Technology In Second Language Learning

This study analyzes the uses of various technologies to enhance literacy practices within a multigenre writing project involving pre-service teachers and middle school students. Twenty-seven English pre-service teachers, simultaneously enrolled in a methods and a technology course, collaborated with middle school students using asynchronous Web discussion to develop hypermedia projects that fostered and promoted the use of technology as a tool. These tools mediated the uses of various literacy practices within the larger activity system of teacher education, whose object is to assist teachers to acquire those practices involved in working effectively with students. Qualitative data were collected through analyzing preservice teachers' development of Storyspace TM hypermedia projects, the use of asynchronous discussion with their middle school students, and participation on a WebCT TM bulletin-board discussion. The hypermedia productions with middle school students helped the preservice teachers learn how to model the literacy practices of making intertextual or hypertextual links. The Web-based communication with students helped preservice teachers develop relationships with students in the absence of face-to-face interaction. And, through participation in the WebCT TM bulletin board, preservice teachers employed different literacy practices ranging from the display of spontaneous thinking to engaging in word/role play.

 RESUMO: O presente trabalho objetiva apresentar o relato de uma prática pedagógica que enfatizou o uso de ferramentas tecnológicas no ensino de língua francesa. Essa prática foi pensada dentro do projeto de monitoria da UFPI, nos dois períodos de 2015, nas disciplinas de Língua Francesa I e II, nas quais se experimentou o uso de ferramentas virtuais pelos alunos, com fins pedagógicos. Dentre essas ferramentas, enfatizou-se o manuseio dos aplicativos gratuitos Duolingo e WhatsApp, com a intenção de que o aprendizado fosse levado para além das fronteiras da sala de aula, a partir de um contato frequente com a língua estudada e pelo estímulo à comunicação nessa língua. A escolha desses dois meios se deu com base na ideia de que muitos aplicativos e sítios dedicados ao aprendizado de línguas adicionais, como o Duolingo, oferecem um suporte gramatical da língua estrangeira, mas não conseguem suprir a necessidade de comunicação e interação que tornam o aprendizado da segunda língua mais ...

English skills are crucial for secondary students to communicate effectively, excel in examinations, and enhance overall academic performance. Many learners benefit from english tuition for secondary students, which provides structured lessons, personalised guidance, and consistent practice to strengthen reading, writing, grammar, and comprehension skills. Expert tuition equips students with strategies to tackle complex texts, write coherent essays, and articulate ideas confidently in assessments. The Importance of English in Secondary Education English forms the backbone of academic success, supporting literacy, comprehension, and communication skills across subjects. A strong command of the language enables students to analyse texts, interpret information, and present arguments clearly. Secondary-level English introduces complex grammar, advanced vocabulary, essay writing, and analytical skills that require structured guidance for mastery. How Tuition Supports Learning English tuition provides individualised attention, allowing tutors to focus on a student's specific strengths and weaknesses. One-to-one or small-group sessions ensure personalised feedback, addressing grammar mistakes, improving vocabulary, and enhancing composition skills. Structured lessons combine guided exercises with practical writing tasks, helping students develop both competence and confidence in approaching examination questions.

The present text seeks to encourage a reflection around the meaning and possibilities of the evaluation of learning from a formative view and to focus on the aim to move towards a constructive evaluation that responds to the necessities of our students. This implies a continuous process that could be a fundamental source to get teachers aware of their role as a guide and, most importantly, help students make relevant decisions to achieve meaningful English learning through autonomy, a main element of constructive evaluation.

ABSTRACT The purpose of this study is to validate, in a Japanese EFL context, the L2 motivational self system (Dörnyei, 2005) with some hypothesized relationships among (1) its underlying tenets, i.e., the ideal L2 self, the ought-to L2 self, and L2 learning experience (including L2 learning attitude and others’ influence), (2) L2 learners’ motivation, (3) L2 anxiety, (4) self-efficacy, and (5) the perceived amount of information related to learners’ future self-guides. A total of 151 EFL Japanese university students participated in this study. The data, which were obtained through a questionnaire were analysed using a structural equation modelling (SEM) approach. The proposed SEM model showed that the perceived amount of information and self- efficacy have a positive influence on the ideal L2 self. It also revealed that the ideal L2 self and L2 learning attitude positively affect learners’ motivation, while others’ influence and the ought-to L2 self have a strong impact on L2 anxiety that negatively affects learners’ motivation. On the basis of these findings, the authors argue that the L2 motivational self system can be developed into an integrative framework that explains not only L2 learners’ motivation but also other affective variables such as anxiety and self-efficacy, all in one system.

This study presents the results of a computational discourse analysis of discussion threads within an online Math tutoring platform. This work is theoretically motivated by prior work that established the importance of linguistic and semantic features in the discourse in mathematics education. The end goal of this study is to understand the characteristics of language that is produced and used within a discussion board for math. The discussion board corpus comprises of posts from 4,720 students, teachers, and study experts who interacted within an online teaching and learning tutoring platform for math. Linguistic profiles of the discussion board discourse were estimated using Principal Component Analysis (PCA) based on Coh-Metrix linguistic features related to cohesion, language sophistication, and lexical characteristics. The PCA analysis yielded seven Math Discourse Linguistic Components, which collectively explained 49% of the variance in the dataset. Theoretical and conceptual validation of components revealed that the linguistic features align with the communication goal and the nature of mathematics. The linguistic profiles that characterized the discussion board discourse included referential cohesion, information density, instructional language, lexical variation, compare and contrast devices, explicit relations devices, and syntactic complexity. The dominance of cohesive cues within the linguistic profiles demonstrate the communication goals within the Math discourse such as elaboration, providing instruction, compare and contrast, establishing explicit relations, and presenting information. As such, these components characterize the Math Discussion Board discourse in terms of variations in cohesive and task-oriented cues within communication among students. • Computing methodologies ~ Artificial intelligence ~ Natural language processing

