Search Results (234)

Visual learning is a valuable resource in inclusive educational settings. This study aims to analyse the effectiveness of using visual tools and media in the teaching process in primary schools, with a particular focus on foreign pupils. A mixed-methods approach was employed, integrating quantitative (pre–post tests) and qualitative (interviews and observations) methods to evaluate the impact of visual teaching on language comprehension, participation, and sense of belonging to the school. The results revealed significant improvements in learning and motivation, particularly among students from migrant backgrounds. Full article

This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as members of the Deaf community and share a common sign language and distinct cultural values) and hard-of-hearing (DHH) students in German schools for the Deaf. The study is situated within a structural–theoretical professionalization framework, which focuses on the relationship between institutional conditions, teacher education structures, and professional action. Semi-structured interviews were conducted with 16 teachers of DHH students and the data were examined using qualitative content analysis. The findings reveal five central areas of challenge: (1) heterogeneity of the student body; (2) limited time (for preparing and adapting materials); (3) restricted subject-matter and sign-language competence, including missing links between EFL didactics and Deaf education in teacher training; (4) uncertainties surrounding the language design of EFL instruction, particularly the role of American Sign Language (ASL), German Sign Language (DGS), and written English; and (5) the lack of consistent, accessible exam formats and standards. Teachers report substantial insecurity due to the absence of coherent concepts, policy frameworks, and specialized training pathways, which fosters divergent classroom practices and tensions within teaching staff. The results highlight an urgent need for systematic integration of Deaf education, sign language training, and EFL pedagogy in teacher education, as well as for evidence-based guidelines on language classroom practice and assessment for DHH learners. Full article

While generative artificial intelligence (GenAI) is increasingly used by university students for writing support, less is known about its role in discipline-specific professional tasks. This study examines how pre-service primary teachers integrate and conceptualise GenAI when designing Teaching Units for English for Young Learners (EYL), with a focus on whether AI is positioned as a substitute for pedagogical reasoning or as a support within teacher decision-making. The qualitative study involved 75 fifth-year pre-service teachers at the Free University of Bozen-Bolzano (Italy), working in 23 groups. Data included 23 Teaching Units and 10 AI Use Reports, analysed through document analysis and thematic coding. GenAI was used mainly for material production (visual and text generation, idea generation, and text revision) and resource adaptation, with limited evidence of use for macro- or micro-planning decisions (objectives, sequencing, assessment). Prompts were often underspecified, but reports described iterative refinement and critical adaptation to improve age appropriateness and reduce lexical overload. Overall, within a transparent course framework, pre-service teachers retained pedagogical ownership while using GenAI as a supplementary resource, underscoring the need to develop pedagogically grounded AI literacy (prompt design, evaluation, and disclosure). Full article

Education for Sustainable Development (ESD) plays a vital role in addressing global sustainability changes, and foreign language teaching may contribute to this process. Nevertheless, studies on the incorporation of Sustainable Development Goals (SDGs) in materials related to teaching Turkish as a Foreign Language (TTFL) are limited. This study examines the representation of the 17 SDGs in TTFL textbooks. A qualitative document analysis was conducted on the A1, B1, and C1 levels of the “Yeni İstanbul” textbook series across the social, economic, and environmental dimensions of sustainability. The findings indicate a hierarchical distribution of SDG-related content across proficiency levels. At the beginner (A1) level, the social dimension with emphasis on urban integration themes (78.09%) is dominant, while at the advanced (C1) level, the economic dimension becomes more prominent (43.17%). The most striking result is that the environmental dimension remains the weakest area at all levels (A1: 6.67%; B1: 9.95%; C1: 10.93%). Environmental issues primarily appear as contextual vocabulary rather than critical sustainability content. Although the textbooks support socio-economic integration, they show limited alignment with sustainability literacy goals. The findings highlight the need for a more comprehensive integration of environmental sustainability themes in foreign language curricula. Full article

