English Students Research Articles

EXPLORING VOCABULARY GROWTH THROUGH SONGS: AN IN-DEPTH INTERVIEW OF MALAYSIAN UNDERGRADUATE STUDENTS

This study investigates the perceptions of Malaysian undergraduate students regarding the use of English songs as a tool for vocabulary acquisition. Through in-depth interviews with five undergraduate students in Malaysia, the study examines their experiences, insights, and reflections on utilising English songs to expand their vocabulary. Four prominent themes emerged from the analysis: subconscious word learning, learning of pronunciation and accent, vocabulary retention, and exposure to authentic English words. The results reveal that while listening to English songs undergraduate students in Malaysia improve their English language by learning new words, accent and improving pronunciation. Learners benefit from the autonomy to choose strategies they deem suitable for their learning, while also benefiting from teachers' guidance on various strategies to employ. The study concludes that there is a growing preference for engaging approaches such as using English songs, and providing students with an enjoyable and immersive way to learn vocabulary.

User Experience of ChatGPT: Insights from Undergraduate English Language and Literature Students in Bangladesh

ChatGPT, a large language model, has become increasingly popular, and students have begun to use it for the purpose of learning. The purpose of this research is to explore the experiences of undergraduate English language and literature students from Bangladesh who are using ChatGPT. Qualitative research methods were utilized for this study and the data were collected using semi-structured interviews. A thematic analysis technique was employed to analyze the data. The study reveals both positive and negative experiences associated with the use of ChatGPT by students from the English Language and Literature department. ChatGPT helps students to practice their reading and writing skills. It aids them to provide literary explanations of their texts and helps students to understand complex literary texts in lucid language. However, it sometimes provides confusing or wrong answers and provides wrong explanations regarding literary texts. As students possess some negative experiences along with many positive experiences, they are inclined to continue using it with heightened awareness of their use. However, users in this study believe that its use should be limited, and it should be used as a complement rather than a primary tool. The findings of this research may provide educators and policymakers with valuable insights that might help them integrate new aspects of artificial intelligence in education.

Unlocking the Potential: Attitudes of Tertiary Level EFL Learners Towards Using AI in Language Learning

In the current era of rapid change in which AI has become inevitable in foreign language education as in many aspects of life, this study, which aims to examine EFL learners’ attitudes towards AI and to analyse its future potential, was conducted with the participation of 772 English preparatory year students studying at A2, B1, and B2 levels in the schools of foreign languages of a state and a private (foundation) university in Türkiye. The data for the study were collected online through an attitude scale (MALL:AI) and an open-ended survey question. Quantitative results revealed that the participants had moderate attitudes towards the use of AI in EFL learning, with no clear tendency towards positive attitudes. While university type and gender were not found to be significant determinants of attitudes, engineering and natural sciences students showed more positive attitudes towards AI in EFL learning than those in the humanities and social sciences. In terms of proficiency level, A2 level participants reflected lower attitudes in the behavioural factor than B1 and B2 levels. Qualitatively, it was found that students had overwhelmingly positive perspectives on the use of AI, shared some negative approaches with reservations, and offered concrete suggestions for the integration of AI into ELT. With its intriguing findings, the present study sheds light on further studies and paves the way for educational administrators and EFL instructors to better make use of AI in language education.

Lecturers’ perspectives on enhancing student proficiency through academic integrity in logic and writing strategies

Developing critical thinking and effective communication skills through argumentative essays is crucial to the success of university students. This study aims to identify the most engaging strategies used in teaching writing argumentative essays for university students. In spite of this, identifying the most engaging strategies to teach this skill remains a challenge. To this end, three focus group discussions were conducted with 30 English-language lecturers and professors in Amman, Jordan. Additionally, an online survey was distributed among 30 English-language lecturers and professors in Amman, Jordan, and 50 students to rank the identified strategies. Semi-structured interviews were also conducted with English language professors and students. The rankings’ mean scores and frequency counts were calculated for each strategy. The findings of this study indicate similarities and differences between the two groups’ preferences for prewriting and post-writing strategies. Both groups agreed on the importance of prewriting and post-writing strategies in writing instruction. Nevertheless, lecturers favored brainstorming and outlining as a prewriting strategy and teacher feedback as a post-writing strategy. At the same time, students preferred the read-write model as a prewriting strategy and peer review as a post-writing strategy. These findings have significant implications for both educators and students. Using the read-write model and peer review as part of the curriculum can enhance engagement and learning outcomes by incorporating students’ preferences into teaching methods. Exposure to various strategies helps students identify the most effective approaches for themselves, fostering adaptability and proficiency in writing argumentative essays.

