Language Learning Process Research Articles

The impact of the cognitive-emotive dialectic on L2 development of English majors in the free teacher education program in China: a perezhivanie perspective

The field of second language acquisition (SLA) research had long been governed by a paradigm that prioritized cognition over emotion. Recently, increased attention has been drawn to the role of perezhivanie in language development as Vygotsky’s sociocultural theory (SCT) brought together emotion and cognition, thereby offering an analytical tool to explore the interplay of emotion and cognition in a holistic way. The present study seeks to explore and capture the notion of perezhivanie in three Chinese learners of L2 English in the free teacher education program and its link for their language development. Utilizing multiple sources of data, including questionnaires, narrative frames and interviews, this study conducts a thematic analysis of the cognitive and emotive elements in the data. The study reveals that the three participants shared the same purpose in learning English: to become English teachers in either primary or high schools. It also demonstrates that during the language learning process, predominantly negative emotions, while not inevitably hindering progress, can slow down the pace of language development, whereas positive emotions consistently foster language development.

Arabic Language Learning in Cybernetic Theory Perspective: A Case Study of Hayfa Academy as an Effort to Improve SDGs4

The quality of Arabic speaking skills among students tends to be low. This quality hurts their effective communication skills. This problem needs to be addressed because it hinders the achievement of the Sustainable Development Goals (SDGs). Arabic is essential for establishing effective communication in the global world. This study explores in depth the Arabic language learning process of Hayfa Academy from the perspective of cybernetic theory and its contribution to the achievement of SDG 4. With a qualitative method and case study approach, this study collected data through interviews, distributing questionnaires, and observations. Data that has been obtained is then analyzed using collecting data, direct interpretation, forming patterns, and naturalistic generalization as a conclusion. The results of this study reveal that Hayfa Academy uses cybernetic theory in its learning process, namely giving attention to internal and external conditions of students. Hayfa Academy's Arabic language learning process also has a positive impact on the achievement of SDG 4. Hayfa Academy has implemented the Arabic language learning process by paying attention to the achievement of SDG 4, especially point 4, namely student skills and quality education.

Into the void: Re-envisioning silence in foreign language education through a socio-emotional learning lens

Historically marginalized and often misunderstood, silence has predominantly been viewed as a barrier to effective communication and engagement in educational settings. This paper argues for a re-evaluation of silence, viewing it not as an absence of speech, but as a potent tool for fostering deep learning, introspection, and emotional intelligence. By integrating social-emotional learning (SEL) principles, it is posited that silence can enhance, and is an essential element of, affective communicative competence (Pentón Herrera & Darragh, 2024), aiding the development of empathy, self-regulation, and a more profound connection to the language learning process. This conceptual paper explores the nuanced role of silence within the context of foreign language classrooms through a SEL lens. Traditional perceptions of silence are critically examined, a shift towards an asset-based view through SEL is proposed, and practical strategies for educators to incorporate silence meaningfully into their pedagogy are suggested. To conclude, perspectives on utilizing silence as a transformative element in SEL-driven language education are offered, aiming for a harmonious integration that enriches the teaching and learning experience.

Gender-specific anxiety in Jordanian EFL settings: Findings from the Foreign Language Classroom Anxiety Scale

This study analyzes the differing gender-based levels of anxiety that male and female students at Jadara University, Jordan, experience, utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) to highlight gender disparities in the impact of anxiety on learning. The FLCAS classifies the levels of students at Jadara University and decides whether or not there are statistically significant variations at the level of probability (0.05) in the levels of FLCA among undergraduate students due to gender and the academic level of the students. For the purpose of investigating this topic in Jordan, and more specifically at Jadara University, a descriptive analysis methodology was applied to conduct an empirical investigation into the various types and levels of FLCA on a sample of two hundred undergraduate students. When compared to their male counterparts, the female students, as suggested by the research results, exhibited much higher levels of anxiety when it came to learning a foreign language. Eventually and after conducting an analysis of the findings of the research, the searchers propose that a method of eliminating or controlling anxiety in the classroom should be implemented in order to boost the academic level of the students, as anxiety hinders learning a foreign language and affects students’ overall performance. Further, the limitations of the study as well as its relevance to English literature courses in particular and to the EFL classroom in general are evaluated and addressed. Thus, establishing a secure environment for students to engage in foreign language practice is essential for the process of language acquisition or learning.

