Support Language Learning Research Articles

Navigating the Educational Landscape: Unveiling the impact of ChatGPT in Teacher-Student Dynamics

Objective: The study aims to explore the role of ChatGPT as an Artificial Intelligence tool in education, critically evaluate its performance, discuss potential problems for students, and propose enhancements to improve teacher-student relations. Method: The research utilizes secondary data gathered from various publications, including magazines, books, journals, and websites relevant to the subject. The study focuses on unveiling the impact of ChatGPT on teacher-student dynamics. Results: ChatGPT offers several advantages in education, including customized learning, constant availability, instant feedback, homework assistance, and support for language learning. It can also enhance engagement and provide consistent quality at a lower cost. However, the study identifies significant drawbacks, such as a lack of emotional intelligence, contextual understanding, and personalization. There are concerns about misinformation, over-reliance on technology, privacy, security, and inadvertent bias reinforcement. To address these issues, the study recommends implementing effective feedback mechanisms, conducting regular security audits, promoting collaborative learning environments, and continuously updating AI models. Conclusions: While ChatGPT has transformative potential in education, its implementation must be carefully managed to avoid depersonalization and reliance on AI at the expense of human interaction. The study emphasizes the importance of balancing AI with the human touch in education, ensuring ethical guidelines, and promoting digital literacy. A collaborative effort among educators, policymakers, and technologists is crucial for responsible and ethical integration of AI in education.

The Role of Parents in Increasing Children's English Vocabulary in Kelambir V Kebun

This research aims to discuss the important role of parents in increasing children's English vocabulary because there are still many parents who lack a role in improving children's English skills, especially increasing English vocabulary to improve language skills. Language skills are an important aspect of children's language development and have a significant impact on children's communication abilities. This study explored various ways parents can play a role in expanding children's English vocabulary. This research method involved a review of literature investigating the role of parents in children's vocabulary development. The research method used was qualitative research. Nine parents in Kelambir V Kebun Village were selected purposely as the subject of the research. Interview and observation were used to collect the data. The research results showed that parents had a strong influence in enriching children's vocabulary through speaking models, providing visual stimulation, and providing access to various English learning resources. In addition, this research also underlined the importance of creating an environment that supports language learning, adopting a positive approach, and understanding the child's developmental level. This research implied that parents have a central role in helping children acquire strong English language competence. By actively involving themselves in the language learning process, parents could make a significant contribution to the growth of their children's English vocabulary, but there were still many parents who did not have much effort and methods to increase their children's English vocabulary so that children had insufficient vocabulary.

Self-Access Language Learning Support in Europe: Observations and Current Practices

This research examined the practices and spaces for self-access language learning (SALL) support, such as self-access learning centers (SALCs), learning resources, other learning spaces, advising, learner development, and social learning opportunities in leading institutions in Europe. The researcher analyzed how language learner support is conceptualized, operationalized, and evaluated at three institutions in Italy and one in Germany. The research was conducted through systematic observations during site visits, document analyses, and semi-structured interviews with staff and students in the four institutions. The researcher also drew on findings from the recent literature, insights from recent conference presentations, and discussions with colleagues based elsewhere in Europe to make observations about current trends in SALL in Europe. Six themes emerged from a thematic analysis of this data. The research offers perspectives for students and teachers interested in supporting learning outside the classroom in Europe and elsewhere.

Examining the Impact of Chatbot-based Language Learning Support, Adaptive Learning Algorithms, and Virtual Reality Language Immersion on EFL Learners' Language Learning Proficiency and Self-Regulated Learning Skills

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

Google Sites: Maharatul Istima Learning Innovation in Madrasah Tsanawiyah Class 7

In the current digital era, the integration of technology in the learning process at Madrasah Tsanawiyah is becoming increasingly important to improve the quality of learning and students' skills in utilizing technology. This research aims to help educators and students utilize Google Sites media to assist the learning and teaching process, explain the steps for using Google Sites, and find out the advantages and disadvantages of Google Sites. The method applied in this research is the literature study method or literature review. The results of this research show that Google Sites-based Arabic language learning media in improving maharotul istima can be used as a support for Arabic language learning (maharotul istima) to help students learn independently. This Google Sites-based Arabic language learning media is flexible because it can be accessed via smartphone, laptop, or tablet.

