643 research outputs found
Sort by
Teacher talk: An empowering resource for EMI teachers across disciplines
Full text linkThe increasing demand for English-Medium Instruction (EMI) in universities faces significant challenges, particularly with instructors limited English proficiency impacting speech intelligibility. This study has the goal of exploring the role of teacher talk as a resource to empower 49 Thai EMI university instructors across seven disciplines. Instruments employed included teacher talk as core training materials for the Thai EMI teachers, a pretest and posttest associated with teacher talk for assessing word stress perception and production, a satisfaction survey to evaluate participants feedback on the training, and a focus group discussion to gather qualitative insights on their experiences. The methodology involved a documentary investigation identifying 20 essential teacher talk functions, from which 80 key multisyllabic words were extracted. These words formed the basis for pretest and posttest assessments administered at the trainings start and end. The training emphasized explicit instruction on accurately producing these key words and sentences related to the 20 functions. Following the training, the participants completed the posttest, a production task involving teacher talk utterances, a satisfaction survey, and a focus group discussion. Results revealed a significant increase in test scores, demonstrating the trainings effectiveness in enhancing the participants word stress knowledge. A team competition-based production task further validated their ability to apply these skills practically. Additionally, a mean perception score of 4.62 and positive feedback from the participants provided strong evidence of the trainings success. The study underscores the value of teacher talk as a training resource, highlighting its potential to empower EMI educators across various disciplines for successful classroom instruction
From Anxiety to Engagement: Transforming an English for Specific Purposes Classroom Through Digital Storytelling
Full text linkThis mixed-methods study investigated the impact of integrating digital storytelling into an English for Specific Purposes (ESP) course for second-year undergraduate Landscape Architecture students at a Taiwanese university. The intervention aimed to mitigate speaking anxiety among these students and enhance their ESP learning. A modified version of the Foreign Language Speaking Anxiety Scale was used to quantitatively measure changes in students anxiety levels before and after the intervention. Qualitative data were collected through open-ended survey questions to explore students perceptions and experiences with digital storytelling. The quantitative results revealed a statistically significant decrease in students self-reported speaking anxiety levels after the intervention, particularly in relation to unprepared group interactions and conveying important information orally. Qualitative findings illuminated the mechanisms behind this reduction, emphasizing the positive impact of the iterative and collaborative nature of digital storytelling on language development, self-expression, and peer learning. Students reported increased engagement, enjoyment, and confidence in their speaking abilities. The study also identified challenges related to technical skills, language proficiency, and content integration, offering recommendations for addressing these issues in future implementations and research. This paper underscores the potential of digital storytelling as an effective pedagogical strategy in ESP courses, providing valuable insights into its educational benefits and practical challenges.This mixed-methods study investigated the impact of integrating digital storytelling into an English for Specific Purposes (ESP) course for second-year undergraduate Landscape Architecture students at a Taiwanese university. The intervention aimed to mitigate speaking anxiety among these students and enhance their ESP learning. A modified version of the Foreign Language Speaking Anxiety Scale was used to quantitatively measure changes in students anxiety levels before and after the intervention. Qualitative data were collected through open-ended survey questions to explore students perceptions and experiences with digital storytelling. The quantitative results revealed a statistically significant decrease in students self-reported speaking anxiety levels after the intervention, particularly in relation to unprepared group interactions and conveying important information orally. Qualitative findings illuminated the mechanisms behind this reduction, emphasizing the positive impact of the iterative and collaborative nature of digital storytelling on language development, self-expression, and peer learning. Students reported increased engagement, enjoyment, and confidence in their speaking abilities. The study also identified challenges related to technical skills, language proficiency, and content integration, offering recommendations for addressing these issues in future implementations and research. This paper underscores the potential of digital storytelling as an effective pedagogical strategy in ESP courses, providing valuable insights into its educational benefits and practical challenges
Polyphony in Mary Bordens selected poems
Full text linkThis study examines the manifestation of polyphony in the war poetry of Mary Borden, an American-British poet whose works capture the multiplicity of voices, both heard and silenced, during wartime. It contributes to modernist and postmodernist literary discourse by addressing the overlooked polyphonic dimensions of her poetry. The research focuses on three poems from her collection The Forbidden Zone (1929): At the Somme: The Song of Mud, The Hill, and Unidentified. The data collection and analysis involve close textual examination and application of postmodernist conceptions of polyphony by exploring various forms of polyphony, including dialogical relationships, levels of communication, diversity of voices, styles of discourse, and perspectives to explore how polyphony shapes the structure, unity, and meaning of Bordens poetry. The findings reveal that Borden manifested polyphony as fragmentation, religious and mythological norms, muted voice, philosophical and religious voices, juxtaposition, vocalized icons, psychological and introspective polyphonic dialogs, and rhetorical voices. They are used to depict the horrors of war, capturing the suffering, anguish, and trauma experienced by soldiers through the fragmented and subjective perspectives of a nurse and an eyewitness. Her use of trench poetry accentuates the emotional turmoil of war, reflecting grief, despair, and anger through a polyphonic and fragmentary style. The research argues that the relationship of multiple voices within these poems reflects the brokenness of nations and the fragmented consciousness of war survivors. By engaging with polyphonic voicing, this analysis demonstrates how Bordens poetry challenges readers to confront the incompleteness, indeterminacy, and enduring psychological impact of war