Factor Analysis on the Motivation for Extensive Reading Questionnaire

This study examined the factors adapted from the Motivation for Reading Questionnaire. We considered eight dimensions (Self-Efficacy, Reading Challenge, Reading Curiosity, Reading Involvement, Importance of Reading, Recognition for Reading, Reading for Grades, and Social Reasons for Reading). In addition, we included some items based on the extensive reading, principles, and technology acceptance model. The study recruited 558 undergraduate students of English as a foreign language in Indonesia via Google Forms. The structure of the questionnaire was validated using exploratory and confirmatory factor analyses. To determine the dependability of the instrument, internal consistency reliabilities of the instrument as a whole and per factor were calculated. We computed the average variance extracted and the Heterotrait-Monotrait Ratio of Correlation to determine convergent and discriminant validities. The results led to the omission of six items with loading values < 0.50. The omissions included one item for Reading Involvement (0.42) and five items for Social Reasons for Reading (0.47; 0.43; n/s.; n/s.; and n/s.). Lastly, the study presented the significance of the results and directions for future studies.

Using Social Media among English Major Students at Hebron University, Palestine

With the increasing integration of social media into educational settings, understanding its role in the lives of students has become essential. This study explores the usage patterns and perceptions of social media among English major students at Hebron University. The study has been analysed for the second semester of 2023/2024 academic year with a sample of 100 students, 74 are females and 26 are males. They are between 18 and 22. The researchers designed a questionnaire via Google Forms. Participants were given the questionnaire electronically through WhatsApp and email. Quantitative analysis techniques were used to analyse responses. SPSS program. The study suggested some recommendations that can be used at the university. The results of this research highlight the correlation between social media use and the univerity and personal lives of English major students at Hebron University.

Tiktok Lexical Contents in Use: Attitudes among Bachelor of Arts in English Language (ABEL) Students

The rise of TikTok as an educational tool has opened new avenues for vocabulary development among its users. This study explored the vocabulary levels and attitudes of 90 first- and second-year AB English Language (ABEL) students towards TikTok videos containing vocabulary content. Participants engaged voluntarily in a mixed-method research design, incorporating pretests and posttests, treatment, and interviews. Quantitative data were analyzed using T-tests, frequency, and percentage, while qualitative data underwent thematic analysis to uncover participants' cognitive, affective, and behavioral attitudes. The findings revealed a notable improvement in the participants' vocabulary knowledge, as demonstrated by higher posttest scores following the use of TikTok videos. Despite some challenges with the application, participants generally held positive attitudes towards the treatment, recognizing its contribution to their vocabulary enhancement. The study suggests that both English teachers and students could effectively use TikTok videos with lexical content for vocabulary teaching and learning. Additionally, the study highlights the potential for future research to investigate the role of TikTok videos in aiding non-English speakers with foreign language acquisition and other language skills, as this study focused solely on vocabulary development among English language majors.

Implementation of A Blog-Based Journal Reading Strategy to Improve the Reading Comprehension Ability of UNIMED English Literature Students

This study explores the impact of a blog-based reading journal strategy on improving reading comprehension among English Literature students at Universitas Negeri Medan. Conducted over six months in 2024, the research involved 60 students who documented their reflections and analyses of assigned readings on blog platforms. The methodology included qualitative and quantitative approaches, with a rubric assessing comprehension, analytical skills, reflection depth, and coherence. Results showed significant improvement in reading comprehension, with 80% of students rating the overall experience highly and 100% finding the blog content very helpful. Critical and analytical thinking skills also improved, with 60% of students rating this aspect highest. Students were comfortable using the blog platform and suggested extending session durations and incorporating more visual aids. The study concludes that the blog-based strategy effectively enhances reading comprehension, engagement, and critical thinking, supporting its continued use and exploration in educational settings.

Authentic Assessment of English Language Learners Used in An Indonesia High School

The purpose of this study is to describe (1) the type of assessment used by teachers in assessing student in learning english and (2) the authentic assessment used by teachers in assessing students in learning english. The research method used is qualitative with a descriptive type. The sample technique used is purposive sampling. Two English language teachers in grades ten and eleven at SMA Muhammadiyah Special Program Kottabarat Surakarta are the subjects of this study. Interviews, documentation, and observation are the research methods used. The data analysis techniques used are data collection, data reduction, data presentation and then conclusion drawn. The researcher found that there are 4 types of assessments used by the two teachers, namely 1) formative assessment, namely in the form of assignments and try in tests, 2) summative assessment, namely in the form of midterm exams and final semester exams, 3) formal assessments, 4) informal assessments. The authentic assessment used by both teachers in English learning is an essay or portfolio.

