English Acquisition Research Articles

Challenges to Vietnamese Students Learning to Speak English

Speaking is a pivotal skill in English acquisition, particularly for students worldwide, including Vietnamese learners. This research delved deeply into the topic, employing survey questionnaires with 120 participants. The findings illuminated significant challenges faced by Vietnamese learners in speaking English. However, implementing effective strategies for improvement in speaking serves as an encouragement for learners and a catalyst for enhancing English proficiency. The primary objective of this paper is to underscore the imperative to address the obstacles hindering learners’ English-speaking skills. Through an extensive review of existing literature, this paper elucidates the importance of honing speaking abilities, as they pave the way for realizing aspirations. Undoubtedly, the guidance provided by teachers is indispensable for mastering English fluency and is instrumental in achieving success in various spheres of life. Moreover, such guidance elevates the standard and proficiency level of learners’ English-speaking skills. Consequently, this paper supplements its findings with practical suggestions aimed at mitigating the identified challenges and fostering proficiency in English speaking.

Time to Proficiency in Young English Learners and Factors That Affect Progress

AbstractWe investigated the time it takes 54,146 English learners (ELs) to attain English proficiency as they progressed from age 5 to 11 on average (Kindergarten through fifth grade in the United States). We also examine to what extent the time‐to‐proficiency estimate is affected by child‐internal and child‐external factors, including primary disability status, primary home language, home English use, instructional programming, and retention status. We used discrete‐time survival analysis to analyze the children's English growth. Survival analysis often concerns time from treatment until death: Here, “survival” is the time from EL‐program entry until “proficiency,” indicated via standardized testing. Half of the students attained proficiency in 5 years. Literacy skills (reading and writing) in general developed at slower rates than oral language skills (speaking and listening), with writing being ELs' biggest barrier to proficiency. While time to proficiency was significantly related to primary disability status, primary home language, and retention status, exposing ELs to their home language at home or at school does not have a substantial effect on their rates of English acquisition. The results are discussed for their research and practical implications.

Use of Interaction for Enhanced Communication in Engish as a Second Language Classroom

Introduction: The acquisition of English as a Second Language (ESL) is in demand due to globalization. Although educators apply different techniques in teaching the English language effectively; acquiring a second language should incorporate interaction to facilitate both educators and learners to communicate effectively. Objective: This review aims to empower educators to incorporate interaction into active learning within the ESL classroom by exploring valuable insights from scholarly perspectives, encompassing various types of interaction, interaction principles, the pivotal roles of teachers, and a diverse range of activities to enhance communication in ESL classrooms. Methodology: A standardized methodology was deployed in this review. The literature review was carried out using keywords related to ESL classrooms and interaction to search for scholarly articles and books from 1978 to 2023. Non-peer-reviewed sources and non-English language studies were excluded. The extracted data were thematically analyzed. Results: The review identified student interaction as a fundamental element in the acquisition of English as a second language. Further, it was found that various interaction types, peer interaction, interactive principles, the teacher's role, and classroom activities are conducive to enhanced communication in ESL classrooms. Conclusion: Interaction stands as an indispensable foundation for achieving success in the acquisition of English as a second language. The factors discussed in this review empower educators to seamlessly integrate interaction into second language acquisition.

Narratives of lingua franca English for transnational mobility

This paper explores, through narrative inquiry, the acquisition and use of English as a lingua franca in the careers of three transnationally mobile managers in the global hotel and hospitality industry. The narratives presented here are interwoven with the context in which the multinational participants were situated at the time of the study: the United Arab Emirates (UAE) which is diversifying economically and socially in preparation for the post-fossil fuel era. In a country where the temporary immigrant population outumbers national citizens, participants’ situated language practices are explored through narratives of their multilingual and translingual repertoires, while focusing on English as a key resource for their self-initiated transnational mobility. These personal stories of the acquisition and use of English as a global language weave a linguacultural web that connects the Gulf region across global space, people, and time. Participants tell of the utility of English for their careers, their multilingual repertoires, and their enjoyment of their temporary working lives in the Emirates. Such voices are seldom heard in the literature.