The Impact of Quizlet on Vocabulary Achievement among Non-English Major Students at Dong Nai Technology University

This research aims to investigate the impact of Quizlet, a digital learning tool, on vocabulary achievement among non-English major students at Dong Nai Technology University. Vocabulary acquisition is a crucial aspect of language learning, particularly for non-English major students who often face challenges in mastering vocabulary. Quizlet, an online platform offering various interactive learning activities, has gained popularity as a supplementary tool in language learning contexts. This research aims to explore the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major students and its implications for language education at the university level. A quantitative analysis of pre-test/post-test scores is employed to provide comprehensive insights into the impact of Quizlet on vocabulary achievement. The findings contribute to understanding the potential of digital learning tools like Quizlet in supporting language learning and informing pedagogical practices for non-English major students.

The quality of universal language supporting provision in maintained nursery classrooms in economically disadvantaged areas of England: Identifying strengths and areas for development

Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality language teaching for all children in early years classrooms, is widely acknowledged as an appropriate means of supporting language learning need. An understanding of the current quality of language supporting practices in English early years settings is essential to inform teaching practice and professional development, but evidence is limited. Methods: This study employed the Communication Supporting Classroom Observation tool in 39 nursery classrooms in economically disadvantaged areas of England to identify strengths of practice and key areas for development. Results: Observations revealed well-equipped physical learning environments and responsive teaching practices, but few structured opportunities for language learning and development. Variation in quality was observed across the nursery session. Conclusions: Findings suggest a need for adaptive professional development programmes supporting the more consistent use of structured language learning opportunities, the enhanced use of interaction promoting strategies and the provision of more complex and contingent language models. Further investigation of language supporting practice at a fine-grained level is desirable.

Learning Strategies Used by ESL Students in Learning English at Capiz National High School, Philippines

Learning strategies encompass deliberate techniques and methods employed by individuals to optimize their acquisition and comprehension of information or skills. Among the categories of language learning strategies frequently utilized are memory, cognitive, compensatory, metacognitive, affective, and social strategies, all of which serve as valuable tools for enhancing language acquisition efficiency. Consequently, this study aims to assess the utilization level of language learning strategies, determining the extent to which students employ these strategies, and identifying the most and least utilized strategies in learning English. For data collection, this research adopted Oxford's Strategy Inventory Language Learning (SILL) questionnaire version 7.0. Employing quantitative descriptive methods, data were gathered from 42 Capiz National High School ESL students. The findings revealed a tendency among students to utilize strategies in their English learning endeavors, with cognitive strategies being the most frequently employed and affective strategies being the least used. These results underscore the importance for ESL teachers to tailor teaching methods, materials, and activities to align with students' preferred strategies, thereby supporting language learning effectively. Additionally, future studies are recommended to utilize larger and more diverse samples to further explore the relationships between learning strategies and other variables in greater depth.

Możliwości wykorzystania metafor konwencjonalnych w nauczaniu słownictwa i frazeologii języków obcych na przykładzie języka polskiego jako obcego

The article discusses the use of conventional metaphors, proposed by G. Lakoff and M. Johnson, as a tool for teaching vocabulary and phraseology at advanced levels of language proficiency in the context of learning Polish as a foreign language. As this methodology is insufficiently represented in teaching materials, the article highlights the advantages of a systematic and long-term approach to teaching metaphors. Such advantages include deepening knowledge of vocabulary by a consideration of metaphorical meanings, understanding the role of metaphors in mental processes; providing insights into Polish culture and mentality as well as into the students’ own cultures, as expressed through their native languages; and stimulating students’ mediation skills. The article also provides examples of exercises to aid the discovery of different types of conventional metaphors and establish an understanding of their function. It concludes by emphasizing the importance of developing collections of exercises and projects – in both printed and interactive forms — to support language learners. Overall, the article promotes the use of conventional metaphors as an effective method for improving linguistic and communicative competence in foreign language learning.

