Role In Language Teaching Research Articles

A systematic review and meta‐analysis of AI‐enabled assessment in language learning: Design, implementation, and effectiveness

AbstractBackgroundLanguage assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments.ObjectivesThis article aims to explore the design and implementation of AI‐enabled assessment tools in language education, filling the research gaps regarding the impact of assessment type, intervention duration, education level, and first language learner/second language learner (L1/L2) on the effectiveness of AI‐enabled assessment tools in enhancing students' language learning outcome.MethodsThis study conducted a systematic review and meta‐analysis to examine 25 empirical studies from January 2012 to March 2024 from six databases (including EBSCO, ProQuest, Scopus, Web of Science, ACM Digital Library and CNKI).ResultsThe predominant design in AI‐driven assessment tools is the structural AI architecture. These tools are most frequently deployed in classroom settings for upper primary students within a short duration. A subsequent meta‐analysis showed a medium overall effect size (Hedges's g = 0.390, p < 0.001) for the application of AI‐enabled assessment tools in enhancing students' language learning, underscoring their significant impact on language learning outcomes. This evidence robustly supports the practical utility of these tools in educational contexts.ConclusionsThe analysis of several moderator variables (i.e., assessment type, intervention duration, educational level and L1/L2 learners) and potential impacts on language learning performance indicates that AI‐enabled assessment could be more useful in language education with a proper implementation design. Future research could investigate diverse instructional designs for integrating AI‐based assessment tools in language education.

Language and Education: Ideologies of Correctness

This review illustrates how language ideologies about correctness, in speaking and writing, have been discussed in research on the role of language in education. Research illustrates a give-and-take between the interests of multilingual speakers and advocates of language diversity on the one hand and, on the other, the correctness ideologies embedded in institutional demands for correctness and standardization (in schools and language policies) and commodification (in the global educational marketplace). More subtle than ideologies of correctness, language ideologies about “appropriate” language emerge as related to race, ethnicity, gender, and other embodied biases, and the nuanced mechanisms of language socialization illuminate the persistent dynamics of these appropriateness ideologies. Finally, we discuss the relevance of postcolonial epistemologies, the collaborative participatory research methods that are reframing what counts as correct and appropriate for the study of language and education, and the emerging role of generative artificial intelligence for language in education.

English language teacher education and linguistic shame and shaming in non-Anglophone settings: the case of Sri Lanka

ABSTRACT Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher education in settings outside the Anglosphere where English is taught and learned as an additional language, in which pre-service English teachers are generally also learners of English. Awareness and understanding of linguistic shame within language teacher education in such settings has implications for participation in the learning of pre-service teachers. Drawing on data from pre-service English teacher education in the non-Anglophone setting of Sri Lanka, we discuss the understanding of linguistic shame and shaming as a social practice, awareness of and responses to it in teacher education classrooms, and the implications.

A Review of Factors Influencing Syntactic Priming in Chinese English Learners Over the Past Decade

Syntactic priming plays a crucial role in language teaching and learning. This paper reviews studies on syntactic priming among Chinese English learners over the past decade, highlighting the various research paradigms employed, such as picture-description paradigm, sentence-fragment completion paradigm and continuation paradigm, as well as their respective advantages and disadvantages. It also delves into three key factors that influence syntactic priming: learner characteristics, material features, and test task, examining these factors from multiple perspectives, including working memory, repetitive words, and task intensity. By comparing different studies, the paper points out how these factors function and discusses whether they have a positive relationship with syntactic priming. Also, possible reasons for the contradictory findings in some studies have been explored. The paper concludes by summarizing current research finding, putting forward problems existing in present studies, and identifying gaps for future exploration, aiming to offer insights and directions for ongoing research in this area.

