Second Language Teaching Research Articles

English language learning in patients suffering from mental disorders: A different concept of self-stigma

Background: There are increasing challenges related to mental health in the public health system, and almost 80% of mental illnesses are reported in low- and middle-income countries. The stigma associated with mental illness leads to reduced access to health services, inadequate treatment, and poor outcomes. This paper, drawing on Norton1 conceptualization of language investment, investigates the effect of English language learning on self-stigma among patients suffering from mental disorders. Methods: An experimental design with a pre-post test format and a six-month follow-up with English language instruction and a control group was used for this study. A total of 52 adults with mental illness diagnoses from a center for patients suffering from mental disorders in Isfahan, Iran, participated in this study. Data were collected using an English language proficiency test and the Self-Stigma of Mental Illness Scale (SSMIS), a self-report questionnaire to assess the internalization of stigmatic views. Results: The analysis indicated that the experimental group showed significant improvements in being empowered with higher levels of English language proficiency and stigma reduction (P<0.01). The findings of this study provide theoretical support for Norton’s model of investment and demonstrate its applicability among people with mental problems. Furthermore, the study provides evidence that it is feasible to implement successful English language teaching among patients with mental illness, which has received insufficient attention in academic studies. Conclusion: Policymakers, psychiatrists, doctors, and people dealing with mental diseases can use English language instruction to reduce stigma and promote a non-stigmatizing attitude among people with mental illnesses. The current study contributes to our understanding of English language teaching in the medical field. Results of the study support the use of second-language teaching to reduce stigma among people suffering from mental illnesses.

How Pluriliteracies Approaches Have Been Applied in English Classrooms in China

This article starts with the definition of pluriliteracies approaches (PA) in Second Language Education (SLE) and background on the current state of English education in secondary schools in mainland China. We hold the opinion that PA has been widely adopted by English-as-a-foreign-language (EFL) teachers. By providing examples in previous literatures and the document published by the government, we conclude that PA promotes language teaching and assists students in developing a comprehensive and inclusive awareness of languages and cultures. And some implications for language teachers in other countries are offered at the end.

Second Language Teaching with a Focus on Different Learner Cultures for Sustainable Learner Development: The Case of Sino-Korean Vocabulary

Second language teaching (SLT) focuses on the cultural backgrounds of different learners. This not only facilitates the construction of knowledge using the learner’s identity, but also helps learners acquire skills for cross-cultural communication, both of which are needed for learners to develop sustainably. Sino-Korean vocabulary is an important element in the representation of Korean culture and in teaching the Chinese language to Korean speakers. In addition, it is a means of promoting the Teaching Chinese as a Second language (TCSL) to achieve sustainable development for Korean learners. Much of the research on Sino-Korean vocabulary has focused on the similarities between Chinese and Korean cultures that facilitate Korean learners’ understanding and use of Sino-Korean vocabulary, but little attention has been paid to the role played by cultural Sino-Korean vocabulary that represent the distinctive Korean culture. We collected a news corpus on six major themes from the NAVER website in Korea from between 2010 and 2020. The keywords were extracted using the TF–IDF algorithm and then transcribed and culled to form a distinctive cultural Sino-Korean vocabulary corpus. We examined the Korean Version of Experience Chinese: Living in China (Ti yan Han yu Sheng huo pian) and suggested that a collection of Sino-Korean vocabulary that are culturally distinctive to the learner’s home country can provide a more pedagogically meaningful addition to the selection of words for TCSL textbooks. These words, based on similarities, further enable Korean learners to acquire a sense of familiarity with, and belonging to, their identity, and thus acquire the Chinese language, and also facilitate expression in intercultural communication. By extracting the distinctive Korean cultural Sino-Korean vocabulary and discovering their value in terms of TCSL educational material, we can promote the sustainable development of Korean learners.

