Traditional Language Learning Research Articles

This Land is My Land: Teachers' integration of game and novel in English instruction

AbstractBackgroundThe most recent Norwegian educational reform, in force from 2020, was the first to include games alongside more traditional language learning resources (e.g., novels, films, music) in the English curriculum for secondary school. This educational emphasis on games provided a unique opportunity to examine how games are actually used in secondary English instruction in combination with other resources.ObjectivesThe aim of this study was to investigate how the digital commercial game This Land is My Land was used alongside a printed novel in naturally occurring English instruction in two lower secondary classes during a two‐week project labelled ‘The Native American Experience’.MethodsParticipants involved one teacher, nine student teachers and 52 students (aged 13–14). Using a mixed methods design, we integrated quantitative and qualitative analyses of classroom video recordings (N = 20), screen recordings during gameplay (N = 32), student texts (N = 32) and retrospective student interviews (N = 7). We used the validated Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2015) for analyses of video and screen recordings and reflexive thematic analysis (Braun & Clarke, 2022) of student texts and interviews.Results and ConclusionsThe combination of digital game and printed novel during English instruction provided a dual perspective on the Native American experience. While the novel provided a window for observing the topic historically, the game provided a playground to experience the topic interactively. Although the combination of game and novel offered students different perspectives on the Native American experience, we identified missed opportunities for those who gamed before reading, whereas students who read before gameplay used their knowledge from the novel when they engaged with the game content. In the broader context of educational technology and language instruction, this study identified how to combine digital and traditional literacies that acknowledge students' prior knowledge with diverse literacies.

Investigating the Impact of Social Media on Secondary School Students’ Motivation and Engagement in English Language Learning

Abstract: This study explores the potential of social media platforms, particularly Instagram and Twitter, to supplement traditional English language learning for secondary school students. It acknowledges the limitations of traditional methods in fostering real-world language use and seeks to investigate how social media can enhance student motivation and engagement with English outside the classroom. Employing a quantitative approach, the study surveyed 100 randomly selected male students in grades eleven and twelve from Al-Hassan Bin Hashim Post Basic School in Muscat, Oman. Participants, aged 16-17, were active users of either Instagram or Twitter. Data was collected through a questionnaire consisting of 10 closed-ended and 5 open-ended questions. The study found a positive student perception towards the utility of Instagram and Twitter for English language learning. However, students also acknowledged that social media, despite its potential, cannot replace traditional classroom instruction entirely

Exploring the Impact of Youtube on Public Administration Students’ Communication Skills

The transition from traditional classroom-based language learning to online learning outside the classroom particularly in response to the global Covid-19 pandemic has transformed the way educators and learners approach teaching and learning activities. This research provides insights into the views of twelve Public Administration students on the use of YouTube videos for learning English digitally outside the classroom in their speaking class. The investigators utilized a qualitative research approach, conducting thorough in-depth interviews and observations. The initial step in analyzing the data of Public Administration students’ perception was data reduction, which was subsequently followed by additional data reduction and the drawing of conclusions. The results revealed that many of the participants concurred that YouTube had a substantial impact on their speaking class. Despite a small number of students encountering network-related issues, such as quota limitations or Fair Usage Policy (FUP) and advertisements, the study also demonstrated that this web application provided a free supplementary learning course for the speaking class.

SignIt! An Android game for sign bilingual play that collects labelled sign language data

The Deaf or Hard-of-Hearing (DHH) community constitutes over 430 million people globally, with about 70 million of them using sign language as their primary means of communication. India has around 63 million DHH individuals. The DHH community in India faces several challenges, particularly in learning sign language and English, due to delayed diagnosis, stigma, oralism, and a diversity of languages. Digital games for spoken and sign language learning have gained popularity due to their advantages over traditional language learning methods, such as enhanced engagement and socialization, driving increased research and adoption over traditional methods. Moreover, the development of robust machine learning models for sign language recognition, which could significantly improve access for signers, is currently impeded by the scarcity of labelled sign language data. To address these challenges, we collaborated with NISH, an academic institution for the DHH community and developed SignIt!, an accessible and inclusive quiz platform that facilitates the learning of English and Indian Sign Language (ISL) with a secondary goal of data collection. To assess the game's usability, we conducted a study with 20 members of the DHH community, followed by interviewing 15 participants. Overall, our participants answered 2160 quiz questions and created 210 questions. The quiz creation resulted in the collection of three hours of labelled real-world sign language data. The interviews revealed novel insights, such as a preference for playing competitively with friends, empowerment by their agency to be content creators, and early signs of learning English, sign language, and quiz content by playing and creating quizzes. We plan to open-source and release SignIt! to increase its adoption among diverse DHH communities.

