Language Teachingand Learning Research Articles

ENGLISH TEACHING JUST GOT AN UPGRADE: HOW AI IS REVOLUTIONIZING TESOL

The field of Teaching English to Speakers of Other Languages (TESOL) is ever- evolving, and as such exploring the potential of Artificial Intelligence (AI) in language teaching and learning is becoming increasingly important. AI-powered language learning tools, such as chatbots, are changing the way students learn and practice English. As these AI-powered chatbots gain momentum, educators worldwide discuss their potential implications on the process of language teaching. By examining the potential use of chatbots such as ChatGPT, this paper aims to contribute to the limited available literature on AI and TESOL and provide valuable insights for teachers on the benefits and challenges of incorporating AI in their daily work. Discussing the ways chatbots can enhance ESL/EFL classes, as well as the ways they can hinder the learning process, due to issues related to academic dishonesty, this paper highlights both the advantages and the disadvantages of such emerging technologies, as well as AI’s practical use in a classroom, in hopes to improve the language learning outcomes.

Using Hangman Game Application For The EFL Classroom: It Efficacy for Learners to Master Vocabulary

In this era, technology has taken apart in every platforms, including in educational settings, especially Language Teaching and Learning (LTL). This study purposed to determine that the using Mobile-Assisted Language Learning (MALL) through Hangman Game as one of the games could significantly gave the effect for English Foreign Language (EFL) learners in Indonesia context to master the vocabulary. The participants of this study were the 10th grades students of SMA Negeri 1 Tebing Tinggi Kab. Serdang Bedagai in academic year 2018/2019 that consist of 20 students. The technique of analysis of that was used at this study were the analysis of qualitative data and the quantitative data. The qualitative data was taken from interview, observation of students’ learning process, researcher’s note. While, the quantitative data was collected from the mean score of test that given to the learners in Pre-Cycle, Cycle I and Cycle II. The findings of this study found that Hangman Game gave the new achievement for the EFL learners when they were doing the activities of learning process in the class. So this situation made the learners had good motivation during the language teaching and learning process and they also actively and enthusiastically in the class. These things indicated that the application Hangman Game could improve the EFL learners’ vocabulary mastery.

Cultural adaptations

Abstract Linguistic and pragmatic aspects of the translation of politeness in contemporary novels were examined under the theoretical framework of Descriptive Translation Studies (DTS) (Toury 1995) and Newmark’s functional theory (1988). The analysis revealed that linguistic expressions tied to socio-cultural meaning and values were often neutralised due to the avoidance of creating non-normal target text expressions. Normalising culture-specific expressions was a strategy adopted by translators, enabling target language readers to relate to the stories according to their own cultural understanding. Notable differences in strategies to render texts were found across translators. From an educational perspective, this research provides realistic examples for intercultural language teaching and learning. An important implication is that the findings highlight the fact that, unlike European languages that share roots with English, a universal theory and approach to translation is not viable due to socio-cultural meaning and values that are specific to Japanese culture. The study also contributes to social psychology and consideration of the role of culture in understanding universal and culturally specific values and the attribution of meaning in collectivist and individualist societies.

Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective

Social media has now much been integrated as a learning platform in various
 educational settings, including those in Language Teaching and Learning (LTL).
 Increasing number of studies has also reported the effectiveness of social media to
 support LTL activities. This present study aimed to investigate whether Facebook, as
 the most popular social media in Indonesia, would be an effective learning tool for EFL
 university students taking advanced writing class. This study employed a case study
 qualitative approach. The data were collected through questionnaire, interview, and
 observation of students’ discussion on Facebook and then analyzed using frequency
 count and thematic content analysis. The findings reveal that most students find
 the use of Facebook in writing class effective in boosting their confidence in using
 English as communicative means, encouraging their participation in class discussion,
 and improving their English language proficiency, particularly the writing skill. This
 study suggests that Facebook can be used as a supplementary learning tool in higher
 education classrooms as it brings positive effect not only on students’ learning habits
 but also competence.

