English As A Second Language Learners Research Articles

Formulaic Language Use by Learners of English in Interlanguage Communication

This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level was examined. Results showed that learners at higher English levels used less formulaic language in interactions than those at lower levels. Two similar four-word lexical bundles, centered on "I don't know" and "I think," were used by Thai ESL learners at all three English levels. The functional analysis demonstrated that Thai ESL learners at all three English levels used formulaic language to assert group identity as a device for social interaction and as a device for memory limitations to buy more time and process shortcuts. The function of asserting a separate identity was not used by intermediate-level Thai ESL learners. Furthermore, the function of processing shortcuts was used less at the advanced level than at the basic level. The findings of this study indicate that Thai ESL learners use formulaic language differently at different English proficiency levels. Therefore, formulaic language used by ESL learners in spoken English discourse should be further investigated.

Unravelling the Link between Social Media Usage and Academic Achievement among ESL Learners: A Quantitative Analysis

On account of the widespread utilization of social media worldwide, much research has been done to ascertain how it affects the Learning achievement of students. Therefore, the aim of this study was to explore the relationship between social media use and academic performance in English as a second language (ESL) students. 412 secondary school students from Karachi participated in the study,which used quantitative research techniques. The study's conclusions showed that students used social media platforms to a respectable extent. Additionally, it was found that ESL students' use of social media considerably improved their ESL learning outcomes. By identifying the influence of social media use, educators and policymakers may create plans to maximize its potential for raising academic engagement and performance among ESL students. It may also come from further research in this area, which will ultimately benefit ESL students and their educational experiences.

Teaching English Phonetics and Pronunciation to ESL Students and Non-English Speaking Residents

Pronunciation teaching is evolving as a result of an emerging trend in foreign language teaching to promote communicative and holistic approaches. Specifically, for the students coming from different cultural and linguistic backgrounds with a different life experience, pronunciation methodology and phonology have been recently adopted to improve the English pronunciation. This research study highlights the significance of English Pronunciation for English as a Second Language (ESL) students in India. This study also highlights the potential of teaching native English pronunciation and importance of English phonetics and phonology by finding out the factors that generally affects the pronunciation of ESL students with different mother tongues. In this research, a sample experiment has been conducted on school students. The student sample information is obtained via Selective Sampling Technique. From the resultant observations, this study suggests different communicative approaches, which are suitable for the ESL learners to enhance their English language pronunciation

The Role of Gender in Language Perception among Saudi ESL Learners

In this systematic review, the role of gender in the perceptions of English as a Second Language (ESL) learners will be explored, specifically how these students perceive English language learning. There have been many studies that explore the perceptions of ESL learners regarding their motivation for learning English, while some research has concentrated on investigating these gender differences. However, much of this research has focused on quantitative data, with existing literature exploring the gender differences in ESL learners’ performances and academic achievement, such as scores on tests and grade point averages. Overall, there is considerable consensus that females are superior overall males in terms of their academic performances in English language learning. Nonetheless, this study instead aims to explore qualitative data primarily, examining the perceptions, experiences, perspectives, attitudes, and opinions of ESL learners in general – and the gender differences that exist specifically. There is a lack of consensus regarding gender differences among ESL learners and how they perceive English language learning. While some of the studies found that there were statistically significant differences between male and female students in their perceptions, other articles did not come to the same conclusions. Therefore, this systematic review highlights the need for additional research on this topic, with more studies help uncover unique insights.

Sensitivity to word endings as probabilistic orthographic cues to lexical stress among English as second language learners.

Assigning stress to polysyllabic words is a crucial aspect of reading aloud in English. Previous research demonstrated that native English speakers are sensitive to word endings as probabilistic orthographic cues to stress assignment. However, little is known about if second language (L2) learners of English are sensitive to word endings as cues to lexical stress. The current study investigated whether native Chinese-speakers learning English as a second language (ESL) are sensitive to word endings as probabilistic orthographic cues to lexical stress. Our ESL learners demonstrated sensitivity to word endings as cues in a stress-assignment task and a naming task. With the increase in language proficiency, ESL learners responded more accurately in the stress-assignment task. Moreover, stress position and language proficiency moderated the strength of the sensitivity, with a trochaic bias and better proficiency leading to better sensitivity in the stress-assignment task. However, as language proficiency increased, participants' naming speed became faster in iambic but slower in trochaic patterns, reflecting the learners' fledgling knowledge about the specific stress patterns associated with varying orthographic cues, especially in a demanding naming task. Taken together, the evidence from our ESL learners fits in the proposed statistical learning mechanism, that is, L2 learners are able to implicitly extract statistical regularities from linguistic materials, the orthographic cues to lexical stress in our study. Stress position and language proficiency both play a role in developing this sensitivity.

