Language Teaching In Universities Research Articles

КОЛЛЕДЖДЕРДЕ КЫРГЫЗ ТИЛИН КОММУНИКАТИВДИК БАГЫТТА ОКУТУУНУН ПСИХОЛОГИЯЛЫК ӨЗГӨЧӨЛҮГҮ

Technologies of Kyrgyz language teaching in college based on communicative competence are considered as the subject of research in scientific work. The purpose of the research is to develop the technologies of teaching based on communicative competence, to show the acceptable aspects of students' thinking, speech etiquette, communication skills, as well as to determine the scientific and theoretical basis of teaching students in the communicative direction. More specifically, the teaching of the Kyrgyz language in colleges in a communicative direction is considered in combination with psychology, and it is clarified that it is a complex and multifaceted process. The historical-comparative method of research was used here. As a result of the research, the scientific-theoretical directions of teaching college students in the communicative direction were determined by considering and interpreting communicative competence in combination with psychology. The nature of communication, the history of research, and analyzing it from a psychological point of view, communication was considered as an activity. The value of the research is the development of the skills of the main speech activity in teaching the Kyrgyz language aimed at the specialization of students in colleges. The obtained results are recommended to be used in the teaching process of the Kyrgyz language in colleges.

English as a world opener in Chinese universities: fostering interculturally aware communities of learners in the English reading classroom

ABSTRACT This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire’s critical pedagogical philosophy, we explore how the English reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural environments. Analysis of fieldnotes and interviews show that dialogue, as a pedagogical tool and a method, can not only guide students to confidently navigate new words and foster communicative competence, but also to read the world and develop open-mindedness and knowledge of the Other. The study moves away from the ideological premise that almost exclusively, frames English language teaching and learning in the country to the development of human resources for the workforce in the global economy. We argue that English language education in China needs to be mobilised pedagogically, hence creating communities of young learners who are more interculturally aware citizens.

Did They Transform Their Teaching Practices? A Case Study on Evaluating Professional Development Webinars Offered to Language Teachers during COVID-19

Professional development webinars became very common in higher education during the COVID-19 pandemic. Following a case-study research methodology, this study explored the potential of professional development webinars offered to university language teachers in transforming their online pedagogies. A focus group discussion with four university language teachers was conducted. They attended several professional development webinars during the pandemic on online pedagogy, teaching platforms and course management systems, online assessment and research skills. Using transformative learning theory as a theoretical lens for data analysis, the results revealed that webinars enabled teachers to resolve some misconceptions about online teaching and learning, enhanced their critical reflection on their online teaching practices and formed some new practices of online pedagogy. The study provided some implications for higher education to enhance professional development webinars.

A needs analysis of English syllabi of select engineering colleges affiliated to Abdul Kalam Technical University