Suomea Torontossa: yliopisto-opiskelijat ja suomalaiset seniorit palveluoppimisyhteistyössä

Kuvaamme artikkelissamme yhteisössä toteutettavaa palveluoppimispedagogiikkaa (community engaged service learning pedagogy) Toronton yliopiston suomen kielen ohjelman ja Toronton Suomi-kodin eli suomenkielisen seniorikeskuksen välillä. Osana suomi vieraana kielenä -kurssia opiskelijat vierailevat säännöllisesti Suomi-kodissa, osallistuvat sen toimintaan ja viettävät aikaa suomenkielisten senioreiden parissa. 
 Tutkimme sitä, mitä siirtolaissenioripari (Sirkka ja Pentti) ja kaksi nuorta suomen kielen opiskelijaa (Rosa ja Ilja) ajattelevat ja puhuvat kielestä ja sen oppimisesta erilaisissa kohtaamisissa. Lisäksi pohdimme sitä, millaisia siltoja yhteistyö muodostaa senioreiden ja nuorten välille. Hyödynnämme analyysissa lingvististä etnografiaa niin metodina kuin aineiston keruussakin. Aineiston muodostavat lukuvuonna 2016–2017 tallennetut epämuodolliset haastattelut, spontaanit keskustelutilanteet, niiden ääni- ja videotallenteet sekä opiskelijoiden kirjoittamat reflektiot. Lisäksi aineistona on käytetty kenttämuistiinpanoja ja valokuvia.
 Tutkimus paljastaa, että senioreiden ja opiskelijoiden kielikäsitykset eroavat jonkin verran toisistaan, mutta kielenoppimiskäsityksissä on myös runsaasti autenttisista oppimisympäristöistä ja kokemuksista johtuvia yhtenevyyksiä. Punaisena lankana kulkee senioreiden menneisyyteen liittyvät muistelot ja opiskelijoiden haaveet suomenkielisestä tulevaisuudesta. Yhteisössä toteutettava palveluoppiminen avaa uusia mahdollisuuksia kielen ja sisältöjen opetukselle yliopistoissa niin ulkomailla kuin Suomessakin ja haastaa vakiintuneita pedagogisinstitutionaalisia rakenteita uudistumaan.

Metacognition and Mobile-Assisted Vocabulary Learning

Mobile Assisted Language Learning, known as MALL, is an approach to language learning that is enhanced through the use of a mobile device, such as mobile phones. The ubiquitousness of mobile phones has opened up more platforms for vocabulary learning, resulting in increased metacognition among learners; which can be seen as a predictor of successful vocabulary learning.This article describes the results of a study conducted on 21 undergraduates that analysed the most frequently used activities facilitating self-directed mobile-assisted vocabulary learning outside the classroom based on the pedagogical framework for mobile assisted language teaching and learning. The study also looked into to the extent these activities enhanced the learners’ metacognition. Data was collected from video reports, interviews and an activity log, and analysed according to the pedagogical framework for mobile assisted language teaching (Kukulska-Hulme, Norris, & Donohue, 2015). The findings revealed that the most frequent activities utilized outside the classroom were (1) using online dictionaries to assist with understanding word meanings, (2) using video features on their phones for speaking and pronunciation practice of new words and (3) posting on social media as a means of practicing their newly acquired vocabulary in writing. The self-directed nature of these activities were reported by the participants as enhancing their metacognitive skills, resulting in increased learner confidence and deeper gains in vocabulary learning. The implications of these findings are discussed.

Tearing Down Walls: Migration, Language, Culture, Literacy and Policy in Global Contexts