This study leverages natural language processing to assess dimensions of language and discourse in students’ discussion board posts and comments within an online learning platform, Math Nation. This study focusses on 1,035 students whose aggregated posts included more than 100 words. Students’ wall post discourse was assessed using two linguistic tools, Coh-Metrix and SEANCE, which report linguistic indices related to language sophistication, cohesion, and sentiment. A linear model including prior math scores (i.e., Mathematics Florida Standards Assessments), grade level, semantic overlap (i.e., LSA givenness), incidence of pronouns, and noun hypernymy accounted for 64.48% of the variance for the Algebra I end of course scores (RMSE=13.73). Students with stronger course outcomes used more sophisticated language, across a wider range of topics, and with less personalized language. Overall, this study confirms the contributions of language and communication skills over and above prior...

Writing is a fundamental skill in language learning yet it is the biggest challenge for students these days. Students are discouraged to write their own thoughts and it leads them to become demotivated. Students' involvement is limited in any learning process, however, with the implementation of a casual learning approach, it could be possible to get students to participate in the classroom. In this 21 st century era, educators have been using various techniques and materials to enhance students' writing. Therefore, educators believe that using social media as a platform for teaching and learning might be helpful to make the lessons fun and interactive. Thus, this paper aims to investigate the use of Twitter as a casual learning approach in enhancing students' writing skills. A study was conducted among 20 undergraduate students to investigate if Twitter makes any difference in enhancing their writing skills and their motivation to write. ESL lessons via ZOOM were conducted with the integration of Twitter's threads as the casual learning approach to help students to be more interested in writing, which in a way will help to enhance their writing skills. A questionnaire was later distributed to the students to investigate their feedback on the use of Twitter as a platform to help them to enhance their writing skills. Findings have shown that students are more comfortable to have Twitter as one of the platforms to help them to enhance their writing skills. It can be seen that the students participated more when Twitter was used in the lessons as part of the writing activity. One of the reasons might be because of the flexibility and the casualty. The end result of this study shows that utilizing Twitter in ESL teaching and learning gives a positive impact for both educators and the students.

This quantitative study aims to shed lights on the specifics of computer mediated communication (CMC) within the context of the second language acquisition (SLA) writing processes by examining the pre-writing interactions and the first drafts of 60 English as a Second Language adult learners. These interactions took place either in a synchronous (SCMC) or asynchronous computer-mediated communication (ACMC) environment. The focus was on the lexical intertextual connections evident when the prewriting discussions of the learners were compared with the subsequent drafts accounting for the mode communication. The lexical items of the pre-wring discussion and the first drafts were statistically analyzed by applying a t-test. This analysis revealed that there was a statistically significant difference (α = .05) between the ACMC and SCMC groups in terms of pre-writing discussion and first draft lexical intertextual connections. The participants who conducted their pre-writing discussions in an ACMC mode were more likely to use lexical items from the discussion in their first drafts as compared to the SCMC participants. The researcher believes that these findings can inform distance and computer-enhanced education in general as well as language learning and further the research in this area. 1.

As acknowledged by educational communities, flipped classroom has been a novel and useful teaching model for digital classroom. However, it seems difficult and unclear for many teachers to implement flipped classroom in their lectures in practice. To solve this issue, this article explains how to conduct flipped teaching effectively and efficiently in English classes by adopting recent technologies. Specifically, a technology-enhanced framework is proposed to support peer instruction and just-in-time teaching in the flipped classroom model. Furthermore, issues such as how to select suitable and specific technical tools, and which functions/components should be included in the framework are introduced. In addition, this article reports on a work in progress project that flips a course of English for Specific Purposes with peer instruction and just-in-time teaching. The objectives of this project as well as the way to implement the proposed framework in real scenarios are presented. In depth analysis concerning technology-enhanced language learning, e-learning frameworks, and how such a flipped classroom facilitated students' language enhancement and critical thinking skills are also included.

The advance of educational technologies and digital devices have made computer-assisted language learning (CALL) an active interdisciplinary field with increasing research potential and topic diversity. Questions like "what topics and technologies attract the interest of the CALL community?," "how have these topics and technologies evolved?," and "what is the future of CALL?" are key to understanding where the CALL field has been and where it is going. To help answer these questions, the present review combined structural topic modeling, the Mann-Kendall trend test, and hierarchical clustering with bibliometrics to investigate the research status, trends, and prominent issues in CALL from 1,295 articles over the past 25 years ending in 2020. Major findings revealed that Social Sciences Citation Indexed journals such as Computer Assisted Language Learning, Language Learning & Technology, and ReCALL contributed most to the field. Topics that drew the most interest included mobile-assisted language learning, project-based learning, and blended learning. Topics drawing increasing research interest include mobile-assisted language learning, seamless learning, wiki-based learning, and virtual world and virtual reality. Additionally, the development of mobile devices, games, and virtual worlds continuously promote research attention. Finally, the review showed that scholars and educators are integrating different technologies, such as the mixed use of mobile technology and glosses/annotations for vocabulary learning, and their application into various contexts; one such context being the integration of digital multimodal composing into blended project-based learning.

