Foreign Language Learning Research Articles

The Emotional Impact of L1 Learning Confidence on L2 Learning: A Case of a Study of Translation Majors in Guangxi Universities

This study aims to explore the emotional impact of the confidence developed in Chinese learning on the foreign language learning state of translation major students in universities across Guangxi. A questionnaire survey was conducted with 132 translation major students from various universities in the Guangxi Zhuang Autonomous Region. The study found that the confidence developed during Chinese learning positively influences the learners' language learning, helping them view language learning more positively, fostering other positive emotions in the learning process, and encouraging more active engagement in bilingual interactive learning. This research fills a gap in the study of positive emotions in language learning, expands new perspectives for this research direction, and provides practical references for future studies.

A Beginner Book For Arabic Basic User: Analysys Al-Lughah Al-Arabiyah Book Chapter One Based On CEFR Standart

<em>The Arabic textbook MI Grade 1 KSKK is a book published by the Ministry of Religious Affairs in the context of implementing KMA Number 183 of 2019 concerning the PAI Curriculum and Arabic Language in Madrasas. This article presents the results of the analysis of MI Class 1 KSKK Arabic textbooks using CEFR standards. CEFR stands for Common European Framework of Reference established by the Council of Europe in 2001 as a response to the importance of learning foreign languages in order to use them in everyday transactions, be it social, interaction and information transfer. The purpose of this article is to find out the description of the MI Class I Arabic textbook, then at what level is this book in the CEFR standard and how are the CEFR principles contained in it. In its writing, this article uses a literature research method (literature review) with a content analysis approach, where researchers analyze all the material in this MI Class 1 Arabic textbook. The results showed that the Arabic textbooks of MI grade 1 KSKK were categorized in levels A1 and A2 based on CEFR standards. In addition, this book has also fulfilled CEFR principle 6, including language activities, language processes, text, domain, language learning strategies, and language tasks.</em>

Importance of Investigating Linguacultural Variability in Learning Foreign Languages

The aim of the article is to investigate and prove the importance of linguocultural variability in the study of foreign languages. Results. In general, the question “Does language determine culture or culture determins language?” is still definitive as a fundamental question of new studies and investigations. Results show that these and other similar questions, as well as forms of interaction of language and culture, have recently become serious in a wider context, and have been a subject of discussion. As we know, language and culture both give distribution to the process of communication, and this interconnection helps foreign language learners to declare pragmatic, semantic and syntactic meanings in order to cooperate. Scientific novelty. This article is the author’s contribution to the study of the interaction of language and culture as two interrelated social phenomena that develop under conditions of mutual influence. Conclusions. Anyone who prefers to intercommunicate with success through language and culture must be aware of the differences between various cultures. In this example, anyone who evolves such communication should consider sociolinguistic, discourse, grammatical and strategic skills. As a rule, certain concepts may be specific to one culture, and might not be found in other cultures. This case can be considered as one of the crucial reasons of investigating cultural variability of certain language, and this is primary to success in learning foreign languages. While borderlines between languages are very clearly observed and followed, cultural boundaries only originate as a consequence of speakers’ cultural “collision”. Observations give us a chance to make a conclusion that in most countries, multiculturalism exists as a form of equal coexistence of different cultures within the same country. As far as people are related to various cultures, their cultural values are quite different. One can consider that numbers of values exist simply because they “disagree” from each other.

Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners

The study aimed to investigate the transformative effect of overt instruction on the acquisition of irregular inflectional morphemes by Saudi EFL learners. A mixed-method approach consisting of quantitative data and complemented with a qualitative descriptive analysis was adopted for this study to measure the transformative effect of explicit instruction through pretest and posttest procedures. Input Processing Theory and Processability Theory were used in this study to see the transformative effect of overt instruction between the control and experimental groups. The study employed visual aids and metalinguistic discussion instructional techniques to treat the experimental group with a one-hour session once a week, other than the normal classroom instruction sessions. In total, it continued for seven consecutive weeks. The results demonstrated that a p-value less than 0.001 for all three hypotheses developed in the study posited in favour of the alternative hypothesis and rejected the null hypothesis. Hence, the two groups significantly differed in their vocabulary knowledge: morpheme recognition and morpheme use in writing. The results support the hypotheses developed initially in this study that overt instruction of inflectional irregular morphological knowledge transfers to the EFL learners’ writing skills and facilitates L2 acquisition. The study has significant implications for foreign language learners, L2 teachers, and researchers.