Using a Claim-Support-Question (CSQ) Technique in Teaching and Learning English Reading for the 3rd Year English Education Students at the Department of Foreign Languages, Faculty of Education, National University of Laos

The main purposes of this study were to: 1) examine the efficiency index of reading lesson plans; 2) investigate the effectiveness index of learning reading outcomes; and 3) to study the 3rd year English education students’ satisfaction towards the teaching and learning of reading using a CSQ technique. The research instruments include four lesson plans, a pre-posttest which consists of 21 items, an observation form, and the satisfaction questionnaire, which consists of 22 items. The target group of the study was the 3rd year English education students at the Faculty of Education, National University of Laos, with a total of 28 students (23 female). The data obtained were analysed using a computer program to find the mean ( ), standard deviation (S.D), percentage (%), efficiency index (E1/E2) and effectiveness index (E.I). The findings reveal that: The efficiency index of the reading lesson plans through using a CSQ technique for the 3rd year English education students was 82.05/88.44, which is higher than the criteria of 80/80. The effectiveness index of reading learning performance through using a CSQ technique was 6699, which was equal to 66.99%, which is higher than the criteria .05 (55%). The 3rd year English education students’ satisfaction towards teaching and learning reading through using a critical thinking technique (CSQ) was at a high level ( = 4.29, S.D = 0.77).

Examining longitudinal changes in citation practices

Abstract While previous research has revealed the form and function features of citations across diverse disciplines, writer groups of varying expertise, and academic genres, limited attention has been given to the developmental trajectories in citation practices among novice academic writers. To address this issue, we conducted a corpus-based, discipline-specific analysis of the citation practices of L2 English novice academic writers over time. Using a multi-perspective analytical approach, we examined citation types and functions, along with reporting verbs and reporting structures in 39 linguistics course papers written by 13 L2 English undergraduate students across three semesters. Overall, we observed an increase in citation density, with more diverse citation forms and functions, as well as an expanding usage of reporting verbs and structures. Our results shed light on the developmental trajectory of citation practices and the persistent challenges for novice academic writers. Implications for English for Academic Purposes pedagogy are discussed.

Exploration on the use of learning strategies in writing for English major students

Purpose: This study delves into the intricacies of writing learning strategies and systematically assesses their use. Design/ Methodology/ Approach: Certainly! Here’s the proofread version of your text: By using quantitative methods, which include systematic questionnaires and CET-6 tests (CET stands for “College English Test,” a standardized English proficiency exam in China), this study collected a large amount of data to gain an in-depth understanding of the overall use of writing learning strategies. The study also examined the use of these strategies in colleges and universities at different levels, as well as the differences in strategy use by learners of different genders. Finding: The study reveals that English major students utilize cognitive, metacognitive, and social-affective strategies to enhance their writing skills, with metacognitive strategies like planning and self-monitoring being particularly effective. However, challenges such as time management, motivation, and lack of guidance hinder effective implementation. Conclusion: Significant differences were found in the use of metacognitive strategies among Chinese students, indicating their infrequent use in English writing. These findings suggest the need for targeted interventions to improve strategy application. Implications: This study aims to provide a more in-depth and empirical understanding of writing education and to offer a strong basis for educational practice and policy-making. It seeks to offer practical writing teaching suggestions for educators to promote students' all-around development in writing.

Personal Attributes Contributing to Chinese EFL Students' Well‐being: Uncovering the Role of Mindfulness and Grit

ABSTRACTThe role of students' well‐being in their academic development and growth has been reported in the literature. Nonetheless, most of the previous studies have revolved around the predictive role of interpersonal factors in students' well‐being, and the influence of personal factors is overlooked. To bridge this gap, this study probed the role of two personal attributes, namely mindfulness and grit, in English students' well‐being. To accomplish this, three valid questionnaires were sent to 623 Chinese English as a foreign language (EFL) students chosen from different language institutes in China. Following that, confirmatory factor analysis (CFA) and structural equation modelling (SEM) were implemented to analyse the potential associations between mindfulness, grit, and well‐being, as well as the role of mindfulness and grit in Chinese students' well‐being. The results demonstrated that Chinese students' well‐being was tightly associated with their mindfulness and grit. Students' grit and mindfulness could uniquely predict 59% and 64% of students' well‐being changes, respectively. The complexity and dynamic nature of positive emotions and personal attributes may also be reasons for the obtained predicting role. It is asserted that L2 practitioners should strike a balance between personality‐related factors and psychological ones to facilitate their students' well‐being.