Vision Verbs Emerge First in English Acquisition but Touch, not Audition, Follows Second

AbstractWords that describe sensory perception give insight into how language mediates human experience, and the acquisition of these words is one way to examine how we learn to categorize and communicate sensation. We examine the differential predictions of the typological prevalence hypothesis and embodiment hypothesis regarding the acquisition of perception verbs. Studies 1 and 2 examine the acquisition trajectories of perception verbs across 12 languages using parent questionnaire responses, while Study 3 examines their relative frequencies in English corpus data. We find the vision verbs see and look are acquired first, consistent with the typological prevalence hypothesis. However, for children at 12–23 months, touch—not audition—verbs take precedence in terms of their age of acquisition, frequency in child‐produced speech, and frequency in child‐directed speech, consistent with the embodiment hypothesis. Later at 24–35 months old, frequency rates are observably different and audition begins to align with what has previously been reported in adult English data. It seems the initial orientation to verbalizing touch over audition in child–caregiver interaction is especially related to the control of physically and socially appropriate behaviors. Taken together, the results indicate children's acquisition of perception verbs arises from the complex interplay of embodiment, language‐specific input, and child‐directed socialization routines.

Pendampingan Literasi Bahasa Inggris Komunitas Anak Kampung Walal (KAWAL) di Kabupaten Sorong

In the 21st century, the acquisition of English as a second language is very important for a group of children in Walal Village who are currently studying at elementary school. This is useful for supporting 6 skills of 21st century education, namely critical thinking, communication, creativity, collaboration, culture and connectivity. Walal Village is one of the model villages in Sorong Regency which has a high enthusiasm for creating the latest breakthroughs, especially in the field of education. Walal Village is located in Salawati District which must be traveled 35 kilometers from Sorong City. Thus, access to information related to education is very limited for children in Walal Village. In this case, students of the Community Service Lecture (KPM) at the Muhammadiyah Sorong Education University provided one month of English literacy assistance for the children of Kampung Walal community. The aim of this assistance is an effort to empower Human Resources (HR) through a community empowerment program for English language learning guidance. This English literacy assistance is very important to provide to Walal Village children who are already aware of the importance of English around them. This program is also related to the description of the Walal Village Government's vision and mission in developing human resources in terms of quality education. English literacy assistance includes acquiring English, processing language in the form of remembering and memorizing words or terms, and understanding meanings that can be applied to listening, reading, speaking and writing skill activities. The efforts of this English literacy assistance are to change the mindset of the children of Walal Village that learning English is fun, regardless of age, and affordable. In fact, through mentoring, children in Walal Village experience changes in knowledge and attitudes during the English literacy process.

Enhancing English Writing Skills Through Internet-Plus Tools in the Perspective of Memetics

This investigation delves into incorporating a hybridized memetic strategy within the framework of English composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis of how this method influences students’ writing competence, their perceptions of writing, and their enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative and quantitative methods, the study collects data through surveys, interviews, and observations of students’ writing performance before and after the intervention. Findings demonstrate a beneficial impact of integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant improvement in students’ writing skills following the intervention. This study provides significant insights into the practical implementation of the memetic approach within English writing education, highlighting the beneficial contribution of Internet Plus tools in enriching students' learning journeys.

The impact of Digital Platforms on English Learning in Ecuadorian Public Primary Schools

Learning English as a second language has always been key worldwide because it is a means of communication and connection with other cultures and nationalities, hence its importance of starting to learn it from an early age. This literature review allows us to scientifically justify the topic presented and highlights the use of digital platforms as a methodological and pedagogical mediator in the acquisition of English as a second language in children ranging from 6 to 12 years of age. Therefore, the effectiveness of technological integration in the sector of public education has the potential to offer students interactive and engaging opportunities that encourage meaningful learning of English while promoting language skills through active participation and motivation as a result. However, the socio-economic factor and the lack of technological resources in public schools and families make a difference in the education and learning of this language, which is why state support is essential, as well as the professional development and constant training of teachers in the use of virtual platforms such as Microsoft Teams, Google Meet and Zoom among others but also new technologies for success in the acquisition of the English language.

