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Book review: Corpus linguistics for writing development: A guide for research
Get PDFCorpus linguistics (CL), as a growing field within the domain of linguistics, is characterized by its systematic analysis of large collections of authentic language data. At its core, corpus linguistics leverages vast corpora—comprehensive collections of written or spoken texts—allowing researchers and educators to discern patterns, frequencies, and nuances in language usage. When integrated into language development, particularly in the realm of writing, corpus linguistics offers a multifaceted toolkit that enriches various aspects of the writing process. Noteworthy in this domain is Philip Durrant's seminal work, ‘‘Corpus Linguistics for Writing Development’’ which constitutes a significant contribution to elucidating the pivotal role of corpus linguistics in fostering language acquisition and refinement
Attitudes toward World Englishes and World Englishes-informed pedagogies among prospective ELT teachers in Türkiye
Get PDFThe interactions between English and local languages used in various domains in the globalized world have resulted in several varieties of English and a shift in the ownership of English from native English-speaking to non-native English-speaking countries. English language teaching (ELT) teachers have a crucial role in presenting English varieties in education and recognition of English from a pluralistic perspective. However, in Türkiye, ELT teachers are often unfamiliar with the World Englishes (WE) framework and WE-informed pedagogies. Conducted at the ELT Department of an English medium public university in Türkiye, this study investigated 20 prospective ELT teachers’ attitudes toward WE and their willingness to integrate WE-informed pedagogies in their future classes. The study adopted a mixed-method research approach. Participants were prospective teachers enrolled in World Englishes and Culture course. The data were gathered during the Spring 2024 semester through a questionnaire used as pre- and post-tests, verbal-guise task, a focus group discussion, and written artifacts. Considering Kachru’s model of WE as the theoretical framework, qualitative data were analyzed using an inductive approach through MAXQDA and content analysis, while qualitative data were analyzed by using SPSS (version 26). The study found that participants’ awareness and appreciation of sociolinguistic diversity increased during the course and participants expressed their willingness to integrate WE-informed pedagogies in their future ELT classes. The study suggests WE-informed ELT practices for learners, teachers, and teacher trainers, thus contributing to inclusive ELT classroom dynamics.
World Englishes and Culture course
. The data were gathered during the Spring 2024 semester through a questionnaire used as pre- and post-tests, verbal-guise task, a focus group discussion, and written artifacts. Considering Kachru’s model of WE as the theoretical framework, qualitative data were analyzed using an inductive approach through MAXQDA and content analysis, while qualitative data were analyzed by using SPSS (version 26). The study found that participants’ awareness and appreciation of sociolinguistic diversity increased during the course and participants expressed their willingness to integrate WE-informed pedagogies in their future ELT classes. The study suggests WE-informed ELT practices for learners, teachers, and teacher trainers, thus contributing to inclusive ELT classroom dynamics
Exploring the use of ChatGPT in improving students' paragraph composition skills
Get PDFThis study aims to explore the effectiveness of ChatGPT in improving paragraph composition skills among students. By identifying both the benefits and challenges of using ChatGPT as an educational tool in writing courses, the research addresses a significant gap in the literature regarding AI-driven tools in writing pedagogy. The study employs a qualitative research framework, focusing on an in-depth exploration of students' experiences and perceptions. Five students from the English Language Education Department who have completed a Paragraph Writing course participated in the study, making them ideal for providing relevant insights. Data was collected through interviews, chosen for their ability to elicit detailed, qualitative information directly from the participants. The findings reveal that ChatGPT serves as a valuable resource for students, aiding in the understanding of paragraph writing theories and providing feedback on their writing. However, challenges such as discrepancies between the questions asked and the answers provided by ChatGPT were noted, which could affect its effectiveness as a learning tool. The study underscores the potential of ChatGPT to enhance paragraph composition skills, suggesting its integration into educational settings. It also highlights the need for educators to be aware of the limitations and challenges of using ChatGPT, ensuring that it complements traditional teaching methods effectively. The findings offer a foundation for further research on optimizing the use of AI tools in education, contributing to the development of innovative teaching strategies