Primary Teachers’ Perspectives on Using Artificial Intelligence Technology in English as a Second Language Teaching and Learning: A Systematic Review

Artificial Intelligence in Education (AIEd) is an emerging education field. This paper explicitly investigates the use of AI technology in language learning specifically in English as a Second Language (ESL). As a robust cloud-computing solution, AI-powered technology can be used to aid teaching and learning processes and improve language learning. While students' perspectives on AI-related research are prevalent, teachers' perspectives are not extensively discussed. In addition, studies on the effects of AI technology in ESL primary education, are understudied. Using two databases, namely Google Scholar and the Educational Resources Information Centre (ERIC), 12 articles related to the use of AI technology in ESL teaching and learning in primary schools were extracted out of 672, from 2019 to 2022 by using the PRISMA review methodology. Teachers’ perspectives were discussed based on the effectiveness, convenience, motivation and challenges. It is found that teachers perceived the integration of AI technology positively due to its dynamic characteristics and effectiveness despite facing various challenges resulting in disadvantages associated with its use. This paper explores AI technology's impact on ESL primary education from the perspective of teachers as curriculum stakeholders. Future research should delve further into the challenges that impede the use of AI technology in ESL primary education. This is essential for sustaining the momentum of AI-powered education.

Correlations Between Learning Style Preferences and Arab-Speaking Gulf Region First-Year College Students’ EFL Performance: A Literature Review

This review aims at examining recent and relevant literature that investigates the correlations among learning style preferences, awareness of learning style preferences, motivation, intelligence types, gender, and Arabic Gulf region first-year college students’ EFL performance. A lot of studies about the influence of learners’ awareness of their learning style and motivation types on their ESL (English as a second language) learning performance have been conducted in English speaking Western countries, but fewer similar research studies have been conducted in EFL (English as a foreign language) contexts, particularly in the Arabian Gulf region Arabic-speaking countries and more particularly with first-year college-students as research participants. This review attempts to explore the dominant learning style preferences, main or obvious intelligence types according to the multiple intelligence theory, main motivation type and how the awareness of these could impact the learners’ progress or otherwise in EFL. Due to the relative scarcity of relevant research in the Arabic Gulf region, other studies conducted in neighboring and culturally similar countries were reviewed as well. As a result of examining the literature in this respect, more studies and research are recommended to help learners, instructors, professionals, researchers, and practitioners concerned and involved in EFL in this context.

ESL Teachers’ Views on the Implementation of CEFR in Reading Skill

One of the most essential elements of learning English is the ability to read fluently. Mastering reading skills among ESL (English as a Second Language) learners is important in this global environment as it helps to widen their vocabulary acquisition and gradually helps them to enhance their other language skills. Although there is a large volume of published studies describing the implementation of CEFR (Common European Framework of Reference) in the English education system, these studies have not dealt with the implementation of CEFR specifically in reading skill. Thus, this study aims to find out more about ESL teachers’ views on the implementation of CEFR in reading skill. Besides that, the findings of the study will be able to identify the current arising issues or challenges in the teaching of reading skill. Data for this study was gathered through an online survey which was participated by 42 primary ESL teachers from Negeri Sembilan. The findings revealed that primary ESL teachers have mixed views on the implementation of CEFR in reading skill in terms of applicability. Although, the findings suggest that CEFR improves ESL learners’ reading skills, the results revealed that there is a need to adapt and modify CEFR related reading texts to fit in the Malaysian context with a local touch. Thus, the findings of this study provide useful information for other researchers who are interested in analysing the need of adapting the CEFR textbooks and reading texts to be in line with the Malaysian context.

