Challenges Of Language Learning Research Articles

Exploring the Practical Teaching Mode of Language Laboratory based on Artificial Intelligence

With the rapid development of artificial intelligence (AI) technology, its application in the field of education is becoming more and more extensive, especially in the teaching mode of language laboratory, AI technology shows great potential and innovation space. The purpose of this paper is to explore the practical teaching mode of language lab based on artificial intelligence, and to reveal its advantages and challenges in language learning by analysing the current status of the application of AI technology in teaching. This study aims to explore the in-depth analysis of the research on the practical teaching mode of language labs based on artificial intelligence. Firstly, it introduces the problems of language labs and analyses the limitations and problems of traditional labs. Secondly, the language laboratory solution measures are elaborated in detail to construct the practical teaching mode of language laboratory based on artificial intelligence. Then, the practical teaching mode of language laboratory based on artificial intelligence is explored. Finally, the application value of the language laboratory of artificial intelligence in the aspects of linguistic research and teaching practicability is discussed. As an innovative application of educational technology, the language laboratory of artificial intelligence has a positive role in promoting the transformation of the modern language teaching mode, and provides new perspectives and methods for foreign language teaching. This paper focuses on the design and construction of the practical language teaching mode of artificial intelligence. With the rapid development of artificial intelligence technology, its application in the field of education has become increasingly widespread. In language teaching, the construction of an AI-based practical teaching model can help to improve teaching efficiency and quality and stimulate students’ interest in learning. This paper elaborates the design principles, construction elements, implementation process and effect evaluation of this teaching mode from various aspects.

An Analysis Of Project-Based Learning With The Hilokal Application On Enhancing 8th Grade Student Speaking Skills At Smpn 2 Tulangan In Academic Year 2023/2024

Challenge of understanding the effectiveness of PjBL with the Hilokal Application in enhancing speaking skills. The implementation of the Hilokal Application supports and facilitates project-based learning to improve speaking proficiency among 8th-grade students at SMPN 2 Tulangan.The student''s perceptions of the implementation of the Hilokal Application in supporting and facilitating project-based learning to improve speaking proficiency. the research employs a descriptive qualitative approach to analyze the implementation of PjBL with the Hilokal App and its effectiveness in enhancing speaking skills among 8th-grade students at SMPN 2 Tulangan The descriptive qualitative method allows for a comprehensive understanding of the phenomena through detailed observation, interviews, and document analysis providing rich, narrative data that describe the implementation and its outcomesThe findings from this study suggest that the use of PjBL with the Hilokal app is an effective strategy for enhancing English speaking skills among students. The improvements observed in class VIII-D demonstrate the potential of this approach to address common challenges in language learning, lack of confidence, and limited vocabulary.This study aims to explore the implementation of Project-Based Learning (PjBL) with the Hilokal application in enhancing the speaking skills of 8th-grade students. A qualitative descriptive method is used in this study, with data obtained through observation and analysis of conversation video projects created by the students.

Language learning challenges for adult deaf migrants in Sweden: experiences from a four-year project

ABSTRACT Upon arrival in Sweden, adult migrants are required to learn Swedish at the earliest opportunity. This requirement also extends to deaf migrants, regardless of their linguistic and educational backgrounds. This paper presents findings and experiences derived from a project focused on the multilingual situation of deaf migrants in Sweden. Some deaf migrants have acquired sign language skills from birth and have received formal education, while others have had limited exposure to language and have never attended school. Due to a scarcity of interpreters proficient in different sign languages and many deaf migrants lacking knowledge of such languages, it becomes imperative for them to participate in courses aimed at learning Swedish Sign Language (STS). This enables effective communication with the Swedish Migration Agency and other authorities through STS-interpreters. They are also required, similar to other migrants, to acquire proficiency in reading and writing Swedish. Paradoxically, Sweden imposes the same education duration requirements on deaf migrants as hearing who only learn one language. Consequently, deaf migrants encounter challenges in attaining sufficient language proficiency level for successful integration into Swedish society. The paper highlights challenges and emphasizes the importance of addressing the unique language-learning needs of deaf migrants to facilitate their successful integration.

