Hasil untuk "English language"

M. Swan

Aliyeva Dilsado

This article provides an in-depth exploration of the multifaceted process of teaching English as a second language (TESL). Delving into the intricacies of language acquisition and pedagogical methodologies, the article offers insights into the challenges and innovations in TESL. With a focus on fostering effective communication skills and cultural understanding, the discussion encompasses the role of technology, cultural sensitivity, and the evolving landscape of TESL. The article concludes by emphasizing the pivotal role of TESL in promoting global communication and cultural exchange.

J. Harmer

R. Quirk, G. Leech, Jan Svartvik

H. Hughes

Chris Wendler, Veniamin Veselovsky, Giovanni Monea et al.

We ask whether multilingual language models trained on unbalanced, English-dominated corpora use English as an internal pivot language -- a question of key importance for understanding how language models function and the origins of linguistic bias. Focusing on the Llama-2 family of transformer models, our study uses carefully constructed non-English prompts with a unique correct single-token continuation. From layer to layer, transformers gradually map an input embedding of the final prompt token to an output embedding from which next-token probabilities are computed. Tracking intermediate embeddings through their high-dimensional space reveals three distinct phases, whereby intermediate embeddings (1) start far away from output token embeddings; (2) already allow for decoding a semantically correct next token in the middle layers, but give higher probability to its version in English than in the input language; (3) finally move into an input-language-specific region of the embedding space. We cast these results into a conceptual model where the three phases operate in"input space","concept space", and"output space", respectively. Crucially, our evidence suggests that the abstract"concept space"lies closer to English than to other languages, which may have important consequences regarding the biases held by multilingual language models.

Z. Turan, Birgul Akdag-Cimen

Abstract The aim of this study is to examine the trends and main findings of the studies concerning the flipped classroom method in the field of English language teaching (ELT). For this purpose, databases including Web of Science, Eric, Taylor & Francis and the Educational full text EBSCO were reviewed, and a total of 43 articles were analysed. Systematic review was used as the research methodology. The articles were analysed utilising a content analysis method. The findings of the study revealed that the flipped classroom method in ELT gained popularity among researchers after 2014, and the number of the studies in the field rapidly increased in the last two years (2016–2017). In addition, the most commonly used research methods in flipped classroom in ELT studies were found to be mixed and quantitative methods. In the examined studies, speaking and writing abilities were the most commonly studied language skills. Further analysis revealed challenges, as well as benefits related to the use of the flipped classroom method in English as a foreign language (EFL) classroom. Additionally, in studies reviewed concerning the effectiveness of the flipped classroom methods, the findings mostly pointed to the benefits of the flipped classroom method. On the basis of the review, various suggestions are made for practitioners and future research.

Barry Bai, Jing Wang

This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements in Hong Kong primary school students. A sample of 690 4th graders participated in the study. The findings suggest that the level of SRL strategy use (i.e. monitoring, effort regulation, and goal setting and planning) was driven by the students’ motivational beliefs (i.e. growth mindset, self-efficacy, and intrinsic value) in different ways. Monitoring and effort regulation, in turn, were significant contributors to the participants’ English language learning achievements, but goal setting and planning did not predict their English language learning achievements. The finding suggests that growth mindset was a stronger predictor of SRL than self-efficacy and intrinsic value. Implications for fostering adaptive motivational beliefs and SRL are discussed. Future research should consider the influence of the socio-cultural context on the relationships between motivational factors, SRL strategy use, and English language learning achievements.

Helen Crompton, Adam Edmett, Neenaz Ichaporia et al.

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self‐regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI. What is already known about this topic English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling. AI has supported language teaching and learning with studies showing that AI can support language‐specific skills. What this paper adds Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels. Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self‐regulation. Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language. Provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Provides practical implications from the findings for educators, policy makers and program designers. Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT/L.

Rusmiyanto Rusmiyanto, Nining Huriati, Nining Fitriani et al.

