Language Courses Research Articles

Teaching and Enhancing Foreign Language Grammar Using Social Media Platforms, and the Strategic Impacts on Students’ Speaking Skills

This research explores an innovative application of social media platforms, particularly Instagram live streaming sessions and language courses on YouTube, to improve proficiency in speaking and grammar of foreign language undergraduates. It investigated the effects of various social media platforms on language competence and to evaluate the relevance of these platforms to language teaching. The study used a pretest-post-test experiment methodology with a sample size of 392 individuals, who were split into groupings: Control and Experimental. To compare the means of the speaking proficiency and grammatical proficiency scores, t-tests were used as an analytical method. The results indicated that the groups were not significantly different from one another on the pretest, which served as a baseline for the assessment. Nevertheless, the results of the post-test demonstrated a significant rise in the Experimental Group's grammar proficiency (mean = 74.38), supporting the first hypothesis, which states that learning a language through social media can improve one's grammar skills. Just as the control group showed no change in their speaking abilities, the experimental group showed a marked improvement, with a mean score that pointed to increased proficiency. These results show that using YouTube and Instagram in language classes is an effective strategy, showing that it has real-world applications and inspiring teachers to be creative in their methods so that students learn languages more interestingly and engagingly.

How important is studying languages for undergraduate students and why (not) study languages?

AbstractThis study examines the value undergraduate students (n = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large‐scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.

Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China

This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.

Methodology of Lexical Competence Formation of Power-Engineering Students based on CBA and its Experimental Research in Teaching ESP

This article considers about methodology of lexical competence formation of power - engineering students and its experimental research in ESP teaching. Here some theoretical approaches are discussed, and new methodology suggested by the author is tested in practice. Experimental work was carried out in 3 non-philological universities of the Republic of Uzbekistan as Tashkent State Technical University named after Islam Karimov (TSTU), Fergana Polytechnic Institute (FerPI) and Navoi State Mining Institute (NSMI). Anonymous questionnaires were obtained from students and teachers, written control works are received from students. Using the results obtained, the existing difficulties in teaching and mastering the terms of power engineering were identified. With the help of these difficulties there have been developed a typology of exercises aimed at overcoming the identified challenges. The exercises given here were prepared and published in the textbook "Foreign language for 3rd year power engineering students" for the development of lexical competence, used at English language course for students of the 3rd year of the Faculty of "Power engineering" of non-philological higher educational institutions of the republic. The texts in the manual is based on the content of teaching special subjects and textbooks in the field of power engineering of TSTU, 3rd year "Foreign language" educational and methodological complex, O.G.Smirnova, E.A. Protsukovich's e-book English for Power Engineering, David Bonamy's Technical English 1, and Internet sources. Besides this there are given some recommendations and suggestions on teaching technical terms to ESP students in higher educational establishments.

Improving English Teaching Skills: An Online Course for Non-English Major Teachers in Southern Thailand’s Rural Primary Schools

The mixed-methods study addressed the needs and challenges faced by first-grade English teachers in rural primary schools in Southern Thailand (for example, lack of pedagogical training). The study’s primary objectives were to investigate these teachers’ needs and difficulties, develop a 15-hour online pedadgocial training course, and evaluate its effectiveness after the training was completed. The research involved 33 teachers and 153 students and employed various tools, including questionnaires, an online pedagogical training and language course, pre-and post-tests, and semi-structured interviews about the experience. The findings highlighted the importance of training in speaking, vocabulary, materials, games, and communicative language teaching (CLT) for these teachers. Statistically significant improvements (p < 0.001) were observed in post-test scores for both teachers and students, indicating the positive impact of the customized online training course on teachers’ English skills and teaching performance and improvement in student learning outcomes.

Creating a speech portrait of a modern Chinese teacher in online media

The purpose of the study is to identify the speech characteristics of modern Chinese teachers. The object of the study is the blog(s). Special attention is paid to the visual and auditory design of the video material: the presence of music, the design of the room, the style of the blogger's clothes, the manner of speech. The desire to show their own market attractiveness against the background of competitors, the desire to become popular and have their own audience on the Internet motivates bloggers to show authority in a variety of ways. The research material was two commercials of English language courses on the "bilibili" platform. The coronavirus infection has pushed the Chinese government and private educators to develop online teaching platforms, among which the bilibili video hosting can be cited as example. Users of this platform have the opportunity not only to watch videos, but also to purchase video courses on various topics. The work uses a descriptive method (observation, interpretation, generalization). In the course of the study, the speech analyzer programs Text-Analyzer and Cathoven were used, with the help of which the approximate level of oral text on the CEFR scale was determined. As a result of the analysis, the main features of the speech portrait of the teacher-blogger were highlighted, and the importance of the image on the Internet for attracting an audience was emphasized. The main contribution of the author is a comprehensive study of the image of a modern teacher in Chinese linguoculture. Along with the economic boom and the development of social networks in China, there has been a reassessment of traditional values. The penetration of Western mass culture has had a strong impact on the population, especially on the younger generation, who use the Internet to a greater extent and consume entertainment and educational content. This influence has not spared modern Chinese teachers. Studying the image of a Chinese teacher in modern realities will help to update information about Chinese culture, its synthesis with modern mass culture and traditional Confucian values.

