Language barriers and MCQ duration for non-native English students

This study aimed to investigate the potential benefits and challenges associated with using social media in English language learning, focusing on English education students. The research used a mixed-method design, incorporating questionnaires. The benefits of using social media in learning English are multifaceted and significant. English learning also enhances their digital literacy and technology skills. Social media platforms provide learners with access to authentic language use in real-time contexts, allowing them to observe and engage with native speakers, which enhances their understanding of colloquial expressions and cultural nuances. the interactive nature of social media fosters active participation and communication practice, which are crucial for developing speaking and writing skills. Social media also offers diverse content, from educational videos and articles to interactive exercises and language learning communities, catering to various learning preferences and needs. English education students have identified several challenges when using social media for learning English, alongside potential solutions to these issues. Some challenges are perceived more negatively (distractions, language barriers, and material credibility), others are seen in a more positive light (maintaining focus and self-discipline and balancing time). The perception varies across different aspects of learning English on social media, highlighting the complexity of the experience and the individual preferences and challenges of the respondents. It is essential to consider these perceptions when designing educational strategies and support systems for learners on social media platforms.

A communication process can be considered success when the communicant receives and understand the message as what the communicators meant. This effective communication will result in the achievement of a communication goal. However, the effective communication might be difficult to happen when both interlocutors do not have the same native language. It happens because the language barriers may influence the process of understanding the message while the communication happens. To overcome the problem, the communicator applies some communication strategies. This comparative study used observations and interviews to examine the communication strategies used by first- and third-year English students of Universitas Gadjah Mada Indonesia during spoken interactions in English with exchange students from Cheng Du Textile College China. The objective of this study is to observe how the first- and third- year study overcome their communication problem while talking with non-English native speaker students and use the data as inputs to develop the next curriculum. The writer uses Tarone’s communicative strategies to identify the students’ strategies. The result shows that ‘Literal Translation’ is not used by English students while communicating with exchange students, ‘Circumlocution’ and ‘Message Abandonment’ are only used by third year students, ‘Appeal for Assistance’ and ‘Topic Avoidance’ are only used by first year students, third year students’ most used strategies are ‘Mime’ and ‘Word Coinage’, and first year students’ most used strategies are ‘Approximation’ and ‘Mime’.

International students at higher education in Indonesia encounter an extent of situations amid their adaptations in academic life. These experiences contribute to their satisfaction. As handful of studies within Indonesian context were conducted to identify the international students’ difficulties in adapting to academic life, teacher’s point of view toward the issue is barely available. This study centers at a teacher’s experience in dealing with the international students. Highlight is given to language barrier, not only encountered by the international students but also the teacher. A narrative inquiry was employed involving an academic leader who is also a teacher knowledgeable in internationalization agenda in higher education in Indonesia. Results of the study reveals that the academic adaptation of international students, with the focus of language barrier, was compounded by the absence of roadmap of internationalization policy in national and organizational levels, less-ideal classroom setting, and not effective interaction within classroom with the diversity of people involved. It is suggested that the policy on the proficiency of English language should be regulated to be mastered by students and teachers in international program. 
 HIGHLIGHTS:
 
 The lack of policy regulating standard of English proficiency level as entry requirement for international students becomes one of the causes of the language barrier problem that might hurdle the academic adaptation of international students.
 
 The composition of domestic and international students in a class as well as the lack of English proficiency of both the teacher and the students has contributed to the difficulties in academic adjustment.
 
 

The purpose of this study is to investigate the mobile tools (based on Web 2.0 platform) for language activities in English lessons for non-linguistics students as well for linguistics specialized group of the two universities. While the first group is only introduced of English basic lessons with many language barriers, the second group of English linguistics students is attending to study linguistic phenomena. The study involved 21 newly enrolled Master degree students in Teaching Learning Methodology program (VNU-UED) participating in an introduction program of the English for educational purposes, and 25 linguistics specialized 4-th year students from VNU-ULIS.
 The participants were allowed to use their own devices (smartphone, Ipad, Tablet, Laptop) during English lessons, as well as introduced mobile applications based on Web 2.0 platform for all their activities in and after the class (speaking, writing, reading, listening, translating and homework doing). The participants were interviewed about their effectiveness of using mobile phones as well as recorded in a number of activities inside and outside the classroom to compare their language evolvement, perception and development. In addition, surveys, recording, logging of weekly mobile activities and observations were performed.
 
