English Comprehension Research Articles

Mindsets, resilience and student engagement as predictors of L2 achievement among Chinese English learners: Insights from fuzzy-set qualitative comparative analysis

English learning is a long-term and continuous process that is permeated with various learning challenges, which requires learners to maintain active mindsets, robust resilience and deep learning engagement to attain a desirable achievement. Nevertheless, a detailed exploration of how mindsets, resilience, and engagement contribute to L2 achievement jointly has not been thoroughly investigated. This study hence aimed to address this issue by surveying 479 Chinese college English learners, all of whom were first-year students enrolled in the Comprehensive English Course. Through path analysis and fuzzy-set qualitative comparative analysis(fsQCA), three major findings were obtained. Firstly, growth mindsets and resilience predicted L2 achievement significantly, whereas fixed mindsets and engagement did not have statistically significant predictive effects on language achievement. Secondly, none of the individual factors of mindsets, resilience and engagement determined the level of L2 achievement unless being configured to function jointly. Thirdly, growth and fixed mindsets, resilience, and three sub-components of student engagement are interrelated and can be dynamically combined in different ways to influence L2 achievement. The findings highlight the multifaceted nature of the language learning process, implying that language programs must attend to the complexity of student experiences. The study underscores the need for educators to be aware of the various configurations that lead to L2 achievement, advocating for a flexible and adaptive teaching style that can accommodate the diverse needs of students.

An Experimental Study of Communicative Language Teaching (CLT) in University Comprehensive English Class

An Experimental Study of Communicative Language Teaching (CLT) in University Comprehensive English Class

Interaction in reading comprehension in the English and Igbo classroom

This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard’s (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher’s authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students’ participation.

Comparative Analysis of Teaching with Electronic Media and Conventional Teaching in the Classroom

The rapid development of educational technology presents new opportunities for enhancing the teaching and learning process through electronic media, which can make learning more interesting and interactive, thus increasing student motivation and engagement. This study aimed to evaluate the effectiveness of different teaching methods direct teaching and the use of audio-visual media in enhancing English language comprehension among fifth grade students at SD Muhammadiyah Pahandut, Palangka Raya. The research involved a service activity conducted with lecturers and students from the Tadris English Education Study Program (TBI) IAIN Palangka Raya. The methodology included both pre-service preparations and the implementation of two distinct teaching approaches. Class 5A received direct teaching with active interaction, while Class 5B utilized interactive videos. The study revealed that conventional teaching in Class 5A faced challenges such as reduced student engagement and passive participation. However, strategic improvements in teaching techniques and classroom management were recommended to enhance effectiveness. In contrast, the use of technological media in Class 5B resulted in higher student engagement and better comprehension of the material, as evidenced by their active participation and correct responses during activities. Overall, the study highlights the advantages and disadvantages of both teaching methods, emphasizing that the choice of method should be context-specific and aligned with learning objectives and student characteristics. The findings suggest that integrating technological media can significantly enhance the learning experience and outcomes, particularly for elementary school students.

Exploring EFL learners’ actions during the use of lecture materials in Chinese tertiary classrooms from a transactional view

Learners’ interaction with lecture materials has remained underexplored despite the growing body of studies on the use of materials. The current study explored the actions EFL learners employed during the use of lecture materials in tertiary classrooms in China through the lens of a transactional view. This empirical study involved forty-two students in two classes as well as two instructors enrolled in the Comprehensive English Course. Qualitative analysis revealed five levels of learner actions during interactions initiated by lectures: awareness, involvement, intervention, creation, and autonomy. The study further highlighted three factors that significantly influence these actions: learners’ intrinsic motivation to participate in classroom interactions, discourse space for participation, and the cultural model of learning. Pedagogical implications for enhancing learner autonomy and contributions during lecture materials use were discussed based on results.

Novel Metaphor Recognition, Interpretation and Construction: Barriers Face Kurds as Non-native English Speakers

This study which is titled ‘Novel Metaphor Recognition and Interpretation: Barriers Face Kurds as Non-native English speakers’ considers the recognition and the interpretation process difficulty of English novel metaphors. Novel metaphor is one of the most problematic types of metaphor in which its creation, recognition and interpretation usually require a higher level of efficiency. This sort of metaphor is highly connected with personal established conceptual systems which probably cause misunderstanding among interactants: native and non-native ones. This study aims at identifying novel metaphor, determining the nature of problems that Kurds as non-native English speakers face in recognizing novel metaphors in English. Thus, it would be helpful for both non-native English learners and speakers to improve their English comprehension and construction competence. The current study makes use of both quantitative and qualitative approach in the process of data analysis; and it has come up with the conclusion that the insufficiency in English communicative language competence, cognitive analysis proficiency, and background knowledge are three main problems in the process of recognizing and interpreting novel metaphors.

