Language learning at one polytechnic

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.

<p>Abstract</p><p>Some mistake are finding in teaching and learning language at the schools until today. This condition happened because there is some mistake in teaching and learning language at the schools. Because of that, the process of teaching and learning literature at schools must be change by using the effective models of teaching and learning language which can improve student literacy. One of the models for teaching and learning literacy is Whole Language Model. The problems of this research are (1) what is real condition of learning and teaching language process in the schools? (2) how to development whole language models which can improve student’s literacy? (3) are there influence in using whole language model toward student’s literacy improvement? .Method of this research is research and development. The subject of this research is student in Primary School Laboratory UPI Cibiru Campus. Measurement utilizes test and observation. The statistic analysis technique is using to analysis the date. Result of this research concludes that (1) teacher needs the good model of learning and teaching language to improving student’s literacy in the school; (2) whole language model can implementating by three step that is introduction step, process step, and closing step; (3) implementation of whole language model of teaching and learning language can improving student’s literacy in the primary school.</p><p>Key Word: Whole Language, Elementary Student, Literacy</p>

between Iranian English-as-a-foreign language (EFL) learners' performance on C-test and their personality traits measured by Myers Briggs Type Indicator, form M (MBTI-M) and (b) to find if any of the personality traits could predict language learners' performance on C-test. To achieve these two goals, 283 conveniently selected Iranian language learners took a C-test and a Michigan Test of English Language Proficiency (MTELP), and filled an MBTI-M questionnaire. The results of Pearson correlations showed that Introversion and Thinking were positively correlated with performance on C-test, but Extraversion and Feeling were negatively correlated with language learners' performance on this test. Moreover, the results from the standard multiple regression showed that the strongest personality trait for predicting language learners' performance on C-test was Introversion. The findings may carry implications for language learners, language teachers, and language testers.

<p>In the new era, several changes occurred in language teaching and learning. Some educators employ traditional classrooms, while others use online learning and blended learning. This study aimed to investigate students' preferences and perceptions about language teaching and learning. This study utilizes a qualitative design and involves 80 students from the English Education Department of the State Islamic University of North Sumatra. The students were given a closed-ended questionnaire to evaluate their preferences for the language teaching and learning process. The researcher then interviewed various students to learn about their thoughts on the language teaching and learning process. The students were selected based on their questionnaire responses. The percentages were used to analyze the questionnaire data, while thematic content analysis was used to analyze the interview data. The questionnaire results showed that 40% of students preferred face-to-face classrooms, 30% chose online learning, and 30% chose blended learning. In the interview, students stated that face-to-face, online, and blended learning positively impacted their language learning, though they also had negative perceptions of online learning. This study suggests that the teachers use in-person meetings because most students have positive perceptions of the implementation of face-to-face in EFL classrooms.</p>

Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time, including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the Language Centre (LC) teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognised need for well-developed EI skills to gain higher academic achievement. The objective of this article is to emphasise some characteristics of EI to today’s language teaching and learning trends, used at the LC, South East European University. By examining the relationship between EI and language learning, this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.
 
 Keywords: Emotional inteligence, motivation, language teaching.

With forced migration at an all-time high, language learning is a common area of focus in discussions of social and economic integration. This ethnographic case study explores an educational space that aims to support the aspirations of adult migrants to Norway, including, but not limited to, language learning. Drawing on participant observation and language portrait interviews, we explore whether and how language learning and integration are facilitated within Åpen Møteplass (Open Meeting Place), a free weekly program in Oslo. We found that Åpen Møteplass contributes to both language learning and integration by functioning as a community of practice characterized by informal language socialization and translanguaging practice in which diverse participants can work together to develop cultural knowledge and negotiate their place in Norwegian society, and where immigrant learners can also begin to identify as insiders, experts, and legitimate speakers.

The past decades have witnessed a significant increase in the number of global Chinese as a second language (L2) learners. Accompanying the surge is the growing body of research on their motivational factors. This mixed‐methods study was primarily informed by Dörnyei's L2 motivational self system (L2MSS), aiming to scrutinize Chinese as a second language (CSL) learners’ motivational factors from the perspectives of selves and contexts. Leveraging the concepts of the ideal L2 self and ought‐to L2 self from L2MSS, the anti‐ought‐to‐L2 self was incorporated into the framework. The L2 learning experience was reframed into three contextual dimensions, including attitudes toward the L2 community, cultural interest and pedagogical influence. Data were collected from 231 international students from a Chinese comprehensive university. Factor analyses confirmed seven motivational factors. Findings revealed that the ideal L2 self, ought‐to L2 self, pedagogical influence and cultural interest were effective in predicting individuals’ intended learning effort. Significant differences were identified in the motivational selves based on demographic variables of employment status, gender and student type. The novelty of this study lies in its focus on the motivations of languages other than English learners and the refinement of the L2MSS framework. It also offers CSL instructors pedagogical implications for developing targeted teaching strategies and promoting motivations among students from distinct educational and socio‐economic backgrounds.

