English Acquisition Research Articles

Students’ English Language Acquisition and their Proficiency Improvement at IPRC Kigali, Rwanda

This study entitled “Students’ English Language Acquisition and their Proficiency Improvement at IPRC Kigali, Rwanda”, was carried out to evaluate the effect of students’ English language acquisition on their proficiency improvement at IPRC Kigali, Rwanda. It had three (3) specific objectives which were to: assess strategies used for teaching English Language at IPRC Kigali, identify ways in which IPRC Kigali students use to learn English as a language of instruction, as well as identifying factors affecting English acquisition as the second language at IPRC Kigali. The methodology that was used in data collection is descriptive survey. Purposive and stratified random were used as sampling techniques. Questionnaires were used as data collection instruments. The sample size was determined by Slovin’s Formula as the population size is definite. 153 students were selected to answer to research questions. 93 of them responded and returned questionnaires. The data collected was analyzed using SPSS software. The study came up with the following findings: The mostly used strategies for the English Language Acquisition at IPRC Kigali include lecturers creating the learner-centered classroom to set students’ learning responsibilities (79.6%), and building in students’ motivation including value, self-efficacy and attributions (75.2%). The most ways in which IPRC Kigali students use to Learn English as a language of instruction include imitation (100%), repetition and practice to pronounce words and memorize them (100) conversations and discussions with colleagues and lecturers (76.4%), using English in different situations like in meetings, in shopping malls, ... and other extra-curricular activities (75.2%). It has also been revealed that age (76.3%), attitude towards English (67.8%), motivation (100%), first language proficiency (89.3%), technology (100%), and Intellectual capacity (86.0%) affect the Acquisition of English as a Second Language. It has been recommended that It is of paramount importance to enhance teaching of English as a subject but also keeping in mind that this is a Medium of Instruction in Rwanda. Lecturers should interlink this philosophy with methodologies and strategies that allow students to take lead in the teaching and learning process. Lecturers should consider the students’ individual differences to help them improve individually. Drama and play should also be integrated in teaching and learning/acquisition of English to improve students’ speaking skills through performance.

How enjoyment affects English acquisition and anxiety for university students: An analytical study

One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.

Implementation of content and language integrated learning in biology education programs

Relevance. Modern higher education emphasizes not only professional training but also the integration of students into the global professional community through foreign language proficiency, which enhances skills and professional competence. Purpose. This research aims to assess the effectiveness of Content and Language Integrated Learning (CLIL) methodology in biological education programmes at higher education institutions in Kazakhstan. Methodology. A semi-formalized questionnaire survey was conducted across six educational institutions in Kazakhstan, comprising "closed" questions including open-ended list questions, single-choice questions using the Likert scale, and multiple-choice questions, totalling 16 questions. Results. The survey conducted across six educational institutions in Kazakhstan revealed that 85.5% of students perceive Content and Language Integrated Learning (CLIL) positively contributes to their English language acquisition within biological education programmes. This underscores CLIL's effectiveness in enhancing language skills alongside disciplinary knowledge. Despite varying English proficiency levels among participants, the study indicated strong student engagement with CLIL, demonstrating significant interest and active participation in the learning process. Conclusions. The study confirms CLIL's efficacy in enhancing English acquisition within Kazakhstan's biological education. With 85.5% of students noting its positive impact, CLIL shows promise as a key method for integrating language and disciplinary knowledge. Despite varying English levels, high student engagement underscores CLIL's effectiveness. Future steps should focus on formalizing CLIL across Kazakhstan, providing support for educators, and refining methodologies through ongoing research. Implementing CLIL prepares students for global contexts, enhancing educational outcomes and international competitiveness. Keywords: English; pedagogy; teaching methodology; linguistics

Language transfer in tense acquisition: new evidence from English learning Chinese adolescents