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.

Investigating the life cycle of language learning applications: Going beyond the Hype Cycle

As learning is more real and permanent when connected to learners’ private lives beyond the classroom (Godwin-Jones, 2011), mobile-assisted language learning (MALL) has emerged as a good way to support language learning especially in informal contexts. With thousands of language learning applications (apps) becoming available, more and more language learners have started to use them as a support for their language learning. The purpose of this research is to investigate the life cycle of language learning apps and the reasons why learners decide to start, stop and restart using apps to better understand the real situation of the use of the apps. The data collected from a survey of 186 participants with experience of using language learning apps were analyzed. The results showed that the language learning app has three different phases in its life cycle, which are “increasing period”, “decreasing period” and “reviving period” with three turning points. This life cycle is similar to the Hype Cycle, a model describing how a new technology develops. Furthermore, the reasons behind the three turning points were also discussed. Influence from teachers and friends was the most significant one among factors contributing to starting using apps; the reasons for abandoning apps can be divided into app-related ones such as dissatisfaction of apps and learner-related ones such as stop learning a language; restarting to learn a language is the major reason for participants who chose to use apps again. The results also revealed that language learners had a positive attitude towards language learning apps, while the high abandoned rate of using apps also indicated that both apps and learning patterns could be improved if teachers can provide more sufficient and appropriate guidance to support the selection and use of apps, and app-designers can include more meaningful and interactive activities rather than just providing drills.

Foreign Language Anxiety in Education

Foreign Language Anxiety (FLA) poses a pervasive challenge for language learners venturing into the acquisition of a new language. Manifesting as heightened fear and anxiety, it significantly impacts the learning process. This comprehensive review aims to explore the origins, consequences, and aftermath of FLA, encompassing both traditional in-person learning and the virtual realm of online education, i.e., within the context of modern educational approaches, including distance and online learning. The narrative navigates the intricate interplay between anxiety and language acquisition, underscoring the pressing need for additional empirical evidence. The study emphasizes elucidating the origins and consequences of FLA and its impact on language learners in diverse educational settings. Highlighting the urgent requirement for empirical evidence, the review provides essential guidance for the development of holistic methods to nurture and support language learners as they progress toward linguistic proficiency. Finally, the review concludes by offering recommendations for future research endeavors pertaining to FLA.

Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction

ABSTRACT The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates’ (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers’ video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.

The Pedagogic Value of Children’s Literature

The texts of children’s literature have unique features and the language teachers still have limited ideas on how these texts support language learning. At this juncture, this article aims at exploring the value of children’s literature in language learning. Simple, interesting and linguistically rich texts of children’s literature make classroom environment conducive to learn. These texts engage students in different communicative and cooperative tasks: pair and group discussions, jigsaw, simulation and role play. These texts contribute to students’ language enrichment, development of communicative competence, inferential, and interpretive skills and ultimately lead them to creative writing. Children’s literature is pedagogically crucial for students and teachers.

Supporting content and language integrated learning through computer-based dual concept mapping