Integrating Task-Based and Differentiated Instruction (DI) to Overcome Language Learning Challenges

This research aims to overcome language learning difficulties faced by students with special needs by applying a task-based approach and differentiated learning (DI). Qualitative methods are used in analyzing data. The research took place at a special school at SLB Negeri 2 Denpasar. SLB Negeri 2 Denpasar is a special school for children with hearing impairments. In this remarkable school, students would learn to communicate by reading the movements of their lips. Primary data in this research refers to the exact information obtained from student grades and academic tests. The treatment is modified according to the children's cognitive capacities. The results showed that task-based and differentiated learning (DI) are effective techniques in supporting students with special needs. High school students with special needs require a different type of parental guidance. Students with special needs can receive learning support by limiting choices and guiding choices. Providing autonomy for students to engage in task-based learning can facilitate higher student learning.

Efforts to Increase Motivation to Read Recount Text Through Playing Games for Elementary School Children at SDN Koli

Background. Traditional methods of teaching recount texts often struggle to engage students effectively. Educational games offer a potential solution to increase motivation and comprehension in language learning, particularly for primary school students. Purpose. This research aims to investigate the effectiveness of educational games in increasing motivation to read recount texts among students at SDN Koli. Method. The study employs a qualitative approach, utilizing QDA Miner software for data analysis. Data collection methods include in-depth interviews, participant observation, and document analysis of classroom teaching and learning activities. The research focuses on exploring students' and teachers' experiences, perceptions, and motivations regarding the use of games in learning. Results. The findings indicate that educational games significantly increase student motivation and engagement in learning recount texts. These games make the learning process more exciting and interactive, helping students better understand story structure and event sequences. In the affective domain, games foster reflection and humility, creating a positive learning environment. Cognitively, the games prove highly effective in improving writing skills and contribute significantly to reading and speaking abilities. While the psychomotor impact is smaller, the games still help students manage emotions and maintain focus. Conclusion. The integration of educational games in teaching recount texts not only enhances cognitive skills but also positively impacts students' affective and psychomotor aspects. This research underscores the importance of innovative learning methods in meeting students' needs in the digital era. By adopting such approaches, educators can nurture a generation of students who are more motivated, skilled, and prepared for future challenges in language learning and beyond.

Transdisciplinary integration for applied linguistics: the case of electrophysiology

PurposeThis study aims to promote transdisciplinary integration in applied linguistics research by exploring the potential contribution of electrophysiology to enhancing listening comprehension skills. Specifically, it examines the effectiveness of dynamic auto-adjustment of speech rate based on heart rate in mitigating listening stress. The study also discusses the implications and future directions of interdisciplinary efforts in applied linguistics.Design/methodology/approachThis study combines literature review, theoretical analysis, and practical application. It begins with a review of existing literature on transdisciplinary integration in applied linguistics and electrophysiology research. Theoretical frameworks are then synthesized to inform the development of an innovative approach to mitigate listening stress through dynamic auto-adjustment of speech rate based on heart rate.FindingsThe analysis suggests that transdisciplinary integration in applied linguistics research, particularly through the incorporation of electrophysiology, holds significant promise for enhancing listening comprehension skills. The dynamic auto-adjustment of speech rate based on heart rate emerges as a promising strategy for mitigating listening stress, calling for empirical research into this topic.Originality/valueThis study contributes to the field of applied linguistics by advocating for transdisciplinary integration and exploring innovative approaches to address challenges in language learning. Incorporating electrophysiology and dynamic auto-adjustment of speech rate based on heart rate offers novel research directions for practical strategies for enhancing listening comprehension skills. This research has the potential to advance theoretical understanding as well as offering practical implications for educators and policymakers seeking to improve language learning outcomes in diverse educational settings.

HOW TO IMPROVE LISTENING SKILLS OF BOTH ESL AND EFL STUDENTS

This article examines a range of effective methods to improve the listening skills of ESL (English as a Second Language) and EFL (English as a Foreign Language) students. Listening is a fundamental aspect of language acquisition and proficiency, yet many learners find it challenging due to factors such as limited exposure to the target language, variations in accents, and rapid speech rates. This study highlights simple, practical strategies that can be seamlessly integrated into daily routines to enhance listening abilities. Key methods include consistent practice with diverse and engaging audio materials, the strategic use of digital technologies, and the implementation of interactive and passive listening activities. Additionally, this article explores the benefits of modern digital tools, such as language learning apps, podcasts, and vodcasts, which provide flexible and accessible platforms for continuous learning. By leveraging these tools, students can create a personalized and immersive listening environment that promotes active engagement and gradual improvement. The anticipated outcomes of this study include improved listening comprehension, increased vocabulary, better pronunciation, and heightened confidence in real-world communication scenarios. The findings aim to provide educators and learners with actionable insights and practical approaches to overcome common listening challenges in language learning.