Evaluation of language learning apps used by undergraduates at Saudi universities
Get PDFWith the rise in mobile phone language applications, their popularity among English as a Foreign Language (EFL) learners has significantly grown. Despite the growing language app industry, there is limited research on the evaluation of these apps using a theory-driven approach. This study investigates the most frequently used language learning apps by EFL undergraduate students in Saudi universities and evaluates these apps based on the iPAC model. Data was collected using an online survey to determine the most commonly used language learning apps by EFL undergraduates and to examine the frequency and nature of language learning app usage. Then the most commonly used apps were evaluated using Burden et al.’s (2017) model (iPAC). Data from 129 participants revealed that Duolingo and Shadowing are the most common apps used by participants. The participants’ perceptions of language learning apps are positive. Evaluating the apps using the iPAC model, it is found that they provide users with a personalized experience; however, neither app provides features for communication among learners. Duolingo’s users can only post answers on a discussion board, and they cannot communicate through other means, such as chats, microphones, or cameras. Shadowing does not support communication among users, as oral or written discussions among learners are not provided. This study has theoretical and pedagogical implications. This study not only highlights specific gaps in-app functionality but also discusses broader theoretical and pedagogical implications, proposing a more integrated approach to language learning technology
Enhancing speaking skills through task repetition and ChatGPT integration in remedial EFL lessons: An action research approach
Get PDFThis study investigates the impact of integrating ChatGPT with repeated speaking tasks on remedial EFL learners' (N=17) speaking skills. The teacher in this study adopted evidence-based teaching through action research (Cochran-Smith & Lytle, 1990) by implementing a test-teach-test approach in a 7-week B1 course in a Turkish university. This involved integrating repeated speaking tasks to identify areas of grammar deficiency, followed by personalized support utilizing ChatGPT. The study employed a mixed-methods approach utilizing pre- and post-intervention data collection, such as questionnaires, speaking exams, and semi-structured interviews. Results indicate significant improvements in task completion and grammatical accuracy with post-test scores (task completion/content: M = 3.12, SD = 0.33; grammar: M = 3.00, SD = 0.00) significantly higher than pre-test scores (task completion/content: M = 2.29, SD = 0.47; grammar: M = 2.59, SD = 0.51). However, vocabulary and fluency did not show significant changes. Additionally, students' attitudes and motivation towards learning English improved significantly, with post-intervention levels (attitude: M = 3.29, SD = 0.47; motivation: M = 3.41, SD = 0.71) showing significant increases from pre-intervention (attitude: M = 2.41, SD = 0.51; motivation: M = 2.71, SD = 0.41). Combining ChatGPT for grammar use with task repetition significantly boosted students' motivation and speaking proficiency, as evidenced by improved task completion and language use. While vocabulary and fluency require further investigation, initial AI tool use benefits from close guidance. Key recommendations for educators and policymakers are outlined to optimize these benefits
A case study with Sponge Bob through sociolinguistics: Improving the English language learning awareness in young learners
Get PDFThis study examines the effectiveness of using the cartoon "SpongeBob SquarePants" to enhance sociolinguistic awareness among young English learners. Recognizing the difficulty in developing metalinguistic skills in young learners, this research uses cartoons to create authentic and engaging sociolinguistic contexts. Participants were provided with language scenarios involving family, friends, and school settings. Data was gathered through one-to-one interviews, focusing on their experiences, awareness of language variations, and its relevance to daily life. The transcribed interviews were analyzed thematically to uncover insights into the participants' sociolinguistic experiences. The study addresses a gap in the literature, as most sociolinguistic research has centered on adults. Findings suggest that young learners’ language use is influenced by contextual factors such as setting, gestures, and mimicry. Emotional and demographic factors like sincerity, formal relationships, and age differences also impact language use. The study concludes that integrating sociolinguistic elements into EFL classes can improve linguistic skills, cultural awareness, and social competence. It recommends further research on the long-term effects and integration of sociolinguistic education in curricula
Teaching and learning specialized terminology with a mobile glossary in higher education