This paper presents a comprehensive needs analysis of the English syllabi in select colleges affiliated with Abdul Kalam Technical University (AKTU). The study aims to examine the current practices of English language teaching in these colleges and shed light on the challenges faced by both students and teachers in the teaching-learning process. To gather the necessary data, a survey questionnaire was administered to a sample of 150 students and 50 teachers across 5 AKTU-affiliated colleges. The findings of the study reveal that the prevailing practices of English language teaching in AKTU colleges predominantly adhere to traditional and grammar-based approaches. The emphasis is primarily placed on teaching grammar rules and vocabulary, with limited attention given to the development of practical language skills. Conversely, the students expressed a preference for a more communicative approach to language teaching. They indicated a strong desire for increased opportunities to practice their speaking and writing skills, which were not adequately provided for in the current English syllabi. The study also observed that the existing syllabi placed a greater emphasis on theoretical aspects of language learning, rather than focusing on the practical application of language skills. The challenges identified in the study encompassed several aspects. One prominent challenge was the limited availability of opportunities for students to practice their language skills, hindering their overall language proficiency. Moreover, students reported a lack of motivation to learn English, citing a perceived lack of relevance to their future careers. Additionally, teachers faced difficulties due to a shortage of authentic materials, such as audio and video resources, which could enhance the teaching and learning experience. Another significant challenge highlighted was the inadequate provision of professional development opportunities for teachers, resulting in a gap between their skills and the evolving demands of English language teaching. Lastly, the study recognized that many students lacked the foundational language proficiency necessary to effectively learn English, thereby presenting a considerable challenge to both students and teachers. Based on the findings, this study recommends various strategies for improving English language teaching in AKTU colleges. First and foremost, it is essential to adopt a more communicative approach to language teaching, enabling students to actively engage in practical activities such as role-plays, group discussions, and debates. This shift will facilitate the development of students' language skills in a meaningful and interactive manner. Furthermore, the English syllabi should be revised to provide more opportunities for students to practice their language skills in diverse contexts, encompassing speaking, listening, reading, and writing. Incorporating authentic materials, including audio and video resources, will expose students to real-life language usage and foster their language acquisition. To address the issue of motivation, it is crucial to design English syllabi that emphasize the practical relevance of English to students' future careers, highlighting its importance and applicability in professional domains. Finally, AKTU colleges should prioritize the provision of professional development opportunities for English language teachers, enabling them to enhance their teaching skills and remain up-to-date with the latest methodologies and practices in language education.

Exploring the Development of Small Language Education in Universities in the Context of "One Belt, One Road"

In September 2013, China proposed the "One Belt, One Road" initiative, which has led to further economic and cultural development in countries along the route. This has led to a greater need for foreign language professionals, especially those who are proficient in smaller languages. Today, the lack of education in small languages in our universities does not fully meet the needs of today's society for small language talents. This article examines the development of small language education in many universities in this context.

Research on the Connotation and Approaches of Sustainable Development of Foreign Language Education in Universities

With the deepening of international exchanges, foreign language education has become an important component of higher education in China. The cultivation of foreign language talents is directly related to various aspects such as national economy, social development, international relations, cultural exchange, and personal employment. Foreign language education in universities has unique characteristics and development laws. In the process of development, it is mainly influenced by factors such as the international situation and national policies. Currently, promoting the sustainable development of foreign language education in universities is an innovative measure made by China's higher education in combination with the international situation and national policies. To guide foreign language education work with the theory of sustainable development, not only should teaching factors be taken into account, but also the laws of foreign language education should be followed in order to leverage the guiding advantages of sustainable development theory to assist the development of foreign language education in universities. Therefore, the article first elaborates on the connotation of sustainable development of foreign language education in universities, and then analyzes the factors that constrain the sustainable development of foreign language education. It puts forward several suggestions in order to create a sustainable environment for college students to comprehensively utilize their foreign language abilities.

The Application of Experiential Teaching Mode in Japanese Language Teaching in Universities

The Application of Experiential Teaching Mode in Japanese Language Teaching in Universities

Exploration on the Teaching Path of Integrating “Telling Chinese Stories” into College English

As its international influence is increasing, China tries to establish a new international discourse system to expand consensus with other countries on the purpose of promoting harmonious and common development of mankind. Cultivating college students to tell Chinese stories well in foreign languages is the key intersection of national strategy, talent training and foreign language teaching in colleges and universities and an effective way of cultivating college students’ political virtuous awareness. To tell Chinese stories well, the construction of pedagogical textbooks should be strengthened to provide ample language materials with Chinese stories. Meanwhile, training programs must be offered for college English teachers to complete their knowledge structure and enhance the evaluation mechanism of teaching quality by incorporating elements of Chinese stories into evaluation indicators. Telling Chinese stories well can not only spread Chinese culture and values to the world, but also improve the narrator's intercultural communication ability and build their national cultural confidence.