An exponential growth of research interest has been directed towards the significance of teachers' professional identity (TPI) which plays a pivotal role in their teaching practices. The current study was conducted to shed light on the professional identity of Iranian teachers of English as a foreign language (EFL), their common types of continuous professional development (CPD) activities, and the interplay between them. The research design employed in this qualitative study was a phenomenological approach, utilizing purposive sampling to select a group of 11 EFL teachers at a private language institute in Kerman, Iran. The sample consisted of 5 male and 6 female teachers. For data collection, semi-structured interviews were used and thematic analysis, proposed by Braun and Clarke (2006), was implemented for data analysis. The results indicated that Iranian EFL teachers conceptualized their PI in terms of teacher cognition, teacher emotion, participation in communities of practice, teacher biographies, contextual factors, and teacher learning. The findings also revealed that personal and contextual factors affected the engagement of EFL teachers in various types of CPD endeavors. Finally, TPI had a positive impact on teachers' pedagogical knowledge, professionalism, working atmosphere, and personal growth. The study has several multifaceted implications for educators, educational institutions, and policymakers.

This paper attempts to systematically review past studies to explore the types of online game-related tasks and how they influence the language performance of language learners in online games. The primary search was conducted using the following databases: Web of Science, ScienceDirect, Taylor & Francis Online, JSTOR Archive, and SAGE Journals. The inclusion criteria consisted of research articles published between 2015 to 2021, full text must be available, and research articles that are written in the English language and must be published in selected peer-reviewed scholarly journals. Several factors for game-related tasks that are embedded in online games were found to contribute to learners' language acquisition in digital game-based learning. These factors include a) competition among peers in online games promotes motivation and active participation in language learning, b) collaborative discussion in online games enhances learner's willingness to communicate in the preferred target language, c) the versatile elements of the online game environment promote learning via task completion, and d) learners are empowered to decide and plan learning outcomes based on their language capabilities. The results from this review could potentially provide the necessary exposition on how game-related tasks in online games are implemented. It also highlights the utility of online games as a valuable linguistic tool to effectively improve learners' language learning.

A growing body of research has examined the integration of corpora into foreign language classrooms in the last few decades. A sub-line of research concerning the interaction between the two fields has been student perceptions. Additionally, the growing integration of online learning into curricula, triggered by the COVID-19 pandemic, has aroused a necessity to explore the application of data-driven learning in online learning environments. The current study, therefore, attempted to elicit learner perceptions on learning vocabulary targeted particularly for speaking skill through direct data-driven learning in an online learning context. The data gathered from the participants (N=28) through a questionnaire and a semistructured interview revealed that the participants found the use of data-driven learning activities in conjunction with the coursebook and oral production tasks helpful to boost their learning. They did not evaluate corpus consultation as a very challenging task to tackle in general. Overall, the study revealed two significant findings: First, it highlighted that collaborative learning might play a significant role in data-driven learning applications. Second, the findings emphasized the necessity for integration of the audio data to the large, publicly available corpora, such as COCA, which could contribute to future research on exploring the efficiency of data-driven learning for speaking skills. Veriye dayalı öğrenme, konuşma becerisi öğretimi, derlem temelli öğrenme ÖZ Son yıllarda, derlemin yabancı dil sınıflarında uygulanmasını inceleyen araştırmaların sayısı giderek artmaktadır. İki alan arasındaki etkileşime ilişkin araştırmanın bir alt alanı da öğrencilerin sınıfta derlem kullanımına yönelik algıları olmuştur. Ek olarak, COVID-19 salgınının tetiklediği çevrimiçi öğrenmenin müfredata entegre edilmesi, çevrimiçi öğrenme ortamlarında veriye dayalı öğrenmenin uygulanmasının etkililiğini araştırma ihtiyacını doğurdu. Bu nedenle mevcut çalışma, çevrimiçi öğrenme bağlamında doğrudan veriye dayalı öğrenme yoluyla özellikle İngilizce konuşma becerisini hedefleyen kelime öğrenimine ilişkin öğrenci algılarını ortaya çıkarmayı amaçlamıştır. Katılımcılardan (N=28) bir anket ve yarı yapılandırılmış görüşme yoluyla toplanan veriler, katılımcıların veriye dayalı öğrenme etkinliklerinin, ders kitabı ve üretime dayalı aktivitelerle birlikte kullanımının öğrenmelerini artırmaya yardımcı bulduklarını ortaya çıkardı. Katılımcılar, derlem kullanımı genel olarak üstesinden gelinmesi çok zor bir görev olarak değerlendirmediler. Genel olarak, çalışma iki önemli bulguyu ortaya çıkardı: Birincisi, çalışma, işbirlikçi öğrenmenin veriye dayalı öğrenme uygulamalarında önemli bir rol oynayabileceğini göstermiştir. İkinci olarak bulgular, COCA gibi halka açık geniş bir derlemde sesli verilerin sunulmasının gerekliliğini vurgulamıştır. Çalışmadan elde edilen veriler, konuşma becerileri için veriye dayalı öğrenmenin verimliliğini irdelemeye yönelik gelecekteki araştırmalara katkıda bulunabilir.