This study explores the digital competence of foreign language teachers in Bulgarian secondary education by focusing on the institutional context of which they are a part, the strengths and gaps of their competence, and their levels of competence. It draws upon empirical data that were collected and analyzed within an integrated, dual-instrument framework, combining the SELFIE (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) and SELFIE for TEACHERS (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies for Teachers) EU-aligned assessment tools. The results from the questionnaire data show that the foreign language teachers state that they work in a relatively good technological environment and evaluate the usage of digital technologies for teaching and communication purposes within the school context as a salient aspect of their digital competence. The results also reveal three areas in the study participants’ digital competence that are in need of improvement: (1) empowering learners/personalizing the educational process, (2) assessment and (3) facilitating learners’ digital competence. In addition, the findings indicate that the foreign language educators rate their digital competence at a low to medium level. By blending institutional and teacher-oriented perspectives into a single integrated study of Bulgarian secondary school foreign language teachers, this investigation extends the existing research and makes evidence-based recommendations for institutional capacity building, teacher education policy and targeted professional development aimed at improving the educators’ digital competence. Full article

Speaking proficiency remains one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in contexts where sustained spoken interaction is limited. This systematic review synthesises 36 empirical studies (2015–2025) identified through a PRISMA-guided Scopus search to examine how artificial intelligence (AI)-mediated instruction supports EFL speaking development. The included studies were analysed according to AI modality, pedagogical integration, instructional input characteristics, and linguistic and affective outcomes. Findings indicate that AI tools—such as chatbots, automatic speech recognition systems, and large language models—consistently support affective outcomes, including reduced speaking anxiety and increased willingness to communicate. Improvements in fluency, pronunciation, and accuracy were frequently reported, particularly when AI tools were embedded within task-based and pedagogically structured instructional designs. However, evidence for sustained development of higher-order communicative competence was more variable. The review proposes a mediated input framework conceptualising AI as a design-sensitive instructional resource rather than an autonomous teaching agent. Full article

The pedagogical efficacy of artificial intelligence (AI) technologies in education heavily depends on cultural, technological, and cognitive contexts. Prior studies examined AI-driven learning outcomes without accounting for cultural variability or sufficiently anchoring their analyses in robust theoretical frameworks. The current study discusses the interconnection between AI technologies, learner competencies, and educational outcomes, in addition to the significance of digital and media literacy in secondary foreign language teaching. It employs Hofstede’s cultural dimensions theory, the technology acceptance model, and sociocultural learning theory to examine how AI technologies affect learning outcomes of English as a foreign language among Lebanese high school students. One hundred and eighty high school students in Mount Lebanon were given a 20-item survey using a quantitative research design. The results were analyzed using statistical tests and analyses in SPSS version 27.0.1. The findings indicate that AI technologies significantly enhance student learning outcomes: affective and motivational outcomes (45%), social and collaborative competencies (35%), and English language proficiency (accounting for 43% of variance). Furthermore, these relationships are strongly moderated by digital and media literacy, which increases the beneficial effects of AI on learning outcomes. The findings also show that students’ opinions, engagement, and acceptance of AI-supported language learning are influenced by cultural traits. Full article

This study comparatively assessed the quality of organically and commercially produced turkey meat roasted to internal temperatures of 72 ± 2 °C, 80 ± 2 °C, and 88 ± 2 °C. The evaluation encompassed physical characteristics (pH, WHC, and colour), nutritional value (protein, ash, dry matter, fat and fatty acid profile and caloric value), and sensory characteristics. Thermal processing caused significant differences in the properties of the meat depending on the production system. After thermal processing, organic meat had a more favourable lipid profile (higher MUFA, PUFA and n-3 PUFA content and lower SFA content) compared to conventional meat, which indicates its potential nutritional advantage. The most favourable technological and sensory parameters, in this system, were obtained at an internal temperature of 80 ± 2 °C, while an increase to 88 ± 2 °C resulted in a deterioration in tenderness and juiciness. In commercially farmed meat, the best tenderness was found at 72 ± 2 °C and the highest aroma and flavour ratings at 80 ± 2 °C. The use of a temperature of 88 ± 2 °C led to an increase in cutting force, greater loss and reduced sensory quality. The results indicate the validity of differentiating the heat treatment parameters depending on the origin of the raw material. Full article

