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Background/Objectives: This paper aims to discuss the ways in which instructional design practices can be improved through the use of task-based learning and strategy-based instructional approaches. Methods/Statistical analysis: Recent studies on task-based language (TBL) and strategy-based approaches to language teaching were reviewed to discuss their implications for instructional design. Findings: The researchers found that task-based learning approaches can cultivate learner autonomy; however, it is necessary to provide the appropriate amount of scaffolding in order to ensure that learners do not construct false knowledge. Furthermore, strategies should also be taught to learners in order to become more successful learners. Some strategies include instructional strategies, like modeling, as well as learner strategies that involve recognizing lexical patterns and metacognitive strategies. Improvements/Applications: Through the implementation of TBL and SBI, instructional designers can create curricula that encourage learners to become more autonomous and effective foreign language learners.

The Internet is now of the fastest growing areas of telecommunications and of Computer Assisted Language Learning. It is rapidly becoming more integrated into society and accessible to people form around the world. A number of educators believe there is potential for language teaching and learning opportunities through the Internet, and have already developed uses and resources for this purpose. The range of what is available is growing continually. The purpose of this study is to research CMC via the Internet and other long-distance networks, to investigate the analyse best and worst things about studying English on the internet and to suggest some findings from the comparison between internet and classroom learning by means of questionnaire.

The aim of this study was to perform a meta-analysis of the learning outcomes of immersive learning technologies in English language teaching (ELT). This study examined 12 articles, yielding a total of 20 effect sizes. The Comprehensive Meta-Analysis (CMA) program was employed for data analysis. The findings revealed that the overall effect size was 0.84, implying a large effect size. Additionally, the mean effect sizes of the dependent variables revealed a large effect size for both the cognitive and affective domains. Furthermore, the study analyzed the impact of moderator variables such as sample scale, technology type, tool type, work type, program type, duration (sessions), the degree of immersion, instructional technique, and augmented reality (AR) type. Among the moderators, the degree of immersion was found to be statistically significant. In conclusion, the study results suggested that immersive learning technologies had a positive impact on learning in ELT.

Foreign exchange programs, whether as guest or as host, have several benefits. Obvious linguistic benefits for the guest include improving language accuracy and fluency. For the host, linguistic benefits are usually related to a greater consciousness of how they use their L1, and how it is perceived by non-L1 speakers. However, there are other types of benefits besides the merely linguistic. These include re-framing of cultural preconceptions of the guest and host cultures, increased intrinsic motivation to learn a language, reduction of inhibition to use an L2, and improved self-confidence in general situations. The presentation shares experiences and insights of exchange program participants to help facilitate both linguistic and non-linguistic effects of future exchange programs and also language classrooms. Data was collected from informal interviews with a variety of people who have experienced foreign exchanges, as a guest visiting another country, as a host of an exchange student, and in a few instances people who have done both. Their answers shed light on the various types of linguistic and non-linguistic benefits mentioned above, and also point to some drawbacks or problems experienced during the foreign exchange. The data provides insights that may help better prepare future exchange participants, and also ways that the exchange experience can be leveraged in the language classroom to improve engagement and performance.

The major goal of this study is to suggest some possible classroom activities for Korean primary school teachers of English in both pre-service and in-service programs in order to enhance their students’ English proficiency levels. The underlying assumption and belief of this article for foreign language classroom activities is that language is a part of culture, that understanding cultural connotations in the target language is a crucial factor required for successful cross-cultural communication, and that such understanding can be best achieved through sufficient exposure to the target language culture, involving optimal interactions with native speakers. The classroom activities suggested in this article are: 1) watching video: soap opera, 2) internet surfing, 3) book reading, 4) having a native speaker’s lecture, and 5) sharing one’s travel experiences in the target language culture. With regards to these activities, this study suggests very detailed effective instructional techniques and materials to use in teaching cultural connotations found in the target language, providing some examples for Korean teachers of English in the use of authentic materials in their English classrooms, which have been designed for native speakers in real situations.

