Language Courses Research Articles

"FLIPPED CLASSROOM" IN ENGLISH LANGUAGE EDUCATION FOR TOURISM STUDENTS: ENHANCING ENGAGEMENT AND PRACTICAL SKILLS

This study investigates the effectiveness of the flipped classroom approach in enhancing English language learning for students in tourism education. Using a quasi-experimental design, it compares traditional teaching methods with the flipped classroom model. Tourism students engaged in the flipped classroom demonstrated significantly greater improvement in language proficiency, higher levels of engagement, and better practical application of English skills in tourism contexts. The findings suggest that the flipped classroom approach is effective in enhancing practical language application skills and recommend its integration into English language courses for tourism students. Further research is recommended to explore long-term effects and applicability in diverse educational settings.

Advancing the health literacy of migrants in second-language courses: Realist review

Background: Migrants and refugees are high-risk populations with often limited health literacy (HL). It is crucial to improve their HL early after arrival. One promising approach is to combine language and HL learning in second-language courses. Objectives: This study reviewed empirical evidence on the promotion of migrants’ HL in second-language courses and developed a theory of change to inform innovative projects. Methodology: We conducted a systematic realist review of HL in second language courses in seven scientific databases and a grey literature search. After screening titles, abstracts, and full texts, we identified 21 eligible publications from 13 programs. We systematically analyzed program context and characteristics, evaluation design, and outcomes and developed a theory of change based on the findings. Results: Programs promoting HL in second language courses are diverse in terms of contextual factors, formats, study designs, measures of HL, language improvements, effectiveness, relevant outcomes, and enabling factors. All studies reported improved HL after the program, but to varying degrees. The findings regarding second language improvement are mixed. Seven core components of HL as a social practice emerged. Numerous factors influencing course implementation, outcomes, and sustainability were described in detail. We conceptualized a theory of change for the HL promotion in second language courses. Conclusion: This realist review presents ample empirical evidence that second language courses can promote HL in various ways. However, these courses are complex, heterogeneous, and dependent on multiple factors. Despite these limitations, second language courses show promise as innovative and effective approaches that reach many migrants. Therefore, health promoters, medical professionals, adult educators, and policymakers should collaborate nationally and internationally to leverage this unique opportunity. The theory of change can serve as a blueprint for discussing existing programs thoroughly and developing promising, effective, and sustainable programs.

ELT Teachers’ and Learners’ Perceptions of Online Core Language Courses during Pandemic

In 2020, the global sanitary crisis of COVID-19 prompted us to search for strategies to keep communicating in all areas of society. The education domain had to adapt and quickly made a significant shift towards digital interactions to facilitate instructional delivery for teaching and learning. This qualitative case study aimed at exploring the perceptions and most challenging facts associated with an Online education model applied to core courses in an ELT program at a Colombian university. Data from surveys interviews and focus groups applied to 115 learners and 20 teachers suggested that despite the benefits regarding authentic materials for language learners, constraints related to learners connectivity, teachers-students interaction, social presence, motivation, evaluation, and the delivery of feedback were the most challenging situations. The overview portrayed in this study will facilitate comprehension of the learning and teaching issues presented during Covid 19 pandemic and will raise awareness of new perspectives for further online instruction.

Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners.

