International Journal of Second and Foreign Language Education

Optimizing Foreign Language Training for Kazakhstan Military Personnel to Improve Operational Efficiency

Sarabjit Singh Walia, Margarita Kuptikbayeva — Wed, 25 Jun 2025 00:00:00 +0000

In an increasingly interconnected world, proficiency in foreign languages is vital for military personnel engaged in multinational operations. This study examines the foreign language training priorities for Kazakhstan’s military, considering the nation’s geopolitical alignments, international collaborations, and operational needs. With Russian already widely spoken, the research identifies English, Arabic, Mandarin, and French as critical languages for enhancing military effectiveness. A mixed-methods approach, incorporating surveys of 55 Kazakh military personnel, was used to evaluate linguistic requirements in key areas such as regional security dynamics, joint operations, equipment use, and peacekeeping deployments. The findings underscore the strategic importance of English as the primary language for global military communication, followed by Arabic for Middle Eastern operations and French for peacekeeping in Francophone regions. Mandarin is noted for its relevance in Chinese collaborations and equipment management. Recommendations include tailored training programs emphasizing English proficiency, targeted instruction in Arabic and French, and strategic resource allocation. While the study provides actionable insights, limitations such as sample size and subjective responses highlight the need for broader research. This work contributes to optimizing language training for Kazakhstan’s military, enabling effective participation in international missions and collaborations.

Cooperative and Project-Based Learning Strategies and Students’ Academic Performance in Composition Writing in Rivers State

Chioma Chukueggu, DR. EXCELOKOYE ONYINYECHI BLESSING — Wed, 25 Jun 2025 00:00:00 +0000

This paper investigated the Cooperative and Project-based Learning Strategies and Students’ Academic Performance in Composition Writing in Rivers State. The study was conducted in Obio/Akpor local government area of Rivers State. The study adopted the quasi-experimental pretest and post-test control group research design. The population for the study was 14,227. A sample size of 210 students was chosen for this study, using the stratified sampling technique. This consisted of two experimental groups and one control group. The instrument used for data collection was English composition writing performance test (ECWPT). The Instrument’s reliability was tested using kuder-Richardson-20 formula with a reliability co-efficient of 0.89. Six research questions and six hypotheses showed the effectiveness of the co-operative learning strategy in teaching and learning composition writing, followed by the project-based learning strategy. The experimental groups’ mean difference is statistically significant from the control group. The mean and standard deviation answered the research questions while the analysis of co-variance (ANCOVA) was used to test for hypotheses. From the findings of the study, the co-operative strategy was found effective for improvement of English composition but the Joint use of Cooperative and Project-based strategies was more effective in practicing composition writing. Therefore, it is recommended that both strategies be used in the teaching and learning of composition writing with special attention given to the co-operative strategy. This should be taken seriously in order to bring back the glory of English language and education in Nigeria, especially the writing skill that is currently being neglected.

The Effects of Conversational Implicature Training on the development of TEFL Omani Students’ Language Proficiency and Pragmatic Competence

Ayuob Yaqoob Al-Rashdi, Najah Salim Al-Syiabi — Wed, 25 Jun 2025 00:00:00 +0000

According to several EFL scholars in pragmatics, pragmatic competence is seen as an essential part which a foreign language teacher should have. One of the basic areas in pragmatics is Gricean conversational implicatures. Hence, the current research aims to investigate the effects of interpreting conversational implicature training (TEFL) on the development of Omani Undergraduate Students Pragmatic Competence and Language Proficiency. The participants of the study were 20 undergraduate students from Sultan Qaboos University. Two instruments were used in this research, the TOEIC test for language proficiency and the pragmatic competence test. The two tests were given to the students as pre-test and post-test and then both results were compared. The findings of the study statically proved that there is an effect of instructional implicature on students' pragmatic competence and their language proficiency development. In addition, the findings show that a significant correlation occurred, at the level of 0.720, between the pragmatic competence of the participants and their language proficiency. Based on the findings, TEFL teachers should have sufficient pragmatic competence knowledge through their study program. Consequently, it is suggested that there should be more research on this topic in the Omani context.

Cultivating Global Citizens: Sustainable Development in Foreign Language Education

Zorana Vasiljevic — Wed, 25 Jun 2025 00:00:00 +0000

This paper examines classroom practices at a private mid-size university in Japan, illustrating how environmental, social, and cultural aspects of sustainability can be integrated into an intermediate-level English course. Through a content-based approach, students research global issues, developing language skills, research abilities, and critical thinking. The curriculum promotes learner autonomy through self-awareness, vocabulary development, and collaboration. Students explore topics such as pollution, water scarcity, and social justice, presenting their findings in diverse formats. Despite challenges in language proficiency and research skills, the integration of sustainability education enhanced linguistic and cultural competence, promoted autonomy, and encouraged critical engagement with local and global issues. The paper emphasizes the importance of institutional support, teacher training, and reflective teaching for the effective implementation of Education for Sustainable Development (ESD). This adaptable approach fosters global citizenship and prepares students to tackle sustainability challenges.