Language Learning Research Articles

Bibliometric and Visualized Analysis of Research on English Learning Under Mobile-Assisted Language Learning based on CiteSpace

Bibliometric and Visualized Analysis of Research on English Learning Under Mobile-Assisted Language Learning based on CiteSpace

Utilising Artificial Intelligence (AI) in Vocabulary Learning by EFL Omani Students: The Effect of Age, Gender, and Level of Study

AI tools have enabled FLLs to navigate their journeys of learning languages. This poses several questions, particularly about the most common AI tools used in learning vocabulary and the attitudes of EFL Omani students toward using AI tools in learning English. A mixed-method research design was utilised, and the sampling included 236 respondents studying in the Sultanate of Oman. An SPSS version 29 was employed in analysing the quantitative data, whereas the qualitative data were analysed thematically. The qualitative data revealed that EFL Omani students depended heavily on Google Translation (44%) as the highest AI tool, followed by the Dictionary Application (32%), ChatGPT (22%), Chat Bot (17.40%), and Duolingo (15.70%). In addition, translating the meaning of a new word occupied the highest learning strategy (frequency: 141), followed by learning new vocabulary (frequency: 134), translating the meaning of a full sentence (frequency: 91), and learning the correct pronunciation of strange words (frequency: 90), whereas learning grammar, enhancing writing and reading skills had the lowest frequency. The quantitative data showed that the overall mean is (3.67), which reveals a high frequency of use of AI tools in learning vocabulary. The lowest mean (3.45) is associated with trusting the new vocabulary recommended by AI tools, whereas the positive effectiveness of AI tools has the highest mean (3.92). However, it was found that age, gender, and level of study do not affect EFL Omani students’ use of AI tools to learn vocabulary.

An Analysis of the Use of Instagram among English Education Students at University of Mataram

Instagram is being a popular platform among students nowadays. This demographic finds the platform engaging and useful for multiple purposes especially in language learning. This research study aimed to (a) find out how students of the English Education Program at the University of Mataram use Instagram for language learning, (b) to identify the motivation of the students in using Instagram for language learning, (c) to reveal the challenges faced by students in using Instagram as a learning tool. The research employed qualitative research method to provide a comprehensive understanding. Data were collected through questionnaire with 61 students in the third semester of English Education Program and interviewed ten students each of them. Among other findings, the present study reports the use, motivation, and challenge on using Instagram for language learning. Most students use Instagram to learn English by following English learning accounts; watching English content; learning from infographics and memes; reading captions; and etc. Their motivations include the desire for practical language application; the sense of community; and the convenience and entertainment value that Instagram offers. However, challenges such as potential distractions; the risk of encountering inaccurate information; and the need for self-discipline in a largely unstructured environment highlight the limitations of relying solely on this platform for language learning.

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

ABSTRACTPositive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

Gender and Performance: Speaking as an Example

This review article addresses the correlation between gender and speaking performance in language learning, focusing on various factors influencing learning outcomes. By analyzing internal and external factors, including gender, the article highlights the complex interplay between personal attributes and environmental conditions in shaping speaking abilities. Additionally, the review discusses the implications for educators in creating inclusive learning environments and adapting teaching approaches to accommodate gender differences. The results underscore the significance of comprehending gender dynamics to improve language skills and support fair educational methods.

Difficulty in artificial word learning impacts targeted memory reactivation and its underlying neural signatures.

Sleep associated memory consolidation and reactivation play an important role in language acquisition and learning of new words. However, it is unclear to what extent properties of word learning difficulty impact sleep associated memory reactivation. To address this gap, we investigated in 22 young healthy adults the effectiveness of auditory targeted memory reactivation (TMR) during non-rapid eye movement sleep of artificial words with easy and difficult to learn phonotactical properties. Here, we found that TMR of the easy words improved their overnight memory performance, whereas TMR of the difficult words had no effect. By comparing EEG activities after TMR presentations, we found an increase in slow wave density independent of word difficulty, whereas the spindle-band power nested during the slow wave up-states - as an assumed underlying activity of memory reactivation - was significantly higher in the easy/effective compared to the difficult/ineffective condition. Our findings indicate that word learning difficulty by phonotactics impacts the effectiveness of TMR and further emphasize the critical role of prior encoding depth in sleep associated memory reactivation.