Mindfulness, self-efficacy, and self-regulation play vital roles in shaping the psychological well-being of English as a Foreign Language (EFL) learners. This study investigates the interconnections among these constructs and their implications for the psychological well-being of 527 Chinese EFL learners. A cross-sectional study was conducted among Chinese EFL learners enrolled in a university in China. Participants were recruited through a non-probability convenience sampling method from English language courses. They completed validated self-report questionnaires assessing mindfulness, self-efficacy, self-regulation, and psychological well-being. Structural Equation Modeling (SEM) and mediation analysis were employed to explore the relationships among these constructs. The study found that mindfulness and self-efficacy independently and directly predicted psychological well-being among Chinese EFL learners. Additionally, self-regulation emerged as a significant mediator in the relationship between mindfulness and psychological well-being, suggesting that mindfulness enhances well-being indirectly through improved self-regulation skills. These findings underscore the critical roles of mindfulness practices, self-efficacy beliefs, and self-regulation skills in promoting psychological well-being among EFL learners. The implications of this study extend to mindfulness-based interventions and programs designed. However, the study's cross-sectional design limits causal inference, and the use of self-report measures may introduce biases. Moreover, the sample's limited diversity and homogeneous demographic profile, attributed to the convenience sampling from a single university, may constrain the generalizability of the findings. Future research could adopt longitudinal designs and diverse participant samples to further elucidate these relationships and enhance the robustness of the findings.

К вопросу о продуктивной направленности обучения иностранному языку в рамках элективного курса в предпрофессиональном медиаклассе

This article deals with the issue of designing an elective foreign language course “Media Content Developer” for students of the 10th – 11th profile media classes. The aim of the course is to develop students’ professional self-determination through foreign language teaching. The relevance of the research topic is related to the need for expanding the subject content of the discipline “Foreign Language” for the designated audience and further meeting the need of high school students in obtaining the conditions for their professional self-determination. The feature of the foreign language elective course will be the reinforcement of the career guid-ance orientation of education through the development of productive types of speech activities of high school students, their productive thinking, creative abilities, and the creation of media products as a result of the crea-tive activities of high school students. The developed fragment of the elective course “Media Content Develop-er” in English is a demonstration of the specifics of the course and will contribute to its preparation in general and implementation in the school teaching practice.

Language Learning for People Living with Dementia and Their Caregivers: Feasibility and the Quality of Experience.

A body of research from around the world has reported positive effects of bilingualism on cognitive ageing and dementia. However, little is known about whether foreign language learning could be applied as an intervention for people already living with dementia. Yet, before it is possible to determine the efficacy of language courses as an intervention for people living with dementia (PLWD), it is necessary to establish whether such an intervention is feasible. Our study explored this possibility. We conducted an exploratory study to examine the feasibility and tolerability of 2-week Italian beginner courses for PLWD in early stages and their family carers in two Scottish Dementia Resource Centres (DRCs). The courses were delivered by trained tutors from Lingo Flamingo, a social enterprise specialising in language teaching for older learners and learners with dementia. Twelve PLWD and seven carers participated in the study. Focus groups preceded and followed the courses. Additional post-course open interviews with the DRC managers were conducted, with a follow-up via telephone approximately one year later. Qualitative content analysis resulted in 12 themes, 5 reflected in the interview schedule and 7 arising from the focus groups and interviews. Overall, the courses were perceived positively by PLWD, carers, and DRC managers, although a few logistically and linguistically challenging aspects were also mentioned. The courses were found to positively impact both the individual by increasing self-esteem and producing a sense of accomplishment as well as the group by creating a sense of community. Notably, no adverse effects (in particular no confusion or frustration) were reported. The positive outcomes of our study open a novel avenue for future research to explore foreign language training in dementia as an intervention and its implications.

СТАНОВЛЕННЯ І РОЗВИТОК СИСТЕМИ НАВЧАННЯ ДОРОСЛИХ МІГРАНТІВ У КАНАДІ

Canada has considerable experience in integrating migrants, including adults, into its society and labour market. In view of this, the purpose of the article is to highlight the path and changes that took place during the formation and development of the adult migrant education system. The author has found out that an adult migrant does not differ from a typical adult student in terms of goals, needs, and preferences for choosing various educational programs or training courses. At the same time, it has been noted that an adult migrant has slightly different motives and a stronger motivation to continue studying further. These are determined by various social and personal factors. The article provides a detailed list of these factors and offers a brief description. In view of the above, it has been traced how the educational needs of adult migrants were taken into account within the adult education system of Canada. Also, the process has been characterized at various stages of the formation and development of the Canadian adult education and training system. The following three stages have been distinguished: language courses for adult migrants without andragogic principles of education; the development of civic education and the introduction of the principles of adult education into the practice of language courses; integration of educational opportunities of formal, non-formal and informal education. Each stage introduced both positive and negative changes in the system of adult migrants’ education, which were characterized and substantiated. Prospects for further research related to the analysis of Canada’s educational opportunities for the integration of Ukrainian migrants who were forced to become refugees due to the war are determined.