Methodological Aspects of the First Foreign Language for History and Archaeology Bachelors

The present study aims at methodological grounding of the specific types of foreign language competences for non-philology faculty students enrolled in the First Foreign Language (English) course taught within the first (bachelor) level of the academic professional program 0.32 History and Archaeology. The suggested methodological and conceptual basis outlined in the research has a concrete practical application to address university language teachers in non-philology faculties, curricula designers, professionals, researchers or practitioners in the field of foreign language teaching. The competency-based foreign language author methodology is practically exemplified in the study as a collaborative teacher-student(s) foreign language learning experience to reinforce cognitive competences through brainstorming, intellectual communication and research via formative e-learning educational and methodological complex, its development and implementation. An overall history study is essentially focused on the concept of historical thinking, specifying such cognitive skills as significance, primary source evidence, continuity and change, cause and consequence, historical perspective-taking, the ethical dimension as key research matters of academic history discourse. The fundamental meaning-making aspects of historical accounts theoretically and empirically substantiate that history and historical knowledge are always culturally predetermined, dynamic and open to contestation and discussion. Within the conceptual-methodological model, the issue is open to a broad scientific analysis in terms of cognitive competences in professional history and archaeology settings as well as in the field of competency-based foreign language learning deploying spoken and written discourse for special purposes. Pragmatic competence encompasses discursive strategies of organizing and structuring the general and professional or specialised discourse in terms of its coherence, cohesion, thematic organization, logical reasoning, as well as functional action-oriented knowledge via general or professional-oriented communicative functions performing. From the foreign language studying perspective multimodality approach has clearly envisaged as progressive constituent for further research under the competency-based foreign language learning methodology to apply in non-linguistic specialties.

Perceptions of the Lecturers on the Use of Translanguaging in Teaching English for the University Students

The ideology that the First Language (L1) of an individual improves the competence in a foreign or a Second Language (L2) gave rise to various bilingual pedagogies. Translanguaging (TRL) is the latest concept that was coined to the field as a result. The concept, TRL involves of switching between languages and it always revolves around a systematic use of two or more languages in language teaching pedagogy. Perceptions of lecturers engaged in teaching English language to the first year students of the Buddhist and Pali University were examined with reference to the purpose of application of TRL in English Language teaching. The investigation aimed to figure out the purpose behind the use of TRL. The participants of the study were seven lecturers who work in the capacity of permanent and visiting lecturers attached to the Department of English Language Teaching in Buddhist and Pali University in Sri Lanka. The results showed that the lecturers’ perceptions of the use of TRL were positive in most of the occasions where they use L1 as a TRL technique but they seem to be reluctant to allow the students to use L1 in the form of TRL technique.

Constructing professional identities in new figured worlds: Foreign language teachers transitioning to English teaching in Vietnam

ABSTRACT Teachers stand at the face of educational change, and it is therefore important to understand the identity work that they do if reform is to be successful. This paper explores how two Vietnamese university language teachers renegotiated their professional identity in the context of dramatic changes to language provision in the tertiary-sector in Vietnam. These changes were brought about by higher education reforms and the national plan to improve the quality of English language teaching, commonly referred to as National Project 2020. The authors use the concept of Figured Worlds, and the related notions of figurative and positional identities, to analyse the narratives that permeated these teachers’ professional identities. Their storylines provide an illustrative case which highlights the complex forces that reshape teacher professional identities in times of externally imposed reform and professional transition. The findings of our study show that prior experience, language affiliation, emotional responses to change, professional orientations and actions, confidence, and self-esteem were key influential forces shaping the teachers’ identities. The findings have relevance for the broad field of teacher professional identity as well as for language education in Vietnam and other Southeast Asian countries.

Language assessment in Mexico: Exploring university language teachers' backgrounds, practices, and opinions

Assessment is a vital aspect of any language teaching program and yet, no uniform assessment criteria exist in Mexico. To explore the role of language assessment in higher education in the country, a study employing a mixed-method approach was conducted. The data discussed in this article are based on a survey of university language teachers in Mexico investigating their educational backgrounds, their language assessment practices, and their opinions towards language assessment. Interviews with language teachers and program coordinators provided further insight into the university language teachers' experiences and concerns regarding language assessment in the country. The article also includes an overview of Mexico's particular educational context as it contributes to the overall dissatisfaction with the outcomes of language instruction. Since the results of the study indicate that the majority of language teachers in Mexico are part-time professors operating without clear guidelines and many of them feel somewhat insecure about language assessment, it is suggested that specific language assessment competencies be formulated for these teachers which should be met in future teacher training programs. Assessing the students' language learning outcomes at the individual program level is subsequently proposed as a concrete measure to improve the language education outcomes in Mexico.

