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Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English. [ABSTRACT FROM AUTHOR]

Introduction: Teaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom. Methods: Utilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH. Results: The findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students' EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement. Discussion: This study underscores the importance of integrating ASL into EFL classrooms to better support DHH students' language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students' lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students' identities and rights. [ABSTRACT FROM AUTHOR]

The purpose of this study was to replicate previous research that examined the effects of tact and listener instruction on the emergence of bidirectional intraverbals, and to extend this research line to include teaching a foreign language to students with autism spectrum disorders (ASD) via telehealth. The study participants were four Chinese native primary school‐aged students. An adaptive alternative treatment design was used to compare the effects of tact and listener instruction on bidirectional intraverbals, and pre‐probe and post‐probe data demonstrated that both forms of instruction led to bidirectional intraverbal relations, with tact instruction being relatively more effective. Maintenance and social validity were assessed for all participants, and booster instructions were provided as needed. The results were discussed in the context of inclusive education and improving foreign language instruction for students with special needs. [ABSTRACT FROM AUTHOR]

The effect of emotional valence in word retrieval is well‐established in native languages, but findings in a foreign language remain inconsistent. This study investigated the impact of emotional valence on free word recall in English as a foreign language after video exposure. Participants were upper‐intermediate English speakers with Spanish as their mother tongue who watched eight emotionally valenced and four neutral videos, followed by an immediate free recall task and a delayed recall task after 2 weeks. Generalized linear mixed models showed that word valence influenced recall, with neutral words being less easily recalled than negative words, and a decline in recall between sessions. These findings support the Motivated Attention Account, which suggests that motivationally significant stimuli capture more attention than neutral stimuli, regardless of their polarity. Furthermore, the results align with previous evidence in native language research and some studies in foreign language contexts. This study highlights the robust effect of emotional valence on word recall at different time intervals, using authentic input with upper‐intermediate English speakers who have Spanish as their mother tongue and who learned English later in life. [ABSTRACT FROM AUTHOR]

In the present study, we combined the Focus on Multilingualism approach with the human capital theory to investigate multilingual profiles among first-generation adult immigrants in Germany and the relationship between immigrants' multiliteracy and their employment status. We used data representative for Germany on the self-reported literacy skills in the majority, heritage, and foreign languages of first-generation immigrants (n = 451, age 18–64) gathered in the LEO 2018 study. To analyze multilingual literacy skills, we estimated adults' multilingual profiles using LCA. In a second step, we conducted logistic regression models with multiliteracy and employment status. We found two multilingual profiles of first-generation immigrants: a profile with higher and a profile with lower literacy skills in all investigated languages. The profiles differed by the level of adults' literacy skills in all investigated languages and showed a unique non-overlapping language ordering pattern. The results gained from the logistic regressions revealed that multiliteracy in first-generation immigrants may represent human capital in Germany. After controlling for additional variables (age, gender, education), the analysis showed that higher multiliteracy increases the probability of adult immigrants' employment. Furthermore, our findings indicated independent positive effects of literacy in each language in multilingual repertoires on employment probability. [ABSTRACT FROM AUTHOR]

Background: Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish‐speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish‐speaking children use sub‐lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades. Methods: To achieve this, we administered a spelling‐to‐dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology‐to‐orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words. Results: Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling. Conclusions: Semantic information about words helps spelling retrieval during writing in EFL. Spanish‐speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children. Highlights: What is already known about this topic: Different linguistic variables, namely, lexical frequency, orthographic consistency, and word length, have an impact on spelling development.English spelling acquisition is a challenge for Spanish‐speaking children.Central and peripheral processes interact during handwriting. What this paper adds: Having semantic information about words facilitates spelling retrieval during writing in English as a foreign language.Spanish‐speaking children develop sensitivity to English spelling patterns, evident in older children.Nucleus and coda are the most demanding sub‐syllabic elements for Spanish‐speaking children when spelling in English.The effect of central (linguistic) processes on handwriting performance varies with age. Implications for theory, policy, or practice: English teachers should encourage English lexical–semantic development in Spanish‐speaking children from the earliest grades of exposure to English as a foreign language.Receiving instruction in the use of grain size units larger than phoneme–grapheme would be very helpful in learning to spell in a foreign language.Teachers should consider a systematic and explicit approach to teaching English orthographic regularities, by including this objective in their lessons.Interactions between linguistic and motor aspects of writing need to be considered during teaching and assessment of the written products of children writing in English as an additional language. [ABSTRACT FROM AUTHOR]