Progress of Learning Arabic Outcome for State Islamic University Students

The Arabic language learning process does not always have an impact on mastery of language skills. This is evident in the progress of Arabic language learning outcomes which absolutely have a good impact. In relation to this, this study aims to describe and compare the progress of Arabic language learning outcomes of students at PTKIN. The method used is through a descriptive quantitative approach with a population of all language center students and samples taken randomly from 264 students of UIN Maulana Malik Ibrahim Malang and 125 students of UIN Antasari Banjarmasin. Data collection techniques were obtained through questionnaire data mining by filling out a google form. Meanwhile, the results of the study showed that the average progress of UIN Malang students' learning outcomes was 73.31, and UIN Banjarmasin students were 76.63. This shows that the development of student learning outcomes is quite diverse and efforts need to be made to improve the learning process, especially for students in elementary classes.

Człowiek orkiestra: obraz nauczyciela a rzeczywistość edukacyjna

The shift in the educational paradigm towards the autonomization of the language learning process has significantly reshaped the role and responsibilities of teachers. Both in academic discourse and public debate, there is growing recognition of a shift from the traditional teacher-centered model to a learner-centered approach, wherein students assume greater responsibility for their learning (Holec 1981). Consequently, the contemporary role of the teacher extends well beyond the mere transmission of knowledge. As noted by Komorowska (2015) and Pawlak (2022), the expectations placed on educators now encompass fostering a wide range of competencies, enhancing students’ learning strategies, promoting autonomous behaviors, and adapting instructional methods to address the diverse individual needs of learners, all within the framework of emerging technologies. However, this idealized portrayal of the teacher, expected to fulfill numerous and varied roles raises critical questions about the feasibility of meeting such demands. This article critically examines these challenges and invites further reflection on the realities faced by educators in navigating these expectations.

Aktuālu kultūras notikumu izmantošana paradumu attieksmju veidošanā latviešu valodas mācībās vidusskolā

The aim of the study The Employment of Current Cultural Events in the Development of Habitual Attitude Formation in Secondary School Latvian Language Teaching is to analyse the theoretical basis of the concept of “habit” and its significance in pedagogy, examining the integration of current cultural events in the curriculum in conjunction with the development of secondary students’ habitual attitudes. While habits form the basis of attitudes, habits are based on actions, since habits are only created and reinforced through action (a combination of knowledge and practice). Habitual attitudes are the basis for the integration of the teaching and personal development process, in which teaching is one of the tools behind personal development. Students develop habits in the process of accumulating experience, which are further stimulated by necessity, personal significance, positions of adults, examples, systematic exercises, combining knowledge and practice in action, environment, context as the activity background, self-assessment and assessment by others. Their value in the Latvian language learning process can be observed in the students’ level of interest, personal values, needs and attitudes, as well as habits in language usage, communication, and learning. The research results show that discussion is needed regarding usage of the concepts of habits and routines in educational science and curriculum documents. Positive language usage habits are connected with already familiar language learning competences, i.e. linguistic, communicative, sociolinguistic, and pragmatic, which have not declined in importance in mastering the new content. The integration of current cultural events into the language learning process stimulates meta learning, since knowledge, skills and attitudes are learned outside of the direct context in which they have been acquired. Exploration of cultural heritage and contemporary art in the learning process helps to form habitual attitudes, develops identity, and provides experience in cultural interpretation. In planning lesson content for Latvian language classes, it is important to integrate current cultural events, because this will develop ethical habits in communication, increase respect toward one’s native tongue and the official state language, motivate students to observe and improve their usage of language, and encourage them to attend cultural events, moreover analysis of such events as part of the learning process nurtures the habit of attending cultural events in one’s free time.

