Target Language Community Research Articles

Instagram vs reality: Exploring local culture through various lenses

Rather than viewing online and face-to-face learning as two dichotomous domains (Kessler, 2018), this study seeks to explore ways that social media can be used to support and facilitate face-to-face exploration and communication in target language environments. It also aims to help English language learners improve their ability to critically evaluate social media by exploring a local community through a critical lens. This study applied the concept of “social media pathways” (authors, 2024) through an experiential learning model to integrate an authentic social networking site, Instagram, into an ESL curriculum for a community engagement project promoting a deeper and multifaceted understanding of the target language community. This study employed qualitative method approach, including seven international students’ reflections, a post-task questionnaire, and focus-group interview data, to investigate how the assumptions made from social media compare with observations made in the field. The findings were then used to establish a “Model for Community Exploration within Virtual and Face-to-face Contexts” that adds to the experiential learning framework the additional stages of experimentation, reflection, and new conceptualization that take place when learners use social media to form assumptions about a community and then use in-person exploration to test those hypotheses.

Attitudes, Motivation, and Beliefs of Online Foreign Language Learners Amidst the Pandemic

Covid-19 pandemic was an event which undeniably changed the paradigm of language learning. Online language learning has emerged as a significant catalyst, shedding light on distinctive attitudes, motivations, and beliefs among learners. The aim of the present study was to explore how learners articulated their attitudes, motivations, and beliefs in this context. To achieve these objectives, two hundred thirteen respondents participated in the study, completing modified versions of the AMTB (Attitude/Motivation Test Battery) and BALLI (Beliefs about Language Learning Inventory) questionnaires. In addition, eight online language learners were engaged in one-on-one interviews. Quantitative data were subjected to descriptive statistical analysis, while qualitative data were transcribed and examined using thematic analysis techniques as proposed by Auerbach & Silverstein (2003). Drawing upon the Complex Dynamic Theory by Larsen-Freeman (2017), the study's findings revealed that foreign language learning during the Covid-19 pandemic constitutes a complex dynamic construct that is profoundly influenced by learners' attitudes, motivations, and beliefs. These findings align with prior research, suggesting that learners generally have positive attitudes toward language learning and the target language community, and they exhibit a high level of motivation in their pursuit of online language acquisition.

Raising Learner Motivation Through a Cultural Pen-pal Scheme

Collaboration amongst colleagues at partnering schools was established in order to decide a shared goal and implement culture into lessons across schools. The aim of this study is to raise motivation for language learning by providing KS4 students the opportunity to interact with the second language community through a pen-pal scheme. Dornyei’s language-related integrative values were applied to develop activities that can raise cross-cultural awareness. Byram’s savoirs informed the assessing of cultural understanding, reflecting on one’s own culture, analysing cultural phenomena and carrying out comparisons. Evidence of these criteria were identified in two sets of email exchanges that KS4 students sent to their pen-pal. To measure the impact of the intervention, pupil work was compared from the first and second email exchange to detect development in cultural understanding. Pre and post intervention questionnaires were employed before and after the two email exchanges, to gauge levels of motivation at School A, surrounding students’ interest to learn about foreign cultures and their attitudes towards direct contact with the target language community. The study found that the initial idea of the pen-pal sparked students’ motivation however, further email exchanges were needed for impact to be made. The study also confirmed that culture and language are inter-related.

(Im-)Plausible Classroom Communities: World Language Learners‘ Perceived Accuracy of Stereotypical Attributions to Teachers of German

ABSTRACT Grounded in self-based and community-oriented concepts of motivation research into learning world languages, this study investigated stereotypes about native-speaker and non-native speaker teachers of German that 110 novice learners of French, German, Russian, and Spanish had encountered. It furthermore analyzed how participants rated the accuracy of the described stereotypes. With the goal to explore whether stereotypical attributions to teachers of German speak to Chavez’s (2021) concept of the plausible foreign-language self, the study examined how clichés about instructors and their perceived accuracy differ between learners and non-learners of German. Statistical analyses showed students awareness of stereotypical notions about teachers of another language and differences between learners and non-learners in perceived accuracy scores. Findings indicate that students’ language choice reflects how strongly students believe in the target-language community’s acceptance of differing characteristics of native speakers and non-native speakers. Ultimately, the study discusses implications for world language classes, programs, and institutions.