Model Pembelajaran Online Maharah Al- Kalam di Pusat Kursus Bahasa Arab Pondok “ Takallam” Pare Kediri Jawa Timur

The selection of online learning models, especially for students, shows that the application of learning speaking skills is said to be unable to function perfectly without the formation of an active component and a linguistic environment. In addition, most of the Arabic language activists also have difficulty developing speaking skills due to space and time constraints. But in essence, language environments can be created not only through direct learning interactions, but also through distance learning programs. Therefore, one of the alternative learning methods that they can take to further develop their speaking skills is to take several online Arabic courses through informal learning institutions at the Takallam Institute of Arabic Language Course, Pare Kediri, East Java. The researcher used this research with descriptive and qualitative research types. This research was conducted at the Takallam Institute of Arabic Language Course in Pare Kediri, East Java. The subject of this research is a tutor or online class teacher at the Takallam Institute of Arabic Language Course at Pare Kediri, East Java. Meanwhile, the informants in this study were the director of the Takallam Institute of Arabic Language Course Institute Pare Kediri, East Java and participants of online class learning. The data collection methods that researchers use to obtain the data needed in writing this research, namely the method of observation, interviews and documentation. Test the validity of the data through source triangulation, technical triangulation, and temporal triangulation. While the data analysis technique was carried out in different stages, namely analysis before going into the field, data reduction, data presentation, and drawing conclusions. The results show that the online learning model of speaking skills at the Takallam Institute of Arabic Language Course in Pare Kediri, East Java, can run smoothly and inject the purpose of teaching speaking skills, meaning that participants can understand and practice speaking Arabic fluently. Learning speaking skills is carried out with the online maharah kalam learning model at the Takallam Institute Arabic Language Course Institute, Pare Kediri, East Java and is a type of direct learning model by applying the special "Takallam" method to improve speaking skills or mukalamah bil lughotil arabiyyah.

Learning styles of the Armed Forces of Ukraine personnel undergoing English language courses

The preferred learning styles according to the Felder-Soloman method of military personnel of the Armed Forces of Ukraine with various military ranks studying English on four-month face-to-face foreign language courses based on the Foreign Languages Education and Research Center of the National Defense University of Ukraine were studied. Active, sensing and visual styles account for approximately 85% of students, while the remaining 15% have reflective, intuitive and verbal styles. The advantage of the sequential over global style is about 75%. No correlation was found between individual learning preferences, the results of the English language entrance test (four tests - listening, writing, reading and speaking), and officer ranks. The method of two-stage cluster analysis shows that respondents form two clusters (Silhouette cluster quality - 0.5-0.6) of approximately the same size according to the level of language proficiency. The most influential factor for cluster formation is the results of listening. Military personnel learning styles were compared with literature data on students' learning styles from 12 fields of study. Two fields (military and natural sciences) demonstrate the preferences toward four styles in all four dimensions; preferences in 2 directions (sensing and visual) and balance in the other two are characteristic of six fields of study. Four other studied fields have a propensity in only one dimension (visual perception of information).

