Language Teaching Methods Research Articles

PEMBELAJARAN KOSA KATA BAHASA ASING BERBASIS TPR (TOTAL PHYSICAL RESPONSE)

Learning foreign languages ​​in early childhood requires certain strategies so that learning languages ​​feels fun so that they can motivate students to learn foreign languages. The purpose of this activity is to help improve the competence of teachers who are members of the RA/BA KKG throughout the Sambi sub-district in developing teaching methods for teaching foreign language vocabulary to early childhood. One of the methods introduced to teachers is TPR (Total Physical Response) based learning which is a language teaching method based on commands, speech, and motion. This activity was attended by 30 TK/RA teachers from the Sambi sub-district. The stages carried out in this activity are as follows 1) presentation of TPR-based teaching method material via powerpoint, 2) Introduction of teaching instruments or media to be used, 3) Practical teaching using the TPR method, 4) question and answer discussion. The results of this activity are KKG teachers RA/BA in Sambi sub-district can practice teaching foreign languages ​​well using TPR-based methods

ENHANCEMENT OF THE UNDERGRADUATE STUDENTS' FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

The Existing Problems of Questioning Teaching Method in Elementary Chinese Language Teaching in Cambodia

This article thoroughly investigates the application and issues of questioning-based pedagogy in primary Chinese language teaching in Cambodia and proposes practical solutions to address these issues. Drawing on a comprehensive review of previous research findings and personal teaching experience, this article delves into the strategies and forms of classroom questioning in Chinese language teaching and provides a detailed analysis of the actual challenges faced by Cambodian learners of Chinese when asking questions in class. Through contextual analysis, this article comprehensively describes and deeply analyzes the current status of questioning in Chinese language classrooms in Cambodia, and puts forth a series of specific recommendations to address the existing issues in questioning practices in primary Chinese language classrooms in Cambodia. The aim is to provide practical assistance to Chinese language teachers and researchers in this field and to promote continuous improvement in Chinese language teaching in Cambodia.

베트남 학습자들의 의사소통 영어교수법에 대한 흥미도 연구

This study identified the degree of interest in learning English among Vietnamese learners learning English in Korea. The survey data was based on the questionnaire on foreign language self-learning strategies and consisted of a total of 20 items to meet the communicative language teaching method. The SPSS 26.0 program was conducted to identify the total distribution, the difference in average between groups, the significance between genders, and the difference by learning period. The results show that students are generally more interested in reading and writing than in listening and speaking. In addition, there is a significant difference in the learning period rather than the difference between genders. The results of this study need to be used as reference materials for foreign learners learning liberal arts English at Korean universities.

Review of effective methods of teaching a foreign language to university students in the framework of online distance learning: international experience

The research goal is to analyze the existing and most frequently used methods and competency-based approaches to distance learning of a foreign language. The tasks are formulated to achieve the goal. They involve classifying the methods of foreign language teaching based on the competency approach and identifying the effective methods. The methodological basis of this research includes methods of analyzing the practical experience of foreign language teaching based on a competency-based approach, synthesis of national and international experience, comparison of national models of the language environment, and generalization of sociological data. As a result of the conducted research, it has been revealed that among various methods, approaches related to information and communication technologies [ICT] are utilized most often. We believe that when teachers conduct courses using synchronous computer-mediated communication [SCMC] tools or platforms, students should be given opportunities to express their opinions. Most teachers recognize the creation of instructional videos as the most effective. According to the students, this type of activity also has the greatest learning effect and stimulates creativity. The scientific novelty of the research is the study of foreign language teaching methods based on a competency-based approach within the framework of online distance learning and the relationship of all interested parties, in other words, teachers, students, and educational institutions.

Fundamentals of teaching English through IT technologies

Improvement of English language teaching methods remains relevant for all stages of education today. This scientific article discusses the methodology of organizing English language teaching and improving educational efficiency based on IT technologies, using ICT tools.

