English Foreign Learners Research Articles

A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skill

A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skill

The Effect of Pictures and Videos on English Foreign Learners’ Writing Skill at IISIP YAPIS BIAK, Papua.

Penelitian ini berfokus pada studi perbandingan kemampuan mahasiswa dalam menulis teks naratif antara menggunakan gambar dan video animasi. Penelitian ini bertujuan untuk membandingkan mana dari dua media tersebut yang dapat meningkatkan produktivitas mahasiswa dalam menulis teks naratif dan untuk mengetahui apakah ada perbedaan yang signifikan antara prestasi menulis mahasiswa yang diajarkan menggunakan gambar dan video animasi. Untuk mencapai tujuan tersebut, peneliti melakukan beberapa tes. Pre-test bertujuan untuk mengetahui apakah kedua variabel memiliki skor rata-rata yang sama atau tidak dan post-test diberikan untuk mengidentifikasi pengembangan kemampuan mahasiswa dalam menulis teks naratif setelah diajarkan menggunakan gambar dan video animasi. Selain itu, peneliti menggunakan rumus T-Test untuk menganalisis masalah. 60 mahasiswa berpartisipasi sebagai sampel penelitian ini. Mereka berasal dari dua kelas yang berbeda, yaitu Program studi Ilmu Komunikasi dan program studi Administrasi. Hasil penelitian ini menunjukkan bahwa baik gambar dan video animasi direkomendasikan untuk membantu mahasiswa meningkatkan produktivitas mereka dalam menulis teks naratif dan tidak ada perbedaan yang signifikan dari kemampuan mahasiswa dalam menulis teks naratif antara menggunakan gambar dan video animasi yang ditunjukkan oleh nilai. T-test 0,07, yang tidak melewati nilai kritis DF 56 (2,00).

Grammar enhancement in EFL instruction: a reflection on the effects of self-evaluation, teacher support, and L2 grit

Advancement in learning grammar and using it practically is one of the challenges of English as foreign learners (EFL) learners. Its progression may be expedited or slowed down by a variety of causes. Among the crucial factors, the possible effects of self-evaluation, teacher support, and L2 grit were still untouched which is the target of the current research. In so doing, 86 EFL students at the intermediate level were divided into two groups (i.e., experimental group and control group). The students in the control group (CG) are exposed to normal education, whereas learners in experimental group (EG) get extra instruction to practice self-evaluation and L2 Grit. Moreover, the emphasis on the teacher’s position as a facilitator and supporter was more prominent in the EG. Based on data screening which was completed via one-way ANCOVA, learners in EG were more successful in grammar assessment due to the treatment. Further research avenues and educational implications were elaborated upon.

ISSUES AND CHALLENGES IN THE USE OF COHERENCE AMONG JORDANIAN EFL STUDENTS IN WRITING ACADEMIC ESSAYS

Background and Purpose: Writing a coherent written composition is a challenging task for many English foreign learners, especially among English as Foreign Language (EFL) Jordanian students, as many of those learners cannot achieve writing well coherent essays at the university level due to various reasons such as lack of lexical competence and lack of motivation. Due to the fact that very limited studies have focussed on investigating this phenomenon in-depth, especially in the Jordanian context, the present study aims to explore issues and challenges faced by Jordanian students in using coherence in academic essays under the perspectives of writing course instructors.
 
 Methodology: This study used a qualitative approach to gather data. The sample comprises eight male instructors from two Jordanian universities. They were selected using a purposive sampling method. Semi-structured interviews were conducted with the participants to gain their insights into the issues and significant challenges faced by the students and the potential strategies to overcome the challenges. 20 academic essays produced by 4th year undergraduate students from the two universities were observed for the purpose.
 
 Findings: The instructors found that the EFL Jordanian students were unable to achieve coherent writing in the essays mainly due to their limited vocabulary knowledge. They attributed this lack to learners’ inadequate attempts to enhance their writing and limited reading experience. Generally, they agreed that insufficient awareness of the importance of incorporating effective educational practices to enhance their students’ writing as the major contributing factor to their students’ failure to observe coherence in writing. The findings encompassed some potential strategies to cope with the current obstacles, such as training the EFL instructors and employing modern techniques and practices in teaching.
 
 Contributions: Teaching and learning of coherent writing is very necessary at all higher learning institutions. The findings of the study have implications on all the stakeholders as a means of enriching the instructional practices widely.
 
 Keywords: EFL Jordanian students, EFL writing, writing challenges, writing strategies, coherent writing, coherence.
 
