Facilitating Synchronous Online Language Learning through Zoom

Well, the new Fall 2020 semester is off and running, figuratively and literally speaking. I am involved in teaching three courses, all of which I am teaching online for the first time. I have never been so busy trying to get the next lecture ready, the next assignment posted, the next e-mail responded to, the next… you get my drift. Some of you may be feeling the same way as I am – too much to do and not enough time to do it. So, what I thought I would do is share some goals and ideas that are keeping me, and hopefully my students, grounded, growing, and going strong and some of my early online observations that are causing me to pause, ponder, and make adjustments. How would you finish this sentence, “When life gets challenging, I…”? It is important to know what keeps you going when life gets difficult. Here are three goals and ideas that help me. Oh and I love a good positive quote, too – from the silly, like “When life gives you lemons, make lemonade” (Dale Carnegie) to the funny, like “When you come to the end of your rope, tie a knot and hang on” (Franklin D. Roosevelt) to the more serious, like “Challenges are what make life interesting and overcoming them is what makes life meaningful” (Joshua J. Marine) and “We must meet the challenge rather than wish it were not before us” (William J. Brennan, Jr.). My goal is to teach AND reach my students. This goal is especially important during this time of COVID-19 induced anxiety, stress, and strain. To me, reaching my students means connecting with them beyond the course content, putting myself in their shoes, and listening to them about what is going on in their lives and in their worlds. It also means striving extra hard to enable my students to engage with and retain content from our virtual Zoom meetings. Tim Elmore (2020), in his recent blog, reminds us of two timeless ideas to help reach our students—imagery and emotion1. Our brains remember information better from images than from words, thus, “the more we can harness the power of an image, the better our chances are of getting through to a young listener” (Elmore 2020). We also remember information better that engages us at the emotional level. So instead of making a bullet list or giving a definition, it is much better to tell a story or involve our students in a meaningful discussion. But, alas, these things take more time. And here is where I need to remind myself that reaching my students is, more often than not, a prerequisite to teaching them! Preparing to teach three classes online this semester, which I have not taught online before, is a challenging task. I have run into a number of issues related to online course design and associated technologies. My favorite saying has become “If it ain't one thing, it's another!” But, one of the things that has been a great help and comfort to me is knowing that I have a network of people (some on speed dial) willing to lend me a hand and/or an ear. These people help keep me growing and going strong! I hope you also have people you can go to. If not, try to find some. I don't know what I would do without these folks, and I need to make sure to tell them that, regularly. “Stop and smell the roses” might sound like a quaint cliché, however, research suggests it is actually sound advice for finding satisfaction in life (Fagley 2012, Kennelly 2012). Stopping and appreciating2 all that we have helps us to stay grounded when life is moving faster than we can keep up with. What a gift we give ourselves (and others) when we build in time to reflect on the positive aspects of our lives, value our friends and family, and relish and savor the good times! There have already been a number of things that have given me pause this semester, and we are only a few weeks into the semester. Here are just of few of the highlights. I am sure there are many more to come! Murphy's law is an adage that is typically stated as: “Anything that can go wrong will go wrong.” Believe it or not, during the first day of the Fall 2020 semester at many institutions, Zoom went down (St. Amour, 2020). Now, the actual disruption only lasted about five hours, but with the level of anxiety already running high, faculty and students alike were quickly frustrated. But, I must admit, for me, it served as a good reminder that I need to be super flexible this semester, roll with punches, so-to-speak, and truthfully speaking, expect the unexpected. I think right now is a perfect time to embrace a positive attitude and a spirit that looks for the silver lining.3 A silver lining for me, regarding putting my courses online, came during a conversation with two amazingly wonderful colleague of mine, Dr. Anna Dilger and Dr. Dawn Bohn. We were getting ready to team teach the Fall 2020 ACES Teaching and Leaning Academy and were intently discussing how we were going to transition some of the face-to-face (F2F) activities for use in our new online venue. As we were hard at work, Anna excitedly stated, “One advantaging of taking a class to the online format is that it makes you rethink everything!” Ah, there it is, the silver lining. It was so true, as we were rethinking our activities, we were coming up with a number of new ideas and insights, ones we might not have thought of, if it were not for the need to put the course online. In my F2F courses, I have been doing breakout sessions for a number of years. I love having students take a short break during lecture and work on some kind of problem together (Schmidt, Parmer, & Javenkoski, 2002). Educational research shows that engaging students in problem solving as part of the course content promotes student motivation, recall of previously learned background information, and retrieval of relevant information learned in class. These beneficial results of problem solving are further enhanced by solving the problems with others, rather than alone (Light & Micari, 2013). So naturally, I built breakout sessions into my synchronous online courses, using the breakout rooms feature in Zoom. However, I quickly learned that breakout sessions via Zoom were not going to be the same as in my F2F classroom, in several little and big ways. Adjustments were going to be needed! First, when I do a breakout session in my F2F course, I introduce the problem using a PowerPoint Slide, which all the students can continue to see when they turn to their neighbor to work on the problem. In Zoom, however, that is not the case. When