Abstract
This study is aimed at examining the effectiveness of using Scratch Coding Activities (SCAs) in English Language Learning (ELL) to enhance computational thinking skills necessary for the twenty-first century and language growth, notably in reading comprehension. In addition, this paper discusses Pre-Service Teachers' (PSTs) interests and motivation in learning English through SCAs. The research was conducted in a higher education English for Young Learners (EYL) class. In this investigation, a quantitative study using frequency and percentage analysis was applied. There were 64 volunteers divided into two groups: control and experiment. The findings demonstrated that weaving SCAs in EYL class improved the students' language mastery, computational thinking skills, interests and motivation in ELL.
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