Get PDFThe intersection between technology and pedagogy is explored in a higher education setting with particular reference to language teaching and learning in the digital age. Students from different linguistic and cultural backgrounds in South Africa find themselves in a higher education sector which is monolingually orientated, and language is consequently experienced as a barrier to access and success. Learning specialized terminology has an important role to play in the success of undergraduate students at university. The focus of the article is to explore the teaching of specialized terminology with the support of a mobile glossary. The article first explores which process will most effectively embed a glossary in a teaching and learning framework. Secondly, it describes a programme in which specialized terminology could be taught and learned with a multilingual glossary. Principal results include a formalized teaching and learning framework for integrating a glossary into teaching programmes and a description of processes and participants. The conclusion is that a multilingual glossary should form part of the academic repertoire of a university community
Book Review: International perspectives on English teacher development: From initial teacher education to highly accomplished professional
Get PDFA substantial number of native English speakers are employed as English teachers at countless schools and language institutes around the world. This significant presence inevitably influences numerous students and stakeholders across the globe. It is important to show these educators clear paths to create a supportive community, boost their teaching spirit, and remind them they are not alone, while also equipping them with the best resources and insights available, considering their significant influence and the crucial role they play. This leads us to explore resources like the one detailed in this book review
Investigating high school teachers' digital practices and alignment with the EFL curriculum
Get PDFThis study aims to find out the proficiency of English teachers working at high schools in Türkiye in digital literacy and their adherence to the English as a Foreign Language curriculum concerning digital integration. Utilizing a descriptive case study, the research involves three EFL teachers working at various school contexts. Data was collected through semi-structured interviews and a focus-group interview. In order to analyze the data, thematic analysis was applied, and key themes were identified. The findings reveal that teachers consistently integrate digital literacy into their practices, using various tools to enhance student engagement and collaboration. Despite a centralized curriculum that limits flexibility, the participants in the current study try to modify their pedagogical approaches to accommodate the various needs of learners by utilizing their digital literacy, touching upon issues such as e-safety and disinformation. The study suggests important implications regarding differentiated curriculum materials based on school types and continuous professional development for teachers
Preface to the special issue “Exploring the intersection of Sociolinguistics and English language teaching (ELT): Navigating diversity, dynamics, and discourse”
Get PDFIn today’s globalized world, English Language Teaching (ELT) is no longer confined to traditional linguistic instruction but is deeply interwoven with sociolinguistic complexities that shape learners’ identities, classroom dynamics, and instructional strategies. This special issue, Sociolinguistic Dimensions in English Language Teaching, seeks to bring attention to the multifaceted intersections between sociolinguistic factors and ELT. It invites scholarly exploration of how cultural diversity, social contexts, and linguistic variation shape language learning environments and contribute to more inclusive, culturally attuned pedagogies. Our goal in assembling this collection has been to provide a platform for innovative research and practical insights that empower educators and researchers alike. This issue offers a comprehensive look at the critical intersections of sociolinguistic awareness, policy adaptation, and cultural sensitivity in ELT, presenting new perspectives for effective, inclusive teaching.The articles in this issue are organized into three main categories. The first category (Aslan & Nazlı, 2024; Brown, 2024; Hauber-Özer, 2024) emphasizes the value of sociolinguistic awareness through engaging tools, reflective practices, and supportive frameworks that enable learners to navigate social and cultural landscapes. The second category (Correia, 2024; Fidan et al., 2024; Abi & Gürbüz, 2024) discusses policy and pedagogical adjustments necessary to meet the realities of multilingual contexts, advocating for practices that prioritize intelligibility and intercultural skills. The final category (Demirkol Orak, 2024; Przymus & Mendoza, 2024) addresses how cultural dimensions and individual differences shape language learning experiences, underscoring the role of cultural awareness in fostering equitable and supportive classroom environments. Together, these articles provide a multidimensional view of ELT, offering educators and policymakers insights for supporting linguistically and culturally diverse learners in today’s globalized world.