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Exploring the transition from primary to secondary school: Insights into the perspectives of young foreign language learners
Get PDFMany European countries prioritize early foreign language exposure. In Austria, primary school pupils start learning English from year one. However, transitioning to secondary school poses challenges including limited communication between primary and secondary teachers, widespread heterogeneity in language levels, and an abrupt shift in teaching methods. In this study, we sought to accompany 35 young learners in their experiences of the transition from primary to secondary in a qualitative case study drawing on a participatory approach using focus groups in order to facilitate learners’ agency. Thus, students’ voices shaped the research focus, enabling a co-constructed understanding of knowledge in an iterative cycle. The findings show that the socialisation process within this transition phase affected all children in terms of adjusting to new rules, organization, orientation, teachers, and breaks. The data also revealed some domain-specific factors in respect to English as a foreign language, such as a lack of preparedness as well as a shift of methods, didactics, materials and intensity. The data suggest that future transition programmes should focus not only on academic preparedness but also on social and emotional support for young learnerss during this critical phase. Early exposure also facilitates the initiation of collaboration, co-production, and communication between schools and teachers. It also allows for a smoother transition and helps meet young learners where they are, considering their individual realities, expectations, and preferences, which in turn mitigates stressful moments in a phase of changes
Early foreign language learning in a Montessori context: Fostering enthusiasm, language awareness and language learning through linguistic landscape tasks
Get PDFUnlike many traditional pedagogical approaches, Montessori pedagogy is characterized by curiosity-driven learning in a prepared environment which encourages independent and hands-on learning practices. Linguistic Landscape (LL) tasks could be expected to fit in well with this approach as they offer young language learners the opportunity to interact with diverse aspects of the English language in a creative and critical manner, which has the potential to foster language awareness and independent language learning. The project discussed in this paper was carried out at a Montessori school in a rural region of Austria. 16 learners (ages 6-9 years) took part in an intensive LL workshop followed by semi-structured interviews. The interviews were transcribed and analyzed using Thematic Analysis. The interviews show that the young learners are enthusiastic about learning from the LL. They are aware of the role and functions of English, especially its use as a global lingua franca. This language awareness seems to be amplified and strengthened by the workshop and interviews. Learners also demonstrate curiosity about specific linguistic aspects of English, such as pronunciation and word formation. The results indicate that LL tasks might strengthen several key aspects of developing language awareness among young learners, for example multilingualism, emerging sociolinguistic reflection and metalinguistic awareness. In addition, the study observed high levels of student engagement during these tasks, driven by curiosity and a desire to explore language beyond the classroom
Iranian students' academic writing development through engagement with instructor feedback
Get PDFThis study investigates the improvement of Iranian undergraduate students’ academic writing skills through drafting and responding to instructor corrective feedback over a semester. Focusing on two students in an English academic writing module in the Department of English Studies over a five-month term, this research analyzes six writing assignments and the progress demonstrated through iterative drafting. A qualitative approach was used to explore the students’ revisions, examining areas of improvement as well as persisting challenges in response to the feedback. To increase the credibility of findings, the study also quantifies key revision patterns and error types to support the qualitative analysis. Findings reveal that while both students improved, the stronger writer displayed a more consistent development across drafts, whereas the weaker writer showed more fluctuated improvement throughout the course. The study underscores the role of structured feedback in enhancing academic writing skills and highlights factors, such as student engagement with feedback, that may influence writing progress. Although the sample is limited to two students, the paper discusses the implications for academic writing instruction across varied EAP contexts. These results suggest that targeted feedback, combined with iterative practice, can effectively support the academic writing development of English learners in higher education
Investigating Turkish EFL teachers’ mindsets regarding their teaching competence
