

ENHANCING SOFT SKILLS IN TEACHING ENGLISH: A STUDY UTILIZING PADLET APPLICATION AMONG STUDENTS

This research aims to examine the efficacy of utilizing the Padlet application to enhance soft skills in English as a Foreign Language (EFL) education among students at International Information Technology University. Soft skills, such as communication, collaboration, critical thinking, and creativity, are crucial competencies for students navigating the globalized workforce. Technology integration in education has become increasingly important, and Padlet provides a versatile platform for collaborative learning and content sharing. This study adopts a quantitative approach, employing a pre/post-observation design to evaluate the influence of Padlet usage on the development of soft skills among EFL students. Participants are randomly assigned to either an experimental group, engaging with Padlet activities, or a control group receiving traditional instruction. Validated instrument, including performance evaluations, are used to measure soft skills before and after the intervention. Quantitative data analysis techniques are utilized to compare mean scores between groups and assess the effectiveness of Padlet in fostering soft skills. Expected outcomes encompass improvements in communication clarity, increased collaboration in group tasks, enhanced critical thinking through information synthesis, and greater creativity in idea generation. The findings of this study hold implications for EFL educators seeking innovative approaches to skill development and for institutions aiming to effectively integrate technology into language education. By exploring the role of Padlet in enhancing soft skills within the specific context of EFL education at International Information Technology University, this research contributes to a deeper understanding of technology-supported learning and its impact on student outcomes.

AI in the L2 Classroom: Serving Language Educators through Professional Development

The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. While educators have praised AI’s ability to serve as a conversation partner, generate novel ideas for lesson plans, and offer tailored feedback, many instructors and scholars have voiced concerns related to AI’s biases and its impact on student learning and academic integrity. Responding to a need for further training and dialogue about AI, members of the Davis Language Center organized a professional development event in which instructors, students, and instructional technologists shared their perspectives and strategies for AI-mediated language education. The event also included guided practice on using these tools for pedagogical purposes, including writing effective prompts, interacting with AI tools, and engaging in an iterative, reflective process. Through our planning process, we discovered that balancing scheduled asynchronous tasks with focused synchronous check-ins was crucial for ensuring accountability, clear communication, and timely progress, ultimately helping us coordinate and achieve our event planning goals effectively. We report on insights from organizing and participating in the event, highlighting several advantages of using AI in language education, critical issues, and questions for further inquiry. Leveraging lessons learned at this event, we offer suggestions for coordinating trainings about AI-enhanced language education.

Language learning technologies: A review of trends in the USA and globally

This review provides a succinct overview of the comprehensive review on language learning technologies, exploring key trends in both the United States and global contexts. The review delves into the transformative impact of technology on language education, examining emerging trends that shape the landscape of language learning methodologies. In recent years, language learning technologies have witnessed a remarkable evolution, revolutionizing traditional approaches to language education. This review critically analyzes trends in language learning technologies, focusing on their applications, effectiveness, and implications for language learners, with a specific emphasis on both the United States and global perspectives. The exploration of language learning technologies in the United States reveals a dynamic landscape characterized by innovative tools, platforms, and methodologies. From interactive language apps to virtual reality language immersion experiences, the USA has been at the forefront of adopting cutting-edge technologies to enhance language acquisition. The review assesses the success and challenges of these technologies in diverse educational settings, shedding light on their integration into formal education systems and informal learning environments. On a global scale, the review provides insights into how language learning technologies are shaping language education practices across different countries and regions. It examines the adoption of technology in diverse cultural and linguistic contexts, exploring the effectiveness of digital language learning resources in overcoming linguistic barriers and promoting multilingualism. Key trends identified in the review include the rise of artificial intelligence-driven language tutors, the gamification of language learning, and the increasing emphasis on personalized, adaptive learning experiences. Additionally, the review explores the impact of technology on fostering cultural competence and global communication skills, essential components of language proficiency in the interconnected world. The findings of this review contribute to a deeper understanding of the current state of language learning technologies, offering valuable insights for educators, policymakers, and researchers. By examining trends in the USA and globally, the review provides a comprehensive perspective on the role of technology in shaping the future of language education, paving the way for informed decisions and advancements in language learning methodologies.

Revisiting the Challenges of Teaching and Learning Indigenous South African Languages

Whereas South Africa has made significant strides after the official end of colonialism and apartheid in 1994 concerning the advancement of indigenous South African languages, there are observable challenges that demonstrate endurance even in the post-colonial and post-apartheid contexts. In particular, there are enduring challenges in the teaching and learning of these languages within the basic and higher education system. With this view in mind, the aim herein is to explore and discuss four noteworthy challenges that obstruct the optimal teaching and learning of indigenous languages in the South African context. It must be noted that this article concentrates on indigenous South African languages in general, and not specific ones. The objective is to uncover and sensitize the language and education policymakers as well as affected stakeholders such as parents, learners, and students that challenges in the context of language in education exhibit determination, hence the necessity to scholarly revisit them in a bid to solicit reasonable solutions to the conundrum. The four noteworthy challenges, which are discussed in the body of this scholarly discourse, are recognized as a source of discussion. The findings and discussion underline that challenges within the language in education in the South African context are multifaceted. One of these challenges could be pinned on colonial and apartheid legacies that appraised oppressive languages to the detriment of indigenous South African languages and dialects. In fact, the Bantu Education Act of 1953 is implicated in this article as one of the principal drivers of the subjugation of these languages. In the same vein, this article implicates some post-colonial and post-apartheid perceptions towards the subjugation of these vernacular languages. The closing remarks highlight the necessity to recurrently debate challenges of indigenous languages within the educational system.

Metacognitive Awareness in Second Language Learning: Displaced Primary School Students’ Experiences of Learning German Upon Transition to the Target Language Environment

Drawing on international pedagogical discourse on the inclusion of ethnically diverse refugee groups in the educational systems of OECD countries as well as our previous research on the Ukrainian refugee perspectives on primary school in Switzerland, the author examines experiences of second language acquisition by displaced Ukrainian children in Swiss primary schools. The two-year research period allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and identification of the factors influencing their second language (German) learning and performance. The involvement of a Ukrainian researcher in the research project ensured accessibility of the target group and effective researcher-respondent communication in the course of longitudinal study carried out within the framework of a qualitative methodology with data collection through narrative inquiry and participant observations as research tools. The study identifies the effects of the two groups of factors: learner-internal (motivation, metacognitive skills, prior knowledge, and learning strategies) and learner-external ones (second language learning context, type of second language instruction available upon displacement, etc.). Metacognitive skills proved to be instrumental in second language learning in the context of the learners’ unexpected transition to a new educational setting and full immersion in the target language environment. Effects of metacognitive skills on second language learning of the studied group of displaced children vary considerably depending on the student’s age, prior knowledge and language learning experiences, and second language instruction available upon the displacement. The multidisciplinary character of the second language acquisition research undertaken by the author allows for diverse practical applications of its results in second language pedagogy, psychology of education, as well as in refugee and primary education.