This proposal explores the use of artificial intelligence in online secondlanguage learning environments, focusing on the development of adaptive feedback mechanisms for speaking and writing tasks. It outlines a mixedmethods study combining pedagogical theory, system design, and learner experience research to bridge the gap between technological tools and educational needs. The project aligns with the interdisciplinary goals of the LCT programme and seeks to contribute to the development of intelligent, learnercentered language technologies. Title Artificial Intelligence for Adaptive Feedback in Online Language Learning 1. Background and Motivation Over the past decade, the demand for online language learning has grown exponentially, driven by globalization and digital transformation. One of the most persistent challenges in online environments is providing timely, personalized feedback that helps learners progress-especially in speaking and writing. Recent advances in natural language processing (NLP), speech recognition, and machine learning have opened new opportunities. AI-powered systems can now assess learner input in real time and generate automated feedback. However, these tools are often generic, lack sensitivity to context, and are not well-adapted to the nuanced needs of adult second-language learners. As a language educator with hands-on experience in online instruction and a background in multimedia-based grammar teaching, I aim to bridge the gap between pedagogical needs and technological potential through intelligent feedback systems.

This article presents interview data from a group of Japanese novice researchers who were asked to comment on their writing practices in preparing their first scientific research articles to be published in English. The verbal reports and subsequent commentary ond analysis provide insights into cross-cultural aspects of academic writing from a social-constructionist perspective under the headings: (a) the construction of NNS novices' research article drafts; (b) translation from Ll to L2; (c) revision in response to external critique and the concept of audience. To better understand the language and subculture of the scientific community, findings stress the importance for both EAP practitioners and for NNS novices of feeding relevant background literature from the fields of sociopragmatics and the sociology of science into advanced courses in English for Academic Purposes. When investigating the research writing activities of nonnative users of English from seemingly very different cultural backgrounds compared with their intended international audience, it is naturally relevant to explore issues of a cross-cultural nature and their potential bearing on L2 written products and aspects of the writing process. comment that the small body of earlier research on cultural differences in academic writing seems to indicate that distinct differences between writing cultures can be found not only between cultures which appear very different on many accounts, like Oriental and Anglo-American cultures . . but also between cultures which appear relatively similar, such as German, French and Anglo-American cultures. (p. 462) It is in particular the socio-rhetorical features of texts, seen as embedded in the rhetorical values of the native culture, that Mauranen (1993a) notes provide the default rules "we are not usually conscious of but which shape our perceptions of convincingness in an important way" (p. 157).

Part I of this multi-part paper contains basic practical and introductory observations about difficulties faced by westerners in learning to pronounce Chinese (Depuydt, 2024). It was argued that, in learning Chinese, pronunciation deserves a certain priority or precedence over grammar, vocabulary, and writing (calligraphy). A new method was introduced for studying pronunciation. It was called 有无道 yǒu wú dào "The Way of yǒu wú," in the spirit of Laozi. And a set of twelve (12) initial consonants plus Pinyin i called the 12i was etc. etc.

The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer ...

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This article provides an introduction to YouGlish as a corpus tool, emphasizing its significance for language instructors and autonomous learners. By using this free and intuitive tool, users can, in fact, conduct corpus-based inquiries by searching for keywords and expressions within its extensive database of transcribed YouTube videos. This feature enables learners to access videos and subtitles that showcase the target words and phrases in authentic contexts. Besides providing language instructors with support and materials for their lessons, it can be used during self-study to effectively facilitate the learning experience and may also be beneficial in the case of dyslexia. The article proposes a range of tasks not only to show how helpful the tool can be in improving listening skills through sound discrimination, but also to demonstrate how incorporating YouGlish into language learning activities can facilitate the identification of other linguistic patterns, in particular the exploration of lexical chunks. These suggestions draw upon Michael Lewis' Lexical Approach (1993), which emphasizes the importance of meaningful and contextrich language learning. Additionally, mention is made of how Youglish can foster intercultural competence thanks to the varieties of English it incorporates and how they can be used to promote critical thinking about English as a global language, as well as encourage reflection on the role of English as a lingua franca in today's interconnected world.

The article elaborates linguistic-methodological problems encountered in second language acquisition. The study underlines the subtle distinction between a method and a technique. It is noted that a method is the theoretical understanding of learning something while techniques are the practical implementation of this theory. It turned out that the students' levels, interests and needs should be taken into consideration while teaching them. Hence, school books should provide these criteria. Unfortunately, some lexical samples and listening tasks are inappropriate for the students' levels. Gamification technique and techniques based on competitions should be applied more in lesson process in order to get an effective result.

This paper elaborates the role of social platforms in enhancing language learning, with a focus on tools such as Tandem, Speaky, Reddit, HelloTalk, Duolingo, and Memrise. Apart from language learning goaltargeted platforms, common social platforms such as Skype, Zoom and Microsoft Teams have been analyzed in terms of language learning. These platforms provide diverse learning experiences through community interaction, real-time communication, gamification, and content-based learning. By analyzing their impact on comprehensibility gains, this study highlights how social engagement and interactive feedback contribute to improved language understanding. The findings suggest that platforms emphasizing direct communication with native speakers, such as HelloTalk and Tandem, yield the most significant improvements in comprehension, while structured and gamified tools like Duolingo and Memrise support foundational skills. Overall, social platforms represent a dynamic and accessible approach to modern language education.

