Language Teaching Methodology Research Articles

An Investigation into Third-Year Students' Perceptions of the First English Teaching Practice

Research into language teaching methodology involves a dynamic interplay between teacher-led activities and learner engagement to acquire knowledge, skills, and critical thinking abilities. Even so, more research has been done to explore students' unique challenges during their initial teaching practice sessions. This study addresses this gap by looking into the perceptions of junior English majors while taking their first teaching practice in language teaching methodology classes. The study aims to pinpoint these issues and provide workable fixes to improve instruction. Quantitative and qualitative methodologies, such as close-ended and open-ended questionnaires, were used to collect data from 150 junior English students. The results show that students face difficulties resulting from internal and external sources during class. The study provides valuable insight to support the teacher trainee and practical improvement for the development of the course Language Teaching Methodology.

Language Teaching and Curricular Practices: A Comprehensive Literature Review

Language teaching has evolved over the decades, driven by advancements in educational theories and the growing need for learners to communicate effectively in a globalized world. Curricular practices in language education have shifted from traditional grammar-based approaches to more communicative and task-oriented models. However, the implementation of these curricula varies across different contexts, raising questions about their effectiveness and adaptability. This comprehensive literature review aims to analyze the current trends, challenges, and best practices in language teaching and curriculum design. By synthesizing findings from empirical studies, the review examines how various curricular approaches impact language proficiency, learner engagement, and teaching methodologies. The study also explores the role of institutional support and teacher training in facilitating successful language education reforms. The review finds that communicative and task-based curricula significantly improve language proficiency and learner motivation. However, successful implementation requires adequate teacher preparation, appropriate resource allocation, and flexibility in curriculum design. Additionally, challenges such as cultural differences, institutional rigidity, and assessment practices can hinder the effectiveness of innovative curricular models. In conclusion, while communicative and task-based approaches show promise, their success is highly context-dependent. Future research should focus on developing adaptable curriculum models that accommodate diverse educational settings and explore long-term outcomes of these approaches.

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.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.

Fostering language skills through verse

The use of authentic literary texts, including poetry, in teaching English as a foreign language is becoming increasingly widespread. This can be attributed to the growing popularity of communicative teaching methods and the gradual shift away from teacher-centered approaches to language instruction. When teachers decide to incorporate authentic texts into their English lessons, they face the challenge of selecting appropriate texts and determining the most effective methods for working with them in the classroom. At the same time, they strive to consider their students' interests and preferences, as well as curriculum requirements, while focusing on teaching English. In the process of teaching a foreign language, educators always aim to choose the best teaching methodology to enhance students' communicative skills. One such method is familiarizing students with literature, especially poetry in the foreign language being studied. The ability to read foreign literature is one of the key skills acquired in the process of learning a foreign language. Today, the selection of teaching materials available to foreign language teachers is quite extensive, ranging from ready-made methodological brochures and teaching guides to accessible authentic journalistic materials and literary works. However, when choosing a teaching strategy for specific students, the question arises about the appropriateness of using poetry in the curriculum, as well as the degree of their authenticity or adaptation. In most foreign language teaching methodologies, literature is introduced after a substantial and solid study of the language. Thus, in textbooks, methodological tools, and teaching aids for teachers, poetic works receive little attention. This work is an attempt to analyze the importance and effectiveness of using poetic works in foreign language lessons, it explores the integration of poetry in the teaching process and investigates its impact on language acquisition, cultural appreciation, and overall language learning experience. It is an attempt to learn contemporary language teaching methods with an emphasis on literature at the university level and analyze their effectiveness in this specific context.

Educational Research Methodology Trends of Southeast Asia English Major Undergraduate Theses: A Content Analysis

The present study thoroughly examines the predominant research methodology trends and topics applied in a specific time frame from 2019 to 2023 in educational research of the online searchable undergraduate theses in English major programs across Southeast Asia, utilizing a comprehensive content analysis approach. By employing keyword extraction, topic-specific modelling, and thematic evaluation, our objective is to ascertain the prevailing methodologies in English language teaching and the research interest themes from 347 undergraduate downloadable theses that have been investigated. The analysis explores the possible ramifications of these patterns on the caliber of undergraduate research, English language instruction, and the broader education domain within the given area. This study revealed a strong preference (54.5%) for quantitative approaches, highlighting the importance of empirical methodologies. Additionally common were qualitative approaches (24.8%), suggesting an increasing recognition of the importance of examining human factors. While action research (8.4%), particularly Classroom Action Research (CAR), was less prevalent than mixed-method approaches (12.8%), this suggests that action research needs to be recognized. The different ratios of research methods demonstrated a dedication to investigating various questions and advancing knowledge in language, literature, and education. The interesting research themes identified the complex and diverse nature of English language raising focus in Southeast Asia such as technological integration, teacher development, cultural studies, assessment, and language teaching methodologies. The study provides useful information for enhancing research mentorship and education, and it improves knowledge of research trends in this setting. Furthermore, the findings obtained from this study have the potential to contribute to the enhancement of curriculum design, instructional approaches, and distribution of resources in the English language education research area.

