Sustainability

Research

17 pages, 460 KiB

Open AccessArticle

The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context

by Lei Feng, Li He and Jie Ding

Sustainability 2023, 15(8), 6839; https://doi.org/10.3390/su15086839 - 18 Apr 2023

Cited by 13 | Viewed by 3432

Abstract

The present study intended to examine the relationship between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited [...] Read more.

The present study intended to examine the relationship between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t-test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement; (2) students’ ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement; (3) students’ ICT self-efficacies differed by sex and level of education, but not by major; (4) students’ sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students’ ICT self-efficacy positively impacts students’ online English learning, and perceived teacher support also affects students’ learning engagement. School administrators should encourage teachers to focus on students’ online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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18 pages, 1898 KiB

Open AccessArticle

An “Interactive Learning Model” to Enhance EFL Students’ Lexical Knowledge and Reading Comprehension

by Lei Yang

Sustainability 2023, 15(8), 6471; https://doi.org/10.3390/su15086471 - 11 Apr 2023

Cited by 1 | Viewed by 3489

Abstract

(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. [...] Read more.

(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 article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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14 pages, 625 KiB

Open AccessArticle

Bilingual Teachers’ Contextualization in Teaching Chinese as a Foreign Language in Australian Schools

by Xufeng Ling, Jinghe Han and Yue Ma

Sustainability 2023, 15(6), 5564; https://doi.org/10.3390/su15065564 - 22 Mar 2023

Cited by 3 | Viewed by 2059

Abstract

This research focuses on the practice of contextualization in teaching Chinese as a foreign language among a cohort of bilingual language teacher-researchers. It aims to extend the prevalent emphasis in the current literature that acknowledges the role of context in language education; however, [...] Read more.

This research focuses on the practice of contextualization in teaching Chinese as a foreign language among a cohort of bilingual language teacher-researchers. It aims to extend the prevalent emphasis in the current literature that acknowledges the role of context in language education; however, these research studies primarily give voice to linguistic contexts or relegates context into a static physical space such as ‘environment’. This research is grounded in a social constructionism perspective whereby context is regarded as a dynamic relation-building process, or more accurately, a contextualizing process, enabled through various sociocultural activities. The data reveal that the teacher-researchers employed various forms of contextualization in teaching and linked these to particular teaching content through identifiable, purposeful activities, resulting in a variety of students’ responses. This research provides an evidence-based understanding of contextualization in CFL teaching for a more sustainable second language education. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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11 pages, 251 KiB

Open AccessArticle

The Effects of Student-Engaged Video Lectures on Motivation for Sustainable Flipped Learning

by TaeJin Koh and Jeongmin Ahn

Sustainability 2023, 15(5), 4617; https://doi.org/10.3390/su15054617 - 4 Mar 2023

Cited by 6 | Viewed by 2821

Abstract

Flipped learning has a metacognitive effect on learning and knowledge and cultivates students’ active and subjective attitudes toward participatory lessons. This pedagogical model is a specific type of blended learning that frees up classroom time for interaction and higher-order activities. Recent research on [...] Read more.

Flipped learning has a metacognitive effect on learning and knowledge and cultivates students’ active and subjective attitudes toward participatory lessons. This pedagogical model is a specific type of blended learning that frees up classroom time for interaction and higher-order activities. Recent research on flipped learning tends to focus on its educational effects and operational methods. However, no studies have considered the types of video lectures that should be developed or how to encourage students’ engagement in pre-class activities. If students do not watch the video lecture beforehand, the effects of the flipped learning class may be restricted. Therefore, for flipped learning to be sustainable, instructors should encourage students to watch the video lecture before class. In this study, we aimed to determine whether videos that engage students affect students’ motivation more than videos produced by instructors alone. Fifty-two students studying ”Basic Hindi I” provided their consent to participate in the study. Questionnaire surveys were conducted before and after midterm exams, using video lecture type and students’ grades as parameters. We examined the contributions and educational effects of flipped learning and sustainable language education on motivation. Our study’s methodology combines qualitative and quantitative approaches based on a mixed methods sequential explanatory design. We used the Instructional Materials Motivation Survey (IMMS) designed by Keller to investigate how students’ motivation is affected by different types of video lecture. Two focus group interviews were conducted to interpret the results of quantitative studies. The results show that a significant difference could not be obtained between the traditional video lecture (TVL) and student-engaged video lecture (SEVL). However, the SEVL made a slight difference in the attention variable regardless of students’ grades. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

14 pages, 273 KiB

Open AccessArticle

Analysis of English Textbooks Used in Taiwan: A Perspective of English as a Lingua Franca

by Wen-Hsing Luo

Sustainability 2023, 15(5), 4447; https://doi.org/10.3390/su15054447 - 2 Mar 2023

Cited by 1 | Viewed by 2574

Abstract

This study examines English textbooks used in Taiwanese junior high schools (Grades 7 to 9) from the perspective of English as a lingua franca (ELF) and with regard to the national English curriculum. In this study, English textbooks that are currently used in [...] Read more.

