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Journal articles on the topic 'Open language learning'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Read, Timothy, Agnes Kukulska-Hulme, Elena Barcena, and John Traxler. "Mobile Open Social Learning for Languages (MOSL4L)." JUCS - Journal of Universal Computer Science 27, no. (5) (2021): 425–36. https://doi.org/10.3897/jucs.67701.

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An extensive literature exists on how to help students learn languages. The learning process is particularly challenging since it combines different types of knowledge and skills into a dual process of comprehension and production, using both oral and written modalities. Networked technology has led to the emergence of different types of learning that can be applied to languages. In this article three of these types are highlighted as being particularly useful for language learning, as can be seen by their impact in the literature, namely mobile, open and social learning. After an analysis of

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Kukulska-Hulme, Agnes, Jorge Arus-Hota, and Laborda Jesus Garcia. "Mobile, Open and Social Language Leraning Designs and Architectures." JUCS - Journal of Universal Computer Science 27, no. (5) (2021): 413–24. https://doi.org/10.3897/jucs.68852.

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The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space full of opportunity and challenge, relevant to a post-pandemic world in which we are looking for ways to build back better. The paper discusses tensions between formal and informal language learning and the nature of learning outcomes in MOSL4L. It focuses on the needs of individuals while also considering the characteristics of the virtual spaces in which they

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Read, Timothy, Agnes Kukulska-Hulme, Elena Barcena, and John Traxler. "Mobile Open Social Learning for Languages (MOSL4L)." JUCS - Journal of Universal Computer Science 27, no. 5 (2021): 425–36. http://dx.doi.org/10.3897/jucs.67701.

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An extensive literature exists on how to help students learn languages. The learning process is particularly challenging since it combines different types of knowledge and skills into a dual process of comprehension and production, using both oral and written modalities. Networked technology has led to the emergence of different types of learning that can be applied to languages. In this article three of these types are highlighted as being particularly useful for language learning, as can be seen by their impact in the literature, namely mobile, open and social learning. After an analysis of

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Rumble, Greville. "‘Open learning’, ‘distance learning’, and the misuse of language." Open Learning: The Journal of Open, Distance and e-Learning 4, no. 2 (1989): 28–36. http://dx.doi.org/10.1080/0268051890040206.

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Lin, Yu-Ju, and ChanMin Kim. "Open Educational Resources and Open Language Learning for Taiwanese Adult Learners." International Journal of Online Pedagogy and Course Design 5, no. 2 (2015): 58–72. http://dx.doi.org/10.4018/ijopcd.2015040105.

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The Internet offers easy access to open resources, especially for educational use. However, the quality of open resources has been constantly criticized (). The purpose of this study was to examine English-as-a-Second-Language (ESL) open educational resources (OERs) and to make recommendations for designing ESL OER websites that supported open language learning. Both the ESL learning (i.e. motivation, learning styles, and learning beliefs) and technical (i.e., the usability of websites in consideration of the three essential components: information, interaction, and interface) aspects were inv

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Lopes, Luís Seabra, and Aneesh Chauhan. "Open-ended category learning for language acquisition." Connection Science 20, no. 4 (2008): 277–97. http://dx.doi.org/10.1080/09540090802413228.

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Kukulska-Hulme, Agnes, Jorge Arus-Hota, and Jesus Garcia Laborda. "Mobile, Open and Social Language Learning Designs and Architectures." JUCS - Journal of Universal Computer Science 27, no. 5 (2021): 413–24. http://dx.doi.org/10.3897/jucs.68852.

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The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space full of opportunity and challenge, relevant to a post-pandemic world in which we are looking for ways to build back better. The paper discusses tensions between formal and informal language learning and the nature of learning outcomes in MOSL4L. It focuses on the needs of individuals while also considering the characteristics of the virtual spaces in which they

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Shruthi S and Aravind BR. "Open-Source Tools in ESL Learning: A Quantitative Study." International Research Journal of Multidisciplinary Scope 05, no. 02 (2024): 762–77. http://dx.doi.org/10.47857/irjms.2024.v05i02.0636.