Use of Multimedia Tools to Assist English Language Teaching and Learning as a Second Language

Course books are the most popular way to learn foreign languages. However, in the 21st century, there are other ways to learn languages, such as multimedia tools. The use of the Internet, newspapers, radio, or television can be an alternative to traditional language learning methods.The rapid advancement of science and technology, such as multimedia technology, has made it possible to explore this new teaching method more effectively. In reality, multimedia technology plays a vital role in the teaching of English language, particularly in the context of non-native speaking English. It also helps non-native English speakers of language teachers to understand how to use it effectively. The use of multimedia in foreign language teaching has grown steadily, and it has greatly improved the quality of teaching and learning. To effectively teach a foreign language, the traditional method is insufficient. We ought to reconsider the way we teach and accept their impersonal quality as a type of instruction. Thus, we can legitimately use contemporary educational technology to achieve the goal of teaching languages. Nowadays, almost everyone uses multimedia tools to help them with daily tasks. For example, some people get ready to leave the house to the beat of the radio's music, while others can't imagine having breakfast without reading the newspaper and so on.

Exploring Cultural Competence in Business English:

In today’s globalised business world, effective communication and collaboration across cultures are crucial for success. Cultural competence, the ability to understand and navigate cultural differences, plays a vital role in achieving this. However, traditional language learning approaches often fail to adequately prepare learners for the cultural challenges they will face in professional contexts. English for Specific Purposes ‘ESP’ teaching, on the other hand, is well-suited to address this gap by integrating cultural content and skills into language teaching. This paper will explore the importance of cultural competence in Business English and discuss how ESP teaching can bridge the gap between traditional language learning and the needs of the business world. Precisely, the paper will aim to define cultural competence and its importance for Business English learners. It will also outline the challenges and opportunities for integrating cultural content and skills into ESP teaching. Additionally, it will answer the following question: How can ESP practitioners design and implement practical learning tasks to promote cultural competence in their students? The paper will conclude with a summary of the key findings and recommendations for ESP practitioners and syllabus designers.

The Role of Audio Books and Video Books in English Language Teaching (ELT

The integration of audio books and video books into English Language Teaching (ELT) has transformed traditional language learning methods. This research paper explores the evolving role of these multimedia resources in ELT, investigating their benefits, challenges, and pedagogical implications. Through an in-depth analysis of relevant literature, this study examines how audio books and video books enhance listening skills and comprehension, facilitate vocabulary acquisition, cultural immersion and contextual understanding, fosters motivation and engagement, caters to diverse learning styles, and provide authentic language exposure. Furthermore, the paper discusses effective pedagogical strategies for integrating these resources into ELT classrooms. By synthesizing theoretical insights and practical examples, this paper highlights the potential of audio books and video books to create immersive language learning experiences that bridge the gap between classroom instruction and real-world language use.

Improving Kids English Vocabulary Through Immersive Mobile Games

This paper explores the potential of utilizing immersive games to enhance children's English vocabulary acquisition. In a world increasingly reliant on effective communication in English, developing a robust vocabulary foundation is essential. Traditional language learning methods can often be tedious for children, leading to disengagement and reduced motivation. To address this challenge, this study delves into the innovative use of immersive games as an educational tool. Immersive games offer a unique opportunity to create an interactive and captivating learning environment that can significantly improve a child's vocabulary retention and usage. This research investigates the effectiveness of various types of immersive games, including virtual reality, augmented reality, and interactive simulations, in engaging children and expanding their English vocabulary. The study also examines the impact of immersive experiences on motivation, engagement, and overall language learning outcomes. By examining the latest trends in educational game design and language acquisition theories, this paper presents a comprehensive overview of the advantages of using immersive games as a vehicle for vocabulary development in children. It highlights the potential for immersive games to foster a fun and dynamic language learning experience, making it a promising approach for educators and parents seeking to enhance children's English language skills. The findings of this study provide valuable insights into the design and implementation of immersive games for English vocabulary enhancement in children, shedding light on the significant role these games can play in shaping the future of language education. As technology continues to evolve, harnessing the power of immersive games for educational purposes becomes an exciting avenue for nurturing the linguistic abilities of the younger generation. Key Words: English Vocabulary, Immersive Games, Language Learning, Education, Child Learning, Educational Technology, Interactive Simulations, Motivation, Engagement, Language Education, Educational Games.

