Going Beyond Language Learning: A Microlearning Instructional Design to Promote EFL Learners’ Collaboration Competency

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.

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.

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

CITATION: Tshuma, L. & Le Cordeur, M. 2019. Intermediate phase mathematics teachers' proficiency in the language of learning and teaching : the Eastern Cape province. Per Linguam, 35(3):106-124, doi:10.5785/35-3-849.

Vocabulary knowledge is a core component of second language (L2) proficiency. The critical importance of vocabulary learning is acknowledged by L2 learners, teachers, and researchers alike. Vocabulary development is a growing area of interest in second language research in our increasingly technologized world where rapid technological advancement and widespread access to high-speed internet have started to provide unique and promising opportunities for language teaching and learning. This paper aims to present an overview of computer corpora and concordancing and their potential role in second language vocabulary learning. After providing a brief introduction to the construct of vocabulary knowledge and the role of computer technology in language learning, the paper focuses on the use of computer corpora and concordancing in L2 vocabulary teaching and learning. The paper then presents an example of a KWIC (Keyword in Context) concordance display in order to demonstrate the kinds of lexical information that a number of concordance lines can provide about the target word. Some concordance-based vocabulary activities are also provided. This paper is hoped to help L2 researchers, teachers and learners become more aware of the potential role of computer corpora and concordances in the development of L2 vocabulary knowledge in our highly technologized world.

Content and Language Integrated Learning (CLIL) is an educational approach that simultaneously teaches a non-language subject and a foreign language, enhancing both content knowledge and language skills. Originating in Europe, CLIL focuses on the 4Cs: content, communication, cognition, and culture, ensuring balanced subject matter and language proficiency. CLIL is distinct from bilingual or immersion education by its integrated approach. The Council of Europe supports CLIL to promote multilingualism and improve curricula quality. This study aims to analyze the foreign experience with CLIL, explore its didactic potential, and evaluate its implementation prospects in Ukraine. CLIL is characterized by integrating subject content with language learning, fostering language development through meaningful contexts, and enhancing cognitive skills like critical thinking and problem-solving. It also promotes cultural awareness and can be adapted to various educational contexts and proficiency levels. It has been defined that effective CLIL implementation requires trained teachers and appropriate materials. The methodology has spread across Europe, with various models tailored to different educational contexts. The Adjunct Model integrates language learning with subject teaching, the Embedded Model fully integrates language and content, and the Dual-Focus Model balances content and language objectives. Successful examples include bilingual schools in Hungary and long-standing practices in Bulgaria. The advantages of CLIL’s implementation have been defined. They include increased motivation, contextual language learning, preparation for a globalized world, and enhanced language proficiency. It also promotes content knowledge alongside language skills, offers international opportunities, and bridges language and content classes. However, challenges include the need for trained teachers, balancing content and language instruction, resource limitations, and large class sizes. Overcoming these challenges involves professional development, collaboration, material development, gradual integration, and using technology. The conclusion has been formulated that CLIL enhances language skills and subject knowledge, transforming educational approaches and improving learning outcomes.

In an EFL context, where language learners and users lack sufficient opportunities to receive oral input, reading in English plays a major role in improving nonnative preservice English teachers’ language proficiency and allowing them to access information recorded exclusively in English. The current study investigates prospective nonnative English teachers’ reading experiences in the Turkish EFL context by describing their reading activities, both in their native and target languages through print and on‐screen modes, inside and outside the classroom. These nonnative preservice English teachers reported reading less than four hours a day either for courses or pleasure. Second, they indicated that they read various materials both in Turkish and in English. However, this was mostly in Turkish, although English was their major. Lastly, almost all reported having an access to the Internet and the majority to a personal computer; however, they reported a preference for printed to on‐screen materials for physical, cognitive, and affective reasons.

Collaborative writing is widely recognized for its benefits in enhancing linguistic competence, critical thinking, and social interaction in EFL contexts. Despite numerous studies highlighting these advantages, a gap remains in how collaborative writing competence can be systematically assessed and practically applied in classroom settings. This study aims to empirically validate a Collaborative Writing Competence Framework (CWCF) comprising five key dimensions: communication, coordination, creativity, responsibility, and reflection. A quantitative research design involved 103 Indonesian undergraduate EFL students enrolled in an Essay Writing course. Data were collected using a Likert-scale questionnaire and analyzed through Confirmatory Factor Analysis (CFA). The model demonstrated a good fit (χ² = 86.528, df = 81, p = .317; CMIN/DF = 1.068; RMSEA = 0.026; CFI = 0.992), with acceptable reliability (Cronbach’s α = 0.719–0.807) and convergent validity (AVE = 0.501–0.673). Creativity emerged as the most influential factor in collaborative writing competence. The validated CWCF offers actionable insights for EFL instruction: structured peer discussions, guided brainstorming, and task delegation can enhance collaboration, while integrating self- and peer-assessment fosters responsibility and reflection. Digital platforms such as Google Docs may also support real-time coordination and feedback. The CWCF thus serves as both an assessment instrument and pedagogical tool, paving the way for more effective collaborative writing practices in EFL classrooms.