The Developing of English Debate E-Flipook for English Club

This research was conducted to overcome the obstacles encountered by students in debating in English Education Department of Universitas Muhammadiyah Muara Bungo. Based on the pre-observation, do the interview of some students and teachers that this English club need guidance book for students to practicing in English debate, based on pre-observation result the students interest to conduct this research to develop debate guidance book. Based on the problem analysis, it was found that many students have lack of vocabulary and pronunciation errors. Besides that, they still have lack of students' level of criticality in mastering the material when debating. This research used Research and Development methods (R&D) with 4D model. The data collection techniques used include interview and questionnaire. The research subjects were students of the English Club at Muara Bungo University. The instrument used in this research is the E-Flipbook design process, after that Expert Validation consisting of material experts and media experts, and the last is the Practicality questionnaire.The results of this study are 1). the score obtained for material validation was 84% with a valid category, and media validation was 89% with a very valid category, 2). the student's practicality score was 87% with a very valid category, and the lecturer's practicality score was 87% with a very valid category. then this study shows that the E-Flipbook English debate guidebook is very valid to be used especially for English club students.

THE DEVELOPMENT OF ENGLISH READING SKILL OF GRADE 7 CHINESE STUDENTS USING VIDEO CLIPS IN YUNNAN PROVINCE, CHINA

This study aimed to compare the learning performance of grade 7 Chinese students’ English reading skills before and after using video clips. Teaching and their satisfaction, The study employed a cluster random sampling of 40 7th grade students in Yunnan Province, China. The English reading skill test and students' satisfaction questionnaires collected the quantitative data. We analyzed the data using a paired sample t-test mean, standard deviation (SD), and thematic analysis. The results of the English reading skill test showed that the students in the sample group improved their English reading skills on the post-test and the pretest. The data on the students' satisfaction revealed that they rated all items highly and expressed positive satisfaction with the use of video clips in teaching an English reading course. Therefore, this study clearly demonstrated that the use of video clips could improve the students' English reading skills and their satisfaction.

Weakness of Fluency in Speech Production Made by Iraqi College Students of English

Based on their investigation, the current research examines the disfluency in speech production produced by Iraqi students at the Department of English - Open Educational College- Fallujah Study Center. The aims of this study are to identify the various kinds of disfluency, as well as the prevalent kinds and similarities and differences between the students' disfluencies. This kind of study is qualitative. The research utilizes disfluent utterances from students in the third and fourth stages as its data source.The researcher gathers data by attentively listening to the audio recording, writing the audio scripts, administering a questionnaire, identifying the data, and choosing the data that deals with various kinds of deficiency. The disfluencies are analyzed by the researcher using the theories of Fox Tree, Levelt, Shriberg, and Clark and Wasow. The findings show that students make three different kinds of disfluencies that were produced by students in the English Department at OEC, overt repair, hesitation, and repetition.The duration of study done by third and fourth-year students is used to analyze them. Hesitancy is the most prevalent type of disfluency that students experience most learners have. The overall number of disfluencies produced by learners in the third and fourth stages then makes a difference. First, the researcher identified commonalities between the three forms of disfluencies: overt repair, hesitation, and repetition. Second, student's hesitancy is the most common form of disfluency.

Evaluation Of The Flip Learning Program In Improving Students' English Language Ability At The Cibinong Lia Language Institute

Study This analyze effectiveness of flipped learning program in increase ability speak English students at the LIA Cibinong Language Institute. Using approach qualitative descriptive , research This adopting the Kirkpatrick evaluation model which includes four aspect : reaction students , learning process , change behavior , and results end program implementation . Data collected through observation , interviews , and documentation , as well as analyzed through stages condensation , presentation , and withdrawal conclusion . Subject study involving head branch , staff academics , instructors , and student from LIA Cibinong and Jalan Baru, with implementation during May to July 2024. Research results show that implementation flipped learning get response positive from students , improve participation active in discussion class and develop skills think critical . Students also reported improvement ability speak English , especially in speaking , listening , and mastery vocabulary . Although challenge like motivation Study independence and limitations technology Still faced , this program proven effective in increase quality learning and skills social students . Evaluation through observation class confirm existence improvement consistent in skills Language students . In addition , this program impact positive on growth business institutions . In conclusion , flipped learning proven as effective and feasible method​ developed more continue at the LIA Cibinong Language Institute. Recommendations development covers optimization motivation Study through gamification , enhancement quality material , optimization facilities , as well as training addition for teacher For maximize potential method This .