Harnessing the Power of Technology to Enhance Language Learning and Development

Technology has revolutionized the way we learn and develop language. With the use of technology, it has become easier than ever to learn and develop a new language. Technology has enabled us to access a wealth of language resources, such as online courses, tutorials, apps, and interactive websites. Harnessing the power of technology to enhance language learning and development has become increasingly prevalent in recent years. This abstract explores the central concept of using digital tools and resources to supplement traditional language learning methods. It highlights the various ways technology can improve language learning outcomes, including interactive learning platforms, online courses and tutorials, language learning apps, virtual reality and augmented reality, language exchange platforms, online resources, and adaptive learning systems. The abstract emphasizes the importance of technology as a complement to traditional instruction, providing increased accessibility, interactivity, personalization, and immersion in language learning. It concludes by highlighting the need for human interaction and guidance in conjunction with technology to maximize language learning and development.
 In this article, we will look at how technology can be used to enhance language learning and development. We will discuss the benefits of using technology in language learning, the role of technology in language learning, how to create a technology-based learning environment, and what challenges may arise when using technology-based language learning.

Content and language integrated learning: enhancing language acquisition and content understanding

Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content understanding. The benefits of CLIL include enhanced language acquisition, improved content understanding, increased motivation and engagement, and the development of cultural and intercultural competence. Research has shown that CLIL students demonstrate improved language proficiency in all language skills, including listening, speaking, reading, and writing. CLIL also facilitates a deeper understanding of academic content by allowing students to explore complex topics using authentic language. Furthermore, CLIL programs promote active learning and intrinsic motivation, as students perceive the relevance and utility of the language being learned. The integration of language learning with content subjects creates opportunities for cultural and intercultural competence development, as students are exposed to diverse perspectives and collaborate with individuals from different linguistic backgrounds. Multiple studies have provided evidence supporting the effectiveness of CLIL. Research has consistently shown that CLIL programs result in significant improvements in language proficiency, both in receptive and productive skills. Additionally, CLIL students have demonstrated higher levels of motivation and engagement compared to those in traditional language learning settings. The findings from these studies highlight the positive impact of CLIL on language acquisition and content understanding. As the demand for multilingual individuals continues to grow in our interconnected world, CLIL stands as a valuable educational approach that equips learners with language skills and subject knowledge simultaneously. This article serves as a comprehensive overview of CLIL, providing educators, researchers, and policymakers with insights into the benefits and evidence supporting the implementation of CLIL programs in educational settings.

Guided by theory? An investigation of teachers’ beliefs about TELL and CALL at a university in Japan

Before the 2019 COVID pandemic, universities in Japan had been slow to transition from paper-based to digital methods and materials. In addition, the most applicable theories for teaching and learning languages with digital technologies had not been considered deeply by many university teachers, and their beliefs about these theories had not been thoroughly investigated. This paper presents an investigation of the theoretical beliefs of English teachers at a university in Japan. It evaluates the extent to which these beliefs are in accordance with established theories of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL). The investigation shows that English teachers at Japanese universities are guided by established theories of CALL and TELL to some extent, but such theoretical considerations are constrained by more pragmatic ones. Although teachers do not necessarily perceive there to be a significant difference between theories of traditional and digital language teaching and learning, there may be a need to reassess the theoretical underpinnings of traditional language teaching methodologies in the post-COVID word of hybrid and blended education.

Exploring the Impact ofAI-powered Collaborative and Interactive NLP Apps on EFL Teaching in the Post-COVID-19 Era

The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AI-powered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative e-learning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era.

