Language Learning Ability Research Articles

Effects of Screen Time on Foreign Language Learning in College Students

In recent years, with the development of the Internet, the Internet provides us with endless resources, and the development of mobile communication technology makes college students use screen time in most of their lives. Many different network technologies, apps, etc., have a great impact on college students foreign language learning. How to use screen time to improve students foreign language learning ability and promote the development of education has become the focus of foreign language teaching. Through a questionnaire survey of 20 college students and a semi-structured interview, and through the analysis of the data, it is found that more college students tend to use mobile assisted learning (MALL) to learn English, but it also leads to more problems. From the perspective of college students, this paper discusses the impact of screen time on college students, as well as the opportunities and challenges brought by MALL to college students English learning.

Analysis of Teachers' Efforts to Improve Elementary School Students' Reading Comprehension Ability in Indonesian Language Learning

Analysis of Teachers' Efforts to Improve Elementary School Students' Reading Comprehension Ability in Indonesian Language Learning

Unsupervised phoneme and word acquisition from continuous speech based on a hierarchical probabilistic generative model

Humans can divide the perceived continuous speech signals, which exhibit double articulation structure, into phonemes and words without explicit boundary points or labels and thus learn a language. In constructive developmental studies, learning the double articulation structure of speech signals is important for realizing robots with human-like language learning abilities. In this study, we propose a novel probabilistic generative model called the Gaussian process-hidden semi-Markov model-based double articulation analyzer (GP-HSMM-DAA), which can learn phonemes and words from continuous speech signals by hierarchically connecting two probabilistic generative models (PGMs), namely, the Gaussian process-hidden semi-Markov model and hidden semi-Markov model. In the proposed model, the parameters of each PGM are mutually and complementarily updated and learned, enabling accurate learning of the phonemes and words. The experimental results reveal that GP-HSMM-DAA can segment continuous speech into phonemes and words with higher accuracy than the conventional method.

The Relationship between Language Mindsets and Foreign Language Anxiety for University Second Language Learners

The learning of a second language is distinct from other types of learning, and involves a complex interplay of cognitive, affective, motivational, and emotional factors. Two important factors are language mindsets, the beliefs that learners hold regarding their language learning ability, and foreign language anxiety, the language classroom-specific anxiety that many learners experience. The purpose of this quantitative correlational study was to discover whether a relationship exists between language mindsets and foreign language anxiety for second language students at a large university in Virginia. The study used four bivariate linear regressions to examine correlations between the predictor variable, foreign language anxiety, and four language mindset-related variables, overall language mindset and its three subdimensions. Results indicated a significant, moderate, positive correlation between foreign language anxiety and fixed mindsets on three of the variables, and a significant, small, positive correlation on the fourth. The study therefore demonstrated a relationship between language mindsets and foreign language anxiety, such that higher levels of anxiety correlate with fixed language mindsets, and lower levels with growth mindsets. These findings have implications for classroom practice; efforts at lowering anxiety and encouraging growth mindsets ought to mutually strengthen one another and improve student outcomes. Suggested areas of future research include duplicating this study with different demographics and conducting multiple regression analyses between language mindsets and several other variables of interest.

A Critique of the Computer-Based English Speaking Test in Fujian (CEST-FJ)

This essay applies Bachman and Palmer’s (1996) Test Usefulness Framework to scrutinize the reliability, construct validity, and impact of the Computer-based English Speaking Test in Fujian (CEST-FJ). The CEST-FJ’s inclusion in the National College Entrance Examination (NCEE) represents a positive step towards promoting communicative ability in English language learning in China. The computerized administration and scoring processes enhance the test’s reliability and control over construct-irrelevant variance. However, limitations such as potential variations in difficulty, construct under-representation of communicative competence, challenges for pronunciation assessment in the context of English as an International Language (EIL), and the non-compulsory and low-value nature of the test have been identified. Additionally, the lack of transparency surrounding the CEST-FJ hampers assessment and accountability. This essay emphasizes the need for more theoretical and empirical research to justify or enhance the test in the future, particularly in light of its high-stakes nature and influence on test-takers’ university admissions. Test designers are urged to prioritize transparency and provide more information to facilitate further research and ensure the effectiveness of the CEST-FJ.

