Practices For Learners Research Articles

Elementary school English teachers’ competence, willingness, classroom practice, and efficacy with respect to a concept-based curriculum and instruction

ABSTRACT This survey study explored the knowledge, willingness, classroom practice of 171 elementary school English teachers, and their efficacy with respect to a concept-based curriculum and instruction. The descriptive and inferential analysis reached the following findings. Firstly, teachers did not have full knowledge of a concept-based curriculum and instruction. Secondly, a lack of administrative support and instructional leadership inhibited their willingness to adopt the concept-based curriculum and instruction. Thirdly, teachers had inadequate classroom practice and low efficacy in learners’ output and assessment. Finally, teachers’ attributes had an impact on their willingness and classroom practice, and the efficacy of a concept-based curriculum and instruction. Suggestions on fostering elementary school teachers’ designs and implementations of concept-based curriculum and instruction were provided.

Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts

ABSTRACTIn this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entanglements of emotions to explore the multiple ways translanguaging is connected to, and part of, one's language education. Emotion is enmeshed within local modes of translanguaging, and it is bound up with changing modes of translingual resources embedded within translanguaging. It is entrenched in the everyday translanguaging practices of language teachers and learners in the classroom. From this perspective, unpacking translingual entanglements of emotions through translanguaging is essential, and we achieve this through an examination of recent literature that explicitly and implicitly addresses language teacher and learner emotion in relation to translanguaging.

Exclusion within the inclusion practices of learners with hearing impairment in inclusive schools: A systematic review

This systematic review examines the exclusion within the inclusion practices of learners with hearing impairment (LwHI) in inclusive schools. Four databases, Google Scholar, PubMed, EBSCO-host, and Research Gate, were used. The study was guided by the 5W+1H framework for systematic review. The search was conducted in September 2024, and the searching strategies were Boolean operators (AND, OR, and NOT) and proximity operators (SAME and NEAR). The eligibility of the studies was ensured using PRISMA guidelines, and the reviewed studies were appraised using the Critical Appraisal Skills Programme (CASP). The database search identified 108 studies; only 27 were eligible for the study after screening. The reviewed studies were analysed narratively, and no statistical data were presented in the results. Based on the established research questions, it was revealed that the availability and use of hearing assistive devices like hearing aids and cochlea implants, support services from audiologists and speech therapists, use of total communication, use of teaching aids, provision of extra time when teaching LwHI, the low pace of teaching and use of inclusive instructional and assessment strategies are some of the inclusion practices in inclusive schools. In contrast, negative attitudes towards LwHI, use of exclusive instructional and assessment strategies, rigid curriculum, poor seating arrangement, and inadequate skills in sign language are the critical exclusion practices that hinder the inclusion of LwHI in inclusive schools. This review highlights that exclusion practices exist because of the poor preparation of teachers to teach in inclusive schools and poor infrastructures in inclusive schools.

Multicultural perspectives on building instructional capacity for multilingual learners: synergy of teachers, community members, and academics

ABSTRACT This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.

Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners

Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners

Creating Synergy in English Language Teaching: Merging Classical Techniques with Contemporary Practices

This article explores the integration of classical and contemporary approaches in English Language Teaching (ELT) to address the diverse needs of learners in a globalized world. Classical methods, such as the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, emphasize linguistic accuracy and foundational skills, while contemporary practices, including Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Blended Learning, prioritize fluency, engagement, and real-world communication. By synergizing these methodologies, educators can create a balanced framework that fosters grammatical precision, critical thinking, and communicative competence. The article also examines challenges in implementing blended approaches, including the need for effective sequencing, balancing accuracy with fluency, and adapting to learner diversity. Recommendations are provided for overcoming these challenges, emphasizing the importance of professional development, institutional support, and continuous assessment. This holistic perspective offers practical and theoretical insights into enhancing ELT practices for learners’ linguistic and communicative growth.

From theory to practice: A case study and ethnographic exploration of translanguaging strategies in second language academic writing

This paper examines the intersection of case study and ethnographic research methodologies within the field of Applied Linguistics, focusing specifically on the investigation of translanguaging practices in academic writing. The paper explores the theoretical underpinnings and practical applications of these qualitative research methods, highlighting their key characteristics, benefits, and challenges. By reviewing exemplary studies, the paper aims to demonstrate the strengths and complexities of these methodologies in understanding the diverse language practices of multilingual learners in educational settings. It concludes by reflecting on the potential of these research approaches to inform the development of inclusive and effective teaching practices for diverse student populations in a globalized world.