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This research paper delves into the utilization of open-source tool, specifically LearningApps.org, with the purpose of improving the teaching of tenses to students who are learning English as a Second Language (ESL). The purpose of this study is to investigate the influence that LearningApps.org has on the level of interest and participation that students have in the process of learning the past tense (PT) and future tense (FT) of the English language. We used a quantitative technique, and we had 94 English as a Second Language (ESL) students between the ages of 17 and 20 who were fluent in t

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Tiurikova, Irina, Åsta Haukås, and André Storto. "The link between multilingualism, language learning and open-mindedness in secondary school students in Norway." Nordic Journal of Language Teaching and Learning 9, no. 2 (2021): 1–24. http://dx.doi.org/10.46364/njltl.v9i2.945.

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A positive link between open-mindedness and multilingualism suggested in intercultural psychology research (e.g., Dewaele & Botes, 2020; Korzilius et al., 2011; Dewaele & Oudenhoven, 2009) has also been implicitly assumed in Norway’s Core Curriculum (NDET, 2017) and in the curricula for English (NDET, 2019a) and Foreign Languages (NDET, 2019b). However, little empirical research has been conducted to explore how becoming multilingual, especially through learning foreign languages at school, can be connected to the development of students’ open-mindedness. The present study addresses th

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Razumnykh, Elena V., and Gulnara R. Bikkulova. "OPEN FOR DISCUSSION: DEVELOPING CHEMISTRY STUDENTS’ ENGLISH SPEAKING SKILLS." Proceedings of Southern Federal University. Philology 28, no. 2 (2024): 160–68. http://dx.doi.org/10.18522/1995-0640-2024-2-160-168.

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In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overvi

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Mar-Molinero, Clare. "Modern languages open learning in higher education." Language Learning Journal 8, no. 1 (1993): 44–46. http://dx.doi.org/10.1080/09571739385200361.

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NAWIR, ERNA, Dezna Fauziah, and Wenny Elsara. "A review: An epistemological perspective of possibility of pedagogical grammar learning in community language learning method." Concept : Community Concern for English Pedagogy and Teaching 9, no. 1 (2023): 1–14. http://dx.doi.org/10.32534/jconcept.v9i1.3693.

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Given the urgency of changing the learning context caused by the current COVID-19 pandemic, learning pedagogical grammar, especially in learning English as an effort to acquire the language as a second language and or foreign language, does not only stop at the learning process which has been mostly done face-to-face directly, but can also be carried out through one alternative e-learning known as Open Learning technology-based platform. As a new atmosphere in the use of technology, especially in the field of education through the use of Massive Open Online Course (MOOC), Open Learning is an a

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Nicolson, Margaret. "Language Learners and Diverse Legacies: Question of Confidence." Scottish Educational Review 32, no. 2 (2000): 118–30. http://dx.doi.org/10.1163/27730840-03202003.

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In general, Scots have not shown an excess of confidence in their potential to learn languages. A school system which did not previously encourage the majority to study languages, but reserved them for a certain academic elite, has undoubtedly played its part in this. A study of a group of Open University language learners supports the view that it is mainly those with considerable school experience of language learning, and strong present links with the language who have the confidence and motivation to enter and remain in the adult language learning arena. Yet, Scotland has a rich historic a

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Muzaki, Ferril. "Integrated Language Learning in Elementary School." Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, no. 2 (2021): 439–45. http://dx.doi.org/10.21009/aksis.050215.

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Language is not only from words, but also meaning behind those words. In discourse, there are two components: intra linguistics and extra linguistics. Intra-linguistic component means discourse build from word to word, phrase to phrase, sentences to sentences, paragraph to paragraph at the end it becomes discourse. Extra linguistics competences have some components, settings, purposes, and others component when the text is composed. I will explain how to teach discourse in teaching reading. First, teacher gives questions to open the class; the question should open students' background knowledg

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Rumble, Greville. "Open learning and the misuse of language: a reply." Open Learning: The Journal of Open, Distance and e-Learning 5, no. 3 (1990): 50–51. http://dx.doi.org/10.1080/0268051900050309.