Reflections on The Professional Ethics of Foreign Language Teachers in China's Universities in The Context of The New Era

As an important constituent force of university education and teaching, the professional moral quality of foreign language teachers in colleges and universities will have a very great influence on the professional moral factors of college students and, at the same time, the improvement of their teaching quality will have a very significant impact on the overall development of students. Since the occurrence of the new crown pneumonia epidemic in 2020, many foreign language teachers in colleges and universities have diversified their teaching methods and in such a context, strengthening the professional and ethical quality of foreign language teachers in colleges and universities has a very important impact on the professional development of teachers. In order to better improve the level of education in colleges and universities and to better promote students’ development, this paper explores foreign language teachers in colleges and universities play a certain developmental role in helping the professional development of college foreign language teachers.

A Review of the Evaluation System of English Language Teaching (ELT) in Chinese Universities in the Context of COVID-19

This review article begins with a brief overview of what an English language teaching (ELT) evaluation system is, and then analyzes the current state of the English language teaching evaluation system in Chinese universities in the context of COVID-19. At the same time, this review article expounds how to better establish a good evaluation system for English language teaching in the context of COVID-19 as well as for the English language studies and its application in language teaching practices in Chinese universities. Based on a series of literature analysis, the current review article has come to such a conclusion that in the context of COVID-19, the division of stages before, during and after class is relative. Therefore, the methods and means of using the formative evaluation system and the summative evaluation system are not separate and independent. It is because both formative and summative assessment systems are diagnostic in nature. The summative evaluation system has the nature of the formative evaluation system, and no formative evaluation system is an incomplete evaluation system.

Study on the Overseas Communication of Ba-and-Shu Culture in International Chinese Language Education in Universities and Colleges of Sichuan Province: Taking X University as an Example

The international spread of Ba-and-Shu Culture (local culture of Sichuan and Chongqing) can promote the soft power of China, especially in Sichuan Province and Chongqing Municipality and their international economic and trade exchanges. With the basis and capacity of cultural research, as well as the channel and capacity of cultural transmission, the universities located in Sichuan and Chongqing should take the task of international communication of Ba-and-Shu Culture. Through interviewing, online questionnaire and data collection, this paper preliminarily studies how X University has studied and transmitted Ba-and-Shu Culture. Problems are identified during the process of research with corresponding measures for optimization, which sets the stage for further study.

Investigation on the Identity Construction of Young Foreign Language Teachers in Colleges and Universities Based on Feature Selection Algorithm

With the gradual implementation of the strategic goal of strengthening the country in education, people’s attention to students’ learning is also increasing day by day. At the same time, the teaching effect of individual teachers depends to a large extent on the identity of teachers themselves, so it is necessary to improve the construction of teachers’ identity. Most of the research on teachers’ identity construction starts from the theory of identity, which does not play a significant role in the critical application in practical teaching activities. In response to these problems, this paper will use the ReliefF algorithm and the Spark algorithm in the feature selection algorithm to scientifically process the identity construction, and implement the application of the improved ReliefF feature selection algorithm and the feature selection application steps based on the Spark algorithm respectively. The experimental results show that the improved ReliefF algorithm has better feature selection accuracy when the feature range is 30% to 40%. It shows that the construction of teacher identity based on feature selection algorithm can provide an objective basis for the realization of teacher identity.