 Cite as: Alsariera, A. H., & Yunus, K. (2023). Issues and challenges in the use of coherence among Jordanian EFL students in writing academic essays. Journal of Nusantara Studies, 8(2), 139-154. http://dx.doi.org/10.24200/jonus.vol8iss2pp139-154

The effect of blended learning model in improving English foreign language learning students’ achievement

Higher education institutions are researching and adopting pedagogical approaches to meet the changing needs of education in response to various challenges, especially with Covid19 and E-learning is one of these modes. This study aimed to explore the effectiveness of this new model (mixed education) in the English language on Third-year English foreign learners' achievement and their attitudes toward using it. It compares the results of various ways of teaching and students' attitudes toward their use. The case study is used as a research design. The participants of the study were 30 students, the questionnaire was designed to confirm the study's validity and reliability, and quantities were used to analyze the data. The findings have shown that there were positive towards using blended learning. The study recommends further research into the use of blended learning in higher education. Keywords: Blended learning; EFL Learners; E-learning; face-to-face learning; students’ achievement; higher education.

The Trajectory of English Foreign Learners’ Emotions and Motivation from the Start to the End of their Learning Journey: A Pseudo-Longitudinal Investigation

The Trajectory of English Foreign Learners’ Emotions and Motivation from the Start to the End of their Learning Journey: A Pseudo-Longitudinal Investigation

A Study on Critical Thinking in Integrated English Course from the Perspective of Sociocultural Theory

Speaking and writing seem to be two basic forms of the English foreign learners’ thinking output. And they are two important approaches that help EFL to improve their critical thinking in English learning. In China, speaking and writing training have long been separated in teaching of English major. In other words, Chinese teachers tend to focus on English writing rather than speaking. Thus, it produces a number of “dumb” English learners. Based on Sociocultural Theory proposed by Lev Vygotsky, this study tries to provide “scaffold” for improving students’ critical thinking and helping them to form their own opinions by adopting oral tasks during class, cooperation and inspiration approaches. After the oral tasks practiced in class, writing will be assigned to them for consolidating the thoughts they expressed in the oral tasks. Combined with speaking and writing training, students will be close to their Zone of Proximal Development.

Developing the Prototype of Picture-Based Learning Materials in the Teaching of Speaking Skills

Various pictures can be utilized as learning media to facilitate language learners to learn vocabulary, pronunciation, grammar, and speaking skills. In the teaching of speaking, serial pictures can be designed to promote students to speak what the pictures illustrate. Therefore, speaking skills become crucial part in learning the target language. In learning English where learners have limited sources to access real English communication with native or non-native English speakers, speaking materials become essential roles in developing learners’ speaking skills. Unfortunately, most of English Foreign Learners (EFL) oftenly confused to practice their English speaking skill because of the the laerners are afraid to start the conversation or express their idea in English. Dealing with this issue, this study is aimed at developing the prototype of learning materials in the teaching of speaking skills in high school level. This study is categorized as R&D design (Research & Development). The data consisted of two kinds, quantitative and qualitative data. The quantitative data are collected using questionnaire and speaking tests. Meanwhile, qualitative data are gained using interview sheets. Then, the quantitative data were analyzed using statistical analysis, while the qualitative data were elaborated in qualitative ways. The process of the qualitative ways consisted of three main analyses, namely condensation data, data display, and conclusion drawing/verification. Based on the result of analysis, this study showed that most of the laerners are afraid to making mistakes in speaking English. It was affected by some difficulties like their pronunciation, vocabulary mastery also grammar. For further studies, speaking practices are needed more in learning English speaking to train them to use the language to communicate. The implication for further learning is that speaking materials are designed in line with students’ speaking level and students’ target needs and learning needs.

Utilizing Reading Progress Feature In Microsoft Teams To Improve Speaking and Listening Competence Of English Foreign Language Learners

This study investigated whether the Reading Progress Feature substantially improves speaking abilities. This study used a quasi-experimental design using non-equivalent pretest-posttest control groups or comparison groups, and the population of this study comprised all undergraduate students of Universitas Prof Dr Moestopo Beragama. Purposive sampling was used to select 78 English Foreign Learners as the sample. The findings revealed a significant improvement in the EFL learners speaking comprehension after being evaluated using Reading Progress Feature to those who were not. There was also a significant mean difference in the EFL learners speaking comprehension after being evaluated using Reading Progress Feature than those not. On the other hand, technological Knowledge in Microsoft Team influences EFL learners speaking ability, and the evaluation from the Reading Progress Feature contributes to the speaking comprehension. Fluency contributed to speaking skills (aspects) to overall speaking accomplishment. As a result, it is possible to infer that employing Reading Progress Feature considerably improves EFL Learners' speaking abilities. The research's pedagogical conclusion is that instructors should consider Microsoft Team, including academic training in the English language online classroom since this might increase EFL learners' desire to speak and write by exposing them to real intriguing materials

The Impact of Second Language Proficiency on “Foreign Language Effects”: A Case of English Foreign Learners in China

The Impact of Second Language Proficiency on “Foreign Language Effects”: A Case of English Foreign Learners in China