students are electronically sent to their breakout rooms, they no longer can see the question posed on the PowerPoint slide in the main room. An adjustment was needed – I needed to put a copy of the question slide (usually in jpg or png format) in the chat space before the students head off to their breakout rooms. So the other day, I thought I would put the breakout question slide in the chat space right after I signed into Zoom, which was about 10 minutes before class was scheduled to start. I thought I was being efficient getting everything ready to go. So when it was time for the breakout session to begin, I announced to the students that the file with the question was in the chat space, but the students, as well as the TA, said they couldn't see the file. At first I didn't know what was going on, but then it dawned on me that the only people that can see the file are the ones that were already in Zoom when I put it in the chat space, so that was only two students and myself. So I quickly re-uploaded the needed file. Note to self, don't put the question slide into the chat space until just before it is needed. Now, just in case, I also post the question slide to Compass, as well as the chat space. Reminds me of the Boy Scout motto: Be prepared! Second, when students breakout into groups in a F2F classroom, I can stand back and get a BIG picture view of how all the groups are doing – I can see and hear them working and interacting with each other and they can see and hear each other and me. I can walk around and pretty easily and naturally stop and interact with a group for a minute or two and then move on to the next group. The next group sees me coming and are aware that I will soon be stopping by. Unfortunately, in Zoom, there is no big picture view for me or the students. The only option I have is to join a group by popping in, unannounced, from the main room. The good news is, so far all the groups have been happy to see me. Some have been busy working together, while others seem to be taking a more “working individually” approach. I must admit, I do miss walking around the room and seeing everyone working and talking and learning in groups. Maybe in the future there could be a Zoom feature where the instructor can see and hear all the breakout rooms at once? Or does that sound too much like surveillance? Third, after a few breakout sessions, it seemed to me that the students were slower than usual (i.e., compared to a F2F classroom) in getting to know each other. Then, it struck me. The informal aspect of students connecting with each other that happens naturally in the F2F setting is not happening naturally in the online space. These students are not getting to know each other day-by-day as they sit next to each other in class, casually greeting, meeting, and chatting with each other. This casual, getting-to-know-you chatting has a substantial, positive effect on the natural development of academic friendships and networks that help the F2F breakout groups to go well (Schmidt, 2020). In Zoom, the students are not able to casually get to know each other before and after class, so breaking out into small, randomly selected groups can feel somewhat awkward, especially for generations such as Millennials and Generation Z, who prefer texting and communicating through social media much more than talking over the phone (Barken, 2019). One fix is to do Zoom breakout sessions where the participants are preassigned to the same group, which I believe will help. But how can we give students at least a little say in who is in their group? We decided that during the first section of the course (about 3.5 weeks), the breakouts session will be randomized, but at the start of the second section the students were told that the breakout groups will be permanently assigned; however, if they wanted to work with someone and that someone wanted to work with them, then they could request to be placed in a group together. I hope4 this helps the students feel more at home in their Zoom breakout groups. One last thought I had on Zoom breakout rooms – perhaps having students touch base about a homework assignment they are working on would promote their interaction with each other. So last week, the breakout session was for students to discuss the experiential learning activity—a 24-hr dietary recall assignment that contained a number of calculations and comparisons to the Dietary Reference Intake values we were learning about in lecture. The breakout session wasn't meant to solve a problem, but instead to help one another on an assignment that was due in a week. I thought this may be a good way for the students to connect with each other, which is, in fact, the underlying purpose of the groups in the first place. Before the semester began, I was searching the web to find ideas about how to make Zoom meetings5 more fun. I ran across a list of ideas, which included doing themed Zoom sessions. Though I thought it might be a lot to ask the students to do, it was something I thought I could do. For each class, I pick out a new Zoom background and a shirt to go with it. I teach Mondays, Wednesdays, and Fridays, so I quickly dubbed Fridays as Illini Days (Illinois Campus background picture and an Illinois shirt). Currently, Mondays are mainly country themed backgrounds (since I live out in the country) and Wednesdays are mainly vacation scenery themed backgrounds from around the U.S. and the world. But who knows what other themes might sneak in over the semester? Halloween and Thanksgiving are coming up. I was even thinking about bringing in some of the National Day Calendar (2020) holidays – such as National I love Lucy Day on October 15th and National Mutt Day on December 2nd. In my own little way, I am trying to bring a little fun into the picture. As has often been said, little things can make all the difference.6 One last thought, but certainly not the least – a key part of reaching our students is making sure our students know that we care about them, especially during this super stressful and uncertain time. I am blessed to have a superstar teaching assistant this semester, Erin Davis (soon to be Dr. Erin Davis), who is my right-hand person in this regard. She is always thinking about how to help the students succeed, even if it means more work and time and effort on her part. I am grateful for her and grateful for all the teachers out there who are working extra hard to teach and reach their students during such a time as this.

