Language Program Research Articles

Self‐directed use of machine translation among language learners: Does it lead to disruptive L2 avoidance?

AbstractRapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower‐proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions of second language (L2) avoidance behavior. We also explored learners' reasons for using MT and the perceived effects on their language learning. Findings from in‐depth interviews with eight second‐year tertiary language learners suggest that using MT could exceed desirable use among such learners in relation to the language learning objectives, resulting in language avoidance. Although MT helped them in completing language tasks, its effects were perceived to be detrimental toward their abilities to express themselves in the L2. As such, the use of MT may lead to purely superficial language learning in formal language programs. These findings suggest language educators need to consider instructional scaffolding in language programs for such learners and guidelines to assist their autonomous use of the tool.

An examination of an inclusive French immersion program and preschoolers' executive functioning skills

AbstractThis exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed for L1, L2, and EF skills. The findings of this study indicate L1 and L2 development in both receptive and expressive skills. Furthermore, EF skills served as a predictor of L2 expressive and receptive language skills. The findings of this study align with prior research showing a relationship between language skills and EF while also providing support for the inclusion of special needs students in immersion programs. Implications of findings suggest additional research is needed on the role of EF skills in L2 development and revisiting requirements for entry into language programs.

Linguistic Transfer: Case Study

Introduction: This article is part of a descriptive research developed between 2019 and 2022 with the students of the Modern Languages ​​Program of the University of Caldas, Colombia. It deals with the presence of other languages in a base language (language in use) ​​at the scriptural level. Objective: The main objective of the research is to explain the phenomenon of transfer in light of the syntactic, semantic and pragmatic levels and to be able to determine whether or not it is an ungrammaticality, as well as the reasons why this phenomenon occurs in language learning. Methodology: We made use of a method based on a series of interviews with foreign language teachers in Colombia and some surveys of language students. Results: Then a linguistic analysis was applied to a series of written texts where transfer was evident. Conclusion: Finally, it was concluded that the phenomena of transfer and interference do not occur due to the hierarchy of acquisition over learning, nor due to the kinship of languages ​​or similarities between them, but because of the affinities derived from the greater use or contact with the linguistic code.

The Seal of Biliteracy as a recruitment tool in postsecondary language study

AbstractAs state‐level Seals of Biliteracy for high school graduates become more common, postsecondary language programs face questions about how to recognize this credential. While scholarship has examined the implementation of state Seals in secondary education, less attention has been paid to the role of postsecondary language programs in this new policy milieu. This study examined how receiving a Seal of Biliteracy might motivate students to study language(s) in college and the impact of awarding advanced placement and retroactive credit for the Seal. A survey of Seal of Biliteracy recipients (n = 61) in Nebraska and interviews with undergraduate students who received the award (n = 8) suggest that postsecondary language departments could leverage the Seal of Biliteracy to recruit students to language programs and likewise lend support to state implementation efforts. Findings point to the critical role academic credit policies play in making language study more attractive to Seal of Biliteracy recipients.

ĐÁNH GIÁ CỦA SINH VIÊN NĂM THỨ BA NGÀNH NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC VINH VỀ HỌC PHẦN BIÊN DỊCH 1 VÀ GIẢI PHÁP HẠN CHẾ LỖI DỊCH TỪ TIẾNG VIỆT SANG TIẾNG ANH

Translation 1 is a compulsory course in the undergraduate English Language program at Vinh University. However, the quality of teaching this course is not yet up to expectations. This requires instructors to understand student feedback on this course and survey the translation errors they commonly make in order to propose optimal pedagogical solutions. This paper uses a qualitative research method through a series of survey questions to investigate student evaluations of the Translation 1 course and the Vietnamese - English translation errors. Based on the research results, we propose specific solutions to enhance the effectiveness of teaching the translation course.

