Language Learning Approach Research Articles

Implementation of Merdeka Belajar in Indonesian Language Learning in Senior High Schools

This qualitative case study explores the implementation of the "Merdeka Belajar" (Freedom to Learn) approach in Indonesian language learning at the senior high school level. The study investigates the perceptions and practices of Indonesian language teachers, the alignment between Merdeka Belajar principles and classroom instruction, and the challenges and opportunities associated with this innovative curriculum framework. Data was collected through semi-structured interviews, classroom observations, and the analysis of curricular materials. The findings reveal a varied landscape of Merdeka Belajar implementation, with some teachers enthusiastically embracing the approach and others struggling to adapt. Key factors influencing the process include teacher beliefs, administrative support, and the broader educational ecosystem. The study highlights the potential of Merdeka Belajar to transform Indonesian language education by fostering student-centered, personalized, and technology-enhanced learning experiences. The insights gained can inform policymakers, school leaders, and educators in their efforts to effectively integrate the Merdeka Belajar approach and deliver a more empowering and relevant language curriculum.

Development of Arabic Language Learning in Indonesia at 19th – 21st Century

Arabic language learning has a long history in Indonesia, starting from the 19th century. This article aimed to provide a comprehensive historical overview of the development of Arabic language learning in Indonesia from the 19th century to the 21st century. A qualitative approach and the historical review method with quasi descriptive research model were applied. This article examined the evolution of teaching methods, curriculum and media used in Arabic language learning. In this research, the primary sources were the official reports, curriculum, textbooks, journals, and historical records, as well as secondary sources such as academic literature and research publications. This article traced the shifts and transformations in Arabic language teaching practices in Indonesia. Through content analysis and historical interpretation, key milestones, trends and factors were identified which shaped the trajectory of Arabic language learning over the past three centuries. The findings revealed diverse influences, ranging from the traditional Islamic education system to modern learning models that keep up with the times. This article highlighted the unique challenges and adaptations that have characterized the development of Arabic language learning in Indonesia. By offering a historical perspective on the evolution of Arabic language learning methods and approaches, this article contributed to a deeper understanding of the current state of Arabic language education in Indonesia. The insights gained from this research could inform the future strategies and policies aimed at improving the quality and effectiveness of Arabic language learning and preserving the nation's cultural and linguistic heritage.

Effect of Mobile Assisted Language Learning (MALL) Attitude and Practices in University Students

This study explores how technology, particularly mobile devices, is changing the landscape of foreign language learning. Traditionally, foreign language education relied on various methods and techniques, but the rise of technology and changing teacher attitudes have paved the way for innovative approaches. Mobile Assisted Language Learning (MALL) represents the latest evolution, following the earlier Computer Assisted Language Learning (CALL) approach. This research investigates the impact of MALL on student attitudes and practices in foreign language learning. The mixed study involved 40 university students from various majors. Data was collected through a 5-point Likert scale survey and follow-up semi structured interviews with some volunteers. The findings revealed a strong belief among students that mobile devices are highly effective for language learning. Students highlighted the advantage of instant access to target language input through mobile tools. Overall, participants' high mobile phone use, media preferences, and frequency of mobile phone usage all pointed towards a positive attitude towards the role of mobile phones in their foreign language development. The findings of this study extend beyond the immediate research and can be applied by future researchers, teachers, parents, and others interested in language learning.

Enhancing Foreign Language Learning Approaches to Promote Healthy Aging: A Systematic Review

The main purpose of this study is to investigate the best approaches to teaching a foreign language to older people to help them achieve the desired results and explore their benefits. This review strictly follows the PRISMA methodology for systematic reviews and meta-analyses to identify the core experimental studies that deal with the topic of foreign language learning approaches among the older generations. Altogether eight studies detected were included in the systematic review. The available sources were found in Web of Science and Scopus. The findings indicate that foreign language learning can promote seniors’ welfare and successful aging despite their learning outcomes, which means that the key benefit for third-age foreign language learners while learning a foreign language is not the achieved proficiency level, but the feeling of subjective satisfaction. This can be a good incentive to achieve better learning outcomes, provided that learners have been offered a pleasant and safe learning environment, using suitable learning approaches during which they can build on their acquired knowledge and experience, as well as discuss the topics they are interested in. Thus, foreign language teachers play an important part in seniors’ educational process because their teaching methods and materials when adapted to the elderly’s educational needs can have a positive impact on the maintenance and possibly, enhancement of the older people's cognitive functions and on the improvement of their mental activity, which consequently maintains their healthy aging.

