Exploring Teacher Perspectives on the Effectiveness of AI Tools in Enhancing Students’ Engagement in English Language Learning

Background: Reading proficiency plays a pivotal role in language acquisition, influencing comprehension levels. However, while the SQ3R method has been identified as a tool for enhancing reading skills, its practical application and effectiveness in high school English settings are insufficiently studied, revealing a significant research gap. Methodology: This research employs a mixed-methods approach utilizing the Quan-qual model to address this gap comprehensively. Quantitative methods entail a true experimental design involving control and experimental groups, with 54 class X students purposively sampled. Additionally, qualitative data were collected through interviews with four representative students. Findings: The findings reveal the effectiveness of the SQ3R method in improving reading achievement, supported by significant score enhancements in reading tests. Interviews with students also indicate positive attitudes toward SQ3R, boosting their motivation for reading. These results emphasize SQ3R's potential to elevate high school students' reading skills and enhance engagement in English language learning. Conclusion: This study underscores the effectiveness of the SQ3R method in enhancing reading achievement among high school students. Utilizing a mixed-methods approach, it reveals substantial score enhancements in reading tests and positive student perceptions, indicating increased motivation for reading. These findings highlight SQ3R's potential to elevate reading proficiency and engagement in English language learning, offering valuable insights for educators and curriculum development. Originality: The research identifies a gap in the exploration of the SQ3R method's application in high school English language learning, particularly regarding its effectiveness and students' perceptions. Further investigation is necessary to delve into qualitative aspects and involve diverse samples for a comprehensive understanding of English language learning in high school contexts.

This study aimed to determine whether the Students’ Facilitator and Explaining method can enhance students’ speaking skills at the second-grade students of SMK Negeri 2 Kota Sorong. The research used a quantitative method with a pre-experimental design by applying one group pretest-posttest design. The data were obtained through pretest and posttest. Based on the analysis, the mean score of pretests was 2.75 and posttest was 3.29. The t-test value was 2.94, which was higher than the t-table value 1.771 at a significant level of 0.05. It means that the alternative hypothesis was accepted, and the null hypothesis was rejected. Thus, it can be concluded that the Students’ Facilitator and Explaining method can enhance students’ speaking skills at the second grade of SMK Negeri 2 Kota Sorong. The findings of this research indicate that when students are actively involved in explaining and facilitating learning activities, their confidence, fluency, and vocabulary use improve significantly. This method encourages peer interaction and collaborative learning, allowing students to express their ideas more effectively and build better communication habits. Furthermore, the implementation of this strategy creates a more student-centered classroom atmosphere, where learners are motivated to participate and take responsibility for their own progress. Therefore, it is suggested that teachers apply the Students’ Facilitator and Explaining method as an alternative and effective technique to develop students’ speaking competence and engagement in English language learning.

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

This study explores the relationship between students' communicative competence and the use of digital media, specifically YouTube, in English language learning. The research focuses on college students majoring in English Literature at Pamulang University, with a focus on third-semester students in the Academic Presentation course. English language learning strategies are influenced by various factors such as motivation, environment, and personality, with communicative competence being a critical factor in students' ability to effectively use English in social contexts. The study investigates how the use of digital media, including YouTube, enhances students' communicative skills by providing a platform for performance evaluation and global exposure. Students who engage with digital media find that it boosts their confidence and responsibility, as their presentations can be viewed by a wider audience, encouraging them to refine their language skills. Qualitative research, including pre-tests, interviews, and observations, reveals a notable improvement in students' presentation skills when compared to offline performances. The findings suggest that digital media not only supports language acquisition but also promotes the development of communication, critical thinking, and cultural awareness. Ultimately, this study emphasizes the importance of integrating digital media into language learning to foster communicative competence and enhance overall academic performance.

ABSTRACTThe number of computer assisted assessment (e-assessment) applications in higher education is increasing rapidly. While e-assessment tasks have provided a distinctive learning environment to students and, at the same time, helped university academics to cope with the increased number of students with fixed resources, little has been reported in the literature on the impact of e-assessment programs on students' learning behaviour. This paper reports on a study that incorporated a formative e-assessment tool to give students multiple submission opportunities and to answer students' questions. By encouraging students to correct errors and to receive award marks, it enhanced students' engagement in learning. Results showed that the approach was effective in encouraging students to take action on the feedback provided by the e-assessment program. By correcting the errors they made, students' performances were improved.

The use of language as a means of communication inherently entails encountering obstacles, particularly in mastering spoken expression for effective comprehension. Thus, the acquisition of language skills demands inventive approaches to instruction. This research endeavors to enhance students’ motivation and proficiency in English speaking by introducing Greeting Card Media in the educational setting of Class VIII E at SMP Negeri 2 Bengkulu City. The research adopted a descriptive qualitative approach, utilizing Classroom Action Research and a case study design. The study involved 34 students from Class VIII E as participants. Pre-test and post-test assessments were employed as research instruments, revealing an average pre-test score of 59.56 and a post-test score of 87.21. These results underscore the efficacy of greeting cards in enhancing students’ speaking proficiency. Among the 34 students engaged in English language learning, the integration of greeting cards as a pedagogical tool proved pivotal. The findings demonstrate a notable increase in students’ speaking motivation during English lessons, as evidenced by the transition from an initial average motivation score of 59.56 to a post-test score of 87.21, affirming the positive impact of greeting card media on language acquisition and student engagement.