Cognitive Operations in Process of Secondary Text Production in Fanfiction Genre

The question of text perception in a foreign language is considered. Cognitive operations to build a text projection used by recipients who are non-native speakers, as well as their ways to objectify the former in their own secondary texts of the fanfiction genre are presented and described. The article is relevant due to the need to research the processes of reception and production of a coherent text both in native and foreign languages, and to create a cognitive model of the text projection building process. Particular attention is paid to the correlations between the strategies and tactics of forming a projection of a text in a foreign language by the recipient with the types of cognitive operation used to interpret new knowledge (preservation, modeling, transfiguration). Data are given on the implementation of cognitive operations on all levels of the perceived text (macro-, schematic, stylistic level). Definitions are provided for the specific tactics used by recipients (non-native speakers) in the process of creating their own texts in a foreign language on various levels (plot preservation tactics, tropes imitation tactics, keyword transplantation tactics, etc.). The results of the study can be applied both in the field of language sciences (psycholinguistics, linguistics) and in the field of foreign language teaching methods to find ways to effectively develop reading and writing skills in language learners.

Strengthening English Second Language Teaching and Learning Pedagogies During The Post COVID-19 Era: The Text-Based Approach

Research shows that the rapid transition from onsite to remote language learning and teaching during COVID-19 had tremendous effects on the quality of education with learners struggling to cope at age and grade-appropriate levels due to the prolonged school closures, which aimed at curbing the pandemic. Learner-centred language teaching methods were compromised in favour of traditional teacher-centred methods. This paper investigated how learner-centred language teaching and learning pedagogies, specifically, the Text-based Approach (TBA) and Communicative Language Teaching (CLT), can be reinforced during the post-COVID-19 era. This study was underpinned by the Technological Pedagogical Content Knowledge (TPCK) theory, which advocates for the inclusion of technology in learning and teaching to produce technologically competent learners able to fulfil the requirements of the 21st century. A qualitative approach and an interpretive paradigm were used. Semi-structured interviews, with 6 conveniently chosen Grade 10 teachers in the Eastern Cape, South Africa, were utilised to gather data for the study. Data were analysed using content analysis, and the themes that emerged from that categorization generated the findings of this study. Findings revealed that during COVID-19, teachers adopted innovative ways of language teaching by utilising mobile technologies like WhatsApp, Instagram, Skype, YouTube, Google Docs, Kahoot, Mentimeter etc. In this world of technological advancement, the use of these gadgets is inescapable. The authors recommend that the Department of Education should train teachers by organising workshops that will facilitate the utilisation of these mobile technologies, which will facilitate and reinforce learner-centred pedagogies. Keywords: Learner-centred, Mobile Technologies, Post COVID-19, Remote Language Learning, Text-based Approach

Perceptions of Grammar-Translation Method and Communicative Language Teaching Method Used in English Classrooms

The Grammar-Translation method and Communicative Language Teaching (CLT) were both used in English classrooms in high schools in China. This research is a meaningful attempt to investigate the high school student's perceptions of the two mentioned language teaching methods and corresponding learning activities in terms of enjoyment and effectiveness so that their voices can be heard. By applying a quantitative research design using the descriptive approach, questionnaires were answered by the Grade 10 students as well as an informal interview with the teacher. It was found that the grammar-translation method is more favorable than CLT by both the students and the teacher. The implication is that CLT should be given more chances to be practiced by the teachers and students under the new curriculum reform.