The current study examined vowel identification among 72 phonetically trained and untrained Algerian students of English enrolled in Master 2 English Language and Letters and Mathematics courses, respectively, at Mentouri University of Constantine. The study used a multiple alternative forced choice (m-AFC) classification test to assess participants' identification rates of isolated RP prototypic vowels across varying temporal manipulations. It was hypothesised that phonetically trained and untrained participants would use acoustic features of examined vowels differently to identify vowels, with phonetically trained participants showing higher identification rates compared to untrained ones. Analysis of results demonstrated that the use of temporal and spectral features of vowels varied non-significantly across phonetically trained and untrained participants. The results show that vowel identification may be subject to specific speech mechanisms and non-significantly affected by phonetic training, suggesting the limited role of explicit phonetic instruction in vowel perception among L2 learners and the need for more effective teaching methods.

RESUMO: Este artigo analisa os jogos eletrônicos, sobretudo aqueles online, que têm sido utilizados de forma generalizada por pessoas de todas as faixas etárias. Entendemos existir um dispositivo pedagógico da mídia que envolve alguns desses jogos, mais especificamente o aplicativo conhecido como Pokémon GO. Desvelar quais são os conceitos que podem estar sendo ensinados através desse aplicativo e qual a visão de mundo esse jogo retrata traduzem os objetivos de tal estudo, uma vez que se entende que alguns jogos eletrônicos podem valer-se de uma pedagogia em sua constituição. Como material empírico de pesquisa, foram analisadas práticas discursivas e não discursivas, sendo que o corpus da investigação é formado pelo site oficial do jogo no Brasil, páginas do aplicativo em rede social e canais de youtubers. Da mesma forma, o autor mergulhou no universo do jogo, como player, pelo período de trinta dias. São utilizados para a análise teórica autores das áreas dos estudos culturais em e...

The content of this book can be fully appreciated within the context of Malaysia, a country that is home to approximately thirty-four million people with multi-ethnic backgrounds. While the official language is Malay, a multitude of languages are spoken in Malaysia. The country aspires to educate professionally competent citizens in order to increase their opportunities for advancement and to enhance the country's ability for international relations and international trade. Rashid et al. ( ) point out that educational reform initiatives in Malaysia have often focused on language policy that places the English language at the center of curricular changes as English is viewed as the tool that may make it possible for the country to keep pace with its economic objectives. Within this view, English teachers have become key players in the implementation of educational reforms. The authors, both faculty at the University of Malaya (Universiti Malaya) in Kuala Lampur, have been experimenting with English as a Second Language (ESL hereinafter) teaching techniques in order to ascertain which ones are more conducive to student participation in ESL group discussions. They frame their exploration around two settings, namely, face-to-face group discussions that are carried out in a physical classroom and text-based computer-mediated discussions. This exploration also takes into consideration how learner-specific factors, such as second language (L2 hereinafter) proficiency level, personality, and motivation, may affect group discussion outcomes in the two settings. The book is organized in seven chapters, each featuring a summary that synthesizes the points covered in the chapter. The first chapter, entitled "Communication is Vital," begins with a general discussion of the notions of communication and learning. Language is highlighted as a central element to communication and learning. The authors proceed by taking the notions of language and learning to the context of L2 teaching. They provide an overview of different L2 teaching methods. Addressing them chronologically, the following methods are described: the grammar-translation method, the direct method, and the communicative method. This overview is followed by a review of a selection of language learning theories and some considerations about the integration of instructional technology to enhance L2 teaching, and what this integration means in the Malaysian education system. The chapter concludes with a section that describes the characteristics of group discussions as a pedagogical practice that may promote L2 acquisition

Form-Focused Instruction (FFI) has been extensively studied, yet past research often yields contradictory results. Overly simplistic examination of grammatical features, along with inadequate exploration of EFL learners at different English proficiency levels, has limited understanding of how and when to use different forms of FFI. Due to a need for further research, the present study was designed to holistically examine input and output-based forms of FFI with various grammatical features, along with Korean EFL learners at different proficiency levels. Eighteen experimental studies with Korean EFL learners were selected for metanalysis and research synthesis. The effects of type of instruction (input vs. output) were analyzed along with complexity of a target feature and learner proficiency in English. Results suggested that input-based instruction is more effective with grammatical features that involve a single phrase (e.g., basic morphology and vocabulary), while output-based instruction is more effective with more complex phrases and clauses with a syntactic component (e.g., relative clauses and conditionals). Input may activate form-meaning mapping, which is more useful for the acquisition of basic morphology or vocabulary, whereas output may help learners order constituents, thereby aiding in the acquisition of syntactic phrases and clauses. Proficiency also appears to influence the efficacy of FFI. When proficiency of participants was low and complexity of a grammatical feature was high, the influence of input tended to be stronger. When proficiency was intermediate and complexity of a grammatical feature was low, outputbased instruction tended to result in larger effect sizes.

Listening, often overshadowed by productive skills in language learning, holds untapped power as a driver of acquisition. This study investigates how listening enhances language learning, exploring its role in success, the impact of varied approaches (passive, active, collaborative, transformative), and the factors that amplify or hinder its effectiveness. Using a mixed-methods design, the research engaged ESL learners (N=10-50, beginner to intermediate) in listening tasks—dialogues, podcasts, lectures—over 1-2 weeks. Quantitative data from pre/post-tests measured comprehension (up 34%, 5.3/10 to 7.1/10), vocabulary retention (e.g., 6.2 words collaborative vs. 5.0 passive), and confidence (e.g., 4.2/5 with transformative audio), analyzed via t-tests and ANOVA. Qualitative insights from interviews and questionnaires revealed themes like “collaboration helped” (70%) and emotional resonance boosting development. Findings show listening’s power peaks through collaborative approaches (20% retention edge) and tools like subtitles (15% comprehension gain), though pace can hinder (confidence drop to 2.8/5). Unexpectedly, passive listening aided beginners’ retention (5.5 words). These results affirm listening as a cornerstone—building comprehension, fluency, and growth—challenging its underemphasis in prior research. Implications suggest learners leverage social and emotional listening, while educators integrate group tasks and tech aids. Limited by sample size and ESL focus, the study calls for larger, diverse explorations. This work reframes listening not as a passive skill, but as a transformative force in language learning.

