Tangible progress: Employing visual metaphors and physical interfaces in AI-based English language learning

Impact of Anxiety in English Language Learning of Second Language Learners

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.

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.

Learning a language is not merely learning its grammar. There are some other factors which should be covered in language learning, e.g. language in use, or meaning and communication. In other words, L2 learners of English not only need to reach grammar competence, but also pragmatic competence. Unfortunately, pragmatic competence is rather neglected as language learning and teaching, most of the time, puts emphasis on grammar competence. Hence, in this paper, I would like to discuss the importance of integrating pragmatic competence, in this case, conversational implicature, in English language teaching and learning materials. A previous study, conducted by Manowong (2011), reported that non-native speakers of English have difficulty in interpreting conversational implicature. Thus, teachers should make great efforts to help the learners raise their conversational implicature awareness. One of the most effective ways to raise learners’ awareness on conversational implicature is by making use of authentic materials. Movies could be great sources to help learners raise their conversational implicature awareness. Therefore, in this paper, I would like to propose a model of materials which integrate some scenes of a movie that might be useful for teachers and learners in English language learning and teaching. Keywords: Raising pragmatics awareness, conversational implicature, movies

This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language (EAL) learners taught by EAL teachers. In the second context EAL and English first language (L1) learners were taught by L1 teachers in integrated classes. The three groups of Grade 1 learners were assessed on the semantic subtests of the Diagnostic Evaluation of Language Variation Criterion, Referenced Edition, which evaluate the psycholinguistic processing skills underlying lexical acquisition and organization. Vocabulary learning is central to the development of academic language and literacy. There were statistically significant differences between the three groups on all measures. The EAL learners in the first context had significantly lower scores than the EAL and L1 learners in the second context, and the EAL learners in the second context had significantly lower scores than their L1 peers. Pre-school exposure to English and gender did not have significant effects, except on the subtest assessing fast mapping of novel verbs. The results provide information on what can reasonably be expected from EAL learners in Grade 1, suggest language skills that can be addressed to support the learners, and have implications for language in education practices with EAL learners in different educational contexts. Keywords : educational contexts; English Additional Language learners; vocabulary acquisition

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.

This study assessed students’ knowledge by looking at their learner autonomy in English language learning, the extent of language learning strategies and their English language proficiency. A descriptive method of research was used in this study. The respondents of this study were senior high school students of Magsaysay District during the second semester of the Academic Year 2022-2023. They were selected through a proportional random sampling technique. Several instruments were used by the researcher including the survey questionnaires about learner autonomy in English language learning, the extent of language learning strategies as well as the students’ English language proficiency. It was found that the senior high school students of Magsaysay District have a high level of learner autonomy in English language learning in terms of cognitive, affective motivational, action-oriented and social while moderate in terms of metacognitive. Senior high school students of Magsaysay District have a high level of language learning strategies in terms of compensation, social, metacognitive, cognitive, memory and affective. They have an average level of English language proficiency in terms of grammar, vocabulary and reading comprehension. Findings also showed that there is a significant relationship between learner autonomy in English language learning and language learning strategies, between language learning strategies and English language proficiency. However, learner autonomy in English language learning does not affect English language proficiency. Furthermore, results indicate that cognitive best predicts learning language strategy, as well as English language proficiency and cognitive strategy best predicts English language proficiency. In conclusion, the higher the learner autonomy in English language learning, the higher the extent of language learning strategies and the higher the extent of language learning strategies, the higher the English language proficiency.

Education system should use technology. The domination of technology had influenced in all human aspects especially education. In modern Education, both language learning and technology influence by each other. Many variations of English language teaching and learning activity improve English language skill combined with appropriate teaching tool or media. Mobile assisted language learning as one of sophisticated technological tool in education performs many advantages to teach English language learning for improving students English skills. Moreover, English lecturers prefer to utilize it to teach English for Islamic Studies. This research was qualitative research. It was conducted at Islamic Institute of Riyadlotul Mujahidin Ngabar Ponorogo. The subjects were second semester students of Islamic Religious Education department and this reserach only focused on teaching English for Islamic Studies used Mobile Assisted Language Learning. The data in this research was collected by interview, documentation and observation. The research showed that the implementation of Mobile Assisted Language Learning had given students’ opportunity to understand English for Islamic studies material through several applications in android system. Those applications are U Dictionary, Google, Youtube, Thesaurus,Pdf Reader and Whats app. Mobile Assisted Language Learning support teaching English for Islamic Studies determined from the following indications: firstly, students really enjoyed and were more enthusiastic in learning process. Second, they understood easily about English for Islamic Studies material. Then, younger students prefer a modern style in English language learning. The last, English language communication between teacher and students had been realistically happened. The obstruction was about the cell phone signal. To maximize the use of global digital learning, this article eventually persuades that MALL is implemented for EFL teaching and learning particularly for teaching English for Islamic Studies at Islamic Higher Education.

The continuous claim about the unsatisfactory performance of Malaysian graduates during interviews and at workplace in relation to their communication skills in English is alarming. This raises questions about the extent to which future workforce is prepared for this globalised world which requires them to interact and collaborate with individuals not only from their own country but also from other countries. At higher learning institutions, many English language educators face challenges in creating language learning environment that supports intercultural communication. In preparing future workforce for international communication, English language teaching and learning needs to go beyond the four walls of a classroom, over to other regions. An alternative to provide such language learning environment is by designing e-collaborative learning that provides opportunities for language learners to learn the language with students from other countries in a meaningful way. This paper showcases the impacts of e-collaborative English language learning conducted between engineering students of one technical university in Malaysia and one higher learning institution in Bordeaux, France for about one semester. At the end of the semester, the students from both countries wrote a reflection of their experience. The data from the reflective writing were analysed using thematic analysis to highlight the impacts of the e-collaborative learning on students' intercultural communicative competence. This study highlights key considerations to structure e-collaborative language teaching and learning among students of different regions.