Sense‐Making Through Hybrid Talk: High‐Achieving Secondary Students' Language Use during Practical Work

ABSTRACTThis study contributes to discussions on facilitating students' sense‐making in science by analyzing the utterances of high‐achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway. During four lessons, students from two classes conducted three exercises in electrochemistry. Data consist of video recordings from group work and whole‐class dialogues, students' written explanations, and their grades in science. Using the Bakhtinian concept of hybrid constructions (i.e., utterances including both vernacular and scientific elements), we analyze dialogues about scientific concepts and possible explanations for observations made during practical work. The analysis focuses on mixed‐ability groups that include one or two high‐achieving students. These students' successful learning processes enable the identification of language use that is part of sense‐making dialogues. We found that all students participating in dialogues used a mixture of vernacular talk, hybrid constructions, and scientific language during their learning processes. The content of scientific explanations proposed by high‐achieving students initially tended to be correct but superficial. The content then became more complex and hybrid and displayed errors and inaccuracies when students discussed detailed explanatory mechanisms, and finally, it became complex and largely correct. The results indicate that the high‐achieving students' use of hybrid constructions during practical work was beneficial for their learning. We discuss challenges related to creating situations in science teaching that encourage all students to engage in hybrid talk during sense‐making dialogues.

Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs

ABSTRACTTechnology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre‐service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety‐seven pre‐service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner‐centered orientation, didactic‐pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre‐service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre‐service teachers’ utility value beliefs of technology.

Washback in English Education:

Testing is a crucial aspect of language teaching and learning, as it helps determine a learner’s proficiency. This study aims to identify the effects of ninth-grade students’ final examinations on their learning and to suggest procedures for both teachers and students to mitigate negative washback. Data were collected using a test and a questionnaire, and the results were analyzed quantitatively. The findings showed that students significantly improved their scores from the pretest to the post-test (final test). However, they received low scores on the final test due to the time gap between the preparation course and the final test, leading to a loss of motivation and intention. Additionally, most students agreed that thorough preparation before the final examination helped them better understand the test techniques and format. The researcher compared the students’ pretest and post-test results with their final test scores, revealing considerable improvement during the preparation course but negative washback in the final test. Based on these results, the study provides suggestions for further research and implications for language educators in Libya and beyond..

Difficulty in artificial word learning impacts targeted memory reactivation and its underlying neural signatures

Sleep associated memory consolidation and reactivation play an important role in language acquisition and learning of new words. However, it is unclear to what extent properties of word learning difficulty impact sleep associated memory reactivation. To address this gap, we investigated in 22 young healthy adults the effectiveness of auditory targeted memory reactivation (TMR) during non-rapid eye movement sleep of artificial words with easy and difficult to learn phonotactical properties. Here, we found that TMR of the easy words improved their overnight memory performance, whereas TMR of the difficult words had no effect. By comparing EEG activities after TMR presentations, we found an increase in slow wave density independent of word difficulty, whereas the spindle-band power nested during the slow wave up-states – as an assumed underlying activity of memory reactivation – was significantly higher in the easy/effective compared to the difficult/ineffective condition. Our findings indicate that word learning difficulty by phonotactics impacts the effectiveness of TMR and further emphasize the critical role of prior encoding depth in sleep associated memory reactivation.

The Bidirectionality of Pragmatic Transfer in Chinese English Language Learners' Compliment Responses: The Effects of Second Language Proficiency

AbstractA handful of second language (L2) studies have explored bidirectional pragmatic transfer: forward pragmatic transfer—the influence of learners' first language (L1) on their L2—and reverse pragmatic transfer—the impact of learners' L2 on their L1. This explanatory sequential mixed‐methods study investigated how L2 proficiency influenced the bidirectionality of pragmatic transfer in compliment responses. Thirty‐four intermediate English‐as‐a‐foreign‐language (EFL) learners and 34 advanced EFL learners were recruited from a university in China. The results of computer‐mediated communication via WeChat showed that, similar to L1 Chinese speakers, the intermediate learners tended to deny compliments in English, indicating forward pragmatic transfer. Like L1 English speakers, the advanced learners frequently accepted compliments in Chinese, suggesting reverse pragmatic transfer. Furthermore, when responding to compliments in Chinese or English, some advanced learners preferred to accept compliments first and then deny them. Findings from interviews revealed that identity and language prestige might affect bidirectional pragmatic transfer.