Embracing Opportunities and Navigating Challenges: Teaching Pronunciation in the EFL Context of Nepal

English is a vital medium for international communication and academic progress in Nepal, making the mastery of pronunciation crucial for students aiming to thrive in a globalized world. This study explores the intricate landscape of pronunciation instruction in English as a Foreign Language (EFL) settings, examining various perspectives, challenges and effective teaching methods. Factors influencing pronunciation acquisition include learners’ native language, exposure to the target language, motivation and instructional strategies. Pronunciation instruction covers phonemes, intonation, stress, rhythm and connected speech, all essential for effective spoken communication. Challenges in teaching pronunciation involve neglect, first language interference and reception issues, highlighting the need for innovative teaching strategies. Effective methods include minimal pairs, modeling and imitation, audio recordings, phonetic symbols, pronunciation drills, visual aids, error correction, contextualization and integration with other language skills. This study emphasizes the importance of a holistic approach to pronunciation instruction, raising awareness of its role in language education, and promoting continuous professional development for educators. Future research should explore innovative pronunciation teaching methods, considering new trends in language education and pedagogical advancements. By prioritizing pronunciation instruction and using evidence-based practices, educators can help learners achieve greater fluency, accuracy and confidence in spoken communication within diverse linguistic and cultural contexts.

Instagram's Impact on Rural Colombian English Education: A Fourth Industrial Revolution Perspective

In the Fourth Industrial Revolution, characterized by rapid technological advancements, traditional educational models must evolve. This study examines the potential of Instagram, a widely-used social media platform, as a tool for English language education in rural Colombia. With over a billion active users, Instagram offers unique opportunities for immersive language learning. By integrating Instagram, educators can create dynamic, interactive learning environments for students in areas with limited access to traditional resources. This approach addresses digital age challenges and promotes inclusivity and accessibility in education. Through literature analysis, case studies, and firsthand experiences, the study highlights Instagram's transformative role in language education. It examines Instagram's impact on learning outcomes, student engagement, and teaching practices, providing valuable insights for educators aiming to leverage social media for educational purposes in diverse contexts.

ChatGPT in English writing: experiences and perceptions of Saudi EFL students

This study explores the experiences and perceptions of Saudi English as a Foreign Language (EFL) students using ChatGPT for language writing tasks. Semi-structured interviews were conducted with five female undergraduate English majors at the University of Hail who utilized ChatGPT. The findings reveal significant advantages, including assistance with content structuring, feedback enhancement, and personalized support. However, concerns were raised regarding potential academic dishonesty, overreliance on the tool, and doubts about the accuracy of ChatGPT-generated references. These insights contribute to a deeper understanding of ChatGPT's role in language education and offer guidance for educators and policymakers on the benefits and challenges of employing AI chatbots to enhance students' writing proficiency. The study concludes with recommendations for further research in this field.

Proverbs in Pedagogy: Their Role in Language Teaching and Cultural Transmission

This study investigates the impact of integrating proverbs into language teaching and cultural transmission. Using a mixed-methods approach, data were collected through surveys, interviews, and classroom observations to measure improvements in language proficiency, critical thinking, and intercultural competence among students. The findings reveal that proverbs significantly enhance language learning by improving vocabulary acquisition, syntactic knowledge, and idiomatic usage, while also fostering higher-order cognitive skills and cultural awareness. The study highlights the need for further research to explore the long-term and causal effects of proverbs in diverse educational contexts and provides practical recommendations for educators and institutions to incorporate proverbs into their teaching practices effectively.

The Effect of Learners’ Self- directed Study on Willingness to Communicate

Self-directed study is a crucial need for learners to emphasize its central role in language education. Fostering and improving students’ ability to take initiative in their learning is considered crucial, for achieving success in both the present and future career. Additionally, recognizing the significance of being open to communication willingness to communicate works as a measure of learning, which can lead to attitudes, among students. This paper aims at finding out the relationship and the effect of learners’ self -directed motivation on willingness to communicate by answering the following questions. Is there any relationship between self-direction and willingness to communicate? Does self -direction have a positive impact on willingness? The paper examines willingness to communicate of 3rd grade students in English Department, from Collage of Basic Education at Salahaddin University –Erbil for the academic year 2022–2023. The participants are (60) students. The paper conducted through quantitative method. The data have been collected by a questionnaire and the tool adopted for analyzing the data is Statistical Package for the Social Science (SPSS). It is concluded that the most common factors that influence on students’ willingness to communicate are motivation, reliance, and anxiety about making mistakes and challenging situations. Another concluding point is that, students were unwilling to utilize only English while expressing an idea or discussing a matter with classmates or teachers. Moreover, Students referred to linguistic factors represented as indicative of their preference in taking more foreign courses and feeling comfortable in the classroom.