Learning Strategies of ELT Students for IELTS Test Preparation to Meet English Learning Outcomes

The present research aimed to examine the learning strategies for the IELTS test preparation to meet the English learning outcomes (ELOs) used by students majoring in English Language Teaching (ELT) in Vietnamese universities, especially at the University of Foreign Language Studies – the University of Da Nang (UFLS-UD) and provided solutions to improve their IELTS test preparation efficiency. Data were collected from the questionnaires completed by 120 English language teaching (ELT) students, the in-depth interviews with 10 student informants, 5 experts in English teaching, and 10 students who have taken the IETLS test to meet the ELOs. The findings showed that most student informants chose the IELTS test to meet the ELOs requirements and did some preparation for the test. Regarding the learning strategies, practicing English pronunciation and communication skills were used for speaking, listening to the audio, watching English videos for listening, reading the IELTS writing samples, and learning grammar for writing. To overcome problems faced by informants, some suggested solutions were proposed, such as employing self-study strategies, practicing the IELTS sample test, attending IELTS courses, sitting for the IELTS mocks, and finding support from lecturers.

Action Research in Foreign Language Teaching in China

This paper begins by outlining the history of action research before arguing about the workability of action research in China’s foreign language teaching and research. It reveals the challenges that front-line teachers in China face, such as high research pressure, heavy teaching tasks, a lack of research guidelines, and insufficient teamwork, based on a survey of 273 foreign language teachers in colleges and universities from 24 provinces (/autonomous regions/municipalities directly under the central government) in China. After that, 37 papers published in CSSCI publications about foreign language teaching between 1994 and 2018 are reviewed, and recommendations for future action research in China are offered. Finally, the action-research model of “classroom-oriented research and research-based classroom teaching” is proposed as an achievable research framework for front-line teachers, incorporating information technology, multimodal teaching materials, and curriculum and course reforms under the guidelines of pedagogy, psychology, and linguistics.

Effectiveness Of Teaching Arabic Language To Different Knowledge Background Students/ فعالية تدريس اللغة العربية للطلاب الذين هم ذوو الخلفية المعرفية المتباينة

Managing a classroom consisting of students with different background knowledge in language skills has become difficult for Arabic language teachers in state universities in Sri Lanka, which has led to poor achievement in the four skills of students, in addition to that teachers face difficulty in achieving the desired goal of the lesson during the assigned class. This study aims to expose the current situation of the process of teaching Arabic in state universities in Sri Lanka, to reveal the reality of Arabic language teachers in taking into account individual differences, and to determine the extent of the students’ weak performance of language skills, and to diagnose its causes affecting it. The effect of the cognitive level variable on students’ linguistic achievement and to know the reality of teachers in the issue of taking into account individual differences. The researcher used descriptive quantitative methodology to analyse the data gathered through structured questionnaire and library works by using MS Excel. The study reached several results such as; the current curriculum in the Department of Arabic Studies is not designed in the light of psychological and social principles, and that the classroom may consist of students of different levels in age and knowledge, and there is a lack of interest among teachers with regard to taking into account individual differences. The responsible persons should consider reformulating the curriculum in accordance with modern requirements in light of psychological and social principle.

ON THE EXPERIENCE OF PREPARING AUTHENTIC LEARNING MATERIALS IN THE KAZAKH AS A FOREIGN LANGUAGE FOR THE SYSTEM OF FLIPPED TEACHING

The article deals with the preparation of educational materials for teaching Kazakh as a foreign language within the framework of a university course. Taking into account the changing conditions in the systems of university language teaching, there are more and more new requirements for achieving the goals and requirements for preparing a modern specialist who practically knows the language being studied. Emphasizing teaching on achieving a practical level of use of the acquired knowledge and skills requires the teacher to activate all possible ways to prepare relevant and effective learning courses. The author proposes a number of methods and techniques that are possible to use, that are not particularly financially or laborious by to develop and are available for use by a wide range of teaching professionals. Standard means of mass computer text editors, available Internet resources can expand the opportunities for a practicing language teacher to create his own language courses, which makes such materials more effective and the course competitive. The creation of practical learning materials through a specific learning way, the visuality of learning resources, and the active involvement of students in the learning process become valuable opportunities that expand the potential of teaching in the broadest context.