The Impact of Integrating Gamification Strategies Into Courses on Students' English Speaking Anxiety

Before speaking a foreign language, people will always spend more time and think more than they do about their native language. Such “more” has been defined as foreign language learning anxiety since the work of Horwitz et al. in 1986. Gamification teaching is one of the potential teaching methods that have been found by many educators to benefit learners, in terms of both learning motivation and self-confidence. In this study, the group activities were integrated into the fifth-grade English curriculum of Taiwan's elementary school to explore the correlation between students' English-speaking anxiety and English-speaking performance; through an empirically experimental test, it was found that the experimental group's English speaking effectiveness and English anxiety showed a significant negative correlation, but there was no significant correlation in the control group. The interview records showed that students enjoyed the learning method of integrating English into group activities because not only was it easy and enjoyable, but it also enabled them to learn while playing and interacting with peers.

Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study

Abstract This mixed-methods study explores the interconnected influence of growth mindset, mindfulness, and second language (L2) self-efficacy on language achievement in intermediate English as a foreign language (EFL) learners. Quantitative data (n = 411) analyzed through Structural Equation Modeling (SEM) and qualitative insights from semi-structured interviews (n = 19) reveal significant positive associations between all three factors and L2 achievement. SEM further clarifies the direct and indirect pathways through which these psychological elements impact learning outcomes. Qualitative findings enrich this understanding by showcasing learners’ lived experiences and the transformative power of these variables in fostering a supportive learning environment. Collectively, the results emphasize the importance of integrating growth-oriented beliefs, nurturing self-efficacy, and employing mindfulness practices in language education to optimize learning. This research offers notable insights for second language acquisition and educational psychology, informing educators, policymakers, and practitioners about effective strategies for promoting successful language learning journeys.

E-Learning Course Design Based on Cloud-Based Fuzzy Logic Approach for Foreign Language Teaching and Learning

E-Learning Course Design Based on Cloud-Based Fuzzy Logic Approach for Foreign Language Teaching and Learning

Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project

The present instrumental case study explores the application of positive psychology in language education by investigating the ways in which two adolescent English as a foreign language learners engaged with a desktop virtual reality (VR) project. Foreign language enjoyment (FLE) represents a key positive emotion that enables students to persist at learning a foreign language, yet research about it is limited when it comes to the experiences of young learners in online settings. This study addresses this gap by offering a detailed examination of two adolescent English as a foreign language students from an online school in Japan who used Google Street View to craft and showcase desktop VR tours of personally relevant locations to each other, exploring to what extent this collaborative desktop VR project supports the learners' FLE. Given the overlap between the theoretical underpinnings of FLE (e.g., collaboration, creativity, authenticity) and the affordances of VR (e.g., creativity, interactivity, immersion), the research site was conceptualized as a rich space for examining FLE. Quantitative data include an FLE survey. Qualitative data include a co-constructed lesson plan, observations of state FLE episodes during desktop VR tours, and semi-structured interviews. Survey results indicated that the participants had high level of FLE prior to the start of the present study. An analysis of the qualitative data sources revealed that learners' state FLE surfaced consistently, enabling them to tap into their stable trait-level FLE to persist and enjoy the project. This multi-method examination of young adolescent learners' FLE provides perspective into desktop VR's potential for facilitating personalized, creatively expressive, and supportive language learning experiences.

Implementation of developmental potential of foreign language learning: a case study of teaching English to would-be software specialists

Personality development along with learning is one of the most important components of training within a higher education institution. The subject "Foreign language", taking into account certain conditions of its implementation, is able to contribute to the personality development of students. The paper presents the results of the implementation of the model of formation of students’ professional and moral awareness by means of the subject "Foreign (English) language" within the "Applied Mathematics and Information Science" field of study. It is emphasized that while focusing on achieving the learning goals of the subject, the teacher needs to focus on the goals of students’ personality development.

Investigating Factors Responsible for More Boredom in Online Live EFL Classes

Although recent years have seen a growing interest in students’ experiences of boredom in foreign language learning, scant attention has been paid to this negative emotion in online live classes. With a mixed-methods approach, this study investigated what factors were responsible for student boredom in online live classes and what made Chinese students majoring in English more bored in online live classes than in traditional in-person classes. Data were collected through a questionnaire and focus group interviews. Quantitative and qualitative data analyses revealed that the main factors responsible for this negative emotion in online live settings were teacher-centered classes, less engagement and interaction, high task challenges, monotonous and long learning activities, textbook-based activities, students’ lack of self-discipline, peer influences, the absence of emotional support, unreliable internet connection, physical fatigue, a locked-down campus, and a dormitory learning environment. Students’ greater boredom in online live settings than in-person settings arose from student-related factors, technological factors, and environment-related factors. This study sheds light on how to alleviate student boredom in foreign language learning in online live settings.