In this paper, we propose adequate methodological approaches for Serbian as a heritage language based on the critical analysis of the existing Serbian Ministry of Education's Curriculum for Serbian as a foreign language. This curriculum is recommended for use in Serbian heritage language education; however, it has been shown to be insufficiently effective in the classroom. The methods in question should benefit heritage speakers the most, such as communication-based methods and form-focused instruction, which enhance metalinguistic awareness. Additionally, we suggest an integrative model of teaching as we believe that cross-cultural approaches positively impact both types of students. [ABSTRACT FROM AUTHOR]

This research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which guided the study, aims to explore the impact of multiliteracies integration in the CLIL programme on early literacy skills and to understand how it influences spoken discourse, and vocabulary skills among preschoolers. A convenient sampling method was employed, and the study was conducted during the school year 2022–2023 in a preschool involving 40 preschoolers. The programme followed a structured process involving experience, conceptualization, critical thinking and real‐life application. Data collection methods included pre‐tests, post‐tests and classroom observations. The findings revealed the positive effects of integrating multiliteracies in the CLIL programme on their language skills. The preschoolers saw an observable enhancement in fluency, vocabulary usage and oral communication abilities. Observations highlighted increased language engagement, oral discourse production, interaction and collaboration, multimodal learning experiences, motivation and engagement and the development of critical thinking skills, emphasizing the effectiveness of the CLIL programme in fostering oral communication skills and creating an immersive educational environment. [ABSTRACT FROM AUTHOR]

For many students, foreign language anxiety can be a paralyzing condition that prevents learners from fully learning and slows the use of their second language in communication. Past studies have confirmed the effectiveness of psychological therapies in alleviating anxiety-based disorders. At the same time, there is a lack of studies, particularly in cognitive-behavioral group therapy (CBT) on foreign language learning anxiety. The study aimed to explore the efficiency of cognitive-behavioral group therapy in reducing foreign language learning anxiety among young adults. This pretest–posttest with a control group study was conducted with sixty eligible English-preparatory university students with noticeable foreign language learning anxiety selected as a sample by purposive sampling and randomized to an intervention and a control group into equal numbers. The Bangla version of the Foreign Language Classroom Anxiety Questionnaire (FLCAS) was used to measure foreign language learning anxiety at baseline and post-intervention. The obtained data were subsequently analyzed by t-test, ANOVA, and repeated measures with between-groups multivariate variance analysis (MANOVA) with effect size. The results revealed that over time, in the intervention group, communication nervousness, fear of negative appraisal, test anxiety, and overall foreign language learning anxiety considerably dropped. In contrast, these issues remained steady in the control group. The findings reflected the benefits of CBT in groups by considering its limitations which might be regarded as a practical treatment option for alleviating foreign language learning anxiety in clinical settings among youth in developing countries. Therapeutic ramifications for reducing anxiety-based issues in both research and practice are explained. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze the occupational self-efficacy of football referees and to determine classification difference, occupational experience, foreign language level, and second occupation variables effect on occupational self-efficacy. The population of the study was composed of football referees from different classifications who officiated in Turkish Football Federations 10th region. The sample consisted of 78 classification referees who officiated in 8 city which were connected to Turkish Football Federation 10th region. The data were collected using Occupational Self-Sufficiency Scale has two part and which is developed by Schyns ve Von Collani (2002). The first part of the scale was the demographic characteristics of the referees and the second part was the Occupational Self-efficacy Scale. In the data analysis process, normality tests was conducted to the data and according to the results to determine differences between groups Mann-Whitney U and Kruskal-Wallis H test were used. To determine the relationship between demographic variables such as age, income, occupational experience and occupational self-efficacy level Pearson Correlation Coefficient test was conducted. As a conclusion, recent study, which was conducted on football referees, emphasized that welfare level, self-improvement (communication ability in foreign language) and having longer work experience had positive effect on subjects' general occupational efficacy levels. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