Ferreting the Efficacy of Action-Oriented Approach in Indian ESL Classroom: Learners’ Notion

The ‘Action-Oriented Approach’ proposes a new paradigm for teaching and learning languages, a pedagogical framework founded on the idea that language is a social practice and a tool for action. This study examines how Indian ESL students feel about AOA and its advantages in increasing English language competence among tertiary-level pupils in India. To gather data from 156 engineering stream students, including crucial key research objectives, the current study used a quantitative technique with survey instruments. Survey data were collected using a Five-Point Likert scale. The study results show that, in general, ESL students are in favour of assisting language learners to gain competency in various scenarios using an action-oriented approach. The statement "Action-Oriented Approach helps the learners to develop language proficiency in a variety of contexts" received the highest grade (x=4.2692) from the majority of ESL learners (94.2%). Overall, this study contributes to a greater understanding of Indian language acquisition strategies. The study’s outcomes highlight the benefits of implementing action-oriented approaches in ESL classes and the potential repercussions on pupils’ language fluency in English the Action-Oriented Approach was deemed an outstanding technique by a large number of ESL students, particularly for improving their comprehension of English.

THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) LEARNING MODEL ON THE STUDENTS’ READING COMPREHENSION IN LEARNING ENGLISH

This study aims to see the application of the Cooperative Integrated Reading and Composition (CIRC) learning model to students' reading comprehension in learning English. This study used a pre-experimental method. Data collection techniques were carried out through pre-test and post-test. The research was conducted at SMP Negeri 13 Makassar, with the population being class VIII students at SMP Negeri 13 Makassar. The results of this study indicated that for the main idea the average pre-test score of students before being treated with reading comprehension is 5.92 and the average post-test score of students after being treated with reading comprehension is 8.08. The significance of the main idea between the pre-test and post-test was 36.48%. Meanwhile, for the conclusion, the average pre-test score of students before being treated with reading comprehension was 5.6 and the average post-test score of students after being treated with reading comprehension was 8.32. The significance of the main idea between the pre-test and post-test was 48.57%. The results of data analysis showed that the increase in students' reading ability after being treated using the CIRC learning media increased the results quite significantly. = 0.05 with degrees of freedom (df) = 24 which shows the t-test value of 13.55 and t-table = 2.640. Based on the results of the post-test data obtained as the final result, this study provides a fairly good improvement. Finally, it can be concluded that the use of CIRC learning media is able to give a good influence in learning English, especially on reading comprehension.

Construction of Algorithms for English Learners to Read Foreign Literature Based on Machine Translation Technology

The construction of algorithms for English learners to read foreign literature based on machine translation technology involves several key steps. Initially, the algorithm utilizes machine translation to convert the foreign text into English, ensuring accessibility for learners. Next, it employs natural language processing (NLP) techniques to enhance the readability and comprehension of the translated text, such as simplifying complex sentences, clarifying ambiguous phrases, and providing annotations or explanations for cultural or linguistic nuances. Additionally, the algorithm may incorporate adaptive learning mechanisms to personalize the reading experience, adjusting the difficulty level and content based on the learner's proficiency and preferences. This paper explores the development and implementation of algorithms designed to facilitate English learners' comprehension of foreign literature using machine translation technology. Leveraging Probability Path analysis and classification techniques, investigate the effectiveness of various algorithms in improving translation accuracy, fluency, and comprehension for English learners. Through the Probability Path analysis, we delve into the complexities of language structures, translation probabilities, learner interaction, and linguistic adaptation, illuminating the intricate dynamics of machine translation in the context of language learning. Additionally, classification results provide insights into the performance of different algorithms in translating diverse literary genres, showcasing their potential to support English learners in comprehending foreign texts. The findings reveal translation accuracies ranging from 87.8% to 92.0%, with corresponding fluency scores ranging from 4.0 to 4.6. Additionally, algorithms result in comprehension improvements of 23% to 30% for English learners.

Application of Interdisciplinary Knowledge Integration in English Blended Education

