Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging

Bui, Gavin; Tai, Kevin W. H.

doi:10.1186/s40862-022-00160-7

Cited by 9 publications

(4 citation statements)

References 46 publications

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“…To state the effectiveness of CCTM based foreign literature learning, we compared the suggested model with existing teaching models in foreign literature learning. The existing teaching models in foreign literature learning considered for the comparative investigation are Conventional Teaching (CT) model, Zoom Web Conference System (Zoom WCS) [33], Translanguaging + Task-based Language Teaching (TL+TBLT) model [34], Content and language integrated learning (CLIL) model [35], Flipped Learning (FL) model [36]. This study aimed at exploring the Chinese students' perceptions of using cross-cultural Teaching model in foreign literature learning in terms of Perceived Usefulness, Perceived Ease of Use, and student acceptance [37].…”

Section: Resultsmentioning

confidence: 99%

The Cross-Cultural Teaching Model of Foreign Literature Under the Application of Machine Learning Technology

Lv¹

2023

IJACSA

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As globalization spreads, so does the world's ethnic makeup, leading to a surge in cultural diversity that has become a major issue for the educational systems of all countries. Many western countries advocate for cross-cultural education (CCE) as a means of dealing with cultural variety and promoting trust, tolerance, and interaction between individuals of different backgrounds. The way to achieve this goal is to work toward solving the issue while also fostering greater national unity. One of the newest developments in international education is the concept of CCE, which has also given rise to a whole new area of research within the subject of education. Too much time has passed since students were actively engaged in the learning process, and the new curriculum reform has seriously harmed the traditional approaches to teaching foreign literature. As a result, the proposed research has shown that around half of all education is dedicated to the FL cross-cultural teaching paradigm. Chinese students' data were first gathered for this study and divided into two groups: Control Class (CC) and Experimental Class (EC). The performance of the students in both groups is then forecasted using the extreme gradient boosting (XGBoost) technique, which is based on machine learning. Then, we use an optimization method known as the Flower Pollination Algorithm (FPA) to improve XGBoost's prediction performance. According to the descriptive findings, students who adhere to the suggested teaching strategy show more learning interest than those who adhere to existing strategies.

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Section: Resultsmentioning

confidence: 99%

The Cross-Cultural Teaching Model of Foreign Literature Under the Application of Machine Learning Technology

Lv¹

2023

IJACSA

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“…In China, various teaching methods, theories, and models have been proposed, such as intercultural communicative language teaching, task-based language teaching, and teaching with humorous videos. While these approaches have demonstrated effectiveness in improving language learning outcomes (Bui & Tai, 2022; Do et al, 2021; Tran & Duong, 2018), they may not always be suitable for Chinese English teaching due to specific considerations. In many cases, the primary goal for Chinese learners is to achieve high scores in exams rather than focusing on practical language usage.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

Zeng,

Xu,

Gao

2024

Sage Open

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This study aims to investigate the effectiveness of explicit information (EI) in the context of Processing Instruction (PI) as an alternative to traditional teaching methods. PI encompasses explicit information and structured input activity (SI). However, the effectiveness of EI has been a subject of debate. To address this question, grade-7 students were divided into three groups: the complete Processing Instruction group, the explicit information only group, and the structured input activity only group. Following pre-tests and the implementation of different teaching instructions on English passive voice, the scores of the participants were analyzed for the immediate post-test and delayed post-test. The results suggested that although EI did not accelerate the acquisition of the form-meaning connection of English passive voice, it was beneficial for final performance similar to SI. The complete Processing Instruction, however, proved to be the most effective. This study suggests a possible association between the effectiveness of EI and the relative difficulty of the target item for language learners.

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“…Generally, testing is a part of learning by letting students recognize their present knowledge and skills (Ellis, 2003). Meanwhile, the results of the test portray their strengths and weaknesses in particular topics or areas (Bui & Tai, 2022). Therefore, the role of test presented in the framework is to identify any improvements in the students' speaking performance before and after receiving the treatments.…”

Section: Speaking Testsmentioning

confidence: 99%

Using Digital Multimodal Composing Technique to Enhance the Speaking Performance of Low-Proficiency Students: A Conceptual Paper

OMAR SALLEH,

NGUI

2023

IJELP

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Issues and challenges surrounding the area of speaking skills are seems to be more demanding. However, the advances in technology have provided more opportunities for ESL learners to explore their academic potential as it offers multimodal spaces to boost learning. Technology is known for being capable to cater to various learning styles. One of the technological advances to enhance learning ability is through the digital multimodal composing technique. It incorporates images, sound, animation, and texts into their tasks, thus promoting creativity among learners. Therefore, this paper will propose a conceptual framework to visualise a research project and the way it puts into action. The proposed framework has been developed based on the digital multimodal composing (DMC) technique into the speaking classroom. It is believed that DMC technique could potentially enhanced speaking performance among the low proficiency students. Based on the framework, the DMC technique will serve as the treatments by incorporating the basis of multimodal approach into the speaking tasks. Tasks are designed based on the current social media trends so that students could relate their existing knowledge into learning. More interestingly, DMC speaking tasks could be completed using their own gadgets to create more opportunities for students to explore learning inside and outside classroom context. The proposed framework would benefit the English teachers in the multimodal-based instructions and provide ways to improve necessary aspects in the use of educational technology for more impactful ESL classroom teaching and learning.

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Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging

Cited by 9 publications

References 46 publications

The Cross-Cultural Teaching Model of Foreign Literature Under the Application of Machine Learning Technology

The Cross-Cultural Teaching Model of Foreign Literature Under the Application of Machine Learning Technology

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

Using Digital Multimodal Composing Technique to Enhance the Speaking Performance of Low-Proficiency Students: A Conceptual Paper

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