How Dialects of Chinese Language Influence L1-Speakers Phonological and Phonetic Acquisition of English

There have been many studies concerning Chinese dialects influence on the learning of English sounds. However, it is widely believed that Chinese dialect speakers always face greater difficulties when learning English than Mandarin speakers, which is rebutted through this research, to some degree. The study tests the English repeating ability of speakers native to Wenzhou Wu, a dialect with a significant difference, and native to Tianjin Mandarin, which is very similar to Putonghua. The study compares the phonology of these two dialects and English and assumes that both of these dialects influence the acquisition of certain sounds of English. L1 speakers of these two dialects, who have not been exposed to English before, are asked to repeat the recording of English words, and through phonetic analysis of the material, we can find the difference in these candidates ability to acquire these sounds. The results show that the two branches of the Chinese language are found to both facilitate and obstacle native speakers SLA in different aspects.

Influence of Dialect on the English Consonants Perception by English L2 learners: Evidence from Jiangsu Province for Chinese Native Speakers

The native language will have a negative transfer on the acquisition of second language. Dialects, as a branch of Chinese, also have an influence on English acquisition. The perception of consonants is one of the important foundations of English learning. This study will adopt discrimination as an experimental method to investigate whether there is a significant difference in the influence of different dialects on the perception of English consonants. Three major dialects in Jiangsu province will be taken as a study case to verify the hypothesis that there is a significant difference on the perception of English consonants in different dialects. This study will fill the gap in the overall research on the impact of three major dialects in Jiangsu province on the perception of English consonants, help English language learners with dialect background to reduce the influence of dialects on them and provide some teaching key points to teachers, especially for English language learners in Jiangsu province.

Language Competence in The Digital Disruption Era: A Psycholinguistic Case Study of 2-Year-Old

Abstract: The research aims to identify and describe competencies related to language acquisition of 2-year-old children in the digital disruption era. This research is based on the phenomenon of the times that triggered the digital disruption era to affect children's language acquisition. This research focused on a case study of a 2-year-old child's language acquisition at the phonological and morphosyntactic levels. This research design is descriptive qualitative with a theoretical approach, psycholinguistics. The subject and data source was a 2-year-old boy with the initials DBS. The data collection technique was conducted using participant and non-participant observation techniques, while the data analysis technique included condensation, display, and conclusion/verification. The research results showed: (1) DBS phonology acquisition competence consists of 9 vowel phonemes with minimal vocalic system dominance, 18 consonant phonemes including trill sounds with minimal consonantal system dominance, two diphthongs from national and foreign languages phoneme, one foreign language cluster phoneme which is replacing with the closest mother tongue phoneme; (2) DBS morphosyntactic acquisition competence is dominated by word function in the form of subject, word role in the form of actor, and word category in the form of the noun. In conclusion, the language acquisition competence of two-year-old children in the digital disruption era is quite varied from the previous era, in line with the acquisition of Javanese, Indonesian, English, and Malay lexicons.Keywords: Digital Disruption, Language Competence, Psycholinguistic, Two-Year-Old Child

Analysis of College English Acquisition Strategies

The second language acquisition theory proposed by Krashen in the 1980s is a relatively complete theoretical system of second language acquisition at present. Among them, the most influential is the acquisition-learning hypothesis. He believes that acquisition is the most important. Learners can successfully communicate, mainly the acquired knowledge. College English is the language that all college students in China must learn, and it is also the second language of students. This article takes the acquisition strategy analysis of college students as an observation point and discusses it in five parts. First of all, the introduction introduces the research background. Secondly, briefly introduce the second language acquisition strategy. The third part analyzes the current situation and existing problems of college English acquisition. The fourth part analyzes the strategic factors that affect students' English acquisition. The fifth part analyzes the implications of second language acquisition strategy factors for learners to learn English. Finally, let's summarize.