Objective: This study examines how Cooperative and Work-Integrated Education (CWIE) practices intersect with English language teaching and learning for public administration students at a Thai public university. It identifies related pedagogical challenges and aligns with Sustainable Development Goal 4 by exploring how CWIE can enhance language development and promote quality education. Theoretical Framework: The research is grounded in three theories, namely: (a) Piaget's Cognitive Development Theory, (b) Atkinson's Model of Achievement Motivation, and (c) Bandura's Social Learning Theory. Method: A qualitative, phenomenological approach was employed. Data were collected through participatory observation and interviews with a purposive sample of administrators, teachers, and students. Thematic analysis of English-transcribed data uncovered key themes in cooperative education and English language learning. Results and Discussion: Integrating additional English subjects, employing foreign instructors, facilitating international exchange programs, conducting English camps, and offering special courses significantly support English language teaching and learning. However, challenges persist, including limited exposure to English-speaking environments, native-speakerism ideologies, student motivation, and the dominance of Thai as the medium of instruction. Research Implications: CWIE programs help enhance the English proficiency of Thai public administration students but face barriers that need strategic solutions. Future studies should assess their long-term impact on language skills and employability. Originality/Value: This research promotes quality education and policy by helping students acquire global workforce skills and improve their English language proficiency, while addressing challenges in novel and non-native environments.

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.

The purpose of this study was to investigate the English language problems and learning strategies. The study employed a survey design which involved administering questionnaires of rating scales, using Rubin, J., & Thompson, I. (1994) and Rebecca Oxford (1990) Strategy Inventory for Language Learning (SILL), to measure English language problems and language learning strategies from 10 Thai students of English Study Program of Teacher Training and Education Faculty at Riau Islamic University. The result of this study revealed that the most serious problem of Thai students in English Language Learning is listening and writing skills while reading skill is the least problem. Another big problem involved being unable to write an essay within limited time and always have a listening problem. Beside, the problem least mentioned is unable to understand classroom lectures in English. All Participant reported a high frequency use of strategy on the SILL. The participants reported using social strategies most frequently and metacognitive strategies least frequently but in medium range. The most frequently used strategies involved asking lecture or classmate for helping. Not trying guess if they do not fully understand what is being said was the least frequently used.

PurposeThis research shows how social media has affected learning at present during the COVID-19 pandemic and how it has become the largest and most convenient area of communication. In the current scenario, it seems that social networking sites not only had a profound impact on our social structure and intra-social interaction, but also affected education in general and learning English language in particular. It has been proven that these various social media platforms have created a realm of digital environment in today's new-age learning. Social media platforms are social networking sites through which people interact and communicate with each other easily and conveniently. Undoubtedly and unquestionably, social networking has been proven to be a global phenomenon that has caused a vast paradigm shift in the world of Learning and education during the current pandemic. Therefore, the present study aims to reach the extent of the impact of the various social media platforms on learning English language during the COVID-19 pandemic from the students' point of view.Design/methodology/approachThe study was conducted at the undergraduate level for English language learners. The sample comprised 166 undergraduate students at Najran University. A survey questionnaire was administered to find out the impact of various social media platforms and social networking sites on learning English language in the academic year of 2020 due to the COVID-19 pandemic and to highlight possible suggestions for improving future virtual language learning.FindingsThe findings of the study contributed to the area of online learning of English language during the COVID-19 pandemic. Final results confirmed that the utilization of social media has been significantly perceived to have positively impacted learning English language in terms of writing style, reading skills, listening and lexical variation, communication skills and grammar usage.Practical implicationsThe findings of the study can serve as fundamental indicators to implement prompt pedagogical reformations, for which a number of pedagogical implications can be proposed. Another equally important pedagogical implication is to design and provide professional development and training sessions to both students and educators on the ultimate utilization of social media as instructional technologies in the context of English language teaching and learning.Originality/valueThis research provides insights in developing policies to assist with the integration and utilization of social media platforms as instructional technologies in the context of English language teaching and learning and how institutions can respond to the advent of advancing technology, especially during and after the COVID-19 era. A model to improve online English language learning process is recommended as a guideline for all educators offering online learning.

Today classroom language learning and teaching is a more complex tack and a challenging job for language teachers. The may find ourselves in a position where all ICT technologies is create our disposal for example - computer, internet, video, etc. Though at some point, we may find ourselves in a place where even a blackboard is sufficient and effective tool for teaching, learning process of language. The present paper will focus on task-based approach in English language learning. At first, the papers will discuss the language teaching methods especially, the student / learner-centric methods in English language teaching. It attempts to state how task-based teaching lead to language learning It also tries to state how linguistic competence is developed and how it involves the process of understanding, thinking and stating com outcomes. The learners engaged in an effort to understand and express meaning in their target language. The learner. in a task-based classroom can get their meaning across by means of ungrammatical expressions with the use of task-based approach learners can achieve grammatical conformity in their use of Target language. In the present paper we will discuss the difference between various student/learner-centric methods. It will highlight the task-based approach in English Language Teaching + The paper will try to illustrate the Task-based Approach with the help of various tools used in the actual English language classroom. This particular method will be helpful for creating rule focused activities, form focused activities, meaningful activities and meaning focused activities. It helps to create more interactive groups of learners in the English language classroom. This approach tries to create interest and enthusiasm among the learners regarding the Target language. This paper intends to create resourceful language teachers in any kind of circumstances. It tries to bridge the gap between language study and language use. In short, the paper presents an effective learner-centric method for English language Teaching in real classroom situations.