Abstract Distinct from English, Mandarin verbs are not inflected to encode Past Tense, but perfective aspect is typically marked by aspectual markers -le and -guo. Moreover, resultative verb compounds are often viewed as accomplishment verbs, denoting telicity of an event. This study attempts to examine whether such linguistic properties transfer to the acquisition of English. We tested 22 English learning Chinese adolescents in two experiments, respectively using a Story Restatements Task and an Elicited Production Task. Overall, the experiments generated three major findings. First, the participants marked irregular verbs 13 % higher than regular ones. Second, the participants used bare verbs to express English Past Tense 12 % of the situations. Third, the participants adopted Mandarin-like RVCs to denote English Past Tense 10 % of the cases. Taken together, the findings indicate that besides morphophonological transfer, English learning Chinese adolescents adopt Mandarin word-formation rules to encode English Past Tense, which is new evidence of cross-linguistic transfer. We discuss the implications of our findings.

Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners

BackgroundThe study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences.MethodsStructural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community.ResultsResults reveal that perfectionism (β = 0.30, p < 0.001), learning self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p < 0.001), study habits (β = 0.20, p = 0.01), and self-reflection (β = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02).ConclusionsThis study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach.

Teacher's Perceptions and Experiences on Teaching English as a Foreign Language in Primary and High Schools during COVID-19 Pandemic in Bosnia and Herzegovina

Teaching and acquisition of English as a foreign language (EFL) has been significantly impacted by the COVID-19 epidemic in all educational settings around the world. This research paper looks into the perceptions and experiences of EFL teachers in Bosnia and Herzegovina's elementary and high schools throughout the pandemic. A qualitative method - interviews with 40 teachers - was used in the study. The results show that teachers had a variety of difficulties while instructing EFL during the pandemic, including a lack of internet access, a lack of student involvement, and a lack of sufficient training in online teaching methods. However, many instructors also acknowledged the benefits, like improved adaptability and creativity in their education. The paper concludes with recommendations for improving EFL instruction both during and after the epidemic, emphasizing the importance of ensuring that all students have fair access to resources and technology as well as the necessity of giving teachers more training and support. Keywords: EFL, teaching, learning, challenges, COVID-19, methods, strategies, creativity, technology, training, ICT tools

Exploring the Impacts of Learner Translator Corpus (LTC) on English Majors L2 Students

As a valuable resource for second language learners, Learner Translator Corpus (LTC) provides English majors with real-life contexts and offers authoritative, professional, and comprehensive translation guidance, thereby facilitating their acquisition of authentic English. This paper aims to provide a detailed introduction to Learner Translator Corpus (LTC), differentiate between LTC and Non-Learner Translator Corpus, draw a parallel between online LTC and local corpus, and elaborate on the usage and functions of Corpus of Contemporary American English (COCA) corpus and Chinese/English Political Interpreting Corpus (CEPIC) learner translation corpus. Results found that: 1) online corpora better cater to the needs of English majors for efficient knowledge acquisition, while LTC software is suitable for linguistic researchers to aid students in understanding and mastering specific language phenomena; 2) The grammatical errors caused by the influence of interlanguage can be avoided by utilizing LTC; 3) LTC significantly impacts English majors in language learning guidance, improving their language proficiency, and genre and professional language studies. By undertaking these analyses, this paper seeks to enhance English majors’ understanding of corpus-related knowledge and enable them to effectively utilize LTC to address translation challenges.

Identifying and analysing the motivational factors in the acquisition of English for the students attending regional medium schools in the urban locality of Jharkhand

Identifying and analysing the motivational factors in the acquisition of English for the students attending regional medium schools in the urban locality of Jharkhand

Digital Technology in English Language Learning: Opportunities, Challenges, and Innovations in India’s Education Landscape

Against the background of India's multicultural society, this paper elucidates the progressive use of digital advancement in learning the English language. This research paper focuses on the opportunities for digital technologies in English learning in India and its progress and further growth. It reveals several technological possibilities encompassing the use of additional multimedia tools in learning, the generation/development of mobile applications for learners in urban and rural areas, their ability to choose according to their needs, and the provision of easy access to learning. The paper also highlights specific concerns in the Indian context of studying, namely the urgent need to address the digital access divide, lack of physical facilities, and socio-economic factors that limit people’s ability to apply technology for learning. This paper further outlines the emergence of transformative trends that are reshaping the landscape of English language education in India. These trends include the integration of Augmented Reality/Virtual Reality in language learning and teaching. The study provides a comprehensive understanding of the digital technologies that are revolutionising the acquisition of English in India, drawing on a systematic analysis of existing literature. The research findings underscore the critical challenges and issues that must be addressed to fully leverage the potential of digital transformation in enhancing English learning nationwide.