The Significances of Recursion in Early Language Learning: The Study of Psycholinguistics

This study is to finding out the significances of recursion in early language learning. This study is a qualitative research by using descriptive case study approach. This study describes in details the significances of recursion in early on language acquisition. The participants of this study are 44 participants. Observation and interview are conducted to get the data of the significance of recursion in early language development. Furthermore, the elements of the inquiry examine how recursion affects their capacity to offer feedback. The results show that recursion is important for overcoming stimulus poverty in a second language and producing sentences. According to 16 (36%) of the participants, the recursion notion can address the lack of stimuli in language acquisition. Whereas 28 (64%) of participants claim they can produce sentences because their lecturers apply recursion ideas. It is used to drill and reinforce the supplied input. Students can use their existing knowledge to address language learning challenges since teachers have repeatedly offered a procedure.

MIDDLE-AGED LEARNERS IN LOCAL COMMUNITY COLLEGE ON THEIR BID FOR ENGLISH LANGUAGE LEARNING: A MULTIPLE CASE STUDY

This qualitative multiple case study aimed to unveil the lived experiences, and coping strategies of five middle-aged learners from local colleges in Davao del Norte: single-male, married working-male, single-parent female, married working-female, and married full-time student female, which were chosen through maximum variation sampling. Their experiences and coping strategies were examined using in-depth Interviews. Data triangulation was done by interviewing each case’s family members, colleagues, and friends. Thematic analysis resulted six emergent themes on the experiences: linguistic barriers in communication, strong resolve towards linguistic resilience and growth, aspiration for personal and professional growth, varied ESL engagements, multifaceted support network, and learning challenges. The emergent themes for coping mechanism included reliance on reputable sources, self-directed learning strategies, social support system, optimal use of technology, English language immersion, and stress management technique. The five cases were generally similar in their experiences and challenges, but three cases manifested variation in linguistic barriers, and two for strong resolves towards linguistic resilience and growth. As for coping strategies, five cases adopted varied approaches in time management and prioritization, and three cases differ on self-directed strategies. All cases shared the same coping schemes from the rest of the strategies in dealing language learning challenges. KEYWORDS: middle-aged learners, English language, local college, multiple case study, Philippines

Students’ Awareness in Coping with Pronunciation Problems: A Study Among the Second Semester Students of English Department FKIP at University of Mataram

Students’ awareness is one of the challenges in language learning, one of which is aware of strategies used and the problems in pronunciation to be able to correctly produce and pronounce the sounds in the target language. This study aims at analysing how concerned students are with pronunciation problems of English, the problems in English pronunciation, and the strategies used by students in coping with pronunciation problems. Mixed method, both quantitative and qualitative method is applied in this study. There are 20 students of English department in University of Mataram taken as sample in this study. The data reveals that, with the detail 11 items, most of the students are concerned, and 4 more items are the things that they are not concerned about. Meanwhile for the pronunciation problems, dental fricatives were the most common errors made by the students and followed by vowel sound and alveolar fricative as the second most error sounds, also pronunciation type of alveolar plosive, postalveolar fricative, retroflex plosive, affricative, and labiodental fricative were the least mispronounced. Thus students were also interviewed for pronunciation strategies, the result shows that most students used more than one strategies. This resulst is expected to give the students further information about new alternatives of strategies in coping with pronunciation problems to improve English speaking skill and enhance the theories and methods in the teaching of pronunciation.

Exploring ChatGPT in Language Teaching for Higher Education in China

Nowadays, the application of ChatGPT is of great importance for the improvement and convenience of students learning. Nevertheless, ChatGPT has raised significant concerns about language learning in higher education, which challenges teachers. ChatGPT features high productivity and is a model that serves students to learn conversationally. They can search for information, ask follow-up questions, and even test the premise through utterances. However, with the integration of artificial intelligence and language learning, the challenges of language learning are becoming more serious; particularly in the homogenization of education, there are many views on the limitations and weaknesses of AI (Artificial Intelligence) tools that affect student learning. Despite this well-known study, there isnt much scholarly research on ChatGPTs detrimental effects on teaching and learning languages. Therefore, this paper will contribute to providing the relevance between ChatGPT and language teaching that are interdependent in higher education for Chinese universities through case analysis. The present study utilizes a questionnaire to collect Chinese college students English learning data to explore whether ChatGPT is helpful and valuable in language learning. The main findings of this research are:1) ChatGPT can help students in their language learning. 2) ChatGPT can play a role as a tutorTherefore, this paper will contribute to providing the relevance between ChatGPT and language teaching that are interdependent in higher education for Chinese universities.