Bias Gender on Language Learning

The diversity in the process of learning language is wonderful, especially the diversity between males and female student on their understanding in learning English as foreign language which is relate to their language learning competence. In this case the language learning abilities are biased by gender which affected their learning output. Hypothetically, there must be relations between the gender identity and learning ability toward English learning output. To verify the hypothesis, the authors begin with the formulation of collective data collection that collected from the student`s English written text products from the secondary school which targeted high school students, then the data will be analyzed with systemic functional linguistics and feminist stylistics approach to understand the gender bias on the texts construction and to investigating the structural choice of language. The data analysis also elaborates with language learning theory to support the evidence and to verify the hypothesis. This research is designed for the development of language learning especially in English as foreign language. The development is addressed the future researchers and language teachers to develop the theory and to arrange the language learning strategies for better future of language education.

Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills

AbstractAssessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

Difficulties of Vietnamese Students in Learning Academic Writing

Writing is consistently regarded as one of the most challenging language-learning abilities. This paper investigates the challenges Vietnamese students face in learning academic writing in English. Ninety-five students from grades 6 to 12 who have been studying English for several years were surveyed using a questionnaire. The questionnaire comprised 14 Likert-scale statements and one multiple-choice question to determine their interests, habits, and perspectives toward learning English. Most participants expressed a keen interest in learning languages but felt that their writing skills in English were not up to par, attributing this to inadequate time spent practicing. As a result, it is suggested that secondary school students in Vietnam increase their writing practice time in English and alter their learning routines and habits accordingly.

Comparison of Negative Nmotions and Positive Emotions Correlations with the Study Ability of Language of Students

Past studies have shown a very general statement of the relationship between emotions and language learning. However, the differences relationships between positive emotions and negative emotions with learning ability remains unclear. This review paper is going to classify positive emotions and negative emotions respectively, and their relationship with each other and language learning ability is discussed in depth. At the same time, differences and similarities between them are compared respectively and presented t o the public in a clear form. At the same time, it analyzes the reason why language learning ability is related to emotion. The study shows that there is a positive relationship between positive emotions and language learning ability and negative emotions tend to negatively relate to the learning ability in normal situations. However, it will also hurt language learning to some extent in the extreme state of positive emotion. On the contrary, negative emotions maintained at an appropriate level will also be positively related to learning ability. Based on the result the study found, if students learn to control their emotions, they will greatly improve their efficiency in language learning.

Formation of sociolinguistic competence in students of junior courses of economic specialties

The use of sociolinguistic competence as a tool for developing foreign language learning abilities is often used by modern educational institutions. The article aims to analyze the formation of students' sociolinguistic competence, their ability to maintain a varied discourse, and their use of special styles of speech in different social environments and communication situations. An important area for research is the analysis of modern interactive and digital technologies used in educational institutions to improve the professional abilities of students. The article focuses on the theoretical aspects of sociolinguistic competence, sources of its origin, principles of formation, and aspects of its implementation in professional activity. The key principles of its development are outlined and the means that can be used to improve it are presented. The author suggests appropriate means for the formation of sociolinguistic competence in the context of the spread of actualization of the use of a foreign language both in the professional environment and in everyday life, which is due to globalization. The obtained results of the study can be used in the practice of educational institutions to improve the quality of sociolinguistic competence formation.

The Use of Web 2.0 Tools and Technologies in English Language Teaching-Learning Process

