PRONUNCIATION CORRECTION METHODS FOR LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE: A SYSTEMATIC REVIEW

A Systematic Synthesis of Research on Popular Corpus Tools in English Language Learning and Teaching

It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar, pronunciation, and writing), this study aims to synthesise the findings of research on five popular corpus tools – Sketch Engine, SkELL, PlayPhraseMe, Fraze.it, and CorpusMate. Following the PRISMA guidelines for systematic reviews, this study included five research papers from the Web of Science and Scopus databases until 2024. Applying qualitative and quantitative content analyses, the study found that corpus consultation promotes language skills and learner autonomy, supports contextually appropriate language use, and improves sensitivity to authentic language structures. Despite the promising outcomes, the scant number of studies analysed with some methodological issues and contextual constraints undermines the generalisability of the results. The study underscores the urgent need for more longitudinal, comparative, and large-scale research on using these corpus tools to harness them fully in language education. It also proposes that when systematically implemented, corpus tools may serve as powerful resources for language learning and teaching.

DIFFICULTIES OF NON-PHILOLOGICAL STUDENTS IN LEARNING VOCABULARY AND USING RELEVANT TEXTS IN TEACHING ENGLISH.

Direct Use of Corpora in Japanese Language Education: Implementing DDL at the Upper-Intermediate Level

Large-scale corpora offer access to authentic language and represent a valuable resource for Japanese language education. In current practice, they are mostly used indirectly by instructors, while direct learner engagement with corpora (data-driven learning, DDL) remains relatively limited in Japanese courses, partly due to time constraints and the complexity of corpus tools. This article reports on a four-year project conducted at Ca’ Foscari University of Venice. The course integrated direct corpus consultation through NINJAL corpora accessed via Chūnagon, with the dual aim of supporting language development and fostering research-oriented skills for working with Japanese primary sources. The study provides a qualitative evaluation based on students’ corpus-based presentation projects and anonymous student comments, highlighting both perceived benefits and critical issues, thus offering practical insights into the feasibility of DDL in Japanese language education.

GRAMMATICAL ERRORS IN INDONESIAN EFL STUDENTS’ WRITING: A LIBRARY RESEARCH FROM THE PERSPECTIVES OF CONTRASTIVE ANALYSIS AND ERROR ANALYSIS

ABSTRACT Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction. ABSTRAK Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.

Systemic functional linguistics praxis in the Indonesian academic context: A systematic literature review

Improving English Pronunciation Among Doteli-Speaking Students

English pronunciation is important for the development of communicative competence of English as a Foreign Language (EFL) learners. However, learners from linguistically diverse communities of Nepal experience considerable difficulties in pronunciation due to interference from their first language, limited exposure to English, and limited instructional resources. I have conducted this qualitative action research on the effectiveness of collaborative multimodal instructional strategies in improving the English pronunciation of Doteli-speaking students of a community school of Doti District, Nepal. I conducted it with 34 students of grades 8- 10 who speak Doteli.  I collected data using classroom observations, semi-structured interviews, focus group discussions, students’ written work, and the researcher’s reflective journal. Moreover, the action research cycle of problem identification, planning, intervention, observation, and reflection. I analyzed data using thematic analysis supported by triangulation and member checking to enhance the credibility of the data. The analysis revealed three interrelated themes. The students continued to have pronunciation problems mainly because of mother-tongue interference, limited exposure to English, and low confidence in oral communication. Secondly, lack of teaching resources and limited opportunities for meaningful interaction restricted pronunciation development. Thirdly, the use of collaborative multimodal instructional strategies, i.e pronunciation modelling, peer-assisted learning, vocabulary puzzles, phonetic reinforcement, and visual learning materials, led to significant improvements in students’ pronunciation accuracy, classroom participation, and confidence in speaking English. The findings suggested that contextually appropriate, learner-centered instructional interventions can effectively support pronunciation development in resource-constrained educational settings and illustrate the value of action research as a reflective approach to enhancing classroom practice. English pronunciation learning by Doteli-speaking students through collaborative learning and action research.