Exploring Factors Influencing Children’s Learning of English as a Second Language

Learning a second language, especially English, has become increasingly important in today's globalized world. Children who learn English as a second language (ESL) often face unique challenges and opportunities. This paper examines the influencing factors of children learning English as a second language, specifically focusing on motivation, age, gender, and family background. By reviewing existing research and theories, the paper aims to provide a comprehensive understanding of how these factors interact and impact children's language learning journey. The analysis emphasizes an increasingly vital role of motivation in SLA, the advantages and limitations associated with different ages, the potential gender differences in learning styles, and the role of family background in creating a supportive or hindering learning environment. The paper concludes by emphasizing the importance of recognizing and addressing these factors in order to enhance children's experiences and outcomes in learning English as a second language, and suggests strategies for educators to tailor teaching methods, provide age-appropriate materials, foster motivation, and involve families in the language learning process.

DILEMMAS STORIES LEARNING MODEL IN INDONESIAN LANGUAGE LEARNING TO IMPROVE STUDENTS' SCIENTIFIC WRITING SKILLS

This study aimed to evaluate the Indonesian language learning process in terms of the scientific writing abilities of senior high school students and find solutions to these learning problems. This type of research is a mixed method. Samples were obtained randomly from three senior high schools in Indonesia with 272 students as subjects. The process of gathering data involved watching teaching aids. Observing the learning process and evaluating the students' scientific writing skills utilizing instrument assessments that have been Aiken formula verified and concept validated using Confirmatory Factor Analysis (CFA) with the Linear Structural Model (Lisrel). Observational data on curricular papers and learning process observations are reported descriptively. Comparatively, statistics on learning outcomes in the form of students' writing skills are examined by estimating the proportion of pupils who fulfill traditionally established standards. The results showed that the students' scientific writing skills needed to meet the classical achievements. The evaluation results showed that a new, more effective learning strategy was required to improve students' scientific writing skills by developing learning models. Developing the inquiry learning model of local wisdom dilemmas stories (ILWDS) is recommended as an alternative to making learning effective and efficient.

Teaching foreign languages to older adult learners: preliminary observations

When discussing the topic of teaching and learning foreign languages, what comes to one’s mind first seems often to be the school environment in which learning a foreign language is obligatory throughout the entire education. However, adult learners, including older adult learners (OALs), and their foreign language learning process require scientific investigation as part of life-long learning proven to be an important aspect of the well-being of seniors in the psychological, social and medical dimension. The aim of the paper is to take a closer look at what experiences related to foreign language learning older adult learners have, what their motivation is about, what teaching methods and materials they find efficient, what difficulties they experience and what could enhance the process of foreign language learning. In order to find answers to these questions, an online Google form questionnaire was created which was filled in by respondents aged 60 or above. The answers received, despite being limited in number, show that OALs have experience with learning several European languages, they want to communicate with foreigners, including members of their family, in both travel and at work. They prefer private classes based on conversations, as well as the use of course books and other printed materials. The main difficulties include a lack of time and memory-related problems while having an opportunity to use the language in practice and having a good teacher could enhance the foreign language process.

STUDENTS' ATTITUDES TOWARDS THE USE OF ICT IN ENGLISH CLASS AT TERTIARY LEVEL

The use of ICT tools is frequently regarded as a beneficial and effective method for foreign language learning. In addition to providing tools which can help students improve their language skills, ICT can be used to motivate them and foster their interest and positive attitudes towards language learning. On the other hand, overwhelmed by a number of learning tools and apps available, as well as the multitasking required for such a learning experience, some students may find them distracting, which leads to a lower quality in the work produced. Despite the abundance of existing studies on the topic, very few have addressed the use of ICT at the tertiary level, and almost none have aimed at including students from two different countries in the Balkan region. Hence, the present study aims to explore the attitudes of university students at two tertiary institutions in Slovenia and Croatia towards the use of ICT in their language learning classrooms. The results were obtained using an online questionnaire and were further quantitatively analysed using descriptive statistics and a t-test for unpaired samples. According to the results, the vast majority of the students acknowledge the importance of ICT tools and highlight their usefulness in relation to learning English. However, a difference between the groups is observed in the frequency of usage and types of online tools used in their language learning process. Finally, the results of this study show that the integration of ICT in learning should be carefully and thoughtfully planned in advance. Although prevalent in language settings, ICT should not be seen as a sole replacement for face-to-face learning sessions, but as a necessary complement to English classes. Teachers should first consider the diverse comfort levels and technological proficiencies of students to ensure that ICT enhances, rather than hinders, the learning process. Keywords: language learning, English, ICT, students’ attitudes, tertiary level, Slovenia, Croatia

Pre-service teachers’ beliefs about language learning and communication strategies: does language proficiency make a difference?

