Language Learning In Education Research Articles

Didactic Strategies to Improve the Reading Comprehension Skill in the English Language Teaching-Learning Process

Didactic Strategies to Improve the Reading Comprehension Skill in the English Language Teaching-Learning Process

La traducción en la enseñanza virtual de las lenguas gabonesas

Translation in The E-learning of Gabonese Languages
 The definitions that revolve around language are as plural as the functions that are assigned to it. For some people, it is an instrument of communication. Other people see it as an instrument for analysing the world, as a personal and social identification. Considering the evolution of societies, the preponderant place of language in any development process is more and more indisputable. Gabon, a sub-Saharan African country, is multilingual. This multilingualism is characterised by a double linguistic heritage. On the one hand, it is made up of some fifty endogenous languages, also known as local languages. On the other hand, it is made up of a foreign language: French, a language received from colonial education and established throughout the country as the language of education, administration and official communication since its independence on 17 August 1960.
 However, the work of many Gabonese sociolinguists presents some worrying results. The sociolinguistic context in Gabon is today characterised by a proven glottophagy, as the French language has opacified the endogenous languages. This language of the colonising country is thus positioned like a dinosaur that swallows all the others with which it shares the Gabonese national territory. Numerous sociolinguists, Gabonese linguists and language teachers are tirelessly calling on the high authorities and the Gabonese population about the situation in Gabon. The promotion of these local Gabonese languages in training and education is the first solution, alongside intra-ethnic communication within the family unit. But today, the inaction of the public authorities regarding the introduction of these languages in the curricula has led to the creation of several virtual platforms dedicated to the teaching-learning of Gabonese local languages and cultures. These are taught by staff with a variety of profiles. In other words, the teaching of Gabonese endogeneity through virtual channels would no longer be the specific work of pedagogues or other actors in the world of education and the field of languages, but it becomes the business of any willing person. Looking at these virtual teaching-learning spaces, we can see that different courses are given through different didactic activities, such as translation. In this study, we focus on pedagogical translation in a virtual educational space. In other words, this article presents a qualitative analysis, in an exploratory approach, of the place and manifestation of translation in this process of teaching endogenous Gabonese knowledge through, specifically, the Langue 241 web page and its Facebook platform. 
 Translation is a pedagogical discipline whose contours are guided by interpretative and comparative theory. It is on the curriculum in formal and institutional foreign language classes through the tandem in french thème and version. We will examine here how it operates in this virtual setting in order to better appreciate the teachers and the courses offered by means of screenshots taken on mobile phones. In order to carry out this study, we interpret the reasons for the courses, the profile of the webmaster and analyse the programme offered and the results expected through it. In addition, we take a critical look at the translation activities carried out in order to better understand the transfer processes, the items studied and above all the learning context. As this is a translation aimed at the teaching-learning of Gabonese languages, i.e. African languages with a tone, a look is also taken at the transcriptions that are made and the alphabet used for this purpose.
 The results of the various analyses carried out make it possible to see whether the theme and version courses given are of a didactic relevance that truly enables users to learn their local Gabonese languages well, both orally and in writing.

Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem

The core of self-assessment (CSA) and critical thinking (CT) empower learners to observe and evaluate themselves. Although the literature on CSA and CT reflects a long history, little is known about their contributions to the learners’ academic engagement (AE) and self-esteem (SE), particularly in the EFL context. Therefore, the present investigation intended to explore a structural model of English as a Foreign Language (EFL) university students’ CSA, CT, and SE. Accordingly, the Core of Self-assessment Questionnaire (CSAQ), Watson–Glaser Critical Thinking Appraisal-form A (WGCTA), The SInAPSi Academic Engagement Scale (SAES), and The Foreign Language Learning Self-esteem Scale (FLLSES), were administered to 427 Iranian EFL university learners. The results of Structural Equation Modelling (SEM) indicated that EFL university students with high levels of CSA were more engaged and could build up high SE. Moreover, the effective role of CT in boosting AE and SE was also confirmed. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and CT practices in language learning instruction and assessment.