This paper introduces learners, teachers, educators and stakeholders to a complex of socio-political contexts in which TIE-SOL [teaching in English to speakers of other languages] is embedded in the education and related experiences. The methodology includes the author’s experiential knowledge weaved with extensive research and literature to explore language teaching as a set of practices situated in, and constitutive of wider social and political relations manifest through policies influencing migration, culture, language and literacy. The context includes ESL administration, curriculum and pedagogy, such as multicultural, immigration, indigenous and racism policies that often crosses borders. Educational and language policy ‘contexts’ are explored for what they include and what they exclude; for their influence, or lack of, on the framing of second or least commonly taught language teaching and learning encountered by immigrants, and ultimately not limited to ELL/TESL teacher and learner identity but all teachers and learners. In this writing, we are concerned with teaching and learning in a country in which English is the dominant language of a substantial, often monolingual, majority and learners need English to communicate in their daily life. As such, the paper aims to enlarge the view-point of Andragogy and Pedagogy of Language Learning and Teaching and Less Commonly Taught Languages by transitioning theory to practice through exploring the relationships between elements of social and political contexts such as students right to own language (SROL) and the impact upon language pedagogy, theory and professional practice in global education. The outcomes or results culminate as the researcher recommends a platform to improve planning, designing and implementing professional development and training for leaders, teachers, educators and individual to inform them about the impact that practice-based Pedagogy can have in eradicating language barriers that often affect the quality of life and learning for all people (296 words).

The Effectiveness of Smartphone and Tablet PC Apps for Japanese Language Learning

The emergence of smartphones and tablet PCs in the second decade ofthe 21 sf century has furthered possibilities for mobile learning. Thecharacteristics of smartphones and tablet PC devices such as affinity,portability, accessibility and the availability of low cost applications(apps) with various functions have transformed these devices into arealistic means of learning. In fact, it has been reported that manysecond language (L2) learners have used such language learning appsand evaluated them positively. The adaptation of mobile apps for L2language education and training has been actively implemented by notonly individual users but also educational and business sectors in manycountries. Thus, this study explores the effectiveness of smartphone andtablet PC apps for Japanese language learning, focusing on learners ofJapanese at a university in Australia. The types of Japanese languagelearning apps that students have used and their usage are examined, inorder to investigate the effectiveness of such apps. This study aims toprovide helpful information to L2 educators and learners about theadaptation of mobile devices to assist their language teaching andlearning.

Narrative research in language teaching and learning

Narrative research in language teaching and learning (LTL) is concerned with the stories teachers and learners tell about their lived and imagined experiences. Teachers typically tell about their professional development and their practices, and learners about their experiences of learning and using languages. What stories are, and indeed what narrative research is, however, remains far from agreed upon in LTL research. There is no single, all-encompassing definition of narrative (research), probably because the same situation exists in other disciplines from which empirical work in LTL draws its theoretical and methodological assumptions and approaches. Stanley & Temple (2008: 276), for example, say that generally there is ‘little shared sense of core concerns, of approach, and even of what narrative is seen as’. In LTL, narrative, whether as text/artefact, method of analysis, or both, has become a popular catchall term for much activity in qualitative, interpretive research which focuses on the experiences of research participants. In other words, it has been appropriated by researchers who exhibit varying degrees of epistemological commitment to narrative, and this is evident in the design and reporting of their research.

Studying Fictional Representations of History in the L2 Classroom

can be—and should be, it is argued—an integral part of all foreign and second language teachingand learning. In particular, it is argued that the study of literary fiction within tertiary foreignla ...

LITERATURE EXPOSURE IN ENGLISH LANGUAGE TEACHING AND LEARNING

Teachers often regard literature as inappropriate to the language classroom. Teaching literature in foreign language classroom becomes essential if teachers are concerned with the meaningful foreign language learning activities experienced by the students. It is not sufficient to only emphasize on acquiring mastery of structure andform but also involves acquiring the ability to interpret literary discourse in all its social and cultural contexts. Accordingly, this study focuses on literature exposure in English language teaching and learning. This study which is a descriptive qualitative study was endorsed the data from two sources: namely is the English lecturer and the students of the English Department of UMM The instruments used included interview and questionnaire. The result of the analysis indicates literature exposure has an essential role in English language learning because it is beneficial to the learners' linguistic development, create opportunities for personal expression as well as reinforce students' knowledge of lexical and grammatical structure. Moreover, it becomes important for English teacher to consider cultural contexts into their English language teaching. Students should be given the opportunity in the selection of materials and classroom activities that can expose and enhance students' literary knowledge and understanding.

No good past Dover

A review of foreign-language teaching in relation to the predominance of English in Europe and in the world at large.The theme of a conference of the Association of Departments of Foreign Languages (part of the Modern Language Association) in 2000 was the future of language teaching and learning. My discussion here is based upon remarks made in Phoenix.