This article analyses the professional needs of foreign language teachers in rural territories, with a primary analytical focus on teachers’ linguistic competence and how it is sustained over time. Using a mixed-methods needs analysis informed by Participatory Action Research, data were obtained from questionnaires, interviews, and classroom observations in rural Andalusia (southern Spain). The results foreground persistent challenges in maintaining a high level of command of the target language—especially oral fluency and pronunciation—within linguistically isolated professional environments. Methodological and technological issues are reported as contextual conditions that shape (and sometimes constrain) teachers’ opportunities to develop and enact linguistic competence, including multi-grade and multicultural classrooms, limited time for peer collaboration, and uneven student access to devices and connectivity at home. Overall, the findings point to the need for localized, flexible, and participatory professional development that prioritizes teachers’ ongoing linguistic development while addressing contextual barriers in rural schools. Full article

In the context of global sustainability agendas and the rapid transformation of the media industry, cultivating new media professionals equipped with language proficiency, cross-cultural communication skills, and sustainability awareness has become a crucial educational imperative. This study implemented a pedagogical framework integrating Content-Based Instruction (CBI) and Project-Based Learning (PBL) at Communication University of Shanxi, centering on authentic media projects. A mixed-methods approach (questionnaires, N = 204; semi-structured interviews, n = 50) was employed to evaluate its effectiveness. Under this model, students demonstrated positive gains in linguistic knowledge and skills, media literacy, self-directed learning, critical thinking, and teamwork. Positive outcomes were also observed in intercultural competence and innovative thinking. Comparative analysis of pre- and post-test academic performance indicated significant improvement across all participating majors. The integrated CBI-PBL model provides a promising teaching pathway for sustainability-oriented foreign language education within similar instructional contexts. It contributes to achieving United Nations Sustainable Development Goal 4 (SDG 4) and offers theoretical and practical insights for aligning media education with the evolving sustainable demands of the industry Full article

The Continuation Argument, a newly emerging perspective on language acquisition, requires further exploration to deepen our understanding of how continuation-based tasks facilitate foreign language learning. This study examines the use of observable language forms within the integrated pedagogical procedure of the translation continuation task in Chinese as a second language (CSL) learning. Data were collected from 60 learners attending Khmer-Chinese translation classes in Grade 8 at a Chinese school in Phnom Penh, Cambodia. The findings reveal a consistent pattern of language reuse. (i) Learners demonstrate a significant increase in their reuse of target Chinese language structures (e.g., words, grammar, and discourse knowledge) from the pre-reading materials when completing the translation continuation tasks. (ii) The translation continuation task helps reduce errors and improve the quality of Chinese translations. (iii) Both teachers and students generally recognize the positive impact and pedagogical value of the translation continuation task. The observed “language reuse” is discussed in light of multiple potential mechanisms, such as priming and pedagogically induced imitation. Thus, the translation continuation task proves to be an effective method for guiding learners’ attention to and reuse of target language forms in practical CSL translation teaching. Full article

