Search Results (11)

This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for this study and administered to preservice teachers enrolled in teacher education programs in India and England. The survey assessed their phonics knowledge, pedagogical practices across key reading domains, and confidence in supporting students with reading difficulties in inclusive classrooms. Descriptive analyses indicated that English preservice teachers demonstrated greater familiarity with phonics knowledge and were better prepared in pedagogical practices, particularly in phonics instruction, phonological awareness, and reading fluency. Both groups showed low preparedness in teaching vocabulary knowledge. Notably, Indian preservice teachers reported higher confidence levels in supporting students with reading difficulties despite lower performance in knowledge assessments. These findings suggest a need for enhanced focus on explicit phonics instruction in Indian teacher education programs and increased emphasis on vocabulary instruction in both countries. Implications for early childhood education policy are discussed, particularly with regards to preparing teachers to provide high-quality literacy instruction that supports children’s academic success. Full article

This study addresses the integration of Spanish for Specific Purposes in Agriculture (SSPA) into the curricula of English-speaking veterinary and animal sciences students at three collaborating universities (Texas Tech University School of Veterinary Medicine, North Carolina State University, and Tarleton State University), to bridge communication gaps in agricultural settings. We designed and implemented three SSPA courses focused on key areas such as animal health, welfare, and food safety, using insights from industry professionals. The courses incorporated contextualized language instruction, including vocabulary, grammar, and practical communication scenarios relevant to the field. Teaching materials including interactive resources and metacognitive strategies were developed to enhance learning and engagement. The results showed that while the courses improved students’ communication skills, challenges such as technical issues and balancing academic commitments required adjustments to course delivery. Significant differences in performance were observed between institutions, with a considerable impact on the course completion rates and final test scores. The study concludes that SSPA courses significantly enhance the ability of veterinary and animal sciences students to effectively communicate with the Hispanic workforce, providing a model for similar language integration efforts in specialized fields. Full article

Prior to enrolling in an English as a medium of instruction (EMI) institution, students must show an English proficiency level through meeting a benchmark on a standard English proficiency test, which is typically aligned with the Common European Framework of Reference for Languages (CEFR). Along with overall English proficiency, aural/written vocabulary level mastery could also predict students’ success at EMI institutions, as students need adequate English vocabulary knowledge to comprehend lectures and course readings. However, aural/written vocabulary level mastery has yet to be clearly benchmarked to CEFR levels. Therefore, this study aimed to investigate the correlations between students’ aural/written vocabulary level mastery and their CEFR levels. Forty undergraduate students in a Macau EMI university were recruited to take one English proficiency test and two vocabulary level tests (i.e., Listening Vocabulary Levels Test (LVLT) and the Updated Vocabulary Levels Test (UVLT)). Correlation analyses were conducted to explore the relationship between students’ CEFR levels and their mastery of listening and reading vocabulary levels. A positive correlation was found between students’ CEFR levels and their mastery of receptive aural vocabulary levels (ρ = 0.409, p = 0.009). Furthermore, a statistically significant positive correlation was found between students’ CEFR levels and their mastery of receptive written vocabulary levels (ρ = 0.559, p < 0.001). Although positive correlations were observed, no clear pattern was identified regarding the relationship between students’ CEFR levels and their mastery of aural/written vocabulary levels. Regression analyses were further conducted to determine the extent to which the combination of receptive aural and written vocabulary knowledge predicts the CEFR levels. The results indicated that the regression model that included only UVLT scores better predicted the CEFR levels. Given the positive correlations observed between students’ CEFR levels and their mastery of vocabulary levels, this study’s findings suggest the inclusion of aural/written vocabulary levels as additional indicators for ensuring student academic success in EMI institutions. Implications for EMI universities on student admissions, classroom teaching, and provision of additional English courses were provided. Full article

A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent bilinguals. This study aims to uncover the reasons underlying the diminishing use of IBR and focuses on the dispositions (i.e., knowledge and beliefs) of pre-service teachers regarding L2 vocabulary instruction during IBR with emergent bilinguals. Semi-structured interviews were conducted with 36 pre-service teachers in Flanders. Thematic analysis revealed a foundational knowledge base for vocabulary instruction during IBR, with most beliefs aligning with scientific evidence. Nevertheless, some beliefs contradicted research findings, particularly concerning the deliberate use of IBR to achieve specific learning objectives, harnessing students’ home languages and fully realizing IBR’s potential for optimal vocabulary acquisition. Furthermore, preconditions at the class, school, educational policy and parental levels emerged as crucial factors for effectively implementing vocabulary instruction during IBR. These findings serve as pivotal starting points for further refining pre-service teacher education and developing in-service professional development in Flanders. Full article

English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students completed a questionnaire, rating their perceived challenges in the areas of writing, speaking, reading, listening, and study skills. The results showed that they faced particular challenges with reading and study skills (especially self-motivation), as well as vocabulary range, which affected more than one skill. Corroborating existing research, students with less secondary school EMI experience reported greater challenges. As providing English for Academic Purposes (EAP) courses is a primary way to support the language skills of students in EMI settings, we offer guidance to EAP practitioners who seek to help their students overcome the challenges identified in this article. As online technology continues to deliver content in tertiary education, EAP courses must be closely aligned with the language and study skills needs of students in digital EMI environments. Full article

