English Acquisition Research Articles

Unveiling EFL students’ views on gamified learning experience: A survey study

Gamification has gained power in education for its potential to boost student motivation through engaging, game-like experiences. However, the specific dimensions driving its effectiveness in language learning remain underexplored. This study investigates English as a Foreign Language (EFL) students’ perceptions of gamified learning tools (e.g., Classcraft, Kahoot! Quizizz, Duolingo) in enhancing their English acquisition. A cross-sectional survey design was employed, utilizing the GAMEFULQUEST online questionnaire to capture immediate responses from 155 EFL students at a state university in Central Java, Indonesia. Participants, selected via purposive sampling, had experience with gamified learning platforms inside and outside the classroom. Findings revealed high satisfaction across all seven dimensions of the gamified experience, with no significant variations by gender or age. These results highlight the universal appeal of gamification in EFL contexts and provide a foundation for future research.

Reading Comprehension in English as Foreign Language from an Action Research Approach

Action research is considered fundamental in several knowledge construction processes, particularly in the education field. For this reason, the present article makes a bibliographic review from different data bases through documentary analysis. This is in order to characterize studies related to the processes of enhancing reading comprehension in English as a foreign language, which use the previously mentioned investigative method. As a result, the information was organized into tables and statistical graphics, which allowed the identification of epistemological, methodological and pragmatic tendencies in relation to categories such as year of publishing, educational stage, used method, type of improved strategy and place where the investigations was developed. Finally, we conclude that action research is a significant tool for the encouraging of the acquisition of English and related competencies at an international level in recent years, in various levels and at professional training levels.

Metalinguistic awareness in primary schoolers in multilingual partial immersion education

IntroductionThis paper reports selective findings from original research into the effects of early multilingual partial immersion education on children's metalinguistic awareness and performance in English.Procedure and methodThe study we present was carried out in two elementary schools in North Tyrol, Austria. Two groups of children participated in the research. Group 1 is enrolled in a multilingual instructional programme. Group 2 is in mainstream education. For Group 1 (the experimental group) English is the third language, for Group 2 (the control group) it is the second language. The study carried out by the third author explores how pupils in multilingual partial immersion programmes compare to their incipient bilingual counterparts in the control group on an English proficiency and a metalinguistic test. As part of a mixed methods approach a vocabulary knowledge test, a picture description test, and a language awareness test were administered.ResultsThe results of the study show a clear advantage for the pupils in the multilingual programme compared to those in mainstream schooling. The results are in line with previous research which found that early and extensive contact with an L2 benefits the acquisition of English as a third language and has positive effects on young learners' metalinguistic awareness.DiscussionTo contextualise our discussion and anchor the present research in terms of its theoretical grounding we first consider definitions of metalinguistic awareness (MeLA). We explain what MeLA is and what it entails, and we discuss different manifestations of MeLA and the role it plays in language(s) learning and multilingual development. The aim is to propose a situated meta-cognitive description for the development of metalinguistic awareness (MeLA.) in children with extensive language experience and to pin down possible implications of multilingual learning for MeLA and multilingual development more generally. Particular attention is given to how primary schoolers use their linguistic and metacognitive resources, and how these resources and the ability to leverage them change as a function of multilingual learning in formal instructional contexts. The findings are considered against established (and our own recent) research.

Machine Learning Approaches for Automated Vocabulary Acquisition in ESL Classrooms