University graduates need flexible and critical thinking to be successful on the job market. New teaching methods develop universal competencies and soft skills that university students are obliged to obtain. The study focuses on the nature of critical thinking as a pedagogical term. The authors evaluated the teaching methods used in the course of Foreign Language to develop critical thinking in students of non-linguistic majors. The review of foreign and domestic publications combined with empirical studies yielded the following list of indicators of critical thinking skills acquired while learning a foreign language. The students a) are independent in judgment and assessment; b) are able to expresses their point of view based on their own experience or verified data; c) are objective to alternative points of view; d) apply new information to their actual environment in order to facilitate problem solving. These indicators were used to evaluate students’ critical comprehension of information received and processed. The assessment involved essays, a written survey, and interviews. The students appreciated the effectiveness of essay writing, abstracting, and text analysis. They recognized the importance of critical thinking because it provides an objective, open-minded, and independent perception, which makes it possible to apply new information to professional tasks. The course of Foreign Language for Non-Linguistic Students demonstrated an excellent potential for such pedagogical tasks as developing universal competences.

Abstract For many students, foreign language anxiety can be a paralyzing condition that prevents learners from fully learning and slows the use of their second language in communication. Past studies have confirmed the effectiveness of psychological therapies in alleviating anxiety-based disorders. At the same time, there is a lack of studies, particularly in cognitive-behavioral group therapy (CBT) on foreign language learning anxiety. The study aimed to explore the efficiency of cognitive-behavioral group therapy in reducing foreign language learning anxiety among young adults. This pretest–posttest with a control group study was conducted with sixty eligible English-preparatory university students with noticeable foreign language learning anxiety selected as a sample by purposive sampling and randomized to an intervention and a control group into equal numbers. The Bangla version of the Foreign Language Classroom Anxiety Questionnaire (FLCAS) was used to measure foreign language learning anxiety at baseline and post-intervention. The obtained data were subsequently analyzed by t-test, ANOVA, and repeated measures with between-groups multivariate variance analysis (MANOVA) with effect size. The results revealed that over time, in the intervention group, communication nervousness, fear of negative appraisal, test anxiety, and overall foreign language learning anxiety considerably dropped. In contrast, these issues remained steady in the control group. The findings reflected the benefits of CBT in groups by considering its limitations which might be regarded as a practical treatment option for alleviating foreign language learning anxiety in clinical settings among youth in developing countries. Therapeutic ramifications for reducing anxiety-based issues in both research and practice are explained.

The use of more than one language is characteristic of the majority of global population, including children with articulation disorders. Although in the field of bilingualism and learning a new language there is a large number of studies dealing with the influence of one language onanother, including children with dyslexia and developmental coordination disorder, to this day there has been a lack of research examining whether and to what extent the impaired articulation in the mother tongue affects the formation of the articulation base of the new language. The aim of the research was to determine the articulation patterns of the preschool children in their mother tongues, Serbian and French, and the connection between these patterns and articulation deviations in the foreign language they learn, namely, English. The research included 33 children of preschool age with articulation disorders from Belgrade who attended a preschool programme in English, and whose mother tongues are Serbian and French. To determine articulation deviations, diagnostic tests were used to assess articulation in all three languages. The obtained results indicate that there is a significant connection between articulation deviations in both native languages and articulation deviations in English. The research results confirmed theoretical implications of the impact of the transfer and interference of the mother tongue on the language being learned, in this case through changed articulation schemes and patterns of the phonemic-phonetic space of the new language. The importance of transferring articulation patterns from different mother tongues to the formation of the articulation base of a new language opens up space for further research, given that adequately constructed phonemic-phonetic patterns of the sounds of the language being learned influence an easier processing of the phonologically complex words, morphosyntactic markers that are spoken, but also a number of discourse functions and a successful oral communication, which is not the case in children with articulation deviations.