Français interactif by Karen Kelton, Nancy Guilloteau and Carl Blyth

Reviewed by: Français interactif by Karen Kelton, Nancy Guilloteau and Carl Blyth Julian Ledford Kelton, Karen, Nancy Guilloteau, and Carl Blyth. Français interactif. 4th ed. COERLL, 2019. ISBN 978-1-937963-20-0. Pp. 345. As research on language learner identity reveals more about the plural identities of Generation Z students and the connection between learner visibility and engagement, the use of pedagogical materials that allow for sustained and substantial inclusive language instruction is essential. Similarly, pedagogical materials that support the inclusion of diverse cultural contexts are needed to honor the identities of the instructors who make up the language learning commu nity. Far from being a static first-year French textbook, Français interactif presents the open-access curriculum from Tex’s French Grammar <https://www.laits.utexas.edu/tex> and Français interactif <https://laits.utexas.edu/fi> via a highly customizable and robust online platform. While the grammar references, exercises, and verb conjugation tables that both Tex’s French Grammar and Français interactif provide are beneficial for the practice phase of language instruction, the customization that Lingco <https://lingco.io> offers is essential for the overview and communication phases. Additionally, the Lingco platform allows instructors to enhance obsolete templates within those texts and remove cultural references that are no longer relevant or present problematic ontologies. Beyond this, the platform has several additional benefits. First, the Lingco personnel are very responsive and eager to help. They are also eager to learn how they might enhance their product from language instructors and language students alike. Second, the Lingco platform is compatible with other learning management systems such as Brightspace, Canvas, or Moodle. Third, with specific regard to language instruction, the platform allows for multimodal and interactive student engagement. For example, instructors can upload various forms of audiovisual media on which to base units, assignments, and assessments. The feedback that learners receive can also be of various forms. The Lingco platform also offers the ability to create vocabulary sets that are ostensibly more pertinent to learners than those found in traditional textbooks. Seeing that the platform is equipped with voice-to-text capabilities, learners can listen to the vocabulary sets that the instructor creates. Instructors may also include visual cues for each word. Thanks to this customization, traditional topics encountered in the French curriculum can be presented more inclusively. Perhaps most importantly, Lingco provides a platform for exploring language learning pedagogies that affirm disability, gender, sexual, and trans identities. What is more, these inclusive approaches to language learning can also be shared, as instructors have access to the global community of French teachers who have opted to share their materials in the Lingco content library. To be clear, Français interactif works best for instructors who have grown weary of not finding inclusive material among the thick volumes of language-learning textbooks and have resorted to finding various ways of including supplemental pedagogical material. Though the successful [End Page 240] execution of the Lingco program will require the instructor to do more preparation up front, the platform provides the tools that such instructors need to create, store, and promote the language-learning experiences they have always envisioned for their students. Julian Ledford University of the South (TN) Copyright © 2022 American Association of Teachers of French

A Review on the Research of Computer-assisted Language Learning in Language Teaching, Social Attitudes and Some Other Academic Circles

With the continuous innovation of online education and the continuous rise of computer assisted language learning (CALL), it is very critical to apply it to social life, especially classroom teaching. However, for present purposes, few studies have systematically commented on how much it has changed social life and research fields other than education, what benefits or defects it has caused to learners, and what attitudes and views nearly all walks of life have towards it. In order to settle this issue, this paper refers to more than 50 literatures and summarizes the research on computer network education and learning in foreign authoritative journals in the past ten years. The main purpose of this study is to review these authoritative theses in order to comprehend (1) the attitudes of students and parents towards the use of mobile application software (2) the impact of tools developed by network technology on language teaching models and methods (3) the impact of computer-aided development tools on second language acquisition, translation, Chinese, philosophy and other fields. CALL has promoted the development of modern education and some other fields, and has been recognized by the society. Last but not the least, this paper puts forward some suggestions for the future development of CALL.