Among various approaches to teaching and learning English as a foreign language, content and language integrated learning (CLIL), i.e. learning subject content in a non-native language, has received wide attention. Despite its positive effects on language learning, CLIL poses cognitive challenges to learners. To deal with the challenge, prior studies applied concept maps to visualize knowledge structures to support content learning, but paid inadequate attention to visualizing text structure to support language learning. Some studies mixed knowledge structure and text structure in one concept map, failing to help students distinguish between knowledge structure and text structure. It is important to visualize both knowledge structure and text structure and present them in two parallel concept maps to facilitate CLIL. To this end, this study proposed a computer-based dual concept mapping approach visualizing both knowledge structure and text structure of learning content in two parallel concept maps to support science content and English language integrated learning. This study was conducted with 89 eighth-grade students from two classes, who were randomly assigned to either the experimental or control condition. Students’ achievements in English language and science knowledge were assessed by knowledge tests; their cognitive load was measured through a questionnaire survey. By comparing student performance in the two conditions, the study shows that the experimental group experienced a lower level of cognitive load and achieved better learning outcomes in both science knowledge and language performance. Further, there were more significant differences between experimental and control groups for low and medium achievers in English language than for high achievers, indicating that the proposed approach was more beneficial for the former. The findings provide new insights into the pedagogy and strategy for CLIL, that is, visualizing both knowledge structure and text structure of learning content in two parallel concept maps with the support of concept mapping technology.

Promoting multilingualism and executive functions: a cross-cultural study on language learning support

This cross-cultural study examined the impact of multilingualism on executive functions in adults. The research sought to understand how language diversity influences cognitive abilities, particularly executive functions, across different cultural backgrounds. The study used email interviews with five open-ended questions to examine difficulties and methods for helping teachers and parents with language learning. Six ESL teachers and six Arabic-speaking parents whose children were enrolled in the ESL program were purposefully chosen for this study. The study identified the communication and coordination challenges between ESL teachers and parents in supporting language learning among ESL students, emphasizing the importance of trust and respect. Effective strategies for language acquisition, such as regular communication, integrating language learning into daily routines, utilizing technology, and involving children in cultural events, were identified. Inclusive teaching practices and the role of caregivers in language learning were also discussed as significant factors. Diverse participants should be involved in future research on language learning support while exploring effective collaborative strategies and multiculturalism.

Kialo Edu

Online discussion has been widely used as a tool to support language learning. However, to date, there still remain many challenges for language teachers to efficacy of online discussion. This technology review provides a quick view of Kialo Edu, an online debate platform. It emphasizes the platform’s utility in enhancing critical thinking, writing skills, and collaboration among language learners.

Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement

Researchers have firm reason to unlock the potential of social networking technologies today because of the rapid development of these platforms, which may be used to enhance educational outcomes. Despite the widespread recognition of social media's influence on the second/foreign language learning process, few empirical research has attempted to find out how Instagram feed-based tasks impact learning and supported self-esteem, academic buoyancy (AB), academic engagement (AE), and language achievement (LA). In order to address this knowledge gap, the present study investigated how Instagram feed-based assignments may be used to improve self-esteem, AB, AE, and LA for EFL students. This was accomplished by randomly assigning participants into two groups (experimental and control) from a pool of 93 intermediate EFL students. Students in the control group (CG) participated in online webinars on a consistent basis. Students in the experimental group (EG) took part online webinars. Moreover, they were given assignments based on Instagram feeds. The Multivariate Analysis of Variance (MANOVA) of the data showed that the EG fared better than the CG. The findings underlined the substantial benefits of Instagram feed-based activities in promoting self-esteem, AB, AE, and LA. Possibilities for future use of Instagram task supported language learning and teaching may arise as a result of this study's implications for students, educators, and policymakers.

В поисках способов организации онлайн-обучения студентов языкового вуза в условиях глобального форс-мажора: из опыта работы

