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Open research questions in Foreign Language Teaching Methods

43 unresolved questions extracted from the limitations and future-work sections of 2,405 Foreign Language Teaching Methods papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Finally, future studies may investigate contextual factors such as mobile distractions and the role of teacher guidance in shaping the effectiveness of QR code–supported activities. Furthermore, QR codes should be examined across different language skills such as speaking, listening, and writing, as well as with different learner groups and proficiency levels.

    INTEGRATION OF QR CODES IN FOREIGN LANGUAGE EDUCATION: AN INVESTIGATION INTO THE · 2026 · DOI

  • Therefore they feel uncertain about using games in class due to their limited knowledge of digital games and find it difficult to identify appropriate assessments, they also find it difficult to integrate video games effectively and efficiently into their classroom, it is also difficult for them to choose appropriate games for teaching.

    Classroom Introduction of a Video Game on Italian Grammar · 2023 · DOI

  • CALICO Best Article 2023 While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce.

    Foreign Language Learning in the Digital Wilds · 2023 · DOI

  • Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in the digital wilds; that is, digitally mediated FL learning in which the main goal of the activity is not related to language learning.

    Foreign Language Learning in the Digital Wilds · 2023 · DOI

  • While the students expressed the positive aspects of distance education as protection from the virus, recording of the classes which allowed repeated viewing, gaining experience, and saving time; the negative aspects expressed by the students were lack of previous experience in distance education, feelings of isolation, and having trouble asking for clarification when a teaching point was not understood during classes.

    Views of the Students Learning Turkish as a Foreign Language on Distance Education during the COVID-19 Pandemic · 2022 · DOI

  • The most important shortcomings and difficulties outlined in the related literature are the limited research on both CLIL and ICT supported CLIL in the subject of computer science, the inconsistent terminology for using ICT in CLIL, and the need in CLIL teacher training courses for the effective use of digital technologies.

    Systematic Review of CLIL in Computer Science: Past, Present, and Future — with a Special Focus on Using ICT · 2022 · DOI

  • The first includes remarks on the necessity to engage in further research into such subdisciplines of teaching Polish as a non-native language as the acquisition of Polish as a foreign and a second language, the preparation and evaluation of materials for teaching Polish as a non-native language, computer-aided teaching PFL, the reality of Polish studies in different countries and world regions, and the history of teaching Polish as a foreign language.

    The achievements and development prospects of teaching Polish as a non-native language · 2020 · DOI

  • Again problem is that mediation in this chapter is not clearly defined and although author, Mark Peterson, somehow suggests how interaction is done through students' capacity to adapt their language by interacting with their peers, impact of Zone of Proximal Development (Vygotsky, 178; Kim & Blankenship, 2013 among many others) and its function in learning is neglected when, in fact, it could enhance potential of learners' interaction in learning.

    Digital Games in Language Learning and Teaching · 2013

  • Based onthe practical example of a study on the learning of the Italian subjunctivemood conducted by the author in an Intermediate-! levelclass, the paper stresses how multimedia labs can also be an effectivemeans for teacher-led inquiry and self-reflection, two areas whichhave become increasingly important in foreign language teaching,yet are insufficiently researched in our field.

    Teacher-Led Inquiry and the Interactive Multimedia Foreign Language Lab · 2006 · DOI

  • The first text is addressed to students with limited knowledge of the target language and the simplification consists here in elimination of the largest part of the original content.

    Using Authentic Texts in Teaching Romanian as a Foreign Language for Specialized Purposes · 2024 · DOI

  • Abstract In the settlement area of the Slovene national and linguistic minority in Italy the situations in which Slovene language varieties are used are scarce.

    Communicative Competence in Schools with Slovene as the Language of Instruction in Italy · 2019 · DOI

  • The paper also aims to identify the aspects which should be further studied by future related works, by focusing on specific regions and countries, which exhibit special interest for further adaptation of the portal to additional multilingual environments.

    USING MULTILINGUAL ANALYTICS TO EXPLORE THE USAGE OF A LEARNING PORTAL IN DEVELOPING COUNTRIES · 2013 · DOI

  • What Erben stated in 1999 is still true: that audio-graphic technology “remains under-researched and under-theorised.

    <i>Theoretical perspectives and new practices in audio-graphic conferencing for language learning</i> · 2003 · DOI

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43 open questions have been extracted from the limitations and future-work passages of 2,405 Foreign Language Teaching Methods papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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