This study examined pre-service teachers’ beliefs about language learning and communication strategies in the process of acquiring English as an additional language. Two groups of participants from a Spanish university’s School of Education (n = 50) completed the Horwitz (1985) Beliefs About Language Learning Inventory (BALLI). The bilingual group, which primarily received instruction through English, was compared with the non-bilingual group, which was predominantly trained in Spanish (their first language). After administering the t-test, differences were found between both groups in their beliefs on learning and communication strategies although they were not statistically significant. Since learning strategies play a key role in language learning, both in reception and production processes, these findings suggest that both groups (particularly the non-bilingual group, which had a significantly lower study load during their degree programme) may benefit from explicit instruction on communication strategies to promote awareness of the effectiveness of these strategies. In addition, such instruction might lead to improvements in their future experience as foreign language teachers.

Problematika Pembelajaran Bahasa Indonesia Di Sekolah: Faktor Guru, Siswa, Serta Media Pembelajaran

The issues in school learning are diverse, with several factors contributing to these challenges, including teachers, students, and the learning media used by teachers. Every teacher must continuously innovate in creating learning media that meet the needs of students. This can help minimize the challenges in teaching the Indonesian language in the classroom. Meanwhile, student learning factors and media also impact the Indonesian language learning process. Students often face difficulties in understanding the language or information being taught, which lowers their interest in learning. Additionally, the media used are often less effective and lack interactivity, failing to meet the current needs of students. This includes limited use of technology or a wide range of digital learning resources, indicating that the combination of student limitations and poor adaptation represents a significant challenge for effective and engaging Indonesian language learning.

Pelatihan Mendongeng Untuk Peningkatan Kualitas Pengajaran Bahasa Indonesia Bagi Guru SD di Kabupaten Soppeng

This activity aims to enhance the storytelling skills of Indonesian language teachers at the elementary school level in Soppeng through a structured approach that focuses on the real needs of educators. The program is implemented in four essential stages: first, a training needs analysis is conducted to identify the challenges and opportunities faced by teachers in implementing storytelling techniques; second, the development of relevant and engaging training materials tailored to the characteristics of students and the learning context in elementary schools; third, the execution of training that includes both theoretical and practical sessions, providing opportunities for teachers to practice and directly apply storytelling techniques; and lastly, an evaluation of the activities to assess the effectiveness of the training and to establish steps for future improvements. The results of the evaluations conducted during and after the training implementation indicate a significant increase in the understanding and storytelling skills of the teachers. Through this enhancement, the teachers are not only able to tell stories more engagingly but also integrate storytelling techniques into the Indonesian language learning process in the classroom. Improved storytelling skills are expected to stimulate students' reading interest and literacy, as well as create a more interactive and enjoyable learning experience. Consequently, this activity not only provides a positive impact on the professional development of teachers but also contributes to the growth of more innovative and effective Indonesian language education at the elementary school level. Further research is still needed to explore the long-term impacts of this training and how storytelling techniques can be further optimized within the educational context. Keywords: storytelling, Indonesian language teaching, training.