Enhancing Indonesian EFL Learners’ Speaking Skills through Digital Storytelling based on Local Folktales

This study investigates the effectiveness of enhancing Indonesian English as a Foreign Language (EFL) learners’ speaking skills through digital storytelling grounded in local folktales. The study, which was conducted among first-year university students at Universitas Bumi Persada consisting of 8 people, used a case study. The information was gathered by observing the lecturer who integrated both digital storytelling and local folktales into her instruction in the classroom. To gain more comprehensive data and in-depth information, students were also interviewed regarding their experiences and opinions. The study explores the integration of digital storytelling techniques with traditional local folktales to foster speaking proficiency among EFL students. The research intends to provide significant insights into creative language teaching methodologies by leveraging technology and local culture. The findings show that digital storytelling has a considerable impact on students' speaking ability, providing light on the possibilities of adding culturally rich narratives into language teaching. This study adds to the pedagogical discourse by highlighting the potential of digital storytelling as a catalyst for enhancing speaking abilities, particularly among EFL university students in Indonesia.

Developing French for Specific Purposes to Enhance Foreign Language Skills of Curriculum and Teaching Students in The University of Calabar

Traditional language teaching methodologies often fall short in meeting the specialized needs of learners who require language skills for specific professional contexts. This gap has led to the emergence of French for Specific Purposes (FSP), a subfield focused on equipping learners with the necessary skills to function effectively in their chosen professions. This study aimed to evaluate the effectiveness of FSP in enhancing language skills and cultural knowledge among learners in the Department of Curriculum and Teaching, Faculty of Educational Foundation Studies. To achieve this objective, three research questions were formulated. A literature review was conducted based on the study variables, and a descriptive research design was employed. The target population comprised all students and instructors in the Department of Curriculum and Teaching, University of Calabar, who are involved in French language courses. A purposive sample of 31 respondents, including 25 learners and 6 instructors, was selected. Data were collected through semi-structured questionnaires and interviews, providing rich qualitative insights. Thematic analysis techniques, involving simple percentages, were used to analyze the qualitative data. The results revealed that learners in the Department of Curriculum and Teaching face specific language needs and challenges. Additionally, FSP instruction was found to significantly enhance learners' language proficiency and cultural understanding. The study also indicated that FSP instruction positively influences the perceptions and attitudes of both learners and instructors towards FSP. The findings of this study have important implications for the design and implementation of FSP courses, especially in the context of tertiary education. These insights are valuable for curriculum developers, educators, and policymakers aiming to improve language education and ensure its alignment with professional and academic needs.

The place of microlearning in foreign language teaching methodology: historiographic study

Introduction. This study investigates the evolution of language teaching methodology in Russia and Western countries over time, with a focus on analysing the features of the microlearning concept as it relates to the everchanging landscape of language education. Aim. The aim of the study is to examine the development and evolution of foreign language teaching methodology in Russia and Western countries, with a particular focus on the Russian context. By conducting a thorough review of relevant scientific and professional literature, we aim to trace the progression of methodology in general, identify prevailing trends in language teaching, and evaluate the role of microlearning in the contemporary language education framework. Research methods. In order to gain a comprehensive understanding of the topic, the study employed historiographic analysis, which entails a systematic review of relevant literature, data collection, and data analysis. Results. Our study has uncovered that both in Russia and Western countries, there is a rich historical background for methodological thinking in language education. The study also revealed that language teaching methodologies have evolved to include a diverse range of novel approaches based on societal demand. Our findings suggest that microlearning, which is a recent addition to language education methodologies, is gaining popularity as a teaching method, while some modern foreign language teaching models have already incorporated the use of microlearning tools and strategies. Conclusion. In spite of microlearning being gradually implemented in language education, there is still a need for theoretical and practical research to refine and develop this method for effective language learning. The findings presented in this article can be used as a basis for further development of the microlearning concept as a distinct educational approach in language instruction.