Reduced Implicit but not Explicit Knowledge of Cross-Situational Statistical Learning in Developmental Dyslexia.

Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross-situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this study, typically developed (TD) adults and young adults with DD were exposed to a set of trials that contained multiple spoken words and multiple pictures of individual objects, with no information about word-referent correspondences provided within a trial. Nonetheless, cross-trial statistical relations could be exploited to learn word-referent mappings. The degree of within-trial reference uncertainty and the novelty of to-be-learned objects (novel or familiar) were varied under different learning conditions. The results show that across all conditions, young adults with DD were significantly impaired in their ability to exploit cross-trial regularities in co-occurring visual-auditory streams to discover word-referent mappings. Observed impairments were most pronounced when within-trial reference uncertainty was the highest. Subjective measures of knowledge awareness revealed greater development of implicit but not explicit knowledge in the TD group than in the DD group. Together, these findings suggest that the SL deficit in DD affects fundamental language learning challenges at the word level and points to greater reliance on explicit processes due to impaired implicit associative learning among individuals with DD. Such a deficit is likely to influence spoken language acquisition, and in turn affect literacy skills, in people with DD.

Supporting learners with special educational needs and disabilities in the foreign languages classroom

AbstractDue to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners. Key points Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND. Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child. The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs. To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.

Learning Strategies in English for Academic Purposes Programs:

Learning strategies cannot be separated from language learning programs. This study aimed to reveal language learning strategies (LLSs) used by Indonesian students enrolled in an international management and accounting program (ICMAP) class. It is a case study of ICMAP 23 learners and five EAP lecturers with extensive EAP backgrounds. Data were gathered through questionnaires and interviews. The findings showed that the participants had various LLSs, and several strategies varied according to individual learning styles and learning needs. All the ICMAP students in this study, except for student six, had more than one strategy, but every learner in the sample chose strategies that could be different from other students. They tend to use direct and indirect strategies in their learning, with compensation strategies being the most commonly used. In addition, they employed cognitive, metacognitive, social, and memory strategies, respectively. The significance of employing diverse learning strategies was strongly emphasized by lecturers who were interviewed and recommended many strategies to address language learning challenges. The findings inspire researchers in the SLA field, particularly regarding second language learners’ strategies.

Language policy in the crossfire in Ireland: can Languages Connect deliver in the Republic of Ireland?

ABSTRACT The launch of Ireland’s first official language education policy Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017–2026 (DES 2017) envisages wide-reaching changes for foreign language learning and teaching, both at primary and secondary sector. This study asks if the policy is equipped to address Ireland’s main challenges in language learning, and to what extent the policy’s aims have been achieved to date. For a critical analysis of documents, both Languages Connect and currently used foreign languages curricula were subjected to Critical Discourse Analysis, and for measures of policy success, latest official statistics on learning uptake were consulted. While the policy documents show some internal consistency and overlap between them in justifying and contextualising language learning for the needs of an outward-facing modern Ireland, they also fail to give coherent answers to key challenges for the Irish context, notably the relation between foreign languages and the Irish language. Comparing aims of Languages Connect with de facto uptake figures validates the limited success of the policy to date. The article concludes that a successful overhaul of foreign language learning in Ireland needs to better align rationales for multilingual competencies with European language policy, and to integrate Irish into these competencies.

Improving Vocabulary Mastery of Junior High School Students by Watching Digital Storytelling

Learning vocabulary becomes one of the challenges in language learning. Choosing the right media will help the student to gain new words. Utilizing stories uploaded into digital applications in learning vocabulary can be helpful. This study aims to seek whether Voicethread as the media delivering story improves vocabulary mastery of junior high school students and to find students’ perception of digital storytelling to improve vocabulary mastery. This research is experimental research using quantitative descriptive methods. There are pre-test and post-test to seek the increasing number of new vocabulary. Also, there is a questionnaire to find the students’ perception of using Voicethread in vocabulary learning. The result of the study reveals that students’ vocabulary increased. The students give positive responses to the use of digital storytelling and recommend using digital storytelling in vocabulary learning. The result also indicates that digital storytelling influences motivation to study independently.