The Effects of Collaborative Tasks on The Speaking Skills of Malaysian Adolescents in an ESL Classroom

The ability to speak effectively is absolutely essential in the learning and teaching of second or third language. This paper aims to investigate the effects of Collaborative Tasks on the Speaking Skills of Malaysian Adolescents in an ESL Classroom by conducting collaborative speaking tasks. 65 students took part in a survey conducted on 16-year-old students from Zone Sentul, Kuala Lumpur. For eight weeks, students were asked to participate in collaborative speaking activities in English language classrooms. Students were asked to complete a five-point Likert Scale Questionnaire utilizing Google Form as a means of gathering data for this research. The data were analyzed by frequency. According to the findings, the majority of students preferred group work speaking activities which trained them to speak confidently during their speaking lessons. The positive replies from the questionnaire revealed that their speaking abilities have been boosted and their teachers’ participation had been minimal. with their friends and that the participation of their language teachers would be minimal. This research provides teachers some suggestions for planning group work speaking lessons as one of the most successful strategies for students to improve their speaking abilities. Future research recommendations were also discussed.

CLEC-based Error Analysis of Collocations of Chinese English Learners

China’s voice in the international arena is gradually increasing in the present era of economic globalization. In order to further strengthen the multifaceted communication with the world, Chinese students must improve their English learning and application skills. However, due to the distinct difference between Chinese and English, and the lack of an authentic communication environment, English collocation has always been a significant difficulty for Chinese students in the process of learning English. As a result, pragmatic errors frequently occur in their usage. Aimed to address Chinese students’ difficulties in applying collocation, this article takes the Chinese Learner English Corpus (CLEC) as the research object and AntConc as the retrieval tool to collect the noun-noun collocation errors (CC1) in CLEC, then further analyses and interprets the data obtained. It’s discovered that learners’ usage errors in noun-noun collocation are mainly divided into the following three categories: grammar error, Chinese English expression, and overgeneralization. By further interpretation and analysis, it is reckoned that negative transfer of native language, interlanguage fossilization, second-language teaching methods, negligence of collocation structure, and semantic constraints are the main reasons for noun-noun collocation errors. In terms of the above situation, this article proposes corresponding countermeasures for second-language teaching methods and English learning to enrich the current research on English collocations, seeking to provide a reference for the use and teaching of noun-noun collocations.

The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis.

To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.

The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

AbstractThis article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the teaching of L2 tense-aspect. The reviews investigate to what extent instructional effect studies and pedagogical proposals with tense-aspect as the target of investigation and instruction (a) provide a linguistic description of the instructional target, (b) engage with previous research, (c) implement results from previous research to design assessment or instruction, and (d) include elaborate descriptions of teaching interventions and teaching materials. The results show that there are clear attempts to establish connections between research and practice. However, neither instructional effect studies nor pedagogical proposals always engage with the SLA literature on the acquisition of tense-aspect; nor do they engage fully with language teaching.

CURRENT CHALLENGES OF STRATEGY USE IN SECOND LANGUAGE TEACHING: A CASE OF PUBLIC PRIMARY SCHOOLS IN TANZANIA

Purpose: The main purpose of this study was to examine how the teaching challenges affect strategy use in second language classrooms in Tanzanian public primary schools, mainly in Manyara region. In the process of teaching second language teachers uses different strategies of teaching so they can help their students acquire a target language. There are some challenges that hinder the teaching process and caused the teaching strategies to be ineffective.&#x0D; Methodology: This particular study has used the qualitative approach method of which the descriptive method was applied. The data were collected through observation and interviews to investigate on those challenges and how it affects the teaching strategies in the second language classrooms. The 24 teachers from 46 teachers who teach Kiswahili and English languages of the three primary schools were randomly selected from Acronis, Engonongoi and Loorng'oswani located in Manyara region have been the participants of this research.&#x0D; Findings: The results of this study revealed that second language teaching in the classrooms faces different challenges in the use of strategies of teaching. Challenges that are been found are overcrowded classroom, lack of teaching materials and teachers’ poor knowledge on how students acquire second language.&#x0D; Unique contribution to theory, practice and policy: This study has found that teaching challenges are what make second-language teaching strategies to be ineffective. The results of this study will help language and education stakeholders to address these challenges in order the teaching strategies to be more effective when employed in the classroom. The study suggested that the general improvement of primary school classrooms should be conducted to fix this problem. The number of second language teachers should be increase to fit the number of students. These schools have divided their students in different classrooms but because there is shortage of teachers they have to put them in one classroom when they are teaching.