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Goodfellow, Robin, and Marie-Noëlle Lamy. "Learning to learn a language – at home and on the Web." ReCALL 10, no. 1 (1998): 68–78. http://dx.doi.org/10.1017/s0958344000004274.

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This paper reports on work at the Open University's Centre for Modern Languages (CML) and Institute of Educational Technology (IET), on the use of technology to support language learners working at home and in virtual groups via the Internet. We describe the Lexica On-Line project, which created a learning environment for Open University students of French, incorporating computer-based lexical tools to De used at home, an on-line discussion forum, and guided access to the Francophone Web. We report on some of the outcomes of this project, and discuss the effectiveness of such a configuration f

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Dolores, Maria, and Jorge Mañana-Rodriguez. "Exploring Engagement in Online Videos for Language Learning through YouTube’s Learning Analytics." EDEN Conference Proceedings, no. 1 (September 21, 2021): 49–58. http://dx.doi.org/10.38069/edenconf-2021-ac0005.

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Until a few years ago, video analytics were not accessible to learning stakeholders, mainly because online video platforms did not share the users’ interactions on the system with stakeholders. However, this scenario has changed, and currently YouTube, the world’s largest media sharing site, offers these data. YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics. In this paper we present our res

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Jasim, Rafal Lateef. "English Language Learning Demotivating Factors for Iraqi Open Educational College EFL Students." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 13, no. 02 (2023): 546–61. http://dx.doi.org/10.37648/ijrssh.v13i02.044.

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One of the things that might lower students' desire for learning a language is demotivating situations. This study looked into what discourages open educational college EFL students from studying languages. It also examined the pedagogical consequences and suggestions for fostering incentives of EFL learners from the viewpoints of teachers. The research included 150 EFL learners and English language instructors from open educational colleges in Iraq. Two tools of research, a survey and semi-organized interviews with instructors and learners, are employed to gather the study's data. The finding

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Jasim, Rafal Lateef. "English Language Learning Demotivating Factors for Iraqi Open Educational College EFL Students." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 13, no. 02 (2023): 546–61. http://dx.doi.org/10.37648/ijrssh.v13i02.061.

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One of the things that might lower students' desire for learning a language is demotivating situations. This study looked into what discourages open educational college EFL students from studying languages. It also examined the pedagogical consequences and suggestions for fostering incentives of EFL learners from the viewpoints of teachers. The research included 150 EFL learners and English language instructors from open educational colleges in Iraq. Two tools of research, a survey and semi-organized interviews with instructors and learners, are employed to gather the study's data. The finding

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Wijayati, Primardiana H., M. Kharis, Edy Hidayat, Dewi Kartika Ardiyani, Martin Ebner, and Sandra Schön. "Teaching German as a Foreign Language with Open Educational Resources (OER)." International Journal of Emerging Technologies in Learning (iJET) 17, no. 04 (2022): 225–38. http://dx.doi.org/10.3991/ijet.v17i04.23225.

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The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefit

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Esenalieva, Gulzada, Mohd Tauheed Khan, Andrei Ermakov, and Eliza Tursunbekovna. "REAL-TIME SIGN LANGUAGE RECOGNITION." Alatoo Academic Studies 24, no. 1 (2024): 165–74. http://dx.doi.org/10.17015/aas.2024.241.15.

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Individuals who are deaf or mute frequently encounter communication barriers. Nevertheless, recent progress in artificial intelligence (AI) has mitigated these challenges. A method employing an open-source tool known as MediaPipe, along with OpenCV and a machine learning algorithm, facilitates the recognition of sign language. This system achieves real-time sign language recognition without relying on specialized wearable devices, enhancing convenience and accessibility. In this context, machine learning plays a pivotal role in recognizing and interpreting sign language, thus facilitating comm

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Derderian, Ani. "Designing for Teaching and Learning in an Open World." International Journal of Adult Vocational Education and Technology 8, no. 3 (2017): 55–67. http://dx.doi.org/10.4018/ijavet.2017070105.