‘It wasn’t just Japanese’: a tertiary language programme to help students prepare for the next stage of life

ABSTRACT The decline in foreign language learners in tertiary education is a concern in many countries. While factors influencing students’ persistence in second language learning have been explored, there has been limited discussion on the potential of language programmes that develop students’ self-formation alongside language learning. This study aimed to understand student experiences in a tertiary Japanese language programme that incorporated language learning with self-formation, and how these experiences influenced the students’ post-graduate life choices. The study was conducted qualitatively, primarily through semi-structured interviews with three students from unconventional educational backgrounds. Data were thematically analysed using transformative learning theory as a theoretical lens. The results revealed key elements of transformative learning, such as disorienting dilemmas, reflection, critical dialogue, and taking actions for change. The process of change was recursive and evolved over time, leading to students’ increased confidence and proactivity. The impact was evident in their post-graduate career choices, which were based on their new perspectives. A supportive environment, exposure to different cultures, and a curriculum combining real-life experiences with socio-cultural discussions effectively facilitated student growth. While this study was conducted in the context of foreign language education, its implications may be applicable to other disciplines.

Model Pembelajaran AKIK BIPA Kepada Pemelajar Philipphine Normal University South Luzon

Indonesian as the national language of the Indonesian nation is also a language studied in various countries. The Indonesian Language Program for Foreign Speakers (BIPA) is a program aimed at teaching Indonesian to foreign speakers. One of the learning models applied in the BIPA program is the AKIK Learning Model (active, communicative, interactive and collaborative). This research aims to: (1) describe the application of the AKIK learning model in BIPA teaching. (2) Analyzing student responses to the AKIK learning model. (3) Identifying the obstacles faced in implementing the AKIK learning model. (4) Evaluate the results of Indonesian language learning using the AKIK learning model. The research results show that the implementation of the AKIK learning model is effective in improving the communication skills and understanding of Indonesian at Normal University South Luzon students. Students responded positively to the AKIK learning model, feeling more motivated and active in learning. However, several obstacles are faced, such as cultural and language differences and limited learning facilities that support technology. This research contributes to the development of the BIPA curriculum by recommending more effective teaching strategies. The results can be used as a reference for teachers and researchers in the field of foreign language teaching, especially Indonesian.

The Influence of Grammatical and Competition on Communication Anxiety of Students of the Indonesian Language and Literature Study Program, Wisnuwardhana University, Malang

In general, it is found that several students experience difficulties in pronouncing the language, do not dare to speak firmly, and seem to have difficulty with the grammatical meaning of what is said. The problem is a lack of understanding of grammatical meaning and competition at his age, sometimes appearing nervous, worried, feeling shy, tense, avoiding face-to-face and anxious when communicating. The student's condition needs to be studied with the aim of finding out the extent of the difficulties they are experiencing to be used to solve the problem. There were 87 students participating in the Indonesian Language and Literature Study Program at Wisnuwardhana University Malang, using a population study sampling technique. Quantitative research methods using competitive, grammatical and communication anxiety scales have been tested for validity with Moment Products, and reliability with Cronbach's Alpha, the results are valid and reliable. The results of data analysis using ANOVA show that the sig 0.161 is not significant because the result is > 0.05, meaning that communication anxiety is not only influenced by grammar and competition but can also be influenced by other aspects.

A Concrete Syntax Transformation Approach for Software Language Processing

In this paper we present an approach for software language processing tasks such as code generation, reverse-engineering and refactoring, based upon text-to-text (T2T) transformations expressed using the concrete syntax of the source and target software languages. The goal of the approach is to provide simpler and more usable techniques for specifying such tasks, compared to model-to-model (M2M) or model-to-text (M2T) transformation approaches. We evaluate the approach on language processing tasks of domain-specific language (DSL) tool support, software abstraction, model transformation, reverse engineering and program translation, and show that it can be effective for these tasks.

Piloting an institution-wide language programme in an Irish university: a longitudinal case study

ABSTRACT This paper presents a study designed to contribute to discussion on best practice in the design of Institution Wide Language Programmes (IWLPs) and their role in increasing the number of students studying foreign languages in Higher Education in Anglophone contexts. Using a longitudinal case study, it reviews the first three semesters of an IWLP delivered in a university in the Republic of Ireland between February 2021 and May 2022. The findings indicate that a student-centred, pedagogically innovative IWLP, incentivised via certification and extra credit, can enable and motivate some students to continue with the study of a language at university. This represents one way to build on foreign language proficiency developed within both the school system and the home, in line with national language policy objectives.