Looking for Insights: A Comparison of Secondary Education English Curricula in Indonesia and Estonia

Both Indonesia and Estonia have similar contexts of learning English as a foreign language. The learning achievements reveal a considerable disparity when considering the worldwide assessment of English proficiency, with Indonesia ranking 79th and Estonia securing the 23rd position according to the (EF English Proficiency Index in 2023). This study compares English curricula in Indonesia and Estonia, examining the differences between them despite similar conditions for teaching English as a foreign language. The fundamental goal of the study was to identify the factors that influence diverse learning outcomes in various countries. The study used content analysis to compare curricular papers from both countries on six critical criteria including: (1) stakeholders involved in English curriculum development, (2) stakeholders' reactions to the English curriculum, (3) stated purposes of the curriculum, (4) educational philosophies underlying the English curricula, (5) unstated purposes of the curricula, and (6) influential factors shaping the curricula. The analysis suggested that the key drivers to the discrepancy in learning results in both countries were national policy, pedagogy, and assessment implementations. The results showed that the main result of the mentioned alterations underscored the need for an enhanced approach to the instruction and acquisition of English. Allocating sufficient time for English learning allows students to maximize their opportunities for developing language skills. Moreover, integrating speaking and writing elements into final evaluations and embracing a communicative language strategy can inspire both educators and learners to participate in more genuine learning experiences.

Non-Native English Language Teachers’ L1 Use in L2 Classroom in Turkish Middle School Context: Amount, Purpose and Beliefs

This study aims to investigate purposes and amount of first language (L1) use in second language (L2) classrooms and English language teachers’ beliefs in Turkish middle school context in order to promote L2 acquisition in English as a second / foreign language (ESL/EFL) classes, boost L2 classroom atmosphere and examine whether L1 is supposed to be used or how frequently L1 can be used during L2 classes. The study also compares EFL/ESL teachers’ classroom practices with their perceptions on L1 use and gives teachers opportunity to observe their own classes and raise awareness about using L1 appropriately in EFL/ESL classrooms. In this case study both qualitative and quantitative data collection methods were used. The data collection instruments were an attitude scale, classroom observation reports and interviews. The findings of the study revealed that all 3 teachers used L1 in their EFL classes 28% in average. Students’ grades affect this amount. Among the purposes of L1 use, giving instructions is the most frequently used. Other functions are listed as vocabulary/sentence translation, teaching grammar, checking comprehension, classroom management, drawing attention and giving feedback. This study is supposed to be beneficial for language instructors and curriculum developers on L1 use in L2 classrooms.

INTERFERENCE IN LEARNING ENGLISH LANGUAGE: AN ANALYSIS OF SENTENCE CONSTRUCTION IN THE WRITTEN WORK OF YEAR 3 ESL LEARNERS IN WANGSA MAJU PRIMARY SCHOOL, MALAYSIA

ABSTRACT One of the most significant and interesting aspects of human development is language acquisition. Since English is a universal language, it is an essential language of interaction and education. Therefore, we have to take this language of education for professional competence seriously. The aim of the study is to explore the analysis of cultural interference, an aspect that significantly hinders the learning and acquisition of English among young Malay learners. It aims to identify the students’ errors in sentence construction, particularly on the occurrence of mistakes in subject-verb-agreement’ (SVA), determiners, and the copula ‘be’. The data of this study came from an exploratory study of errors in the written essays by Year 3 students in Wangsa Maju Primary School, Malaysia. The findings of the study showed that the students were struggling and having difficulty in using accurate English grammar in their academic writing. The results revealed that the most frequent errors were the incorrect usage of the copula ‘be’ and the absence of determiners. The interference of mother tongue played a vital cause towards inhibiting the production of error free English language sentences. Lack of understanding of how the English language grammar function also accounted to this. All these could be seen as interlingual errors whereby the native language of the participants influenced their writing patterns.

