English As A Second Language Learners Research Articles

Exploring Academic Writing Needs and Challenges Experienced by ESL Learners: A Literature Review

The review paper aims to identify the challenges and academic writing needs faced by the students, specifically in English as a Second Language (ESL) contexts. The paper systematically reviews, analyzes, and summarizes relevant studies, categorizing the identified challenges and demands of students in academic writing. The central finding is that students often struggle with academic writing due to a lack of enthusiasm and insufficient practice in this skill. The paper emphasizes the formal writing style, scholarly voice, and intellectual values inherent in academic writing. The study employs a comprehensive approach, including a thorough review of the literature, an examination of academic papers and these as examples, and a detailed analysis of each paper’s components. The sections include an analysis of the title, an assessment of the abstract, and a description of the introductory section, covering issues, purpose, recommendations, and appendices, along with conclusions. Importantly, the review paper extends its focus beyond the university context, aiming to contribute to graduate students and society by addressing these challenges, which are crucial for enhancing academic writing proficiency and benefiting both students and society.  

A Literature Review on Motivational Strategies to Elevate Engagement, Effective Communication, and Productivity in English as a Second Language (ESL) Classrooms

Introduction: English as a Second Language (ESL) proficiency has become vital for global communication and essential in education. On the other hand, motivation, defined as the internal drive to engage with enthusiasm, plays a pivotal role in language acquisition. However, motivating ESL learners is a critical challenge for educators, as English is recognized as an international language with broad applications. Therefore, understanding the importance of motivation is crucial in ESL contexts. Objective: The objective of this review is to examine motivational strategies in ESL classrooms and underscore their significance in enhancing students’ enthusiasm, participation, language development, and overall success, with a specific focus on providing ESL educators with valuable tools and insights for effective implementation. Methodology: This review follows a methodical approach including literature search and data extraction. Twenty articles published between 1975 and 2022 were reviewed, which focused on motivation strategies in ESL classrooms. Results: Motivation in ESL classrooms can be categorized as internal or external: instrumental or integrative. Effective motivation strategies include setting clear goals, employing the incentive theory, using awards and rewards, role-plays, integrating technology, and activity-based methods. Additionally, creating a positive classroom climate and offering real-life language experiences also contribute to motivation. Conclusion: Motivation is crucial for ESL learners’ success; therefore, it is recommended that educators adopt innovative teaching approaches and deepen their understanding of motivation to inspire students, contributing to enhanced language proficiency.

Analyzing the role of Facebook-based e-portfolio on motivation and performance in English as a second language learning

This study investigates the role of Facebook posts as online triggers for English as a Second Language (ESL) learner’ motivation and performance. The study explores the motivational dynamics of how Facebook language influences learning in the community by   exploring the interconnectedness of emotional linguistic strategies. A mixed-methods approach was adopted to collect Facebook posts and open coding and thematic coding techniques were employed to analyze the data. The participants were administered pre- and post-tests to collect their performance outcomes for t-tests. The findings reveal that Facebook posts about learning English as a second language (L2) provide primary motivation for learners and promote their performance. These posts are triggers for their L2 understanding and enhance their language learning motivation and performance. Their affirmation and agreement, sharing of personal experiences and testimonials, reflection, seeking advice and guidance work as projectors in the motivational strategies of ESL learners. Furthermore, motivation is facilitated by the use of attractive Facebook posts. Additionally, practical implications highlight the importance of creating supportive and engaging language learning environments. Further research is recommended to explore motivational dynamics in different digital contexts and platforms.

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

AbstractThis study explores the effectiveness of dynamic assessment (DA) in addressing grammatical writing difficulties in Pakistani English as a Second Language (ESL) learners' writing. Adopting an interactionist approach to DA, the research observes mediational moves by a teacher during the writing assessment process. The study employs a qualitative case study design, examining the interactional patterns and outcomes of DA for three higher secondary-level Pakistani ESL learners over an eight-week period. The findings indicate that the interactionist approach to DA is a promising method for improving the grammatical accuracy of Pakistani ESL learners, particularly in areas such as tenses, pronouns, and subject-verb agreement. The results of this study have significant implications for writing instruction in ESL contexts. Dynamic assessment can support the development of writing skills by providing ESL writers with opportunities to engage in distributive practice and receive feedback on their writing, resulting in a tailored and effective approach to writing instruction.