Internet heuristics in the English language course for junior medical students

Introduction. Teaching of modern Internet heuristics to medical students is presented in fragments or in demand at late stages of training (graduate or postgraduate course of specialization). The aim of the article is to reveal the peculiarities of the heuristic method of teaching in the educational work with professional authentic Internet materials in English for undergraduate medical students. Materials and Methods. The present study was conducted in three stages (February – April 2024) and is based on experimental work made in September 2022 – June 2023 [36]. The entrance survey of students to test the null hypothesis (H0) was conducted using the Anketolog Online Survey Platform. To check the impact of factor α, a univariate analysis was performed in MS Excel. The final questionnaire to test the alternative hypothesis (H1) was conducted using the WebAsk Online Survey Service. The data obtained were analyzed using IBM SPSS (version 23.0). The comparative analysis method was used to develop the necessary professional content of the course. The study involved 80 junior medical students (1st and 2nd year) of English language proficiency level from Elementary (A1) to Pre-Intermediate (A2). Results. It was found that school English-language training does not affect the choice and motivation of medical students of the elementary and threshold levels of English proficiency in studying the professional Internet materials (F = 1.27, p>0.05) The distribution of answers regarding the evaluation of the conducted practical work with professional Internet materials is 40% in favor of training in the skills of working with scientific databases of articles on medical topics, 25% – training in the basics of writing professional texts (articles and abstracts) on medical topics, 20% in favor of training in critical thinking skills in working with professional materials, 15% – training in time management when working with information and correlates between all the studied groups. The obtained data served as a basis for the development of thematic sections of the educational discipline “Introduction to Internet information heuristics”. Conclusion. The results of the experimental study and the design for the academic discipline "Introduction to Internet Information heuristics" developed on their basis contribute to ensuring the level training of medical students in terms of developing skills in working with professional materials in English and allows them to master modern heuristic methods of working with information that are in demand in clinical practice.

Retraction Note: The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Retraction Note: The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Teaching Design and Practice of Specialized Korean Language Course Based on POA Teaching Theory-Taking “Basic Korean for Civil Aviation Service” Course as an Example

Teaching Design and Practice of Specialized Korean Language Course Based on POA Teaching Theory-Taking “Basic Korean for Civil Aviation Service” Course as an Example

Examining Texting in the Classroom Between Adolescents Without and With Learning Disabilities: Do Classroom Climate and Academic Boredom Matter?

The present study investigated texting in the classroom through written (SMS) and instant (social media) messages comparatively between adolescents without and with LD. Also, applying the Social Cognitive Theory, the role of perceived classroom climate and academic boredom in texting in the classroom was co-examined through an explanatory mediation model. Overall, 439 students (59% girls) without LD and 408 students (47% girls) with LD, who both attended randomly selected Greek junior high schools of Mainstream Education and used a mobile phone, completed self-reported scales about the variables involved with reference to the Modern Greek language course. The results showed that texting in the classroom (through written/instant messages) was above average for both student subgroups, regardless of their gender. However, within a comparative perspective, texting in the classroom through instant (social media) messages was higher for students with LD. Furthermore, in the relationship between perceived classroom climate and texting in the classroom (through written/instant messages) academic boredom proved a full mediator for students without LD and a partial mediator for students with LD. The findings imply the need for psychoeducational interventions in the context of specific school courses, to strengthen differentiated dimensions of psychosocial classroom climate for adolescents without and with LD. Thus, positive academic emotions and minimized disruptive texting in the classroom could be achieved.

Integration of Ideological and Political Elements into Philology Courses in Higher Education: An Exploratory Analysis and Practical Implementation within the Context of the New Era

Philology is a fundamental course for Chinese majors in higher education, which contains rich ideological and political education resources. In the context of the new era, integrating ideological and political elements into the course of philology is not only an inherent requirement of the course itself but also a necessary requirement for the development of education. This article explores the practical paths of integrating ideological and political elements into the course of philology by mining its ideological and political resources, providing theoretical reference and practical inspiration for comprehensively promoting the ideological and political reform of language and literature courses in the new era.