Ambiguity tolerance towards learning English as a foreign language and accuracy of oral speech

All languages contain inherent ambiguities, and foreign language learners often encounter various uncertainties when learning a new language. Ambiguity tolerance is a crucial personality trait that can significantly influence the foreign language learning process. Over time, ambiguity tolerance has gained importance due to its impact on different aspects of language learning. This study investigates the relationship between ambiguity tolerance, the optimal choice of language learning approaches, and the degree of anxiety in learning English as an additional foreign language. The research was conducted with graduate and undergraduate students from the United Arab Emirates University, specifically those studying in the education field and enrolled in an English foreign language learning course. A quantitative Google survey was administered, gathering data from 270 students, which was subsequently analyzed using SmartPLS 3. The results revealed that ambiguity tolerance is negatively associated with students' anxiety levels and positively correlated with their choice of language learning strategies, ultimately enhancing their oral speech accuracy. This study offers valuable insights for academicians to design strategies that promote ambiguity tolerance among learners, thereby boosting their motivation and reducing anxiety levels. It also contributes significantly to the body of knowledge for researchers in this field.

Design Development of Arabic-Roman Transliteration Module with Virtual Reality Concept (eTARRiM) to Improve Primary School Students' Arabic Reading Skills: Needs Analysis

This study discusses the development of the Arabic-Roman Transliteration Module with Virtual Reality Concept (eTARRiM) as an innovation in improving Arabic reading skills among primary school students. Needs analysis was conducted to solve the main issues in learning Arabic and develop a module that can overcome these challenges. A comprehensive literature review on Arabic language learning approaches, the concept of Arabic-Roman ttransliteration, and the application of virtual reality technology may form the basis of the development of this module. With the importance of reading skills, this study gives special emphasis to Malay-speaking students who face challenges in understanding the structure of Arabic writing. eTARRiM module is designed to meet the needs of students by integrating Arabic-Roman transliteration as a bridge to recognize Arabic characters. Virtual reality technology is used to create an engaging and interactive learning environment. A needs analysis was conducted based on the needs of the concept of transliteration, the use of technology, and how this module supports the needs of students in primary school. By understanding the critical issues in learning Arabic, this study offers a holistic view of relevant and effective development this module. The results of the study are expected to contribute to the development of a more dynamic Arabic language learning resources, especially at primary school level. Practical implications and recommendations for future research are also discussed to improve the quality of teaching and learning Arabic among primary school students.

Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities

AbstractBackgroundSome studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL).ObjectivesThis study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities.MethodsA mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups.Results and ConclusionThis study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course.Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).

The Influence of the Direct Method on Students' Language Comprehension: Quantitative Research with a Focus on Listening Skills

Background. The Direct Method has become an attractive approach in language learning, emphasising the use of the target language in communicative situations. However, the impact of the Direct Method on students' language comprehension, particularly in listening skills, still needs to be studied in depth. Purpose. This study aims to evaluate the effect of the Direct Method on students' language comprehension, focusing on listening skills in the context of English language learning. Method. A quantitative approach was used to analyse data from the listening comprehension scores of students who took the Direct Method. The research sample consisted of 100 students who took the Direct Method course. Results. The results showed that the Direct Method had a positive and significant influence on students' listening comprehension ability. Of the 100 students who took the course with the Direct Method, 85% showed a significant improvement in listening comprehension scores. Conclusion. In the context of English language learning, the Direct Method has great potential in improving students' listening comprehension. This approach provides an interesting and meaningful learning experience for students, allowing them to be actively involved in the learning process and improving their ability to understand and use the target language.

Fostering Teachers’ Growth Mindset to Face Education Challenges Using a Cultural Language Learning Approach (CLLA)

Growth mindset practice by teachers’ is essential for facing the disruption of education that has been caused by technological advances. This study used multiple case studies to investigate the level of teachers’ growth mindset, teachers’ readiness to face education challenges, and how to foster teachers’ growth mindset using a cultural language learning approach. It involved 26 teachers from elementary to higher levels who completed a questionnaire comprising closed-ended questions, and participated in in-depth interviews and a peer debriefing – the latter to determine trustworthiness. The data were compiled and analyzed descriptively using defined criteria. The research procedure followed these steps: (1) Gathering raw data on three research variables; (2) Reviewing data; (3) Analyzing data; (4) Ensuring trustworthiness through peer debriefing; and (5) Research judgment. This study fills a gap in the literature concerning the concept of teachers’ growth mindset and fostering teachers’ growth mindset by using a cultural language learning approach as an alternative to their educational practices. This study reports the following findings. First, most of the participants confessed that they did not fully practice the seven growth mindset principles, namely, never stop growing, experiment and innovate, ask questions, be flexible, learn new technology, truly listen and reflect constantly. Second, they were not yet prepared to face education challenges. Third, they admitted to not yet having embedded local cultures as their teaching discourses. The findings are expected to provide an alternative reference and guide for policymaking for teachers and practitioners affected by theses issues.c