This study examines English textbooks used in Taiwanese junior high schools (Grades 7 to 9) from the perspective of English as a lingua franca (ELF) and with regard to the national English curriculum. In this study, English textbooks that are currently used in junior high schools in Taiwan were examined based on an analysis framework featuring ELF attributes. These ELF attributes were proposed and enumerated in light of previous studies on the analysis of English textbooks and the national English curriculum. This study revealed that the examined textbooks partially reflected an ELF perspective with the manifestation of the ELF attributes to a different extent. Moreover, it demonstrated that the ELF-oriented content was displayed in various forms of activities and exercises (e.g., listening, reading, writing, and discussion) and that the subject matter of the units covered a wide range of topics. In light of the research results, the author provides suggestions for the design of ELF-oriented textbooks at the junior high school level, such as promoting learners’ awareness of ELF, encouraging the development of intercultural communication strategies in learners, considering learners’ experiences in the learning of English, and entailing meaningful learning of English for learners. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

12 pages, 286 KiB

Open AccessArticle

Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students

by Honggang Liu, Jing Li and Fan Fang

Sustainability 2022, 14(24), 16920; https://doi.org/10.3390/su142416920 - 16 Dec 2022

Cited by 11 | Viewed by 3263

Abstract

Although boredom is a negative emotion that students frequently experience in the process of learning English, boredom in language learning has received scant research attention in terms of its structure, levels and impact on language learning engagement. To fill this gap, the study [...] Read more.

Although boredom is a negative emotion that students frequently experience in the process of learning English, boredom in language learning has received scant research attention in terms of its structure, levels and impact on language learning engagement. To fill this gap, the study focused on data obtained from 1157 high school students in six different areas of mainland China via a questionnaire. Exploratory factor analysis revealed a binary structure of English learning boredom (ELB) and a tri-structure of English learning engagement (ELE). The Pearson correlation showed a low-to-moderate correlation between ELB and ELE. On the basis of our results, we present this study’s pedagogical implications. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

16 pages, 261 KiB

Open AccessArticle

Developing Sustainable Email Pragmatic Competence for EFL Learners through Reformulation

by Yuan-Shan Chen and Hui-Ju Wu

Sustainability 2022, 14(24), 16868; https://doi.org/10.3390/su142416868 - 15 Dec 2022

Viewed by 1606

Abstract

L2 learners’ email requests to authority figures generally contain pragmatic infelicities, requiring corrective feedback to enhance L2 learners’ knowledge of email pragmatics. This study investigated the effectiveness of reformulation, a feedback strategy for writing, for L2 learners of different proficiency levels in an [...] Read more.

L2 learners’ email requests to authority figures generally contain pragmatic infelicities, requiring corrective feedback to enhance L2 learners’ knowledge of email pragmatics. This study investigated the effectiveness of reformulation, a feedback strategy for writing, for L2 learners of different proficiency levels in an eight-stage collaborative email writing task: (1) composing (pre-test), (2) reformulation and a native speaker model, (3) training, (4) noticing, (5) stimulated recall (reinforcement of noticing), (6) rewriting (the immediate post-test), (7) delayed post-test, and (8) interview. The participants were four pairs of EFL learners, two with high and two with low proficiency in English. The analysis of data included (1) learners’ pair talks, (2) the number of changes noticed and unnoticed by the learners in the reformulations and the native speaker model, (3) the number of revisions matching the reformulations and the native speaker model on the immediate and delayed post-tests, and (4) learners’ responses to interviews. The results suggest that reformulation is effective for L2 learners of different proficiency levels, and the enhanced email competence was sustained for at least four weeks. The learners’ positive perceptions of reformulation also support its effectiveness. In addition, pedagogical implications are provided for language teachers for the implementation of this feedback approach. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

12 pages, 547 KiB

Open AccessArticle

Investment in Learning Chinese by International Students Studying Chinese as a Second Language (CSL)

by Juexuan Lu, Yajun Wang, Qi Shen and Xuesong Gao

Sustainability 2022, 14(23), 15664; https://doi.org/10.3390/su142315664 - 24 Nov 2022

Cited by 4 | Viewed by 2241

Abstract

This study, drawing on the theoretical model of investment, explores what motivates and encourages international students studying Chinese as a second language (CSL) to invest in their Chinese learning using Q sorting and interview data collected from 15 international undergraduate students studying in [...] Read more.

This study, drawing on the theoretical model of investment, explores what motivates and encourages international students studying Chinese as a second language (CSL) to invest in their Chinese learning using Q sorting and interview data collected from 15 international undergraduate students studying in mainland China. The results reveal that: (1) CSL students’ incentives for investment are intra-personally and inter-personally diverse and can be divided into three categories (multilingual posture and cultural capital-oriented, economic capital-oriented, and cultural capital and experience-oriented); (2) CSL students’ Chinese learning investment is dynamic, as they aim to enrich their learning and life experiences after studying Chinese for a period of time; (3) CSL students’ investment is apparently driven by multiple perceived benefits, in that utilitarian objectives (e.g., scholarships, employment opportunities, and educational qualifications) are characteristic of CSL students’ investment, but are also interwoven with some non-utilitarian objectives (e.g., enriching one’s experience and making friends). The findings have some implications for CSL education and future studies. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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21 pages, 1270 KiB

Open AccessArticle

Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators’ Agency

by Luyao Liang, Hui Li and Alice Chik

Sustainability 2022, 14(21), 14212; https://doi.org/10.3390/su142114212 - 31 Oct 2022

Cited by 5 | Viewed by 3768

Abstract

In language education research, micro-level language policy and planning (LPP) primarily concerns local actors’ decision making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro-level language planning in educational settings, there is a scarcity [...] Read more.