An Analysis of the Mediating Role of Language in Education in the Context of Internationalisation of Education

In the context of the internationalization of education, multilingual language learning and teaching play a fundamental and very important role in the education system, where different groups learn a uniform curriculum based on different cultural backgrounds and linguistic understandings. This thesis analyses the reason for the imbalance of educational resources for minorities in the educational process. Multilingual teaching materials and related materials are outdated or unavailable. Groups learning through "bridge" languages do not acquire languages through their mother tongue, which makes the acquisition process difficult. On this basis, the thesis proposes to improve pedagogical diversity by increasing teachers' motivation to learn and teach multilingualism. The second is that the creation and enrichment of multilingual corpora and teaching materials can enhance research on multilingualism. The third is a way to reduce the quality gap with the majority population in education by promoting cooperation between universities companies and institutions.

The Role of Language Teaching in Promoting Educational Quality in Early Childhood Education

Background and purpose: China is among the countries putting great emphasis on strengthening early education programs to ensure a solid learning foundation for children. The present study is based on a qualitative research design to examine the role of English as a Foreign Language (EFL) teaching in promoting educational quality in the context of early childhood education in China. It focuses on investigating the effectiveness of EFL teaching in enhancing the educational quality of early childhood education in the education system of China. Method: The semi-structured interviews were conducted to assess the parents’ perception regarding the impact of EFL programs on the quality of education being offered in early childhood centres in China. The sample for the survey was selected from the parents of children enrolled in early childhood education centres in China offering EFL teaching as a part of their curricula. The data collection focused on the student’s cognitive development and overall quality of education. Findings: Most of the participants emphasized the significant impact of early EFL education on their children’s cognitive skills. They regarded EFL education as a robust tool to lay a strong foundation for future academic achievements and cross-cultural understanding of their children. Conclusion and Implications: Thus, parents in China regard early EFL education as crucial for the cognitive development and educational foundation of their children. The present study offers significant pedagogical implications regarding the inclusion of EFL instructions in enhancing the early language acquisition experience of children.

Culture: A Journey Through Diversity in Language Learning

Culture has an important role in language teaching. Students from different backgrounds come from different cultural environments and have their own unique understanding of language learning. Language is not only a concrete expression of culture, but culture can also be expressed through language, and the two are mutually unified, so there is an inseparable link between culture and language. The purpose of this study is to discuss the influence of culture on language teaching and learning, analyze the significance of culture, and the role of culture, and then compare and contrast the performance of Chinese and Western students in language learning in many aspects, and analyze the influence of cultural differences on language learning from both sides, and give some suggestions and measures. In the results of the study, language learners can see that culture is beneficial to language learning, and emphasizing culture can effectively promote language learning. At the same time, cultural differences can also bring some challenges, including cultural conflicts and communication difficulties, etc. In order to mitigate the effects of these challenges, educators need to take steps to improve the situation. Overall, the benefits of culture for language learning outweigh the drawbacks, and by understanding and responding to the challenges, cultures are well-positioned to meet the needs of learners and facilitate intercultural communication.

Study on Adopting Free Voluntary Reading in English Vocabulary Teaching of Senior High School based on Krashen’s Input Hypothesis

Vocabulary is a basic language unit, the vocabulary size of students directly impacts their performance in English listening, speaking, reading and writing. Therefore vocabulary plays a critical role in language teaching and learning. Based on Krashen’s Input Hypothesis, the use of free voluntary reading during second-language acquisition is considered as a powerful tool in language education. The connotation and features of input hypothesis theory will firstly be analyzed, and then followed by the introduction of Free Voluntary Reading(FVR), and the last comes some specific strategies when adapting FVR.