Student Perception of the Effectiveness of the Storytelling Method in English Learning: Quantitative Research with a Focus on Reading Skills

Background. The storytelling method has become a popular approach in English language learning due to its ability to increase student interest and participation. However, quantitative research specifically focussing on the effectiveness of this method in the development of reading skills is limited. Purpose. This study aims to investigate students' perceptions of the effectiveness of the storytelling method in English language learning, with a focus on the development of reading skills. Method. This study uses a quantitative approach by distributing questionnaires to students who are learning English. The questionnaire measured students' perceptions of the effectiveness of the storytelling method in improving their reading skills. Results. The results showed that most students (83.3%) believed that the storytelling method was effective or very effective in improving their interest and understanding of reading skills. However, a small proportion of students (16.7%) had a neutral view on the effectiveness of this method. Conclusion. The findings of this study indicate that the storytelling method is effective in improving students' reading skills in English language learning. By considering students' perceptions and integrating the storytelling approach into the curriculum, educators can enhance students' learning experiences and support the development of reading skills more effectively.

A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC

MOOC attrition rates have become a research hotspot in open and online education, requiring researchers to pinpoint psychological, technological, pedagogical, and technical factors that could mitigate this problem. For this aim, the current study applied a tri-phenomenon approach to explore language learners' perceptions of support coupled with the moderation role of their motivation plays in shaping their learning approaches to MOOC. To do so, 428 language learners who completed their online language course on the Iranian MOOC platform answered the study survey before getting their course certificate. An analysis of structural equation modeling (SEM) revealed that MOOC instructional and peer support were positively correlated with learners' deep approach while negatively correlated with the surface one. Although technical support was provided in this instance, it did not contribute to shaping language learners' motivation and deep approach. Moreover, language learners who attended MOOCs to learn language intrinsically perceived more instructional support, whereas language learners who joined these courses to pass some obligations or get course certificates perceived greater peer support that could help them pass such criteria and shape their deep approach to MOOC. Further, both types of motivation significantly mediate learners' instructional and peer support within their deep language learning approach in MOOC. As a result of these findings, both theoretical and practical contributions have been reported in the study to lead MOOCs' enrolment to have a deep approach.

IMPACT OF TECHNOLOGY ON ENGLISH LANGUAGE TEACHING AND LEARNING: DIGITAL PEDAGOGY FOR GLOBAL CITIZENS

The advent of technology has significantly impacted language teaching and learning approaches, necessitating a fusion ofvirtual platforms and traditional resources like textbooks and classrooms. This integration has become indispensable in theconstantly evolving global landscape. The emergence of innovative digital models for teaching and learning has opened upnew possibilities and experiences. Digital pedagogy is gradually replacing traditional language teaching methods, enablingblended teaching, flipped learning, student-paced learning, learner-centric learning, self-learning, collaborative learning,project-based learning, VAK learning, gamification, and more. To meet these dynamic requirements, various futuristic digitaltools for teaching and learning are gaining popularity. This research paper aims to explore the significance, scope, andinfluence of digital pedagogy in the digital era. Additionally, it investigates the effectiveness of different tools available formaking the teaching and learning of the English language engaging and enjoyable, using a combination of qualitative andquantitative research methodologies. The paper also addresses the challenges posed by this paradigm shift in Englishlanguage education for undergraduate students.

Effects of Strategy-Based Instruction on Vietnamese EFL College Students’ Reading Comprehension: A Mixed Method Approach

Few studies have been quite successful in examining how Strategy-Based Instruction affects students' reading comprehension. However, these studies have only looked at specific reading strategies, like cognitive or metacognitive strategies, and have not used a reading instructions model to look at all phases of pre-, while-, or post-reading. To evaluate the impact of SBI, particularly the reading framework model Cognitive Academic Language Learning Approach, on EFL college students' reading comprehension, sixty EFL students at Hau Giang Community College participated. A mixed-methods approach with tests and semi-structured interviews was used. The conventional approach was used to teach reading to the Control Group, whereas SBI was used for the Experimental Group. The results show that SBI significantly improved the reading comprehension of EFL students. They also have the drive and self-assurance to develop into proficient readers on their own. Therefore, it is suggested that English reading comprehension be taught more widely using SBI.

LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES

The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless communication facilitated global contact, irrespective of geographical location or occupation. In this article, will look at early language learning and language teaching approaches.