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: “Navigating the digital highway” and “Camera ready for new friends.” We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom.

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

Aim/Purpose: This paper investigates three key aspects of metaverse-based platforms in English language teaching: (1) their effectiveness in enhancing language learning outcomes, (2) their impact on digital literacy development in higher education, and (3) their accessibility and inclusivity implications for diverse student populations. Background: Despite growing interest in digital language learning, research gaps exist in understanding the long-term effectiveness of immersive technologies, particularly in resource-constrained settings. The metaverse – an integrated platform combining augmented reality (AR) for real-world digital overlays and virtual reality (VR) for immersive experiences – remains little studied in language education. While existing research examines AR or VR separately, this study investigates their combined impact through metaverse technology, addressing the unexplored intersection of language proficiency, digital literacy, and learning sustainability in higher education. Methodology: A mixed-methods study was conducted with 60 undergraduate students divided equally between experimental (metaverse-based) and control (traditional online) groups for an 8-week English course. The experimental group used an integrated metaverse platform combining AR and VR technologies for one hour daily. Quantitative assessment included pre-test, post-test, and six-month retention measurements of language proficiency (reading, writing, speaking; 10-point scale each) and digital literacy (36-item standardized scale). Semi-structured interviews with 15 participants from resource-limited environments explored accessibility and inclusivity challenges. Contribution: This research contributes to understanding technology-enhanced language learning in immersive environments, challenging assumptions about digital literacy’s impact on academic performance and providing insights into the long-term effects of metaverse-based learning on language skills. Findings: The results revealed significant improvements in reading, writing, and speaking skills among the experimental group, with reading and writing gains maintained over six months. While participants showed substantial improvement in digital literacy, no significant relationship was found between digital literacy and academic performance. Qualitative analysis uncovered two key themes: inclusive social interaction opportunities and technical barriers in the learning process. Recommendations for Practitioners: To maximize the effectiveness of metaverse-based language learning, three key recommendations emerge: institutions should prioritize robust technological infrastructure alongside comprehensive training for both educators and students, educational platforms should be developed with greater inclusivity and customization options, and regular practice sessions or hybrid learning models should be implemented to maintain speaking skills over time. Recommendation for Researchers: Future research directions should focus on three critical areas: conducting longer-term studies to better understand how metaverse-based learning affects academic performance and language proficiency, exploring the complex relationship between digital literacy and academic achievement through alternative success measures, and investigating how adaptive learning systems within metaverse environments can effectively address diverse learner needs. Impact on Society: The findings suggest that metaverse technology has the potential to revolutionize language education, making it more engaging and effective. However, they also highlight the need to address technical challenges and ensure inclusivity to prevent new forms of educational inequality. Future Research: Future investigation should address three key areas: examining how digital skills gained in metaverse environments transfer to real-world contexts and other academic disciplines, developing standardized assessment tools for evaluating language proficiency and digital literacy in immersive virtual settings, and studying the long-term impact of metaverse-based learning across different age groups and educational levels.