Digital Game-Based Language Learning: The Impact of Story-Driven Game Life Is Strange 1 on Language Learners’ Listening Skills

The study aimed to examine the impact of employing a digital game, Life is Strange 1: Episode 1, on the listening skills of English as a Second Language (ESL) learners. To conduct the study, the researchers employed a one-group pretest-posttest mixed-methods research design. A sample of 24 intermediate undergraduate engineering students from a private university in Chennai, India, participated in this study. During the experiment, the participants who enrolled in the course Interpersonal Listening Skills played the game Life is Strange 1: Episode 1 in the university’s language lab for four weeks. To collect quantitative data, all the participants took pre- and post-listening comprehension tests (LCT), and through close-ended questionnaires on students' perceptions using SPSS software, quantitative analysis of the data was made using frequency and percentage. And through the participants’ face-to-face interviews, qualitative data were collected and analyzed to gain deeper insights into the participants' experiences and perceptions. The post-test results revealed that participants' listening skills had improved in comparison to the pre-test results. Additionally, qualitative data showed that participants enjoyed playing the game and found it motivating, engaging, and an effective method to improve their listening skills. These findings were in line with those of several other studies. Thus, the study revealed that ESL learners' listening skills could be improved by playing the video game, which may have significant implications for ESL educators and researchers who can integrate DGBLL to improve language learning outcomes into their teaching and research.

Request Strategies in Saudi ESL Learners’ Email Communication: A Pragmatic Analysis

Growing research on intercultural communication has highlighted the importance of both linguistic and pragmatic competence among learners of English as a second language (ESL). Emails serve as a preferred means of communication between university students and professors. This study investigates Saudi ESL learners’ pragmatic competence in creating email requests to their professors, addressing questions about greetings, directness, request strategies, and information sequencing. The goal is to show the need for explicit pragmatics instruction. The naturalistic data comprised 50 emails written by Arabic-speaking ESL graduate students in academic contexts, covering requests regarding deadline extensions, retaking exams, lecture absences for various reasons, and letters of recommendation. The analysis was guided by the Cross-Cultural Speech Act Realization Project (CCSARP) (Blum-Kulka et al., 1989). The findings suggested that explicit pedagogical guidance in speech act performance could benefit non-native English speakers. This study contributes to the growing body of research on institutional email practices, politeness conventions, and interlanguage pragmatics.

Incorporating Cultural Background in Teaching EFL Writing in Libyan: A Critical Literature Review

This study explores the crucial influence of cultural background on the writing performance of English as a Second Language (ESL) and English as a Foreign Language (EFL) students, focusing specifically on the Libyan context. The impact of cultural background is observed across various dimensions of writing, encompassing content, organization, style, language, and conventions. Additionally, cultural backgrounds shape the writing strategies adopted by EFL and ESL learners. Considering the significance of this influence, the paper advocates for awareness among EFL and ESL teachers regarding the cultural backgrounds of learners when designing or adopting instructional techniques for teaching EFL writing. The literature review critically examined the roles played by learners' cultural backgrounds in shaping their writing skills. It explores the role of the English language in Libya and assesses the current practices in teaching EFL writing within the Libyan educational landscape. The study discovered that very few studies have been conducted concerning EFL and cultural background in the Libyan context. Thus, it identifies challenges faced by Libyan undergraduates in EFL writing due to their different cultural and linguistic backgrounds, which differ from that of the English language. In conclusion, this study offers valuable insights into the complex relationship between cultural background and EFL writing performance. The paper contributes to a deeper understanding of the challenges faced by Libyan students and provides practical recommendations for instructors. Furthermore, the study identifies potential avenues for future research in the dynamic field of EFL writing instruction.

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

Adult ESL Learners’ Perceptions of Participatory Teaching Methods: A Narrative Inquiry

<i>The main goal of adult English as a second language (ESL) education in the United States is to expand learners’ employment opportunities through traditional teaching methods with textbooks and fixed, pre-determined syllabi, which may or may not align with learners’ personal goals. Many studies compare different adult ESL teaching methods by language proficiency gains, but few focus exclusively on how learners feel about how they are learning English. This is particularly so for participatory education in ESL, in which learners explore relevant topics and take action to improve their lives and society at large while simultaneously learning English. This study is unique in that it examines the perspectives of advanced English learners in a participatory-based English for Professionals class in a southern U.S. city. Using narrative inquiry and action research, the study collects data from individual and focus group interviews, as well as the instructor/researcher’s field notes. The findings were grouped into four themes: the practical value of participatory classes, a comparison between traditional and participatory teaching, learners’ desired improvements to the participatory approach, and learners' perceptions of their English progress. The study shows that learners appreciate participatory learning but also have some concerns, such as the lack of traditional grammar instruction. The study discusses how the teacher-researcher addressed these concerns during a semester.</i>

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency

: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.

