Tool For Language Teaching Research Articles

Enhancing Metalinguistic Awareness Through Microlearning: A Comparative Analysis of Catalan Acquisition Between Multilingual French and English Learners

Knowing that previously learned languages may influence and support language learning among multilingual learners, equipping educators with diverse tools and resources empowers them to make more informed decisions in facilitating language learning. This holds particular significance in the case of minority languages like Catalan, where resource availability tends to be more restricted. This paper presents the findings of a project aimed at identifying the specific needs of multilingual B1 learners of Catalan. Using a comprehensive five-way classification system, the study compares the written productions of multilingual learners from different linguistic backgrounds (English and French L1 learners of Catalan). Analyses revealed a similar pattern regarding the nature of the errors, with incorrect word selections at the lexical-semantic, syntactic, and orthographic levels being the most frequent. Both groups differ significantly in terms of the distribution of errors; however, they did not differ when the analyses were conducted by error types. In both cases, the most frequent error was the lexical-semantic misselections, with false analogies and incomplete applications of rules explaining the errors. These findings led to the creation of just-in-time microlearning capsules tailored to address these issues. The microlearning capsules were designed to enhance students' metalinguistic awareness. Students' and teachers' perceptions of the tool were also assessed, and both groups predominantly viewed interlinguistic information as beneficial to language learning. This project highlights how microlearning, tailored to frequent errors, can bolster multilingual learners' acquisition and provides promising tools for language teaching.

Perceptions of Chinese University English Majors on the Use of WeChat as a Platform for Peer Feedback in English Writing

Peer feedback is widely acknowledged as a valuable addition to English language learning, with several research confirming its various benefits in improving English writing skills (Liu & Edwards, 2018). WeChat is the main communication tool in China, especially among young people. However, its potential for peer evaluation in English writing has not been thoroughly explored especially for English language learning, and more specifically for giving and receiving peer feedback for English writing. Current research mostly centers on Chinese college students, neglecting English majors who have comparable difficulties in mastering English writing abilities (Gan et al., 2004). Therefore, this study aims to investigate the perceptions of Chinese English majors on using WeChat for peer feedback. Data was gathered using a structured questionnaire that was designed based on the Technology Acceptance Model (TAM). The results show that most respondents have a good attitude towards using WeChat for peer feedback. Respondents have positive views on the platform's effectiveness in enabling peer feedback, along with factors like output quality, results demonstrability, and perceived ease of use. Participants also positively view aspects, such as external control, behavioral intention, voluntariness, and perceived enjoyment in using WeChat for peer feedback in English writing. Integrating WeChat as a peer feedback platform is considered beneficial for enhancing the teachinglearning process, which is important for educators and curriculum designers. The researchers posit that the use of WeChat as a platform can facilitate peer feedback for students’ English writing learning as a second language teaching tool as it shows the potential to improve the effectiveness of English education whilst also promoting the use of technology outside the classroom for peer feedback and interactive English language learning.

Advancements and challenges in AI-driven language technologies: From natural language processing to language acquisition

This paper explores the evolution and impact of artificial intelligence (AI) in the realm of language technologies. We trace the historical development of language models in AI, starting from the rule-based systems of the 1960s to the sophisticated neural networks of today. The current state-of-the-art technologies, particularly transformer-based models like OpenAI's GPT series, are examined for their capabilities and limitations. We delve into the role of AI in language acquisition and learning, highlighting AI-driven language teaching tools such as Duolingo and Babbel, and discuss their effectiveness and challenges. Furthermore, the paper explores the significant contributions of AI in second language acquisition research, including the development of predictive models and sophisticated learner profiles. Ethical considerations and challenges, such as data privacy and potential biases, are also addressed. We discuss advancements in natural language processing (NLP) applications like text and sentiment analysis, speech recognition and generation, and machine translation, along with their cross-linguistic challenges. The conclusion envisions future directions for AI in language technologies, emphasizing the need for multimodal inputs, efficiency, and enhanced interpretability.