Blended education in English combines traditional face-to-face teaching methods with online learning components, offering students a dynamic and flexible educational experience. It integrates technology into classroom instruction, providing access to digital resources, interactive learning platforms, and multimedia content. This approach allows for personalized learning experiences tailored to individual student needs while promoting collaboration, critical thinking, and digital literacy skills. Blended education in English fosters a conducive learning environment that combines the benefits of both traditional and online learning, enhancing student engagement and outcomes in English language acquisition and comprehension. This paper explores the potential of Cooperative Optimized Blended Education (COBE) to enhance interdisciplinary knowledge integration within English-blended education settings. Drawing upon theoretical frameworks such as game theory and optimization strategies, alongside empirical analyses and simulation results, the study elucidates the effectiveness of COBE in fostering collaborative learning outcomes. Through the utilization of digital resources, personalized learning paths, collaborative projects, blended assessment methods, and teacher training programs, COBE offers a dynamic and engaging approach to pedagogical innovation. Empirical findings and student performance data underscore the significance of COBE in promoting student engagement, knowledge retention, and interdisciplinary understanding. Furthermore, the paper highlights the importance of continuous monitoring and assessment to support student academic achievement within COBE. OBE resulted in a mean increase of 10% in student engagement, a 15% improvement in knowledge retention, and a 20% enhancement in interdisciplinary understanding. Furthermore, the paper emphasizes continuous monitoring and assessment to support student academic achievement within COBE.

Project-based learning to develop reading comprehension in English in teacher trainees of “Nuestra Señora de Chota” Higher Pedagogical Institute

One of the biggest problems presented by the teacher trainees in the professional career of Languages, Specialty of English of Nuestra Señora de Chota Higher Pedagogical Institute was the low levels of reading comprehension in English. For this reason, the general objective of this research was to create a didactic proposal based on project-based learning to develop reading comprehension in English at the literal and inferential levels in the teacher trainees of Nuestra Señora de Chota Higher Pedagogical Institute, located in the province of Chota. This study adopted a quantitative approach with a descriptive – propositional design, using the pedagogical test as a technique and the objective test as a data collection instrument; The study sample was made up of 18 teacher trainees of the fourth year of the professional career of Languages, specialty of English of the same institution. As a result of the study, it was revealed that after applying the objective test, a vast majority of teacher trainees (77.78%) were at the start level; However, a very low proportion (16.6%) were at the in-progress level, a minimum proportion (5.56%) were at the accomplished level and there were no students (0%) at the outstanding level regarding the development of reading comprehension in English in its literal and inferential dimensions at an intermediate level (B1); In conclusion, given these alarming results, a didactic proposal was created based on project-based learning to develop reading comprehension in English, which was validated through expert judgment.

English Proficiency and Legal Knowledge in the 21st Century Indian Media

This research paper investigates the pivotal role played by English language proficiency and legal literacy in shaping the dynamics of the media industry in India. The study emphasises how a comprehensive comprehension of English, along with legal competence, greatly impacts journalistic practices, media ethics, and the capacity to handle regulatory problems.

The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners

The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.

Research on the Effect of Introducing Speeches in English Classes on Improving Oral English Ability under the Background of Digital Teaching

This study investigates how classroom speech training can boost English speaking skills within digital teaching contexts. It reveals that incorporating the ISAS teaching method with English speech training in vocational college courses can significantly enhance students' communication skills, particularly in oral expression. The research employed various methods to demonstrate that classroom speeches effectively elevate students' English speaking proficiency, diversify teaching content and methods, and foster innovation in English speaking education at vocational colleges. Integrating teaching materials with topics relevant to the software field, along with using a range of expressive forms and techniques, aids in broadening students' perspectives, making English classes more practical and engaging, and bolstering their English application skills and professional competencies. The study also highlights the crucial role of teachers' instructional abilities and personal qualities in enriching students' English learning and skill development. It suggests that teachers integrate more speech-focused activities into regular instruction to advance students' comprehensive English capabilities.

Translation of Poetry: A Study of Translatability of Pragmatic and Cultural Elements

Poetry is a genre that states more in a few words because much of it is cultural content that is assumed to be comprehended by the reader(s). This very characteristic of poetry of being rooted in cultural ethos makes its translation complex and even "untranslatable." Imr-ul-Qais’s Muallaqa is an Arabic classic which has been a symbol of the shared Arab identity, values, and magnanimity. In addition to its unsurpassed poetic brilliance, it is an epitome of the culture of the pre-Islamic Arab world. There are many translations of this masterpiece into English, though each is unique in terms of interpretations, liberties, and constraints. This study examines three prominent translations of Imr-ul-Qais's Muallaqa by Arberry, Johnson, and Mumayiz with reference to Venuti's (1995) dichotomy of domestication and foreignization. The aim is to identify translators’ strategies in tackling the translational challenges, as well as the implications thereof, in order to bridge the linguistic and cultural divide as well as if and what is the nature of the loss of meaning in the process. Results showed that Arberry aims for a poetic rendition in blank verse, focusing on semantic and syntactic fidelity rather than rhyme and meter. Johnson employed transposition and modulation, resulting in a more prosaic translation that lacks the Arabic ethos. Both translators leaned towards domestication, prioritizing English comprehension over retaining the original sentiment. Mumayiz, a native speaker of Arabic, provides a more rhythmic translation, with greater effort to provide English readers with insights into the original text, hence leant more on foreignization than domesticaion.