Sviluppo della competenza plurilingue nell’era digitale

The multilingual approach plays an important role in language teaching, therefore also in the teaching of German as a foreign/second language (DaF = Deutsch als Fremdsprache; DaZ = Deutsch als Zweitsprache) and Italian as a foreign/second language. Aim of this volume is to show how metalinguistic and cross-linguistic awareness, central pillars of multilingual didactics, can be developed through the use of lexicographic resources, corpora and new technologies. The contributions present research and didactic experiences of various kinds that are of interest to different levels of education (school, university, etc.); although the didactics of German is in the focus of many essays, references to other languages, primarily Italian, but also English, Romanian, Ladin and other Italian dialect varieties, are not missing.

Every teacher should be a language teacher for multilingual learners

The purpose of this pilot study was to understand which variables influence the triad of Beliefs, Knowledge, and Teaching Methods about linguistically inclusive teaching of in-service content teachers teaching multilingual learners in German Secondary schools. The non-probability sampling method used a questionnaire in four parts with mainly Likert-scale and multiple-choice questions and generated a small sample of 26 participants through an internet-mediated survey. Using IBM® SPSS Spearman’s rho correlational analysis, six variables were identified, and the results showed that the majority of content participants believed that they had a role in language teaching. The importance of changing content teachers' beliefs in their role in developing the academic language of their multilingual learners was confirmed as well as the importance of improving their knowledge in this field by continuous training. 77% of teachers had not had training in the last three years, and 76% felt under-prepared, while more than half of participants had expressed their need for specialised training in teaching multilingual learners. As a next step, a larger-scale quantitative study is proposed to gain representative data, and to develop an in-service teacher training programme. Enabling all teachers to be language teachers would start to level up the educational, and societal opportunities of multilingual learners in German secondary schools.

Promoting Cross Cultural Understanding through English Language Education: A Comparative Study in Different Educational Level

This study explores the advancement of cross-cultural comprehension via English language education, with a specific focus on a comparative analysis spanning diverse educational levels. The research delves into the examination and differentiation of the impact of English language instruction on cultural awareness and sensitivity in various educational environments. It places a critical lens on the role of language education in breaking down cultural barriers and fostering skills in intercultural communication. Utilizing a comparative methodology, the investigation evaluates the effectiveness of English language education in promoting cross-cultural understanding across primary, secondary, and tertiary educational stages. The outcomes of this study provide valuable insights that contribute to the ongoing discourse surrounding the enhancement of intercultural competence through language education in diverse educational settings. The findings offer a nuanced understanding of how language education can play a pivotal role in cultivating cross-cultural awareness at different levels of the educational spectrum, shedding light on practical strategies for fostering intercultural communication skills. Ultimately, this research aims to inform educators, policymakers, and practitioners on the significance of incorporating cross-cultural elements into English language education to foster a more interconnected and culturally sensitive global community.

EFL TEACHERS’ PERCEPTIONS TOWARDS USING AUTHENTIC MATERIALS IN TEACHING LISTENING / THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH ĐỐI VỚI VIỆC SỬ DỤNG TÀI LIỆU THỰC TẾ TRONG VIỆC GIẢNG DẠY KỸ NĂNG NGHE

Apparently, teachers’ perceptions and practices play an important role in language teaching and learning, which has been recognized by Ellis (1999) and Krashen (1981). However, the purpose of the research is to find out if the review literature search has focused on this respect in teaching listening so far, especially in the Vietnamese context. The present study documents teachers’ perceptions and practices towards using authentic materials in teaching listening in the foreign language centers in Can Tho City. The researcher used multi-methods of data collection i.e. questionnaire observation and interview, in which 45 teachers got involved. The findings show that most teachers had positive perceptions about using authentic materials in teaching listening in terms of resources for using authentic materials, criteria of using authentic materials, learners’ levels and using authentic materials, Stages in the listening lesson of using authentic materials, benefits of using authentic materials, challenges of using authentic materials. The study also finds that factors such as teachers’ different teaching contexts, educational backgrounds, teaching experiences, genders, and ages did not affect their perceptions. Significantly, many mismatches were found between teachers’ perceptions and practices about teaching listening. The result of the study confirms that teachers’ perceptions were partly reflected in their practices. Considering these findings, some implications were made.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Specific features of proverbs in language teaching