(1) Background: The ability to read successfully in the context of college English as a foreign language contributes to sustainable language acquisition and academic development. (2) Research problems: To enhance the sustainability of reading, the article proposed the new teaching model-interactive learning model. What is the impact of the “interactive learning approach” on EFL learners’ content and vocabulary learning? (3) Methods: “Learning Model” via the experiment class and the control class in two posttests: immediate posttest and three-week posttest. In the experiment class, students were taught with the “Interactive Learning Model” and students in the control class were instructed with a traditional approach without student interaction. (4) Results: The results of the statistical analyses indicate that the interactive learning class and the control class performed similarly on both the content and vocabulary tests in immediately posttest; but in the delayed posttests, the interactive learning class obviously outperformed the traditional class, that is, the students in the experiment class forget less vocabulary and content learning through intra/inter group discussion. (5) Significance: The significance of the research demonstrates the “Interactive Learning Model” improves students’ language learning motivation and offers the benefit of processing the foreign language more deeply and internalizing their knowledge through implicit learning. Full article

This study examines the contributions of syntactic awareness to reading comprehension, both within and across languages, in third-grade children learning French as a second (L2) or third language (L3). Participants were 72 non-francophone children enrolled in a Canadian French immersion program in which all academic instruction is in French. Children completed measures of reading comprehension, syntactic awareness, word reading, vocabulary, and reading-related control variables in both English and French. Regression analyses examining within-language relations revealed that French syntactic awareness made a significant unique contribution to French reading comprehension after controlling for nonverbal reasoning, language status (French as either L2 or L3), word reading, and vocabulary. Furthermore, French syntactic awareness contributed across languages to English reading comprehension, after accounting for English controls (word reading, vocabulary, syntactic awareness) in addition to nonverbal reasoning and language status. In sharp contrast, measures of English syntactic awareness made no unique contribution to reading comprehension in either English or French after the aforementioned controls. These findings add to theoretical models of reading comprehension by highlighting the importance of syntactic awareness in the language of instruction in supporting bilingual children’s reading comprehension. Full article

Virtual education has grown exponentially in the past year due to the global COVID19 pandemic. In this context, the exploration of teachers’ perceptions of their students’ emotions when using ICTs has become more relevant. The aim of this study was two-fold, on the one hand, to analyze how teachers perceived their students’ emotions and, on the other hand, to analyze the emotions teachers wanted to modulate in their students when using ICTs. To this end, an interpretative and comparative study was implemented using the Lexical Availability technique. The sample was formed by 178 Chilean teachers who took a lexical availability test. The analysis included general vocabulary through network graphs and a comparison across gender, academic background, school type and knowledge area. The results made it possible to identify the latent mental lexicon of teachers, revealing significant differences in the perception of emotions, according to gender and ICTs use and according to gender and knowledge area. The study further projects the potential of lexical availability to determine the emotions required by Affective Informatics in the adaptability of educational systems and to make adjustments to the instructional design. Full article

This action research project aimed at evaluating and revising Actionthroughwords (ATW), an online course on language learning through content for high school English language learners. Our multifaceted purpose is to help English language learners in an English language arts class to enhance their academic English language and literacy, while learning online about the work of the UN for health and peace worldwide. A teacher and nineteen students in a public high school bilingual program acted as learner-consultants, with a shift of learners’ roles to one of authority and engagement. Using a mixed design, data came from questionnaires, classroom observation, and interviews with the teacher and eight of her students. All participants responded affirmatively to the ATW site and expressed appreciation not only for the content but also for focused activities to enhance vocabulary development and grammatical awareness. Results showed students’ view of the UN was somewhat positive to begin with and became more positive over time. Participants recommended revision of ATW to make content more accessible through scaffolding and first language support and to offer additional games and videos appropriate for teenagers’ interests and modes of learning. Differentiated instructional materials and strategies integrated with the school curriculum were also suggested for future implementation of the course. Full article

Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional techniques. This article describes changes teachers made to practice because of their deeper understanding of Latin and Greek morphology and how to teach it. Data sources included in-depth and semistructured interviews, direct observations of classroom practice, and analysis of instructional artifacts. Data analysis revealed that all three participants moved from teacher-centered, definitional approaches towards instruction that was student-centered and focused on developing metalinguistic awareness. Instructional shifts reflected participants’ new understandings about metalinguistic awareness, student-directed problem-solving, and collaborative talk in vocabulary learning. Instructional shifts address metalinguistic awareness, morphology, word consciousness, and Spanish–English cognate instruction—areas that may be overlooked in many classrooms. Full article

The main purpose of vocabulary instruction is to enhance and support reading comprehension. This goal spans across the grade levels and different disciplines and is supported by a plethora of research. In recent years, a great deal of needed attention has been finally given to academic vocabulary and disciplinary literacy. To contribute to this body of knowledge, we believe it is critical to examine how the complex relationship between vocabulary and comprehension may be addressed in secondary content area classrooms, given the unique nature of the academic vocabulary students encounter daily in school. This conceptual paper contains the following: (1) definition of academic vocabulary; (2) description of what is known about the vocabulary–comprehension relationship; (3) conceptualization of the intersection of academic vocabulary and the vocabulary–comprehension relationship; and (4) instructional implications emerging from this intersection. Perhaps this conceptualization may provide disciplinary practitioners more insight to help them make decisions regarding vocabulary instruction. Full article