The use of multimedia in language teaching

The most common method to teach foreign languages is the use of course books. However, the 21st century serves other possibilities to use during learning, such as multimedia tools. The use of Internet, newspapers, the radio, or TV might be an alternative to typical language teaching methods. Multimedia can be defined as the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer. The method of teaching a foreign language through Multimedia has been used wider and wider and it has contributed a lot to higher teaching quality. Chalk-and-Talk teaching method is not enough to teach a foreign language effectively. We should change our teaching ideas and recognize their impersonal attribute as one kind of teaching method. Thus we can utilize modern education technology reasonably to fulfill the target of language teaching. We live in times where multimedia tools accompany almost everyone in their daily activities, e.g. one can get ready to leave home with the rhythm of the music on the radio, while another person cannot imagine breakfast without reading a newspaper. This illustrates the media’s enormous impact on people. It seems to be more enjoyable when knowledge is gained through multimedia tools: entertainment, language authenticity, and encouragement to learn more are provided. Consequently, boredom, which sometimes accompanies working with a course book during lessons, might be avoided. Of course, everything depends on the teacher’s attitude and preparation. What is more convincing, is the fact that all the skills may be taught with the use of multimedia tools. Moreover, they may satisfy all types of learners, which is not always possible during teaching with a course book.

Modern Proposals for Improving English

In this article, the modern methods of English language teaching, which are widely used today in the higher educational institutions and legal educational institutions of our republic, are identified, fundamental, linguistic, sociocultural, and communicative methods are comparatively analyzed, and their role and importance in the educational process is shown.

ESP Students’ Perceptions of the Role of Community Language Learning on Learning Motivation: A Case at a College of Medicine and Pharmacy in the Mekong Delta

Community language learning (CLL) is a language teaching method in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and the learner as a client. CLL techniques are believed to help learners alleviate anxiety, threat and the personal and language problems a person encounters in using the language. The research entitled: “An Investigation into ESP Students’ Perceptions of the Role of Community Language Learning on Learning Motivation: A study in a college of medicine and pharmacy in the Mekong Delta” was conducted to find out ESP students’ perception of the role of CLL on their learning motivation. It was conducted with the participation of 144 ESP students from a College in Can Tho city using the questionnaire. The result shows that ESP students’ perception of the role of CLL on their learning motivation was quite high although the level of perceptions on their interest was not high.

Using of effective methods in teaching foreign languages

Today, it is no secret that the demand for learning a foreign language, especially English, is extremely important. In this process, perfect mastery of speech activities such as reading, writing, listening comprehension and speaking shows a positive result in the language learning process. This article talks about effective methods of language teaching.

APPLICATION AND COMBINATION OF DIFFERENT FOREIGN LANGUAGE TEACHING METHODS IN ESP CLASSROOM

English for Specific Purposes (ESP) being separate branch of the English Language requires specific approach during the process of teaching. Application of right methodology of teaching is very important for successful ESP teaching, therefore correct selection and combination of different foreign language teaching methods are crucial to ensure that the required results are achieved in the ESP classroom. When working in the ESP classroom ESP teachers base their teaching approach on the principle: “English for Specialty” rather than on the principle: “Specialty in English” the approach characteristic of Content and Language Integrated Learning (CLIL). In our paper we are going to discuss the ways of efficient combination of Grammar-Translation method and Audio-Lingual method using ESP textbooks and materials and also development of listening and speaking skills of ESP learners through different subject videos selected on the basis of linguistic abilities and knowledge of specific terminology by ESP learners. Some of these videos are available on YouTube and other internet platforms. Elements of CLIL approach that imply complete immersion into language and subject matter can be applied in ESP classroom. Their combination with the above-mentioned foreign language teaching methods is possible, especially in those groups of ESP learners whose level of General English is B2 and higher. The parallel can be made between CLIL in ESP teaching environment and Direct method of foreign language teaching in General English teaching environment. In this way we compare partial application of CLIL approach in the ESP classroom to the Direct method of foreign language teaching when it refers to teaching of General English. The main aim of our paper is to consider combination of the following foreign language teaching methods and the methodology of CLIL as the most suitable and efficient way of teaching English for Specific Purposes in the classroom:1) Grammar-Translation method;2) Audio-Lingual method;3) Direct method with elements of CLIL approach when applied in the ESP classroom.

Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon

Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.