Enhancing students’ motivation in foreign language learning

Motivation has been considered one of the main contributing factors to academic success, particularly in foreign language learning classes where there is little contact with the target language community. This is because highly motivated students tend to be ready to learn and engage themselves in the lesson, which allows them to receive more input that will help them to succeed in language learning. Hence, motivation is regarded as an internal power that drives students’ abilities to perform well. However, it is worth noting that motivation in foreign language learning is complicated as every language student walks into the class with different levels of motivation, requiring teachers to be creative in designing the lesson to help them meet their needs and goals. This article discusses common types of motivation and their importance, as well as ways to sustain students’ motivation in language learning. The article concludes with a variety of classroom tips that can be useful in keeping students motivated in learning during the COVID-19 pandemic.

Measuring Motivation in English Schools: The Appeal of Self-Determination Theory

Much SDT research in the language learning domain focuses on the learning of English as a second or foreign language, in many cases by undergraduate students. By contrast, our work focuses on adolescent learners (aged between 11 and 16) of what are termed Modern Foreign Languages—languages other than English—in schools in England. In this context, school-level policy means that language learning is often optional for students beyond the age of 14, and this optionality makes motivation critical. In this article, we suggest that Self-Determination Theory provides a suitable framework for measuring the motivation of such students and compare it with the well-known Second Language Motivation Self-System (L2MSS) developed by Dörnyei. We draw on data from two large-scale studies of school students in England (N1 = 666; N2 = 1797), the first to use the Self-Regulation Questionnaire (Academic) in this context, and a smaller pilot study (N = 338), similarly the first to use the L2MSS in this context, and argue that SDT provides a more useful lens for studying motivation in English schools. As the L2MSS relies heavily on the learner’s Ideal Self, a version of themselves who can communicate competently in the target language, we argue that it is not suitable for use with learners in this context, although there is scope to incorporate some elements of it. SDT’s lack of focus on the target language community, which is not always within reach for students, allows it to better access students’ motivation for study. We consider the implications for future studies of student motivation in an English context, as well as other Anglophone settings.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

At the intersection of language, gender, and religion

Language use is notably connected to the construction and negotiation of gendered identity (Butler, 1993; Cameron, 1997; Norton, 2000; Menard-Warwick, 2009). However, the study of intersectional identities – such as gendered and religious identity – as it relates to linguistic behavior remains a relatively unexplored area of research. This study examines self-reported language use as a gendered practice among Muslim immigrant women in Barcelona (Catalonia, Spain). Using data collected from interviews with 34 Muslim women, this study looks at self-reported gendered roles, as well as the linguistic and gendered ideologies that are reflected in informants’ beliefs about their own language use. Furthermore, this study provides evidence of informants expressing specific gender roles that stem from both the heritage and target language (Spanish/Catalan) communities, as reflected in informants’ tendencies to interact primarily with other women and vary their speech depending on the gender and/or heritage identity of their interlocutors.

Impact of L2 learners' background factors on the perception of L1 Spanish speech

AbstractListener background variables have been recognized as potential contributors to language evaluation bias. This continuum of trait‐irrelevant factors creates implications from the L2 classroom to integration in the target language community. This study examined how L2 Spanish learners' listener background factors including ethnicity, heritage speaker status, and study abroad experience predicted their perceptual ratings of native Spanish accented speech on comprehensibility, accentedness, acceptability, and open‐mindedness. Results showed mixed findings regarding the impact of L2 listener background factors and study abroad experiences on L1 speech perception ratings with little variance explained overall despite significant differences between speech constructs, suggesting that there may be other effects that impact how L2 learners perceive L1 speech. Results support previous findings that learner L2 level and ability seem to influence how target language speech is perceived. Findings provide implications for the fields of study abroad and immersion learning and teaching.