Gather.Town: A Gamification Tool to Promote Engagement and Establish Online Learning Communities for Language Learners

The use of virtual learning communities has shown great potential for language education. Research suggests that video-conferencing technology can assist teachers in creating such communities for second-language teaching. Gather.Town is a gamified, video-conferencing platform that revolutionizes the traditional static video-conferencing experience for language learners. It provides users with a 2D map with avatar-based game features utilizing proximity-based video-conferencing functionality which enhance student online engagement and promote interaction that resembles real-life conditions. Gather.Town has received increasing attention from educational researchers since its launch in May 2020; however, its adoption in language classrooms has not yet been explored. This review paper aims to introduce Gather.Town to language teachers and researchers to enhance student engagement in virtual learning communities.

The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the participants’ levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed.

Cultivating Iranian IELTS Candidates’ Writing Skills through Online Peer Feedback: A Mixed-Methods Inquiry

Though peer feedback has gained noticeable attention in second-language (L2) education in face-to-face classes, its effects on improving IELTS candidates’ writing performance have remained unexplored in the Iranian EFL context. Thus, the present study aims to reach a two-fold purpose. First, it investigates the effects of online peer feedback (OPF) on improving Iranian IELTS candidates’ writing performance. Second, it explores what the IELTS candidates’ perceptions are about the efficacy of online peer feedback to cultivate their writing performance in the Iranian EFL context. To these aims, having been homogenized through the Oxford Quick Placement Test (OQPT), a total of 35 IELTS candidates were randomly assigned into an experimental group and a control group. The two groups went through pretest, treatment, posttest, and delayed posttest procedures. To collect the required qualitative data, 5 participants of the experimental group participated in a focus group interview. The data were analyzed using a one-way ANCOVA and content analysis. Findings documented that the experimental group outperformed the control group on the posttest and delayed posttest. Additionally, the qualitative results revealed that the participants had positive attitudes toward the potentials of OPF to cultivate writing skills. The study ends with proposing a range of implications and suggestions for further research.

Key Factors in the successful implementation of Chinese language courses in upper secondary schools: a case study from the Czech Republic

ABSTRACT This paper aims to provide a comprehensive narrative of the current status of Chinese language teaching at upper secondary schools in the Czech Republic. Processes involved in developing the Chinese language curriculum in upper secondary schools were mapped through a qualitative survey. Representatives of 20 schools were interviewed to identify factors associated with the successful implementation of Chinese language courses. The research focuses on answering two questions: (1) What factors determine the success or failure of a Chinese language programme at a secondary school? (2) What systemic support can be provided to facilitate Chinese teaching at upper secondary schools? In answer to the first question, factors such as the mindset of stakeholders, curricular classification, employment, and partnerships are discussed. As for systemic support, fostering a realistic attitude, institutional support and cooperative partnerships are suggested. These findings may serve as a source of inspiration for countries where the Chinese language in secondary education is still in the process of development, as is the case in the Czech Republic.

The Love and Science of Reading: A Promising Instructional Approach for Adolescent Multilingual Learners

Purpose:Adolescent multilingual learners are at high risk for reading difficulties as evidenced by persistent achievement gaps. This article calls for a paradigm shift and aims to elucidate what constitutes promising second-language literacy instruction for multilingual adolescents, comprising effective literacy practices grounded in research, combined with an emphasis on individual learners and their sociocultural development. Cast in ecological systems and functionalist perspectives, this article provides a model for language and literacy instruction that is grounded in basic tenets of reading science within a sociocultural context. We outline strategies that focus on language as a basis for reading development followed by examples of authentic learning experiences designed to motivate students and nurture their love of reading.Conclusions:A solution to existing achievement gaps may be a promising approach that emphasizes both the science and love of reading, which entails targeted instruction rooted in the research evidence integrated into engaging and meaningful learning experiences, central to which is the acknowledgement of multilingual learners as individuals. The authors call for an intentional focus on accelerating the development of language through frequent use of and a genuine love for both the science of reading and the science of teaching reading.