In language education research, micro-level language policy and planning (LPP) primarily concerns local actors’ decision making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro-level language planning in educational settings, there is a scarcity of research examining early childhood education settings as the micro-level LPP context for young English language learners. By adopting a qualitative case study approach and drawing on an ecological approach to LPP, the present study examined the educators’ enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Deploying a grounded theory analytical method, this study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers’ different degrees of agency. Additionally, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators’ agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators’ contributions to the micro-level LPP against a national policy that does not endorse early-year English language education. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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16 pages, 624 KiB

Open AccessArticle

Unpacking the Functions of Personal Metadiscourse in Teachers’ Classroom Discourse

by Xinxin Wu and He Yang

Sustainability 2022, 14(20), 13502; https://doi.org/10.3390/su142013502 - 19 Oct 2022

Cited by 1 | Viewed by 2813

Abstract

This paper reports on a corpus-driven study on teachers’ use of three personal metadiscourse markers, namely, engaging you, inclusive-we, and self-mentioning I, in teachers’ classroom discourse. The analysis is based on eight sessions of teacher contributions to classroom discourse [...] Read more.

This paper reports on a corpus-driven study on teachers’ use of three personal metadiscourse markers, namely, engaging you, inclusive-we, and self-mentioning I, in teachers’ classroom discourse. The analysis is based on eight sessions of teacher contributions to classroom discourse from four native English-speaking English for Academic Purposes (EAP) teachers in the UK. A quantitative analysis shows that teachers unanimously attach great importance to actively engaging students in classroom instructions. The qualitative analysis identified four types of metadiscourse functions in relation to teacher–student(s) interactions, including managing comprehension, managing students’ responses, imagining scenarios, and managing students’ discipline, which were further divided into nine sub-categories. This study extends the scope of existing research on personal metadiscourse functions and enriches metadiscourse research in formal instructional settings, thereby enhancing our understanding of personal metadiscourse use in spoken academic genres. Moreover, it may also provide insights for researchers and practitioners in EAP teaching by providing a fine-tuned functional categorisation of personal metadiscourse markers. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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13 pages, 247 KiB

Open AccessArticle

English Development Sustainability for English as Second Language College Transfer Students: A Case Study from a University in Hong Kong

by Dennis Foung, Shirley Siu Yin Ching, Lillian Weiwei Zhang, Gwendoline Yuanyuan Guan and Kin Cheung

Sustainability 2022, 14(19), 12692; https://doi.org/10.3390/su141912692 - 6 Oct 2022

Cited by 1 | Viewed by 2066

Abstract

The sustainability of English development plays a crucial role in higher education. However, the language needs of community college transfer students have not been well studied. This paper examined the language needs and support measures for vertical transfer (VT) English as a Second [...] Read more.

The sustainability of English development plays a crucial role in higher education. However, the language needs of community college transfer students have not been well studied. This paper examined the language needs and support measures for vertical transfer (VT) English as a Second Language (ESL) students after admission to the university. A qualitative approach was adopted. Thirty-nine focus groups and seven individual interviews were conducted with 124 VT ESL students. The results found that, while community college studies might have prepared VT students for basic written assignments in universities, these students needed support with advanced academic writing skills, and general speaking and listening skills. It is only if the needs and challenges of VT ESL students are clear to higher education administrators that effective strategies can be developed. For instance, the participants were not content with the current measures provided to them and required short, fun, and purpose-driven interventions. This is the first of its kind to explore the English needs and support measures among VT ESL to sustain their English development should be strengthened. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

13 pages, 565 KiB

Open AccessArticle

LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective

by Minghao Kang, Qi Shen and Yongyan Zheng

Sustainability 2022, 14(17), 10788; https://doi.org/10.3390/su141710788 - 30 Aug 2022

Cited by 5 | Viewed by 2308

Abstract

Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this [...] Read more.

Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this study examines the emotional reactions and professional identities of LOTE teachers who were inspired to cater for the ‘Belt and Road’ initiative. Semi-structured interviews and documentary analysis were used to probe the emotions and professional identities of 15 LOTE teachers in a Chinese foreign language university. The analysis identifies four categories of LOTE teachers’ identities: The enthusiastic accommodators, the lonely fighters, the drifting followers, and the passive executors. The findings indicate that current educational policies might lead to tensions among LOTE teachers without sufficient support, and suggest that the voices of LOTE teachers should be accommodated in the process of policy-making along with the affordances of support. The study reveals the necessity of adopting a social-psychological perspective on teacher development in the global multilingual educational context. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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18 pages, 314 KiB

Open AccessArticle

Investigations into EFL Students’ Pragmatic and Grammatical Awareness through Peer Collaboration

by Ethan Fu-Yen Chiu, Yuan-shan Chen and Hsuan-Yu Tai

Sustainability 2022, 14(17), 10568; https://doi.org/10.3390/su141710568 - 24 Aug 2022

Cited by 2 | Viewed by 2053

Abstract

Grounded in sociocultural theory, collaboration has been recognized as a useful teaching method. In English teaching, while a number of studies have examined the effectiveness of collaboration on grammar, research on pragmatic awareness is scarce. As such, this study explored how collaboration influenced, [...] Read more.