Factors determining the motivation of non-linguistic students in online and offline foreign language learning

Introduction. The article investigates the specifics of traditional and distance learning for undergraduate and postgraduate non-linguistic students learning a foreign language. The authors focus on the types of motivation and the use of information and communication technologies (ICT) as an effective way to increase students' interest in learning a foreign language. The purpose of the article is to identify the factors influencing the motivation of full-time and part-time non-linguistic students in online and offline foreign language learning. Materials and Methods. The authors used theoretical (analysis, comparison) and empirical (observation, questionnaire, quasi-experiment) research methods to achieve the purpose and verify the hypotheses. The observed experimental groups of students answered a set of questions from a questionnaire in Microsoft Forms. The survey was divided into units devoted to the use of ICT for non-academic purposes and for English language learning purposes, as well as a range of factors that may determine students' motivation. Results. The study revealed intrinsically and extrinsically motivated students in the experimental groups. The research findings showed that full-time undergraduate and postgraduate students found it more difficult to study online and their learning outcomes were significantly lower compared to part-time students. Nevertheless, the authors noted that part-time students preferred traditional foreign language learning. It was more difficult for them to concentrate on learning English at home than in the classroom. ICT in foreign language learning confirmed its effectiveness in acquiring and developing knowledge and communicative skills for full-time students due to durable application. Conclusions. The article concludes that different types of motivation are characteristic for part-time and full-time postgraduate and undergraduate students. Students’ motivation depends on a set of positive and negative factors affecting the learning process. Online learning is more effective for senior part-time students than for traditional part-time student population. The effectiveness of ICT is in direct correlation with the duration of use, so full-time students have a time advantage.

Special issue: new horizons in emotional literacy in traditional and virtual language learning classes

"Special issue: new horizons in emotional literacy in traditional and virtual language learning classes." The Language Learning Journal, 51(1), pp. 131–132

Assessing the General and Academic Lexical Competencies: Evidence from Online Russian Vocabulary Size Test and Word Associations Test (RL)

The study aims to assess the general and academic lexical competence of university students and develop an educational strategy for Russian language learning using media content. The present study examines the general and academic productivity and satisfaction of students. The sample included 120 individuals. The study uses multiple testing methods including two different vocabulary tests, written and oral assignments, and the post-experimental questionnaire. The data collection was performed in September, the autumn semester of 2020. The participants were tested using the Vocabulary Size Test and Word Associates Test (RL). Vocabulary size and depth were analyzed using descriptive statistics. The scholars identified that the students had strong general and academic vocabulary knowledge. At the same time, students used high-frequency words more often than low-frequency words and academic vocabulary. Moreover, productive vocabulary assessment showed poor results in terms of receptive vocabulary knowledge. In this case, students could not use lexical competence and lexical knowledge in language activities. Thus, the choice of the most effective method for teaching the Russian language depended on the data of residual knowledge and the combination of traditional language learning methods and media content.

The relationship between digital competency, learning styles and learners’ perception of traditional versus technology-assisted language learning

The face of education is bound to be reshaped due to the changing needs of students, imposed by new and emerging technologies. The educational system has been stuck in time for generations, and while some improvements have been made, there is still a long way to go before the means of teaching and learning entailed by educational programs and institutions is fully adapted to the new digital age and learner profiles. There are numerous benefits of incorporating computer and mobile tools in the teaching and learning methods and its effectiveness has been demonstrated through numerous studies, some of which are referred to in this research paper. Technology allows students and teachers to interact and engage in creative ways through a digital environment that enables students of divergent learning styles to simultaneously learn lessons in a personalized manner that will ensure successful learning and performance. This research presents the results of a survey conducted with 50 learners in Bosnia and Herzegovina, between ages 18 and 47, which was conducted for the purpose of exploring relationships between digital competency, learning styles, and learners’ attitudes towards traditional versus digital means of education. The research found that there is a strong preference for technology-assisted learning where participants primarily chose video as a learning medium, followed by voice recordings, music, podcasts, and practical use of the language with native or highly proficient speakers of the language learned. The study results, therefore, suggest a necessity for the application of an eclectic approach in education.