Voices from ESL classrooms: Overcoming challenges and enhancing English language teacher education in Malaysia
Full text linkAs frontline educators, ESL teachers possess invaluable insights into their students needs and a profound understanding of practical pedagogical strategies. Despite their crucial role, limited research has explored their perspectives on involvement in decision-making processes and the challenges they face, particularly when navigating the tension between institutional expectations and students needs. This study addresses this gap by examining the challenges confronted by ESL teachers and identifying areas for potential improvement in English Language Teacher Education (ELTE) within the Malaysian educational context. Through qualitative inquiry, data were gathered from ten expert ESL teachers and five ELTE administrators via semi-structured interviews. Using inductive coding in Atlas.ti and thematic analysis, several critical challenges were identified, including the pressure to deliver academic results while fostering critical thinking, adjusting to rapid technological changes, dealing with attitudes of both teachers and students, managing insufficient facilities, and coping with an exam-oriented syllabus. Additionally, participants expressed feelings of being unheard and overwhelmed by administrative tasks. The findings not only contribute to a deeper understanding of the challenges faced by ESL teachers but also offer insights into enhancing ELTE in terms of pre-service and in-service training, facilities and resources, and incorporating teachers voices into policy-making processes. These insights pave the way for targeted interventions and foster teacher empowerment in decision-making
Redefinition of human-centric skills in language education in the AI-driven era
Full text linkThe widespread use of Artificial intelligence (AI) in language education has opened up a new era of teaching and learning, raising concerns about balancing AI-driven instruction and conventional teaching methods to achieve optimal learning outcomes while preserving essential human skills. Hence, this meta-analysis study systematically presented the findings from 60 studies conducted between 2018 and 2024, exploring the role of AI applications in language teaching. We investigated language skills and domains that AI can enhance, including skills (i.e., listening, speaking, reading, and writing), translation and interpretation, and teaching pedagogy and methods, alongside the human-centric skills that AI cannot replicate in language education. Based on the findings, AI could make significant strides in improving language proficiency, particularly in areas such as pronunciation, conversational fluency, grammar, and vocabulary. It can also assist in streamlining teaching methods, such as adaptive learning, automated assessment, and personalized content creation. However, some limitations emerged from the data. While AI excels at providing objective feedback and supporting innovative teaching methods, it struggles to cultivate essential human skills like cultural sensitivity, emotional intelligence, and critical thinking. These skills are necessary for effective communication, building relationships, and understanding language tones in different contexts. The study concluded that AI can be a powerful tool for language education but cannot replace human educators. Instead, language teaching practices should bridge a balance between AI-powered instruction and traditional teaching methods, so learners can benefit from the latest technological advancements while still developing the critical human skills they need in this ever-changing world
Retention of Proto-Austronesian vowels in the Karo language: A comparative historical linguistics study
Full text linkThe purpose of this research is to analyze the inheritance of vowels in the Karo language or Bahasa Karo (hereafter, BK) from Proto-Austronesian (PAN), and BK words that show the retention or inheritance of certain vowels, such as /a/, /i/, /u/, and //. The method involved comparing the phonological elements of BK with the equivalent elements in PAN by using the theory of comparative historical linguistics, including searching for inherited vowels in the penultimate and ultimate positions and observing the retention patterns that occur. The data were derived from 200 Swadesh words and three interviewers. Vocal retention occurs more frequently in the penultimate position than in the ultimate position. This shows how phonological positions affect vowel stability during language transition. These findings conclude that certain phonological components, particularly vowels, have a greater tendency to persist in specific environments. BK has preserved a significant portion of the original PAN vowel inventory, exhibiting less vowel reduction and merger compared to adjacent languages. The retention of vowels in BK indicates a phonological conservatism relative to the more dynamic vowel alterations observed in other Austronesian branches. This study also found a close relationship between PAN and BK in the inheritance of phonological elements of linear vocal of /a/,/i/,/u/,/e/, and one nonlinear vowel sound of /o/. Another important result is the transfer of the vowel /u/ from PAN to BK in the ultimate position shows a pattern of retention or direct inheritance
A PLS-SEM Analysis: How Supervisory Problem Affects EFL Undergraduate Thesis Writing Apprehension