The urgency of the topic proverbs teaching in language education is due to the possibility of studying proverbs as linguistic units that enlarge the students outlook and worldview. Proverbs do reflect reality and do express the activities of the inhabitants of a certain language, which has some fragments of the world, although they reproduce from generation to generation the activities and cultural and national traditions of the people, its indigenous inhabitants. The scientific value of this is determined by the need to organize proverbial words and is determined by the fact that it allows you to make statements about certain aspects of what you are actively studying! There are currently problems in the relationship between language and culture that naturally reinforce the ideas found in proverbs and their relevance in philosophy. The notorious material allows one to penetrate into the area of mental activity of a linguistically determined society and opens up wide opportunities for conducting comparative research. A study of the system of proverbs and its educational role in language teaching, allowing to observe universal and national cultures in mentalities and contribute to the theoretical problems and general practices of applied linguistics in general, to solve methodological issues for carrying out linguocultural and methodological analysis. There are many ways to inculcate national education in future generations. One way is to shape the national consciousness by teaching proverbs and sayings that have been preserved from one generation to the next and have preserved the culture, identity, and traditions of the nation. This research studies the linguistic and cultural features of English proverbs. Therefore, in order to strengthen international relations, to introduce traditional proverbs, it is necessary to qualitatively determine their linguistic and cultural features. It is important to read texts with cultural coloring, phraseological phrases, catchphrases, real words, proverbs, legends and stories that reveal the identity of the people, as well as works which have a significant place in the history of fiction in shaping a person’s national consciousness. The people's life and world view are preserved in proverbs, metaphors and symbols. They are the sources of the most valuable information about the culture and mentality of the people.

Wattpad as a Catalyst for English Writing Development: An Explorative Study on Student Perceptions

Wattpad has emerged as a valuable tool in English language education, particularly for enhancing writing skills. Previous studies highlight Wattpad's efficacy in improving writing style, creativity, and students' motivation to write. This platform offers diverse genres and features, enabling writers to share their work and engage with a global audience. Despite its impact on writing skills; enhancing grammar, vocabulary, and structure there's a gap in understanding students' perceptions regarding Wattpad's role as a teaching tool, specifically in writing. Utilizing a qualitative approach with interviews, this research explores the perceptions of five English Education students at Serambi Mekkah University. Their insights highlight Wattpad as a space for regular writing practice, an assisting tool in refining language skills, storytelling and character development. The participants express that the Interactions with readers provide them with valuable feedback, and enrich their understanding of their craft. While Wattpad influences motivation and writing proficiency, it does not significantly impact students' reading interests. This research contributes to understanding Wattpads multifaceted role in language education, offering insights into its implications for writing development and broader exposure to diverse written works.

Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms

Oral corrective feedback (OCF) plays an important role in language teaching and learning, but little research has examined Bhutanese teachers’ practices of OCF on students’ speaking performance and uptake. This paper reports on a mixed-method approach to investigate the rate of students' uptake on teachers' OCF within an ESL setting in Bhutanese grade six primary classrooms. Convenience sampling was applied to gather data from observations of two teachers and fifty-seven students in a primary school. The results of content analysis from classroom observations indicate that the teachers used four types of OCF: explicit correction, recast, metalinguistic feedback, and repetition, with recast being the highest used. The results showed a high degree of student participation, which resulted in error correction following the teachers' OCF. It is suggested that different classes be studied to see if there are differences in the effects of OCF on students.