Promoting Korean learners’ conceptual development of honorifics through concept-based language instruction

Grounded in Vygotskian sociocultural theory (SCT), this study examines Korean as a foreign language (KFL) students’ emerging conceptual development of honorifics through their participation in concept-based language instruction (C-BLI). Seven participants were recruited from a second-semester elementary Korean class at a U.S. college, and various data were collected to trace the students’ unfolding development-in-activity of three interrelated subconcepts of Korean honorifics; namely, power, distance, and formality. Qualitative findings suggest that, overall, students gained a deeper conceptual understanding and sociopragmatic awareness of using Korean honorifics through the development of these interrelated subconcepts and their participation in the goal-directed activities of C-BLI. In particular, the qualitative findings reveal that students’ prior rules-of-thumb-based conceptualizations of honorifics transformed into more semantic, systematic, coherent, and complete understandings as students are in the process of becoming more self-regulated in planning and monitoring their mental and physical activity and their linguistic choices. This study points to the crucial importance of not only the quality of materials design but also how intentional and explicit instruction can be applied to second language teaching–learning processes.

Home dialect: A deficit towards enhanced additional language learning

This paper aims to investigate whether home language teaching has an impact on enhanced additional language learning pedagogies. Participants, as data sources, were four university teachers purposely identified because of the task assigned to them, assessing student teachers in diverse schools during TP. Data for this inquiry was collected through semi-structured interviews. It was divulged as the main findings that (i) time constraints caused by consistent code-switching to acquaint with the unfamiliar medium, and (ii) learner dropout rate were challenges. This paper concludes that policies need to be redefined for enhanced language proficiency so that the ultimate end is learners who can communicate globally in a wide range of linguistic constituencies.

A myth in language teacher learning: Lesson observation.

This study explores the learning process of 32 Chinese senior high school English as a foreign language (EFL) teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of "question," which was considered a significant contributor to collaborative discussion, was seldom involved in the participating teachers' learning process, and that the absence of this cognitive activity reduced their learning to individual study of the observed practical skills. The study further reveals four factors that prevented the participating teachers from collaboratively constructing language teaching knowledge based on what was observed: These were (1) their perceived purpose of the modeled lessons, (2) their manner of making meaning, (3) their understanding of observer-observed relationship, and (4) their perception of professional learning. The analysis presented provides important insights for teacher educators to better facilitate in-service teachers of foreign languages learning through observation.

Examining the qualitative aspects of language use in English teaching for young learners

Teachers’ use of the target language is a crucial aspect of instructed language learning, especially so in the case of English teaching in primary school, which aims to foster motivation, confidence and oral engagement in English, but also support the overall development of each child. Although contemporary research rejects exclusive target-language use, monolingual approaches are still regarded good practice in many educational settings, as they are thought to promote learning. Yet, language learning is a cognitive, but also a social and emotional endeavor, and language use in the classroom therefore needs to be considered beyond the cognitive and linguistic dimensions of language input. The professional discourse, however, lacks a comprehensive and nuanced way of describing the various classroom functions, consequences and motives that may underpin the use of the target language and the first language. The Teaching through Interactions framework (Hamre et al., 2013) was developed to capture teacher effectiveness and quality in primary education in general. This article argues that examining language use through the socioemotional, organizational and instructional domains of instruction that are outlined in this model, facilitates our understanding of the various considerations at play in the language classroom and highlights the close link between quality and language use in the primary classroom. The framework may be useful for teachers, teacher educators and student teachers to identify, systematize and share their deliberations in relation to language choice, and advance the professional discourse at all levels of education.

Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context

This study aims to (1) develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; (2) investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign language (EFL) teaching context in China. Concretely, this study initially synthesized theoretical insights from deep learning in the education domain and related theories in the second language acquisition and thus proposed the four-dimension model hypothesis of deep learning involving the motivation of deep learning, the engagement of deep learning, the strategy of deep learning, and the directional competence of deep learning. This study subsequently undertook a questionnaire survey utilizing a standardized instrument to confirm the model hypothesis and further investigate the current status and salient differences in students' deep learning in online EFL teaching. Exploratory factor analysis (EFA), confirmation factor analysis (CFA), and Pearson's correlation test validated a positively correlated four-dimension model of deep learning with high composite reliability and good convergent validity. Moreover, the descriptive and inferential statistics revealed that the level of students' deep learning marginally reached the median, with the lowest mean of directional competence and the highest mean of motivation; students manifested more instructional motives, neglect of deploying skilled-based cognitive strategies, and deficiency of language application skills, etc.; there existed some significant differences between deep learning and four sub-dimensions across the grade, English proficiency, EFL course, and vision groups. Eventually, this study proffered primary reasons and five appropriate strategies to scaffold and promote students' deep learning in online EFL teaching. Hopefully, this study will be a pioneering effort to clear away the theoretical muddle of deep learning construct in language education and be illuminating to further improve effectiveness in the online EFL teaching context.