<p>The present paper reports on a quantitative study that explored Moroccan EFL high school students’ attitudes and perceptions of explicit vocabulary instruction of formulaic language (FcL). A survey with 12 closed-ended items was sent to 51 students via Google Forms. The aim of the survey was to elicit the students’ perceptions of explicit instruction, vocabulary retention, language proficiency, motivation, and engagement. The overall findings revealed that the participants have positive perceptions of explicit instruction and explained that the treatment increased their vocabulary repertoire and language proficiency. This study offers comprehensive results of EFL learners’ perceptions of the explicit instruction of FcL and its effects on their language development, motivation, and engagement. These findings can yield important insights for better and more effective teaching practices in EFL contexts. </p><p>تتناول هذه الورقة دراسة كمية استكشفت مواقف وتصورات طلاب المدارس الثانوية المغربية من دارسي اللغة الإنجليزية كلغة أجنبية تجاه التدريس الصريح للمفردات الاصطلاحية. تم إرسال استبيان يحتوي على 12 سؤال مغلق إلى 51 طالبًا عبر برنامج جوجل فورم. كان الهدف من هذا الاستبيان هو استقصاء تصورات الطلاب بشأن التدريس الصريح، وتثبيت المفردات، والكفاءة اللغوية، والتحفيز، والمشاركة. أظهرت النتائج العامة أن المشاركين لديهم تصورات إيجابية حول التدريس الصريح، وأفادوا بأن هذا النهج ساعدهم على توسيع مفرداتهم وتحسين كفاءتهم اللغوية. تقدم هذه الدراسة نتائج شاملة حول تصورات متعلمي اللغة الإنجليزية كلغة أجنبية بشأن التدريس الصريح للعبارات الاصطلاحية وتأثيره على تطورهم اللغوي، وتحفيزهم، ومشاركتهم. ويمكن أن تسهم هذه النتائج في تقديم رؤى قيّمة نحو ممارسات تدريسية أكثر فاعلية في سياقات تعليم اللغة الإنجليزية كلغة أجنبية.</p>

With the rapid expansion of global Chinese language education, traditional instructional approaches have become insufficient to address the needs of diverse and cross-cultural learners. Systematic and learner-centered instructional design has therefore become an increasingly important topic in international Chinese language education. This study develops and validates an integrated model that incorporates the ADDIE instructional design framework, self-efficacy, and creative climate, aiming to examine how systematic instructional design influences international Chinese learners’ learning outcomes and learning satisfaction, as well as the psychological mediating mechanism and contextual moderating effect underlying this process. Based on 466 valid questionnaire responses, structural equation modeling was employed for analysis. The results indicate that: (1) the implementation of the ADDIE model significantly enhances learning outcomes and learning satisfaction, demonstrating the effectiveness of systematic instructional design in international Chinese teaching; (2) self-efficacy plays a significant mediating role between ADDIE and learning outcomes, suggesting that systematic instructional design can improve learning performance by strengthening learners’ confidence and sense of capability; and (3) creative climate positively moderates the relationship between self-efficacy and learning outcomes, indicating that an open, supportive, and exploratory learning environment amplifies the positive influence of self-efficacy. Theoretically, this study extends the applicability of the ADDIE model to the field of language education and reveals the interaction among instructional design, learning psychology, and learning context. Practically, the findings provide strategic implications for curriculum development, learner support, and classroom innovation in international Chinese language teaching. Finally, directions for future research are proposed to further deepen the understanding of systematic instructional design in cross-cultural learning settings.