ANALYSIS ON DIFFICULTIES OF EFL STUDENTS’ ARGUMENTATIVE PARAGRAPH WRITING

In learning foreign language, writing skill is considered as the most difficult skill to be mastered by the English Foreign Learners (EFL) students. However, this skill is very needed to be learned by the higher education students. Therefore, this study aims to find out the difficulties of English Foreign Learners (EFL) students in argumentative writing. The data source of this study was the taken from the students’ argumentative writings. They were required to make an argumentative writing with certain topic. The theories writing and argumentative writing were used in this study and the result of the previous researcher in the same area was also used as the literature review. The finding shows that the difficulties of the students are in their linguistic used and critical thinking. In terms of linguistic difficulties, there were found the lack of word formation, punctuation, structure, tenses, and developing the content. Based on the findings, the lecturers should find a proper strategy in guiding the students to be able to improve their skill in argumentative writing skill.

Cross Culture Understanding in EFL Teaching: An Analysis for Indonesia Context

This study attempts to elaborate on the importance of cultural understanding of English foreign learners’ communicative competence. In the English language teaching in Indonesia, the role of culture is a crucial thing which needs to be combined with the teaching material to assist teachers and students for reaching the learning objective. Based on the findings of some studies, English learners in Indonesia face several obstacles when they find some terms which are unable to get its point in the literal meaning. Understanding the background culture in learning English is expected to minimize students' misunderstanding and lead them to use proper English in real communication. Integrated teaching material which contains cultural contents and its backgrounds is one way to introduce English to the learners, not only as a language but as a culture as well. Providing topics of learning based on authentic sources from native English speaking countries such as fable, short story, conversation role-play, songs, and movie. Arranging integrated teaching material that covers listening, speaking, reading, and writing with included cultural or arts contents of English native speakers. The teacher should not only teach students in linguistic competence but should teach them communicative competence as well because mastering linguistic competence is insufficient to use English in natural discourse. The appropriateness of English in use toward communication context is the objective of understanding the culture and language.

A Comparative Pragmatic Study of the Speech Act Offering between English Native Speakers and Kurdish Foreign Learners of English

A Comparative Pragmatic Study of the Speech Act Offering between English Native Speakers and Kurdish Foreign Learners of English

A Viable Option for Dictionary Pronunciation Guides

Abstract English words do not always follow simple letter-to-sound pronunciation rules, and thus readers sometimes need to look up a pronunciation of an unfamiliar word, especially in the case of children and foreign learners of English. Pronunciation guides in dictionaries take many forms. The most common guides in American dictionaries use diacritics over many of the vowels to indicate different pronunciations. We compared a commonly used diacritic system with an alternative system that uses only the 26 letters used in English. We found that the alternative system was easier for participants to learn and use to respond with the correct English spelling of a target word given the spelling from the pronunciation guide. We conclude that when dictionary makers want to find a simpler system than one with diacritics, a system such as the one tested here should be considered.

IMPROVEMENT OF SPEAKING BY USING PRESENTATION IN CULTIVATION PROGRAM STUDENT OF POLITEKNIK KELAPA SAWIT BEKASI

Speaking is one of the basic language skills that have to be mastered by English foreign learners due to its significant and its use for communication. It is very important to be able to speak English regarding that it is the most commonly accepted language in the world so that it will be very beneficial for those who comprehend it not only to improve their knowledge and skills but also easier for them to get a job. However, the researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend as they have no idea about pronunciation and grammar that they use. The objective of this research was to prove whether or not students speaking skills be improved by using presentation for students of Bekasi palm oil polytechnic cultivation program. The result of this study shows that At the beginning of the presentation assignment, students' speaking ability is still very limited. But when the presentation assignments went on for quite a long time, students were getting used to the presentation of English and they were also more used to doing public speaking. Based on the results and discussion, it can conclude that presentation can improve student’s speaking skill for Cultivation Program Student of Politeknik Kelapa Sawit Bekasi.

The Effect of an Intensive English Program on the Vocabulary Size of Lebanese English Foreign Learners

The research concerning intensive programs in general has yielded conflicting results and as such, whether or not such time-shortened courses are effective in achieving their learning objectives is a matter of controversy. This study hopes to contribute to the current body of research available and perhaps aid in clearing the uncertainty surrounding such compact programs in a foreign language context by evaluating the effectiveness of one IEP at an English-medium university in Lebanon through the construct of vocabulary size. The vocabulary size of 100 English as a Foreign Language (EFL) learners enrolled in an Intensive English Program (IEP) was measured pre and post instruction using the New Vocabulary Levels test (NVLT). Test results were examined and compared using a dependent samples t-test to determine the effectiveness of the IEP in improving students’ vocabulary size. Results revealed that across the NVLT’s 6 receptive vocabulary lists (1000, 2000, 3000, 4000, and 5000 most frequent words in addition to the Academic Word List), students showed a statistically significant improvement on the post test (p=0.000< 0.05), endorsing the effectiveness of IEP in a foreign language context in enhancing students’ receptive vocabulary size. This study concludes with practical implications for EFL IEP teachers and syllabus designers.