THE ROLE OF L2 TRANSLATION ACTIVITIES IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING: A STUDENT’S PERSPECTIVE

THE ROLE OF L2 TRANSLATION ACTIVITIES IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING: A STUDENT’S PERSPECTIVE

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

A systematic review of the use of WeChat in teaching Chinese as a foreign language

Abstract Over the years, social media have gained popularity as tools for language teaching. The social media platform WeChat has been employed for teaching Chinese as a foreign language (TCFL). While studies have investigated the use of WeChat for TCFL, no systematic reviews have been conducted to provide an overview of existing research. This review article examines empirical studies on WeChat in TCFL, summarising their main characteristics, findings, and critically assessing the quality and relevance of the available evidence. Scopus and Web of Science were used as primary databases for this review. Relevant studies were identified by using keyword sets such as “WeChat Chinese language”, “WeChat Mandarin”, “WeChat Hanyu” and “WeChat Putonghua”. The review identified the contexts, research methods and themes of the selected articles. The main themes include language learning, social interactions, learner agency and motivation. The paper also discusses the implications of using WeChat for TCFL and highlights areas for future research. It is hoped that the insights provided here will inform the design and implementation of future courses that use WeChat or other technology-assisted applications for language teaching.

Beginning and first-year language teachers’ readiness for the generative AI age

The public release of ChatGPT in November 2022 ignited an intense debate about the effects generative AI (GAI) tools will have on language teaching. The advanced capability of GAI tools and their rapid uptake by students has brought both challenges and opportunities to language teachers. This qualitative study, using in-depth individual and group interviews with ten beginning teachers and seventeen first-year English language teachers, explored their readiness for using GAI tools in their professional work and their perceptions of GAI in language teaching. The study found that first-year teachers were generally ready for the use of GAI tools and could recognize its potential to support their professional work. This was largely due to their experiences using ChatGPT. However, beginning teachers were not ready to use GAI tools in their professional work and had little knowledge about them. The study provides insights into the participants’ GAI readiness; awareness of GAI tools and their capabilities and functions; utilization of GAI tools for language teaching; views towards students' use of GAI tools; and thoughts on how to prepare language learners to use GAI tools productively and critically. The study has implications for the preparation and professional development of early career teachers in the GAI-age.

Construction of Interactive Teaching Platform for College Language Courses Based on Speech Recognition Technology

Abstract This study constructs an interactive teaching platform based on speech recognition technology for language courses in colleges and universities. The study begins with preprocessing speech signals, including sampling, enhancement, pre-emphasis and other steps. Subsequently, speech features are extracted using Improved Mel Falling Spectral Coefficients (IMFCC), and features are optimized by combining Principal Component Analysis (PCA). In addition, the study uses the Long Short-Term Memory (LSTM) network and Gated Recurrent Unit (GRU) to improve speech recognition’s accuracy and efficiency. The experimental results show that the method in this study achieves an average accuracy of 98% in classroom speech emotion recognition, which is a significant improvement over the traditional ADASYN method. This paper also provides an in-depth study of classroom interaction behavior by comprehensively analyzing the speech recognition results. The study shows that the platform can effectively promote the interaction between teachers and students and improve the quality of teaching. This study provides an efficient interactive tool for language teaching in colleges and universities, which helps to realize a personalized and dynamic teaching process.

Linguocultural Commentary as a Means of Immersing Foreigners in the Russian Mentality when Studying a Local Text (on the Example of Work with the Essay by E. I. Nosov «The Road Home»)

The article dwells on the experience of using an authentic text in the classroom with foreign students.The relevance of the study is due to the scientific, theoretical and practical significance of the problems associated with understanding and adequate interpretation of the new linguoculture and is determined by the search for optimal tools for language teaching within Russian linguoculture, the study of which involves identifying the specifics of the worldview of Russian speakers, understanding the mentality of the inhabitants of Russia as a whole and the region in particular, where foreigners are trained. The scientific value and novelty of the research lie in the development of tools – a linguocultural commentary to authentic texts of a regional theme – in order to develop communicative and linguocultural competencies.The study is carried out on the material of the essay by E.I. Nosov “The Road Home”, which reflects Kursk regional realities, thus allowing to update linguocultural knowledge and develop communication skills. The object of commenting in a foreign audience is, first of all, vocabulary with a pronounced national and cultural component: archaisms, historicisms, neologisms, anthroponyms, toponyms, phraseological units, etc.The study is based on an interdisciplinary approach that integrates knowledge from various fields of science: linguoculturology, philology, cognitive linguistics, and linguodidactics. In the process of research, such methods as commenting, statistical, comparative-analytical methods were used.To assess the effectiveness of the methodology of linguocultural commenting on the authentic text, a test was conducted in the experimental and control groups of foreign students. The results of the test showed that the linguocultural commentary contributes to the understanding and adequate perception of the new linguoculture, the development of communicative competence.

