Language Teaching Methods Research Articles

The Application of ChatGPT in Second Language (L2) Learning Classrooms: Opportunities and Challenges

The paper investigates the opportunities and challenges of the application of ChatGPT in L2 learning classrooms. Since its first release, ChatGPT has fundamentally reshaped conventional perceptions of the capabilities attainable by large language models. One of its key applications is to assist L2 classrooms and facilitate L2 acquisition. The interactive conversational unique learning experience provided by ChatGPT in language classrooms largely changed the landscape of the traditional methods of language teaching and enriched the pedagogy study. Apart from opportunities brought by the chatbot, there are also challenges too. Although a large body of scholars has made endeavours in researching how to incorporate ChatGPT in L2 classrooms, most of the previous literature focuses on using ChatGPT to boost performance in particular tasks like writing or speaking, yet only a few have systematically discussed the opportunities and challenges to provide the big picture of the research in the field. This paper, therefore, provides a general review of both the opportunities and challenges brought by ChatGPT as a large language model in L2 teaching. It further points out some future directions that researchers might work on to make better utilisations of chatbots like ChatGPT and other similar NLP toolkits as well get a more insightful understanding of the issue.

Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills

Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.

The Use and Application of Mangas as Course Materials in Intermediate Japanese Language Teaching for Turks: An Active Learning Method in Online Classrooms

The purpose of this study is to clarify the potential of using manga as a teaching tool in Japanese language education in Turkey. Manga is generally recognized as an entertainment product, with a wide variety of genres and diverse images of manga. In addition, prejudice against manga also exists. Therefore, it is necessary to first analyze learners’ candid feedback on the academic use of manga and present an evaluation of its usefulness as a teaching material. This will diversify Japanese language education, which has been limited to conventional teaching materials, and will motivate learners to learn more, thereby contributing to the discovery of effective teaching methods, the improvement of Japanese language teaching methods, and the development of educational programs. This research can be positioned as basic research to provide more attractive and effective Japanese language education.

Realities of developing the research competence of teachers-philologists in wartime

The relevance of the research topic is determined by the urgent need to adapt the educational process and professional development of teachers-philologists to wartime conditions. The education sector should swiftly adjust to new realities in light of the challenges posed by the war and global changes, including making use of digital technology to provide access to high-quality education. Martial law makes adjustments not only to teaching methods but also to approaches to teachers’ professional development, emphasizing the need to integrate innovative methods and approaches. In the course of the research, it has been revealed that digital technologies play a crucial role in supporting language education in wartime by offering tools for distance learning and self-education. Innovative teaching methods, such as interactive exercises and online discussions, have been found to be effective in engaging students and motivating them to actively master the language. The reconstruction of the educational system provides an opportunity to revise and improve approaches to language teaching, with an emphasis on integrating the experience gained during the war. This emphasizes the importance of developing targeted support programs for teachers-philologists in order to enable them to use these technologies and methodologies effectively in their practice. The research findings emphasize the need for a comprehensive approach to the renovation and development of language education, with an emphasis on the role of teachers-philologists as agents of change. Ensuring their professional development, adaptation to new challenges, and engagement in intercultural communication are key elements of successful post-war reconstruction. Further studies should focus on the effectiveness of specific innovative methods in language teaching and the development of integrated professional development programs for teachers-philologists, including comprehensive support and development of the relevant competencies in the post-war period.

Measurement of Student Satisfaction with the Application of Communicative Language Teaching Method in Indonesian Higher Education

Background. Higher education in Indonesia increasingly emphasizes the importance of developing effective and innovative language skills to prepare students to face global challenges in the future. In language learning, the Communicative Language Teaching method is a popular approach because it emphasizes authentic communicative use of language. Purpose. This research aims to measure the level of student satisfaction with the application of the Communicative Language Teaching method in Indonesian higher education. Apart from that, it also aims to provide better insight into the effectiveness of its use in higher education in Indonesia. Method. The research method used in this research is a quantitative method. Data collection was carried out through questionnaires distributed to students from several universities in Indonesia that apply the Communicative Language Teaching method. The questionnaire is designed to assess certain aspects of the student's learning experience. Results. The research results showed that the majority of students responded positively to the application of the Communicative Language Teaching method through the questionnaires given. The results of data analysis also stated that there was a high increase in student satisfaction in the learning experience using the Communicative Language Teaching method. This method also helps improve their ability to communicate in the target language. Conclusion. The conclusion of this research shows that the Communicative Language Teaching method has a positive influence on students at Indonesian universities. Using this method not only improves their language skills but also enriches their learning experience through active social interaction. The implication of this research is that there needs to be more emphasis on the development and implementation of communication-oriented learning methods in the higher education curriculum in Indonesia.

Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review

The potential of Digital Game-Based Language Learning (DGBLL) in enhancing language learning outcomes has been demonstrated in previous studies. However, some scholars and educators maintain a skeptical perspective regarding its integration into language classrooms. Thus, this paper presents a systematic review examining the integration of DGBLL and its impact on language learning outcomes. This study examines 18 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science (WoS), and ERIC research databases. The review explores relevant theories, principles, and game elements supporting DGBLL. It also investigates the types of digital games developed by both researchers and game developers that have already been studied, the most popular of which is serious games (83%). While the examined studies did not explicitly focus on digital game elements, they acknowledged the pivotal role of certain aspects, such as narrative, goals, rewards, and feedback, in enhancing language learning experiences. Notably, this paper affirms the positive impact of digital games on contextualized vocabulary acquisition, oral communication skills, and grammar learning, compared to conventional language teaching methods. These findings underscore the benefits of DGBLL in language education. Hence, this systematic review looks to reveal the multifaceted dimensions of DGBLL, emphasizing the theories, principles, and game elements of digital games that support the transformative potential of DGBLL for language instruction. Lastly, this paper advocates for an ongoing inquiry into the diversity of game genres and the continual refinement of frameworks to meet the evolving needs of language learners.

CRITICAL THINKING TECHNOLOGY IN THE ENGLISH CLASSROOM

The relevance of the article is determined by the insufficient level of critical thinking development among students of higher educational institutions. It is known that the key principle of success is the development of a critical thinker who is able to adapt to an ever-increasing flow of information; There is a certain contradiction between the potential of the English language as a means to develop students’ critical thinking and the insufficient development of the theory and practice of its implementation. Developing critical thinking in foreign language classes is important for several reasons. First, if language learners can take responsibility for their thinking, they can more successfully monitor and evaluate their own ways of learning. Second, critical thinking enhances students’ learning practices and makes language more meaningful to them. Third, critical thinking is highly correlated with student achievement. And finally, today the emphasis in education has shifted towards the ‘4K’ model: the development of critical thinking, creativity, communication, and cooperation. Therefore, in order to make students more competitive in modern society, we attempted to elaborate a model and course of exercises for developing students’ critical thinking skills in English classes. The results of the study, its main provisions and results can be used in the development of theoretical courses on language teaching methods. Keywords: critical thinking, creativity, communication, higher order skills, cognitive abilities.

English for Tour Guide in Kotagede: A Needs Analysis of a Situational Language Teaching by Considering their Learning Style

This research was carried out in Kotagede and the participants in this research were tour guides who worked at the Pendapa Kajengan Kotagede. This study applied the SLT approach or Situational Language Teaching which prioritizes the process of learning a foreign language according to real situations in the field. It applied both quantitative and qualitative to dig out the learning style and the needs for linguistic aspects. The results of this research will give contribution to the best English language teaching method and the most appropriate teaching module. These two things are very important to improve their communication skills with the international tourists. At the end, the increase in English language skills will ultimately affect the quality of their services to the international tourists. Keywords: ESP, Needs Analysis, Tour Guide

ForeignLanguage Teaching Methods in Task-Based Learning

This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.

The Impact of Data-Driven Learning on Medical Students' English Academic Writing

Introduction: Data-driven learning has emerged as a powerful method in language teaching and has drastically changed the traditional methods of teaching and learning, especially in academic writing. So, the present study was conducted to investigate the effect of data-driven learning on the English academic writing of medical students.
 Method: In this quasi-experimental intervention study, 29 MSc students of different fields of medical sciences participated in a training intervention program using a data-driven learning approach focusing on self-generated corpora of academic articles related to their fields of study. Students were asked to write an academic text related to their fields at the beginning and end of the course. Written texts were graded based on the Hemp-Lyons academic writing rubric, and the data collected from the pre-and post-test assessments were analyzed using the paired-sample t-test.
 Results: Comparison of pre-test scores with a mean of 59 (SD = 2.26) and post-test scores with a mean of 78.53 (SD = 2.33) indicated a significant improvement in the writing of the participants of this study (p < 0.05).
 Conclusion: In light of confirming the educational suitability of the data-driven approach and recognizing the need for students to engage in English article writing and publication, these findings serve as a valuable aid to MSc students studying medical sciences, facilitating their academic writing in English.