EFL students’ beliefs and practices regarding pronunciation self-regulated learning

Abstract The past three decades have witnessed growing interest in pronunciation research focused on a range of topics such as the effects of explicit phonetic instruction on second/foreign language (L2) learners’ pronunciation uptake, teachers’ pronunciation teaching practices and beliefs, pronunciation representation in prescribed textbooks, and L2 students’ perceptions of their teachers’ pronunciation instruction. However, L2 learners’ beliefs and practices regarding pronunciation self-regulated learning (PSRL) is under-explored. The present study examines how Vietnamese tertiary EFL learners practice PSRL and what beliefs they hold about it. Data were collected from a questionnaire completed by 215 EFL students at a Vietnamese public university and semi-structured interviews with ten of the students. Results showed that the students demonstrated a strong commitment to self-practicing English pronunciation and that their PSRL practices centered on segmental features through listen-and-repeat activities from YouTube pronunciation lesson videos and textbook audio-recordings. The study further showed that the students believed PSRL had a positive impact on their own pronunciation but called for phonetic instruction to guide their self-practice, followed by teachers giving feedback on their pronunciation. Implications for L2 pronunciation instruction and PSRL are discussed.

Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria

The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. Data were gathered and analyzed through 51 in-depth interviews with educators and specialists across all educational levels in Bulgaria, including general and special education schools, as well as universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in the country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

Modality Matters: Evidence for the Benefits of Speech-Based Adaptive Retrieval Practice in Learners with Dyslexia.

Retrieval practice-the process of actively calling information to mind rather than passively studying materials-has been proven to be a highly effective learning strategy. However, only recently, researchers have started to examine differences between learners in terms of the optimal conditions of retrieval practice in applied educational settings. In this study (N=118), we focus on learners with dyslexia. We compare their performance to the performance of typical learners in an adaptive retrieval practice task using both typing-based and speech-based response conditions. We find that typical learners outperform learners with dyslexia when they are asked to respond by typing, but that this difference disappears when learners respond by speech. Using a mathematical model to decompose response times, we demonstrate that this typing-specific disadvantage in learners with dyslexia is mainly a consequence of processing delays, rather than poorer memory performance. These findings contribute to a better understanding of the mechanisms underlying declarative learning in dyslexia, and they can be used to tailor educational technology toward the needs of neurodiverse learners.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Stages of teaching law students to draft international legal documents in English based on artificial intelligence tools

Importance. At the present time, the technologies of artificial intelligence are gradually finding their way into a wide variety of different fields of professional activity, including education. Over the past years, there has appeared a great corpus of research in pedagogical and methodical literature dedicated to the didactic and methodological potential of artificial intelligence. This study represents how the use of artificial intelligence technologies can diversify the learning and professional practice of learners, as well as take over some of the routine functions of a teacher. Genie AI, LegalAI, AI Legal Document Generator – these are all new artificial intelligence tools that allow international law students to draft international legal documents according to the characteristics of the legal systems of foreign authorities. At the same time, their linguodidactic potential is insufficiently revealed, which requires the development of a step-by-step methodology for teaching students to draft international legal documents in a foreign language based on these artificial intelligence tools. The aim of the research is to develop a step-by-step methodology for teaching law students to draft international legal documents based on artificial intelligence tools.Materials and Methods. The study is conducted on the basis of an expert approach. The materials are scientific articles considered with pedagogy and teaching foreign language methodology published in Higher Attestation Commission scientific journals and journals indexed in Scopus and Web of Science. Scientific literature analysis, methods of observation, and survey of university professors who deliver profile disciplines to students of the ‘Jurisprudence’ major, are used.Results and Discussion. A step-by-step methodology of teaching law students to draft international legal documents based on Genie AI, LegalAI, AI Legal Document Generator artificial intelligence tools is developed. The methodology consists of the following series of steps: 1) students study the structure of an international legal document taking into account the specificities of the legal systems of the participating countries in a regular class as part of an integrated course;2) students study or repeat an active vocabulary and grammar that are used in the process of drafting an international legal document; 3) explanation of the goals of drafting international legal documents on the basis of Genie AI learning practice, defining it’s stages and period to the students;4) discussion about information security and author ethics and the inadmissibility of unauthorised borrowing of generative AI material; 5) extracurricular independent educational practice on drafting international legal documents by students with the artificial intelligence tool; 6) mutual evaluation and discussion in small groups of students regarding international legal documents drafted with artificial intelligence tools; 7) selective evaluation by the instructor of legal documents drafted by students on the basis of practice with the artificial intelligence tool; 8) students’ reflection on the usefulness of using the artificial intelligence tool for drafting international legal documents.Conclusion. The novelty of the research lies in the development of a step-by-step methodology for teaching law students to draft international legal documents based on Genie AI, LegalAI, AI Legal Document Generator artificial intelligence tools. Prospects for further works are studying the linguodidactic potential of other artificial intelligence tools created for lawyers, and developing methods of teaching language aspects, types of speech activity, and specialised disciplines on their basis.