Background. Professional training of a teacher traditionally includes elements of theater pedagogy as a condition for mastering professional pedagogical skills; it has a special role to play in the preparation of a future foreign language teacher. The ability for language self-education develops in conditions of a deficit of an authentic linguistic and cultural environment, which can only partly be compensated by the visualization of educational material and the use of computer technologies. The authors reveal the didactic potential of linguo-theatrical technologies, which make it possible to imitate linguocultural markers and models of the country of the target language and, thereby, contribute to the development of a multicultural linguistic personality in a student at a pedagogical university. The purpose of the study is to analyze the specifics of using theatricalization, dramatization and staging techniques in foreign language classes at a pedagogical university. Materials and methods. The main research method is a comparative analysis of sources that present a multi-paradigm description of the introduction of linguistic and theatrical elements into the process of teaching a foreign language. Quantitative and qualitative indicators were identified through the use of verbal communication methods (questionnaires and oral communication). Results. The verifiability of the research results was confirmed by the introduction of a set of communicative and theatrical tasks developed by the authors into practice to ensure the implementation of a linguistic and theatrical approach to teaching students of the Department of Foreign Languages at the KSPU named after V.P. Astafyev (Krasnoyarsk). The technique of theatricalization (stage or role-playing embodiment of the features of foreign language discourse) has the greatest didactic potential; the technique of dramatization (situational personification of characters) can be used to a lesser extent - this is explained by the need to have background knowledge of an authentic communicative situation; staging (stage production with the use of theatrical props) is characterized by the complexity of its implementation and increased labor intensiveness, both on the part of the teacher and on the part of the students, which, nevertheless generates increased interest and contributes to a more solid formation of language and speech skills.

The development of lexical competence in foreign languages is one of the skills that presents difficulties in the teaching-learning process, as it requires stimulation and retention on the part of the student and creativity from the teacher. In this sense, digital resources emerge as a conducive means to promote new knowledge and consolidate acquired vocabulary. In this context, the present research aimed to determine if digital comics influence the development of lexical competence in English in virtual environments at the higher education level. Methodologically, an experimental design divided into three phases (pre-treatment, treatment, and post-treatment) took place with a sample of 60 students during the autumn of 2023. The results demonstrated an association between digital comics and lexical competence development variables, influencing lexicon acquisition, experiencing creativity, dynamism, and language involvement. Besides, comics supported by Canva, Makebeliefscomix, and Pixton applications contributed to students' cultural, linguistic, and communicative repertoire. Concurrently, users' confidence increased through gradual and systematic recovery, use, and inventive writing activities. Supports such as images, dialogues, characters, and colors encouraged the retrieval of words for subsequent use. In this way, the cognitive process of recall ceased to be merely memorising to transition to a level of long-term significant comprehension. In conclusion, digital comics were plausible for encouraging practical, flexible, and playful vocabulary improvement in a virtual environment.

The need for specialized language instruction arises from the growing demand for professionals proficient in French within specific contexts. The objective of this study was to explore the effectiveness of FSP in improving language skills and cultural knowledge among learners in the Department of Linguistics, University of Calabar. To achieve the purpose of this study, three research questions were posed. A literature review was carried out according to the study variables. Descriptive research design was adopted for the study. The target population consists of all students and instructors in the Department of Linguistics at the University of Calabar who are enrolled in or teaching French language courses. The study sample consisted of 33 respondents which involved 26 learners and 7 instructors were purposively sampled from the Department of Linguistics, University of Calabar. Questionnaire was the instrument used for qualitative data collection. Qualitative data analysis was conducted using thematic analysis techniques which involved simple percentages. The results indicate a gap in language needs and challenges for learners in the Department of Linguistics. Secondly, FSP instruction impacts learners’ language proficiency and cultural understanding. Finally, the results indicate that FSP instruction's impact on the perceptions and attitudes of learners and instructors towards FSP is high. The findings from this study have several implications for the design and implementation of FSP instruction to enhance language proficiency, promote cultural understanding, and foster cross-cultural communication skills among learners. Educators and curriculum developers can leverage these findings to design effective FSP-based language programs that cater to the diverse needs of language learners.

The relevance of the research problem is substantiated by the fact that this procedure creates the basis for developing students’ interest in constant progress in mastering foreign languages (i.e., it increases the level of motivation to learn a foreign language), in systematizing and deepening knowledge of a foreign language. The scope of the research is a consideration and description of the methodology for holding foreign language olympiads as a motivation factor in learning. Thegoal of the research is to prove the positive impact of holding an online Foreign Language Olympiad on motivation in learning a foreign language.The research objectives: to analyze the experience of holding foreign language olympiads, to develop practical advice on the methodology for conducting such procedures. Methods used by the authors to illuminate the stated issues: comparative analysis of sources on the above-mentioned topics, experimental method, statistical mathematical method of data processing – Student's T-test. The results of the research has proved hypothesis about the positive impact of holding olympiads on motivation in learning a foreign language through appropriate scientific research methods. It has been concluded that the results can be recommended as a tool for conducting olympiads of this kind both at the university and at other levels of education.

