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This study investigates the effectiveness of integrating short stories with task-based learning activities in English as a foreign language (EFL) class to promote vocabulary development and motivation among L2 learners. Six short stories were selected by the participants based on their interests, pre- and post-tests were conducted to evaluate vocabulary acquisition and a questionnaire was used to gather information about the perception of task-based activities after reading short stories among students. The study involved 60 intermediate level English students at the SEEU Language Center, assigned to either the control or experimental group. The experimental group completed post-reading tasks such as keeping vocabulary notebooks, reading circle discussions, sequencing activities, plot structure understanding, and group poster presentations after reading each story. The findings suggest that the incorporating engaging reading activities had a favorable effect on language learning. The experimental group exhibited greater vocabulary acquisition and comprehension than the control group. The follow-up tasks created a sense of achievement, improved communication and interaction among the students. According to the study, including comprehensible input through extensive reading along with constructive output from task-oriented exercises can effectively promote language progress and enhance students’ motivation thus effectively facilitating language development in L2 learners.

In the last decade the integration of Information and communication technology (ICT) tools has become the main focus of many studies. The technological advancements are seen in every sector, including education where the traditional teaching methods are being replaced with application of different ICT tools for learning and teaching purposes. The educators nowadays aim to respond to the new generation of students so called digital natives because they are being raised in a digital, media-saturated world. Self-regulated learning is closely connected to the ICT tools because it helps learners to control their own learning and reflect on their weakness. The present study investigates 74 EFL students of two units: Faculty of Languages Cultures and Communication and Language Center of the South East European University. The study uses two different research methods: a student questionnaire consisting of four different parts, Learners' background, Perceptions of ICTs, Perceptions towards the Use of ICTs for Self-Regulated learning, and Perceptions towards the use of ICT for Metacognitive Regulation. Additionally, there was analysis of Google Classroom students' reflections and assignments submitted for evaluation. Findings from the questionnaire and Google Classroom reflections proved that students hold positive attitudes toward the use of ICTs for their learning because they help them to monitor and plan their learning better. [ABSTRACT FROM AUTHOR]

Integrating technology in the classroom has become one of the most discussed issues in teaching environments and these days it is inevitable to do so in every level of education, especially in language teaching. In the viewpoint of English instructors, the aim of this paper is to study the effects of video use as an audio and visual material in order to offer and create successful language classes, which will have an impact on students' motivation and participation in English courses at the university level. The development of novel integrated courses that enable students to improve their subject knowledge and master the capacity to use that information on an international level is the major goal of modern language education. This paper first attempts to analyze the goals of integrating video formed lesson plans in EFL classrooms and the advantages of using video formed lesson plans in EFL teaching, on the basis of which are put forward the frameworks of teaching principles, strategies and specific guidelines which facilitate EFL teaching. This will bring combined theories and practice related to the use of audio-visual instruments in language learning, especially in university-level ESP courses, as well as why short videos can be considered effective pedagogical tools that aid the teaching process. The research includes surveys with students' studies of needs analysis. Videos should fulfill certain requirements, including use of the desired linguistic material, be thematically intriguing, involve multiple viewings for students to clearly understand the text, and also be brief. As with choosing any educational resources, there is a good video and a bad video for language teaching reasons. For educational purposes, a useful video has to include the appropriate linguistic material. In most scenarios, this criterion refers to language that is current, practical, and accurate in a given situation for language courses aiming to expand communicative performance. The goal of this research is to examine and verify the advantages that audio-visual aids do provide language teachers and students when teaching and learning English. According to the research and the data collected in ESP courses, the results indicate a beneficial impact of video use on students' motivation and participation. [ABSTRACT FROM AUTHOR]