Artificial Intelligence (AI) holds transformative potential to revolutionize teaching and learning, yet its rapid integration poses significant challenges for teacher preparation. While AI competencies—encompassing knowledge, skills, and attitudes—are critical for effective integration, limited research has holistically addressed these three interconnected domains. To bridge this gap, this quasi-experimental study (N = 259) evaluated a triadic instructional design synergizing the intelligent technological, pedagogical, and content knowledge (Intelligent-TPACK) framework, Synthesis of Qualitative Data model, and curated AI tools. Pre-service English as a foreign language (EFL) teachers were assigned to an experimental group (n = 137) receiving the structured intervention or a control group (n = 122) engaging in self-directed AI exploration. Results reveal that the experimental group achieved greater gains across all Intelligent-TPACK dimensions and demonstrated higher-order AI applications in lesson planning. Furthermore, the experimental group experienced a significant reduction in perceived pressure and reported higher perceived usefulness regarding AI integration. Qualitative data revealed that hands-on AI tasks enhanced participants’ confidence, yet challenges with prompts and critical adaptation persisted. The findings demonstrate that systematic training is essential for transforming pre-service teachers’ passive awareness into competent AI integration. Finally, this paper proposes practical implications for integrating this triadic framework into teacher education curricula to facilitate sustainable AI adoption. Full article

This study examines how international students learning Romanian interpret and apply the Cooperative Principle in everyday and academic interaction. The research is grounded in the observation that pragmatic competence often develops unevenly in second-language learning, particularly in multilingual environments where learners rely on norms carried over from their first language. To investigate these dynamics, a small spoken and written corpus was compiled from classroom activities, recorded peer interactions, and informal conversations with students enrolled in Romanian language courses. The data were annotated for instances of maxim observance, weakening, and flouting, as well as for implicatures that required contextual inference. The analysis shows recurring patterns of pragmatic transfer, especially in the interpretation of relevance and quantity, and highlights areas where learners systematically misinterpret or underproduce implicatures. Several examples also reveal successful adaptation to Romanian communicative expectations, suggesting that exposure to diverse interactional settings supports the refinement of pragmatic cues. The findings contribute to a clearer understanding of how the Cooperative Principle operates in cross-cultural learning contexts and point to practical implications for teaching Romanian as a foreign language. Full article

The role of metapragmatics in maintaining interactional coherence and achieving intersubjectivity has been variously underscored in the last three decades. In particular, raising metapragmatic awareness has become increasingly salient in research on intercultural communication and foreign/second language teaching. However, the topic has not been hitherto discussed in connection with heritage languages, and this is a gap that the present paper aims to fill. Based on interviews with Greek Melburnians who belong (in triads or dyads) to the same family but to different generations, a typology of metapragmatic awareness indicators encountered in the data is presented. Quantitative examination of one type of indicators—those oriented towards the addressee—indicates a decrease in their use across three generations. Similarly, examination of the variants of second-person pronouns and/or verb endings (the T/V distinction) brought to the fore alternations in the T and V forms, indicative of linguistic insecurity, as well as an increasing preference for the informal variants across three generations. The qualitative analysis of extracts from the interviews shed further light on the insecurity regarding the T/V distinction. Overall, the results point to changes in the communicative style of Greek Melburnians, namely away from positive politeness features (typical of the Greek society) towards English interactional norms, and the fostering of a hybrid communicative style—in alignment with their hybrid identities. It is suggested that politeness issues be integrated into the teaching of Greek as a heritage language. Full article

This study analyses the variety of the language used in textbooks for teaching Italian as a second/foreign language. These books use a language much closer to written than to spoken Italian and do not consider its varieties, providing examples and exercises with a “neutral” standard that speakers rarely use in everyday speech. The aim of this study is to provide a critical review of pronunciation sections in current L2 Italian textbooks, in the light of a renewed and growing interest in the study of the Italian language, not only by students with a migrant background in Italy, but also by second and third-generation emigrants who want to learn Italian to recover their roots. Thirty-two Italian textbooks were examined, considering some geolinguistic variables. The general tendency seems to be the introduction of some neo-standard Italian features. As far as the phonetic–phonological level is concerned, this is probably still insufficient because of the complexity of the Italian linguistic repertoire. Our analysis further suggests the inadequacy of notions such as (neo-)standard Italian for teaching purposes in the linguistic space of global Italian. Full article