Purpose: This study investigates the efficacy of machine learning (ML) approaches for automated vocabulary acquisition in English as a Second Language (ESL) classrooms. It focuses on transformer-based models (specifically BERT), comparing their performance to traditional supervised algorithms and examining effects on learner vocabulary gains. Methods: University-level ESL students in Azerbaijan (N = 60) participated in an experiment with an ML-driven vocabulary learning tool. A pre-trained BERT model was fine-tuned via TensorFlow for vocabulary prediction tasks and deployed to personalize practice for an experimental group, while a control group received conventional instruction. Support Vector Machine (SVM) and Random Forest models served as baseline algorithms for predictive performance benchmarking. Vocabulary knowledge was assessed pre- and post-intervention using standardized tests, and ML models were evaluated on accuracy, precision, and recall. Results: The fine-tuned BERT model achieved higher predictive accuracy (88%) than SVM (75%) or Random Forest (78%), with superior precision and recall. The experimental group outperformed the control on post-test vocabulary gains (mean improvement = 10.1 vs. 5.7 words, p < .01). Implications: Results indicate that transformer-based ML can enhance vocabulary learning outcomes, offering context-aware recommendations that surpass traditional models. We discuss how deep neural networks and reinforcement learning techniques can be integrated into ESL pedagogy to support adaptive vocabulary instruction. The study contributes a framework for applying state-of-the-art ML in language education and highlights implications for personalized learning and curriculum design.

Technology-Enhanced English Learning (TEEL) for Dental Technician Students: Bridging Language and Technical Skills

Technology-enhanced English Learning (TEEL) has been widely explored in general English instruction but remains underexamined in vocational education, particularly dental technology. Dental technology students must master specialized terminology, communicate effectively with healthcare professionals, and engage with industry-specific tools—many of which operate in English—creating a growing need for targeted language instruction. This study investigates how TEEL supports English for Specific Purposes (ESP) and Teaching English for Specific Purposes (TESP) in addressing dental technicians' specific linguistic and professional requirements. Data were collected from fifteen dental technology students enrolled in TEEL lessons at a private university in Indonesia through semi-structured interviews and classroom observations to explore this. The classroom observations focused on students participating in an English course incorporating TEEL, documenting their interactions with digital tools, engaging in lessons, and applying language skills in professional practice scenarios. Thematic analysis revealed two key findings: (1) the benefits of TEEL for dental technology students, including improved access to resources, self-paced learning, and increased motivation and engagement, and (2) challenges in integrating technology, such as limited access to digital tools and difficulties in adapting them for vocational learning. The results indicate that TEEL positively influences students’ acquisition of technical English, enhances their self-efficacy in professional communication, and facilitates real-world learning through interactive simulations. However, disparities in digital literacy and unequal access to technology hinder effective implementation. This study highlights the need for targeted interventions to improve digital literacy and ensure equitable access to technology, thereby maximizing TEEL’s impact on vocational education.

Probing English Language Learning Challenges among University Students in Suburban Town Settings

Despite 12 years of English education, Kurdish university students, particularly those living in suburban towns, face persistent challenges in learning a foreign language, hindering their academic aspirations. This study focuses on students who live in Chamchamal and its surrounding areas and identifies key obstacles such as systemic school issues, the previous educational environment, and demotivational factors, whether from their parents or the community. This study uses a mixed-methods approach, combining surveys and interviews with students and teachers to assess English language challenges and the impact of educational environments in Chamchamal. Data collected from 30 students reveal that shyness significantly hinders language acquisition, teacher behavior affects learning outcomes, and a lack of student enthusiasm impedes progress. The study challenges claims about the impact of power dynamics and library access, offering valuable insights into the challenges faced by suburban town students in learning English. It also proposes solutions to enhance English language learning and aims to raise awareness among students' families about the issues affecting their children's acquisition of English as a foreign language. This study aims to explore the linguistic challenges faced by university students in Chamchamal, Kurdistan Region-Iraq, and offer targeted recommendations to improve their English language proficiency.

The Role of Learning Styles in Acquiring English as a Second Language 1st. Bachillerato in Educative institution Lumbaqui, Sucumbíos Province.

This study explores the impact of learning styles on the acquisition of English as a second language among first-year high school students at a public educational institution in Lumbaqui, Sucumbíos, Ecuador. The research aims to identify the most effective learning styles to enhance language learning and provide insights for teachers to adapt their instructional strategies. Through a survey conducted with 60 students, the study analyzes preferences across visual, auditory, kinesthetic, and tactile learning styles. The results highlight a strong inclination toward auditory and kinesthetic approaches, suggesting that students benefit more from interactive and experiential learning activities. Visual aids and body language also play a crucial role in comprehension. The findings emphasize the importance of differentiated instruction tailored to individual learning preferences to boost engagement and academic performance. The study concludes with recommendations for integrating multimodal teaching techniques and leveraging digital tools to support diverse learners in ESL environments.