Learning paragraph writing electronically: An insight into impact of blended learning strategies on ESL learners in Pakistan

A comprehensive teaching plan, mindful practices and effective use of technology can boost the writing skills of Second Language Learners by improving spontaneity, naturalness, and accuracy. A vibrant learning community, strongly connected through on-site and online mediums, is ideal for enhancing the skills of foreign language students. This research focuses on enhancing students’ paragraph writing skills by blending traditional and modern technology tools in a hybrid form of instruction. The participants of the study were divided into experimental and control groups; they were students of English as a Second Language (ESL) learners at a private university in Pakistan. After the pre-test, both groups were taught the same curriculum through different pedagogy for six weeks. The experimental group received instructions in a blended mode with the help of technology tools. The results were analyzed at pre and post-research levels by applying a t-test. The results showed a noticeable improvement in the skills of the experimental group. The same course taught with a traditional pedagogy could not produce the desirable results in the control group. The analysis includes vocabulary, reflective thinking, adherence to language mechanics, and grammar to boost the students’ creative writing ability for paragraph composition.

Investigating English as a Second Language (ESL) Learners’ Writing Skills through Open-source Software: A Case Study

The purpose of this study was to investigate the feedback of English as a Second Language (ESL) learners on their writing skills, with a focus on exploring ESL students' progress in writing skills based on tenses through open-source software. The software is employed to assess each student's improvement. This research follows a qualitative method, and data were collected through semi-structured interviews and the think-aloud protocol. The results are categorized into four main areas: (a) Feedback provided by students; (b) Students' perception of tenses and writing skills; (c) Students' views on teachers' teaching; and (d) practice through open-source software. The study revealed that ESL students had a positive perception of tenses, and their writing skills were enhanced by the semi-structured interviews conducted by ESL learners. The conclusion of the study highlighted that students themselves could recognize improvements in their syntax errors and sentence formation, with very few exceptions. It is advisable for teachers to incorporate a variety of proper grammatical topics in the future to assist students in improving their writing abilities. 

Understanding and responsiveness in the trauma-informed adult ESL classroom

AbstractThis paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme in the findings was the importance of ESL teachers’ understanding of students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives of students outside the classroom and an understanding of students’ cultures.

Enhancing English Reading Comprehension of ESL Underachievers by Fostering Metacognitive Strategies

This study investigates the efficacy of implementing metacognitive reading strategies in English classes to enhance the reading comprehension of underachieving Arab second-language learners. The research included a specifically developed lesson in three sixth-grade classes at a Saudi girls' school and a control group of three additional classrooms. Information was gathered through pre-and post-tests, interviews, and observations. The results reveal that students taught metacognitive skills caught up to their more successful classmates regarding reading comprehension. The implications of these methods for English as a Second Language (ESL) instruction are examined. These findings provide valuable insights into the capacity of metacognitive reading strategies to close the comprehension gap among underachieving ESL learners in the Arab context. Based on the findings, the research recommends incorporating these methods into English classes as an effective way to improve student's reading comprehension and overall performance in the classroom.

The Use of Graphic Organiser on Second Language Students’ Writing Performance

English as a Second Language (ESL) learners, especially in rural educational settings, continue to encounter challenges in acquiring fundamental writing skills. One possible factor is the lack of creative and innovative pedagogical approaches tailored to support the learners. In light of this, the present study examined the use of graphic organiser (GO) as a pedagogical tool on writing performance of Malaysian ESL learners. Twenty-seven intermediate students from a secondary school in Malaysia participated in a series of 11 writing sessions using GO in writing descriptive essays. The application of this GO in composing the descriptive writing was carried out throughout the writing lessons consisted of modelling, scaffolding, individual prewriting, drafting with peers and group writing. Using a qualitative study, the data analysis involved content analysis sourced from participants’ essay scripts. Guided by the CEFR framework, 54 descriptive essays were evaluated and analysed to observe changes in writing in terms of content, communicative achievement, language, and organisation. Participants' essays in Writing Task 1 (WT1) and Writing Task 2 (WT2) were compared to observe changes in their writing performances after the implementation of GO in the writing instructions. Results showed that the use of GO in developing descriptive essays has improved learners’ writing in all components. The study has revealed that successful writing requires differentiated and creative graphic organisers, accompanied by systematic writing activities for ESL learners to thrive in a challenging writing classroom.