 The study results indicate that focusing English linguistic training with a mobile technology is useful and fun for both groups in term of developing language skills, as well as technology competencies which can lead to improved integration. Using a BYOD/BYOTs both inside and outside the classroom the participants expressed their need, interest and self-confidence in having more mobile apps for English learning despite of having linguistics background or not.
 Keywords
 Mobile technology, devices and apps, English learning, Technology acceptance
 References
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Background and aims: This research aims to investigate the intercultural communicative competence (ICC) of English major undergraduate students at Heilongjiang International University. It delves into students' attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness to improve the students’ ICC. The research reveals that while students possess some level of ICC, there are areas where they lack confidence and knowledge. Materials and methods: The study draws on questionnaires to gather data from 181 participants and utilizes a five-point scale for interpretation. Results: Results indicate that students are unsure about their knowledge of cultural aspects, specifically the history, etiquette, and lifestyle of English-speaking countries. Similarly, they exhibit uncertainty in their skills of interpretation and relating, especially regarding sensitivity to intercultural differences and their language capabilities. However, they show confidence in their skills of discovery, interaction, and critical cultural awareness. For attitude, students display a willingness to engage in intercultural experiences, although they lack confidence in suspending their perspectives in conversations. Cultural awareness is apparent, but some students recognize the influence of their cultural identity on communication. The study also explores students' experiences and difficulties in learning English, such as language barriers, cultural gaps, and limited exposure to foreign cultures. Conclusions: The study concludes that while students have ICC potential, targeted interventions are necessary to improve their overall competence. Recommendations include enhancing language proficiency, cultural knowledge, and exposure to authentic language use and cultural references. Finally, students express their desire to improve listening skills, vocabulary, oral communication, grammar understanding, and intercultural competence, which should guide curriculum design and educational strategies.

The study identified university students’ levels of motivation and engagement, perceived benefits, and challenges in Massive Open Online Course (MOOC). It used the mixed-method research design and involved third- and fourth-year English language students (n = 61) who completed the Content-based Instruction (CBI) – MOOC offered by the Regional English Language Office, Manila, Philippines. The validated MOOC Learner Engagement and Motivation Scale (MEM Scale) was adopted to determine the learners' levels of motivation and engagement in MOOCs. A focus group discussion was also done to determine the students’ perceived benefits of and challenges in MOOCs. Results of the MEM Scale show that the students had upper-medium level of motivation (x̄ = 3.54) and a high level of engagement (x̄ = 4.22) in the CBI – MOOC. Also, the data revealed five perceived benefits of MOOCs: 1) appreciation of the self-paced learning; 2) complementation to formal learning; 3) international certification; 4) provision of professional development opportunities; and 5) attainment of intercultural competencies. Generally, the students experienced five challenges while enrolled in the course: 1) language barriers; 2) lack of social interaction; 3) digital divide; 4) time-related constraints; and 5) challenging course content. Given the benefits of MOOCs, higher education institutions (HEIs) are encouraged to incorporate open online courses in the learning experiences of their students. Further, it is recommended that HEIs extend available resources to participants to lessen the perceived challenges of MOOCs which could promote higher levels of motivation and engagement of the students in the courses.

This study aimed to investigate the perceptions, potential benefits, and challenges associated with the utilization of social media in English language learning, with a particular focus on English education students. 20 students participated voluntarily. This research applied a mixed-method research design by utilizing a questionnaire and interview. Positive aspects, such as real-life practice and connections with native speakers, coexist with divergent views on engagement, convenience, and cost-effectiveness. The mixed perception regarding its impact on motivation emphasizes the intricate nature of this educational medium. Identified challenges, encompassing distractions and language barriers, highlight the multifaceted nature of the experience. Positive perceptions, including maintaining focus and effective time management, provide a comprehensive understanding of learning English on social media. The diversity in perspectives underscores the need for a tailored approach to leveraging social media benefits for language education. Students' suggestions offer valuable strategies for mitigating challenges, ranging from improved data accessibility to a deliberate focus on educational content. Individualized recommendations, such as adaptive learning approaches and goal setting, provide practical avenues for educators and learners. The article emphasizes the importance of crafting educational strategies with a nuanced understanding of students' perceptions, contributing to the continual refinement of language education in contemporary digital landscapes.

This research aims to find out the non-English students’ attitude towards English language at IKIP PGRI Pontianak. In this research, the form of research is descriptive mixed method. The subject of the research were non-English students’ of IKIP PGRI Pontianak. The data were taken through close-ended questionnaire and unstructured interview. In analyzing the data, the interactive model of data analysis proposed by Miles and Huberman was used. The sample was selected used a quota sampling. The result of this research based on the data collected showed that the respondents tend to have positive attitude towards English language. From the results of the questionnaire on the Likert scale of 52.69%, it indicated the agree category. This value shows that the average number of non-English students agrees. Thus, it can be said that the attitudes of non-English students tend to have a positive attitude towards English. The results of the data and conclusions in this study are real results obtained from the data source itself.

Task-Based Language Teaching (TBLT) is one of the approaches that can significantly enhance students’ communicative language competence. Numerous studies on TBLT demonstrate favorable outcomes, and a notable number of educators affirm that TBLT is among the effective approaches they can employ. By the same token, many students view TBLT positively. However, a significant portion of recent research seems to concentrate exclusively on English students, while TBLT holds potential applicability for non-English students across various disciplines. These students exhibit distinct characteristics due to language exposure in the classroom. This study investigates non-English students' perception of TBLT practice, specifically civil engineering students at Politeknik Negeri Bengkalis. The purposive sampling technique was used, 47 students who learned English with the TBLT approach. This study utilized a perception questionnaire comprising 17 items. It covers three essential considerations in TBLT namely the nature of tasks (5 items), the difficulty level of tasks (6 items), and the teacher’s roles during the practice (6 items). The finding revealed that non-English students had a positive attitude towards TBLT, as they expressed strong agreement with the positive statements in all three constructs. This shows that TBLT is viewed favorably by English and non-English students alike, regardless of their characteristic differences.

Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part, answered more items correctly on a home-language mathematics test, compared to a similar Englishlanguage math test, regardless of their level of home-language literacy. Additionally, former ELL students are often unable to exhibit their content-area knowledge on English-language achievement tests, possibly due to language and cultural barriers. In summary, the results show that the achievement test results of ELL students, when tested in English, are not always valid measures of their content-area knowledge.

This Google translation (GT) is one of main importance tool for students in assisting them in translating English words or sentences. Many researches have investigated its importance to aid students in learning, but still limit research focuses on how GT as English learning tool assist non-English department student. The current research tries to fill the gap by researching how Google translates support non-English department students in learning English viewed from students’ lens. This research used qualitative research, using case study. The participants of this research consist of 10 non-English students in Faculty of Teacher Training and Education of Universitas Muhammadiyah Parepare. The researcher conducted interview via WhatsApp voice note to obtain the data from the participants. The data then analyzed using Miles & Huberman pattern. The result of this research showed that GR is a good application to support non-English students in learning English. It was found that the app become very helpful tool in learning English with variety features like, direct typing translates, camera translate, offline translate, voice translate, and easy to use tool to enrich English vocabulary, enrich English sentences, pronouncing appropriate English words. Beside many advantages, the result also showed that GT still has trouble in it like wrong translation in what the learner wanted to know the translation. Another result showed that to get better translation we need to use online GT especially in translate long sentence. It can be concluded that Google translating tool can be chosen as main supplementary learning tool particularly in learning English.

<p>Learning is the process of acquiring knowledge and knowledge, mastery, skills and character, as well as the formation of attitudes and beliefs in students. To achieve the goals of learning, various kinds of learning techniques, methods, and strategies can be used in the classroom this research was conducted to investigate what kind of learning strategies used by the English students and non-English students from international classroom in learning English. This study was conducted by using survey design and the data was collected in one public university in Jambi Province, Indonesia. There were 44 students consisting 20 students from non-English department and 24 students from English department. There were the differences found between strategy used by English department students and non-English department students. From the result metacognitive which became the most highly use strategy by non-English department students tend to used metacognitive strategies. However, students from English department used social strategies as their learning strategies it is important for language learners to know what learning strategies suit them. Because every student has a difference learning strategies in learning English. However, there are other factors that influence the success of students in learning languages, such as motivation, gender, learning style, language teaching method and others. This is a suggestion for future researchers to conduct research related to this matter.</p>

The aims of this study is to provide insight into the motivation of non-English students at various levels, which can be used as a reference for our knowledge of the elements that influence non-English students' interest and motivation in learning English courses. Non-English students often have different goals and do not prioritize learning English in the same way as English students, who are more likely to have strong motivation and a methodical approach to learning the language. By looking at these issues, this study hopes to find information that can be used to modify English language teaching strategies to better suit their needs and improve language learning outcomes. This study uses quantitative, involving systematic data collection and analysis to measure the level of motivation among Non-English language students used in learning their English language courses. This quantitative research method includes questionnaires to collect data, followed by statistical analysis to draw conclusions and make inferences about the variables studied. From the results was founded that internal factors indicate that many students prioritize English proficiency for both academic and professional objectives, establish goals, and feel confident in their ability to improve. Their intrinsic motivation is also influenced by their enjoyment of English learning activities, such as practicing and completing assignments, demonstrating a favorable relationship between learning methodologies and personal objectives in English acquisition. Then, external factors, the data shows that students' enthusiasm to learn English is greatly increased by external variables including peer support, efficient teaching strategies, and readily available resources. Important components include group activities, exposure to English-language media, and instructor feedback. Peer and learning environment help further boost motivation, demonstrating a direct correlation between using successful learning tactics to increase English proficiency and outside assistance.

A comparative study of the phrase frames used in the essays of native and nonnative English students

Listening music through music streaming has become part of tertiary students’ activities. Music streaming is one of the media that can improve students' English pronunciation. The purpose of this research was to investigate three students’ perceptions from different Universities in Indonesia on the use Spotify application in improving English pronunciation. A qualitative research method with thematic analysis was applied in this research and the subjects of this research were three students; one English student and two non-English students, based on the parameter of the feature of Spotify, namely; the students’ interest and the students’ motivation (Andriani et all, 2018; Rahmania & Mandasari, 2021). Three themes were found on the interview, namely; Accessible and Flexible Feature, Interesting Media for Learning and Practicing English Pronunciation. The results of this research revealed that the use of Spotify feature on the English pronunciation of all participants increased the students’ pronunciation, particularly in terms of word and meaning. Two non-English students did not pay attention to the elements of English pronunciation; vowel, stress, rhythm, pitch and intonation. However, only English students pay more attention and more comprehensive elements of English pronunciation. It proves that educational background had an effect on improving students’ pronunciation