Since their inception, video games have maintained a close relationship with cinema, leveraging their popularity to engage new audiences. In recent years, the aesthetics of cinema and video games have merged, creating a new hybrid form known as machinima. This virtual universe, where various artistic forms intersect, appeals to younger generations. Machinimas, designed for distribution, sharing, and sparking conversations, enable players to become creators, turning video games into tools for story development and artistic expression. The creation of machinima demands a variety of specialized skills, such as scenario creation, dialogue writing, storyboarding, and effective use of images, objects, and settings. This process validates the use of machinimas in education, offering a practical and instructive way to apply the skills necessary for their production. This article seeks to explore the interplay between video games and cinema, and to discuss the benefits and challenges of incorporating machinima into foreign language teaching, especially within a task-based teaching and learning.

Abstract Globalization encourages global citizens to interact internationally, therefore people are required to master more than one language in order to facilitate communication. Foreign language skills and motivation for learning foreign languages among students in Indonesia are still low. Previous research has shown that video media based learning can increase learning motivation. This study aims to determine the effect of providing videos of polyglots on the students' motivation to learn foreign languages. This research was conducted by testing data of 77 respondents from the 2021 and 2022 batches, which were obtained through a simple random sampling technique. Motivation was measured using the FLLMQ-6 Factor 3 instrument. The Wilcoxon signed ranks test revealed a significant difference in students' motivation to learn a foreign language before and after viewing the polyglot video, T=1758,Z=5,874,p

The article is devoted to the problem of assessing career-oriented foreign language communicative competence among students of technical specialties of universities, the complexity of which is due to its multicomponent structure and the need to take into account various criteria for an objective assessment of its formation. In the course of the study, criteria are identified that ensure a qualitative assessment of career-oriented foreign language communicative competence among students of technical specialties. Theoretical and empirical methods were used: analysis of scientific literature on the research problem, synthesis, concretization, comparison, generalization, observation, pedagogical experiment. The scientific novelty of the study consists in the formulation and substantiation of criteria for the formation of components (subcompetencies) that are part of a career-oriented foreign language communicative competence: linguistic, socio-cultural, strategic (compensatory), discursive and professional. The practical significance of the research results lies in the revealed possibilities of assessing foreign language communicative competence of technical students.

In the Indonesian legal system, the use of foreign languages in making notarial deeds is a complex and significant issue. Notaries, as authorized public officials, are required to draw up deeds in Indonesian in accordance with Law on Notary Positions No. 2 of 2014 Article 43 and Law Number 24 of 2009 concerning the National Flag, Language and Emblem, as well as the National Anthem. This research aims to analyze the legal recognition of the use of foreign languages in notarial deeds and its implications for the validity of the deed. The research method used is normative juridical with a statutory approach and case studies. The research results show that although there are provisions requiring the use of Indonesian, there is still freedom in using foreign languages provided that the deed is translated by a sworn translator and included with the original deed. The conclusion of this research is that legal recognition of the use of foreign languages in notarial acts in Indonesia is strictly regulated to ensure clarity and validity of legal documents, as well as to protect the rights of the parties involved. The practical implication of these findings is the need for notaries to ensure compliance with language regulations to avoid potential legal disputes in the future. [ABSTRACT FROM AUTHOR]