Difficulties and Strategies of Asian EFL Learners in Studying Abroad Context

This article reports on the language learning of Asian English learners in Australia as a target language community. This study's research topic is the difficulties or challenges, and strategies used by the Asian students. Five international Master of Applied Linguistics and TESOL students from China, Japan, Myanmar, and Vietnam are the participants of this study. The data were collected through observation, interview and documentation. The findings of this qualitative study demonstrate that the participants faced some level of difficulty or struggle in all macro skills for a variety of reasons. Surprisingly, the majority of the individuals struggled in speaking skill in the target language community. In terms of learning strategies, the participants used a variety of strategies and made use of their social relationships to aid their learning. Their second preferred strategy is cognitive, followed by metacognitive, which is only used by two participants in dealing with their learning problems.

Social media and learners-as-ethnographers approach: increasing target-language participation through community engagement

This study investigates to what extent a language learners-as-ethnographers (LAE) approach utilizing social media helped English language learners (ELLs) become fuller participants in a face-to-face target language community. The pedagogical design of this LAE project was based on bridging activities and legitimate peripheral participation in situated-learning principles. The instruction was designed to develop awareness of social media literacy as a means for community practice in ELLs’ target language. The study was conducted through analysis of students’ narratives, post-task questionnaires, and individual interviews, including 36 ELLs’ experiences engaging in local communities and their journey from peripheral toward fuller participation. The findings suggest that being exposed to authentic language and situated learning contexts by using social media in an LAE approach helped ELLs gain knowledge in (1) information literacy, (2) target language culture, and (3) sociocultural learning in both online and in-person environments. This study contributes to the current literature by proposing a conceptual model for increasing participation in online contexts based on these three key knowledge and skills, emphasizing the potential of these factors in enabling ELLs to become fuller participants within the face-to-face target language community.

Authenticity of Identity and Second Language Learning

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

Study abroad in Turkey: the role of homestays on second language learning

ABSTRACT Study Abroad (SA) has often been referred as the ideal means to learn a second language due to the unique opportunities it brings to the learners. SA provides learners access to both formal and communicative learning contexts where they can interact with the members of the target language community. Existing studies identified various contextual and cultural factors that support or hinder language learning during study abroad programmes. This paper focuses on the affordances of the homestay environment in terms of L2 learning experiences in the Turkish SA context. Qualitative analysis of semi-structured interviews conducted with the sojourner students indicated that the socio-cultural setting students were exposed to during their time in Turkey played a key role in improving their self-assessed proficiency in Turkish and their understanding of the Turkish culture.

Students' computer-based workshops in mandatory classes of English for students majoring in psychology and linguistics: A comparative experimental study

This article addresses the issue of developing and using students’ workshops in English. In the article, such workshops are defined as the fullest form of peer-teaching in which one or several students (workshop organizers) guide their group-mates in performing extra-linguistic learning activities conducted in the target language. The research describes workshops as one of the most efficient ways of involuntary (subconscious) target language acquisition achieved through extra-linguistic practical (experiential) activities performed by way of communication in the language to be learned. The article reports the results of a comparative experimental study in which students of a non-linguistic major (Psychology) and students majoring in English as a foreign language on which their career option (Applied Linguistics) is based were practicing workshops in English in their mandatory classes on that language. The results of the experimental study clearly demonstrate and prove that workshop practice was quite successful in both cases not only in what concerns the involuntary (subconscious) development of learners’ target language communication skills. No less evident was the development of some of the students’ psychological qualities (emotional intelligence) important for their further studies and professional careers.