Enhancing English Pronunciation Assessment in Computer-Assisted Language Learning for College Students

The evolution of computer science and the innovations in language teaching methodologies have paved the way for computer-assisted language learning (CALL) technology to tackle pertinent challenges. While existing CALL systems primarily emphasize vocabulary and grammar acquisition, their evaluation mechanisms often rely on a limited set of criteria, resulting in a simplistic assessment of learners’ pronunciation skills. This oversight underscores the need for a more comprehensive approach. In response, this study targets Chinese college students’ English oral proficiency and aims to enhance the conventional computerized evaluation method. Our approach involves integrating multiple assessment parameters, including pitch, speed, rhythm, and intonation. For instance, pitch assessment is grounded on frequency central feature parameters, while speech speed evaluation considers speech duration, thus enriching the evaluation framework. Through experimental validation, the efficacy of our method in evaluating pitch, speed, rhythm, and intonation has been substantiated, reaffirming its reliability.

A psycholinguistic study of the bouba-kiki phenomenon: Exploring associations between sounds and shapes

This study investigates the cognitive phenomenon known as the bouba-kiki effect among English Language Teaching (ELT) students at Van Yüzüncü Yıl University in Turkey. The research aims to contribute to understanding how individuals intuitively associate specific sounds with abstract shapes, shedding light on the underlying cognitive processes of language perception. Participants (N=164) were presented with two abstract shapes and asked to match them with the pseudowords ‘bouba’ and ‘kiki’. Results revealed a significant preference (87.2%) associating the rounded shape with ‘bouba’ and the spiky shape with ‘kiki’. Additionally, participants were tasked with creating brand designs for ‘Kiki’ and ‘Bouba’, with 87.2% aligning their designs with their initial shape associations. Data analysis included descriptive statistics and a chi-square test, confirming a strong association between shape preferences and pseudoword assignment (χ²=132.05, p < .001). These findings underscore the robustness of the bouba-kiki effect across different cultural and linguistic contexts. This research contributes to interdisciplinary studies linking linguistics, psychology, and neuroscience, offering implications for language teaching methodologies and cognitive processing theories. By elucidating these associations, educators can enhance language learning strategies based on intuitive perceptual mechanisms. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Süleyman Kasap, 0000-0001-8367-8789suleymankasap@yyu.edu.tr

MODERN METHODS OF TEACHING A FOREIGN LANGUAGE

In this article has been discussed the methodology of foreign language teaching, its essence and the history of the formation of the methodology of foreign language teaching as a science and their practical application.

영어교육 위기 상황에서의 융합 영어영문학의 역할

This study aims to offer how English language education based on English literary works (including children's literature) can respond more actively to the current crisis in which 'Korean-style' English language education is heading towards collapse. This study also aims to help English language instructors and scholars themselves understand the pedagogical, ethical, and political aspects of their teaching and research so that learning should be at the heart of all transformative actions against the crisis in the way that English language education can help EFL learners acquire a strong sense of agency, practice critical thinking, and respond to and initiate changes against the crisis. This study 1) critically reflects on the communicative approach that has long dominated our English language teaching and learning; 2) examines the hybridity and non-convergence of the various foreign language teaching and learning principles and methodologies introduced so far and attempts to develop new convergent English language teaching principles, directions, and methodologies with a humanistic approach as the centerpiece; and finally, 3) explores the necessity, importance, and methodology of shifting to content-competence- based English language teaching. It is hoped that these efforts can be integrated to overcome the gap between English language teaching practices and the world outside the classroom, thus helping overcome the current crisis in English language education from within and outside.

Shaping Language Pedagogy: The Impact of Linguistics, Psychology, and Sociology from the 1880s to the 1980s

The time frame from the 1880s to the 1980s represents a crucial era where foundational ideas in linguistics, psychology, and sociology were established. Major developments in these fields such as the emergence of modern linguistics, establishment of psychology as a distinct scientific discipline, Durkheim’s concept of collective consciousness and societal nature of beliefs, two world wars, and geopolitical changes greatly influenced language teaching methodologies and theories during this time. The impact of these events resulted in changes within school systems, prompting ministries of education to take administrative measures. It also gave rise to the establishment of new organizations like the International Phonetic Association (IPA) and associations for language teachers. The research aims to provide a nuanced understanding of the interconnectedness of linguistics, psychology, and sociology in molding language pedagogy during a crucial period in its historical development. The intersection of these disciplines sheds light on shaping language teaching methodologies and theories, offering insights for educators, researchers, and policymakers in the field of language education.