Many students exhibit Attention Deficit/Hyperactivity Disorder (ADHD) symptoms. This makes ADHD relevant also for foreign language classrooms, especially because a connection between ADHD and foreign language competences is frequently assumed. However, L2-specific research on ADHD is still lacking. This article provides an overview on ADHD in school contexts, general language learning and L2-learning. It demonstrates that research has provided little evidence for (foreign) language-specific difficulties caused by ADHD, but that higher-order processes of reading and writing, which are particularly important for school success, can be affected by ADHD symptoms. However, they can be influenced by teaching. The special role of foreign language classrooms in the development of important competence dimensions for learners with ADHD and research desiderata are identified. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyze the factors that influence students' attitudes and motivation in learning English as a Foreign Language. These factors include various elements that influence students' desire and interest in learning English, such as internal and external motivation, perception of the usefulness of English, and previous language learning experience. The method to be used is quantitative research using descriptive design. The population is all students of the English Department at Universitas Muhammadiyah Kalimantan Timur (UMKT). The population of this study was about 196 students, and the researcher randomly selected a sample of 132 students from the total population for this study. Based on the results of the study, 69.7% of students have the motivation to learn English because they want to have a profession related to the language later. This shows that most students have a strong motivation to learn English because they see a direct relevance between English language skills and future career opportunities. [ABSTRACT FROM AUTHOR]

This study investigates whether the cognitive reappraisal strategy is influenced by the participant's language (native/foreign) when confronting a fearful stimulus. Sixty participants with subclinical phobia of cockroaches were exposed to several phobic and neutral pictures while they used cognitive reappraisal in their native language or a foreign one. Electrodermal activity, pupil dilation, and self-reports of affective valence and arousal were collected. Results showed that participants in the foreign context were more effective at using reappraisal to reduce valence self-ratings compared to using no regulation. Also, participants in the foreign context showed greater pupil size when reappraising their emotions, compared to the non-regulation condition. Depending on the language, no differences were found for arousal self-reports or electrodermal activity when using reappraisal. These results suggest that using a foreign language could be advantageous in reducing the negative valence through reappraisal. Psychophysiological results are discussed in light of cognitive effort studies. [ABSTRACT FROM AUTHOR]

Little is known about how persons with autism spectrum conditions experience the process of learning foreign languages. To augment the research literature (reviewed here) with the experiences of autistic persons, online autism forums were scrutinised. Discussions pertinent to language learning were identified in English, Spanish, French and German, with 169 posts analysed. Thematic analysis revealed 8 themes. Three themes concerned ease and difficulty of learning. Reading and writing were strengths, due to their offline nature. Listening comprehension was difficult, especially with background noise. Speaking was difficult, due to demands of immediacy. Four inter-related themes could be understood as positive outcomes of autistic traits. Languages were a special interest, and many posters reported being self-taught. Posters often listed many languages but acknowledged that learning their full list was impractical. Posters reported being interested in diverse aspects of language structure, suggesting that languages were compelling because they provided an opportunity for systemising. Finally, posters discussed how autism conferred both advantages and disadvantages for language learning. Some posters discussed their engagement in terms reminiscent of polyglots and mild forms of linguistic savantism. This analysis revealed a group of curious learners whose abilities and strengths are mostly unknown to applied linguists. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language & Intercultural Communication is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of this study is to investigate the best approaches to teaching a foreign language to older people to help them achieve the desired results and explore their benefits. This review strictly follows the PRISMA methodology for systematic reviews and meta-analyses to identify the core experimental studies that deal with the topic of foreign language learning approaches among the older generations. Altogether eight studies detected were included in the systematic review. The available sources were found in Web of Science and Scopus. The findings indicate that foreign language learning can promote seniors’ welfare and successful aging despite their learning outcomes, which means that the key benefit for third-age foreign language learners while learning a foreign language is not the achieved proficiency level, but the feeling of subjective satisfaction. This can be a good incentive to achieve better learning outcomes, provided that learners have been offered a pleasant and safe learning environment, using suitable learning approaches during which they can build on their acquired knowledge and experience, as well as discuss the topics they are interested in. Thus, foreign language teachers play an important part in seniors’ educational process because their teaching methods and materials when adapted to the elderly’s educational needs can have a positive impact on the maintenance and possibly, enhancement of the older people's cognitive functions and on the improvement of their mental activity, which consequently maintains their healthy aging. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of interactive mobile learning (IML) in improving the foreign language writing skills of college writers. Utilising the pervasive and practical nature of mobile devices, IML's engaging and enjoyable features make it an exceptional instrument for language acquisition. The study is grounded in cognitive load theory, constructivism, and social theory. These assumptions offer a strong foundation for examining the effectiveness of mobile learning applications in improving students' writing skills. The study replicated an experimental design and consisted of 200 college students who were enrolled in English as a Foreign Language (EFL) courses. The participants were segregated into two cohorts: one cohort employed the mobile application Write Better to enhance their writing skills, while the other cohort depended on traditional methods of teaching. Data was collected through pre- and post-tests, tracking of app usage, and analysis of qualitative remarks. The students in the experimental group exhibited much bigger enhancements in their writing skills compared to those in the control group. Enhanced written output was further correlated with increased use of the mobile application. Although there were some technical challenges, a qualitative investigation found that students liked the app's captivating attributes, such as the ability to receive immediate feedback and collaborate on projects. This study enhances the current body of literature by presenting data that supports the effectiveness of IML in EFL writing teaching. Furthermore, it offers instructors clear instructions on how to incorporate mobile devices into the classroom setting. [ABSTRACT FROM AUTHOR]