Needs Analysis of Students in Dialectology Learning at Toraja Christian University of Indonesia

This research aims to analyze the needs of students at the Toraja Christian University of Indonesia in dialectology learning. The study is beneficial in providing profound insights into the needs and preferences of students in dialectology learning, assisting the university in developing a more relevant and effective dialectology course. Furthermore, by understanding the student's needs, the university can allocate learning resources more efficiently, including providing more suitable teaching materials, effective teaching methods, and improving learning facilities. This research is a mixed-methods study, combining both quantitative and qualitative analyses. Data for this study were obtained from 46 students in the Indonesian Language and Literature Education Program at Toraja Christian University of Indonesia who enrolled in the Dialectology course during the academic year 2022/2023. Data were collected through survey and interview techniques. The results of the research indicate that students' needs in dialectology learning include understanding the learning materials, effective teaching methods, required learning resources, and desired practical experiences. Students' expectations and motivations in dialectology learning vary, ranging from deepening their understanding of language and culture and learning about dialectal differences in their society to contributing to language preservation.

A METHOD OF APPLICATION CASE METHOD AND TEAM BASED PROJECT IN IMPROVING THE QUALITY OF RESEARCH COURSE LEARNING LANGUAGE AND LITERATURE PROGRAM IN EDUCATION STUDIES INDONESIAN LANGUAGE AND LITERATURE

This research was carried out at the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education Tadulako University, odd semester 2021/2022. The purpose of this study was (1) to determine the application of the Case Method and Team Based Project (CM-TBPj) methods in learning Indonesian Language and Literature Research courses for Indonesian Language and Literature Education Study Program students. (2) to determine the quality of learning outcomes of Indonesian Language and Literature Research courses for Indonesian Language and Literature Education Study Program students through the application of Case Method and Team Based Project (CM-TBPj). This type of research is classroom action research. The flow of this research activity consists of two lines, the first is a case method and a team based project, which is preceded by developing a case framework that will be used in the study of Language and Literature Research courses, then followed by collecting an evaluation test of the quality of learning after the case scenario has been carried out. Data was collected using test and non-test techniques. The research data is in the form of the CM-TBPj learning planning design and its implementation is observed and assessed by peers using the CM-TBPj learning planning and implementation instrument in Indonesian Language and Literature Research learning. The results showed that the planning of CM-TBPj was very well designed with a score of 3.5 and the implementation of CM-TBPj in Indonesian Language and Literature Research learning was carried out very well with a score of 4.0. The results also show that CM-TBPj-based Indonesian Language and Literature Research Learning activities can create an authentic, collaborative, and participatory learning atmosphere in solving real problems/cases in Indonesian Language and Literature Research to achieve course learning objectives (CPMK) with a value of the average student learning outcomes Study Group 1 = 85 (A), Study Group 2 = 88 (A), Study Group 3 = 87 (A), Study Group 4 = 88 (A), and Study Group V = 90 (A ).

The Feasibility of an Online Language Program Delivered Through Music and the Impact of Dosage on Vocabulary Outcomes in Young Children With Down Syndrome.

Few studies have explored the feasibility of online language interventions for young children with Down syndrome. Additionally, none have manipulated dose frequency or reported on the use of music as a medium through which language and sign can be learned. The purpose of this study was to (a) examine the feasibility and acceptability of an online language through music intervention for young children (1-3;6 years) with Down syndrome and (b) compare effectiveness at two intervention dose frequencies. The study was carried out in two phases using a mixed-methods design. Phase 1: Qualitative data were gathered from parents to examine feasibility when implementing a video-based language intervention. Phase 2: Seventy-six families participated in an online language intervention at home. Effectiveness was examined comparing two groups, randomly assigned to a high and low dose frequency. The Down Syndrome Education (DSE) checklists (combined) were the primary outcome measure. Process data were gathered to determine intervention acceptability in practice and to identify factors that would improve successful future implementation. Acceptability data were analyzed with reference to the theoretical framework of acceptability (Version 2). Forty-three parents completed the Phase 1 scoping questionnaire, five of whom took part in focus groups. Once weekly morning sessions were indicated as the preferred scheduling choice. Phase 2 quantitative data were analyzed using beta regression adjusted for baseline scores and indicated no additional benefit to receiving the higher dose. However, exploratory interaction models suggested that the efficacy of the high-dose intervention was higher (than low-dose intervention) in participants with higher baseline DSE performance. Parents perceived the intervention to be effective and positive for the family. The results add to our knowledge of real-world effective online interventions and suggest that a critical minimum language level is required for children with Down syndrome to benefit optimally from a higher intervention dose frequency. https://doi.org/10.23641/asha.25979704.