An analysis of reviews related to grammar teaching and learning in Die Unterrichtspraxis/Teaching German (2000–2023)

AbstractTeaching and learning grammar has been a cornerstone of many German language courses. This article analyzes reviews of teaching and learning materials related to grammar, which were published in Die Unterrichtspraxis/Teaching German between 2000 and 2023, discussing general trajectories and highlighting works that remain relevant today. The article contributes to the journal's special issue on Form by providing an opportunity to reflect on and discuss the relevance of grammar‐related resources in German studies. It also reminds readers of instructional materials that focus on the grammatical form of language and that continue to be useful due to their theoretical insight, pedagogical advice, and/or practical classroom examples.

English language needs of Iranian students of civil engineering: Are the courses aligned with workplace needs?

Although Iranian universities offer English for specific purposes (ESP) courses extensively, there are plenty of challenges in the process of teaching the courses. Drawing on multiple methods, this study explored what 5 civil-engineering ESP instructors, 5 company engineers, and 10 students expected to be included in their language courses suitable for workplace-specific requirements. It used multiple sources of data, including semi-structured interviews, classroom observations, field notes, and focus group discussions. Analysis of data showed that in addition to proficiency in general English, civil engineers need to discuss technical issues, attend conferences and seminars, read or write specific genres, and communicate orally, all of which require knowledge of both general and technical English. However, university programs are not specifically designed according to students’ specialized needs. This study contributes to the importance of needs-based curriculum development pertinent to engineering English challenges and highlights the significance of tailor-made language instruction. Furthermore, ESP educators, policy makers, course planners, and other stakeholders can take advantage of needs-based resources to help engineering students solve problems pertinent to their specialization.

Idarat Barnamij Ta’lim al-Lughah al-‘Arabiyah fi al-Muassasah al-Dauriyah Markaz al-‘Arabiyah Pare Kediri

The background of this research is based on the importance of effective management in Arabic language learning programs, especially in language course institutions that play a significant role in developing Arabic language proficiency in Indonesia. Markaz Arabiyah Pare Kediri is recognized as one of the leading centers for Arabic language learning, but in-depth research on the management of its programs remains limited. Therefore, this study aims to analyze and evaluate the management of the Arabic language learning program at Markaz Arabiyah, focusing on effectiveness, curriculum relevance, and innovation in teaching methods. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with administrators, teachers, and students, as well as direct observation and document analysis related to program management. The data analysis techniques include data reduction, data display, and conclusion drawing/verification. The objective of this research is to understand the management of the Arabic language learning program at Markaz Arabiyah, including its planning, organizing, implementation, supervision, and evaluation. The research results indicate that the program management at Markaz Arabiyah Pare has successfully created a conducive learning environment that supports the enhancement of students' Arabic language proficiency. However, some aspects need improvement, such as aligning the curriculum with global needs and enhancing the quality of teacher training.

Online English Language Teaching in the University of Maroua during the COVID-19 Lockdown: Exploring Platforms and Interaction

With the advent of the COVID-19 pandemic, a lockdown was imposed on Cameroon in 2019. During the period of the lockdown, the University of Maroua enforced online teaching. The aim of this paper is to examine how English Language courses were taught online in the Department of English Language and Literature in the Faculty of Arts, Letters and Social Sciences. The objectives are twofold. Firstly, to examine the platforms used for lectures during the confinement and secondly, to investigate interaction patterns employed for online teaching. Data for the study was collected from students and lecturers through convenient sampling technique in the 2019-2021 academic year. Only lecturers and students who actively took part in online pedagogy during the COVID-19 lockdown were involved in the study. The researcher exerted participant observation, 30 screenshots of online teaching, interview with lecturers and 102 copies of a questionnaire administered to Level One and Master’s One students. Results show that three platforms were used: WhatsApp (100%), Google classroom (88.76%) and zoom (56.75%). With regard to the method employed in teaching, interaction with the use of text and voice was done on the platforms, especially WhatsApp. The interaction was between Lecturer – learners, human – machine (screen) and Learner – Learner. Lecturers equally placed electronic material such as course synopsis and books on the WhatsApp and Google classroom platforms for students to exploit. The findings of this study offer vigorous acumens to higher education stake holders in Cameroon on the implementation of online teaching and use of Information and Communication Technologies (ICTs) in teaching. The researcher recommends incessant training for lecturers and students so that they can copiously grasp online pedagogy and go global with ICTs, especially Artificial intelligence (AI) which is one of the fastest growing Information Technologies.

The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?