Intercultural Communication and Identity --- How Do They Affect Second Language Teaching?

Due to imperative needs of English studying, such as globalization, internationalization, advances in transportation and communication technologies, ethics and personal growth and responsibility, etc, it is rather important for people with these needs to know about intercultural communication as well as identity. The aim of knowing intercultural communication is to reduce the impediments within communication to achieve a smooth conversation. Similar to intercultural communication, identity is also difficult to define because it is multi-layered and multifaced. The teaching of second language involves more knowledge about culture and the identity of the other speaker. To improve the communication, a method is presented, including explanation, collection, implementation and feedback. The ultimate goal is to motivate learners and practice their linguistic and intercultural skills.

Платформа MOODLE як інструмент реалізації дистанційного навчання у процесі підготовки майбутніх учителів іноземних мов

Introduction. The training of future foreign language teachers should focus on current advances in the IT field, in particular on the use of elements of distance learning in mastering professional and general competencies. One of the common learning management systems that provide distance education is the Moodle system –Learning Management System(LSM), courses, virtual learning environment, or just a learning platform that provides educational subjects and administrators with a large set of tools for computerized teaching and learning. Purpose. The purpose of the paper is to analyze the features and advantages of distance learning in the information and educational environment of higher education, the structure and principles of working with distance courses in the Moodle system during the training of future teachers of foreign languages, which is used at Mariupol State University, and also to determine the advantages of the Moodle learning management system in the educational process. Results. We believe that the Moodle system, which was developed in the logic of the “pedagogy of social constructionism” (P. Berger and T. Lukman), is able to significantly increase the level of education if the work of students is properly organized in it: it will create a solid base and allow to prepare a specialist who is well trained and possesses competencies at a high level. On the example of our distance course “Methodological workshop” for students of OS Master in specialty 014 Secondary education “Language and Literature (English)”, which organically combines the theoretical principles and practice of teaching English, as well as in-depth study of the courses“Methods of teaching basic foreign language in secondary education”and“Modern technologies for teaching a basic foreign language (English) in high school”, which have practical importance in the professional development of future specialists, we analyzed the productivity of work organization and the effectiveness of students learning in Moodle, using the principle of “constructive coordination” (John Biggs). In its construction, we approached the planning of the entire process of studying the discipline as a set of interconnected types of educational activities of students. The principle of “first content, then technology” works here. This course contains three components that are consistent with each other: 1) expected learning outcomes, consistent with the objectives of the educational program and programmatic learning outcomes; 2) assessment, which verifies certain learning outcomes; 3) all types of activities during the course that are aimed at achieving learning outcomes. Conclusion. According to online surveys and our own experience, the use of distance learning courses created in the Moodle system in the educational process of students allows them to better study a specific academic discipline, helps to improve students’ achievement; complements enriches and makes the learning process convenient for both students and teachers.

The Effectiveness and Issues of Using Feedback in Second Language Writing

Based on the description of feedback in the literature and the classification of feedback by different scholars, this paper discusses the efficiency and possible issues of the teachers’ use of different feedback in the teaching of second language writing. Through interviews with experienced English majors, this paper further demonstrates the importance of teachers' use of feedback in second language writing teaching. At the end of the paper, the author also shows that the combination of different feedback according to specific situations in teaching can better promote the writing proficiency of second language learners.