Get PDFThe mindset of English as a Foreign Language (EFL) teachers plays a significant role in fostering an effective and progressive language teaching process. This study incorporates mindset theory within the context of secondary school EFL education, in Türkiye, aiming to investigate EFL teachers' mindset beliefs regarding their teaching competences and explore the rationale behind their beliefs. To achieve this, an exploratory qualitative research approach was employed, with a purposive sampling method to select 20 in-service Turkish EFL teachers. Data were collected using two semi-structured interviews and a Q-Sorting Activity. Interview 1, conducted before the Q-Sorting Activity, uncovered the teachers’ professional profiles and beliefs about their own teaching, thus tailoring Interview 2. The Q-Sorting Activity, in which participants ranked 13 statements about teaching competence on a distribution grid ranging from 'cannot be changed' to 'highly changeable', explored teachers’ mindset beliefs about their teaching competence. The statements were scored numerically, from 1 to 6, and analyzed for patterns to uncover teachers’ shared viewpoints. Interview 2 was then conducted immediately to deepen insights and better understand the reasoning behind the selections made during the Q-Sorting task. The findings demonstrate that EFL teachers’ mindsets are predominantly growth-oriented, attributing their beliefs to factors such as teaching experience, effort, and professional development. Simultaneously, they also identified barriers to improvement, including overcrowded classrooms and students' fixed-mindset beliefs. This study underscores the importance of expanding research on the psychology of language teaching
Flipped classroom instruction and language proficiency gains among undergraduate ESL learners: A mixed methods study
Get PDFThis study investigated the potential of the flipped classroom model to support language proficiency, motivation, and engagement among undergraduate English as a Second Language (ESL) students, and explored students’ perceptions and experiences with this instructional approach. A mixed-methods design was employed, combining quantitative data from pre- and post-tests on language proficiency and motivation–engagement tests with qualitative data gathered through interviews and focus groups. The study involved 100 ESL students, divided into flipped and traditional classroom groups. Within-group analyses showed that students in both groups made statistically significant progress in language proficiency and motivation. However, greater gains were observed in the flipped classroom group. Qualitative findings revealed that students in the flipped classroom valued the flexibility of accessing content at their own pace, increased peer collaboration, and more active class participation. They also reported challenges related to time management and comprehension of pre-class materials, especially for lower-proficiency learners. The findings suggest that the flipped classroom can support meaningful improvements in language learning, engagement, and collaborative experiences. Based on the results, the study recommends the use of high-quality pre-class materials, structured support, and responsive feedback tailored to students' diverse needs. Further research is needed to explore the long-term impact of the flipped classroom model on academic achievement and language retention in ESL contexts
Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco
Get PDFThis article investigates the use of ChatGPT in English Language Teaching (ELT) in Morocco. It explores the opportunities and challenges associated with implementing it as a tool to enhance English language learning for Moroccan students, employing a mixed-methods approach. A questionnaire was administered to 62 ELT teachers in Morocco, and 12 interviews were conducted to validate and enrich the data. Findings shed light on the opportunities that ChatGPT offers in Moroccan ELT, including personalized learning, instant feedback, teachers’ professional development enhancement, and access to authentic language resources. However, the study identified challenges such as concerns about accuracy, cultural appropriateness, and excessive reliance on technology. The study informs ELT instructors and educational stakeholders in Morocco about the potential advantages and limitations of incorporating AI-based conversational agents like ChatGPT into ELT practices and promotes informed decision-making and effective integration of technology in language learning contexts
Can Portuguese language policy keep up? Balancing the sociolinguistic tightrope and the rise of ELF
Get PDFThis chapter discusses the intricate interplay between (Portuguese) language policy and the sociolinguistic challenges encountered in teaching English as a Foreign Language (EFL) to learners who are future English as a Lingua Franca (ELF) users. The core focus of ELF use being on intelligibility within situational speaking communities amongst speakers with different lingua-cultural backgrounds. This study reveals that the existing policies are partially outdated and hence ineffective for the learner-users present-day needs, as they are governed by the original Common European Framework of Reference (CEFR). Not enough attention is paid to making the dynamic and changing nature of English used globally more visible, highlighting an apparent divide between the sociolinguistic reality of multilingual English and policies still oriented towards English as a native language. Therefore, practical advice is also given to both prospective and in-service teachers on how they may embed ELF pedagogies within their practices despite the limitations of top-down policy changes. In this way, teachers will be empowered as agents of change in their local contexts to bring about more inclusive and effective ways of teaching the language. Considering the qualitative content analysis nature of the study, the focus of data collection was entirely document-based.