IMPLEMENTING THE GOALS OF TEACHING A FOREIGN LANGUAGE TO STU-DENTS WITH DISABILITIES IN THE PROCESS OF DEVELOPING SOCIAL COMPE-TENCY IN THE CONTEXT OF INCLUSIVE EDUCATION IN HIGHER EDUCATION INSTITUTIONS

The authors analyze social skills as a component of communication skills and work out proce-dure to help students with neuropsychiatric disabilities acquire and develop necessary social and communication skills and abilities by using foreign languages as a means of communication and interaction when learning foreign languages. The authors define the purpose of teaching foreign languages to students with neuropsychological characteristics (along with the direction of correc-tion)can be defined as follows: -developing the ability to know, -introduce, and use foreign lan-guages as a means of adapting to new communication and language, -consider ocial experience is a means of effectively solving communication and social problems. Since social competence is an element of communicative competence, the authors assume that when learning a foreign language, students with disabilities will acquire and develop the necessary social and communicative skills and abilities, using a foreign language as a means of communication and interaction.

Multi-session tDCS does not facilitate retrieval speed following foreign-language learning

Multi-session tDCS does not facilitate retrieval speed following foreign-language learning

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

Revisit English Learner Autonomy Among Chinese Non-English Major Students During the COVID-19 Lockdown

As the primary and immediate learning context, schools are underrepresented in learner autonomy studies. Scholars’ concerns over the intricate nature of schools lead to inadequate attention on the medium of learner autonomy development. To fill this research gap, a convergent mixed method design included a self-developed questionnaire, and four semi-structured interviews were employed to examine the non-English major sophomores’ learner autonomy during the COVID-19 pandemic. The triangulation of quantitative and qualitative evidence yielded that between a public and a private university, there was a statistically significant difference in English as a foreign language (EFL)s’ motivation for autonomous learning during the COVID-19 lockdown. But other than the degree of motivation, no difference was captured regarding EFLs’ belief and knowledge of autonomous English learning, as well as their metacognitive knowledge. Overall, EFLs were confident about their capacity to do autonomous English learning but engaged in a few systematical autonomous English learning during the COVID-19 pandemic. Based on the results, discussions over Chinese EFLs’ learner autonomy and possible explanations for the motivation differences are included. Pedagogy implications and limitations are elaborated on at the end. Plain Language Summary Using a mixed method design, this study reveals the English as a foreign language (EFL) learner autonomy and the role of schools in differentiating it, during the COVID-19 pandemic. The triangulation of quantitative and qualitative data yielded that despite mainfesting confidence in their capacity for autonomous learning, Chinese EFL learners did not engage in active, systematic autonomous language learning during the lockdowns. The motivation for autonomous English learning differed between universities, with learners from the less prestigious private University Qiu demonstrating more motivation than EFLs from the top public University Nan. The study contributes to understanding EFL learner autonomy during a challenging time of school lockdowns and their motivation issues. It highlights the discrepancy between learners’ self-reported autonomy and engagement in independent language learning. Additionally, it challenges the assumption that learners from prestigious universities would exhibit higher motivation for autonomous learning, showing that motivation can vary depending on the university context.

CALL and MALL-Mediated Shadowing: The Effects on Impulsive vs. Reflective EFL Learners’ Speaking Abilities

The present study investigated the effect of computer- and mobile-mediated shadowing on Iranian impulsive and reflective English as a Foreign Language (EFL) learners’ speaking ability. To collect the data, 100 intermediate participants, whose proficiency level was measured by administering Oxford Quick Placement Test (OQPT), took the pretest of speaking. A personality type questionnaire was also used to detect the learners’ impulsivity or reflectivity. There were four experimental groups including 1) computer (Prezi) + shadowing + impulsive learners; 2) computer (Prezi) + shadowing + reflective learners; 3) mobile (WhatsApp) + shadowing + impulsive learners; and 4) mobile (WhatsApp) + shadowing + reflective learners. Then, the posttest was administered. After the descriptive and inferential analyses of the pre- and post-tests, significant improvement was observed among the four experimental groups’ speaking ability. However, reflective learners were shown to outperform the impulsive learners in both computer and mobile-mediated shadowing groups. The results can be beneficial to English language learners, teachers, teacher trainers, as well as material developers.