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Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (

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Nic Giolla Mhichíl, Mairéad, Christine Appel, Colm Ó Ciardubháin, Sake Jager, and Adriana Prizel-Kania. "Designing the online oral language learning environment SpeakApps." International Journal of Information and Learning Technology 32, no. 3 (2015): 165–73. http://dx.doi.org/10.1108/ijilt-12-2014-0034.

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Purpose – The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. Design/methodology/approach – A mixed method approach was incorporated as part of the development process which included a comprehensive literature and practice review, user requirement survey of 815 learner, 61 pilot studies with 7,180 students, construction of qualitative teaching scenarios and a Delphi analysis. Findings – Language learners

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Toleuzhan, A. T. "Review on the use of audio-visual aids as the open educational resources in EFL among secondary education students." Bulletin of the Karaganda university Pedagogy series 108, no. 4 (2022): 207–13. http://dx.doi.org/10.31489/2022ped4/207-213.

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The ubiquitous nature of internet resources makes it a very essential tool to use in the world of education, especially its immense potential in the learning foreign languages has led to a considerable shift in the approaches used to develop language skills. Nowadays among language skills communication proficiency in the English language takes priority due to consideration it as a mandatory requirement to contribute to economic and cultural growth of a country. Open Educational Resources were introduced as innovative tools in the traditional learning environment with the purpose to create webs

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Kutubkhanah Alsaied, Hanan Ismail K. "Impact of Distance Learning on the English Language Learning Process." Journal of Curriculum and Teaching 11, no. 7 (2022): 37. http://dx.doi.org/10.5430/jct.v11n7p37.

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Interaction plays a critical role in processing data utilized for language learning. The outcome of a learning system depends on the learner's level of knowledge of a second foreign language (L2). The study uses a primary qualitative approach, working with data from primary sources in the form of open-ended questions. The use of primary research methods in this study was important because it allowed for a better understanding of the impact of distance education on English language learning (concerning Arab learners). This study used the main qualitative research methods and the case study meth

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Potapova, Valentina Y. "Linguodidactic potential of the model of content and language integrated learning of students in a foreign language and specialty in a medical university." Tambov University Review. Series: Humanities, no. 194 (2021): 69–76. http://dx.doi.org/10.20310/1810-0201-2021-26-194-69-76.

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The task of modern education is to train personnel of the highest category who would successfully cope with their professional tasks, were open to self-education, learning throughout their lives and were fluent in foreign languages. Knowledge of a foreign language has always been and remains a valuable knowledge. Content and language integrated learning is learning in which a foreign language is a tool for mastering a specialty, and not just the goal of learning a language as such. We examine the issue of the linguodidactic potential of the model of content and language integrated learning of

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Javed, Fareeha, Yameena Batool, and Sana Baig. "Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language." Global Educational Studies Review V, no. III (2020): 294–307. http://dx.doi.org/10.31703/gesr.2020(v-iii).29.

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This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with lan

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Titova, Svetlana V., and Maria V. Staroverova. "THE STAGES OF DIGITALIZATION OF LANGUAGE EDUCATION IN THE XX-XXI CC." Linguistics and Intercultural Communication 26, no. 3_2023 (2023): 25–45. http://dx.doi.org/10.55959/msu-2074-1588-19-26-3-2.

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The article is aimed at the analysis and classification of the main stages of digitalization of language education in the world. The use of computer technology in teaching foreign languages began more than 80 years ago. Until recently, this topic was the subject of discussion of a rather narrow circle of specialists, but with the onset of the digital era and the rapid development of mobile and cloud technologies, artificial intelligence, more and more foreign language teachers in our country and abroad are introducing open educational resources into the educational process and applications, de

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Phuoc, Nguyen Kim, and Nguyen Tran Ai Duy. "Factors affecting English learning motivation of the economics students at Ho Chi Minh City Open University." SOCIAL SCIENCES 8, no. 2 (2020): 54–70. http://dx.doi.org/10.46223/hcmcoujs.soci.en.8.2.282.2018.