English as access for Syrian refugee students in Türkiye
Get PDFLanguage proficiency enables migrants to participate in the host society, resist marginalization, and pursue future goals and identities. This is particularly important for refugees negotiating the acquisition and use of additional linguistic capital amidst socioeconomic exclusion and legal precarity. Even in asylum settings where English is not the official language, it can facilitate access to educational and employment opportunities. Based on findings from an ethnographic dissertation study conducted in Türkiye in 2020, this article examines the role of English proficiency for Syrian refugees studying in Turkish universities, namely how participants invested in and employed English proficiency in order to access higher education and work toward future goals and identities. Layered narrative analysis of in-depth interviews with 11 Syrian young adults revealed distinct strategies for gaining and leveraging English knowledge for personal, social, and academic purposes. The article provides insights into the meanings and utility of English as an international language in asylum settings and pushes back against deficit discourses regarding migration, language learning, and higher education access
EFL teachers’ use of the seven principles for good practice in education and its relation to their job satisfaction
Get PDFThe constant changes and developments in every sphere of life make the same or similar changes in the field of education inevitable. Accordingly, to meet the requirements due these changes and developments and increase the quality of education, different approaches, methods, techniques, models or tools have been generated. One of the models proposed to improve the quality in education is Chickering and Gamson’s seven principles for good practice in higher education. In this respect, this study aims at investigating the use of these seven principles of good practice by teachers of English in Türkiye. The study also aims to explore whether there are differences in the levels of using these principles from principle to principle and the relationship between teachers’ use of the principles and their job satisfaction levels. This quantitative study presents the findings from the data obtained through The Faculty Inventory of the Seven Principles for Good Practice and Job Satisfaction Inventory. The statistical analyses of the data gathered from 102 participants showed that teachers often used these principles in their classes and their levels of using them varied from principle to principle. Based on the findings, the principle most frequently employed was emphasizing time on task, while active learning techniques were the least commonly used. The participants’ levels of satisfaction with their job, on the other hand, was found to have significant and positive correlation with their use of the principles. This study contributes to the field by highlighting the limited use of active learning and teacher-student interaction among EFL teachers in Türkiye and emphasizes the role of teacher job satisfaction in effectively implementing educational principles. Under the light of the findings, the study makes several suggestions for practitioners and future research
Utilizing videoclips and content-based practice sheets to address hypertension in nursing and dental English courses
Get PDFThe launching of an EMP course presupposes thorough needs analysis: who are the students, what is their motivation, their level of proficiency in General English, as well as their future use of professional English. In addition to answering those fundamental questions, the course design should also cater to the opportunities and tools for the preparation of the students for lifelong learning and continuous professional education, in that way setting the foundations for dealing with resources (both written and spoken) in English. When teaching Medical English to students of nursing and dental medicine, one should consider the fact that certain aspects of terminology are common to both of those student groups (e.g. general info on hypertension: definition, types, treatment, etc.), therefore, there is an opportunity to use common types of practice sheets and handouts. On the other hand, given the specific aspects of those two healthcare disciplines, it is essential to incorporate their specificities into syllabi: the nursing students will discuss nursing diagnoses, interventions and expected outcomes related to hypertensive patients, whereas dental students will focus on their dental management. The authors suggest employing videoclips of native speakers, experts in their field (DDMs, RNs, etc) as an effective tool for addressing attention shortcomings resulting from the comprehensive use of digital screen multimedia devices. In such a manner, the teachers are provided with means to help students accomplish more of a focus as well as direct their attention towards key pieces of information