Background/Objectives: Slow oscillation (SO) brainwaves observed during sleep have been shown to reflect the process of memory consolidation, that underlies the critical role of sleep in learning, memory, and other cognitive functions. Closed-loop auditory stimulation (CLAS) uses tones presented in phase with SOs to increase their amplitude and number, along with other brainwave signatures related to memory consolidation. Prior studies have found that CLAS maximizes the ability to perform rote memorization tasks, although this remains controversial. The present study examined whether CLAS affects a broader range of learning tasks than has been tested previously, including a rote language learning task requiring basic memorization and also two discovery learning tasks requiring insight, hypothesis testing, and integration of experience, all processes that benefit from memory consolidation. Methods: Twenty-eight healthy participants performed language and discovery learning tasks before sleeping in our laboratory for three continuous nights per week over two weeks, with verum or control CLAS using a prototype NeuroGevity system (NeuroGeneces, Inc., Santa Fe, NM, USA) in a crossed, randomized, double-blind manner. Results: Language learning showed a 35% better word recall (p = 0.048), and discovery learning showed a 26% better performance (p < 0.001) after three continuous nights of CLAS vs. control. EEG measures showed increased SO amplitude and entrainment, SO-spindle coupling, and other features that may underlie the learning benefits of CLAS. Conclusions: Taken together, the present results show that CLAS can alter brain dynamics and enhance learning, especially in complex discovery learning tasks that may benefit more from memory consolidation compared with rote word pair or language learning.

The continuous claim about the unsatisfactory performance of Malaysian graduates during interviews and at workplace in relation to their communication skills in English is alarming. This raises questions about the extent to which future workforce is prepared for this globalised world which requires them to interact and collaborate with individuals not only from their own country but also from other countries. At higher learning institutions, many English language educators face challenges in creating language learning environment that supports intercultural communication. In preparing future workforce for international communication, English language teaching and learning needs to go beyond the four walls of a classroom, over to other regions. An alternative to provide such language learning environment is by designing e-collaborative learning that provides opportunities for language learners to learn the language with students from other countries in a meaningful way. This paper showcases the impacts of e-collaborative English language learning conducted between engineering students of one technical university in Malaysia and one higher learning institution in Bordeaux, France for about one semester. At the end of the semester, the students from both countries wrote a reflection of their experience. The data from the reflective writing were analysed using thematic analysis to highlight the impacts of the e-collaborative learning on students' intercultural communicative competence. This study highlights key considerations to structure e-collaborative language teaching and learning among students of different regions.

This paper aims at contextualizing and presenting the first volume of the journal Research in Corpus Linguistics and is, therefore, divided into two main parts. First of all, it provides an introduction to the field of corpus linguistics and its increasingly relevant role in language teaching and learning. Secondly, it briefly introduces and discusses the six articles of the volume. Stemming from oral presentations delivered at the 4th International Conference on Corpus Linguistics (CILC2012, Jaen, Spain), these articles have a number of features in common. They all make extensive use of corpora and at the same time deal with language teaching and language learning, the underlying assumption being that a genuine and mutually beneficial connection can be established between teaching and research. For this reason, each of them constitutes an illustrative sample of how different corpora can be exploited for different research purposes.

This research analyses the benefits of Music in improving the learning of a foreign language. A theoretical review was carried out about the importance of musical training in the learning of other languages and the importance of starting it in the earliest possible way. Subsequently, a study was conducted with conservatory students about their perception of whether studying music helps them learn languages. A questionnaire of seventeen items was applied. After the analysis of the results, we can conclude that there are many positive aspects that music contributes to the learning of a second language, since it helps to improve auditory discrimination, to improve pronunciation and to automate the process of language acquisition, even though not all students are aware of this.

The aim of this study is to evaluate learning and acquisition strategies used by second/foreign language learners. This study is a comparative investigation of learning and acquisition strategies of successful and less successful language learners. The main question of the study is to investigate if there is a relationship between the learners’ strategies and their success; why some learners become less successful in language learning while others become more successful. Although there are many different answers to this question, in the study “the strategy” that the learners used has been scrutinized. The study, assessed the language learning strategies used by 92 university students in Turkey, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Also, one hundred and twenty university students in Turkey participated in an interview. They were grouped in into two parts as “successful” and “less successful” learners. The learners’ levels were based on their scores in a standardized test administered at the beginning of their schools. In the questionnaire, T-Tests in statisitical package for social scinences (SPSS) were used. In the interview, Fisher’s Exact Test for 2x2 Tables and Chi-squared Test of Association Tests in SPSS were used. Both of the results reveal that there is a big gap between the students who use learning strategies and the ones who use acquisition strategies. The findings show that the language learners have different language learning strategies and these strategies can be grouped in two main title as learning and acquisition strategies. These findings have important implications for teachers, instructors and program designers to develop and practice different language strategies in order to have more successful students. At the end of the study, some suggestions were submitted to foreign language teachers and learners. Key words: Strategy, acquisition, learning, language learners, language teaching, language learning.

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

Digital technologies have been widely used to enhance language learning, the effectiveness of which has been acknowledged in the literature. With the rapid development of digital devices and technologies, increasing technologies have been used in the most recent several years, leading to more diversified approaches to language education. This exceptional advance over the past few years calls for a summary of state-of-the-art technologies that have been used to enhance language learning and promote effective learning. The present study was conducted to fill this gap by reviewing all the relevant publications in 10 widely recognised journals in the field of technology-enhanced language learning. An analysis of 57 articles indicated five major types of technology for second and foreign language learning (i.e. technologies for mobile learning, multimedia learning and socialisation, speech-to-text and text-to-speech recognition, and digital-game-based learning). The results also showed four primary purposes and benefits of the state-of-the-art technologies: promoting practices, delivering instructional content, facilitating interactions, and restructuring teaching approaches. Moreover, these state-of-the-art technologies have been integrated into various aspects of language teaching and learning, the overall impact of which has been positive.

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.