Factors Influencing Teaching Quality of English Language at High School Level in Southern Punjab, Pakistan

The purpose of the study is to explore the factors influencing the quality of English LL as a foreign language in secondary education. A questionnaire was constructed and applied to cover the main objectives of the current research. A survey method using a five-point Likert-type questionnaire was applied to collect the data from 67 teachers teaching the English language at the school level in the schools of southern Punjab, Pakistan. Collected data were entered in SPSS (Statistical Package for social science). The data was analyzed by using related statistical Testes i.e. descriptive statistics, T-test ANOVA, etc. Findings of the study support appointment of non-qualified teachers, teaching English through science teachers, lack of proper teaching aids through proper and effective English language teaching methodology, lack of proper teachers' professional training, and overcrowded classrooms. On the basis of findings, proper English teachers with appropriate use of teaching methodology to the apt size of the class is recommended.

Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

AbstractHow can we leverage digital technologies to enhance language learning and bilingual representation? In this digital era, our theories and practices for the learning and teaching of second languages (L2) have lagged behind the pace of scientific advances and technological innovations. Here we outline the approach of digital language learning (DLL) for L2 acquisition and representation, and provide a theoretical synthesis and analytical framework regarding DLL's current and future promises. Theoretically, DLL provides a forum for understanding differences between child language and adult L2 learning, and the effects of learning context and learner characteristics. Practically, findings from learner behaviors, cognitive and affective processing, and brain correlates can inform DLL-based language pedagogies. Because of its highly interdisciplinary nature, DLL can serve as an approach to integrate cognitive, social, affective, and neural dimensions of L2 learning with new and emerging technologies including VR, AI, and big data analytics.

Contrastive Study of the Conjunction ‘and’ in English and Armenian

In linguistics the structuring role of conjunctions is emphasized, whereas its pragmatic and contrastive study is often foregrounded. Conjunction may be prerequisite for contrastive study.&#x0D; The present research is mainly aimed at establishing semantic – functional characteristics of the conjunction “and”, as well as identifying its equivalents in Armenian translation. In other words only one translation direction is investigated, namely English to Armenian. The merit of this research lies in the fact that the study of conjunction from contrastive perspective reveals structural similarities and dissimilarities of the source language and the target language.&#x0D; Contrastive study can be used to get new insights into syntax and the findings of this analysis can prove to be useful in such fields as comparative grammar, pragmatics, second-language teaching, etc.

The Impact of Gender, Nativeness, and Subject Matter on the English as a Second Language University Students' Perception of Instructor Credibility and Engagement: A Qualitative Study.

In instructional contexts, instructor credibility or ethos is deemed to play a paramount role in teacher–student interaction and relationships. Much effort has been devoted to instructor credibility conceptualization, measurement, and its association with other instructional variables of interest in dominantly quantitative inquiries. However, little research has been undertaken in second-language education in which communication is both a means and an end. This qualitative research set out to explore the perception of the students of instructor credibility in the context of higher English education and how gender, nativeness, and subject matter might impact their perceptions. It also aimed to study how instructor credibility could, in turn, influence the engagement and success of the students. Thirteen senior students of English as a foreign language from a university in Iran participated in this study. They were given a scenario about their prospective professors for two courses of “Research Methodology” and “Essay Writing.” The professors included four native English- and Persian-speaking male and female PhD holders. The participants were, then, interviewed about their perceptions of instructor credibility, their choices of instructors, and how they would affect their engagement. The data were recorded, transcribed, and recursively analyzed using an inductive thematic analysis. While instructor credibility is commonly characterized as a three-dimensional construct, involving competence, character, and caring, the data analysis generated a new component of performance concerned with the effectiveness of classroom knowledge presentation and activity organization. Caring also emerged as a constituent of a more inclusive component of rapport. Interestingly, albeit they viewed native English professors as generally more competent due to their nativeness, they perceived non-native professors as more credible for both courses, mainly because of their rapport building and familiarity with the needs and challenges of the students. Most of the participants also viewed male professors as more competent and communicative for both courses. The participants also tended to argue that perceived instructor credibility would encourage them to put in more effort in their academic undertakings and to engage in class activities. This would ultimately enhance their academic achievements and success. The paper discusses the findings and implications for second-language instructor credibility conceptualization and practice.