Year: 2026
Type: article
Study design: Clinical Trial
Abstract: Despite the growing recognition of the need for specialized training in emergency language skills, educational frameworks in which disaster scenarios are integrated into language pedagogy remain underdeveloped. Therefore, this quasi-experimental study is designed to investigate the efficacy of situational teaching methods in enhancing learners’ emergency language competencies. A quasi-experimental test is used to assess the participants’ ability to process and communicate information related to critical disasters in a multilingual environment by measuring their pre-test and post-test learning outcomes. The results indicate a statistically significant improvement in the application of emergency language skills, emergency professional knowledge, and the ability to communicate emergency language following the scenario-based training. These findings highlight that the use of context-driven teaching methods, compared to traditional teaching methods, helps to compensate for the deficiencies existing in the current educational framework and effectively enhances learners’ emergency language proficiency.
Source: Frontiers in Education
Authors: An Zhu, Jing Wang, Yan Li
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,353
OpenAlex ID: W7125425746