FACILITATING THE CONSTRUCTION OF KNOWLEDGE COLLECTIVELY THROUGH DIALOGIC DISCOURSE: TEACHERS’ PERSPECTIVES AND PRACTICES IN ENGLISH LANGUAGE TEACHING

Dialogic discourse is said to aid the social and cognitive aspects of language learning and acquisition and students’ success in second language learning is therefore largely dependent on the interactional opportunities available. Recognising the potential impact of dialogic discourse in enhancing second language acquisition amongst Malaysian students, the Malaysian Ministry of Education (MOE) provided a large-scale training on dialogic discourse to a group of lower secondary English language teachers. This study explores the perceptions of English as a second language (ESL) teachers on the role of dialogic discourse in affording students’ opportunities for the construction of knowledge and investigates their practices in affording students with the opportunities to construct knowledge collectively through the discourse structure. To understand the role of dialogic discourse in affording students to construct knowledge collectively, five ESL teachers’ dialogic discourse strategies were examined. A qualitative approach was employed, which comprised semi-structured interviews and classroom observations for the data collection. Two of the teachers’ lessons were also examined to illustrate how dialogic discourse created opportunities for the construction of knowledge collectively which supported ESL learning through close discourse analysis of the lesson transcripts. The findings have shown that ESL teachers’ use of dialogic discourse strategies facilitates the construction of knowledge collectively among the students.This study expands our current understanding of how ESL learning occurs through classroom discourse.

The impact of gamified learning using Quizizz on ESL learners’ grammar achievement

This study aims to examine the impact of gamified learning using Quizizz on English as a second language (ESL) learners’ grammar achievement. The pre-/post-test control group design was applied to research 63 English-majored freshmen. 20 multiple-choice quizzes were designed based on grammar points included in the basic grammar course over a 10-week intervention period. There were 33 students from the experimental group doing the quizzes on Quizizz, while 30 participants from the control group did the same quizzes on paper. The findings indicate that although students from the two groups both improved their marks on the post-test compared to the pre-test, students from the treatment group got significantly higher scores than those from the control group on the achievement test. However, educators are supported to consider using this gamified learning platform as a supportive tool besides choosing the appropriate instructional content to optimize the quality of their teaching.

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Human interaction and support are key to students’ learning. In English as a second language (ESL) settings, peer scaffolding reinforces the traditional teacher–learner interaction. A lack of peer interaction among students, which is also a product of the COVID-19 pandemic, has resulted in young learners becoming overly reliant on teachers. This concern is a factor in hindering learners’ writing development. Inspired by the sociocultural perspective, this study employed a qualitative research design to explore the types of scaffolding behaviors among young learners. The analysis is based on the Taxonomy of Language Functions and what triggers these behaviors among primary ESL learners during classroom writing tasks. Data from 10 recordings of audiovisual materials and interviews were collected from 30 Year 6 primary school students and were analyzed using thematic analysis. The data analysis showed that scaffolding behaviors occurred continuously throughout each writing stage. The findings revealed that the preferred scaffolding behavior among learners was questioning. Eliciting questions was the most frequent type of inquiry that was applied during peer scaffolding. Results highlight the triggering factors that influenced scaffolding behaviors, which were learners’ level of competency, personalities, and accessibility to L1. This approach can be used as an alternate strategy for teaching writing because of its substantial impact on the writing ability of ESL students. The findings would provide a clear direction for ESL practitioners and learners to acknowledge the significance of learners’ behaviors and factors during peer scaffolding in assisting their development in writing attainment.

Virtual Flipped Classroom: English as a Second Language (ESL) Learners’ Decision-Making Styles in Academic Reading

One online pedagogical approach that has gained traction in the recent Covid-19 pandemic is the Flipped Learning approach. This approach is seen as a solution to navigate education during and after the pandemic due to its student-centric nature that foster deeper understanding and encourages active learning especially for English as a Second Language (ESL) learners. By flipping the traditional classroom structure, ESL learners have the access to view online lectures and materials from home, then spend in-class time participating in activities and discussions to apply and strengthen their English language skills. However, one important aspect that has to be addressed to guarantee that remote ESL learners are prepared for virtual flipped learning is to understand their decision-making styles especially while learning academic reading skills. Resistance to reading compliance may hinder the language teaching and learning process during virtual flipped classes. ESL learners who do not read, will find it difficult to actively participate in VFC for academic reading skills because the nature of it involves intellectual discussions. The knowledge on learners’ decision-making styles is important for VFC instructors to provide detailed guidance and support the remote ESL learners to achieve meaningful academic reading skills that may impact their academic success. This paper attempts to explore English as a Second Language (ESL) learners’ decision-making styles in virtual flipped classroom for academic reading classes. The implication of this study is to assist language instructors to further understand ESL learners’ decision-making styles, and how they perceive decision-making skills for virtual flipped classes to achieve meaningful learning. Also, this study provides opportunities for language instructors to develop Virtual Flipped Classroom modules for teaching language skills.