This paper describes a small-scale, practitioner-led study of the use of breakout rooms for small group work in synchronous online tutorials using the Blackboard Collaborate tool. The project draws on the writer’s own experience of using breakout rooms in online tutorials over a period of 10 months, both as a tutor of two health and social care undergraduate modules and as a student of modules in a different faculty. It also draws on the experience of tutor colleagues. The project identifies three main benefits of using breakout rooms. Firstly, they are a useful tool for facilitating collaborative learning and interaction. Interaction takes on particular significance in online tutorials. In a face-to-face session the tutor can see if a student’s attention has wandered and gauge their response to the session. In contrast, a student can log into an online tutorial room and appear to be fully engaged with a lecture style session, whilst actually doing many other things and learning little. Interaction in an online tutorial also provides students learning at a distance with a rare opportunity for peer-to-peer contact, which can be invaluable in building relationships and confidence. Further benefits are identified in terms of empowering students to contribute to the session plan and content and also giving the tutor a break from presenting. Perceived barriers to breakout room use are identified around technical difficulties, small numbers of students and in terms of student skill and confidence. The only significant actual barrier to breakout room use identified relates to tutor skill and confidence.

A scoping review of research on languaging in second language education

As I wrote the Editorial for the last issue of the journal, I could never have imagined the different world in which we now live as a result of COVID-19. The importance of information that is consistent and evidence-based has never been more essential for occupational therapists and the people who access our services. Occupational Therapy Australia have supported the profession with lobbying and advocacy activities, regular communications, and resources such as guidelines that outline the practical and ethical considerations for delivering clinical care using telehealth (Occupational Therapy Australia, 2020). The sudden move to online technologies has been experienced by many within the profession and this editorial will discuss online learning within occupational therapy education. In the COVID-19 response, university educators were required to move all teaching and assessment activities online at relatively short notice. As a result, all classes, simulations, practicums, vivas, and assessment, etc. were adapted for the online environment and launched. From an educator perspective, the hours of planning and preparation, and the newly developed skills have been exceptional. From a student perspective, there has been adaptation and the opportunity to develop new skills, possibly including the provision of occupational therapy services via telehealth. As an example, imagine an online classroom with five breakout rooms—within each breakout room there is an actor who is a simulated patient. Each simulated patient will meet with a different student every 20 min in an occupational therapy session, and 100 students will have this experience across the day. In the background, staff are marshalling the students, coordinating the entry into and out of the virtual breakout rooms, and providing feedback and support to the students and actors. This type of activity is exhausting for staff and anxiety producing for students when conducted face-to-face in rooms along an actual corridor—and this is magnified when conducted virtually. All educators, students, support staff, and actors are to be congratulated for what you have navigated and achieved. This is not the first time that learning has been delivered online within occupational therapy curricula. Blended learning is the preferred approach of education providers, promoting the integration of online and traditional face-to-face learning experiences within a program. However, this is the first time that all learning has been delivered online and, from an organisational perspective, each university will undoubtedly seek to understand the student experience and explore what can be retained as online learning into the future. There is a need for caution here: these changes have been made in a short timeframe, under extreme circumstances, and it is important that any future decisions consider the impact on the learning environment and the learning outcomes. More importantly, it is essential that we consider the ongoing issue of equity. COVID-19 and the switch to online learning has created inequities within the student body. Students are disadvantaged when they do not have access to a computer or internet at home. This has been particularly noticeable during the COVID-19 online learning environment when all alternate options for computer and internet access were unavailable, such as in public libraries or university campuses. From a curriculum perspective, it is essential to review how online learning aligns with the pedagogy of the program, and the experience and well-being of the students. Students in the current online environment have spoken of challenges with self-regulation skills such as time management and motivation, and that they feel isolated and distant from the learning. This experience aligns with previous findings that student challenges in the online environment of blending learning include: self-regulation; technological literacy and competency; student isolation; technological sufficiency; and technological complexity (Rasheed, Kamsin, & Abdullah, 2020). There is a need to keep the focus on the students, their experiences, and their learning. Smith and Hill (2018) highlight that blended learning is only effective when the purpose of the online content is clear with explicit links made to the face-to-face classes. The learning environment is complex and further research is required to determine when and how online learning can support occupational therapy curricula to achieve their learning and graduate outcomes. In conclusion, occupational therapy education has momentarily gone online. The educators and occupational therapy students have demonstrated that we can adapt courses and programs to an online format, and both groups will have undoubtedly gained transferrable skills within this online environment. However, despite demonstrating that it is possible, it is important to remember that this change has been undertaken during a crisis situation, and we must move carefully forwards adopting an evidence-based approach. Blended learning should remain the preferred approach and research is required to establish what online components can remain to support the development of occupational therapy knowledge, skills, and competencies.