A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC

MOOC attrition rates have become a research hotspot in open and online education, requiring researchers to pinpoint psychological, technological, pedagogical, and technical factors that could mitigate this problem. For this aim, the current study applied a tri-phenomenon approach to explore language learners' perceptions of support coupled with the moderation role of their motivation plays in shaping their learning approaches to MOOC. To do so, 428 language learners who completed their online language course on the Iranian MOOC platform answered the study survey before getting their course certificate. An analysis of structural equation modeling (SEM) revealed that MOOC instructional and peer support were positively correlated with learners' deep approach while negatively correlated with the surface one. Although technical support was provided in this instance, it did not contribute to shaping language learners' motivation and deep approach. Moreover, language learners who attended MOOCs to learn language intrinsically perceived more instructional support, whereas language learners who joined these courses to pass some obligations or get course certificates perceived greater peer support that could help them pass such criteria and shape their deep approach to MOOC. Further, both types of motivation significantly mediate learners' instructional and peer support within their deep language learning approach in MOOC. As a result of these findings, both theoretical and practical contributions have been reported in the study to lead MOOCs' enrolment to have a deep approach.

Analysis of Learning Objectives Lesson Plan for Low Class Indonesian Thematic in the Implementation of the 2013 Curriculum

This research is motivated by the obligation of a teacher in making a Lesson Plan (RPP in Indonesian language) prior to conducting instructional activities. Consequently, it is imperative for prospective teachers, specifically students enrolled in the PGSD programme at Ngudi Waluyo University, to possess the ability to effectively and accurately develop lesson plans in accordance with relevant regulations. The primary objective of this study is to examine the learning objectives of the theme RPP (Rencana Pelaksanaan Pembelajaran) in the Indonesian Language and Literature Learning course within the elementary school curriculum of 2013, specifically focusing on the low grade level. The participants in this study were randomly selected fourth-semester thematic RPP 3 students of PGSD at the University of Ngudi Waluyo. These students were enrolled in the Low Class Elementary School Indonesian Language and Literature Learning course. The employed methodology is the descriptive qualitative approach. Based on the findings derived from the analysis of the three thematic lesson plans, it can be deduced that there exists a congruence between the learning objectives outlined in the implementation of the 2013 curriculum and the objectives stipulated in the relevant laws and regulations. Each lesson plan demonstrates alignment with the analysed aspects, specifically: 1) the learning objectives under scrutiny, which encompass the intended learning outcomes as prescribed. The Core Competencies (KI) encompass various components, including spiritual attitudes, social attitudes, knowledge, and abilities. 2) The learning objectives are aligned with the Basic Competencies (KD). 3) The learning objectives incorporate Operational Verbs. 4) The learning objectives encompass the ABCD components.

A Brief Review: Factors that Affect Classroom Participation in the Chinese Language Courses

A Brief Review: Factors that Affect Classroom Participation in the Chinese Language Courses

Digital versus Traditional Reading Materials in English Language Learning: A Comparative Analysis of Student Perceptions and Outcomes

The current study will reveal students' attitudes towards and views of the use of digital or traditional reading materials in English language courses. The study, therefore, uses a quantitative survey design in the research, exploring how students use digital materials compared to the conventional type and their perceptions of the amount of influence it has on improving their level of engagement as well as academic performance. The study aims to contribute to the broader discourse on educational digitalization. Limitations of the study included the relatively small sample size and the use of self-reported data, which would require further investigation with a more varied and larger number of cohorts. The implication of such findings is, therefore, very strong on the preference of students for digital reading materials, alluding to the importance associated with digital resources in enhancing educational engagement and the academic outcomes of the current digital learning environment.

Penerapan Metode Muhadatsah untuk Meningkatkan Maharah Kalam Siswa di Lembaga Kursus Bahasa Arab (LKBA) “OCEAN” Pare Kediri