THE REALITY OF MAKING LIBRARY AS A LEARNING RESOURCES FOR STUDENTS IN READING ENGLISH AT SMA NEGERI 1 LAHEWA IN 2023/2024

This study aimed to find out the student's views on the school library as a learning resource for reading English, the involvement of English teachers in making the school library as a learning resource for students to read English and the availability of school library collections can be used as a learning resource for students to read English. This study used a descriptive qualitative method with the research subjects being students, an English teacher, and the head of the library at SMA Negeri 1 Lahewa. Data were collected through observation, interview, and documentation techniques. Data analysis was conducted through the stages of data reduction, data display, and verification or conclusion. The results showed that students of SMA Negeri 1 Lahewa have not fully utilized the school library as an English learning resource. From the available data, only 37.83% of students have used the library as a learning resource, while the others (62.16%) have not optimally utilized the facility. The main obstacles identified were the inadequate library opening schedule and the limited collection of English books. The involvement of the English teacher in making the school library a learning resource for students in reading English at SMA Negeri 1 Lahewa has played a quiet role, providing explanations about the library, inviting students to visit the library to learn together, sharing knowledge, look for book references for assignments and inviting students to make reading book reports containing summaries of books. Then, the availability of book collections at SMA Negeri 1 Lahewa library did not provide enough for the learning needs of students in reading English. It is supported by students' statements during interviews that most of them found the difficultness to get the appropriate English books.

Promoting Students’ Speaking Proficiency through Communicative Activities. Case Study of Department of English, Faculty of Education, Champasack University

The study was to examine the effectiveness of the communicative activities (CAs), and to explore the students’ attitudes and perceptions towards the application of communicative activities by two groups before treatment and after treatment. The Quasi-experimental design was used. There were 54 total English third-year students at the English Department, Faculty of Education, Champasack University. There were two groups of participants: the “Experimental group” (30 students) and the “Control group” (24 students). The experimental teaching was conducted for 36 hours within a 9-week period in 4 cycles with the uses of the three communicative activities; group discussion, role-play, and debate which including Pre-Posttest, rubric of speaking proficiency, attitude and perception questionnaire, observation checklist, ten sub-commutative activities within 4 debate periods were employed for this study. Pre-posttest and questionnaires were given to students in both experimental and control groups to check the reliability of the test, this research used three senior score raters to measure the students’ speaking proficiency by using the rubric of speaking proficiency. The observation checklist was noted by the researcher in every class within the communicative activities used. The data were statistically analyzed by t-test independent and paired-t test for the dependent sample by comparing the mean scores of the pretest and posttest to determine whether there was a significant difference between the experimental and control groups. Moreover, the students were required to respond the attitude and perception questionnaire to explore their attitudes and perceptions towards the communicative activities. Two groups compared the findings of the test; it was found that the CAs were effectiveness to improve students’ speaking proficiency as can be seen through the increasing of the test score of the experimental group, which started from 74.43 to 83.90 (9.47) with the significant level of p < .05. In addition, the majority of the students had positive attitude and perception towards the effectiveness of the communicative activities used.

A Study on the Use of Interactive Web Pages in Enhancing Speaking Skill among English Majored Students

This research paper investigates the effectiveness of interactive web pages as a supplementary tool for enhancing speaking skills among non-English majored students. By using survey research design with 122 students of English at The Banking Academy of Vietnam, the findings reveal some interesting results. Fluency aspect was believed the most beneficial aspect that interactive web pages can bring for students (M=4.01). Meanwhile, pronunciation obtained the least contribution to the improvement of speaking ability (M=2.69). However, further analysis indicated that the contributions of speaking aspects varied according to years of study. The mean of pronunciation aspect for Year1 (M = 3.57, SD = 0.58) was significantly larger than for Year 2 (M = 2.80, SD = 0.62), p < .001 and was significantly larger than for Year 3 (M = 2.21, SD = 0.38), p < .001. The result shows that students of year 1 believed that pronunciation was most enhanced through the use of interactive web pages (M=3.57) compared to M= 2.80; M=2.21 for year 2 and year 3 students respectively. The finding also reveals that the habits of using interactive web pages varied according to duration of study, i.e. first year students used pages to enhance speaking ability the least (M= 1.91) while the second year students use the most, M=4.33. The findings indicate that interactive web pages can significantly contribute to improving speaking skills among English majored students, providing valuable insights for educators and curriculum developers.