A Processability Approach to Instructed Language Learning in Multilingual Contexts Developmental Stages from a Receptive Competence Perspective

Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects of multilingual learners merit investigation. The present article examines stages in receptive learner acquisition of English as a Third Language at Italian medium primary schools in South Tyrol (Italy) employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play in the emergence of receptive competence in morphosyntactic structures.

Distanced Online Learning in Language Teaching: From Students’ Perception

This quantitative study aims to analyze the impact of audiovisual content delivered through Canva, discussion forums via Zoom and online evaluations delivered via Mentimeter and Google Form in the Distanced Learning model delivered online. This study aims to measure students' perceptions of the learning environment that has drastically changed to online. The method that will be carried out in this study uses the Perceptions Blended Learning Environments Questionnaire (PBLEQ) method. This study aims to measure students' perceptions of the learning environment that has changed to online. The research steps included distributing online questionnaires to 68 students of the Public Health, Nutrition and Law study program, which contained questions about students' perceptions of changing face-to-face learning to online learning, on the contribution of online learning, and on online assignments. Then, more detailed questions were given in the interview session to validate the answers to the questionnaire. The results of online learning show that audiovisual content, discussion forums and online evaluations in distanced learning have a positive effect on the teaching and learning process. This study recommends the incorporation of mixed learning modalities during the planning and implementation of educational programs in the context of developing student competencies. It can be concluded that distanced and also blended learning is an alternative to improve teaching and learning conditions in the 21st Century. Keywords : Distanced Learning; Language Teaching; Technology

Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures

Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one for secondary school level) not only to showcase the great learning and motivational potential of pluralistic tasks employed in L3 English classrooms but also to bear testimony to the creativity and plentiful resources today’s pre-service language teachers themselves bring into their multilingual classrooms if encouraged and opened up to such a practice. Based on the FREPA descriptors, the paper evaluates the developed teaching material to discuss implications for pre- and in-service training of teachers working with young learners of diverse linguistic and cultural backgrounds.

Impact of diksha app as an electronic resource in english language teaching learning process in different kendriya vidyalayas’ of india

This paper seeks to present the impact of Diksha App as an electronic resource in English Language Teaching Learning process in different Kendriya Vidyalayas’ of India. NEP-2020 Para 23.6 emphasizes on the integration of technology-based education platforms, such as Diksha across school and higher educational institutions for using e-contents in teaching learning processes and to use this platform for the professional development of the teachers. NEP-2020 also emphasizes on tech-savvy teachers. Diksha is such a platform through which training can be imparted both to the teachers and to students, not only that it can be used as a great resource of English language teaching learning process. How far Diksha app as a teaching learning tool is fruitful to put some light on that the researcher made a case study, a questionnaire was implemented through Google form and both the qualitative and quantitative analysis of the data has been done of the collected data received from different KVS English teachers from all over the India. This practical study also diagnoses the different demerits and limitations of Diksha App as an English Language Teaching Learning tool. The result and discussion shows some positive implications for different stakeholders on the usages of Diksha App in English Language teaching learning process.

Student-Student Interaction in Online Learning During the Covid-19 Pandemic: A Case Study

Despite numerous studies investigating various aspect of online learning amidst the Covid-19 pandemic, the empirical findings reporting about student(s)-student(s) interaction in micro-level of language teaching learning process is inadequately documented. Thus, this current study was in attempt to address this void by exploring how the students interact in online learning, identify the perception of the student about student-student interaction in online learning for effectiveness in online learning English teaching process. Framed in a case study, 5 students of a public University in West Nusa Tenggara participating in Teaching English for Young Learner (TEYL) course were purposefully recruited to participate in this study. The data were garnered from a series of semi-structured interviews and a 4-month virtual classroom observation and were analyzed using thematic analysis. The finding elucidates that students enjoyed their online learning interactions and they perceived that their language skills and knowledge increased significantly. The teacher was seen to have pivotal role in facilitating students to have effective interactions by providing various activities, prepared materials, and support. Practically, this study proposes some suggestions for teachers and students on how to establish effective student-student interaction in a language online classroom.