Grounded in sociocultural theory, collaboration has been recognized as a useful teaching method. In English teaching, while a number of studies have examined the effectiveness of collaboration on grammar, research on pragmatic awareness is scarce. As such, this study explored how collaboration influenced, firstly, grammatical and pragmatic awareness and, secondly, error correction: the two major components in language competence. In this study, 32 Taiwanese English major juniors and seniors with CEFR B2 were recruited. These participants were required to work individually and collaboratively to identify pragmatic/grammatical errors, to rate the severity of the errors, and to correct these errors in a discourse completion task (DCT). The results revealed that peer collaboration achieved higher scores on error identification, severity ratings, and error correction than did individual work. The facilitative effects of collaboration may have been attributable to collaborative and expert–novice interaction patterns that showed a high degree of mutuality and equality during discussions. In conclusion, the findings showed that collaboration echoed the spirit of sociocultural theory, and could serve as a useful approach in English instruction, to create a sustainable learning environment in an EFL context such as Taiwan, where the national bilingual 2030 policy has been launched to require learners to develop life-long learning of English. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

12 pages, 254 KiB

Open AccessArticle

Between Expert and Novice: Identity Transition from Teacher to Student as Sustainable Agentic Construction

by Xing Xu, Helena Sit and Hui Li

Sustainability 2022, 14(16), 10085; https://doi.org/10.3390/su141610085 - 15 Aug 2022

Cited by 3 | Viewed by 2063

Abstract

Education for sustainable development in foreign language teaching and learning impacts students’ lives in their current or future endeavours. Despite a wide body of literature elucidating identity navigation of EFL teachers and international doctoral students, a relative scarcity of scholarship casts light on [...] Read more.

Education for sustainable development in foreign language teaching and learning impacts students’ lives in their current or future endeavours. Despite a wide body of literature elucidating identity navigation of EFL teachers and international doctoral students, a relative scarcity of scholarship casts light on the in-between cohort, namely those who transit from the former to the latter. Via a holistic lens, utilising a qualitative case study based on an Australian university, this research scrutinised how a group of 10 international doctoral students who served as EFL teachers in their home countries enacted agency to navigate the identity transition. The study discusses what generally constitutes sustainable, successful language learning and teaching practices in different social, cultural, and educational contexts. The findings reveal that torn between teaching English as an expert and learning research as a novice, they negotiated the identity transition as a “doing” process subject to different positionings and structural contexts and mediated by various dynamics across a past–present–future trajectory. This study contributes to pertinent literature by shedding nuanced and holistic light on the under-researched topic of teacher-to-student identity transition. It ends with implications for attending to EFL teachers’ complex lived experiences to promote sustainable development in EFL teaching and learning. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

18 pages, 334 KiB

Open AccessArticle

Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning

by Shi Jiao, Hui Jin, Zheng You and Jie Wang

Sustainability 2022, 14(16), 9918; https://doi.org/10.3390/su14169918 - 11 Aug 2022

Cited by 7 | Viewed by 5212

Abstract

The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The [...] Read more.

The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students’ learning autonomy and school-family interaction to promote the sustainable development of middle school students’ second language learning. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

15 pages, 583 KiB

Open AccessArticle

Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding

by Siqi Liu, Yu Chen, Qi Shen and Xuesong (Andy) Gao

Sustainability 2022, 14(16), 9910; https://doi.org/10.3390/su14169910 - 11 Aug 2022

Cited by 5 | Viewed by 2245

Abstract

The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German [...] Read more.

The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner’s ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined “German or Germany-related” funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs’ external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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18 pages, 792 KiB

Open AccessArticle

Sustainable Development of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Situated in Multiple Learning Activity Systems

by Jing Chen, Danli Li and Jinfen Xu

Sustainability 2022, 14(14), 8934; https://doi.org/10.3390/su14148934 - 21 Jul 2022

Cited by 5 | Viewed by 3231

Abstract

This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers’ diaries, in-depth interviews, and [...] Read more.

This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers’ diaries, in-depth interviews, and various records of online teaching. Findings indicated that teachers employed cultural artifacts, social relations, and beliefs and concepts to cope with difficulties that confronted their online teaching. They also performed sideways moves to new activities that provided systemic implications for the previous form of activity. Hence, the teachers constructed their TPACK through bi-directional learning within and between an online teaching activity system and its two interactive systems. This study highlighted the situativeness and distribution of TPACK development, and assumes significance in sustainable teacher development and further integration of information and communication technology (ICT) in English language teaching. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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17 pages, 919 KiB

Open AccessArticle

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

by Rustam Shadiev, Xun Wang, Yuliya Halubitskaya and Yueh-Min Huang

Sustainability 2022, 14(14), 8428; https://doi.org/10.3390/su14148428 - 10 Jul 2022

Cited by 6 | Viewed by 2632

Abstract

To achieve sustainable language learning, we designed a foreign language learning activity that extended traditional lectures in classrooms to informal learning in the real world using mobile technology. Chinese undergraduate students participated in our learning activity. We tested whether our learning activity could [...] Read more.

To achieve sustainable language learning, we designed a foreign language learning activity that extended traditional lectures in classrooms to informal learning in the real world using mobile technology. Chinese undergraduate students participated in our learning activity. We tested whether our learning activity could enhance their language learning outcomes through employing a single group pretest post-test design. We explored how the participants perceived the usefulness of the activity to foster language learning by administering a questionnaire survey. Finally, we investigated whether our learning activity could mitigate the cultural attributes inherent in Asian culture through interviews with the participants and their instructors. Our results demonstrated that participant learning outcomes improved during the learning activity. The results also showed that the perceptions of most participants of the value of the exercise were high. In the interviews, the participants and the instructors revealed that they felt the learning activity was useful and interesting. They also claimed that the learning activity helped mitigate cultural attributes, such as shyness, reservedness, passiveness, inhibition, lack of confidence, risk-avoidance, test-oriented learning, reliance on teachers for knowledge, and memorization. Based on these results, we provide some implications and useful suggestions for educators and researchers. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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20 pages, 334 KiB

Open AccessArticle

Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

by Shi Jiao, Jing Wang, Xu Ma, Zheng You and Dini Jiang

Sustainability 2022, 14(13), 7898; https://doi.org/10.3390/su14137898 - 28 Jun 2022

Cited by 14 | Viewed by 4983

Abstract

This study examined the English learning motivation of Chinese ethnic university students. A sample of 776 undergraduates from three representative ethnic universities participated in this research. The findings indicated four types of English learning motivation: intrinsic interest, learning situation, personal development, and international [...] Read more.