The Influence of Vocabulary Instructions to the Development of grade 9 ESL Learners' English Vocabulary Acquisition: A Phenomenological Study

The goal of this study was to investigate methods for teaching English vocabulary to ninth-grade students in private schools in order to identify learning obstacles in the acquisition of vocabulary instruction and to propose suitable solutions. Hence, a phenomenological qualitative research approach was used to accomplish the goals of the study. This phenomenological analysis of classroom instruction provides important insights into the design of vocabulary-building exercises for English as a Second Language (ESL) learners and discusses several important considerations that must be taken into account. Children learning English as a second language who have a slower than average rate of vocabulary acquisition also have a more difficult time comprehending literature written at the ninth grade level. In-depth interviews with four ESL educators were recorded, transcribed, and evaluated thematically. The findings suggest that ESL educators are employing a wide range of methods to boost students' vocabulary in their lessons, but more research into the effectiveness of these methods is needed. This study confirmed the need of providing ongoing assistance to ESL learners as they work to increase their vocabulary. More research in these areas is needed to improve ELTs' vocabulary instruction, ESLs' vocabulary acquisition and understanding, as this study found that vocabulary training and other linguistically based interventions improved reading and education results for ESL students. Teachers also need to be familiar with and equipped to use contemporary methods of vocabulary instruction that take into account their students' abilities and background knowledge.

Investigating vocabulary knowledge among English as a Second Language (ESL) learners

Vocabulary knowledge is a multitudinous phenomenon. This study has dealt with the 1) receptive, 2) controlled-productive and 3) productive dimensions of it with a view to explore the gaps between these three dimensions. To this end, the study has used such instruments as 1) an adapted receptive vocabulary level test, 2) an adapted controlled-productive vocabulary level test and 3) a free writing task to test receptive, controlled-productive and productive vocabulary knowledge of a group of 25 ESL learners from Odisha in India, studying at the Intermediate level in two phases with a gap of eight months between the phases. The findings of the study show that 1) there are gaps between learners' receptive, controlled-productive and productive vocabulary knowledge, 2) the gaps are more pronounced between receptive and controlled-productive, and receptive and productive than between controlled-productive and productive, and 3) similar patterns of gaps exist between these three types of word knowledge, even after eight months.

Demotivating Factors of English Learning for Chinese Middle-school Learners

Demotivation has not been extensively researched in the second language study compared with a well-investigated field on learning motivation. Motivation is significant to influence learning performance of language that students will gain. According to the reviews on many previous research solving demotivated English learners issues, the study specifically pays attention to Chinese younger middle school ESL (English as a second language) learners, as analysis of learners learning experiences in public education might promote findings on influencing factors of demotivation. In this research, it focuses on the demotivated English learners, and explores the main factors for deficiency of motivation. The instrument applied in this study is a questionnaire modified from Sakai and Kikuchis [20] and focusing on 6 possible demotivating factors from literature review, which includes 28 items and has been tested on 197 Chinese ESL younger students. The results in this paper illustrate that students might be positively influenced by teachers. However, features of classes and students English learning experiences are considered as the most demotivation items by Chinese younger learners of English study.

Impact of ICT Resources on Addressing Listening Comprehension Needs of ESL Learners

The benefit of digital technology is all around us and has significantly contributed to English language learning (ELL) practices. The English language proficiency of the second language learners has always been a matter of great concern. Of the four language skills, listening the fundamental skill, remains as one of the most neglected skills in classroom activities. The existing language teaching system in Kerala pays little attention to develop it. When listening comprehension (LC) of the learner is not given the right opportunity to develop it that will lead to poor language proficiency. The focus of this paper is to analyse the listening comprehension needs of English as a second language (ESL) learners in Kerala and to suggest how ICT resources can be used to address them. The paper concludes with the finding that if integrated judiciously and used appropriately, ICT resources can play a great role in developing the language proficiency and Listening comprehension of second language learners.