The Impact of Audiovisual Books on English Acquisition for 4-5-year-old Children Compared with Teacher-assisted Model

In recent years, advancements in science and technology have propelled humanity into the digital era, fundamentally transforming the education sector. Notably, kindergartens are beginning to integrate digital teaching methods, replacing traditional teacher-assisted second language acquisition with audio-visual books. The development of children's language skills during early childhood is crucial, and it is imperative to capitalize on this critical period. This study aims to compare the effectiveness of audio-visual books and teacher-assisted teaching methods in facilitating second language acquisition among young learners. By conducting research experiments, we will evaluate the impact of these two teaching approaches on children's language development, focusing on key factors such as visual and auditory stimulation, attention span, and pronunciation accuracy. The experimental design includes pretests and posttests to measure the learning outcomes of 4-5-year-old children exposed to each teaching method. Thirty children from the same kindergarten, divided into two groups, will participate in this study. One group will learn using audio-visual books, while the other will receive teacher-assisted instruction. The findings of this research will provide valuable insights into the most effective teaching practices for enhancing early childhood language education. By identifying the strengths and limitations of each method, we aim to inform educators and policymakers about the optimal strategies for promoting second language acquisition in young children, ultimately contributing to the improvement of educational practices in the digital age.

Backward anaphora in L2 acquisition of English, Mandarin and Japanese

This study reports findings from two experiments on backward anaphora by second language (L2) learners of English, Mandarin, and Japanese, examining the effects of first language (L1) systems and whether a pronoun resolution pattern requiring syntax–discourse integration can be successfully acquired. The findings from Experiment 1 comparing English and Mandarin demonstrate that the availability of positive evidence for Mandarin-speaking learners of L2 English allows them to achieve a native-like pattern, whereas it is difficult even for advanced English-speaking learners of L2 Mandarin to acquire the syntax–discourse integration pattern that Mandarin requires. Experiment 2 compared two languages that show the syntax–discourse integration condition for backward anaphora (Japanese and Mandarin) to further investigate (1) whether L2 speakers were influenced by their L1 patterns, or (2) whether a pattern as in English, i.e. not requiring syntax–discourse integration, would emerge regardless of the L1s. The findings from Experiment 2 reveal an effect of L1 system because the Mandarin-speaking learners of L2 Japanese, the Japanese-speaking learners of L2 Mandarin, and the two groups of native speakers display similar patterns of interpretation.

Joseph Sung-Yul PARK: <i>In Pursuit of English:</i> <i>Language and Subjectivity in Neoliberal South Korea</i>

In Pursuit of English presents an incisive aetiology of South Korea’s national obsession with the acquisition of English (“English fever”) and, more broadly, demonstrates the importance of subjectivity—emotions, perceptions, beliefs and the like—in understanding the relationship between language choice and the speaker’s situated environment. Park argues that 1) recent history and policy choices have turned English into an index of wealth, prestige, and good moral character in South Korea; and 2) the resulting subjectivities of language, consisting of such affects as desire, moral responsibility, anxiety, and insecurity, now perpetuate English fever as a neoliberal self-development project. In doing so, Park successfully makes the case for us to examine attitudes toward language-learning as a mechanism born of, and now serving, a particular political-economic and social paradigm.

REVOLUTIONISING ESL LEARNING THROUGH THE NUSANTARA INDIGENOUS FOLKTALES FRAMEWORK: A COLLABORATIVE EDU-TALE APPROACH FOR PRESERVING CULTURAL HERITAGE