IMPACT OF TECHNOLOGY ON ENGLISH LANGUAGE TEACHING AND LEARNING: DIGITAL PEDAGOGY FOR GLOBAL CITIZENS

The advent of technology has significantly impacted language teaching and learning approaches, necessitating a fusion ofvirtual platforms and traditional resources like textbooks and classrooms. This integration has become indispensable in theconstantly evolving global landscape. The emergence of innovative digital models for teaching and learning has opened upnew possibilities and experiences. Digital pedagogy is gradually replacing traditional language teaching methods, enablingblended teaching, flipped learning, student-paced learning, learner-centric learning, self-learning, collaborative learning,project-based learning, VAK learning, gamification, and more. To meet these dynamic requirements, various futuristic digitaltools for teaching and learning are gaining popularity. This research paper aims to explore the significance, scope, andinfluence of digital pedagogy in the digital era. Additionally, it investigates the effectiveness of different tools available formaking the teaching and learning of the English language engaging and enjoyable, using a combination of qualitative andquantitative research methodologies. The paper also addresses the challenges posed by this paradigm shift in Englishlanguage education for undergraduate students.

Principles and Procedures of Material Development in the Evolving ELT Scenario

Course books reflect the writer’s perspective and understanding of the world, and when used by language learners whom the writers don’t know much about, there may be problems related to irrelevant content and subject matter, so material development has a key role in language learning , and the stages and processes of material development should not be overlooked. As far as language teaching and learning is concerned, material development signifies a role which cannot be ignored and the whole process of material development includes various steps such as the selection, adaptation, and creation of teaching materials and it is a very intricate procedure (Nunan, 1991). It is important to remember that these materials should cater to the needs of the targeted audience and the larger context of language learning, including the philosophical, cultural, and psychological aspects of the stakeholders. The main objectives of materials development should be to provide students with a meaningful experience of the language and opportunities to reflect on this experience. Key principles and procedures such as needs analysis, integration of skills, intellectual stimulation, and authenticity are essential in the development of any course material for language development. This article will explore these principles and procedures in detail

Analysis ofTeaching Methods in Korean Language Education

With the global spread of Korean culture, Korean language education has received unprecedented attention. However, there are still some teaching loopholes and methodological challenges in the teaching practice of the Korean language, and the innovation and optimisation of Korean language teaching methods are particularly important, which is not only related to the effciency of language knowledge transfer, but also to the cultivation of intercultural communication skills. In this paper, we will take the Korean language teaching methods as the re-search object, analyse the defciencies in university Korean language teaching, and meticulously analyse the teaching methods inside and out-side the classroom, with the aim of providing feasible suggestions for teaching practice.

METHODS OF TEACHING FOREIGN LANGUAGES AND PECULIARITIES OF THEIR APPLICATION IN EDUCATIONAL PRACTICE

The article examines various techniques, approaches, and methods of teaching foreign languages, namely: the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach. The analysis of scientific and methodical literature was carried out. Emphasis is placed on new requirements that appear in the field of modern language education. The need to rethink the essence of foreign language teaching methods and teaching tools is highlighted.

Improving Language Acquisition: Effective Numeracy Literacy Strategies in Early Childhood

This article explores various strategies aimed at improving language acquisition in children. Realizing the important role of language in human life can be stimulated from an early age through the application of numeracy literacy in children. This research explores innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the importance of creating an immersive linguistic environment that encourages speaking and writing proficiency. This research evaluates the impact of incorporating technology as a tool to enhance the language learning experience. Utilizing multimedia resources, online platforms, and interactive applications, this research examines how these digital elements can engage students and strengthen language skills. In addition, this article discusses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression. These findings contribute to the ongoing discourse regarding optimizing language teaching methods to children in enriching vocabulary and language learning experiences through the application of literacy and numeracy in children's daily lives. insights that can inform more effective strategies for achieving sustainability goals. Next, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Children's learning activities, peer interactions, and communicative exercises are explored as means to encourage active participation and increase language retention in children. This study also examines the role of feedback mechanisms in shaping children's language development, emphasizing timely and constructive feedback as an important element in the learning process. In conclusion, this article provides valuable insights into effective child language acquisition strategies. By combining technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that meet the diverse needs of young children.