English language instruction increasingly makes use of web 2.0 tools and technologies as the most cutting-edge example of internet-based technology. Wikis, blogs, podcasts, social networks, and video conferencing are some of the most common examples of Web 2.0 technologies that have shown their use in language instruction and study. In the last ten years, Web 2.0 has become an essential part of the educational process, both within and outside the traditional classroom setting. Almost all language classes have used various technological tools and resources in recent years. Using multiple technologies has facilitated and improved students’ ability to learn new languages. The use of technology enables teachers to adapt classroom activities, which ultimately speeds up the language acquisition process. It is becoming more critical for teachers to use the tools and technology offered by Web 2.0 to encourage language learning in their classes. This research investigates the impact that contemporary technology has on the process of learning English as a second or foreign language. We looked at various mindsets to see what technology motivates English language learners to enhance their learning abilities. The researcher defines technology and explains how technology may be integrated into educational settings, namely language courses. It reviews previous studies on using Web 2.0 tools and technologies to enhance language learning abilities and makes recommendations for the improved use of these technologies, which aid students in improving their learning abilities. In addition, it reviews previous studies on using Web 2.0 tools and technologies to enhance language learning abilities. The anticipated results from the previously published research demonstrate that students’ language-learning abilities improve when they effectively use emerging technologies.

Analysis on Developing English Speaking Through Reading in Junior Middle Schools

In terms of English education, much research has been done on the combination of reading and writing, but there are relatively few studies on the combination of reading and speaking. In this study, the combination of reading and speaking in English through activities was expounded. The effect of this teaching mode was studied based on students’ understanding of the subject, practical application, and transfer of knowledge. The goal of this teaching mode is to develop students’ core literacy and to enable them to interpret and utilize text resources. With these as objectives, teachers can design lessons and evaluations that require students to verbally explain what they understand after reading lessons and guide students in a stepwise manner, from superficial text understanding to in-depth understanding and eventually to thinking beyond text learning, so as to promote the integration and development of students’ language skills, cultural awareness, thinking, and learning ability.

Students' boredom in English language classes: Voices from Saudi Arabia.

Although academic research on English-as-a-foreign-language (EFL) emotion has recently increased, there is a paucity of studies related to boredom in the Saudi context. To address this issue, the present study aimed to identify the causes of students' boredom in English classes in the Saudi context and the fluctuations of boredom experienced by students while taking language skill courses. Utilizing a mixed-methods design, the study drew upon a questionnaire and semi-structured interviews. The questionnaire was completed by 356 participants from different EFL programs in Saudi universities, and the interviews were conducted with 20 students. The results of this study provided a detailed account of the causes of boredom in the Saudi EFL environment. Specifically, an exploratory factor analysis revealed the following seven factors that account for boredom: demotivation, low language learning ability, type of skills-based courses and over-challenging tasks, unfamiliar instructional techniques, teacher feedback areas, under-challenging tasks, and classroom mode, permanent correction, and redundancy. The study also highlighted boredom fluctuations in courses based on language skills via the use of descriptive statistics (means, standard deviations, and percentages). Compared to other courses/lessons, the students of EFL programs were found to have the highest boredom levels in grammar and writing. The study ends with a discussion on the implications of the results and provides suggestions for future research.

Influential factors for gender differences in L2 learning

As language evolves and changes one gradually discovers the differences and characteristics of its acquisition in both genders. When it comes to second language learning, a number of internal and external factors are responsible for its impact. This paper examines gender differences in second language acquisition by looking at psychological factors and motivations, including personality, self-esteem, tension, internal motivation and the brain structure of learning, as well as the multiple ways in which learning occurs and the stereotypes that exist in society. Based on an extensive literature review and findings from a wide range of scholars, this paper concludes that there are multiple reasons for gender differences in second language learning ability. Individual personality and physiological functioning can have varying degrees of influence. Differences in learning ability can also arise when guided by different learning styles. In addition, existing social prejudices and stereotypes, as well as the home environment, may also contribute to gender differences in second language learning.

VOCABULARY ENHANCEMENT USING CROSSWORD PUZZLE (WORD LINK) & GTM

The English language is distinguished by its vocabulary. To master the four language-learning abilities of hearing, speaking, reading, and writing, vocabulary is essential. Many of the instructional strategies used to teach the English language are incorporated into vocabulary instruction, which achieves the same goals as earlier strategies. This study seeks to examine whether Word Link and Grammar Translation Method (GTM) will increase students' vocabularies. This research employs the Pre-experimental designs methodology. The pre-experimental group consisted of 25 fifth-graders from an Elementary School in West Bandung. A pre-test was administered at the beginning of the program, and a post-test was administered at the conclusion of the 32-hour meeting. The adoption of GTM utilizing the Word Link application (crossword puzzle) has a good and statistically significant impact on the vocabulary development of students, according to the findings of this study. The crossword puzzleword Link apps appear to aid youngsters in expanding their vocabularies, and it is recommended that teachers employ this strategy while teaching and studying English, particularly in the early grades.in elementary school.