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.

Synchronous Online Reading toward Digital Literacy and Higher-Order Thinking Skills Supporting Cadets’ Self-Regulated Learning

The increasing use of Information Communication and Technology (ICT) in foreign language education has completely transformed reading, and reading online texts requires new approaches. Reading proficiency is crucial for English as a Foreign Language (EFL) learners, as it is the primary ability that allows them to flourish academically and make rapid progress in other aspects of language acquisition. This study aimed to investigate the effect of synchronous online reading on self-regulated learning through Higher Order Thinking Skills (HOTS) and digital literacy. The quantitative method used an analytical study with a survey research design. The study included a total of 436 cadets of Politeknik Ilmu Pelayaran from Eastern Indonesia. A survey administered via the internet was dynamically designed to assess cadets' perception with synchronous online reading. Structural equation modeling, specifically route analyses, was used to determine the most suitable model for synchronous online reading. Data was analyzed by using SEM-PLS-based multivariate approaches. The study's results found that 1) Synchronous online reading had an impact on cadets' HOTS. 2) there was an impact of synchronous online reading on cadets' digital literacy. 3) there was an impact of cadets' HOTS on self-regulated learning. 4) there was an impact of cadets’ digital literacy on self-regulated learning. It can be concluded that synchronous online reading and digital literacy are important for developing cadets' higher-order thinking skills and self-regulated learning capabilities in Southen Sulawesi, Indonesia.

Linguistic Strategies, Code Choices, and Teaching Methods Among EFL Learners to Overcome Language Friction

When experiencing language friction, English as Foreign Language (EFL) learners use several linguistic strategies to maintain the continuity of their utterances. This phenomenon has an impact on the code choice taken by those EFL learners. This research aims to reveal: (1) linguistic strategies used among EFL learners when experiencing language friction, (2) EFL learners’ code choices when experiencing language friction, and (3) language teaching methods used to help English learners overcome language friction. Conducted in an English language education study program at a university in Indonesia, this research applied the qualitative descriptive method, and involved 4 students and 2 lecturers as participants. Data was collected using observation and interviews. Data were analyzed using procedures proposed by Creswell (2013), including data management, reading and providing memos, describing, classifying, interpreting data, visualization, and representation. This study found: (1) linguistic strategies that EFL learners used to maintain the continuity of their utterances when experiencing language friction were unlexicalized fillers, lexicalized fillers, excessive repetition of a word, lengthening a word, pauses, and code-switching, (2) code choices among EFL learners were code-alternation dan code-mixing, and (3) language teaching methods used to help EFL learners overcome language friction were implementing holistic learning, practicing relevant communicative contexts, encouraging active involvement in the English language community, using technology and digital media in learning, implementing a multilingual approach, providing social and cultural support, and implementing effective training. Understanding of linguistic strategies and code choice in relation to language friction is substantial in English teaching methods because it facilitates communication, promotes learning and adaptation, supports social interaction, and encourages strategic thinking.

More than tough luck

Abstract Applied Cognitive Linguistics (ACL, henceforth) offers a vision of language closely tied to our experiences and views of the world, showing great promise for foreign language teaching and learning. Building upon this meaning-centered perspective, this paper discusses an interventional, quasi-experimental study assessing the effectiveness of incorporating animated images into materials for teaching comparative constructions in L2 Spanish. Conducted in three phases with varying participation rates (69 students in the first, 18 in the second, and 27 in the third), the study faced numerous factors that hindered data collection process and thereby influenced the results. Although the findings were not statistically significant, they suggest a slight improvement in post-test performance in both the experimental and comparison groups. While the potential of ACL in second language teaching and learning is undeniable, so are the challenges faced in L2 classrooms. This underscores the need for further empirical research to bridge the gap between theoretical principles and their practical implementation in real classroom settings.

THE NATURE, CHARACTERISTICS AND IMPORTANCE OF REFLECTIVE PRACTICE IN FOREIGN LANGUAGE LEARNING AND TEACHING

The following article discusses the characteristics and nature of reflective skills in foreign language teaching and learning. The formation and development of reflective abilities focuses on planning, analyzing the educational process, working on mistakes, and working on difficulties and problems that may arise in the future process of education.