The integration of indigenous folktales into English as a Second Language (ESL) education has emerged as an innovative approach to enhancing language learning while preserving cultural heritage. This study explores the Nusantara Indigenous Folktales Framework (NIFF), which employs the Edu-Tale Approach to foster motivation, engagement, and linguistic proficiency among ESL learners. Grounded in Vygotsky’s Sociocultural Theory and Krashen’s Input Hypothesis, the framework leverages culturally relevant storytelling, interactive activities, and digital tools to create an immersive learning experience. A qualitative research design was employed, incorporating student feedback, educator evaluations, and parental perspectives to assess the impact of folktale-based learning. Findings indicate that 70% of students reported increased motivation, while 75% found learning more enjoyable when indigenous folktales were integrated into ESL instruction. Additionally, educators (60%) and parents (50%) acknowledged the effectiveness of the framework in enhancing engagement and language retention. The study further demonstrates that folktales serve as cultural bridges, fostering intercultural awareness and identity reinforcement among learners. The results suggest that integrating indigenous narratives into ESL curricula improves vocabulary acquisition, reading comprehension, and cultural appreciation. The study highlights the potential of NIFF to decolonize language education, ensuring that ESL learners view English acquisition as an extension rather than a departure from their heritage. Furthermore, the study underscores the long-term role of folktales in preserving intangible cultural heritage through formal education.Future research should explore longitudinal studies on language retention, the role of AI-enhanced digital storytelling, and cross-cultural applications of indigenous folktale integration. The study concludes that the Nusantara Indigenous Folktales Framework is an effective pedagogical model, bridging language learning and cultural preservation while fostering an engaging, student-centered learning environment.

WITHDRAWN: The Role of Stress Management in the Acquisition of English as a Foreign Language for Children with ADHD: A Longitudinal Case Study

WITHDRAWN: The Role of Stress Management in the Acquisition of English as a Foreign Language for Children with ADHD: A Longitudinal Case Study

The acquisition of Multicultural London English: Child and adolescent diphthong variation in West London

The acquisition of Multicultural London English: Child and adolescent diphthong variation in West London

The effectiveness of gamification in teaching vocabulary to young learners

Students often forget new vocabulary words, highlighting the importance of exploring strategies such as gamification to enhance vocabulary acquisition in young English as a Second Language (ESL) learners. The rapid integration of digital tools and playful learning environments has positioned gamification as a promising method to increase student motivation and engagement. This article, based on a literature review, analyzes the use of game elements such as points, badges, and leaderboards, and their potential to improve vocabulary retention and understanding in young learners.The findings from the reviewed studies indicate that gamification significantly enhances vocabulary retention and encourages active participation. Additionally, key factors such as the level of challenge and social interaction are identified as influencing its effectiveness. These results suggest that integrating gamification into vocabulary teaching can be a valuable tool to support language development, strengthening intrinsic motivation and promoting a deeper commitment to learning. This article provides a basis that supports the use of gamified strategies in the classroom, encouraging educators to adopt innovative approaches in vocabulary teaching.

Researching the role of interaction in young learners’ acquisition of English

Researching the role of interaction in young learners’ acquisition of English

Cultural Factors Affecting English Performance in Rwandan Public Higher Learning Institutions: A Case Study of Third-Year Students at the University of Rwanda

Research has shown that cultural factors may affect the learning of a second language. However, no such a study has been conducted in Rwanda to identify cultural factors that may affect the acquisition of English. The present research, therefore, was carried out to explore the effect that cultural factors exerted on the students’ performance in the English language. The study was guided by Vygosky’s socio-cultural theory according to which one’s culture is among factors influencing performance in a second/foreign language. The target population was third-year students from the University of Rwanda. Using a case study design, the study hinged on qualitative approach to conduct one-on-one semi-structured interviews with 109 respondents recruited through random procedure from a population of 1257 students. For data analysis, the inductive approach was applied and emerging themes from students’ responses were grouped into typologies. Findings revealed that most respondents believed cultural factors were detrimental to the development of proficiency in English while few attested that these factors affected their English positively. The findings also allowed the researchers to make recommendations to policy makers and teachers for promoting students’ communication skills in English.