Full text linkThe supervisory practices, particularly in undergraduate thesis writing, have not received sufficient attention, specifically regarding the impact on EFL students' writing apprehension and the potential gender differences in these dynamics. To fulfil this gap, this study examines the path coefficients among supervisory problem dimensions (research interests, different expectations, limited support, personal relationships, personal conflicts), writing self-efficacy, academic writing competence, toward writing apprehension focusing on the potential gender differences among EFL students. A PLS-SEM analysis was performed on a total of 219 EFL students undertaking their undergraduate thesis writing. The study revealed supervisory problem through mediated variables of academic writing competence and writing self-efficacy influence writing apprehension ( = 0.214 and = 0.509 respectively; p 0.000 for both). Further, the multi-group analysis uncovered notable gender differences. In contrast with male students in which only few paths were statistically significant, all paths were found to be significant for female students. In particular, the path from supervisory problem to academic writing competence had strongest impact on female students, indicating the heightened sensitivity to supervisory problem in relation to the students writing apprehension. These novel findings shed light on the gender differences impact on the academic writing process and that a more pronounced impacts from supervisory problem on their writing apprehension frequently happens to female students. Accordingly, these findings highlight the importance of recognizing and addressing those differences in instructional strategies in order to promote more encouraging and productive learning environment
Ecolinguistics analysis of environmental content in English and German language textbooks
Full text linkExtensive research has been conducted on environmental integration within textbooks linguistically, visually, or statistically. However, comparative analysis involving examining multiple language textbooks has been relatively underutilized in the existing body of research. This study seeks to address this gap by employing a comparative approach to evaluate environmental discourse in two foreign language textbooks, Bahasa Inggris (English) and Kontakte Deutsch 3 (German). Using Eco-Critical Discourse Analysis (ECDA), this research uncovered the ecological integration and ideological underpinnings present in each textbook. The analysis indicates that Bahasa Inggris contains 87% eco-beneficial discourse, with 8% eco-ambivalent and 6% eco-destructive content, suggesting a solid emphasis on positive environmental messaging. In contrast, Kontakte Deutsch 3 exhibits 95% eco-beneficial discourse, no eco-ambivalent content, and only 5% eco-destructive discourse, reflecting a clearer commitment to positive ecological messaging. Further, Kontakte Deutsch 3 emphasizes ecological sensitivity (97%) more than Bahasa Inggris (73%). However, Bahasa Inggris offers more content on ecological knowledge (15%) and skills (13%) compared to Kontakte Deutsch 3 (1.5% each). Both types minimally address ecological distribution, Bahasa Inggris, including original representation (0.6%), and Kontakte Deutsch 3 neglect it. Overall, Kontakte Deutsch 3 presents a more pronounced focus on positive environmental content and emotional awareness, while Bahasa Inggris provides broader ecological knowledge and practical skills
Authentic Assessment in Higher Education to Increase Critical Thinking and Develop Metacognitive Awareness
Full text linkThis study highlights the effectiveness of authentic assessment in evaluating higher-order cognitive competencies, including problem-solving, reasoning, analytical thinking, creativity, and the development of metacognitive awareness. Through authentic assessment, students can apply their knowledge and skills in real-world contexts by constructing responses based on critical analysis, identifying cause-and-effect relationships with supporting evidence, and solving problems through logical reasoning. The research employed a descriptive qualitative analysis method, utilizing tests, surveys, and document analysis as instruments. The study involved 40 fifth-semester students from the English Education Department enrolled in an Advanced Writing course. Authentic assessment was implemented in the context of expository writing, specifically problem-solution essays, with a focus on (1) formulating relevant and critical issues and arguments, (2) establishing clear and logical connections between ideas, and (3) presenting multiple solutions supported by sound reasoning. The findings indicate that students' average performance in writing expository texts reached a score of 78, classified as high or good. Given its advantages, authentic assessment is strongly recommended in teaching and learning. It offers several benefits, including (a) promoting students creative and critical thinking abilities, (b) enabling them to construct meaningful learning experiences by selecting and organizing relevant responses through situational analysis, and (c) integrating instructional, learning, and assessment activities. Furthermore, for students, authentic assessment significantly enhances academic writing proficiency and productivity, equipping them with essential skills for handling more complex tasks in real-world contexts
Lessons learned from investigating EFL pre-service teachers competencies
Full text linkThis study investigates the English proficiency levels, perceptions, and pedagogical competencies of pre-service English teachers who graduated from one of the teacher education universities in Indonesia, along with stakeholder evaluations and future quality benchmarks. This research employed a mixed-methods case study approach, with data collected from TOEFL-like test score reports and a survey involving 52 pre-service teachers, two classroom observations, interviews with two employers, and focus group discussions (FGD) involving four stakeholders from other teacher education universities. Score report and survey data were analyzed through descriptive statistics, while observation notes, employers interviews, and FGD data were analyzed using thematic analysis. The findings from the report revealed that most pre-service teachers possessed B2 or higher English proficiency. The survey result showed that they valued courses on English for Young Learners and general pedagogy clusters, though several courses on the English for Specific Purposes cluster were perceived as less supportive. Classroom observations and employer feedback revealed strong pedagogical competencies, creative use of resources, and technology integration abilities, while also indicating the need for future improvement. Additionally, FGD results emphasized the need for pre-service teachers to master TPACK, obtain standardized English certification, develop leadership skills, possess AI ethico-onto-epistemological awareness, and demonstrate competence in multiliteracies and multimodal pedagogies