Σκοπός της παρούσας έρευνας είναι η διερεύνηση των απόψεων των δασκάλων αναφορικά με την ενασχόληση της σχολικής τάξης με τη μαθηματική απόδειξη στο πλαίσιο διερεύνησης τύπου Lakatos (ΔτL). Με τη χρήση ενός ερωτηματολογίου βασισμένο σε επεισόδια από μια σχολική τάξη σε μορφή κόμικς συλλέξαμε δεδομένα από 331 εν ενεργεία και μελλοντικούς δασκάλους αναφορικά με τις προσδοκίες τους από την ενασχόληση με τη ΔτL, καθώς και την αξία και το κόστος που εκτιμούν πως έχει για τους ίδιους και για τους μαθητές. Τα αποτελέσματα δείχνουν πως υπάρχουν λίγες διαφορές μεταξύ μελλοντικών και εν ενεργεία δασκάλων, οι οποίοι συνολικά βλέπουν θετικά την ενσωμάτωση της ΔτL στο μάθημά τους.

In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on taskbased language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, classroom-based studies, which have demonstrated the affordances of TBLT in particular contexts, but whose findings may be less generalizable. Against this backdrop, a qualitative research synthesis of these classroom-based studies is warranted. The current study adopts grounded theory (GT) as the methodology to systematically synthesize qualitative findings from 16 technology-mediated TBLT studies published between 2002 and 2017 in second and foreign language contexts. This resulted in the identification of (a) the characteristics of technology-mediated TBLT, (b) the affordances and limitations of technology-mediated TBLT, and (c) the factors affecting the effectiveness of technology-mediated TBLT. Following this synthesis, a possible research agenda is proposed and practical implications are suggested.

In recent years there has been a lot of interest in the potential role of digital games in language education. Playing digital games is said to be motivating to students and to benefit the development of social skills, such as collaboration, and metacognitive skills such as planning and organisation. An important potential benefit is also that digital games encourage the use of the target language in a non-threatening environment. Willingness to communicate has been shown to affect second language acquisition in a number of ways ...

Le tecnologie offrono numerosi strumenti innovativi per facilitare l’apprendimento delle lingue. Il podcast è uno di questi strumenti e gode di una crescente popolarità grazie alla sua versatilità, alla facile reperibilità nelle diverse piattaforme di ascolto streaming on demand, ma anche alla relativa semplicità con cui si può creare e pubblicare un proprio podcast. Questo studio esplora l'efficacia del podcasting per lo sviluppo delle abilità orali nell'apprendimento delle lingue straniere, con particolare riguardo alla pronuncia, un aspetto spesso trascurato nella pratica didattica. Passando in rassegna diverse esperienze di utilizzo dei podcast nei corsi di lingua, si rilevano le percezioni degli studenti in merito e si forniscono al contempo esempi pratici e suggerimenti per ottimizzare l’apprendimento linguistico. In conclusione si evidenzia come l’uso del podcast, nella cornice del Project Based Learning, può promuovere anche abilità e competenze trasversali e non linguistiche quali le competenze organizzative e gestionali e quelle tecnologiche.

This chapter discusses the nexus of research and pedagogy in the area of computerassisted language learning (CALL) by highlighting recent trends involving technology use in English language teaching (ELT). Specifically, the authors showcase three emerging trends, including the use of: 1) multimodal activities, 2) synchronous video computer-mediated communication (SVCMC), and 3) mobile-assisted language learning (MALL). The chapter is divided into three parts. Part one provides background information on past trends in CALL. In part two, current trends are discussed, and there are three subsections devoted to describing multimodal activities, SVCMC, and MALL, respectively. These topics are each briefly defined. Theoretical rationales and research supporting their use are also discussed, including why they are particularly relevant for ELT purposes. Afterwards, the authors highlight examples of multimodal activities or different tools and platforms for SVCMC and MALL, along with suggestions for how these activities and tools might be implemented in one's classroom. Lastly, part three of the chapter covers future adaptations. The authors close with a discussion of how practitioners and researchers may further respond to new CALL-related challenges in the future.

The use of games as learning activities has likely existed for as long as have formal (or 'serious') approaches to teaching and learning. In the new millennium, it is difficult to avoid what would appear to be hyperbole in regard to digital gaming environments. The strong and growing interest in digital games, coupled with rapid technological advancements, have created what is unquestionably one of the most inventive, fast-moving, complex media enterprises currently in existence. Game designers draw upon academic research originating in psychology, computer science, and the learning sciences, and reciprocally, within the academy new degree programs such as game studies are emerging. While commercially produced recreational games benefit from the greatest influx of capital and expertise, approaches to structuring learning environments that leverage game mechanics and pedagogies are now routine in settings as diverse as the military, management training, museum kiosks, DNA research, social justice awareness, and increasingly, for the teaching and learning of otherwise conventionally defined academic content. Importantly, and in tandem with the factual accuracy of the above statements, gaming is also associated with many problems, not the least of which is the polarized public assessment of online games, the negative binary of which presumes that online games are violent (some are, many are not), addictive (an unresolved debate that continues), and that gaming is the passionate focus of primarily adolescent males (patently false, for discussions see . Stepping into the digital gaming fray and performing a tremendous service for second language educators and researchers alike, Julie Sykes and Jonathon Reinhardt have produced an ambitious book-length treatment, Language at play: Digital games in second and foreign language teaching and learning, that is admirably comprehensive in scope and which adeptly aligns second language acquisition (SLA) and pedagogy research with practical strategies for the use of games in foreign and second language (L2) instructional contexts. The book uses the acronym L2TL, standing for second language teaching and learning, and for purposes of economy, we will employ the same in this review.