This study examined the English learning motivation of Chinese ethnic university students. A sample of 776 undergraduates from three representative ethnic universities participated in this research. The findings indicated four types of English learning motivation: intrinsic interest, learning situation, personal development, and international communication. There were statistically significant differences between ethnic minority and Han students, and between male and female students. Moreover, the intrinsic interest motivation of Han students was significantly higher than that of ethnic minority students, and female students’ overall motivation and personal development motivation were significantly higher than those of male students. Intrinsic interest motivation had a significantly positive impact on English achievement, whereas learning situation motivation had a significantly negative impact. These findings highlight the improvement of the learning situation and encouragement of intrinsic interest to enhance minority students’ second language learning and sustainable development. Further research on English as a second language should consider the influence of family and ethnic background. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

14 pages, 1301 KiB

Open AccessArticle

Towards a Sustainable Multidimensional Approach to English Proficiency Proof in the Post-Pandemic Era: Learning from the Legacy of COVID-19

by Mingwei Pan and Jian Tao

Sustainability 2022, 14(9), 5568; https://doi.org/10.3390/su14095568 - 5 May 2022

Cited by 3 | Viewed by 2277

Abstract

The COVID-19 pandemic has created unprecedented impacts on higher education, particularly on the admission of international applicants required to submit English proficiency proof (EPP). To learn from the legacy of COVID-19, this study examines 77 top-ranking higher education institutions’ (HEI) changing practices regarding [...] Read more.

The COVID-19 pandemic has created unprecedented impacts on higher education, particularly on the admission of international applicants required to submit English proficiency proof (EPP). To learn from the legacy of COVID-19, this study examines 77 top-ranking higher education institutions’ (HEI) changing practices regarding EPP across two application rounds in 2020 and 2021. Given that HEIs function as test users in the admission process, we adopted the construct of test utilisation to inform data analysis. Findings suggest a trend of HEIs embracing newly emerging at-home online tests and combining traditional standardised tests with other options, such as online interviews and/or inhouse placement or diagnostic tests; such approaches extended the enrolment timeline. Thus, the study demonstrates the enriched scope of test utilisation and proposes a sustainable multidimensional approach to EPP for higher-education admissions in the postpandemic era featuring digital and temporal elements. Practical implications for university admissions are also discussed. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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16 pages, 634 KiB

Open AccessArticle

Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency

by Guanglin Xu and Jungyin Kim

Sustainability 2022, 14(8), 4659; https://doi.org/10.3390/su14084659 - 13 Apr 2022

Cited by 4 | Viewed by 2093

Abstract

This study explores the imagined identities of three EFL undergraduates at a local public university in China, and how these identities relate to their commitment to language learning. Data were gathered through classroom observations, interviews, course documents, and student artefacts for two academic [...] Read more.

This study explores the imagined identities of three EFL undergraduates at a local public university in China, and how these identities relate to their commitment to language learning. Data were gathered through classroom observations, interviews, course documents, and student artefacts for two academic semesters. The data showed that the students’ imagined identities with regards to their professional development, academic pursuits, and corresponding social roles developed throughout their language learning trajectories. In turn, their imagined professional and social identities informed their current EFL learning agency in terms of their initiative to learn English at the university. The findings suggest that a focused imagined identity assists students in building self-discipline and choosing appropriate learning skills. As the current study presents a limited group of students that may not fully represent EFL students’ imagined identities in China, a longitudinal study may further reveal other factors that could contribute to this topic in the future. Although the construction and development of one’s imagined identity are complex and dynamic, the data show that the earlier one sets a clear professional or academic imagined identity, the more motivated a student is to learn the target language. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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14 pages, 2008 KiB

Open AccessArticle

Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts

by Jungyin Kim

Sustainability 2022, 14(3), 1372; https://doi.org/10.3390/su14031372 - 25 Jan 2022

Cited by 2 | Viewed by 2628

Abstract

Using a qualitative approach, this study examines ways in which reading global literary texts and communicating with native English-speaking teachers informed a group of Korean university students’ English language learning and intercultural awareness. The students chose the pre-selected illustrative books, created short video [...] Read more.

Using a qualitative approach, this study examines ways in which reading global literary texts and communicating with native English-speaking teachers informed a group of Korean university students’ English language learning and intercultural awareness. The students chose the pre-selected illustrative books, created short video clips, produced electronic books, prepared power point presentations, participated in creative writing sessions, and engaged in small group talk. The main data in this study include English group discussions from the Korean students, observation notes of the students’ group discussion and presentations, samples of the students’ work, and individual interviews regarding the students’ perception of their participation with extensive learning through encounters with cross-national discussions and global literary texts. Findings showed that the students were able to gain and sustain knowledge about and respect for various cultures and cultivate a critical understanding of and appreciation for ways local experiences can be impacted by broader global patterns, and vice versa. Reading global illustrative texts and participating in discussion about the texts helped the students in critically reflecting on their own cultures and those of others. The students further gained a deeper interest in global literary texts and developed their English language skills by communicating with native English-speaking teachers. Pedagogical implications for language and literacy educators are provided. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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14 pages, 245 KiB

Open AccessArticle

Transfer Capital or Transfer Deficit: A Dual Perspective of English Learning of ESL College Transfer Students

by Dennis Foung and Kin Cheung

Sustainability 2022, 14(1), 214; https://doi.org/10.3390/su14010214 - 26 Dec 2021

Cited by 1 | Viewed by 2665

Abstract

This research addressed a research gap in scrutinizing the language problems of English as a second language (ESL) transfer students (TSs) with regard to the aspects of “transfer deficit” and “transfer capital”, instead of simply labelling the use of English as a “transfer [...] Read more.

