Keyword: language education

ABSTRACT: In recent years, it has been argued that for compensating children’s difficulties in school achievement their underlying cognitive and learning strengths and weaknesses should be considered. This requires a different approach to evaluating children’s difficulties in school learning, which should include not only their school achievement but also the underlying cognitive abilities or aptitudes. The aim of this study was to examine if underachievement or low language school achievement of children from low socioeconomic status families can be predicted by their learning and language aptitude. One hundred and ten 10–12 years old primary school students from the area of Macedonia, Greece, were assessed with a psychometric standardized learning aptitude test (DTLA-4) and a psychometric standardized language aptitude test LaTo Level II. Their language school achievement was assessed with an informal language test based on the school curriculum. Research findings indicated that both learning and language aptitude may predict students’ oral and written language achievement. More specifically, general mental and language aptitude significantly predicted total language school achievement (p = 0.006 and p = 0.000), the receptive language system significantly predicted reading comprehension achievement (p = 0.000), the organization language system significantly predicted argumentative achievement (p = 0.002), the expressive language system significantly predicted written expression achievement (p = 0.002), the semantic language modality significantly predicted written expression achievement (p = 0.005), and the morphological language modality significantly predicted syntax and spelling achievement (p = 0.001 and p = 0.004). Recommendations highlight the importance of students’ difficulties early identification and the critical role of school-based evaluation teams.

ABSTRACT: In Japanese language classrooms, students have become more globalised in terms of the students’ educational and life experience background. Teaching pedagogies which have been used before globalisation may not be appropriate and effective for students after globalisation. The aim of this study is to investigate any cultural identity characteristics of students who studied Japanese at two British universities in the South of England between 2012 and 2023. The significance of this study is to investigate how students’ individualist or collectivist cultural background may affect students’ cultural identity. Participants were a total of 22 students who studied Japanese language through an Institution-Wide Language Programme. The majority of these students have studied Japanese for a minimum of 1–3 years. The data were collected between 2012/13 and 2022/23 academic year from two British universities. The research design to investigate students’ cultural identity characteristics was a mixed method, using variables such as hometown, languages they speak, their values and their first name. Students’ origin, where they were born and where they were educated, was also taken into consideration to analyse the data. The key finding of students’ characteristic was that students’ identification was closely related to their sense of belonging in the results of students’ hometown, languages they speak, their values and their first name, which is in line with other previous research results in the literature. Other findings included that some of the students found it difficult to determine their hometown, that the majority of students were multilingual who have experience in several language learning, that students’ values were often influenced by their parents’ individualist or collectivist cultural values and that students’ first names often showed the students’ identification and a sense of belonging. Taking into consideration the individualist or collectivist culture, recommendations are discussed on how the language teaching practitioners may be able to support the sense of belonging of the current students who have diverse educational and life background.

ABSTRACT: Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customized learning journeys, dynamic content, and individualized feedback mechanisms, which collectively have the potential to enhance language acquisition. At the same time, it is important to recognize the constraints associated with such technologies. Concern about maintaining precision and genuineness within AI-crafted language texts is an issue in the literature. There is also caution about AI’s current inclination to standardize language expression and to propagate limited cultural narratives, alongside the risks of overreliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasizing the necessity for clarity and conscientiousness in the application of AI, this conceptual article outlines the opportunities, limitations, and ethical concerns associated with generative AI in language instruction. This article advocates for a well-rounded strategy that
leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is offered to synthesize many of the possibilities of generative AI in language education.