In today's globalized world, the increasing need for English language ability has highlighted the necessity of good language acquisition and communication abilities. Artificial Intelligence (AI) has emerged as a viable aid in the field of education, including language acquisition, as technology advances. This study does a literature review to investigate the function of AI in the development of communication skills in English language learners. The goal of this research is to look at the existing research and literature on the use of AI-based technologies in English language learning environments. The essay opens with an overview of artificial intelligence and its possible uses in education. It then looks into the various methods in which AI might help English language learners strengthen their communication skills, including speaking, listening, reading, and writing. The findings of this literature review suggest that AI has the potential to significantly enhance English language learners' communication skills by providing personalized and interactive learning experiences. However, further research is needed to explore the long-term effects and optimal integration of AI in language learning environments. In conclusion, this article highlights the transformative role of AI in English language education and its potential to address the diverse needs of language learners. By understanding the current state of research and exploring the opportunities and challenges presented by AI in language learning, educators and policymakers can make informed decisions to harness the benefits of AI technology and maximize its impact on developing effective communication skills among English language learners.

Sarang Shaikh, Sule YAYILGAN YILDIRIM, B. Klimova et al.

Recently, the emerging technologies have been constantly shaping the education domain, especially the use of artificial intelligence (AI) for language learning, which has attracted significant attention. Many of the AI tools are being used for learning foreign languages, in both formal and informal ways. There are many studies that have explored the potential of the recent technology “ChatGPT” for education and learning languages, but none of the existing studies have conducted any exploratory study for assessing the usability of ChatGPT. This paper conducts an assessment for usability of ChatGPT for formal English language learning. The study uses a standard questionnaire-based approach to ask participants about their feedback for usefulness and effectiveness of ChatGPT. The participants were asked for their feedback after performing series of tasks related to formal English language learning with ChatGPT. A variety of student participants were selected for this study with diverse English language proficiency levels, education levels, and nationalities. The quantitative analysis of the participant responses shed light on their experience with regards to the usability of ChatGPT for performing different English language learning tasks such as conversation, writing, grammar, and vocabulary. The findings from this study are quite promising and indicate that ChatGPT is an effective tool to be used for formal English language learning. Overall, this study contributes to the fast-growing research domain on using emerging technologies for formal English language learning by conducting in-depth assessment of usability for ChatGPT in formal English language learning.

A. Dobrescu, Streit B Nussbaumer, I. Klerings et al.

Tatsuya Amano, Violeta Berdejo Espinola, Alec P. Christie et al.

The widely held assumption that any important scientific information would be available in English underlies the underuse of non-English-language science across disciplines. However, non-English-language science is expected to bring unique and valuable scientific information, especially in disciplines where the evidence is patchy, and for emergent issues where synthesising available evidence is an urgent challenge. Yet such contribution of non-English-language science to scientific communities and the application of science is rarely quantified. Here we show that non-English-language studies provide crucial evidence for informing global biodiversity conservation. By screening 419,680 peer-reviewed papers in 16 languages, we identified 1,234 non-English-language studies providing evidence on the effectiveness of biodiversity conservation interventions, compared to 4,412 English-language studies identified with the same criteria. Relevant non-English-language studies are being published at an increasing rate, and can expand the geographical (by 12-25%) and taxonomic (by 5-32%) coverage of English-language evidence, especially in biodiverse regions, albeit often based on less robust study designs. Our results show that synthesising non-English-language studies is key to overcoming the widespread lack of local, context-dependent evidence and facilitating evidence-based conservation globally. We urge wider disciplines to rigorously reassess the untapped potential of non-English-language science in informing decisions to address other global challenges.

Jason V. Chavez, Haydee G. Adalia, Joebert P. Alberto

Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.

Subhan Zein, D. Sukyadi, F. A. Hamied et al.

Abstract This article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion will provide insights into how factors such as educational policies, ideologies as well as sociocultural and religious values are in contestation in shaping research into and the practice of English language education in the complex, dynamic and polycentric sociolinguistic situation of Indonesia, which has been recently conceptualized as superglossia (Zein, 2020). It is hoped our insights will help inform other multilingual contexts facing the unprecedented need for transforming English language education in this increasingly globalized world.