Integrating Culture and Technology in the English Language Learning Process

Integrating Culture and Technology in the English Language Learning Process

Viltusdraugi latviešu valodas tulkojošajās vārdnīcās

Borrowings arise from language interference, often exhibiting similar or identical meanings in the target and source language. However, there are exceptions: false friends – word pairs that are phonetically and/or graphically similar but differ in semantic meanings. Research indicates that they can lead to misunderstandings in communication, complicate the language-learning process, and pose challenges in translation. The terminology of false friends varies, with terms such as “false friends” and “false cognates” commonly used. In the context of Latvian, many false friends are mostly borrowings from other languages. Currently, the influence of English on the Latvian language is significant, thereby increasing the likelihood of false friends emerging. The French language has indirectly impacted Latvian through Russian and German as intermediate languages. The limited number of studies underscores the topicality of this paper. This study aims to assess the accuracy of the translation of false friends in Latvian bilingual dictionaries and to determine whether these terms are explicitly marked to inform users of their semantic differences. The empirical part involves an analysis of both printed and electronic English-Latvian and French-Latvian dictionaries, focusing on several cases of false friends. Specific lemmas from these dictionaries were examined and compared. The findings reveal that false friends are not explicitly marked, and the translations provided are inconsistent, often presenting the false friend itself as the correct translation. The information in electronic dictionaries aligns with that found in printed versions. These results highlight the necessity of compiling a corpus of false friends, which would be beneficial for linguists, lexicographers, language learners, educators, and anyone interested in this topic.

Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement

The current research aimed to examine the relationships among three key aspects of the language learning process, namely, foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the accuracy and robustness of the results, we initially performed primary analyses to determine the most effective measurement solution for the three variables. As a result, we decided to use a bifactor exploratory structural equation modeling (ESEM) solution for FLB, a partial bifactor-ESEM solution for ELE, and a unidimensional confirmatory factor analysis solution for AB. The primary analysis demonstrated that the global factor of FLB strongly and negatively influenced the global levels of ELE. Both global and specific factors of FLB predicted different facets of specific ELE differently. The mediation-moderation analysis further confirmed the significance of the specific factors of emotional ELE as mediators and AB as a moderator in the relationships between global and specific levels of FLB and global and specific levels of ELE. The findings offer a basis for theoretical and pedagogical implications.

Methodological mastery of a foreign language teacher

Relevance. The relevance of the study is determined by the contradictions between the need for foreign language teachers to develop and enhance their professional skills and the conditions of their professional activity, which involve teaching the subject “Foreign Language” according to the ready-made methodological recommendations provided by the authors of educational and methodological complexes. The trend towards unification of educational practices in teaching foreign languages repeatedly actualizes the problem of developing the teacher’s methodological skills.Materials and Methods. The primary material for the study is the analysis results of the educational practice of teaching foreign languages and its theoretical reflection, as well as a generalization of the author’s experience of teaching English in an educational institution of secondary general education. The research methods are traditional, including the analysis of scientific and methodological literature, observations of the process of formation and improvement of the methodological skills of a foreign language teacher, teacher surveys, targeted discussions with colleagues.Results and Discussion. The study proved the interconnection between a foreign language teacher’s methodological mastery and their methodological creativity. The main factors contributing to the decline in methodological creativity among practicing teachers are identified, and the transitioning validity from teaching foreign languages according to pre-prepared methodological recipes to a variable – reflective methodology is substantiated. This transition involves the foreign language competencies formation in students based on the teacher’s individual methodological credo as a creator of the educational process.Conclusion. Methodological mastery of the teacher is the foundation of the effectiveness of their professional activities in developing students’ foreign language competencies. The formation and development of a teacher’s methodological mastery are hindered by both objective and subjective conditions of teaching the subject “Foreign Language”, including the unification of the foreign language learning process and the reliance on the methodological recommendations of textbook authors without considering specific pedagogical situations. The most acceptable way to resolve these contradictions is a systematic transition to a variable – reflective methodology for foreign language teaching.

Research-to-Resource: Exploring Sound-to-Symbol Instruction in Beginning Band: Practical Applications of the 5E Model

This research-to-resource article proposes and supports the application of sound-to-symbol approaches within the 5E instructional model to teach musical concepts experientially in beginning band settings. Drawing upon insights from music education scholars and pedagogues advocating for a shift toward sound-first approaches, the article explores how the 5E model can foster active learning and engagement in beginning band instruction. Historical and contemporary perspectives on sound-to-symbol instruction are examined, highlighting its alignment with natural language learning processes and its potential to enhance music literacy skills. Each stage of the 5E model—engage, explore, explain, elaborate, and evaluate—is described in detail, with examples provided for teaching musical concepts such as dynamics, intonation, and compound meter. The article concludes by outlining implications for improving method book selection and usage, thereby promoting more meaningful learning experiences and tapping into the benefits of constructivism in beginning band.

The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning

Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.