Exploring Language Teaching Methods: An in-Depth Analysis of Grammar Translation, Direct Method, and Audiolingual Method: A Literature Review

The present literature study delves into the development of language teaching methodologies, with particular emphasis on three well-known techniques: Grammar Translation, Direct Method, and Audiolingual Method. The background underscores how pedagogical ideas have changed throughout time and stresses the historical context of language learning. The evaluation analyzes important academic publications, instructional resources, and empirical investigations using a thorough methodology to evaluate the advantages and disadvantages of each approach. Findings of the discussion show that educators can make informed decisions about selecting and adapting methodologies to optimize language instruction for diverse learner populations if they understand their historical development, theoretical underpinnings, practical implications, and limitations. This approach combines elements from each method while addressing their limitations, resulting in dynamic and effective language learning experiences that cater to diverse learner needs and goals. And the review concludes that Language teaching strategies vary, with each method having unique characteristics and methods. The Direct Method promotes natural language learning, the Audiolingual Method emphasizes habit building, and the Grammar Translation Method emphasizes formal language structures. To enhance effectiveness, teachers should combine technology, communicative teaching practices, and a learner-centered environment.

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

Exploring the Balance between Fluency and Accuracy in Language Teaching Methodologies: A Comparative Analysis of PPP, TBL, CLT, and GTM

This paper delves into the balance between fluency and accuracy in language teaching methodologies, analyzing the approaches of Presentation Practice Production (PPP), Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Grammar-Translation Method (GTM). While some methodologies prioritize fluency, others prioritize accuracy, leading to diverse learning outcomes. The paper advocates for a comprehensive approach that addresses both aspects effectively to enhance language teaching practices. Achieving a balance between fluency and accuracy is crucial for effective language learning, as overemphasis on one may hinder the development of the other. By adopting a holistic approach, language learners can develop both fluency and accuracy, thereby enhancing their overall proficiency. This research contributes to the ongoing discourse on language pedagogy and emphasizes the importance of balanced language instruction in achieving proficiency.

Teaching foreign languages in Poland – the ongoing search for efficient ways

Teaching foreign languages in Poland – the ongoing search for efficient ways

Enhancing English Oral Proficiency of Chinese College Students: Curriculum Design Through the Communicative Approach Perspective

In the context of global communication and individual development, English has evolved into a universal lingua franca, playing a crucial role across various fields worldwide. Proficiency in spoken English is indispensable for the academic journey of Chinese college students. However, the current status of Chinese college students' spoken English proficiency reveals that there are still some aspects that need improvement. The communicative approach, recognized as an advanced language teaching methodology, proves to be instrumental in enhancing students' oral proficiency in English. This paper adopts the communicative approach perspective, employing a case study focused on a specific section of a Chinese students' English textbook. The study delves into the teaching path of "create-experience-practice-achieve". Building upon this teaching framework, a concrete teaching plan is designed, followed by an analysis and reflections, aiming to provide reflective insights as a practical reference for college-level oral English instruction. The ultimate goal is to contribute to the enhancement of college students' oral English proficiency.

Investigating the Challenges and Strategies of Thai University Students in Mastering English Idioms

Background: The acquisition of English idiomatic expressions is a critical aspect of language proficiency that unquestionably contributes to the improvement of effective communication skills. A number of studies have been conducted in the field of English idioms; however, there are still unanswered questions in this area. Since learning English idioms is a complex process, further investigation is needed, especially among students learning English as a Foreign Language (EFL) in the specific educational milieu of a university setting. Purpose: This study investigated the attitudes of Thai university students towards the importance of learning English idioms. In addition, it examined the challenges faced by these students in learning and comprehending English idioms, along with the effective strategies employed to overcome the difficulties. Methods: This study adopted a descriptive research design involving 50 fourth-year English major students (12% male, 88% female) from a university in southern Thailand. A survey questionnaire on a five-point Likert scale adapted from Orfan (2020) was used to collect the data from the participants. Results: The findings demonstrated that Thai university students had a positive attitude towards the importance of learning idioms and recognized the critical role they play in successful communication in English. Nevertheless, they faced various challenges when learning English idioms. They reported that idioms were challenging to grasp when taken out of context, and they faced difficulties due to their limited knowledge and cultural background. The participants in the study also reported utilizing different strategies to learn and comprehend idioms, such as guessing the meaning of idioms, using descriptive definitions in English, and memorization. Conclusion: This study offers valuable insights for both educators and researchers, serving as a foundation for the development of more efficient language teaching methodologies and promoting cross-cultural understanding in language acquisition.