Interaction as a Mechanism to Enhance English Language Proficiency in the Classroom

Research has concentrated on the subject of acquiring the English language as a second language. Numerous things influence learning the English language. This current study focuses on the role that interaction strategies have in advancing the acquisition of English as a foreign language. The emphasis is on interaction methods, covering conceptions that have emerged in the investigation of interaction as a technique for second language acquisition, and providing an assessment of the practical implications of the views. The study used a straightforward qualitative methodology, and secondary sources were used to compile the results. The conversation was conducted in a detailed manner. The analysis produced several insights. The observation that interactions have continued to be an essential component of acquiring English as a foreign language is the basis for the analysis's key argument. It was determined that interaction will continue to be a fundamental strategy regularly used to improve learning in English language teaching (ELT) classrooms. The study also found that contact, particularly in the classroom, helps identify the actual difficulties that students face when learning a second language. It has been demonstrated that consistent engagement that directly involves classmates throughout classroom activities prompts teachers to respond quickly to use effective strategies to ingrain cognitive modifications in pupils.

A Case Study Investigating the Impact of Music Listening on Vocabulary Development During Foreign Language Learning

This study was conducted to find out the influence of music listening during study sessions on the process of vocabulary learning. The primary objective of this study was to determine the impact of listening to variety of music whilst studying the acquisition of new vocabulary, with a focus on identifying whether this practice has a positive or negative influence on the learning process. The data was collected from a sample of 20 elementary school pupils, with ages ranging from 10 to 11 years old who are studying in a public school. The students who have been chosen were engaged in the acquisition of English as a second language from their enrollment in the second grade and have been actively participating in English language instruction within the school curriculum for a duration of three years. The findings of the study indicate that individuals who engaged in vocabulary learning using flashcards exhibited varying levels of performance. Specifically, participants who were exposed to English vocabulary in conjunction with music achieved an average score of 77.6 points, whilst those who studied language in a serene environment attained an average score of 85.8 points. The results of this study strongly indicate that those who were exposed to a peaceful environment throughout their study sessions demonstrated superior performance.Keywords: Learning Types, Listening Skills, Multiple Intelligences, Studying with Music

USING YOUTUBE AS A LEARNING MEDIUM FOR EFL STUDENTS TO ENHANCE LISTENING AND SPEAKING SKILLS

The purpose of this study was to investigate a method for integrating English foreign language learners with YouTube media to enhance listening and speaking skills. This analysis uses a qualitative method by adopting a survey research design. Data collection involved the distribution of questionnaires via Google Forms to English as a Foreign Language (EFL) students at both high school and university levels. The researchers aimed to investigate the acquisition of English, focusing on listening and speaking abilities, through the use of the YouTube app. A total of 79 respondents, comprising 23 men and 56 women, participated in this study. The research included an exploration of YouTube media as a tool for English language instruction to enhance listening and speaking skills. The procedures in this study include searching for data from online forms as well as various opinions from respondents which are useful for finding accurate research results. These findings are to be useful because they can give teachers and administrators a practical and theoretical understanding of undergraduate EFL learners perception of using YouTube as a supplemental resource for language acquisition.

Impacts of Economy, Systems and Regional Inclusiveness on Rural-Urban Inequality of English Education in China

Since the 21st century, China has made great efforts in education, and the overall cultural level of the people has been significantly improved. However, with the improvement of people's living standards and the country's degree of openness, the issue of large regional differences in English education has gradually attracted the public's attention. This article aims to analyze the impact of economy, system, and regional inclusion on the inequality of English education between urban and rural areas in China and put forward relevant suggestions to alleviate or change these negative impacts. The author employs a literature analysis approach and concludes that economic, systemic, and regional inclusiveness have profound and interactive effects on rural-urban differences in teacher quality, students' English acquisition ability, and access to quality English-language instructional resources. Finally, this paper suggests using the central government's direct investment in education and teacher allocation, improving the household registration system and related laws, and increasing students' exposure to English in rural areas to alleviate the urban-rural disparity in English education in China.