Comparative Analysis of Teaching Methods in EFL Education: German and Chinese School Practices Across Levels

This comparative analysis examines the teaching methods in English as a Foreign Language (EFL) education in Germany and China across various educational levels. While Germany emphasizes immersive learning and practical language application, China focuses more on theoretical understanding. Despite these differences, both nations share a commitment to enhancing English proficiency among students. Evaluating effective teaching methods for adult second language acquisition in English requires careful consideration of the strengths of each approach, as well as individual preferences, learning styles, and cultural contexts. Considering the multicultural and international perspectives, Total Physical Response (TPR) is recommended as a valuable adjunct from primary school level onwards, alongside a synthesis of Communicative Language Teaching (CLT) and the Grammar-Translation (GT) Method. Furthermore, the augmentation of the Natural Approach can enhance the language learning experience. The findings offer pedagogical insights for Chinese educators to develop a more tailored English education methodology that aligns with China’s specific context.

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills

Implementation of English Language Acquisition with the Phonics Method (Multi-site Study at Hasanuddin Madjedi and Madinaturramlah Islamic Integrated Early Childhood Center in Banjarmasin City)

This study aims to analyze the implementation of English language acquisition with the phonics method in learning and describe in depth and analyze in detail the competence of teachers in the effort to implement English language acquisition with the phonics method . The researcher acted as a participant who observed the location, environmental conditions, relevant resources and stages of strategic management at Hasanuddin Madjedi Islamic Integrated Preschool and Madinaturramlah Islamic Integrated Preschool. Data analysis using Miles, Huberman & Saldana is with the following stages: data condensation, data display, and conclusion drawing and verification. The results showed that the acquisition of English with the phonics method, among others, with song movements, introduction of self-identity, contextual object names, letter separation (spelling) and letter sounds.

The Impact of CLIL on Students' English Skills and Competences in Primary School

Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.

A Review on Synchronous, Asynchronous, and Blended Learning on ELT in Indonesian Context

This study analyzes Indonesian EFL teachers' synchronous, asynchronous, and blended learning implementation during the Covid-19 pandemic. Numerous articles have been published this trend. Unfortunately, the early search only found implementation or student/teacher perspectives research. One-article works on other learning modes are preferable. Thus, using PRSIMA's Systematic Literature Review (SLR) design, the researchers chose 32 of 82 related papers from qualified publications approved by SINTA 1, 2, and 3. The study addresses six key points: implementation of the three learning modalities, urban-rural contrasts, most used platforms, students' and teachers' opinions, obstacles they face, and solutions. After COVID-19 broke out, researchers became more interested in these learning modalities, highlighting their importance. This review also analyzes how teachers used digital platforms to engage students throughout synchronous, asynchronous, and blended learning courses. Even though students and teachers faced classroom management, technological issues, platform unfamiliarity, and internet limits, they still liked the learning modes. They liked the modalities' practicality, adaptation, and flexibility, especially for English acquisition. EFL teachers, educators, researchers, and policymakers can use this review to gain a comprehensive understanding of synchronous (virtual real-time activity), asynchronous (learning at different times), and blended learning.