Dyslexic Learners Appropriated in the South African Schooling Environment: A Legal and Philosophical Analysis

Learning is more difficult for students with dyslexia, a learning disability that affects 10% of the population. South African dyslexic students face various challenges, including inadequate help and limited access to assistive technology. Their challenges highlight the key laws and regulations protecting dyslexic learners. The goal of laws and regulations is to ensure that these learners receive the necessary accommodations and support. This article addresses these concerns by offering solutions and outlining helpful tools. It has been proven that these tools help dyslexic learners enhance their reading and writing skills and promote their independence. Creating an inclusive learning environment is crucial for fostering positive attitudes toward dyslexia. Increased awareness of this learning problem is needed among educators, parents, and policymakers. This theoretical study was based on the theory of successful intelligence, which made it possible to investigate how students characterise their mastery of the process of becoming teachers and immersing themselves in a curriculum that promotes inclusivity with a psychological-spectrum disease such as dyslexia. The study emphasizes the significance of multi-stakeholder collaboration in improving educational practices for dyslexic learners, despite its theoretical limitations that prevent empirical measurement of tools' impact on learning. This way, dyslexic learners can receive the necessary help and adaptations to succeed.

Accessible Ungrading

Abstract At the University of Minnesota, Rochester, a small health sciences school, writing faculty piloted their own versions of ungrading catered to the accessibility needs of students. Ubbesen experimented with what she calls “credit-based assessment” where students receive a zero through four score on all assignments. Bruenger experimented with assigning credit or no credit to all assignments. And Lemer experimented with not assigning grades at all until the final required one. This article describes these ungrading schemes, analyzes student responses to them, and promotes ungrading as an accessible practice for teachers and learners.

Writing Anxiety: Why do IELTS Test Takers Fail to Obtain their Desired Band Scores?

Numerous individuals with varied backgrounds (doctors, engineers, IT professionals) either want to study in an English-speaking country or want to immigrate there. Hence they have to attempt an English proficiency test –IELTS –that requires good proficiency in writing, alongside listening, reading, and speaking. However writing has been an uphill task leading the test-takers to multiple retakes. Therefore this study is conducted to investigate the level and kind of anxiety associated with writing. The contributors to this study are 38 IELTS aspirants who have been training for IELTS through self-study and a well-known institute in Karachi, Pakistan. Responses were accumulated through Google Forms, they were translated into pie charts and ultimately presented to readers. The outcomes demonstrate that practices of learners and teachers in this context are aligned with the set standards but with minor faults. Findings of this study are essential for the IELTS aspirants as well as IELTS instructors.

Implementation of Inclusive Education Programs in Reading Practice for Low-Grade Slow Learners in Elementary Schools

Education is a fundamental entitlement granted to children, aimed at preparing forthcoming generations. However, it's imperative to acknowledge that not all children grasp education at the same pace, often referred to as slow learners. Additionally, the lack of specialized mentorship in primary schools exacerbates this issue. Therefore, it's crucial for teachers to employ effective strategies to address these challenges. This study seeks to outline the utilization of an approach method in supplementary reading sessions tailored for slow learners. Employing a descriptive qualitative research design, data was gathered through observations, in-depth interviews, and document analysis. The research, structured as an intrinsic case study, involved two class teachers and slow learner students in grades one and two at SDN Wiropaten. Data analysis comprised data reduction, display, and inference drawing, with data validity ensured through source and technique triangulation, along with crosschecking. Findings indicate the effectiveness of the approach method in catering to the needs of slow learner students in lower grades. Several programs and outcomes stemming from this approach were identified. Grade one initiatives encompassed building rapport with slow learners, fostering trust, facilitating social interaction, and implementing follow-up strategies. Grade two initiatives included assigning independent tasks, engaging in random student participation (such as alphabet memorization), word games, and guided reading exercises.