Between teacher’ roles and students’ social: Learner autonomy in online learning for EFL students during the pandemic

The study’s objectives were to determine how students’ capacity of autonomy and its influencing factors promote student autonomy in online learning during a pandemic. It was a qualitative design, and the participants were twenty-five students enrolled in an English Language Teaching Methods course at one of Indonesia’s public universities, in Surabaya. The data were collected via online survey and interview. Descriptive statistics, reduction and verification were used to analyze them. The results indicated that the capacity of EFL student teachers during online learning was moderate. Although students could engage in self-direction, self-instruction, and self-access, the instruction’ role was still required since learner autonomy should be taught incrementally to foster their autonomy. Next, motivation and collaboration were the most influential determinants of students’ autonomy. When students are motivated, they would have responsibility to study to attain their goal. Thus, the teacher provides numerous collaborative activities and strategies that promote students’ active learning during online learning. Collaboration offers more opportunities to acquire the necessary complex skills. Online learning actively encourages and complements students to access information, and facilitate independent learning. For findings that are more generalizable, it is suggested that additional research be conducted with larger samples or additional instruments.

AN OPTIMIZATION-BASED ARTIFICIAL INTELLIGENCE FRAMEWORK FOR TEACHING ENGLISH AT THE COLLEGE LEVEL

Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.

Development of cultural speaking skills of students on the basis of the English language subject through feature films and information technologies

Language is a tool that determines the history and culture of every nation and is an integral part of its education, as the worldview and beliefs of a person are formed and developed through language. Language shapes the nation identity and cultural featurues. Moreover, one of the requirements that is rapidly developing today is the knowledge of a foreign language at a decent level. Teaching a foreign language is a doundting and challaging task for language teachers; this article offers ideas to use the advanced information technolgies in a proper way. Hence, the effectiveness of the old methods of language teaching in the modern era of digitalization that were established in the absence of information technology is questionable. Currently, one of the most important principles of learning and teaching languages is introducing intercultural competence along with the structure of the language. Furthermore, the authors of the article discussed about one of the ways of learning English in a more captivating and contemporary way: watching feature films and actively using information technology. These relatively new methods aid students develop creative and critical skills using authentic materials through interactive games, discussions, information and innovative technologies. As part of the study, the article studied and presented samples and types of practical exercises using these methods.

A Study on the Utilization of OpenAI ChatGPT as a Second Language Learning Tool

In November 2022, ChatGPT was introduced and caused a sensation, gathering 100 million users only within two months. ChatGPT’s capability of generating high-quality sentences demonstrated potential to be applied in a wide range of fields. In this paper, we explore the utilization of ChatGPT as a second language learning tool and scrutinize its suitability. Specifically, we analyzed technical aspects of ChatGPT including its principles, history, and features. We then assessed its ability from two different perspectives: designing course contents and teaching these contents based on Task-Based Language Teaching (TBLT) method. Firstly, we built up a Korean ESL learner persona who is an intermediate level and directed ChatGPT to construct a course for business English writing. Second, we asked ChatGPT to teach business English writing by TBLT method. Although there were areas for improvement, the results were promising, indicating that ChatGPT was able to execute given prompts to act as a language learning tool. By highlighting opportunities and concerns of ChatGPT in the language learning context, this paper implied its potential to create enhanced learning experience by facilitating a supportive learning environment. Further research is expected to investigate its effectiveness in diverse contexts and purposes.

The Role of Foreign Language Education in preserving the Russian Culture

The article deals with the axiological aspect of foreign language education related to the formation of traditional spiritual and moral values among students, future teachers of a foreign language. The article presents the results of teacher survey of different educational levels within the framework of the large-scale project “Axiology of Foreign Language Education in the Context of Future Teacher Training”, implemented by the Institute of Foreign Languages of Moscow State University in the framework of the National Project “Education” during the period from 2019 to 2024. The author analyzes different points of view expressed by the respondents and offers methodological solutions for the formation of the younger generation’s civic worldview in a foreign language lesson. The emphasis is placed on the comparative analysis of languages and cultures, thematic lessons and competitions on socially significant topics, as well as the application of the tandem method in foreign language teaching.