Hypertext in language teaching and learning: a bibliometric study

Powered by digital, hypertext has brought about changes in reading and writing in the information society. With its links, it enables navigation in the "ocean" of ideas, requiring adequate knowledge to navigate. Incomprehension and textual abandonment are consequences that scholars report and that we need to discuss. About them, we highlight Lévy (2011), Marcuschi and Xavier (2010), Castells (2020), Schuab (2016), Schnneider and Carvalho (2018), important authors in the discussion about technology and education. In this paper, we focused on analyzing the need for the debate on hypertext in language teaching-learning with a bibliometric research, whose goal is to provide a broad mapping of a subject, serving as a support for new studies. We obtained, as a result, the idea that hypertext is an area of research evident in developed countries and in need of current research.

Linguistic Confinement: Rethinking the Racialized Interplay between Educational Language Learning and Carcerality

ABSTRACT Language assessments are often framed as benign mechanisms needed to objectively classify people’s linguistic proficiencies. In this article, I argue for the need to critically re-examine how purportedly objective institutional language assessments and our participation in them deceptively reify historical and contemporary inequities. I offer the analytic of linguistic confinement that is structured by an ideological bundle of race, language, and disability. Linguistic confinement aims to re-think the racialized interplay between educational language learning and carcerality. I show this through examination of the ‘long-term English learner’ (LTEL) category. More specifically, I explore what insights we gain into the experiences of racialized students when we consider how colonial and carceral strategies structure educational language learning and access to broader learning opportunities. By doing this, I urge educational language scholars to attend to carcerality and scholars of carcerality to reckon with language.

Language Teacher Identity Construction: Reflective Conversation

ABSTRACT Language teacher identity (LTI) plays a significant role at various stages of a professional career. Yet, teacher preparation programs address LTI differently. The Certificate of English Language Teaching to Adults (CELTA) is the most widely recognized initial qualification. Examining how LTI is constructed during and after the acquisition of the CELTA is needed to expand understanding of the LTI knowledge base associated with these programs and the complex nature of LTI in general. Framed within situated learning perspective, this longitudinal study conceptualizes LTI as an interplay between language teacher cognition and teacher learning. It aims to advance LTI research by utilizing the reflective conversation heuristic to examine the LTI construction of a novice teacher during and after the CELTA. Findings reveal changes at the three levels of the reflective conversation heuristic and point to the utility of the heuristic as a novel approach to supporting identity construction.

Character Education and Implementation in Learning at MAN 1 Banjarmasin

The purpose of this study was to find out how MAN 1 Banjarmasin implements character education in learning, and to determine the factors that influence character education in MAN 1 Banjarmasin learning. This research is descriptive and qualitative research. The object of this research amounted to 6 people, including the head of the madrasa, waka of the course, several teachers, and several students. Using data collection techniques from interviews, observation, and recording. The results of the research of MAN 1 Banjarmasin on the implementation of character education in learning include learning planning and learning implementation. At the lesson plan stage, the teacher includes various characters in the lesson plan to be applied in learning. At the implementation stage of learning, the teacher internalizes character values in the initial, core, and final activities aimed at developing student character. There is a kind of stimulus or interactive stimulus in the learning process, its function is to instill personality in the learning process. In the implementation stage of learning, teachers also use various methods to shape students' character, namely exploring children's knowledge and skills through lectures, discussions, demonstrations, and questions and answers, and they use scientific methods to make the learning process more focused on student activities. student character formation. Only then can the implementation of character education in language learning be carried out properly. There are two factors that influence the implementation of character education learning at MAN 1 Banjarmasin, namely supporting factors and inhibiting factors. Supporting factors include activities carried out in religious schools to support the successful formation of student character and school environmental conditions. Inhibiting factors include the time of learning implementation, students or students from different backgrounds, and lesson plans.

The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education

Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.