Introduction: The focus of the study is to examine the methods of teaching a foreign language and a validation of the same on basis of the effects on student success. The position is that the teaching methods should have a direct role in enabling the learners to attain success and improvements in their performance in foreign language studies. Methods: The study adopts confirmatory research due to the need to test hypotheses. In this regard, a quantitative research has been sought hence the execution of statistical analysis. The confirmatory design relies on mathematical processes to understand the relationship of variables. Results/Discussions: The findings have indicated that teacher-centered methods of teaching foreign language do not have a positive perception as compared to student-centered approaches. The findings have demonstrated that reinforcement-led methods of teaching a foreign language do not have significant incremental effects on student achievement. In a different context, learner autonomous approach or student-centered methods in teaching a foreign language have significant incremental effects on student achievement. Conclusion: Overall, the policy should be to enhance student-centered methods to attain success of the students at the same time increase their motivation as foreign student learners. The student-driven methods have positive impact on the improvement of linguistic skills of the candidates. [ABSTRACT FROM AUTHOR]

This study explored the communication strategies of college students majoring in one of five modern foreign languages (i.e., English, French, German, Japanese, and Spanish) and their relation to communication confidence. It also explored the association between their strategy use and the difficulty regarding the speaking components, and students' feedback on pedagogical tasks to improve their speaking ability. A questionnaire survey of communication strategy was distributed to 538 college students in Taiwan, and semi-structured interviews were conducted with 20 students. The results showed that there was a statistically significant difference between the majored language and the use of communication strategies. Specifically, a one-way between-groups MANOVA revealed that the participants adopted the message reduction/alteration and fluency-oriented strategies frequently and equally, regardless of the language they studied. English and Spanish learners employed social affective, phonological awareness, and negotiation for meaning while speaking strategies more frequently than German learners. Students who reported difficulties in fluency, lexical resources, grammatical accuracy, and pronunciation while speaking the major language employed social affective strategies less frequently. Finally, students' preferences for particular tasks reflected the speaking components they wished to foster. It is concluded that lexical and grammatical knowledge should be emphasized first to build communication confidence and strengthen fluency. Plain language summary: Exploring How Students Learn Foreign Languages: Communication Approaches, Challenges, and Speaking Exercises This research looked into how college students who are studying different foreign languages (like English, French, German, Japanese, and Spanish) communicate and how confident they feel about it. It also checked if the strategies they use relate to how difficult they find speaking, and what they think about tasks meant to improve their speaking skills. I gave a survey about communication strategies to 538 college students in Taiwan, and interviewed 20 of them in more depth. The finding was that the language students were studying made a difference in the strategies they used. For example, students tended to use certain strategies, like simplifying their message or focusing on fluency, no matter which language they were learning. However, those learning English and Spanish used strategies related to social interaction, pronunciation, and understanding the meaning of what's being said more often compared to those learning German. Students who struggled with fluency, vocabulary, grammar, and pronunciation tended to use social interaction strategies less often. Also, the tasks students preferred for improving their speaking skills matched up with the aspects of speaking they wanted to get better at. In conclusion, it seems like building up vocabulary and grammar knowledge first can help students feel more confident in their communication and improve how fluently they speak. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to investigate Israeli English as a foreign language (EFL) teachers' perceived preparedness to include learners with dyslexia in mainstream classrooms (TEPID) and to verify whether there were cross-country differences in this respect. The study examined the effect of demographic variables on Israeli EFL teachers' TEPID and identified their professional development needs around inclusive teaching. Principal components analysis of the TEPID scale led to a two-factor structure, that is, knowledge about dyslexia and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners (F1), and stance towards inclusion (F2). Statistically significant effects were found for training, highest level of education, years and type of teaching experience with dyslexic learners, and type of certification in relation to F1, yet, only type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) impacted teacher stance towards inclusion (F2). Additionally, Israeli teachers differed significantly from Polish and Cypriot teachers on both factors of the TEPID, but not from Greek teachers. Moreover, both Greek and Israeli teachers evaluated their knowledge and skills (F1) as well as stance towards inclusion (F2) higher than Polish and Cypriot teachers. Teachers stressed the need for practical information and training about how to teach students with dyslexia. Implications regarding content of teacher training are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides methodological recommendations for improving the educational process for the formation of strategic competence for future teachers in the aspect of intercultural communication. The purpose of the training, its content, the approaches on which the appropriate methodology should be based, its stages, the specified means of training and their sources of selection were described. The purpose of training is the formation of a secondary language personality; the content includes substantive and procedural aspects: areas, topics, subtopics, types and styles of communication, situations, problems, linguistic and sociocultural material, non-verbal means of communication, educational and communicative strategies, texts; among the approaches, we distinguish competence, reflexive, linguistic, sociocultural, cognitive, communicative-activity, level approaches; formation of basic intercultural professionally oriented foreign language communicative competence of future primary school teachers (normative foreign language course); formation of advanced intercultural professionally oriented foreign language communicative competence of future primary school teachers (variable foreign language courses); formation of highly specialized intercultural professionally oriented foreign language communicative competence of future primary school teachers (selective specialization courses taught in a foreign language); we recommend video phonograms, phonograms, and texts as teaching aids. We emphasize that it is advisable for future primary school teachers to teach pedagogical discourse, taking into account the personal, public, professional, and educational spheres of communication. [ABSTRACT FROM AUTHOR]