Performance + InstructionVolume 33, Issue 7 p. 3-8 Article Evaluating computer-based training for repurposing to multimedia: A case study Martin Tessmer, Martin Tessmer Martin Tessmer is professor of Instructional Design at the University of South Alabama. He completed his PhD in instructional design at Florida State University in 1982. Over the past dozen years, he has worked as an instructional design consultant to postsecondary administration and faculty at four different institutions. He has participated in over 100 instructional design projects. He is the author of Planning and Conducting Formative Evaluations and has co-author three other books. He can be reached at room 3105, University Commons, University of South Alabama, Mobile AL 36688. Telephone 205/380-2864; fax 205/380-2758; mtessmer@jaguarl.usouthal.edu is his Internet address.Search for more papers by this authorDavid Jonassen, David Jonassen David Jonassen is Professor of Instructional Technology at Penn State University. He has authored numerous books and articles on a wide range of instructional technology topics, including the recently released Structural Learning (with Barbara Grabowski) and the Handbook of Task Analysis Procedures (with Martin Tessmer and Wallace Hannum). His specialties are multimedia, hypermedia, structural learning, and constructivism.Search for more papers by this author Martin Tessmer, Martin Tessmer Martin Tessmer is professor of Instructional Design at the University of South Alabama. He completed his PhD in instructional design at Florida State University in 1982. Over the past dozen years, he has worked as an instructional design consultant to postsecondary administration and faculty at four different institutions. He has participated in over 100 instructional design projects. He is the author of Planning and Conducting Formative Evaluations and has co-author three other books. He can be reached at room 3105, University Commons, University of South Alabama, Mobile AL 36688. Telephone 205/380-2864; fax 205/380-2758; mtessmer@jaguarl.usouthal.edu is his Internet address.Search for more papers by this authorDavid Jonassen, David Jonassen David Jonassen is Professor of Instructional Technology at Penn State University. He has authored numerous books and articles on a wide range of instructional technology topics, including the recently released Structural Learning (with Barbara Grabowski) and the Handbook of Task Analysis Procedures (with Martin Tessmer and Wallace Hannum). His specialties are multimedia, hypermedia, structural learning, and constructivism.Search for more papers by this author First published: August 1994 https://doi.org/10.1002/pfi.4160330703Citations: 7 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume33, Issue7August 1994Pages 3-8 RelatedInformation

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

The study is devoted to an analysis of the modern language situation in Kazakhstan using the example of Almaty city. The aim of this research is to study sociolinguistic attitudes, level of functional proficiency in languages and their daily application in the context of Kazakhstan bilingualism. Based on the empirical data obtained during a socio-linguistic survey of Almaty residents, we considered the features of proficiency in Kazakh and Russian languages in daily communication. The methodological framework includes a quantitative analysis of survey results, as well as statistical testing of hypotheses using Pearson’s chi-squared test. Research established the presence of meaningful connections between variables, including mother tongue, first language, language of instruction and mastery of the Kazakh language, in particular understanding, speaking, reading and writing. The authors also discussed how formal language settings relate to real communicative practices, and what influences the desire to learn languages. The results of this study provide an empirical basis for further sociolinguistic research and emphasize the importance of mainstreaming biographical and educational factors in language policy development of multilingual society.

This scoping literature review aims to explore how language teachers incorporate technology into their teaching and learning experiences. It does this by reviewing studies related to language teachers’ technology use and applications of technology in technology-enhanced language education that were published between 2012 and 2022. By using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines to analyze 51 empirical studies, this review categorizes and identifies 4 clusters of topics that these studies focused on: teachers’ perceptions, technological application practice and experience, technological pedagogical content knowledge (TPACK), and teachers’ designing/developing scale for the promotion of language learning in pedagogical design in technology-enhanced language education research. The review concludes that researchers have mainly investigated language teachers’ perceptions and experience of technology-enhanced language education, not their pedagogical design processes. The results suggest that more studies are needed to explore the role of language teachers as pedagogical designers in technology-enhanced language education in order to integrate technology into language education and facilitate sustainable language teaching and learning.

The article examines the development of students’ foreign language lexical competence within the framework of a sociocultural approach. It examines the principles and benefits of using a sociocultural approach in language education and its implications for improving students’ language skills. The article examines the importance of learning a foreign language in the context of socio-cultural features, the role of interaction with culture in the process of assimilating lexical material, as well as methods and strategies aimed at active use of the language in various situations. Analyzing various aspects of language learning, including the acquisition of vocabulary in a cultural context, the active use of language in a variety of sociocultural settings, and the understanding of cultural nuances and etiquette, the article suggests strategies for improving the quality of language teaching and promoting students’ language proficiency in an international environment. The formation of students’ foreign language lexical competence in the context of a sociocultural approach is a process that takes into account not only linguistic aspects, but also the sociocultural context in which the language is used. The sociocultural approach to language learning involves learning the language in the context of its use in a specific sociocultural situation, taking into account cultural features, traditions, norms of behavior and human interaction. This is particularly suitable for the formation of students’ foreign language lexical competence, as it allows them not only to master vocabulary, but also to understand the nuances of word meanings, their use, and to respond adequately in specific language situations. The findings presented in this article offer insights useful to foreign language teachers and researchers interested in language pedagogy and intercultural communication.