This research addressed a research gap in scrutinizing the language problems of English as a second language (ESL) transfer students (TSs) with regard to the aspects of “transfer deficit” and “transfer capital”, instead of simply labelling the use of English as a “transfer deficit”. One hundred and twenty-four TSs participated in this qualitative study. From qualitative content analysis, three main categories were identified: (a) English competence as transfer capital; (b) English competence as transfer deficit; and (c) transition from deficit to capital. Based on the results, educational practitioners are advised to pay attention to the specific implications of proficiency-based courses, with support measures not limited to essay-writing or referencing skills, but including advanced research writing genres such as the Capstone Project. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

13 pages, 467 KiB

Open AccessArticle

The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners

by Luis Miguel Dos Santos

Sustainability 2021, 13(23), 13102; https://doi.org/10.3390/su132313102 - 26 Nov 2021

Cited by 5 | Viewed by 4192

Abstract

This study aimed to explore the relationship between social identity and language learning motivations of a group of heritage Spanish language learners in a university environment in the United States. Based on the qualitative research inquiry with semi-structured interview and focus group activity [...] Read more.

This study aimed to explore the relationship between social identity and language learning motivations of a group of heritage Spanish language learners in a university environment in the United States. Based on the qualitative research inquiry with semi-structured interview and focus group activity tools, a group of 78 Spanish language learners in one university environment in the United States were surveyed. Under the open-coding and axial-coding techniques, the finding of this study indicated that the three main motivations were Latinx Americans with dual identities, interests in career development, and surrounding environments and individuals. Department heads, non-profit organisation managers, and researchers may use this study as the blueprint to reform and polish the current foreign language teaching and learning programmes, courses, and policies to meet the expectations of multilingualism. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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14 pages, 422 KiB

Open AccessArticle

Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai

by Xiaozhou (Emily) Zhou, Chenke Li and Xuesong (Andy) Gao

Sustainability 2021, 13(19), 10719; https://doi.org/10.3390/su131910719 - 27 Sep 2021

Cited by 13 | Viewed by 4103

Abstract

Pedagogical translanguaging has emerged as an important strategy facilitating the sustainable use of English as a Medium of Instruction (EMI) in educational settings. This mixed-method study, conducted in an EMI finance classroom at an international school in Shanghai, China, investigates the translanguaging practices [...] Read more.

Pedagogical translanguaging has emerged as an important strategy facilitating the sustainable use of English as a Medium of Instruction (EMI) in educational settings. This mixed-method study, conducted in an EMI finance classroom at an international school in Shanghai, China, investigates the translanguaging practices of students in classroom interactions as well as their attitudes toward translanguaging as a communicative and pedagogical strategy. Drawing on video-assisted classroom observations and semistructured interviews, this study reveals that the participants’ translanguaging practices are motivated by ease of communication, facilitated by contextual resources, and reflect their strategic maneuvering of the linguistic resources in their repertoires. The data also suggest that the participants are generally positive about translanguaging as an aid in comprehension and for the enhancement of content learning. Some participants, however, expressed reservations about the acceptance of translanguaging as a standard, formal linguistic choice. The findings suggest that EMI teachers should recognize the linguistic resources of students in their entirety and incorporate them into classroom activities to promote biliteracy and the learning of academic content. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

14 pages, 366 KiB

Open AccessArticle

Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China

by Honggang Liu, Wenxiu Chu, Fan Fang and Tariq Elyas

Sustainability 2021, 13(18), 10054; https://doi.org/10.3390/su131810054 - 8 Sep 2021

Cited by 10 | Viewed by 3483

Abstract

While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on [...] Read more.

While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on Wu’s framework of EFL teachers’ professional quality, this study adopted a mixed-method study design to investigate the professional quality of experienced EFL teachers in China’s rural areas. A questionnaire was administered online to 367 Chinese EFL teachers from 15 high schools in the northeast part of China. Follow-up interviews were then conducted with four volunteers. The results of the exploratory factor analysis produced a two-module structure of teachers’ professional quality, addressing teacher beliefs and English language pedagogical content knowledge (PCK) for their sustainable career development. The teacher belief module addresses beliefs about language teacher learning and development as well as beliefs about foreign language teaching and learning. The English language PCK module includes two subscales: English teaching capacity and English knowledge and skills. Descriptive analysis showed that these participants had high levels of professional quality. Possible explanations for the interpretations of EFL teachers’ professional quality are provided from the qualitative data. Based on the above findings, the paper offers some implications for sustaining EFL teacher development in the future. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

14 pages, 395 KiB

Open AccessArticle

Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment

by Leejin Choi and Sunjoo Chung

Sustainability 2021, 13(14), 7664; https://doi.org/10.3390/su13147664 - 9 Jul 2021

Cited by 31 | Viewed by 6808

Abstract

With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time [...] Read more.