Full Transfer and Segmental Emergence in the L2 Acquisition of Phonology: A Case Study

In this paper, we discuss a child Kazakh speaker’s acquisition of English as her second language. In particular, we focus on this child’s development of the English segments |f, v, θ, ð, ɹ, ʃ, ʧ|, which are not part of the Kazakh phonological inventory of consonants. We begin with a longitudinal description of the patterns that the child displayed through her acquisition of each of these segments. The data reveal patterns that range from extremely rapid to rather slow and progressive acquisition. The data also reveal patterns that were unexpected at first, for example, the slow development of |ʧ| in syllable onsets, an affricate that occurs as a contextual allophone in syllable onsets in Kazakh. We analyze these patterns through the Phonological Interference hypothesis, which was recently extended into the Feature Redistribution and Recombination hypothesis. These models predict the transfer into the L2 of all of the relevant phonological features present within the learner’s first language and their recombination to represent segments present in the L2. We also discuss contexts where feature-based approaches to L2 acquisition fail to capture the full range of observations. In all such contexts, we show that the facts are modulated by phonetic characteristics of the speech sounds present in either the child’s L1 or her L2.

Effect of blended teaching on college students' EFL acquisition

The research into the efficacy of blended EFL (English as a Foreign Language) teaching at the collegiate level holds significant importance for comprehending and implementing this novel pedagogical approach on a larger scale within universities. Within this domain, scholars have primarily concentrated on feedback mechanisms and quality assurance, while comparatively neglecting the advancement of college students' foreign language proficiency and the individual variances in the acceptance and rewards of blended teaching across distinct language proficiency groups. In light of this, leveraging micro-data from a provincial normal university's blended college English teaching, this study employs R 3.6.1 and R Studio to implement multiple linear regression and conditional quantile models so as to assess the impact of blended teaching on different language proficiency groups across four dimensions: listening, reading, writing, and overall language proficiency. To mitigate endogenous system risk, students admitted to the same major are selected as samples and their data undergoes additional screening, excluding learners who failed the CET4 exam or did not participate in the CET6 exam. After employing purposive sampling techniques, a valid sample of 676 learners is established, comprising 363 learners in the experimental group for blended teaching intervention and 313 learners in the control group receiving traditional teaching. The study results indicates that the samples had random characteristics. The study findings suggest the following: (1) Blended teaching has a significant positive impact on enhancing the efficiency of English acquisition. (2) The effectiveness of blended teaching in improving learners' reading, listening, and writing skills follows a sequential decrease, exhibiting a downward trend as students' language ability increases. This indicates that blended teaching facilitates the acquisition of foundational language knowledge, however, its impact on more advanced language processing abilities is limited. (3) Blended teaching demonstrates a range effect, primarily benefiting learners at the intermediate level and below in terms of enhancing their language proficiency. Conversely, learners at the medium-high and high proficiency levels derive comparatively lesser benefits from this approach. This study introduces a new methodology by employing multiple linear regression and conditional quantile models to assess the impact of blended teaching. This methodology not only enables us to examine the overall impact of blended teaching, but also allows assessment of its effect on different proficiency groups, helping to identify its effectiveness on individual learners across four dimensions.

Application of Computer-Aided Technology in Teaching Spoken English

Computer-aided technology has revolutionized the teaching of spoken English by offering innovative tools and resources that enhance the learning experience. Through interactive software and multimedia platforms, learners can engage in immersive language exercises, receive real-time feedback, and access personalized instruction tailored to their proficiency levels. This paper introduces a groundbreaking approach for integrating computer-aided technology into the teaching of spoken English, utilizing Automated Probabilistic Markov Chain Machine Learning (APMC-ML). Recognizing the significance of effective communication skills in the modern world, particularly in the realm of English language proficiency, this research endeavors to enhance the pedagogical process through innovative technological means. The methodology involves the development and implementation of an interactive computer-aided system that leverages APMC-ML algorithms to facilitate language learning. This system encompasses various modules designed to cater to different aspects of spoken English acquisition, including pronunciation, vocabulary, fluency, and conversational skills. Through a user-friendly interface, learners are provided with personalized learning experiences tailored to their individual proficiency levels and learning preferences. The application of APMC-ML in teaching spoken English represents a paradigm shift in language education, offering a data-driven approach that complements traditional teaching methods. By harnessing the power of machine learning and probabilistic modeling, educators can optimize the learning experience, expedite skill acquisition, and promote greater language proficiency among learners.