INVESTIGATING STUDENT'S LEVEL OF SELF-EFFICACY IN SPEAKING PERFORMANCE OF THAI EFL LEARNERS

The psychological notion of self-efficacy plays a key role in evaluating students' linguistic aptitude and fluency in English. The purpose of this study is to ascertain Thai students learning English as a foreign language (EFL)'s degree of self-efficacy in oral communication. In order to assess students' confidence in their ability to speak English fluently, the study looks into their sense of self-efficacy. Both quantitative and qualitative methods are used in this investigation. A questionnaire was distributed to 28 students who attended an Islamic high school in Satun, Southern Thailand, using a quantitative methodology. Several kids from the school are interviewed as part of the qualitative technique. Participants are asked particular questions that allow them to give in-depth answers based on their experiences and circumstances. Using the three elements of self-efficacy—magnitude, generality, and strength—the research findings show that students in Thailand consistently have low levels of self-efficacy. As a result, the study's findings imply that Thai students still require assistance in oral English communication. There are numerous uses for this subject in psychology, education, and language instruction. Instructors could come up with strategies to help Thai students feel more confident about learning English as a second language and improve their oral communication abilities. Techniques that enhance English communication skills can be incorporated into language programs and curriculum designs. The results can be used by psychologists to address issues with self-efficacy in language learning. This study takes a fresh approach by examining Thai English as a Foreign Language (EFL) learners' self-efficacy, particularly with regard to speaking abilities. It advances existing knowledge by highlighting the specific challenges these students face when speaking. This research provides novel insights that can guide interventions aimed at enhancing students' self-efficacy in oral English communication.

Mindsets, resilience and student engagement as predictors of L2 achievement among Chinese English learners: Insights from fuzzy-set qualitative comparative analysis

English learning is a long-term and continuous process that is permeated with various learning challenges, which requires learners to maintain active mindsets, robust resilience and deep learning engagement to attain a desirable achievement. Nevertheless, a detailed exploration of how mindsets, resilience, and engagement contribute to L2 achievement jointly has not been thoroughly investigated. This study hence aimed to address this issue by surveying 479 Chinese college English learners, all of whom were first-year students enrolled in the Comprehensive English Course. Through path analysis and fuzzy-set qualitative comparative analysis(fsQCA), three major findings were obtained. Firstly, growth mindsets and resilience predicted L2 achievement significantly, whereas fixed mindsets and engagement did not have statistically significant predictive effects on language achievement. Secondly, none of the individual factors of mindsets, resilience and engagement determined the level of L2 achievement unless being configured to function jointly. Thirdly, growth and fixed mindsets, resilience, and three sub-components of student engagement are interrelated and can be dynamically combined in different ways to influence L2 achievement. The findings highlight the multifaceted nature of the language learning process, implying that language programs must attend to the complexity of student experiences. The study underscores the need for educators to be aware of the various configurations that lead to L2 achievement, advocating for a flexible and adaptive teaching style that can accommodate the diverse needs of students.

Educating future Russian language teachers in the United States

The increasing tensions between the Russian Federation and the United States of America have exacerbated the already serious decline in numbers of students seeking to study Russian, as well as the concomitant elimination of many Russian language programs at both the K-12 and university levels. The purpose of the research is to consider the need to improve the preparation and quality of future teachers of Russian in U.S. public schools. This work draws on applied philosophical analysis and policy studies, as well as a review of existing Russian language and literature programs at major U.S. universities. Measures of relevant data are presented, showing a paucity of linguistic competence in Russian produced through current practice in the U.S. Implementation is suggested. A model five-year program is proposed for the preparation of future Russian language teachers in the United States. Based on the typical undergraduate curriculum, this model would involve coursework in three broad areas: general education courses (the liberal arts and sciences), Russian language and related courses, and courses concerned with pedagogy.