Exploring the longitudinal impact of university immersion: Bilingual spaces, multilingual values

Research on public and high school French Immersion in Canada dates back to the 1970s while for higher education, it is still in its infancy. This article focuses on the French Immersion Stream (FIS) introduced in 2006 at the University of Ottawa which enables students to consolidate their knowledge of their second official language by completing 40% of their undergraduate studies in French. Drawing on an academic discourse socialization approach, this paper reports on a longitudinal case study of a trilingual student, Corina, enrolled in the FIS. Interviews over four years, questionnaires, language portraits and textual documents were used to study the impact of the program on her university trajectory. Findings highlight her linguistic and academic gains as well as the forces outside the classroom (e.g., linguistic insecurity and the impact of others' gaze) that both reinforced and challenged her emerging bilingual identity and vision of life beyond graduation. Implications focus on the importance when determining the impact of immersion programs of looking beyond institutional measures of success to also take into account immersion students’ interactions with the target language community and the degree to which it welcomes and encourages these learners.

The Influence the Language Learning Environment on Negative Transfer and its Connection to Status and Face-Saving Refusal Strategies

While there is some research into the role of the target language community in understanding negative transfer and refusals (e.g., Beebe, Takahashi, Uliss-Weltz,1990; Ikoma & Shimura, 1993; Takahashi & Beebe, 1987; Yamagashira, 2001), most research has focused on determining the extent to which L2 proficiency influences negative transfer without close attention to status of the interlocuter or face-saving strategies (e.g., Félix-Brasdefer, 2004; Chang, 2009, Jiang, 2015). In response to this gap in the research, this study reports on findings from an investigation into the negative transfer of refusals among 59 students studying in Japan and the USA. Findings demonstrated that learning environments play a role in determining the frequency of negative transfers and that negative transfer was sensitive to status. Content-related findings suggest that the production of face-saving refusals is sensitive to the learning environment as well. Implications for pragmatic research comparing L1 and L2 environments are offered.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German)

In world language learning contexts, where learners may have infrequent contact with the target language speakers, learners are primarily exposed to these speakers and their cultures through textbooks. Therefore, the representation of the target language communities and their cultures in textbooks greatly influences language learners’ understanding of these communities. Drawing upon the concepts of imagined communities and identities (Kanno & Norton, 2003) and conducting a multimodal critical discourse analysis (Machin & Mayr, 2012), we analyzed three introductory level world language textbooks (Arabic, French, and German) used at a U.S. university. We examined how the texts imagine language learners and target language communities. Our findings indicate that nation-state ideologies and tourism discourse prevail in how the textbooks imagine language learners and communities, and they fail to represent the complex identities and cultures of language users and learners. We found that these textbooks construct language learners as uncritical and apolitical, and represent language communities as homogeneous and essentialized in which minoritized groups are tokenized or erased. This study contributes to the scholarship in textbook analysis with the critical examination of three collegiate world language textbooks through a comparative analysis of the similarities and differences amongst these textbooks. Based on the findings, our paper presents implications for teaching, including class activities that the authors use to counter the problematic discursive construction in these textbooks.

INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

Multilingual and Multimodal Literacy Beyond School : A Case Study of an Adult Vlogger in China

Second language literacy research in recent years has attended to emerging genres and various literacy practices. Less explored, however, are the innovative ways of meaning-making and communication facilitated by the use of multimodal resources in a foreign-language context. To bridge the gap, this study investigates how a Chinese-English bilingual speaker coordinates and orchestrates design elements in her vlogs and how decision makings are informed by various factors. Interview data and vlog analysis show that the participant is skillful in using digital technologies, anticipating audiences’ needs, fulfilling rhetorical purposes, and negotiating with constraining contextual factors. This study challenges the view that learners in an EFL country have limited opportunities to use the language due to the lack of contact with the target language community. It also suggests that EFL educators could build on what learners do on their own while encouraging them to repurpose the use of vlogs and mobile technologies.