Culturally and linguistically responsive pedagogy: Examining teachers' conceptualizations of affirmative instructional practices for multilingual learners

AbstractA culturally and linguistically responsive teaching force is a critical element in the pursuit of educational justice (Levinson, 2022). Culturally and linguistically responsive pedagogy (CLRP) can disrupt patterns of marginalization and strengthen students' ability to thrive in schools (Akiba et al., 2010). In this study, the researchers examine how preservice and in‐service teachers understand and enact CLRP when teaching multilingual learners (MLs). Drawing on post‐observation reflection data with six preservice teacher residents and post‐observation interviews with 11 in‐service teachers across multiple classroom contexts and grade levels, the authors demonstrate how teachers enact responsive pedagogies by (1) implementing culturally relevant curricula, (2) embracing students' full communicative repertoires, (3) dismantling deficit‐based perspectives of MLs, and (4) practicing critical consciousness in teaching and learning.

The intersection of Chineseness and internationalism among Chinese millennials at an EMI university

Abstract This study investigates Chineseness and internationalism through the naming practices of young Chinese learners’ at EMI universities. Investigating the participants’ use of their English/Chinese names in their immediate study environment to start, our study delves into issues related to who can be defined as Chinese, what Chineseness involves, and its intersection with internationalism. A questionnaire was distributed at a Sino-British university in mainland China and a pre-sessional course in the UK via email in 2019. Data from the 357 questionnaire responses was followed by nine randomly selected respondents who were invited for semi-structured interviews. The data was coded using NVivo 10 and thematic analysis was utilized to understand the key themes. The study found rising confidence among the participants, represented by a rejection of the association between internationalism and westernisation. The participants proffered Chineseness as equal claims to internationalism as western culture, albeit being a continuing site of struggle and confrontation. Further, a distinctive ‘Chinese way of thinking’ is a key marker of Chinese identity, which alludes to an essentialist Chineseness rooted in mainland China.

Navigating the Linguistic Labyrinth: Challenges of Using Phrasal Verbs for L2 Learners

The acquisition and usage of phrasal verbs present significant challenges for second language (L2) learners due to their complex and idiomatic nature. This paper explores these difficulties through a multifaceted analysis of the linguistic and cognitive obstacles that phrasal verbs pose to learners. The study examines the study's participants, which can lead to misunderstandings and misinterpretations. The paper delves into the learners’ competence levels and other issues affecting their ability to grasp phrasal verbs, which often affects their competence and performance in this area of English grammar. The paper also discusses the pedagogical approaches that have helped to facilitate the learners’ learning of phrasal verbs, such as contextual learning, teachers’ ability, corpora, and technology-based tools. The research findings underscore the importance of innovative teaching strategies and continuous practice for L2 learners to effectively navigate the linguistic labyrinth of phrasal verbs. By identifying key challenges and potential solutions, this paper contributes valuable insights into the complexities of language acquisition and offers practical recommendations for educators and learners alike. Ultimately, it aims to enhance our understanding of the intricate relationship between language, culture, and cognition in the context of L2 learning.

“It was like a mental Erasmus!” Perceptions of language learning and intercultural understanding in an e-tandem virtual exchange

Previous research focusing on e-tandem virtual exchanges where learners practice each other’s languages has examined mainly aspects related to form-focused interaction, linguistic development, and intercultural competence (see Akiyama & Cunningham, 2018, for an overview). The present paper examines learners’ introspective data about the benefits they obtained from participating in a Spain-Canada e-tandem virtual exchange. Particularly, the participants’ alternating roles as language learners and language experts and their intercultural understanding were examined to provide insights into their evaluation of the experience of taking part in the exchange. Introspective data was collected on how this exchange helped learners theorize about language learning and teaching and about their intercultural understanding. Learners highlighted that focusing on communication, having patience, and collaborating and cooperating with others were their most frequent concerns when they reflected on their role as language experts helping others practice their dominant language. The findings also indicate that learners’ perceptions about the intercultural understanding gained during the virtual exchange show appreciation of multiculturalism and a tendency to speak about one’s own culture.