Research on learners’ commitment to English language learning in the field of second language acquisition (SLA) around the world is predominantly characterized by a positivist and quantitative approach. Conventionally, this type of studies uses the psychological construct ‘motivation’ to account for learners’ efforts in language learning practices. Such paradigmatic orientation constituted a knowledge gap on the role of society, structural inequality, and uneven distribution of resources in English language learning. To address this gap, with a poststructuralist approach, this paper reports on an in-depth narrative case study of an underprivileged learner’s engagement in English language learning in Bangladesh through Darvin and Norton's (Ann Rev Appl Linguist 35: 36–56, 2015) expanded model of ‘investment’, a sociological counterpart of the psychological theory of ‘motivation’. Data for the study were collected over a two-year period through narrative interviews, a written autobiography, and informal conversations. The collected data were analyzed deductively following Polkinghorne's (Int J Qual Stud Educ 8: 5–23 1995) ‘analysis of narrative’ approach in connection with the expanded model of ‘investment’ which focuses on identity, ideology, and capital. In particular, findings demonstrate that (a) imagined identity and group membership influence commitment to language learning; (b) ideologies embedded in language education policy, linguistic gatekeeping, and methodologies of English language teaching configure language learning practices; and (c) the fluid nature of the three forms of capital (i.e., economic, social, and cultural) enables the participant to engage in learning English. The findings of this study have implications for language educators and second language acquisition (SLA) researchers.

The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers’ workload, ability to use technology as well as availability the technology to use.

Artificial Intelligence (AI) has developed significantly over the past few years and is widely applied in language learning. Through complex algorithms, AI supports learners in all four English language skills including listening, speaking, reading and writing. This study investigates English majors' perceptions of AI and its tools in English language learning and examines how they utilize AI in their learning process and provides recommendations for better application of AI in English language learning. A descriptive quantitative research design was applied, with data collected through a survey questionnaire conducted via Google Forms. A total of 200 university students took part in the study during the second semester of the 2024–2025 academic year. The findings indicate that students mostly have positive perceptions of using AI in English language learning. In terms of how students' use of AI tools in English language learning, the findings present that students frequently use popular AI tools such as ChatGPT and QuillBot AI to enhance their English skills. Additionally, AI tools are not only used for improving language skills but also for translation, summarization, and generating suggestions. Although AI technologies have been integrated into education, students tend to use these tools more often at home, possibly because of limited technology use and traditional teaching methods. Notably, despite their frequent use of AI, students do not fully trust the results it generates. The findings serve as a valuable reference for teachers and educators, contributing to the advancement of English language teaching and learning in the Industry 4.0 era within the evolving educational landscape of Vietnam.

The emergence of Edtech apps has contributed to the quality of education in general and English language teaching and learning in specific. With the help of Edtech Apps, learners can experience the real world easily and be motivated in learning. Nevertheless, the proliferation of Edtech Apps varies from one context to another. This mixed methods study aims at exploring the utilisation of Edtech apps in English language learning (ELL) from the learners’ perspectives. A group of 122 English as a foreign language (EFL) students from a high school in Vietnam partook in answering the closed-ended questionnaire and fifteen of them taking part in the semi-structured interview. Two types of data, namely quantitative and qualitative data, were generated. The former was processed using the SPSS software, while the latter was analysed thematically. The findings unravelled that EFL students had positive attitudes towards the deployment of Edtech Apps in ELL, and they believed that Edtech Apps in ELL were useful, easy for use, and motivating. The study also highlights some pedagogical implications to leverage the quality of English language teaching and learning.

Enhancing Students’ English Language Learning Via M-Learning: Integrating Technology Acceptance Model and S-O-R Model

Enhancing students’ English language learning via M-learning: Integrating technology acceptance model and S-O-R model

Technology has brought much improvement in English teaching and learning since its inception years ago. Undoubtedly, technology has changed the traditional English teaching and learning method, in-class, and out-of-class, with the teachers making the most of the multipurpose-functions that technology offers, especially, in this new norm era. However, as many as advantages the technology brings in English language classrooms, its drawbacks need to be addressed as well. Thus, this study aims to determine the drawbacks of technology in English language teaching and learning as perceived by university students in Malaysia. This study employed a quantitative research method using a survey design. The instrument used for this study was a set of questionnaires that was randomly distributed to students from different universities via google forms. The questionnaire consisted of 30 items which covered four sections: demographic profiles, cost of technology, language teaching using technology and language learning using technology. 85 students responded to the questionnaire and became the participants of the study. The findings revealed that university students in Malaysia perceived using technology in English language learning as the major drawback. The second drawback was the cost of technology, and finally, English language teaching using technology. The findings also revealed the students’ gender and fields of study had no influence on the drawbacks of technology in all three aspects. It can be concluded that the paradigm shift of using technology in the English language teaching and learning has also had its downside, especially in the students’ learning process.

The Regional English language learning (ELL) project in the American Spaces Philippines was established at the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP) in the fiscal year 2013 as a response to a study which showed the modest state of English language teaching and learning in the country. The project, a cooperation between English as a Foreign Language (EFL) educators and administrators at partner schools, universities, and American spaces in the archipelago counterparts and funded by the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP), was aimed at assisting with the production of more and better-qualified English as a Foreign Language (EFL) educators and administrators.

Gamification in English language learning comprises of game mechanics which involve points, badges, leader boards and rewards. It is one of the approaches that has been used by the educators to change the pace of lesson in learning English. This approach has been used in the class because of the benefits that it can offer in English language learning. This paper focuses on the use of gamification in English language teaching (ELT) and learning by looking at the advantages it has brought to language skills. Gamification can be used in the teaching of the different skills in English and in terms of its benefits to English language learning, gamification makes learning more effective by making grammar learning more pleasurable, vocabulary memorisation more successful, communication and cooperation easier to be practiced and others. It is hoped that this paper will add to the literature on the applications of gamification in ELT and lead to the betterment of ELT in second language setting particularly in Malaysia.