Clara-Louise Mourier

Jean Hegland’s Into the Forest (1996) concludes with two sisters and their infant Burl abandoning their family home to embrace life in a neighbouring forest. Western domesticity, symbolised by private bedrooms, is replaced by the plural, biotic community of a centuries-old redwood forest. By taking refuge in a hollow stump, the trio attempts to shed their now obsolete social identity and adapt to a postapocalyptic American West. This process of redrawing the border between inhabited and uninhabitable spaces continues twenty years later in Here in This Next New Now (in French, Le Temps d’après). Burl, now a non-binary “arboreal boy,” undertakes to recount their life within an ecosystem saturated by the non-human. Yet, the character resents their entrapment in the hollow stump chosen by their mothers for protection. Instead, they attempt to reconfigure the entire forest (and beyond) into a potential shelter for human and non-human life. The figure of the bed-stump thus evolves into that of the encampment. In exploring the bed and its redefinitions, this study not only traces the reintegration of the characters into a multispecies world, but also invites readers to consider Hegland’s narrative practices as a refusal to enclose the text in a fixed or stable cartography. On the contrary, the novel ultimately overflows the book as a medium.

Suyuan Liu, Molly Babel

We introduce the Mandarin-English Language Interview (MELI) Corpus, an open-source resource of 29.8 hours of speech from 51 Mandarin-English bilingual speakers. MELI combines matched sessions in Mandarin and English with two speaking styles: read sentences and spontaneous interviews about language varieties, standardness, and learning experiences. Audio was recorded at 44.1 kHz (16-bit, stereo). Interviews were fully transcribed, force-aligned at word and phone levels, and anonymized. Descriptively, the Mandarin component totals ~14.7 hours (mean duration 17.3 minutes) and the English component ~15.1 hours (mean duration 17.8 minutes). We report token/type statistics for each language and document code-switching patterns (frequent in Mandarin sessions; more limited in English sessions). The corpus design supports within-/cross-speaker, within/cross-language acoustic comparison and links acoustics to speakers' stated language attitudes, enabling both quantitative and qualitative analyses. The MELI Corpus will be released with transcriptions, alignments, metadata, scans of labelled maps and documentation under a CC BY-NC 4.0 license.

Elda Marta Suri, Dewi Kristiani Bawamenewi

The implementation of English for Specific Purposes (ESP) in English language education is increasingly relevant in the context of globalization, particularly in higher education aimed at preparing students for professional demands. This study aims to analyze the implementation of ESP instruction in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Ekasakti Padang. A qualitative descriptive method was employed, involving classroom observation, interviews with lecturers and students, and analysis of syllabi and teaching materials. Findings indicate that ESP is partially applied, focusing on the development of academic and vocational language competencies. However, several challenges persist, such as limited lecturer training in ESP pedagogy and the lack of domain-specific teaching resources. The study concludes that successful ESP implementation requires institutional support, ongoing professional development, and curriculum adaptation based on needs analysis.

Listiani Listiani, Ágnes Hódi and Marianne Nikolov

In recent years, there has been an increase in research on English as a foreign language (EFL) learners’ engagement with teachers’ feedback; however, little is known about how students engage with feedback combining written and audio feedback. Previous research has primarily focused on a single mode of feedback addressing specific writing issues, although findings have indicated the potential of combined modes of feedback (CMF) for addressing a broader range of writing problems across different levels. The purpose of this study was to address this gap by examining how 23 low-proficient university students behaviorally engaged with their teacher’s CMF in an EFL writing class in Indonesia. Datasets included students’ initial and final drafts of their descriptive and narrative tasks and their teacher’s CMF (audio and written). The findings revealed that successfully used feedback was more frequent than partially and unused feedback. The level of behavioral engagement varied across the language features addressed in the teacher’s feedback and the error categories also varied between the two writing tasks. Students used several strategies, including Revision, No Revision, Deletion, Substitution, and Addition. These strategies generally concerned micro level errors, which did not require extensive understanding and knowledge to implement the feedback. This article discusses the study’s pedagogical implications, limitations, and potential directions for future research.

Nicolas Zucchet, Jörg Bornschein, Stephanie Chan et al.

Large language models accumulate vast knowledge during pre-training, yet the dynamics governing this acquisition remain poorly understood. This work investigates the learning dynamics of language models on a synthetic factual recall task, uncovering three key findings: First, language models learn in three phases, exhibiting a performance plateau before acquiring precise factual knowledge. Mechanistically, this plateau coincides with the formation of attention-based circuits that support recall. Second, the training data distribution significantly impacts learning dynamics, as imbalanced distributions lead to shorter plateaus. Finally, hallucinations emerge simultaneously with knowledge, and integrating new knowledge into the model through fine-tuning is challenging, as it quickly corrupts its existing parametric memories. Our results emphasize the importance of data distribution in knowledge acquisition and suggest novel data scheduling strategies to accelerate neural network training.