Η παρούσα εργασία πραγματεύεται το θέμα της σχολικής αποτυχίας, επικεντρώνοντας ιδιαίτερα στους μετανάστες/πρόσφυγες μαθητές/μαθήτριες. Στο πρώτο μέρος της διασαφηνίζεται η έννοια του φαινομένου της σχολικής αποτυχίας, ενώ, στη συνέχεια, σημειώνονται τα βασικά αίτια που οδηγούν σε αυτήν. Στη συνέχεια, επιχειρείται μία συνοπτική ανάλυση της περίπτωσης της σχολικής αποτυχίας των παιδιών που προέρχονται από οικογένειες μεταναστών ή προσφύγων. Το εκπαιδευτικό σύστημα, με τον καίριο ρόλο που διαδραματίζει στις διαδικασίες κοινωνικής και πολιτισμικής ένταξης, οφείλει να διαμορφώνει τις κατάλληλες συνθήκες αναγνώρισης και αποδοχής της ετερότητας στην κοινωνία. Ακολούθως, γίνεται αναφορά στη συμβολή του εκπαιδευτικού συστήματος στη διαιώνιση του φαινομένου αλλά και στον ρόλο των ίδιων των εκπαιδευτικών, οι οποίοι καλούνται να επιμορφωθούν, ώστε να διαχειρίζονται αποτελεσματικότερα τη νέα πολυπολιτισμική τάξη.

EFL methodology has always recognized the importance of giving student learners of foreign languages regular and quick feedback on student speech production, both written and oral, but over the past two decades there appeared various tools ensuring the provision of automated instant feedback. The presented paper offers such a tool that focuses on measuring text complexity, which will hopefully translate into reasonable feedback about the level of language proficiency when taking into account those text features that are significant for Russian learners of English. The application provides students with advice on how to improve the weaker aspects of the evaluated essay and underlines the relevant linguistic features of the text -for example, the number of adjectival clauses. We point out what text features are more relevant for the assessment of the essays written in English by Russian students. We analyzed 3440 texts from Russian Error-Annotated English Learner Corpus, and for each of them we calculated the text criteria values. Then we used the methods of machine learning and statistical analysis to predict the grade that could be received for the essay. JEL Classification: E32.

The aim is to investigate teachers" perceptions on how they meet students" needs in a mixed-ability context. We listened to experienced teachers and analyzed their different ways of approaching mixed-ability classrooms. Our findings show that varied instruction is the best way to meet all pupils" needs and that it is necessary to have extra materials for both advanced and elementary students. There is a variety of strategies that can be put into practice in order to meet all students" needs, but unfortunately, no "magic method" guarantees every student"s development and success with regard to learning. In present time, English is the most preferred language. For the natives, learning English is a natural process. But for the students of other languages, we require big efforts to learn a foreign language. The students in Vietnam as well as in our school face such problems because English is not the mother tongue. Nowadays, most of the schools are with mixed ability students of different levels which are challenges to teachers. Teacher"s aim is to reach all the students by monitoring them in a variety of ways to achieve effective teaching. Almost of the students think English is a subject which they have to learn in school and do not realize English as a language of communication used globally. To solve these problems, we need to have a systematic approach. We should aim teaching primarily not for knowledge but for skills. This paper deals with the problems of teaching English for students and defines different strategies in developing technique for dealing mixed ability classes to achieve better results in the teaching as well as in learning English.

Technology has been used as the medium of teaching and learning. A previous study from Sumakul (2013) found that social networking website brought positive effect in language learning. Based on the previous study, this study used Schoology as the subject of the research. According to Biswas (2013) Schoology is an online platform that provides a new style for the teachers to deliver material and facilitate learning. Furthermore, it can be inferred that it provides a new way of learning for the students to engage and intensify their own learning. Therefore, this study is aimed at finding out the students' perceptions of using Schoology in an argumentative writing class. Dörnyei (2001) argues that perception has a big role in determining success or failure in any learning situation. In other words, the study wanted to evaluate the use of schoology as the medium of learning in an argumentative writing class. Argumentative writing class was chosen due to its high and active users of schoology. The data were gathered through face to face and online interview with 10 participants from 2014's batch. In the interview, the protocol was taken from Song et al. (2004).The findings showed the significance of using Schoology in Argumentative Writing class.