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Nowadays, foreign languages have become indispensable global integration of all nations, in general and of Vietnam, in particular. Foreign language is compulsory for Vietnamese university students and meets employers’ requirements. This study aims to determine the factors which affect English Foreign Language (EFL) Learning and make recommendations for learning motivation improvement. This study was conducted to survey 434 students who are pursuing mainstream programs in the field of Business Administration, Economics, and Financial - Banking at Ho Chi Minh City Open University (HCMCOU). The f

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Safonova, Natalia. "Linguistic Consciousness and Foreign Language Learninig." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (2019): 39–51. http://dx.doi.org/10.22333/ijme.2019.13005.

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The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dial

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HOO, FANG JING, MOHD AMIN MOHD NOH, ZUR 'AIN HARUN, RAIHAN IBRAHIM, and NUR' AIN MOHSIN. "Open the Black Box of Autonomous Learning: A Sustainable Approach to Language Learning." Journal of Teaching and Learning 19, no. 2 (2025): 98–114. https://doi.org/10.22329/jtl.v19i2.9005.

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Autonomous learning is a fundamental aspect of education that builds important skills, like critical thinking, problem-solving, and adaptability, which are important for achievement in a constantly changing professional environment. Cultivating it promotes lifelong learning, self-improvement, and knowledge beyond traditional educational settings. The objective of this study is to demonstrate the impact of the investigated autonomous learning approach to learners, and assess their ability to sustain the learning process, hence fostering lifelong learning within the framework of formal education

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Wong, Billy Tak-ming. "A survey on the pedagogical features of language massive open online courses." Asian Association of Open Universities Journal 16, no. 1 (2021): 116–28. http://dx.doi.org/10.1108/aaouj-03-2021-0028.

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PurposeThis paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.Design/methodology/approachThis study surveyed a to

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Martín-Monje, Elena, and Kate Borthwick. "Researching massive open online courses for language teaching and learning." ReCALL 33, no. 2 (2021): 107–10. http://dx.doi.org/10.1017/s0958344021000094.

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Haug, Tobias, and Sarah Ebling. "Using Open-Source Software for Sign Language Learning and Assessment." International Journal of Emerging Technologies in Learning (iJET) 14, no. 19 (2019): 188. http://dx.doi.org/10.3991/ijet.v14i19.11123.

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This study reports on the use of an open-source software for sign language learning and (self-)assessment. A Yes/No vocabulary size test for Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS) was developed, targeting beginning adult learners. The Web-based test, which can be used for self-assessment or placement purposes, was administered to 20 DSGS adult learners of ages 24 to 55 (M = 39.3). The learners filled out a background questionnaire, took the Yes/No test tests, and filled out a feedback questionnaire. The comments provided by the learners about the suitability o

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Gao, Kaifeng, Gang Mei, Francesco Piccialli, Salvatore Cuomo, Jingzhi Tu, and Zenan Huo. "Julia language in machine learning: Algorithms, applications, and open issues." Computer Science Review 37 (August 2020): 100254. http://dx.doi.org/10.1016/j.cosrev.2020.100254.

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Stevens, Charlotte, and Chris Douce. "Editorial: ODL research in Iran, language learning and open courseware." Open Learning: The Journal of Open, Distance and e-Learning 37, no. 4 (2022): 309–11. http://dx.doi.org/10.1080/02680513.2022.2121156.

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Rios, Miguel, and Serge Sharoff. "Language Adaptation for Extending Post-Editing Estimates for Closely Related Languages." Prague Bulletin of Mathematical Linguistics 106, no. 1 (2016): 181–92. http://dx.doi.org/10.1515/pralin-2016-0017.