Bilingual acquisition during school years: predictors of achievement in the societal and heritage language

There are vast individual differences in heritage bilinguals' linguistic skills. It is not clear, however, to what extent this variation can be attributed to experience, cognitive ability or motivation. This study investigates factors influencing the acquisition of both Polish (HL = Heritage Language) and English (SocL = Societal Language) of school-age children, examining the role of motivation, linguistic experience, and language aptitude. We collected and analyzed speech samples from 7- to 12-year-old participants (n = 78) residing in the UK to derive linguistic measures of fluency, syntactic complexity and lexical diversity in both languages. Additionally, a receptive grammar test was administered. Independent variables were obtained via parental questionnaires, a motivation survey and a language aptitude test. To identify predictors of heritage bilingual acquisition, we conducted least squares linear regression analyses for each language area and applied backward stepwise selection to reduce the models. Results show that predictors differ between languages and linguistic areas. Our findings highlight the role of language aptitude in bilingual development, challenge assumptions that motivation to use HL might detract from SocL development, and suggest that HL acquisition can support, rather than hinder, societal language development, as bilingual children draw on their metalinguistic awareness and cognitive skills across both languages.

Word Class Errors in English Acquisition Among Chinese EFL Learners: A Conceptual Transfer Perspective

Word class errors constitute significant speech errors in second language (L2) acquisition, yet researchers often overlook them. Previous studies have only briefly addressed this phenomenon, lacking a deeper exploration of the underlying cognitive aspects. Therefore, this study aims to analyze the acquisition of word classes, specifically nouns, by Chinese learners of English as a Foreign Language (EFL), using data from the TECCL corpus focusing on conceptual transfer. The research method involves corpus data analysis, focusing on word class errors made by learners. This study identifies systematic and regular patterns in these errors through a conceptual transfer approach, indicating the negative influence of conceptual transfer from Chinese grammatical categorization and conceptual attributes on English word class acquisition. These findings offer new insights into conceptual transfer in language acquisition, highlighting the importance of cross-linguistic conceptual influence in teaching English to Chinese speakers. Recommendations include adjusting English language curricula to account for conceptual transfer aspects and implementing teaching strategies that help reduce errors stemming from cross-linguistic conceptual categorization differences. This study is relevant for research on conceptual transfer and holds practical implications for enhancing English language instruction effectiveness among Chinese speakers.

A Study on the Acceptance and Use of AI-assisted English Learning among English Majors

The wave of educational AI-assisted English learning is taking English learners by storm, and researchers have mostly studied using artificial intelligence in education; however, studies related to the specifics of acceptance and application of AI learning software by English specialist learners are still relatively lacking. In the present study, a quantitative study was done to examine the current situation of acceptance and use of educational AI in English acquisition and learning by English professional learners. Based on the 23 questions answered by 100 participants, data collection using the Questionnaire Star online platform, and descriptive analysis, correlation analysis, and analysis of variance, etc. According to the results of the study, students were willing to employ AI to aid them in all aspects of English learning, and that the dimensions of the scale show significant correlation with the willingness to use it. Moreover, there is no significant difference in willingness to use different AI software.

The effect of spaced vs massed repetition on variability phonetic training among Saudi English as foreign language learners.

This study investigated the effects of spaced and massed repetition on the acquisition and retention of English /b/ and /p/ sounds among Saudi English as a foreign language (EFL) learners. Forty-nine university students participated in a quasi-experimental design comparing two learning conditions: massed repetition and spaced repetition. Participants were taught the pronunciation of 40 new English words containing the target sounds through video-based instruction. The experiment utilized a within-subjects design, where each participant in both the control and experimental groups was exposed to a total of 40 words: 20 words taught using massed repetition and 20 words taught using spaced repetition. Pronunciation performance was assessed through tests administered immediately after the treatment (Time 1) and after 4 weeks post-treatment (Time 2). The study also explored the interaction between repetition type and input variability by incorporating High Variability Phonetic Training and Low Variability Phonetic Training conditions. Results revealed significant differences between spaced and massed repetition, with spaced repetition showing superior outcomes in both immediate and delayed tests. The study revealed no significant differences were found between High Variability Phonetic Training and Low Variability Phonetic Training conditions. These findings contribute to our understanding of effective pronunciation training methods in EFL contexts and highlight the importance of distributed practice in language learning.