Many people who write about information technology draw a parallel between the introduction of the printing press in 15th century Europe and the introduction of the computer. The parallel is based on the notion that technological revolutions entail rapid and far-reaching social change that is the inevitable result of the introduction of a major new technology. In this view, changes in the technologies of literacy affect literacy practices and communities: The transformation from an oral culture to a literate one reshaped consciousness; the introduction of alphabetic writing in Ancient Greece transformed Greek thought; the invention of the printing press moved the power of scholar-priests to more democratic institutions and promoted individualism, nationalism, and secularism. Scholars thus claim that the introduction of the computer will inevitably result in a different social consciousness of what literacy is and how it functions in individuals and society. This common view does not reflect the realities of history. Technologies themselves did not cause changes such as the Reformation. Changes result from mutually influencing social and technological factors: New technologies like the printing press merely facilitated changes already beginning to take place. The uses of literacy are various. As a technology, it gives its possessors potential power; as a stock of cultural knowledge within a given tradition, literacy can constrain or liberate, instruct or entertain, discipline or disaffect people. Princeton historian Lawrence Stone once remarked that if you teach a man to read the Bible, he may also read pornography or seditious literature. Put another way, if a man teaches a woman to read so that she may know her place, she may learn that she deserves his. These are the Janus faces of literacy (Kaestle, 1991, p. 27). In 1986, the Wall Street Journal carried an advertisement that proclaimed, "In 1455 Gutenberg brought the miracle of printing to the civilized world ... 531 years later, Apple brings it to the civilized desktop" (February 21, 1986, pp. 11-13). One might condemn Apple's hubris were it not for the fact that many people who write about information technology draw a parallel between the introduction of the printing press in Europe in the middle of the 15th century and the introduction of the computer in the late 20th century. The parallel is based on the notion that technological revolutions entail rapid and far-reaching social change that is the inevitable result of the introduction of a major new literacy technology. Attributing cognitive and sociocultural change to new literacy technologies did not begin with the introduction of the printing press but is documented in Ancient Greece and Medieval England, where the technologies being introduced were alphabetic writing and literacy respectively. Literacy is a technology as Kaestle argues above, one that converts thought into records, as proposed when he claimed literacy is the technology of the intellect. Whether it is in discussions about Ancient Greece or about 20th century computer technology, many scholars and others separate into two usually opposing camps: those who fear the new technology, fearing it will negatively change life as they know it, and those who extol the virtues of the new technology, believing it will create new, beneficial ways of knowing and interacting. Both sides ultimately argue over issues of power and control (even if those arguments are not voiced explicitly)--over form, authorship, distribution of knowledge, and the very construction of knowledge itself. What both supporters and opponents of a particular technology generally hold in common is the view that the technology is prior,

This study was a comparative investigation of face-to-face and written electronic conferences. The participants were advanced English as a second language (hereafter: ESL) students. The two types of conferences were compared in terms of textual features and participation. There was no statistically significant difference in the total number of words that students produced in an equivalent amount of time in the two types of conferences. The discourse in written electronic conferences displayed greater lexical range, and students in these conferences produced more discourse demonstrating interactive competence. The statistically significant finding of increased lexical range in written electronic conferences persisted even when the interactive discourse was eliminated from the conference transcripts and the transcripts were reanalyzed. This finding suggests that, during written electronic conferences, students were better able to use and practice a wider range of vocabulary related to the topics. For one of the groups, participation in written electronic conferences was more balanced among students, while for the other group participation was about equally balanced regardless of the conference setting. This last finding came as a surprise and points to a need for further research into variables that might mediate balanced participation in face-to-face and written electronic conferences.

This study was a comparative investigation of face-to-face and written electronic conferences. The participants were advanced English as a second language (hereafter: ESL) students. The two types of conferences were compared in terms of textual features and participation. There was no statistically significant difference in the total number of words that students produced in an equivalent amount of time in the two types of conferences. The discourse in written electronic conferences displayed greater lexical range, and students in these conferences produced more discourse demonstrating interactive competence. The statistically significant finding of increased lexical range in written electronic conferences persisted even when the interactive discourse was eliminated from the conference transcripts and the transcripts were reanalyzed. This finding suggests that, during written electronic conferences, students were better able to use and practice a wider range of vocabulary related to the topics. For one of the groups, participation in written electronic conferences was more balanced among students, while for the other group participation was about equally balanced regardless of the conference setting. This last finding came as a surprise and points to a need for further research into variables that might mediate balanced participation in face-to-face and written electronic conferences.

This study explores the implementation of "Read Sphere," a digital application designed to assist students in improving their reading comprehension skills in English. The application focuses on three types of texts: descriptive, narrative, and recount, while providing simple practices for text analysis. Through a mixed-method approach involving qualitative user feedback and quantitative pre-test and post-test assessments, this research evaluates the effectiveness of the application. Results show that Read Sphere significantly enhances students' reading abilities, engagement, and motivation, making it a valuable tool for English language learning.

The research paper analyses the usage and popularity of Duolingo, a Mobile-Assisted Language Learning (MALL) app, among college students, aged between 18 to 25, residing in Chennai. After globalisation, many schools and colleges in India offer foreign languages like French, German, and Spanish to their students as a second language to up-skill themselves. However, due to the popularity of smartphones and the introduction of Information and Communication Technology (ICT) in the educational sector, students can access state-of-the-art learning experiences in the comfort of their homes. The Duolingo app offers free sessions on 40 languages like English, Spanish, French, and German, in the form of mini-lessons, and daily challenges that combine Artificial Intelligence (AI) techniques and gamification processes. Apart from offering popular language courses, the app also provides foundational English and Math lessons for children to improve their skill
set. So to investigate, the study adopts the quantitative research methodology, by giving out survey questionnaires to the eligible respondents. The results indicated that the Duolingo MALL app is not popular among college students, who study a foreign language in college as one of the subjects.
Keywords: Duolingo, Mobile Assisted Language Learning (MALL), Gamification, Foreign Language, College students,
E-Resources, Chennai.