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Abstract This paper presents an open-source toolkit for predicting human post-editing efforts for closely related languages. At the moment, training resources for the Quality Estimation task are available for very few language directions and domains. Available resources can be expanded on the assumption that MT errors and the amount of post-editing required to correct them are comparable across related languages, even if the feature frequencies differ. In this paper we report a toolkit for achieving language adaptation, which is based on learning new feature representation using transfer learn

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Atmowardoyo, Haryanto, and Geminastiti Sakkir. "Effects of best-practice based materials in receptive language learning behaviours in improving receptive language skills." Linguistics and Culture Review 5, S1 (2021): 1313–34. http://dx.doi.org/10.21744/lingcure.v5ns1.1604.

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This is a part of the research results entitled “The Effects of Best-Practice based Materials in Language Learning Behaviors in Improving Language Skills”. Best practice can generate good theory. In the field of language learning, many experts who have developed language learning theory based on best practices. Theory developed based on best practice has been used for complementary learning materials in the course Belajar dan Pembelajaran (Learning and Teaching) in English Department in a state university as an experimental study. This study aims to find out the effects of Best Practice–based

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Ortega Prieto, Pedro Felipe, Maria Angelica Hernandez Vargas, Jean Kaya, and Alba Olaya Leon. "Investment in Learning English as an Additional Language." Colombian Applied Linguistics Journal 26, no. 2 (2024): 22–34. https://doi.org/10.14483/22487085.21210.

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Learning additional languages is an experience and a process influenced by numerous aspects. This article presents a qualitative case study focused on the aspects influencing the investment of seven learners of English as an additional language, all of whom are pre-service teachers pursuing bachelor’s degrees in English education. The data under consideration is part of a larger intervention-based action research study that explored the language learning experiences of twenty pre-service teachers enrolled in a teacher preparation program at a public university in Colombia. The study is grounde

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Rahman, Diana S., and Wening Sahayu. "How do foreign language teachers motivate students in language learning?" Studies in English Language and Education 7, no. 1 (2020): 181–93. http://dx.doi.org/10.24815/siele.v7i1.15586.

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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the studen

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Sallehuddin, Nur Hakimah Md, Tuan Sarifah Aini Syed Ahmad, Fatin Aliyah Hassan, and Nur Amirah Nabihah Zainal Abidin. "Students’ Acceptance towards Microsoft Teams for Learning Arabic Language." Journal of Learning and Development Studies 3, no. 1 (2023): 01–09. http://dx.doi.org/10.32996/jlds.2023.3.1.1.

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The Arabic language is one of the third languages offered for degree students at UiTM. The students must complete three levels (I, II and III). Before the COVID-19 pandemic, the methodology of teaching the Arabic language was by using the traditional way, which was face-to-face instruction. Since the outbreak of COVID-19, the methodology of teaching in UiTM has shifted to Open and Distance Learning (ODL). This new way of teaching affected the students’ acceptance of learning the Arabic language as they were familiar with the traditional method of teaching. This study aimed to get feedback on s

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Altunay, Dilek. "The Role of Open Educational Resources in English Language Learning and Teaching." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 2 (2013): 97–107. http://dx.doi.org/10.4018/ijcallt.2013040106.

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This article discusses the role of Open Educational Resources (OER) in foreign language learning and teaching, focusing on the field of ELT. Firstly, the concept of OER is introduced in the article by providing the definition of OER, role of OER in education, and studies on OER. Then the role of the OER in language learning and teaching is explained in accordance with language learning theories, and examples of OERs for the field of ELT are provided for learners and teachers of English. Possible concerns regarding the creation and use of OER by language teachers and learners are also examined

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KHASANOVA, OZODAKHON KURVONALI KIZI. "Using Mnemonics in Teaching German Vocabulary." Euro Afro Studies International Journal, (EASIJ.COM), 2, no. 2 (2020): 193–98. https://doi.org/10.5281/zenodo.4031375.