With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time to prepare. Focusing on the case of an English language program in South Korea, this case study examines the challenges and strategies that were emerging in the crisis-prompted online language learning and teaching context. In particular, this case study focuses on investigating what types of strategies English as-a foreign language (EFL) instructors with little prior experience teaching online used to create a sustainable and authentic technology-mediated language learning environment, and how they motivated language learners to actively participate in sustainable language development and use. Findings provide educators and administrators who have little to no experience teaching online with practical suggestions and ideas to consider. They can use these concepts to adapt their lesson plans to online platforms and design and deliver high-quality lessons that ensure students feel connected to their learning process and have sustainable language learning experiences. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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21 pages, 1268 KiB

Open AccessArticle

Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks

by Weiwei Zhang, Donglan Zhang and Lawrence Jun Zhang

Sustainability 2021, 13(11), 6275; https://doi.org/10.3390/su13116275 - 2 Jun 2021

Cited by 16 | Viewed by 7080

Abstract

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use of metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects of metacognitive instruction. A total of 130 university students were invited to complete four integrated [...] Read more.

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use of metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects of metacognitive instruction. A total of 130 university students were invited to complete four integrated speaking tasks and answer a metacognitive strategy inventory and a self-rating scale. A sub-sample of eight students participated in the subsequent interviews. One-way repeated measures MANOVA and structure coding with content analysis led to two main findings: (a) EFL learners’ use of metacognitive strategies, in particular, problem-solving, was considerably affected by their perceptions of task difficulty in completing the integrated speaking tasks; (b) EFL learners were not active users of metacognitive strategies in performing these tasks. These findings not only support the necessity of taking into account learners’ perceptions of task difficulty in designing lesson plans for metacognitive instruction, but also support a metacognitive instruction model. In addition, the findings provide empirical support for the utility of Kormos’ Bilingual Speech Production Model. As the integrated speaking tasks came from a high-stakes test, these findings also offer validity evidence for test development in language assessment to ascertain sustainable EFL learning for nurturing learner autonomy as an ultimate goal. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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12 pages, 238 KiB

Open AccessArticle

Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English

by Xiaoming Molly Wu, Helen R. Dixon and Lawrence Jun Zhang

Sustainability 2021, 13(9), 5211; https://doi.org/10.3390/su13095211 - 7 May 2021

Cited by 17 | Viewed by 4883

Abstract

In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also [...] Read more.

In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also serve as feedback generators for their peers and themselves. Our study aimed to explore Chinese university English-as-a-Foreign-Language (EFL) students’ perceptions of the feedback practices in their classrooms and their feelings about teacher feedback, peer review and self-review as credible feedback sources. Adopting a qualitative research design, we recruited three teachers together with seven to eight of their students (in total 23 students) from two universities in Northwest China. Data were collected by using focus group interviews and classroom observations. Findings indicated that students relied on teachers to provide informative feedback to help them progress. They also attached limited value to either peer or self-review. Our interview data revealed three possible reasons for students’ devaluation of peers and themselves as feedback sources: insufficient understanding of students’ roles and responsibilities in the feedback process, perceived limited capability and capacity to generate quality feedback; and affective and relational concerns if engaging in the feedback process. These findings highlight the need for teachers to foster student feedback literacy, and hence help them utilize different feedback sources to enhance their learning and sustainable development. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

20 pages, 725 KiB

Open AccessArticle

Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment

by Lu Zhang and Lawrence Jun Zhang

Sustainability 2021, 13(8), 4270; https://doi.org/10.3390/su13084270 - 12 Apr 2021

Cited by 17 | Viewed by 7658

Abstract

Effective stance-taking is considered as a crucial skill for successful academic writing and sustainable development of writing scholarship. However, student writers often encounter difficulties in this aspect. Scholars have thus called for explicit instruction to develop students’ academic writing ability as a sustainable [...] Read more.

Effective stance-taking is considered as a crucial skill for successful academic writing and sustainable development of writing scholarship. However, student writers often encounter difficulties in this aspect. Scholars have thus called for explicit instruction to develop students’ academic writing ability as a sustainable goal. Learning stance-taking is a particularly relevant area of intensive interest among writing scholars. Yet, few empirical studies have been conducted to examine its effectiveness on students’ academic writing quality and stance deployment. To fill this gap, a quasi-experimental research was conducted with 46 undergraduate students in a Chinese university, who were randomly assigned to two conditions: a treatment group and a comparison group. The treatment group received an eight-week explicit stance instruction, while the comparison group received curriculum-based writing instruction at the same time. Academic texts were collected both prior to and after the period of intervention. Results revealed that the treatment group outperformed the comparison group in the post-test in terms of academic writing quality and stance performance. Their writing also exhibited changes in the frequencies of an array of stance types deployed (e.g., proclaim: pronounce, proclaim: endorse, entertain, attribute), indicating their enhanced understanding of stance and improved competence of mitigation and integrating external voices for better academic writing. Implications for writing instruction are discussed. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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Review

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22 pages, 720 KiB

Open AccessReview

The Potential of TikTok’s Key Features as a Pedagogical Strategy for ESL Classrooms

by Kim Hua Tan, Agila Rajendran, Nazri Muslim, Jamsari Alias and Nor Afian Yusof

Sustainability 2022, 14(24), 16876; https://doi.org/10.3390/su142416876 - 15 Dec 2022

Cited by 12 | Viewed by 8389

Abstract

The predominance of the use of the English language on social media entails its potential usefulness in regard to ESL learning. Amongst all social media platforms, none can boast the ubiquity of TikTok. This application has been, and continues to be, one of [...] Read more.

