(1) an abstract,(maximum length of 250 words) and 6 keywords.

(2)an introduction (present the purposes of the study and provide background for your work. The introduction should contain a clear statement of what the manuscript is about, why it is relevant, the problem (example there is a lack of reseach in right-brain activities by using visual culture in academic literature),the purposes, background of the study, and the study’s contribution to the research gap.

Research Gap is:

The right brain plays an important initial role to identify the fundamental sounds related to a language (Qi, et al., 2019). A lack of scholarly literature about the pedagogy of right-brain activities. 

The Research Aim was:

To make teachers aware of using right brain practices when teaching a new language (Maltese language) to adults…the same like what they do with younger learners. The findings in this study could lead to instructional methods that potentially improve students’ success in learning a new language; especially the adult learners’ pronunciation and the retention of new vocabulary and grammar concepts. The fact that in Żammit (2021) study – which I uploaded, found that visual art and music are not being used in the adults’ classroom triggered the researcher to ask teachers who did TEFL and thus are trained how to teach English as a foreign language (i.e. unlike teachers of Maltese who did not do any TEFL training and thus may teach Maltese as a first language rather than as a foreign language); how to use visual culture in the classroom which perhaps they are using it with their younger students that they teach on a full-time basis.

The Research Questions were:

  1. How can an educator increase right brain activities in the language classroom?
  2. How can teachers present visual culture in the Maltese language classroom?
  3. Which language skills/competences are improved through visual activities?

 (3) literature review (including around 20 sources and also include a pertinent literature review with explicit international connections for relevant ideas. Discuss the findings of published academic peer-reviewed papers in the related field and highlight your contribution). I will upload two or three studies that the author could use for literature review besides others. The following should be included in the literature Review:

  1. Definition of right and left sides of the brain in language function and their differences
  2. The Maturational Hypothesis and adults’ plasticity, lateralization
  3. The Importance of Right brain function in learning a foreign language especially during the early stages of learning it (especially listening and pronunciation)
  4. The Definition of Visual Culture
  5. Activities involving visual culture in the language classroom: drawing what they are hearing/reading including: drawing and language acquisition, picture-based learning; the Memory Palace Approach; the slow reveal approach, graphics and motion on flashcards; matching card and other memory games; using visuals, and gestures for working memory; using charts, maps and graphs; alphabet tales; othographic mapping; infographics; memes;watching videos; kinetic typography videos; augmented reality; virtual reality; imaginative reading and wordless picture books.
  6. The language skills and competences (reading, speaking, writing, listening) that are improved through visual culture activities

(4) the Methodology is:  Mixed Methods; hence the results are going to be analysed qualitatively and quantitatively. The author should run NVivo and include the codes and themes generated by NVivo regarding the uploaded  transcript of a focus group of 27 teachers. The results are going to be validated quantitatively, perhaps by using a Chi-squared test and through member-checking. In this way the study should be valid and reliable. Research questions should be unmistakably stated. Clear descriptions of the participants along with strategies used to collect and analyse data should be described. There should also be reference to ethics approval.

The Participants and Convenience sampling:

Twenty-seven teachers who teach Maltese as a foreign language (MFL) to adults on a part-time basis participated in an online focus group. They teach MFL as private lessons at their home, online or at evening classes. During their full-time jobs, ten of these 27 participants worked as primary school teachers, five as middle school teachers, four as secondary school teachers and 8 participants are freelance teachers of adults who two of them teach Business English, one of them teach Medical English and five of them teach English as a Foreign language (EFL). All participants had a TEFL Certificate to teach English as a foreign language in Malta and abroad.

The open-ended questions which were used during the focus group:

1.           How can teachers present visual culture in Maltese language classroom?

2.           What activities involving visual art do you conduct in the language classroom?

3.           What is the Role of the Teacher when showing visual arts in a language classroom?

4.           Which language skills/competences are improved through visual activities?

5.           Can you mention some speaking, listening, writing or reading activities by using visuals?

(5) combining the results and discussion together by analyzing the quotations of the participants (27 teachers of Maltese as a foreign language to adults in their part-time jobs who teach younger learners in their full-time jobs), (I am going to upload the transcripts), and discuss them by comparing and contrasting to the findings of the literature review and building them up to contribute to the research gap,

(6) the limitations of the study,

(7) the recommendations,

(8) the Conclusion and

(9) the References which needs to be APA7 style and include DOIs when possible and should be current ones (2015 onwards).

The author should try to answer, come up with three research questions and include in the literature review the following questions: a) Could VR Be the next meaningful language Instruction? b) Is there a role for VR in language learning? c) How can virtual reality be used in the classroom? d) What excites you most about virtual reality in English Language education? e) As learning becomes increasingly digital, what problems does VR solve? f) What does effective VR language learning look like? g) How can VR apps be integrated into Maltese as a foreign language lessons? The writer needs to run NVivo when I will upload the participants’ transcript of the focus group and he should elicit the themes and codes from the NVivo, and draw at least two figures and three tables

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