This article discusses the implementation of change management in character education at MAN 1 Yogyakarta, focusing on developing skilled individuals with leadership qualities and the ability to tackle global competition challenges. In the current evolving landscape, where global competition has intensified, students in Indonesia are facing demanding requirements. This research is a case study using a qualitative descriptive method. Besides academic excellence, students also need to possess "soft skills" and "hard skills" that are essential for keeping up with the times. Soft skills such as communication, leadership, and teamwork are crucial in a collaborative work environment. On the other hand, hard skills such as technological proficiency and foreign language skills provide the necessary competitive advantage. To meet these demands, Indonesian education needs to focus on developing both foundational aspects and specific expertise. MAN 1 Yogyakarta recognizes this need and has taken steps to prepare its students according to the required standards of change. They implement programs such as basic leadership training (LDK) and establish a special student organization called OSAKA (Organisasi Siswa Madrasah Aliyah Program Keagamaan) to enhance students' leadership skills, discipline, and sense of responsibility. This activity is a flagship program aimed at enhancing students' abilities in communication, discipline, and leadership. There are also by participating in clubs and organizations such as the Intra-School Student Organization (OSIS), Indonesian Red Cross Youth (PMR), Islamic Spiritual (ROHIS), Scouts, and scientific clubs, students also learn the importance of responsibility and discipline in fulfilling their roles within these organizations. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Philology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This investigation aimed to examine the impact of a 12-week voice blogging course on L2 Kazakh speaking performance among Russian-speaking upper secondary school students in Kazakhstan. The participants (n = 84) were randomly allocated to an experimental group engaged in weekly voice recording and posting via WhatsApp outside of class time and a control group that received the same regular classroom instruction but without extracurricular speaking practice. The oral performance of both groups was assessed in terms of complexity, fluency, and accuracy indices before and after the intervention. A questionnaire was administered to the experimental group to elicit their perceptions of the audio blogging course. The learners in the experimental group demonstrated higher complexity and fluency in their post-test narrations than the control group. However, no significant effect was found on the accuracy of speech. The participants reported a positive attitude toward the completed course and expressed willingness to recommend voice blogging to others. These findings suggest that audio blogging can be an effective and engaging method to enhance L2 speaking skills, but it may require additional support and feedback to address accuracy issues. The findings advocate the promise of voice blogging as a helpful approach for enhancing L2 oral skills. [ABSTRACT FROM AUTHOR]

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)