The Role of Social Media in Enhancing English Language Proficiency

In today's interconnected world, social media has emerged as a dynamic and influential platform that transcends geographical boundaries. Beyond its primary function of communication and networking, social media has increasingly played a pivotal role in the realm of education, particularly in enhancing English language proficiency. This abstract delves into the multifaceted ways in which social media contributes to the improvement of English language skills. The accessibility and ubiquity of social media platforms provide learners with a plethora of opportunities to engage with the English language. From reading articles and watching videos to participating in discussions and joining language-focused groups, individuals can immerse themselves in an English-rich environment that complements traditional language learning methods. Social media fosters interactive learning experiences. Through online language exchange partnerships, learners can connect with native speakers or proficient speakers of English, enabling realtime practice and feedback. Additionally, language learning applications and educational communities on platforms such as Facebook and Reedit facilitate collaborative learning and resource sharing. The gamification of language learning on social media adds an element of fun and motivation. Apps and challenges that encourage users to complete language-related tasks, quizzes, or word-of-the-day exercises create an engaging and enjoyable learning process. The social aspect of social media cannot be overlooked. Engaging with a global audience on platforms like Twitter or Instagram allows learners to explore diverse linguistic nuances and cultural contexts, thereby enriching their language skills. Engaging in discussions, commenting on posts, and even creating content in English contribute to language development. Social media analytics tools provide learners with valuable insights into their progress. Tracking language proficiency growth through language-learning apps or data analysis of social media interactions enables learners to set and achieve specific language goals. Social media has evolved into a powerful ally for those seeking to excel in the English language. This transformation underscores the adaptability of language learning in the digital age, opening new avenues for effective andenjoyable language acquisition.

An exploratory foreign language curriculum: The creative application of RICH in senior high school English instruction

With the rapid development of globalization, foreign language learners are supposed to have the ability to use the language in intercultural communication accurately and appropriately. However, guided by the traditional teacher-centered language teaching and learning model, learners cannot meet the requirements of social development because the knowledge that students acquire is rather limited, let alone learning and applying abilities. Meanwhile, their interest in learning a foreign language cannot be fully stimulated. RICH, a creative curriculum concept, combines Research-based Learning, Integrated Curriculum, Cooperative Learning, and Humanistic Outcomes. The new curriculum concept aims to lead students to enter the language classroom as thinkers and researchers, developing their humanistic qualities and their abilities to use the English language in practice through interdisciplinary studies so as to promote their intercultural communicative ability eventually. To test the applicability of RICH in senior high English school instruction, qualitative and quantitative research methods were employed, including one academic year’s teaching experiment lasting from 2020 through 2021, video recordings of instructing cases, and semi-open interviews with some subjects. Research data has demonstrated that RICH can be of great help in creatively designing and implementing key competence cultivation-oriented English instructions in the context of the New Curriculum Standards for senior high school English instruction.

Graphic Language Representation in Visual Communication Design Based on Two-Way Long- and Short-Memory Model

With the popularity of neural network research, the application based on neural network model is gradually applied to all aspects of people’s life. Neural network model can not only solve the algebraic problems that traditional machine learning can solve but also recognize and analyze graphics through self-learning. For example, face recognition, web page recognition, product packaging design, and application are inseparable from the dissemination of graphic language. When these processes are realized through computer language, it is necessary to accurately identify these graphic languages. However, traditional machine language learning has poor performance in graphic language learning, which further leads to the application to achieve the purpose of the original visual communication design. Therefore, based on the neural network algorithm, this paper improves a new neural network model—two-way long- and short-memory model to make the computer recognize the graphic language more accurate and further explores the graphic language representation in the visual communication design based on the two-way long- and short-memory model.

Multimodal Interaction in a Foreign Language Class at Higher Education Institutions of Ukraine

Multimodality is implemented to the modern learning environment in line with trends towards multidisciplinarity. In the current study, multimodal interaction is based on the mutual integration of understanding of multimodality in philological and pedagogical perspectives. The purpose of the article was to analyze and compare the results of learning a foreign language (German) for professional purposes (German for Economists) with an emphasis on multimodal interaction and without it (in a way of traditional language learning with a predominance of classical methods of classroom and extracurricular activities). There were universal scientific and specific methods used: a controlled-type educational experiment; Likert-scale type questionnaire; reliability test: Cronbach’s alpha using IBM SPSS Statistics 28.0.0.0; qualitative-quantitative interpretation and contrastive-comparative analysis of the obtained experimental data; statistical-mathematical interpretation of empirical data; comparative analysis; the functional analysis. Respondents of empirical intelligence were students of the Faculty of Management and Marketing, specialty 073 “Management”. Averagely in the experimental group, almost all the assessing criteria of the effectiveness of multimodal interaction outreached 4 points. These data were also confirmed by the results of self-reflection-questionnaire. The novelty of the research is in the principle of theoretical substantiation and practical application of the content of multimodal interaction as an umbrella term that integrates the most fundamental concepts of modern pedagogy in general and, in particular, methods of teaching a foreign language.