Global force-majeure events and circumstances of recent years make it necessary to revise approaches to the implementation of the educational process, including language education. The crisis factor of 2020-2022 and the unprecedented increase in the importance of distance learning are complemented by the factor of transition to a post-non-classical educational system characterized by openness, autonomization, and personalization. Taking these factors into account, the article attempts to rethink the possibilities of organizing the educational process in the field of teaching foreign languages and linguistic/linguodidactic disciplines in a language pedagogical university. The research methods used were analysis (both empirical and theoretical - namely, scientific and methodological publications of recent years describing the possibilities of organizing the learning process in the field of language education in the context of epidemiological and socio-political crises) and design of own methodological “products”. The research is based on three fundamental questions that have arisen in the new realities and represents a search for an answer to them: 1) what should be the optimal educational environment to realize the continuity of face-to-face and online learning in language education context? 2) what should be relied on and how to compensate for the problematic aspects of online learning in a language university? 3) what should be renewed in the teaching process in the online reality? The existing most popular online learning platforms (Moodle/LMS, Google Classroom, MS Teams, etc.) were investigated from the point of view of their compliance with the needs of language education. The requirements for a domestic learning platform, which should provide effective management of the educational process, were defined. These requirements include the following: a) the availability of intuitive (for the teacher) tools for course development and administration, b) the availability of channels for written and necessarily audiovisual communication between the teacher and students, c) the ability to place exercises and assignments of different types, assign individual, pair and group tasks, d) the ability to create a library of resources (data bank with teaching materials), e) the availability of a virtual interactive whiteboard, i.e. a space for collaborative work, presentation of materials and the results of the course. The leading requirement is to provide a unified educational media space for different formats/models of language and theoretical learning. This means that the platform should support language learning in three modes and allow switching between them at any time: face-to-face, remote and hybrid synchronized face-to-face and remote modes. The analysis of advantages and disadvantages of the learning process in the conditions of online learning has allowed us to identify several directions for the transformation of the learning process in the new conditions, in particular: 1) reducing the share of formal-quantitative answers and shifting the emphasis to the types of work that require activation of universal thinking actions, critical and creative thinking within the framework of problem tasks, 2) increasing the degree of interactivity of written statements (thanks to the Web 2.0 opportunities), which implies the mandatory reading and commenting of written work by other students, differentiated teaching of written online speech, 3) introduction of technology for the “controlled autonomous learning”, including the context of informal learning, and 4) development of a new generation of training courses, as well as modification of existing ones, taking into account the learning potential of Web 2.0 resources, which will make it possible to realize the possibilities of managing students’ independent work through these resources. The main attention should be paid to the development of learning autonomy and differentiated opportunities for student self-actualization. In order to implement some of the selected directions of the learning process transformation, we have developed and introduced into practice: a) technology of managing the student's daily learning activity (the author’s developments are presented: “Map of goal setting and planning of daily foreign language activity” and “Reflexive map of daily foreign language self-study”, the methodology of organising work with these maps is described), b) new aspects of the foreign language course (in particular, the organisation of independent reading in a foreign language using the interactive potential of social networks), as well as elective courses providing individualisation of learning through the possibilities of Web 2.0 resources (using the author’s elective course “TikTALK” as an example, which aims to study the linguodidactic potential of “new” audiovisual social networks and to give students – future teachers an idea of how authentic materials from the most popular social networks can be used in the learning process, taking into account age specifics and learning content), c) a new model of the course of teaching the language learning methodology.

Tech-Driven Transformation: Improving English Language Instruction With Technology

This article focuses on exploring the transformational impact of technology on English Language Teaching (ELT) in the 21st century. The progress of educational technology and its role is facing challenges confronted by traditional ELT methods. The technologies include virtual reality, audio listening tools, video software tools, grammar tech, mobile applications, and personalized learning. Utilizing technology in language education enhances instruction, practice, and evaluation, as per the World-Readiness Standards for Learning Languages. Technology can support language learners as they use the target language in an interactive, meaningful way. Language educators are responsible for the planning, instruction, assessment, and facilitation of any language course, influencing technology to support language learning. This article emphasizes the need of the significance of teachers’ professional development, digital literacy, and pedagogical training for effective technology incorporation. Augmented Reality (AR) and Virtual Reality (VR) technologies are revolutionizing language education by offering immersive and interactive experiences that engage learners in ways which are unimaginable. Finally, the article emphasizes that by implementing technology considerately, educators can produce inclusive and lively learning environments that empower learners with essential language skills for the digital age.