Effectiveness of music education in developing and fostering reading and writing for learners

Background: It is well-known, but perhaps not well documented, that after the first democratic elections in 1994, South African education was declared standard. However, poverty is widespread in rural-based schools, which negatively impacts the development of quality education for learners. This is attributed to the unique challenges that learners in rural-based schools face that affect their quality of education. Apart from inadequate state funding, insufficient resources, and underqualified teachers, learners are faced with poor reading and writing in foreign languages such as English. Furthermore, teaching language incorporating music as a supportive tool has been neglected. Music can be a powerful tool for language teaching for several reasons. This has become a significant contributor and barrier to effective education.Objective: Therefore, from this background, this article aims to discuss the effectiveness of music education in developing and fostering reading and writing in rural-based schools.Method: A qualitative research method was used embedded within content analysis of existing scholarly writings.Results: Framed within music learning theory, the findings of this article reveal that music education plays an essential role in improving the readability of learners, especially in rural-based schools.Conclusion: This article concludes by affirming that music education is essential in developing and fostering the reading and writing of languages such as English in rural-based schools. However, this calls for the Department of Basic Education (DBE) to provide a proper music infrastructure in rural-based schools.Contribution: This article provides new insight about the role of music education in improving reading and writing for learners.

New Web-Based Corpus Tools for Language Teaching and Learning

New Web-Based Corpus Tools for Language Teaching and Learning

Virtuaalisuus ja videovälitteisyys kielenoppimisympäristöjen muokkaajana

This article addresses the current use and future prospects of virtual and video-mediated language teaching and learning. We outline some basic considerations in the use of virtual and video-mediated tools for language teaching and learning initiatives, and introduce recent studies on these technologies with a particular focus on the educational context of Finland. We discuss how virtual and video-mediated tools can create opportunities for interactive learning environments and shape practices of language teaching and learning by configuring their multimodal, embodied and mediated nature. To conclude, we reflect on what the integration of virtual and video-mediated technologies in pedagogically meaningful language learning environments calls tor from teachers, schools and teacher education.

Integrating Canva as Teaching Media and Project Based Learning Tool in Language Teaching

Due to the pandemic condition, teachers are forced to adapt with the condition where Digital technology are heavily involved in the process of teaching and learning. Digital application with the feature of online meeting and Management system are become the main spotlight for teacher. Through Canva, teacher can assign their students to working on the project together with their friend. Several things need to be considered in using Canva are; it is heavily dependent on internet connection and because Canva is not an application that create for education purpose alone. so, teachers will have to use their creativity in integrate it with their teaching and learning activity which might need more effort than using the application which solely create for educational purpose. In short, Canva is digital application which create for creating and designing but it also can be used in teaching and learning activity. It is dependent on the teacher on how they will use it.

The Effectivenes of Using Instagram as Online Media toward Writing Descriptive Text at Tenth Grade of Senior High School 8 Jambi City

The popularity of social media between students can be used as a language teaching tool. One of popular is Instagram this is a social network that can be use to take pictures and videos, and share publicly or privately on the application. This study aims to research the effectiveness of using Instagram as a online media toward writing descriptive text. This research was conducted toward the tenth grade of senior high school 8 Jambi city in semester two there were 34 students participated in this test. Seventeen students participated in control class and also seventeen students in experimental class. Based on the researcher findings and discussion, it can be concluded that the use of instagram as online media toward writing descriptive text at the tenth grade of Senior high school 8 Jambi City. It was proven by the students mean score improvement from pre-test and post-test. The students mean score of pre test was 36,76. Which was classified as very poor classification, while that of post-test was higher than mean score of pre-test as 53.67 which was classified poor category. Moreover, based on the data analysis, t-test was value. It means that there was a significant difference. Therefore H0 was rejected and H1 was accepted. In other words, the use of instagram as online media toward writing skills students in descriptive text

Exploring the Multilingual Applications of ChatGPT

ChatGPT's ability to realistically mimic human conversation and its high level of ability to handle linguistic ambiguity opens new and exciting avenues in language learning. Building upon the technical affordances of ChatGPT, this study explores the perceptions of educational affordances when incorporating ChatGPT across languages discussed by language communities on YouTube and identifies best practices for its effective use in language education. Through inductive content analysis, this study discussed 18 languages categorized into four groups: (1) romanized languages with high resources, (2) non-romanized languages with high resources, (3) languages with medium resources, and (4) less frequently used languages. The findings reveal consensus that (a) ChatGPT is a valuable and remarkable tool for language teaching and, (b) learning and it cannot fully replace teachers, as humor, wit, and sympathy cannot be programmed. Two potentially significant issues or two gaps were identified and discussed: namely, the learning optimization gap and the knowledge comprehension gap.

‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand

ABSTRACT The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding ChatGPT as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate that the participants exhibited positive attitudes towards ChatGPT and acknowledged its diverse applications, including lesson preparation and language activity creation. The participants also highlighted the limitations of ChatGPT, particularly in its dependability, trustworthiness, and capacity to promote excessive student dependence. This study makes a valuable contribution to the extant literature by illuminating the potential benefits and drawbacks of utilising ChatGPT in language education.

Attitudes of Turkish EFL Teachers and Native English Tutors towards Posters: The UK and Turkey Contexts

Since espousing posters as essential teaching materials to leverage learning is one of the mainstreams in the research paradigm, the great majority of studies on their effectiveness in language education are directly conducted on learners. However, approaching them through the lens of teachers in terms of their consideration as language teaching tools is underrepresented in research. Thus, this qualitative research was conducted in Turkey and the UK using semi-structured interviews, a survey and non-participant classroom observations to explore the attitudes of English as a Foreign Language (EFL) teachers towards using posters as a strategy for reading comprehension of learners. Besides demographic features, syllogistic inference through inductive high-level data coding was employed to ascertain teachers’ attitudes. In addition, some classroom practices were observed to test whether they overlap with teacher attitudes. Particular reading strategies the teachers employed throughout their instructions were also investigated to identify the role of visuals in their teaching. The findings indicate that although teachers in both countries exhibit positive attitudes towards using posters as a strategy, they do not in fact employ them properly in classes. Accordingly, some suggestions for further research considerations are also provided.

Use of Digital Tools by English Language Schoolteachers

The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how the participants used them. Fourteen categories of tools utilized by teachers in their professional practice were identified. These were further categorized into core, additional, and remote digital tools based on their mode and frequency of use. Affordances of the core digital tools for language teaching were identified, with examples of teachers’ pedagogical uses of the tools presented. By providing an overview of digital tool use, teachers, school leadership, and professional development providers can better understand how teachers should be prepared for the digital realities of schools. In addition, this study provides a model for understanding the context and subject-specific bidirectional relationship between tools, their affordances, and teachers’ professional tasks.

Digital Storytelling in an Online EFL Course: Influences on Speaking, Vocabulary, and Cognitive Load

Digital Storytelling (DS) is an alternative instructional tool for language teaching to make the relevant process more engaging through the use of technology and to facilitate effective language learning. This single case study explored the impact of DS in an online EFL lesson on speaking and vocabulary achievement in consideration to cognitive load effect. The study utilized mixed-design analysis strategies as quantitative tests (pre-and post-vocabulary test, speaking evaluation rubric, cognitive load scale) with 33 Turkish EFL learners studying at tertiary level who participated in an online English course and interviews with 21 volunteers. Quantitative findings revealed increased vocabulary achievement after DS use and improved English-speaking skills in terms of spoken grammar, vocabulary use, fluency and coherence, and pronunciation after repeated DS use in three stories, despite high level of cognitive load due to technical incompetency of the participants. In addition, the results obtained from the qualitative data match with the results of the quantitative data in terms of positive evaluations on the impact of DS for vocabulary use, error correction, sentence formation, pronunciation, and self-study. DS can also be effectively used in online EFL education by eliminating the drawbacks of students’ digital incompetency at tertiary level. The results of this study are expected to shed light on the practitioners aiming to use DS in online language learning for teaching speaking and improving vocabulary achievement.

The principles of using computer technologies in the formation and development of students' language skills

According to various scientific experiments, many language learners have difficulties in learning pronunciation, they have problems explaining their speech to others while speaking English, and they have problems in understanding others' speech. To eliminate and prevent these, we must use effective methods and tools in teaching pronunciation. The role of technical means is incomparable in this. Technical means can be understood as phonograms, videos, audio-video programs and television, video device, computer, as well as projector, dictaphone and many other language teaching tools that allow their use. These tools can be used independently and in the classroom. Since English language is needed for personnel in all fields, it is becoming important to teach the language at the level of modern requirements and using technologies. While learning English, we should master it fluently and without various mistakes, especially without pronunciation defects. The reason is that language is a communicative tool, and if we make typical mistakes in its use, it can lead to misunderstandings between the speaker and the interlocutor. If the speaker does not have the skills of correct pronunciation, his careful mastery of words and grammar seems insignificant and he cannot show his knowledge and skills to everyone.