Team Based Learning Model to Improve Student Collaboration and Communication through Lesson Study

Competencies that must be mastered by students include communicative, critical thinking, creativity, and collaborative. However, two of the four competencies are still weak. This is evident from observations during lectures, student collaboration and communication during discussions dominated by certain students. Therefore, this study aims to analyze the implementation of the application of the TBL learning model in improving student collaboration and communication in the Indonesian Learning Evaluation course through lesson study. The research method used is quantitative descriptive. The research subjects were lecturers of the Learning Evaluation Course and 36 third semester students in the Indonesian Language and Literature Education Study Program. Data collection is done through observation. Data analysis was carried out by observers by giving scores for each indicator of student collaboration and communication. The data obtained is analyzed quantitatively descriptively which then becomes the basis for improving learning. The results showed that the application of the TBL model could be carried out well with scores obtained at the first meeting of 86.5 and 91.1 at the second meeting. Likewise, students' communication and collaboration skills have improved, namely students contribute actively to learning, work productively, show flexibility and compromise, show responsibility and show respect between friends. The average score of students' communication and collaboration skills was 72.55 at the first meeting and 88.5 at the second meeting. This shows that the use of TBL is effective in improving student collaboration and communication in the classroom.

Untangling the Tongues: Exploring Pronunciation Development Strategies for Learners of English at High Schools in Oromia Region of Ethiopia

One of the most important aspects of learning a new language is mastering the pronunciation of that language. It is crucial in helping second language learners improve their communication skills and overall performance. Mastering proper pronunciation is a difficult and subtle part of teaching English as a foreign or second language. The focus of this study is to assess the contributing factors affecting ESL students' pronunciation. The study used a quantitative research approach. A total of 189 students from Burayu High School were chosen at random sampling technique for this study. The researchers collected data through a questionnaire. SPSS version 26 was used to analyze the data obtained from the respondents of the survey. Factors influencing pronunciation that were identified in this study include poor motivation, lack of confidence, exposure, practice, interest, an unfriendly atmosphere, one's native language interference, age, personal traits of the learners, instructional approach, and feedback deficiency. The findings also provide valuable insights into preferred pronunciation learning strategies among students of English in the Oromia region of Ethiopia and explore the impact of individual and environmental factors, including first language influence, strengths, and weaknesses of current teaching methodologies in fostering pronunciation development in this specific context. This study will contribute to the development of more effective and learner-centered pedagogical approaches for pronunciation instructions in English language programs designed for English learners in the Oromia region of Ethiopia.

Tidal range energy conversion from Benoa, Bali

Abstract As one of the oceanographic parameters, the tidal range can be used as a source of blue energy in producing renewable energy such as electricity in Indonesian territory, especially in small islands. Utilization of tidal ranges in producing electrical energy will be more environmentally friendly when compared to Steam-Electric Power Station, which require coal resources as a power source. This research aims to determine the potential for renewable energy from tides in Benoa waters, Bali. The data used in this study is sea level data from tide gauges sourced from the University of Hawaii Sea Level Center (UHSLC). Analysis of tidal types and components in this study was carried out using the least squares method using the R program language. The results showed that the tidal type of Benoa waters is a mixed-semidiurnal tide. In 2020 and 2022, the highest tidal ranges are 2.46m (in December) and 2.3m (in March, November, and December), respectively. The simulation results for a 1000 m2 pond show that the energy potential in 2020 is 24.0 kWh and in 2022 it is 27.7 kWh. The tidal value’s magnitude influences the tidal energy potential; the more significant the tidal value, the greater the energy produced.

The Position of English in the Linguistic Schoolscapes in an Indonesian Islamic Boarding School

The choice of use of languages ​​in schools, including in the linguistic schoolscapes, represents the contestation of language identities, ideologies, and power. This study looks at the position of English, as opposed to Indonesian, Arabic, and Javanese, in the linguistic schoolscapes in an Indonesian Islamic boarding school in Central Java. A descriptive qualitative method and the theoretical framework of language planning and policy (Spolsky, 2004) are used to analyze the data. The findings show that Javanese and Indonesian are used in daily communication. English and Arabic are taught in the language program. In the signs at the boarding school, English is the second language to be used frequently at the linguistic school cape, after Indonesian, while Javanese, as the students' everyday language, is far behind. The implication of the linguistic school landscape finding in this research is that foreign languages ​​such as English, Arabic, and others considered necessary have the potential to become a new development in language teaching and learning.