The Case for Hope in Language Education: Exploring Solarpunk for the English Language Classroom

If we want our youth to be in a position to work toward a better future, we need to help them envision this future in the first place. This conceptual article argues that the literary-based English language classroom is uniquely positioned to do so. However, an important prerequisite is to adopt a pedagogy that is grounded in hope rather than despair. This article makes the case for hopeful approaches in the English language classroom by exploring how solarpunk as a genre and movement may be used to facilitate and implement this language pedagogy of hope. This discussion is embedded in more general notions of pedagogy of hope, which are being applied to the language education context. Solarpunk and its pedagogical potential is then explored in the dimensions of literary, cultural, and communicative language learning. Two examples serve to illustrate how the use of the genre might be approached both with fictional and nonfictional texts.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

The Structural Complexity and Evolutionary Patterns of German Grammar

This study provides a comprehensive analysis of the complexities inherent in German grammar, focusing on key features such as the case system, verb conjugation patterns, and syntactic structures. The research explores the diachronic evolution of German grammar, tracing its development from Old High German through Middle High German, and examines how historical linguistic changes continue to influence modern usage. Additionally, the study addresses the cognitive and pedagogical challenges that learners face, offering targeted strategies for effective grammar instruction, including contrastive analysis and contextualized practice. By situating German grammar within a broader linguistic and historical context, this research contributes to our understanding of language complexity and the interplay between grammatical structure and language learning.

Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges

The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This research explores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative analysis revealed that 75% of students attended coaching classes, with significant academic improvements in English performance noted for coached students compared to non-coached students (p < 0.05). Qualitative findings highlighted both the benefits and challenges: while coaching classes offer personalized attention and enhance exam preparation, they also impose a financial burden on families and reflect inadequacies in formal education. The research concludes that while coaching significantly enhances students’ English skills, it underscores the need for improvements within schools to provide more comprehensive language education. Addressing gaps in formal education could reduce over-reliance on coaching classes, ensuring more equitable access to language learning opportunities.

Digital Language Trends: How Technology is Shaping Multilingualism

The rapid advancement of digital technology has fundamentally reshaped multilingualism, transforming language learning, communication, and cultural exchange. This study examines the influence of digital language tools, such as language learning apps, machine translation, and AI-driven chatbots, in making language acquisition more accessible and engaging. Social media platforms have become key arenas for multilingual interactions, facilitating global cultural exchange but also contributing to the dominance of widely spoken languages like English. Efforts to revitalize minority and endangered languages through digital initiatives are gaining momentum, although challenges such as resource scarcity and the digital divide remain significant. The article also explores the potential of emerging technologies, including VR and neural language models, in shaping the future of language use. While technology presents opportunities for promoting linguistic diversity, mindful and inclusive development is crucial to prevent further marginalization of less widely spoken languages.

Pengaruh Model Pembelajaran Project Based Learning Berbantuan Media Prezi terhadap Keterampilan Menulis Teks Biografi Siswa Kelas X SMAN 1 Batipuh

One important aspect of Indonesian language learning is the development of writing skills. Writing skills can be taught through Indonesian language learning because of the independent curriculum, especially on biography texts. Efforts to improve student writing learning outcomes by choosing a learning model in the form of a project-based learning model . The purpose of this study was to analyze the effect of the project-based learning model on the writing skills of biographical texts of SMA Negeri 1 Batipuh class students. The method used in this research is quantitative method by using quasi experimental research. The sample used was selected based on purposive sampling technique. The sample in this study amounted to 60 students. The data in this study are in the form of scores converted from scores based on two tests of biography text writing skills on the sample.Based on data analysis and discussion, it can be concluded three things First, students' biography text writing skills without using the project-based learning model obtained an average of 74.87 with LDC qualifications (More than Sufficient) Second, students' biography text writing skills using the project-based learning model obtained an average of 83.47 with Good (B) qualifications. Third, the use of project-based learning model affects the biography text writing skills of students in class X SMA Negeri 1 Batipuh with a level of 95%.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

Beyond roots and wings: co-constructing a framework for heritage language children's liminal and limbotic identities

ABSTRACT As identity research in a globalised world progresses, so does our understanding of the need for nuanced research methodologies, to capture the complexities of multilingual identities. In this paper, we systematically explore the entanglements surrounding dual or mixed identity, supported by the analysis of 132 identity narratives from multilingual young people (11–18 years old) with Chinese heritage. Applying a poststructural lens and drawing on Dörnyei’s motivational self system, Norton’s investment theory, and Little’s conceptualisation of emotional and pragmatic reasons for heritage language maintenance, we strengthen the field of multilingual identity research by introducing a framework that corresponds to the complexities of participants’ lived experiences as heritage language speakers and learners, while honouring their preferences for self-expression. Crucially, the framework has been co-produced with a group of young co-researchers (aged 11–16 years old), ensuring that young people’s views and experiences are respected in the way we research and interpret identities in the heritage language context. In introducing the framework, we provide data examples in the form of relevant quotes for each aspect introduced, highlighting links to existing identity theories and situating the framework as a vital tool within heritage language and multilingual identity research.