Language Development in Early Childhood: Psycholinguistic Approaches to English Language Education

This article discusses the importance of understanding language development at an early age and how a psycholinguistic approach can provide a strong foundation in designing effective English language education for children at this crucial stage in their lives. The approach in this article involves analyzing the literature and tracing empirical studies related to language development in early childhood using psycholinguistic approaches. Data were analyzed to explore the role of this approach in English language learning at this critical developmental stage. And the result is that the integration of psycholinguistic approaches in children's English education at an early age shows great potential in facilitating language development effectively. By understanding and applying psycholinguistic principles, educators can create a supportive and meaningful learning environment, enabling children to better achieve their language potential.

Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review

Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.

Pengaruh Penerapan Pendekatan Etnopedagogi Dalam Pembelajaran Bahasa Indonesia

The aim of this research is to describe the influence of applying an ethnopedagogy approach in Indonesian language learning on improving student learning outcomes at SMP Negeri 4 Sesean Satap. The research was carried out using an experimental method. Data collection procedures were carried out using observation, tests, documentation and questionnaires. The data analysis method used in this research is a quantitative data analysis technique using a simple linear regression test. The results of this research indicate that the application of an ethnopedagogical approach in learning Indonesian has a positive effect on improving student learning outcomes at SMP Negeri 4 Sesean Satap. This is proven by the hypothesis test (t test) where the value is 0.00 <0.05 and the t value is 7.623> t table 1.693. These results are in accordance with the respondents' answers to the questionnaire who chose the answers strongly agree and agree.

Exploring EFL Learners' Strategies for Vocabulary Acquisition: A Qualitative Case Study

In authentic circumstances, this qualitative case study explores vocabulary acquisition tactics used by English as Foreign Language (EFL) learners. The study investigates several methods impacted by individual learning preferences, cultural contexts, and exposure to real-world language use through in-depth interviews. The research is guided by two main goals: determining techniques in real-world settings and comprehending learners' assessments of their efficacy. The context of the study is Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah. The research paradigm chosen for this study was Qualitative. Population of the study was from the Department of English and Purposive Sampling was used. The results provide valuable perspectives for language education, highlighting the significance of context, interaction, and tailored methods in the growth of vocabulary. Our understanding of language acquisition dynamics is intended to be enhanced, and the study contributes to efficient language learning approaches by providing insights into instructional practices, curriculum design, and learner support measures.

The Effects of Form-Focused Communicative Grammar Instruction on Students’ Pronunciation and Grammar in Speaking

Integrating form-focused instruction (FFI) in the communicative language class is the most recently used language teaching and learning approach today. To draw learners’ attention to grammatical form, FFI implements different types of corrective feedback and implicit and explicit grammar teaching techniques. This study investigated the effects of FFI combined to communicative grammar instruction on students’ pronunciation and grammar in speaking. The main objective of this study was to probe whether the form-focused instruction integrated with communicative grammar activities was effective in terms of students’ performance of pronunciation and grammar in speaking. The study employed a quasi-experimental study design with a mixed method approach. It also employed pre and post-tests, questionnaire, and interview in order to gather data. The data collected by the tests and questionnaire were analyzed quantitatively using independent and paired sample t-test where as the interview data was analyzed thematically. The results of the study revealed that the experimental group of students who had been taught spoken English having form-focused communicative grammar instruction showed the enhancement on pronunciation and grammar in speaking in their post-test scores. This directed to the conclusion that the form-focused communicative grammar instruction assisted the students advance their pronunciation and grammar in speaking. Thus, it is recommended that high school EFL teachers should implement communicative grammar activities integrated to form-focused instruction while teaching speaking skills.

Pendekatan “Kasih Sayang" dalam Pembelajaran Bahasa Arab di Pondok Pesantren

This research was motivated by the results of a survey of researchers at the Islamic boarding school Majlis Tafsir Al-Quran Mojogedang, which applies the Kuliiyatul mu'alliminal Islamiyah (KMI) system, which requires students to discipline in official languages combined with the philosophy of the "Compassion" approach in formal and non-formal teaching and learning processes. This study aims to describe the pattern of the "Compassion" approach in Arabic learning in this cottage. Descriptive qualitative research with field research methods is used to achieve this goal. The subjects in this study were lodge leaders, KMI directors, teachers' Language Section (LAC), santri Language Section (CLI). Data is collected through observations, interviews, and documentation after the data is obtained, analyzed, and conclusions are drawn. The conclusion drawn from this study is that the Compassion Approach in language learning has been the foundation since the beginning of the Language learning system, starting from Planning, Organizing, Actuating, controlling, and Evaluating, the formation of a mature language system is the love of the lodge towards the students represented by the entire Language Advisory Board. Language activities such as Ilqa al-Mufrodāt, Muḥādaśah, Muḥādarah, Language Court, and Language Extracurricular Activities have become a means of "affection" for students in MTA Islamic boarding schools where these activities there is a pattern of compassion education patterns that have been arranged in such a way as responsibility, example, and non-violence.