The Hellenic American Union (HAU), in Greece, in collaboration with the Academy of Electronic Media at the Rensselaer Polytechnic Institute, in the USA, has developed Hellas Alive!©, an online language and culture learning platform for teaching Greek as a Foreign Language with emphasis on interactivity for language learning, cultural awareness, and communication. The platform comprises the Virtual School component, the Virtual City component and the cultural Playspaces component. Language learning takes place in the Virtual School which supports autonomous exploration, simulation, representation and collaboration, with rich multimedia content and synchronous and asynchronous learning tools. Its interface includes an expandable playlist that provides users with all the tools necessary for effective language learning. Such tools include unlimited options to read text, to listen to audio, to watch video or to see images, to record, to submit audio and text, to perform 23 different types of exercises with instant automated error feedback, to chat with other users, and to share material with other users. The platform also includes a variety of interfaces with additional information on language and vocabulary. Users can activate them every time they encounter the corresponding grammatical item or word.

While the main focus of national policy and research has continued to be on foreign language teaching, in the past two decades increasing attention has been given to heritage language learners and to the development of pedagogies which address their particular needs as well as the opportunities available to them. This chapter will chart general developments in language pedagogy beyond communicative language teaching noting both the degree to which they might be considered to apply to both foreign language and heritage language learning and where there are important distinctions to be made. Reference will be made here to groundbreaking work by Claire Kramsch and to the distinction she draws between communicative and subjective/symbolic competence in both language learning and use. It will then go on to set out a number of developments which are proving to have particular significance in the heritage language context, including interdisciplinary perspective (Content-Based Instruction –/Content and Language Integrated Learning –/Project-Based Language Learning ); intercultural/transcultural language learning perspective; multilingual, translanguaging perspective; learner agency and identity investment perspective; multisemiotic and intertextual perspective; digital technology perspective; arts perspective; decolonising, activist citizenship perspective. Finally, it will be argued that, taken as a whole, these developments provide a robust foundation for (a) a much more unified and democratic/ pluralist view of language and literacy education, (b) the development of dialogue between specialists across the spectrum of language education and indeed across the curriculum and (c) fostering closer collaboration between mainstream and community-based sectors.

This mixed-methods study investigates the impact of Artificial Intelligence (AI)-mediated language instruction on English learning achievement and the Second Language Motivational Self System (L2MSS) among English as a Foreign Language (EFL) learners, addressing the growing interest in AI-driven educational technologies and their potential to transform language instruction. It involved two intact university classes with a total of 90 students, where the experimental group received AI-mediated instruction, and the control group received traditional language instruction. Both groups were assessed using pretests and post-tests to measure English learning achievement across two abilities, including reading comprehension and writing skills, while questionnaires were used to evaluate L2MSS. Quantitative analysis revealed that the experimental group outperformed the control group in all assessed areas of English learning achievement, and they also demonstrated higher levels of second language (L2) learning motivation, suggesting that AI-mediated instruction has a positive effect on both English learning achievement and L2MSS. Furthermore, qualitative insights from semi-structured interviews with nine students from the experimental group highlighted the transformative effects of the AI platform, which enhanced student engagement and offered personalized learning experiences, thereby boosting motivation and fostering more effective second language learning. The results indicate that AI-mediated language instruction has the potential to revolutionize language learning by improving outcomes and increasing learner motivation, underscoring the significant positive impact of AI-driven educational technologies in language education. This study contributes to evidence-based language pedagogy by providing valuable insights for educators and researchers interested in integrating AI-powered platforms into language classrooms.