Communicative language teaching with its stress on meaning rather than form, employment of task-based instruction and “real-life” situations in the language classroom is often viewed in sharp contrast to traditional approaches to language teaching that employ the “presentation – practice – production” format and stress formal accuracy. Despite criticisms, traditional pedagogical practices in teaching foreign languages exhibit remarkable tenacity which is partially due to the learners’ preferences for the traditional methods of language instruction. This paper suggests that socio-linguistic surroundings in which language learning takes place is an important factor to consider when determining the choice for the classroom procedure. An empirical analysis of learners’ preferences for classroom activities was carried out in this research in an attempt to find a way to reduce a gap between the two pedagogical paradigms. Though the present study was conducted among the learners of the Russian language there are no obstacles to viewing discussion and findings presented in this article in a wider context of language learning and teaching.

This paper analyzed classroom discourse with three videos extracted from one English class for migrants who are from non-English speaking countries in Australia. Eight adult migrants want to learn English for survival in Australia and their residence period in Australia is less than one month. The analysis results are as follows: 1) The teacher gives instructions about the activity in a structured and systematic way. 2) For low-level students, there is more I-R-I-R-F format than I-R-F, and the teacher talks more in initiation than feedback. 3) All questions are closed for low-level students and the teacher does not give answer directly so that students can find an answer by themselves through repetition and reformulating questions. 4) There are more display questions and positive feedback than referential questions and negative feedback for low-level students. 5) Group activities and role plays can give students opportunities to utilize what they have learned. This paper is meaningful in that the findings can be applied to English classes focusing on improving communicative ability in Korea.

This paper explores ways that research in corpus linguistics can be directly applied to inform English language instruction for non-native speakers of English. The primary goal of this brief paper is to highlight the need for a strong connection between research and teaching practice. This goal is achieved by using corpus research on vocabulary and lexical bundles and highlighting resources and activities that incorporate research from these two areas of corpus linguistics directly into language classes without increasing the demands on teachers.

The high interest of Korean society in learning Indonesian language must be balanced with an effective and efficient teaching system. This paper discusses the problems and challenges of Indonesian language teaching for two foreign speaker dimensions so that it can be used as a guideline for both teachers and researchers. The method used for this study is a qualitative one. The research participants are the first semester students and Samsung employees who have studied Indonesian language for 300 hours at HUFS global campus. The results suggest that both teaching dimensions produce different products. Theoretically and practically, the course participant language skills improved better than those of the first semesters HUFS students. It was influenced by their willingness and motivation in learning Indonesian language. In addition, different teaching systems have also influenced the results. However, it is a challenge for teachers to design effective and efficient teaching lessons.

Tingginya minat masyarakat Korea dalam pembelajaran bahasa Indonesia harus diimbangi dengan sistem pengajaran yang efektif dan efisien. Artikel ini menjelaskan masalah dan tantangan pengajaran Bahasa Indonesia untuk penutur asing dua dimensi sehingga dapat digunakan sebagai pedoman bagi guru dan peneliti. Metode yang digunakan adalah metode kualitatif. Subyek penelitian adalah masalah dan tantangan pengajaran Bahasa Indonesia untuk penutur asing dua dimensi. Obyek penelitian adalah semester pertama HUFS siswa kampus global dan karyawan Samsung yang telah mempelajari bahasa Indonesia selama 300 jam di HUFS kampus global. Kemudian, penelitian ini dijelaskan secara deskriptif. Dari hasil, diketahui bahwa kedua dimensi pengajaran menghasilkan produk yang berbeda. Secara teoritis dan praktis, keterampilan bahasa peserta kursus lebih baik dari mahasiswa semester pertama HUFS. Hal ini dipengaruhi oleh kemauan dan motivasi dalam belajar bahasa Indonesia. Selain itu, sistem pengajaran yang berbeda juga mempengaruhi itu. Namun, itu merupakan tantangan bagi guru untuk merancang metode pengajaran yang efektif dan efisien.