Sociolinguistic aspects of foreign language teaching in the context of international education
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.6Keywords:
Multicultural Education, International Education, Language Instruction, Language IdentityAbstract
This qualitative study examined Ukrainian students’ and educators’ perceptions and experiences of sociolinguistic factors influencing foreign language instruction in international education contexts, reflecting on "Experiences of academic mobility and institutional approaches to language policy" for transnational cohorts. A total of 15 participants, consisting of 8 Ukrainian students and 7 Ukrainian educators, were selected through purposive sampling. All participants had substantial involvement in Erasmus+ mobility programs, ensuring well-informed perspectives. Semi-structured interviews provided in-depth insights and detailed narratives. The interview protocols addressed classroom practices, mobility experiences, and institutional language policies. Data was analyzed using thematic analysis, which identified key themes related to language attitudes, cultural adaptation, linguistic diversity, and linguistic identities. The findings show the importance of accounting for linguistic and cultural contexts in foreign language learning and to enhance cultural competence training and institutional support for language educators. The implications include aligning curricula with multilingual realities and developing targeted support mechanisms for transnational cohorts. This study contributes to the literature on sociolinguistic factors in international higher institutions and serves a baseline for future research.
References
Abdulai, M., Roosalu, T., & Wagoner, B. (2021). Cultural barriers and enablers of integrating educational migrants from the Global South: The case of graduate students in Europe. International Journal of Educational Development, 86, 102479. https://doi.org/10.1016/j.ijedudev.2021.102479
Babelyuk, O. A., Koliasa, O. V., Kushlyk, O. P., & Smaglii, V. M. (2020). Using distance EdTech for remote foreign language teaching during the COVID-19 lockdown in Ukraine. Arab World English Journal, (3), 4–15. https://doi.org/10.24093/awej/elt3.1
Bannister, P. (2024). English Medium Instruction Educator Language Assessment Literacy and The Test of Generative AI in Online Higher Education. Journal of Research in Applied Linguistics, 15(2), 55-72. https://rals.scu.ac.ir/article_19402.html
Damaianti, V. S., Abidin, Y., & Rahma, R. (2020). Higher order thinking skills-based reading literacy assessment instrument: An Indonesian context. Indonesian Journal of Applied Linguistics, 10(2), 513–525. https://doi.org/10.17509/ijal.v10i2.28600
DeLuca, C., Schneider, C., Coombs, A., Pozas, M., & Rasooli, A. (2020). A cross-cultural comparison of German and Canadian student teachers’ assessment competence. Assessment in Education: Principles, Policy & Practice, 27(1), 26–45. https://doi.org/10.1080/0969594x.2019.1703171
Dumchak, I., Kachmar, O., Mochalova, N., Oleksandrenko, K., & Sidorova, I. (2024). Socio-cultural factors influencing students' learning experience: a cross-cultural study. Revista Eduweb, 18(3), 264–275. https://doi.org/10.46502/issn.1856-7576/2024.18.03.20
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. https://doi.org/10.1016/j.comnet.2020.107290
García Laborda, J., Arús Hita, J. and Mashhadi, A. (2024). Introduction: Language Teaching Feedback and Assessment Aided by Digital Technologies. Journal of Research in Applied Linguistics, 15(2), 3-5. https://rals.scu.ac.ir/article_19543.html
Goodman, B., Kambatyrova, A., Aitzhanova, K., Kerimkulova, S., & Chsherbakov, A. (2022). Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis. TESOL Quarterly, 56(2), 713–749. https://doi.org/10.1002/tesq.3090
Guest, G. (2012). Describing Mixed Methods Research. Journal of Mixed Methods Research, 7(2), 141–151. https://doi.org/10.1177/1558689812461179
Jamiluddin, J. (2023). A Sociolinguistic Analysis on the Types of English Course Instructor Code Switching in the English Teaching and Learning Process. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 11(1), 104–116. https://doi.org/10.24256/ideas.v11i1.3822
Jie, Z., & Sunze, Y. (2021). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2021.1903933
Kulichenko, A., Shramko, R., Rakhno, M., & Polyezhayev, Y. (2023). Resistencia educativa bidimensional en el establecimiento educativo terciario moderno de Ucrania. Apuntes Universitarios, 13(1), 474–493. https://doi.org/10.17162/au.v13i1.1351
Lee, J. S., & Lee, K. (2020). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52(1), 358–373. https://doi.org/10.1111/bjet.12955
Lee, J. S., Yeung, N. M., & Osburn, M. B. (2022). Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: a sample of Hong Kong EFL secondary students. Journal of Multilingual and Multicultural Development, 45(9), 3613-3631. https://doi.org/10.1080/01434632.2022.2112587