Morphological Deviations in Arabic Loanwords in Turkish and Their Role in Semantic Ambiguity

Objectives: This study aimed to investigate the phenomena of morphological deviations appear in a subset of Arabic loanwords in Turkish..
 Methods: Methods: The study utilized a comparative analysis approach, which focuses on studying the similarities and differences between two languages from different linguistic families.
 Results: The study found that certain Arabic loanwords in Turkish are not utilized in their original morphological form from Arabic. Turkish deviates from the original morphological structure, resulting in a different form. The study also discovered that these morphological deviations manifest in a few specific forms, and in most cases, they lead to semantic ambiguity. This ambiguity arises as the deviated forms become false cognates with their Arabic equivalents, presenting challenges in language learning and usage.
 Conclusions: The study identified two categories of morphological deviations based on the resulting semantic gap. The first category involves deviations that cause partial semantic confusion, where the deviated and original forms belong to the same semantic domain. The second category encompasses morphological deviations that lead to severe or complete semantic confusion, as the deviated form falls within a different semantic domain compared to the original form.

Collaboration Between Parents and Teachers in Overcoming Arabic Language Learning Difficulties Among Children at Min Paya Seunara Sabang

The mastery of the Arabic language is essential for Indonesia's individuals to meet global challenges. While formal Arabic language programs in Madrasah serve as a primary means for Indonesian children, students at MIN Paya Seunara, Sabang City, face difficulties in learning Arabic. This research explores the collaborative strategies employed by parents and teachers to address these challenges. The study aims to understand the approaches used by parents and teachers in overcoming Arabic language learning difficulties among students. It investigates whether parents and teachers provide attention, guidance, and necessary resources to alleviate and prevent learning obstacles, especially in Arabic language studies. The research, utilizing a descriptive methodology involving literature review and field research, includes 50 students, 1 principal, 1 Arabic language teacher, and 40 parents at MIN Paya Seunara. Findings suggest that positive collaboration between parents and teachers significantly influences students' academic progress. Efforts such as providing support, sufficient learning resources, and guidance play a crucial role. The study concludes that effective collaboration between parents and teachers is instrumental in addressing Arabic language learning challenges. Recommendations include increasing the number of teachers and fostering closer collaboration between school staff and parents for an enhanced educational process.

Evaluating English Language Learning Challenges among Graduating Nursing Students: A Comprehensive Analysis

This study aims to evaluate the learning complications encountered by nursing students in the English language at the undergraduate level. The study's sample comprised eight principals, eight English lecturers, and 200 students randomly selected from various nursing schools in Karachi. A descriptive and survey approach is adopted, which was subsequently analyzed using SPSS v-20. The findings revealed that 68% of the participants acknowledged that nursing students faced learning difficulties in the English language, while 32% of the participants expressed otherwise. Moreover, 66% of the participants confirmed that English teachers know to provide English language content, while 26% of the participants expressed scepticism, 47% of the participants using ICT-based teaching, and 35% of the participants held contrasting views. The study also revealed that most nursing teachers encountered challenges teaching the English language. The study recommends appointing competent and trained teachers for effective ICT-based teaching.

Challenges in online learning of English as a foreign language during the COVID-19 pandemic: Students’ perspective at Ajman University, UAE

The purpose of this paper was to explore the challenges of online learning of English as a Foreign Language (EFL) during the spread of COVID-19 from the students' perspective at Ajman University, UAE. The study used the descriptive approach. A questionnaire consisting of 26-items was distributed to a random sample of (282) students from different colleges who were studying online English Language courses during the pandemic. SPSS software was used to analyze the collected data. The results of the study indicated that the perspective of Ajman University students regarding the challenges of online learning of English as a Foreign Language (EFL) during the COVID-19 pandemic came at a high level, with an overall arithmetic mean of 3.54 and a standard deviation of 0.84. Students' responses varied by gender (in favor of female students) and by academic year (in favor of first year students). Additionally, the student academic evaluation (SAE) variable did not show statistical significance. The findings show that a deeper understanding of instructors' perspectives and experiences regarding the challenges of online English language learning is required. Likewise, developing EFL skills also requires a blended learning approach. The study recommended more understanding of instructors' perspectives and experiences concerning online English language learning challenges.