Gaming in multicultural classrooms with refugee and migrant children: Exploring the potential of culturally tailored serious games as spaces for second language acquisition

Due to the emergence of technology and people’s dependence on it, coupled with global human flows causing intense student mobility in schools, the need for a new educational paradigm arises. On the one hand, people are becoming increasingly reliant on the satisfaction modern screens provide, and all other stimuli seem uninteresting and dull. In these terms, traditional educational methods appear outdated and ineffective for the modern classroom. Today, education is a critical factor influencing and preparing people to become citizens of a world without borders. Moving in this direction, educational tools should be diversified and adjusted to a multicultural context so that all students can emotionally relate and identify themselves with the knowledge they are taught. The use of gaming in education is a popular new addition to modern classrooms. This article will present the results of a research project that investigated the potential use of serious games in multicultural environments as a space for the acquisition of English as a second language. More precisely, the study focused on the culturally-tailored content of serious games and their ideal design features, according to English teacher practitioners working with refugee and migrant populations in Trikala, Greece.

LEARNING BUSINESS ENGLISH – NEW CHALLENGES AND METHODS: FROM COURSEBOOKS TO TECHNOLOGY BASED STRATEGIES

Being a trade language and a diplomatic one, used in business, science, aviation, computers, tourism, diplomacy, actually, in all the fields of our lives, English is the third most widely spoken language in the world, taught in 118 countries. Thus, acting as a communication language across the globe and having a huge influence in the business field, we are facing the expansion of international relations in various spheres, requiring future university graduates a competency-based approach to mastering Business English. Language education policymakers have incorporated English in higher education syllabuses in order for the students to become proficient in English, having different pedagogical methods and motivational techniques. In this article we are trying to describe our perception on how to shape the students’ motivation to study Business English, by using new techniques and more attractive methods. Human behaviour can be shaped and influenced in a wide variety of ways, ranging from incentives and rewards, considered to be external motives and continuing with the internal motives, which are represented by the wide spectrum of reasons for doing things: people can be motivated by the love of power and money, the love for others and the world around us or the love of peace and freedom. And because of the complexity of life, in general, several of these motives can affect us simultaneously, interacting with each other. When talking about mastering Business English, the same situation occurs. The students’ ultimate success always depends on the level of motivation. And this motivation has been the target of intensive research in Business English acquisition for a long time. The article begins with a theoretical approach describing the problem under discussion, continuing with some suggestions of pedagogical conditions that make effective impact on increasing the students’ motivation and adding some ideas of materials to be used in class.

The Effects of Audio-Lingual Method on Children’s English Acquisition

The purpose of this study was to explore the effects of the audio-lingual method on children's English acquisition. This study used a qualitative method with a descriptive qualitative design. The subjects of this research are the children in Bone District who take an English course at the basic level. In this case, the researcher used Aura Lentera Fitrah, which is the English course, as the research setting. Besides, the researcher used purposive sampling to get the sample. To collect the data, this research used interviews as instrument. The result of this research showed that the effects of the audio-lingual method on children's English acquisition were engagement and fun; enhanced memorization and repetition; building teacher-student relationships; and listening and speaking opportunities. This research highlights the importance of the audio-lingual method technique for teaching listening and speaking skills to Indonesian EFL students. This method helps students acquire language through formation habits, adapting English phonemes, and improving pronunciation. It also enhances students' communicative competence and can be applied to non-formal institutions for teaching English as a co-curricular activity in Indonesia's current curriculum system.

The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners

This study investigated the impact of using machine translation on vocabulary acquisition and reading comprehension in English as a Second Language (ESL) learners. A total of 60 undergraduate students enrolled in an ESL course were randomly assigned to either an experimental group that used Machine Translation during language learning activities or a control group that did not use Machine Translation. Results showed that the experimental group outperformed the control group in vocabulary acquisition and reading comprehension, while also experiencing a higher cognitive load. The study suggests that while Machine Translation can be a useful tool for ESL learners, it should be used with caution and guidance to prevent negative effects on cognitive load.