There has been an increasing interest in the integration of technology into language education. Meanwhile, computational thinking (CT) skills are fostered which influence communicative language teaching and learning. Despite CT's established importance in science education, its significance in language teaching remains scarce. This study contributes to knowledge synthesis and methodological development by reviewing 16 journal articles, analyzing CT applications in language learning across educational contexts, intervention tools, CT skills, language acquisition, and assessment methods. The results indicate that (a) more CT-involved activities are needed for primary, secondary, and tertiary education, (b) educational robots and Scratch stand out as the most trending intervention tools, (c) CT skills such as decomposition, abstraction, generalization and so on have a positive effect on students’ foreign language acquisition, especially in grammar and writing, (d) assessment of CT development can be surveyed through a validated and reliable instrument such as computer programming self-efficacy scale or an online platform: Dr. Scratch; Conversely, there is a diversity of evaluation tools in foreign language learning. This study is the first to review experimental research on integrating computational thinking into foreign language learning and offers significant implications for future research.

This review explores the Second YUFE – Ukraine seminar, held from November 12th to 14th, 2024. Young Universities for the Future of Europe is a European University alliance of 10 higher education institutions. Hosted by the University Centre for Foreign Languages at Nicolaus Copernicus University in Toruń—one of Poland’s largest state universities—and supported by the Polish National Agency for Academic Exchange (NAWA), the seminar marked a significant trans-European collaboration. This event brought together foreign language educators and researchers from Poland, Ukraine, Cyprus, Finland, Georgia, and Belgium, focusing on the theme of online language teaching and learning, which underscored its relevance. Although multimodal and transmedial teaching and learning practices have become popular for ESL and other educational contexts, several additional questions have emerged, including the development of students’ multimodal literacy through online learning, the need for a more critical approach to the assessment of student achievements, and a focus on fostering both professional skills and cultural and social values among students. The event centered on the application of modern multimodal and transmedial tools in teaching foreign languages and translation. These tools include digital technologies such as H5P, ChatGPT, augmented reality, artificial intelligence, as well as innovative pedagogical approaches like project-based learning and design thinking. Discussions culminated in identifying prospects for joint international projects, particularly in teaching business English (ESP) and English for Academic Purposes (EAP). The proposed initiatives aim to involve students from various European partner universities in collaborative language education.

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using ques- tionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes. Key words: beliefs, expectations, English Language Teaching, Mozambican students, Mozambique, second language learning

Generative artificial intelligence (GenAI) has received increasing attention from language researchers and educators due to its capability to influence student language performance. Very limited previous meta-analysis studies have examined instructional factors in their analysis, while it deserves great attention. Task-based language teaching (TBLT) is a widely applied language instructional approach. Hence, this systematic review and meta-analysis study adopts TBLT to investigate how these instructional factors (e.g., task-based variables, learner variables) impact student language learning in GenAI contexts. Using the PRISMA guidelines, we collected literature and included 25 empirical studies involving 2,431 participants. The study confirmed the positive influence of GenAI on language learning and identified three moderators—student AI literacy, task planning, and task assessors—that potentially moderate its effectiveness. This finding likely relates to the GenAI tools employed; specifically, ChatGPT—not primarily designed for language learning—was used most frequently. This general-purpose GenAI may require students to understand how AI works, how to plan their tasks, and the necessity of involving teachers as assessors. We suggest teachers should get more involved in language learning with GenAI, and more language learning-specific GenAI should be developed. These suggestions help institutions and teachers to plan their instructions in the AI era.

This paper explores the experiences and perspectives of advanced language learners on the use of Machine Translation Tools (MTTs). The study focuses on how learners navigate their use of tools like Google Translate, DeepL, and Reverso, and how their usage is influenced by instructional recommendations. Nine learners, studying different languages at an advanced level, were interviewed in focus groups. Thematic analysis of the interview transcripts revealed key themes related to the use of Online Language Learning Tools (OLLTs) and MTTs, students' uncertainty about MTT functionalities, policies regarding MTT use, and suggestions for MTT training. The findings highlight the significant impact of initial encounters with MTTs on learners' long-term perceptions and use of these tools. Participants demonstrated strategic use of MTTs to support their reading, writing, listening, and speaking skills, while being aware of their limitations. Although learners found MTTs helpful, they also emphasised the importance of authentic communication in language learning. The study concludes with recommendation for a collaborative approach between teachers and learners to effectively integrate MTTs into the language learning curriculum.