International Journal of Second and Foreign Language Education

The Shibboleths of the Kusaal Speakers of English as a Second Language in Ghana

2025-06-25T06:51:01+00:00

This is a socio-phonetic study of the production of the English post-alveolar affricates ... by 30 student-teachers and workers from Gbewaa College of Education in the Upper East Region, Ghana. The focus of the study was to confirm the substitution of the post-alveolar affricates ... for velar plosives ... by Kusaal speakers of English as a Second Language and to uncover factors that influence the substitutions. The Variationist theory employed allowed for quantitative data analysis to affirm and define the pattern of substitutions. The findings revealed that 22.50% of 1800 tokens of ... were substituted for ... and 38.39% of 1800 tokens of ... were substituted for .... This study sheds light on the phonological intricacies and distinctive patterns that emerge when Kusaal speakers navigate English as a second language. Leveraging extensive documentation and previous academic insights, the research delves into the nuanced intersections of linguistic influence and adaptation. Through an analytical lens, it seeks to unpack how native Kusaal phonological features intertwine with English, resulting in unique accents and pronunciations that enrich the broader discourse on Ghanaian English variants. The regression model analysis was significant at the 5% level with a p-value of 0.001, and the prediction was reliable at 75.5% or 69.1%. The substitutions of ... and ... affirm the phenomenon among the Kusaal speakers of English. An audit analysis of the consonant sound systems of both languages revealed the absence of the post-alveolar affricates in Kusaal as a factor. A study of the phonological environments also revealed that the presence of certain vowel sounds triggered substitutions in word-initial and final positions. This study, among others, reiterates the importance for teachers of second languages to know the features of their learners’ L1, as this will greatly assist them in coming up with the best interventions to help their learners.

Decoding Learner Factors in Task-Based Language Acquisition/Teaching Within Uganda's Competence Based Lower Secondary School Curriculum

2025-07-14T04:45:52+00:00

This study explores the impact of Task-Based Language Teaching (TBLT) within Uganda’s Competence-Based Lower Secondary School Curriculum and its influence on second language acquisition. TBLT emphasizes real-world communication tasks over traditional grammar-focused methods, aligning with learner-centered and competency-based pedagogical goals. The research investigates how key learner factors, motivation, engagement, self-efficacy, and cultural background, influence the success of TBLT implementation in diverse Ugandan classrooms. A mixed-methods approach was adopted, combining survey questionnaires, interviews, focus groups, and classroom observations to obtain comprehensive insights from both students and teachers. The study further analyzes how Uganda’s socio-economic and linguistic diversity, including the prevalence of multilingual learners, affects language development outcomes and teacher preparedness. Particular attention is given to the challenges and opportunities teachers face in adapting TBLT strategies to suit varied learner profiles. Findings from both the quantitative and qualitative data strands are integrated to provide a nuanced understanding of how contextual and learner variables interact with pedagogical practice. The study contributes to the growing body of literature on communicative language teaching and provides practical implications for educators, curriculum developers, and policymakers seeking to improve language instruction in multilingual, resource-constrained settings.

English Language and Academic Career Development in Lusophone Higher Education: A Systematic Review

2025-07-15T06:27:58+00:00

This systematic review aims to explore the role of English language proficiency in academic career development within Lusophone higher education institutions, highlighting its significance in enhancing employability and academic success. A comprehensive literature review was conducted, analyzing peer-reviewed articles and books on English language use and academic trajectories in Lusophone countries. The review synthesizes findings across various contexts and disciplines. The results indicate that English language proficiency is increasingly viewed as vital for academic advancement and career opportunities in Lusophone higher education. Challenges such as limited access to language resources and varying institutional support were also identified. This review contributes to understanding English as a medium of academic and professional development in Lusophone contexts, providing insights for policymakers and educators to enhance language education strategies that support academic and career growth.

Language Assessment Anxiety: Exploring Social and Cultural Factors in Indonesian University Students

2025-08-21T12:50:55+00:00

This paper investigates the socio-cultural dimensions of language assessment anxiety among university students in Indonesia, focusing on how familial expectations, classroom practices, and linguistic background shape learners’ emotional responses during English oral exams. Using a qualitative approach, data were collected through semi-structured interviews and reflective journals from undergraduate students in an English education program. Thematic analysis revealed four central factors contributing to anxiety: fear of negative evaluation and face loss, academic and familial pressure, teacher-centered assessment environments, and linguistic insecurity tied to regional and socio-economic disparities. Despite varied language proficiency levels, participants commonly expressed emotional distress linked to cultural norms of collectivism, educational hierarchy, and perceived social judgment. These findings highlight the need for culturally responsive assessment design, increased emotional awareness in teaching practices, and institutional policies that prioritize formative, inclusive approaches. By addressing the intersection of language, identity, and power, the study offers pedagogical insights that can improve language assessment practices and foster more equitable learning environments in multilingual contexts.

Learning Transfer in English as Additional Language: Literature Study on Teaching Mechanisms and Learning Conditions

2025-09-16T08:06:12+00:00

The present article explores effective teaching mechanisms and essential learning conditions considered to promote knowledge transfer in the context of English as an Additional Language (EAL). Two systematic literature searches were conducted—one which targeted teaching mechanisms and the other which aimed at learning conditions both reinforcing EAL knowledge transfer. From an early set of 281 articles derived from five selected academic databases, 40 met the inclusion criteria and, after the application of exclusion criteria, they were analyzed in depth. The Content and Language Integrated Learning (CLIL) approach appeared as an especially promising framework for EAL instruction, with Hugging and Bridging identified as pivotal teaching mechanisms assisting transfer. Learning conditions considered to strengthen transfer included authenticity, collaboration, and reflective practice. These findings are combined into an instructional design model for EAL transfer, with practical guidelines discussed for EAL classroom implementation.