Analysis of Research Papers on the Use of English Movies in Chinese Senior High School English Teaching in the Past Three Years

Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies.

Focusing on the Development Path of Students' Learning Ability under the Key Competence of English Subject

The English Curriculum Standards for Compulsory Education (2022 Edition) proposes that language proficiency, thinking quality, cultural awareness and learning ability are the key competences of students that should be developed in English teaching. Learning ability plays a very important role in students' mastery of the scientific method and the development of lifelong learning habits, but most English educators do not achieve this goal well. Based on the discussion of the definition of learning ability and its subject characteristics, the current situation of learning ability cultivation in English teaching is analyzed, and the path of learning ability cultivation is proposed in three aspects: learning strategies, learning channels, and learning motivation with actual cases.

Study on Autonomous English Learning Ability of Students from Private-run Universities and Teaching Suggestion

Autonomous language learning ability is an ability that helps students learn better after class in universities. This study explored autonomous learning ability of students in private-run universities taking English learning as anchor point. 496 students in different grades from 3 private-universities in Guangzhou have been surveyed through a questionnaire consisting of 36 items. It is found that Autonomous English learning ability is at medium level (M=3.0150) and there isn’t significant difference in gender on Autonomous English learning ability. There isn’t significant difference in students from different grade on Autonomous English learning ability, and the ability of sophomore are the lowest.

Foreign Language Aptitude Examined in relation to Implicit and Explicit Grammar Instruction

Language aptitude (LA) is one of the primary individual differences with which the language learning ability of learners can be foreseen. This quasi-experimental study aims to contribute to the LA literature by investigating the role of LA in explicit and implicit grammar instruction. To do so, LLAMA_D aptitude test was administered to 133 participants, and from this cohort group, four subgroups were formed. A one-session course was designed and delivered to participants with a pre and post-test. The results indicated that there is a significant correlation between implicit instruction and the LA level of the participants. However, based on the Pearson Correlation results, it can be concluded that LA is a stronger determinant in the achievement of learners than the type of instruction. It can be suggested, therefore, that taking LA level into consideration before planning implicit or explicit instruction would contribute to the effectiveness of the instruction.

Literasi Membaca dan Dampaknya Terhadap Hasil Belajar Bahasa Indonesia Siswa Sekolah Dasar

Literasi digunakan sebagai proses pembelajaran agar lebih efektif disekolah, agar membuat siswa lebih terampil dalam mencari dan memperoleh informasi yang dibutuhkan. Penelitian ini dilatarbelakangi atas berbagai permasalah yang terjadi dalam pembelajaran literasi di sekolah dasar. Penelitian ini bertujuan untuk menganalisis pelaksanaan literasi membaca dan pengaruhnya terhadap hasil kemampuan belajar Bahasa siswa kelas IV. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Adapun subjek dalam penelitian ini meliputi wakil kepala sekolah, wali kelas IV, dan siswa kelas IV. Metode yang digunakan pada penelitian ini adalah observasi, wawancara, dan dokumentasi. Adapun data yang diperoleh penelitian ini adalah mengunakan teknik analisis data kualitatif Miles dan Huberman berupa reduction, display, dan conclusion drawing atau verification. Hasil penelitian menunjukkan proses penerapan pembiasaan literasi membaca pada mata pelajaran Bahasa Indonesia. Pelaksanan pembelajaran Bahasa Indonesia pada tema 5 pahlawanku, dalam mengembangkan pembiasaan literasi membaca guru mengajarkan menyesuaikan metode dan media pembelajaran yang akan membuat siswa lebih memahami materi pahlawanku. Pada tahap pengembangan pembiasaan literasi membaca pada tema 5 pahlawanku dilaksanakan baik oleh siswa kelas IV sekolah dasar.