Abstract— This study aims to find out how the application of the Muhadatsah method in improving students' Maharah Kalam. This research is a descriptive research that uses a qualitative approach with research subjects students at the OCEAN Pare Kediri Arabic Language Course Institute. Data collection was carried out by observation, interviews and documentation. The research results show 1). The application of the Muhadatsah Method at the OCEAN Pare Arabic Course Institute starts with the selection of teachers. Teachers must take a minimum of a 1 month course at LKBA OCEAN so they can apply muhadatsah teaching techniques starting from delivering mufrodats, talking to students using the mufrodats that are delivered, providing evaluation materials ranging from rote memorization to oral exams to students. The book used is a self-written book made by the institution namely Ustadz Thoyyib and Ustadz Wahid. As for the process of implementing learning, the teacher must have a learning plan that includes material. The muhadatsah method used by teachers at OCEAN Arabic language course institutions includes giving mufradat, memorizing, practicing Arabic, ta'aruf, presentations, debates, singing, and asking questions. 2). The first application of the muhadtasah method for students at the OCEAN Arabic Course institution is to develop the mufrodats that have been given. Second, processing words with the rules of nahwu and shorof which suit the dlomir and the other person. Third, communicate in Arabic in accordance with Arabic language courses spontaneously. And the fourth, actively speaking both inside and outside the bi'ah lughowiyah area. 3). Supporting factors in learning Arabic for students at the OCEAN Arabic Language Institute are the active Arabic language environment that is applied starting from the leaders, teachers, institutional staff and students. Adequate facilities both from buildings and learning equipment. Students have a high learning enthusiasm. The inhibiting factors were the different language backgrounds before entering LKBA OCEAN, some were already proficient and some were not proficient, and some students' memorization was weak. Keyword: Application, Muhadatsah, Maharah Kalam

Readiness of the 4th Semester Japanese Grammar Syllabus in Accomplishing the Learning Targets on MBKM Curriculum at Jakarta State University

This study aims to find out how the suitability between the Bunpo IV syllabus is currently used with the language learning target in the Japanese Language Education Study Program at Jakarta State University which is based on the MBKM curriculum also known as Merdeka Belajar Curriculum. The curriculum is following the MBKM Curriculum listed in Permendikbud No. 3 of 2020. The regulation said that students have the right to study outside of the campus after completing 4 semesters. Therefore, students can choose internship programs abroad or in the country, as well as participate in student exchange programs The offers for internships are numerous, so it raises the interest of students to join it. But behind the enthusiasm of students for this Merdeka Belajar program, there is a concern that the learning targets of students who take part in the internship program, especially language courses, will decrease and not meet the target of learning study program itself. The main goal of the graduation requires students to pass the Japanese Language Proficiency Test ( JLPT) level N3, before taking the thesis exam. Bunpou IV is a course that contains grammar level IV or equivalent intermediate level, this course is quite related and has become the foundation of other language courses. The material provided up to Bunpo IV is equivalent to the Japanese language skills in JLPT N3 which is the requirement for graduating from the study program. This study is part of research and development (R&D) with a mixed quantitative and qualitative approach. Especially for the first year of research, the approach used is a qualitative approach through document analysis currently used in the Bunpou IV course. The technique used in collecting data is records and archival review of syllabus, teaching materials, and JLPT N3 simulation results. From the JLPT simulation results, it was found that student readiness to pass JLPT N3 had only reached 23.5%. Of the respondents who did not pass, it was found that 9.8% did not pass the Moji Goi section (letters and vocabulary), 47.06% did not pass the Bunpo Dokkai section (grammar and reading comprehension), and 23.53% did not pass the Choukai section (listening comprehension). From this result, we know that it is necessary to re-evaluate and conduct the development study of syllabus of the Bunpo IV course based on the Merdeka Belajar Curriculum in the Japanese Language Education Study Program, FBS UNJ.
 Keywords: MBKM curriculum, Bunpo IV, JLPT N3

Power of Synergy: Unlocking the Potential of Group Dynamics Through Team-Building Practices in Junior High School

Cooperative learning has proven to be a valuable approach to education, benefiting students in a variety of ways. However, before a team can function productively, there needs to be a period of practice and adjustment to the process of cooperation at large; this is what we call team-building. This case study examines the way in which teams are developed in a language course at the junior high school level. For this purpose, qualitative research has been carried out. The sample consisted of a class in the first year of junior high school (students aged 13 to 14). Research data were collected through participatory observation and semi-structured interviews. The findings revealed that students progress through four stages (Forming, Storming, Norming, and Performing) before developing intergroup dynamics and becoming fully acquainted with the cooperative process. In addition, students need time to establish the conditions of cooperation and non-standard rules of behavior at the stage of disagreement (Storming).