Although virtual reality (VR) games and headsets are widely available and have started to be used in language courses, there is little previous research on how VR can be used in courses on Languages for Specific Purposes, particularly in Spanish for the Health Professions. The purpose of this study was to develop and implement VR simulations that mirrored a medical interview in Spanish and to examine learners’ attitudes toward language practice in a VR environment. Scenarios were designed following Task-Based Language Teaching and results from a language needs analysis. Participants in this study were undergraduate students enrolled in a Spanish for the Health Professions course. Participants took on the role of a healthcare provider to interact with Spanish-speaking avatars within the virtual environment. They completed a series of tasks relevant to the medical interview, including greetings, triage, symptom elicitation, social information, medication information, basic diagnosis, and treatment plan. They participated in surveys and wrote journals about their VR class experience. Results showed that the VR simulations contributed to perceived skill development with an emphasis on conversation, listening, critical thinking, and pronunciation. The immersive experience and real-world application led learners to be more engaged and focused while amplifying course topics, particularly cultural awareness and sensitivity, applied vocabulary, and pragmatics. Pedagogical implications are discussed.

Narrative alchemy: Co-creating a game-based extensive reading framework for adult language learners

Contextual analysis is an important skill for language acquisition. It involves deciphering complex linguistic relationships and patterns. This way, unknown vocabulary can be learned if presented within understandable contexts. Extensive reading is a common method for developing this skill but requires learner participation. This paper presents a game-based extensive reading framework designed to encourage participation through a co-created visual novel. The project’s key features are its feasibility and role as a language course supplement. The short-term goal is to increase participation, with the long-term aim of promoting habitual reading and fostering language curiosity. The study was conducted in two parts: first, educational experts (n = 5) tested the framework for acceptance and feasibility; second, it was implemented at a language school (n = 13). Results indicate high acceptance from educators and enjoyment from learners. Although there was no significant increase in test scores, students’ willingness to participate in homework activities improved significantly.

THE EFFECT OF LESSON STUDY ON THE EFFECTIVE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION: RESULTS OF RESEARCH ON SECONDARY SCHOOL STUDENTS IN GREECE

The main purpose of this paper is to present the results of the research, which aimed to investigate the effect of lesson study on the way teachers plan, implement, and understand differentiated instruction in the context of teaching the Modern Greek language course of 2nd class of the Lyceum. The research was qualitative and in the context of its implementation, grounded theory data collection and analysis techniques were used. The research was carried out in three schools in two municipalities of Eastern Attica, with the participation of four teachers and eighty students in a lesson study cycle. Data were collected before, during and after the lesson study cycle and included classroom observations, interviews of participating teachers, protocols for planning, observing, revising and reflecting on the research lesson as well as transcripts of teacher meetings and the teaching of the research lesson, diaries, which were kept during the implementation of the lesson study, students' assignments as well as their interviews after the teaching. The results of the research showed that lesson study helped teachers to develop flexibility in planning their teaching, encouraged them to implement new differentiation strategies and techniques, and pushed them to manage differentiation actively and successfully implement it, addressing the needs of students and the challenges of teaching, influencing their existing beliefs and practices. In addition, from the research, it emerged that the teachers' goals for the lesson study were realized, as well as the teachers planned the learning goals of the research lesson and created activities for formative assessment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0762/a.php" alt="Hit counter" /></p>

PELATIHAN LUKIS SIDIK JARI (FINGER PAINTING) UNTUK MENINGKATKAN MOTORIK HALUS PADA ANAK TK SIWI

Introducing children to the art of painting is an alternative to increasing children's creativity. Introducing art to children, especially painting, is meaningful for cultivating attitudes and fostering creativity. The aim of learning this art is to ensure that children have optimal motor, cognitive and psychomotor abilities. This service activity was carried out using fingerprint painting techniques which focused on efforts to improve children's fine motor skills at Siwi Kindergarten, Daratan Village, Sleman Regency, DI. Yogyakarta. This activity is part of the output of the MKU Indonesian Language course for UST Fine Arts Education Study Program students.

“It’s exactly how I pictured it!”: the construction and impact of the tourist gaze in study abroad

ABSTRACT Study abroad is laden with socially constructed expectations informed by discourses of place, people, and culture presented through social media, pop culture, word-of-mouth, and marketing. These discourses can shape how students approach and interpret their host countries and study abroad experiences. To better inform language and culture curriculum in study abroad programming, this qualitative case study explored how 13 U.S. students in an introductory Italian language and culture summer course perceived their host country and culture before, during, and after a short-term study abroad programme in Italy. Framed by Urry’s notion of the tourist gaze through a social constructionist lens, the study examined multiple data sources including interviews, participant observation, questionnaires, social media, and course artifacts. Findings identified that students curated their own Italian reality by filtering their experiences through existing frames of reference. They conceptualised Italy through a romanticised lens fuelled not only by stereotypes and singular narratives, but also by sheltered exposure to the broader country. Further, students perpetuated the tourist gaze by reproducing the same discourses that they themselves referenced. The implications support curricular intervention strategies to challenge existing frames of reference and to expose students to broader representations of the host country and culture.