The predominance of the use of the English language on social media entails its potential usefulness in regard to ESL learning. Amongst all social media platforms, none can boast the ubiquity of TikTok. This application has been, and continues to be, one of the largest and most influential social media platforms, as well as a massive success across a range of fields with the most active users in the world. In the field of education, it has the potential to enhance educational pedagogies. Although TikTok has various features aligned to language learning, TikTok’s application within the education field is still largely unexplored. This scoping review aims to identify the key features of TikTok that can be used to enhance pedagogical strategies in sustaining the teaching of language skills in ESL classrooms. Although studies have been conducted on this subject, they have often lacked clarity and also lacked the possibility of synthesis in regard to the contribution of this platform to language education. Thus, this scoping review is conducted in order to identify the useful TikTok elements that strengthened pedagogical strategies in ESL classrooms. A total of 60 publications with publication dates spanning from 2018 to 2021 were chosen from searches on the EBSCOhost, Google Scholar, and ERIC databases in order to illustrate the current state. The outcome of using the identified features of TikTok and key pedagogical TikTok strategies for the purposes of ESL learning were the two themes used to synthesize the data. Findings indicated that video-related features and the duet challenge feature in TikTok have potential in promoting engaging and meaningful learning, in the context of a virtual environment. This potential has enabled the use of major pedagogical strategies, such as digital assignment; active learning; collaborative and team-based learning; experiential learning; and incidental and constructive learning. Although using TikTok is beneficial for the purposes of language learning, the findings of this study also revealed several limitations associated with the platform, such as users’ behavior, poor infrastructure, and an absence of online discussion forums. This review contains suggestions for the purposes of assisting teachers in terms of maximizing their use of TikTok, via overcoming the challenges that were highlighted in previous studies. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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Other

Jump to: Research, Review

13 pages, 477 KiB

Open AccessPerspective

Sustainable EFL Blended Education in Indonesia: Practical Recommendations

by Putri Gayatri, Helena Sit, Shen Chen and Hui Li

Sustainability 2023, 15(3), 2254; https://doi.org/10.3390/su15032254 - 25 Jan 2023

Cited by 3 | Viewed by 2755

Abstract

The establishment of a sustainable world, ecology, and economy cannot be accomplished without the success of social relations among the world’s inhabitants. In the context of globalisation, which fosters the blending of various people’s characters and cultures, English as an international language plays [...] Read more.

The establishment of a sustainable world, ecology, and economy cannot be accomplished without the success of social relations among the world’s inhabitants. In the context of globalisation, which fosters the blending of various people’s characters and cultures, English as an international language plays a paramount role in sustaining human relations as a tool for negotiation; it functions as a signifier of social engagement for international collaboration. Therefore, Indonesian EFL teachers should incorporate sustainable education goals into their classes so students can actively produce and use the language for real-life problem solving. This paper aims to explore a conceptual study on sustainable development integration, utilising information and communications technology (ICT) for English language teaching and learning. Through library research, the notions of sustainability are investigated and the necessity of its integration into EFL instruction is explored. Furthermore, this study recommends ICT optimisation strategies that can be employed to promote sustainable development in Indonesian EFL classrooms. This study contributes to the theory by integrating a context-based and culturally appropriate blended framework towards sustainable EFL teaching and learning in Indonesia. The integrated framework and feasible recommendations should provide practical implications for the sustainability of blended language education practices in Indonesia and in countries/regions where there are contextual similarities. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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12 pages, 4376 KiB

Open AccessHypothesis

PROSPER (Project, Sustainability, and Perseverance) Learning Model in English for Computer Science

by Dewi Sari Wahyuni, Yenni Rozimela, Havid Ardi, Mukhaiyar Mukhaiyar and Darmansyah Darmansyah

Sustainability 2022, 14(24), 16749; https://doi.org/10.3390/su142416749 - 14 Dec 2022

Cited by 2 | Viewed by 2143

Abstract

We propose the PROSPER (Project, Sustainability, and Perseverance) Learning Model in English for Computer Science (ECS), a course provided by undergraduate Computer Science programs in Indonesian Higher Education Institutions. PROSPER has eight competencies: (1) System Thinking; (2) Critical Thinking; (3) Envisioning for the [...] Read more.

We propose the PROSPER (Project, Sustainability, and Perseverance) Learning Model in English for Computer Science (ECS), a course provided by undergraduate Computer Science programs in Indonesian Higher Education Institutions. PROSPER has eight competencies: (1) System Thinking; (2) Critical Thinking; (3) Envisioning for the Future; (4) Personal Involvement; (5) Interpersonal Relations and Collaboration; (6) Tolerance for Ambiguity and Certainty; (7) Communication and Use of Media; and (8) Strategic Action. The syntax refers to Project-Based Learning and has eight stages: (1) choosing the theme of the project; (2) open-class discussion on the correlation between the topic and sustainability; (3) meeting the experts; (4) structuring the project by considering its contribution to sustainability; (5) executing the project in a sustainable way; (6) presenting the project; (7) evaluating the project; and (8) publishing the project. PROSPER model highlights the concept of sustainability and increases awareness, which has real-world relevance on a global scale. The urgency of incorporating sustainability into ECS is intimately tied to student perseverance, which is anticipated to educate them to be change agents for a better world in the present and future. Full article

(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)

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