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Any language that is not a mother language is a foreign language for a person. In today’s fast-paced and mobile world, there should be no foreign language for people. Knowledge of any foreign language other than the mother tongue is especially important in professional activities. It also affects a person’s personal life. Knowledge of foreign languages is necessary in travel, as well as in private life. Learning a foreign language provides an opportunity to get acquainted with other cultures, mentalities, customs and traditions. This makes a person more open, flexible, and curious.

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Safonova, Nataliia, and Alla Anisimova. "Linguistic Consciousness and Foreign Language Learning in Multilingual Education." International Journal of Multilingual Education X, no. 2 (2021): 71–83. http://dx.doi.org/10.22333/ijme.2021.18005.

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The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dial

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Mammadova, S. "Communicative Language Teaching." Bulletin of Science and Practice 5, no. 12 (2019): 393–96. http://dx.doi.org/10.33619/2414-2948/49/48.

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The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and th

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Heidari-Shahreza, Mohammad Ali. "Humour Integrated Language Learning (HILL)." European Journal of Humour Research 12, no. 2 (2024): 176–96. http://dx.doi.org/10.7592/ejhr.2024.12.2.881.

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There has been a notable surge in the studies on humour in the language classroom in the past two or even three decades. This burgeoning literature seems to have already entered the threshold of a field of study. In this article, humour-integrated language learning (HILL) is put forth as an umbrella term for diverse attempts to employ pedagogical humour in language education. HILL principally refers to a diverse suite of methods, tools and techniques where humour serves as a means (and/or an end) in language learning. It is envisaged that this paper can a) open a window on (L2) pedagogical hum

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Bull, Susan, and Barbara Wasson. "Competence visualisation: Making sense of data from 21st-century technologies in language learning." ReCALL 28, no. 2 (2016): 147–65. http://dx.doi.org/10.1017/s0958344015000282.

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AbstractThis paper introduces an open learner model approach to learning analytics to combine the variety of data available from the range of applications and technologies in language learning, for visualisation of language learning competences to learners and teachers in the European language context. Specific examples are provided as illustrations (Facebook, Second Life and mobile assisted language learning (MALL)), though the approach is a general one. We describe the Next-TELL open learner model as an exemplar that can encompass a range of data from a variety of technologies and activities

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Buivydienė, Vaida, and Regina Žukienė. "Applying the Communicative Methodic in Learning Lithuanian as a Second Language." Coactivity: Philology, Educology 15, no. 4 (2011): 23–31. http://dx.doi.org/10.3846/coactivity.2007.31.

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One of the strengths of European countries is their multilingual nature. That was stressed by the European Council during different international projects. Every citizen of Europe should be given the opportunity to learn languages life long, as languages open new perspectives in the modern world. Besides, learning languages brings tolerance and understanding to people from different cultures. The article presents the idea, based on the experience of foreign language teaching, that communicative method in learning languages should be applied also to Lithuanian as a foreign language teaching. Ac

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Saydullayeva, Laylo Jahongir kizi, Azimbek Tokhirovich Saidov, and Ma'mura Gulyamovna Burkhanova. "THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF ONLINE LEARNING." Innovative Development in Educational Activities 1, no. 8 (2022): 291–98. https://doi.org/10.5281/zenodo.7397163.

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The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance educatio

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Jiang, Fan, Tom Drummond, and Trevor Cohn. "Few-Shot Multilingual Open-Domain QA from Five Examples." Transactions of the Association for Computational Linguistics 13 (2025): 481–504. https://doi.org/10.1162/tacl_a_00750.

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Abstract Recent approaches to multilingual open- domain question answering (MLODQA) have achieved promising results given abundant language-specific training data. However, the considerable annotation cost limits the application of these methods for underrepresented languages. We introduce a few-shot learning approach to synthesize large-scale multilingual data from large language models (LLMs). Our method begins with large-scale self-supervised pre-training using WikiData, followed by training on high-quality synthetic multilingual data generated by prompting LLMs with few-shot supervision. T

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