Communicative Teaching for Elementary Students with “Like and Dislike” Minigame

<p><em>The activities of the National Movement for Mental Revolution (GNRM) are located at Al Fityan School Tangerang. These activities aim to introduce teaching and learning by using CLT or the Communicative Language Teaching method through mini-games. The main problem is that elementary students require more fun in teaching due to their changing moods and mental states to absorb experiences and knowledge. We handled the 4th-grade elementary school students, all of them were boys. The teaching was focused on various topics, however, this paper was focused on “like and dislike”, knowing that children tend to express their moods and feelings. This activity was based on 28 samples based on questionnaires collected from students. The findings show that students were able to express themselves when mentioning two things (what do they like and what don’t they like) with proper vocabulary and grammar</em></p><p><strong><em>Keywords:</em></strong><strong><em> </em></strong><strong><em>Elementary School, Qualitative, CLT, Like, and Dislike</em></strong><strong><em></em></strong></p>

Comparative Analysis of English Language Proficiency in Business vs. Technology/Engineering Students

This study investigates English language proficiency among students in Business and Technology/Engineering programs. It aims to understand which discipline exhibits higher English proficiency and to explore the differences in language skills between these fields. The research employs descriptive and inferential statistical methods, including the Mann-Whitney U test, to analyze students’ English language proficiency scores in listening and reading. Results indicate that students in Technology/Engineering programs generally outperform those in Business programs in both listening and reading proficiency. The study finds significant disparities within each field; for example, in Business programs, students majoring in Marketing Management show much higher proficiency than those in Accountancy. Similarly, within Technology/Engineering, Civil Engineering students demonstrate higher language proficiency compared to their peers in Information Technology. The study concludes that there is a statistically significant difference in English language proficiency between students in Business and Technology/Engineering programs, with the latter group showing higher overall proficiency. This research provides valuable insights for educators and curriculum developers, suggesting the need for tailored English language support and teaching methods in different academic disciplines.

TEACHING SPEAKING SKILLS TO VIETNAMESE LEARNERS OF RUSSIAN AS A MEDIUM OF INSTRUCTION

In research on foreign language teaching methods, particularly those for foreigners, the teaching and learning of macro language skills (listening, speaking, reading, and writing) are often emphasized and considered as a prerequisite task in the training process. Speaking is considered as one of the skills that cause many difficulties for Vietnamese students studying Russian. Russian linguists value speaking skills as both a means of instruction and an outcome of the training process. The article explores the role of speaking skills as a means of teaching Russian, and describes the steps in the learning process, accompanied by illustrated exercises in order to realize the teaching and learning outcomes. This study is based on the research by modern Russian linguists on the process of teaching Russian speaking skills as a foreign language.

The Evolution of Language Learning: Exploring AI's Impact on Teaching English as a Second Language

The integration of Artificial Intelligence (AI) into language education has revolutionized the teaching of English as a Second Language (ESL). This study explores the impact of AI on ESL instruction and investigates how AI-driven technologies enhance language learning outcomes. By analyzing current pedagogical approaches and technological innovations, this research examines how AI augments traditional language teaching methods, providing personalized and adaptive learning experiences for ESL learners. AI-based language learning platforms offer interactive modules tailored to individual student needs, creating an immersive and efficient learning environment. Additionally, the use of natural language processing (NLP) and machine learning algorithms enables real-time feedback and assessment, empowering learners to improve their language skills independently. This study critically evaluates the effectiveness of AI-driven tools in addressing linguistic challenges, such as pronunciation, grammar, and comprehension, while also considering their socio-cultural implications in diverse learning contexts. By examining the evolving role of AI in ESL education, this research contributes to a comprehensive understanding of the relationship between technology and language pedagogy. The insights from this analysis will inform educators, policymakers, and stakeholders about the potential and limitations of AI in reshaping language acquisition. Ultimately, this exploration advocates for a synergistic approach that harnesses AI's capabilities to optimize ESL instruction while preserving the human elements essential for holistic language learning experiences.

Comparing Grammar Translation Method and Communicative Language Teaching in EFL Context: A Qualitative Literature Review

Teaching English as a foreign language (EFL) differs greatly from teaching English as a first language (L1). To ensure that teaching and learning are successful and efficient, teachers must possess a broad range of pedagogical expertise. Each method needs to be adjusted to the particular educational and environmental setting. The primary objective of this article is to provide comprehensive insights into two prominent language teaching methods, namely the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). While GTM has been historically prevalent, CLT has recently gained widespread popularity. This paper focuses on the understanding of educational practitioners, particularly in the domain of English Language Teaching (ELT) setting, by conducting a comprehensive comparison of GTM and CLT thoroughly, focusing on teaching techniques, characteristics of both teaching methods, and the way the instructor addresses students’ mistakes. Although CLT is recognized as the more realistic and advantageous method in contemporary contexts, it is still acknowledged that GTM possesses certain positive attributes. Additionally, since every country has its own unique set of circumstances, social norms, and background, the teacher must be aware of the most suitable teaching-learning method.