Second Language Reading and Vocabulary Acquisition by Adult Learners of English

Even though vocabulary knowledge is crucial in receiving and producing meaning in a language, improving vocabulary knowledge can be challenging for both teachers and students. Exposure to the target language through meaning-focused reading can be considered one of the predictors that can address this challenge. As language learners are exposed to written language while reading, reading may help them enrich their vocabulary knowledge. Accordingly, this study investigated whether meaning-focused reading can contribute to the development of vocabulary knowledge (Breadth and Depth) among adult learners of English as a second language (ESL). Among the students of a Sri Lankan state university, a group of undergraduate students participated in the study. Measures of reading and vocabulary knowledge were administered to 189 participants as part of the research implementation. Additionally, a questionnaire was utilized to gather data on the participants' backgrounds, including their prior exposure to the target language. In a multiple regression analysis, reading significantly contributed to both breadth and depth of vocabulary knowledge. However, it appears that reading contributes more to the breadth than to the depth of vocabulary knowledge. Thus, although meaning-focused reading can contribute to vocabulary knowledge, the contribution might vary depending on the type of vocabulary knowledge. Overall, the findings indicate that exposure to the target language through meaning-focused reading plays a significant role in enhancing vocabulary knowledge among adult ESL learners.

Artificial Intelligence in Global World: A Case Study of Grammarly as e-Tool on ESL Learners’ Writing of Darul Uloom Nadwa

Studies worldwide have explored how Grammarly as Electronic Tool (e-Tool) assists English as a Second Language (ESL) students in enhancing their writing. The present study aims to improve Madrasa ESL learners’ writing by minimizing inflectional morphemes related errors at Darul Uloom Nadwatul Ulama in Lucknow, Northern part of India. The study participants included sixty-eight Madrasa students who were enrolled in Alimiyat (equivalent to 12th) grade and were formed into two separate groups: an experimental group was treated with Grammarly, while the control group got instruction using the communicative language teaching approach. The data was collected from all participants before and after the treatment. A quantitative approach was used to the analysis of the data. A repeated-measures two-way ANOVA test revealed that Grammarly enhanced ESL learners’ writing for inflectional morphemes following treatment in the experimental group relative to the control group. These findings demonstrate how ‘Grammarly’ as and e-Tool may support ESL writers, especially novel writers who find it challenging to write well in English.

Exploring the Linguistic Playground: Investigating Facebook as an Informal Language Learning Hub for ESL Learners

Introduction: In today's digital age, social media platforms like Facebook have emerged as informal language learning hubs for English as a Second Language (ESL) learners. This study aims to explore the role of Facebook in facilitating language learning among ESL learners. Methodology: A mixed-methods approach was employed, involving surveys and interviews with ESL learners to investigate their engagement with Facebook for language learning purposes. Data were analyzed using thematic analysis to identify key patterns and themes. Results/Findings: The findings reveal that ESL learners frequently utilize Facebook for language learning through various activities such as reading posts, watching videos, and participating in language exchange groups. Motivations for engaging with Facebook for language learning include convenience, accessibility, and social interaction opportunities. Future Direction: Future research should focus on examining the effectiveness of different language learning strategies employed on Facebook and explore ways to enhance the learning experience for ESL learners. Additionally, investigating the impact of social media literacy on language learning outcomes would provide valuable insights for educators and learners alike.

Noticing Formulaic Sequence through Typographic Enhancement Technique: Using an Online Platform

Knowledge of formulaic language is crucial for second-language learners, where it needs to be applied to engage with others in daily activities. Teaching formulaic sequences (FS) in language classrooms is likely to increase learners’ saliency and awareness of the sequences, promote their usage and achieve fluency. Pedagogically, special attention needs to be paid to teaching techniques of FS in English as a second language (ESL) or English as foreign language (EFL) classrooms, especially now that most classrooms have been moved to online platforms such as google classrooms, WebEx, zoom and many more. It is important to understand if learning through an online platform will have the same effect as in the traditional classroom. Through quasi-experimental approach, this study looks into the effect of typographic enhancement (TE) on learners noticing formulaic sequences from reading. ESL learners in this study read passages from two versions: a) highlighted and bold formulaic sequences, and b) without any highlighting and bold enhancement. Learners were afterwards to identify the FS they remembered encountering in the texts. The findings revealed that there is a positive effect among the low proficiency learners in the experimental group compared to the control group, through an online platform.