Luchenko, O., & Doronina, O. (2023). Application of the positive Japanese experience for teacher induction in Slovakia. Studia Orientalia Slovaca, 22(1), 21–48. Retrieved from https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kvas/SOS_22_1/SOS_22_1.pdf
Marsh, V. L., & Hoff, M. J. (2019). New literacies in participatory cultures: The assumption of trust. E-Learning and Digital Media, 16(5), 393–412. https://doi.org/10.1177/2042753019863489
Mujiono, M., & Herawati, S. (2021). The Effectiveness of E-Learning-Based Sociolinguistic Instruction on EFL University Students’ Sociolinguistic Competence. International Journal of Instruction, 14(4), 627–642. https://doi.org/10.29333/iji.2021.14436a
Nguyen, V., & Stracke, E. (2020). Learning experiences in and outside class by successful Vietnamese tertiary students studying English as a foreign language. Innovation in Language Learning and Teaching, 15(4), 321–333. https://doi.org/10.1080/17501229.2020.1801692
Pacheco, M. B., Daniel, S. M., Pray, L. C., & Jiménez, R. T. (2019). Translingual Practice, Strategic Participation, and Meaning-Making. Journal of Literacy Research, 51(1), 75–99. https://doi.org/10.1177/1086296x18820642
Palfi, T., Siegel, L. A., & Šegota, T. (2023). Exploring motivations and socio-cultural impacts of Erasmus+ students in Rijeka, Croatia. In Tourism in Southern and Eastern Europe 2023: Engagement & empowerment: A path toward sustainable tourism (Vol. 7, pp. 297–314). University of Rijeka, Faculty of Tourism and Hospitality Management. https://doi.org/10.20867/tosee.07.20
Qian, Q., & Lau, K.-L. (2022). The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018. Journal of Research in Reading, 45(1), 137–156. https://doi.org/10.1111/1467-9817.12388
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review. Sustainability, 14(13), 8051. https://doi.org/10.3390/su14138051
Romanchuk, S., Sytko, O., Karpik, M., Skoreiko-Svirska, I., & Isakova, Y. (2023). The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality. Multidisciplinary Science Journal, 5, 2023ss0511. https://doi.org/10.31893/multiscience.2023ss0511
Saleh, A. M., Al-Omari, H. A., & Al-Abdallat, Z. M. (2023). The Effectiveness of an Instructional Program Based on Sociolinguistic Principles in improving Jordanian Tenth Grade EFL Female Students’ Attitudes Towards Acquiring English Culture. Journal of Curriculum and Teaching, 12(1), 352-364. https://doi.org/10.5430/jct.v12n1p352
Seitenova, S., Khassanova, I., Khabiyeva, D., Kazetova, A., Madenova, L., & Yerbolat, B. (2023). The Effect of STEM Practices on Teaching Speaking Skills in Language Lessons. International Journal of Education in Mathematics, Science and Technology, 11(2), 388–406. https://doi.org/10.46328/ijemst.3060
Sokolovskaya, A. Y., Aleeva, G. K., Nikolaeva, L. N., & Zagidullina, G. F. (2023). Interference in teaching English to bilinguals. Research in Applied Linguistics, 14(1), 19380. https://rals.scu.ac.ir/article_19380.html
Toppo, N., & Rahman, R. (2020). The Role of Language in Sustainable Development: Multilingualism and Language Literacy in India. Ecodevelopment Problems, 15(1), 89–93. https://doi.org/10.35784/pe.2020.1.10
Turchyn, I., Zaitseva, S., Rudenko, N., Saienko, V., Kuzemko, N., & Denefil, O. (2023). Using Distance Learning Models as Opportunities for Blended Learning for Foreigners. Romanian Journal for Multidimensional Education, 15(4), 178–191. https://doi.org/10.18662/rrem/15.4/787
Yemelyanova, D., Tadeush, O., Dushechkina, N., Masliuk, K., Malyshevskyi, O., & Demchenko, I. (2022). Formation of Professional Self-Determination of Future Teachers of Non-Language Specialties when Learning the English Language. Romanian Journal for Multidimensional Education, 14(1), 305–321. https://doi.org/10.18662/rrem/14.1/520
Yerken, A., Urbán, R., & Nguyen Luu, L. A. (2022). Sociocultural Adaptation Among University Students in Hungary: The Case of International Students From Post-Soviet Countries. Journal of International Students, 12(4). https://doi.org/10.32674/jis.v12i4.4076
Yevstakhevych, A., Paryzkyi, I., Tomchuk-Ponomarenko, N., Yarova, O., Yatsykovskyy, B., & Chukhlib, A. (2021). The cluster initiative as a special economic project: European and Ukrainian practices. Financial and Credit Activity Problems of Theory and Practice, 5(40), 475–483. https://doi.org/10.18371/fcaptp.v5i40.245200
Yılmaz, K., & Temizkan, V. (2022). The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction. SAGE Open, 12(1), 215824402210783. https://doi.org/10.1177/21582440221078316
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Oksana Snigovska, Vira Babych, Anna Boiko, Yevhen Kharkovskiy, Vira Petliaieva
This work is licensed under a Creative Commons Attribution 4.0 International License.