Efficacy of Flipped Classroom and Literature in ESL And EFL: A Revision of a Case Study

We present here a case study that aims to determine to what extent Flipped Classroom is a valid way to introduce difficult and demanding reading texts in the ESL EFL classroom in a university course of English language. In the case of the study, the content objective is the introduction of the reading of passages from Macbeth written by William Shakespeare in a specialized university course for English language students whose linguistic competence is in the region of B2 CFRL. This study revisits some of previously obtained data and crosses these new items with new data gathered during the research described in this paper. We obtain some interesting findings that support the hypothesis that using alternative teaching methods, as Flipped Classroom, can be a valid tool to introduce demanding texts in an environment as the one here described.

Структура и профориентационный потенциал учебного пособия «Legal English: Law, Crime and Punishment» (X–XI классы)

The author developed a textbook for high-school students of English. The book represents an integrated vocation-focused language course. This elective course focuses on the activities associated with the penal system and shows its relationship with the criminal law. By applying the systemic functional approach to the structure of Legal English: Law, Crime, and Punishment, the author outlines its career-guidance framework. The outcome-based activities aim at mastering the foreign language, consolidating practical skills in research, and performing career-guidance practice in criminal and penal law spheres. The career-guidance potential of the textbook offers possibilities of career awareness, career-oriented education, and professional recruitment. As a result, Legal English: Law, Crime, and Punishment can be considered a tool of academic and methodological support in the sphere of career guidance in high school.

Предметно-языковое интегрированное обучение английскому языку студентов энергетических направлений подготовки

The aim of the research is to assess the effectiveness of the developed integrated course of a foreign language and physics aimed at enhancing communicative and general professional competencies among energy field students with a basic level of English proficiency. The article sequentially describes the outcomes of integrating the foreign language and physics course into the educational process for energy field students, including statistical data analysis of experimental teaching and provides examples of tasks. The research novelty lies in the development of a fundamentally new concept of teaching professionally-oriented foreign language at the university, wherein students not only learn terminology related to their future specialization and work with professionally-oriented texts but study technical disciplines in English based on the knowledge system and patterns of these disciplines. In other words, the content of the professionally-oriented foreign language course consists of modules from the physics and technical discipline block. It should be noted that the same topics and modules are simultaneously studied in Russian and during the physics course. The research establishes that with a proper synchronization of educational materials from different blocks of the curriculum, a high level of student competence in solving professional communicative tasks in a foreign language can be achieved.

Contextualising the Hyflex Model of Instruction for Language Classes

The paper discusses a possible, practical application of the hybrid flexible (hyflex) model of content delivery in a tertiary context. The model may as well be applied in foreign language instruction. It is the author’s belief that there are convincing reasons for employing digital competences and skills acquired over the last two years to enhance teaching and learning. AnMappropriate contextualisation of the hyflex model may further encourage the retention of theMalready attained competences and skills in the new normal. It may also allow to combine the traditional, in-class instruction with the new, online interaction both synchronously and asynchronously. The possibility of hyflexing language courses can be a challenging, however responsible, prospect because the restoration of the education we used to know might not be easy. Although theoretical, the paper provides practical guidelines as well as offers a selection of online tools to contextualise the hyflex model in language teaching. The paper may also constitute a strong claim for the practical application of the hyflex model especially when combined with an in-depth analysis and research of the model in various educational contexts. As the future is hard to envisage, various models and approaches might be taken into account so as to appropriately respond to the challenges and requirements education is likely to be confronted with.