Influence of Reading Strategies on ESL Students’ Reading Comprehension in Secondary Schools in Malé, Maldives

The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on students’ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data: a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.

Assessing the Readiness of Pre-service Teachers to Teach English to ESL Learners in Fijian Secondary Schools

This study aimed to assess the readiness of pre-service English teachers in a teacher training program at Fiji National University to teach English as a Second Language (ESL) to Fijian ESL learners. Using a mixed-methods approach, data were collected from twenty-two students enrolled in a compulsory language course during their third year of undergraduate study. These findings underscore the pivotal role of English teachers in maximizing students’ formal schooling and exposure to their native language (L1) to create an engaging learning environment. Additionally, this study found that enhancing pre-service teachers’ cultural awareness improves their readiness to teach English to Fijian ESL students. Central to this study is the recognition of the essential elements necessary in pre-service teacher education programs. This study includes multifaceted support systems, such as emphasizing the significance of comprehensive support in pre-service teacher education programs, including mentorship programs, practical teaching opportunity experiences, feedback mechanisms, platforms for self-reflection and peer reflection opportunities, integration of technology into teaching, and the improvement of effective communication and teaching methodologies. These findings hold substantial promise in informing and potentially guide policy decisions and offer recommendations for the refinement of teacher-training programs and curriculum development in secondary school settings. This study recommends the provision of training and support through professional development seminars geared towards fostering culturally responsive and inclusive classrooms, emphasizing the importance of training and ongoing support for teachers.  

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners

This study investigated the impact of using machine translation on vocabulary acquisition and reading comprehension in English as a Second Language (ESL) learners. A total of 60 undergraduate students enrolled in an ESL course were randomly assigned to either an experimental group that used Machine Translation during language learning activities or a control group that did not use Machine Translation. Results showed that the experimental group outperformed the control group in vocabulary acquisition and reading comprehension, while also experiencing a higher cognitive load. The study suggests that while Machine Translation can be a useful tool for ESL learners, it should be used with caution and guidance to prevent negative effects on cognitive load.

Online cognitive-behavioral intervention for stress among English as a second language teachers: implications for school health policy

IntroductionStress is one of the highest-ranked work-related injuries worldwide and has become almost universal among the Nigerian workforce. English as a Second Language (ESL) teachers face enormous work-related threats that lead to occupational stress. When ESL teachers are stressed, students' language development and entire educational progress are at risk. This is mostly underscored as English, though a second language, serves as the language of instruction in Nigerian schools. As a result, managing occupational stress is particularly important for ESL teachers, as it is among the definitive ways of improving ESL learning and overall educational outcomes. This study examined the effectiveness of online cognitive behavioral intervention (o-CBI) in lowering occupational stress among ESL teachers.MethodESL teachers with at least 1 year of experience were among the participants (N = 89). Participants were divided into two groups: the intervention group (N = 44) and the control group (N = 45). For 9 weeks, the experimental group engaged in nine sessions of 2 h of the o-CBI program. The Single Item Stress Questionnaire (SISQ), the Satisfaction with Therapy and Therapist Scale-Revised (STTS–R), and the Teachers' Stress Inventory (TSI) were the measures used to collect primary and secondary data. Four sets of data were collected at baseline, post-test, and follow-up 1 and 2 evaluations. The data were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA, and bar charts.Results and discussionCompared to the control group, the o-CBT group had significantly lower TSI scores at the post-test (Time 2) and follow-up evaluations (Times 3 and 4). Between pre-, post-, and follow-up 1 and 2 measurements, there were no significant differences in occupational stress index scores in the control group. It was concluded that o-CBI is effective in job-stress treatment among ESL teachers. In addition, implications for school health policy are discussed. The o-CBI for occupational stress was well received by the participants, showing high acceptability among ESL teachers.