Mother Tongue Interference : A study of Interlingual Errors in The Written Performance of the EFL Preparatory Year Female Students At Al-Baha University in Saudi Arabia

Language teachers have long recognized the phenomenon of native language influence on the learning of a second language. The present study attempted to investigate the effect of mother tongue interference in English writing essays of one hundred and twenty (120) English Foreign learners (EFL) Preparatory year. The study identified and categorized morphological errors according to surface structure taxonomy. The study then presented the influence of mother tongue interference (MTI) in the writing. The researcher used a comparative linguistics taxonomy model to identify the source of errors and both taxonomies by Dulay, Burt, & Krashen (1982). The questionnaire in this study was used to collect data support the results of the study, as well as to identify the weak points in participants writing skills. The findings revealed a variety of (lexical and grammatical) errors. The majority of errors were found to be attributed to free morpheme rather than bound morpheme. Omission errors were more frequent than other types of errors. Furthermore, the analyses of results showed statically significant effect between (MTI) and students' interlingual errors. The study results include recommendations for the improvement of student's performance in writing task/Based on results of study, some recommendations were included for improvement student's performance writing skill.

Students’ Problems in Transactional Speaking on English Foreign Learners (EFL) FKIP Nommensen Pematangsiantar

This research is a study on the Students Problems in Transactional Speaking on English Foreign Learners (EFL) FKIP Nommensen Pematangsiantar. In this research, the problem is “What are the students' problems in vocabulary when they are speaking English?”To answer the problem of the study the writer follow some theories namely Nunan (1991) which concern with definition of speaking and the elements of speaking, Brown (2001) which concern with types of speaking performance, Richards (2008) which concern the functions of speaking, Ur (1996) which concern with some difficulties in speaking, Thornburry (2005) which concern with classroom speaking activities and Keegen (2009) which concern with descriptive qualitative research. The methodology which is used in this study is qualitative research, which purposes to find out the result of this research. This subject of the study is the students transactional speaking the second semester academic year 2017. The object of the study is the students' problems in vocabulary when they are speaking English. To collect the data, the writer use test as instrument by asks the students to practice promoting product. The data analysis shows that most of the students face problems in vocabulary namely the choice of word inaccurate, the arrangement of word is wrong and limitations of vocabulary. Finally the writer concludes that the students have problems in speaking English. The students face some problems in vocabulary namely the choice of word inaccurate, the arrangement of word is wrong and limitations of vocabulary. The writer hopes that this research can be useful for the readers.

The analysis of errors of omission in english narrative composition made by EFL students

This research was done to investigate kinds of errors of omission, classify them, explain the characteristics of the errors and evaluate the errors produced by the English foreign learners. Errors of omission could happen because the learners were still lack of form or grammar that is supposed to have in the sentence but the learners omit it. Writing is the most difficult skill in learning English as what is spoken is different with what is written. The writing skills are complex and certainly difficult to teach, requiring not only of grammatical and theoretical devises but also conceptual and judgmental elements. The research was done by using descriptive method and the data were collected from 20 English Foreign Learners' English Narrative Composition. The results found in the learners' English narrative composition are Omission of "Of" for about 5 errors or 25%, Omission of "Auxiliary" for about 3 errors or 15%, Omission of "Articles" for about 3 errors or 15%, Omission of "Countable and Uncountable Nouns" for about 4 errors or 20%, Omission of "Apostrophe's" for about 3 errors or 15% and Omission of "Preposition" for about 2 errors or 10%.

Exploring the Tolerance of Ambiguity and Grammar Achievement of Advanced EFL Learners

<p>A lot of English as foreign learners (EFL) have difficulty in acquiring foreign language (FL) grammar. Various speculations have been made regarding the factors affecting learning grammar. As such, teaching grammar should be cognizant of learning styles. It is necessary to take into consideration learning styles since learners' performance is affected by their learning styles (Ueno, 2005). Having this in mind, the present study aimed to investigate the tolerance/intolerance of ambiguity of EFL learners. It also sought the relationship between ambiguity tolerance (TA) and grammar acquisition of advanced EFL learners. To do so, a version of the TOEFL test was administered to measure the participants' achievement in grammar. Then, Second Language Tolerance of Ambiguity Scale (SLTAS) was given to the learners. Based on the findings, advanced EFL learners were TA in some contexts and intolerant in some others. Findings also revealed that there is a significant relationship between overall grammar knowledge of Iranian EFL learners and TA. Moreover, the effect of learners' gender on TA was supported.</p>