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

Measure The Level of English Comprehension for First Semester Students

It is very important to form soft skills, this study is to determine the level of English proficiency of the PGSD Semester 1 study program on the campus Djuanda University is one of the universities located on Jagorawi Toll Road No. 1, Ciawi, Ciawi District, Bogor Regency, West Java 16720, which of course has different English language skills. With this research, it is hoped that you will know the level of understanding of English discussion of the PGSD Semester 1 study program at the University of Djuanda campus. The method used is a qualitative method using the interview method, so that with this method a clear picture of the level of English understanding of PGSD Semester 1 students will be known. The findings are the most important part of the abstract and should not exclude their range and quality; Therefore, the results of this study show that there are some students who still have difficulty in speaking English, but experience better improvement than when they were high school students. In English, more emphasis is placed on vocabulary mastery, if the student is used to pronouncing the wrong word, there will be a tendency for him not to be able to provide clear information, the more vocabulary mastered by the student, the easier it is to learn English.In the context of this study, certain assessment methods such as written tests proved to be more effective in measuring the level of English comprehension than oral tests but, This conclusion also highlights the need for a holistic approach that considers different aspects of language understanding for more accurate evaluation, the implication of this assessment is the importance of using varied and comprehensive assessment methods in evaluating English comprehension being an important factor in the development of more effective educational approaches.

An Enjoyable Application to Learn English for SMK Yapim Biru-Biru

A number of things can impact the process of learning outcomes. It might be aptitude, passion, learning concepts, learning motivation, and so on. The ability of a speaker or teacher to impart knowledge, create an engaging learning environment, and increase students' motivation to learn—especially English—is equally crucial. Students frequently experience boredom when learning English and struggle to comprehend what they are learning. Despite the fact that learning English is crucial because it is now a necessity in daily living, including family life. As previously mentioned, the goal of this magazine is to find ways to make learning engaging so that students comprehend the methods and the English instruction provided by lecturers. And how do instructors perceive students' comprehension of learning English? Are there any further factors in engaging in enjoyable English language study. The application is completed for SMK Yapim Biru-Biru. Based on the lecturer's experience teaching and observation of the students' English-learning conditions, there are learning outcomes and strategies that appear to be liked by the students themselves from this point on.

Using of Morphological Theory to Improve English Reading Comprehension Ability of Buriram Rajabhat University Students

This study aimed to 1) explore the English reading comprehension problems and needs of Buriram Rajabhat University students, 2) construct the English reading comprehension handbook by using morphological theory to improve their English reading comprehension ability, and 3) evaluate the effectiveness of the English reading comprehension handbook that uses morphological theory. The population consisted of 128 first-year students at Buriram Rajabhat University, had taken the BRU English proficiency test and experienced difficulties with English during the 2023 academic year. From this population, a sample of 30 participants was selected using systematic sampling techniques. The study used several research instruments to collect data which included: 1) a questionnaire to identify the problems faced by students in comprehending English reading, 2) an English reading comprehension handbook by using morphological theory, 3) pre-test and post-test, and 4) a students’ satisfaction with the English reading comprehension handbook that uses morphological theory questionnaire. The results revealed that 1) most students at Buriram Rajabhat University acknowledged facing challenges in English reading comprehension, with vocabulary knowledge receiving the highest, followed by fundamental knowledge, and knowledge of sentence structure, respectively. Moreover, the students express a high-level need to improve their English comprehension using morphological theory. 2) The handbook is structured into five chapters, each rooted in morphological theory to offer through assistance for students facing challenges in English reading comprehension. 3) The English reading comprehension handbook, which utilized morphological theory, received the highest level of student satisfaction and students demonstrate higher English proficiency test scores after utilizing the English.

Analysis of Students’ Perception Regarding to the Use of Role Play Technique in Learning Speaking Skills

This study aimed to find out how are the perception of students regarding to the use of role play technique in learning speaking skills and also what are strengths and weaknesses of it according to students’ perception at SMP Negeri 1 Kelapa Dua, Tangerang. The objectives of the research were to comprehend about how are the perception of students regarding to the use of role play technique in learning speaking skills and also to find out about what are strengths and weaknesses of using role play technique in learning speaking skills according to students’ perception. The research employed a case study method. The data were collected by observation, questionnaire, and interview. The results of the research showed that it helped them in English Vocabulary, English Grammar, English Comprehension, English Pronunciation, and also their English fluency. Moreover, it was more fun and helped them to cultivate their knowledge, made them interested and more enthusiastic, more optimistic, more motivated, taught them about teamwork, involved them directly, and more active. However, it still made them shy and afraid when playing roles. It is also proven to be efficient as a technique in learning speaking skills, but less effective in fostering their self-confidence.