English Experience Research Articles

Investigating English textbooks used in Taiwanese senior high schools from an ELF perspective

English textbooks are the major learning resources for Taiwanese students to gain access to the target language. This study examines the English textbooks used in senior high schools (Grade 10 to Grade 12) in Taiwan from the perspective of English as a lingua franca (ELF). To prepare students to use English for international communication, it is worthwhile to examine how English textbooks incorporate an ELF orientation. Through textbook analysis, I investigated the following questions: (1) how the English textbooks used in senior high schools in Taiwan integrate an ELF perspective, and (2) how ELF attributes are manifested in the textbooks through various subject matter, exercises, and activities. The study finds that the examined textbooks partially incorporated an ELF orientation, and the ELF attributes were manifested to different extents. The main ELF attributes in the textbooks were helping learners understand the use of ELF and encouraging English use in relation to learners’ experiences and localities. Additionally, the study reveals that the ELF attributes were displayed in various types of activities and exercises, while the subject matter of the textbook units covered a wide range of topics. In light of the findings, I make suggestions for the development of ELF-oriented textbooks at the senior high school level, such as helping English learners to understand the use of ELF by introducing English varieties, encouraging the use of intercultural communication strategies, taking into account of learners’ experience in learning English, and promoting learners’ awareness of ELF.

Reflections of Chinese Middle School English Instructors and Learners on Efficiency of English Education

This article sheds light on a survey study on the reflection of English teaching and learning by teachers and students in high schools in China. Forty-Two English teachers and 156 students from four high schools in Hunan Province participated in the study. They responded to questions through an online survey about their English learning and teaching experience. The survey also asked the participants to share their comments and opinions on how to make improvement and changes to make English education more effective and efficient. The data were discussed and analyzed in comparing with English learning experience and process of native speakers of English in the United States. Findings of this study suggest that more exposure to authentic English, extensive reading, and daily oral communication be enhanced to improve the learners’ proficiency. This study indicates that the current learning process and instructional sequence are not effective and efficient. Some fundamental issues related to learning sequence, learning efficiency, curriculum policy and design are addressed, and suggestions are made for future research and English education reform.

Students’ motivation to learn English: the importance of external influence on the ideal L2 self

IntroductionThe ideal second/foreign language (L2) self, a concept in second-language acquisition theory, is a learner’s future vision about their language ability. Research on the ideal L2 self is important for finding ways to improve motivation for learning a new language, foreign language teaching strategies, and personalization of instruction for individuals with different backgrounds and aspirations. The present study aimed to better understand the factors that might influence the ideal L2 self among Japanese elementary school students. While there have been numerous studies about the ideal L2 self in English language learning, few have focused on elementary school students’ motivation to learn English.MethodsData were collected from 225 4th- and 6th-grade elementary school students in Japan. The data were analyzed by performing t-tests and a hierarchical linear regression to understand the relationships between the pertinent variables and the ideal L2 self.ResultsThe analysis results revealed three characteristics of the relationship between elementary school students’ English language skills and their ideal L2 selves. First, the results of the t-test suggested that international travel and English cram school experiences were differentiating factors for the ideal L2 self, suggesting that the groups of participants with and without those factors (experiences) had significantly different ideal L2 selves. Second, the experience of living abroad was not a significant differentiating factor for the ideal L2 self. Third, the results of the regression analysis suggested that school, home, and foreign media influences are significant contributors to the formation of the ideal L2 self. These factors may therefore subsume international travel and English cram school experiences.DiscussionBy understanding the factors that contribute to the ideal L2 self, educators and policymakers can strive to establish a more effective environment to improve students’ motivation to learn English.

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

With the growth of teacher mobility, where teachers from diverse cultural backgrounds attempt to broaden their teaching experiences, the resulting global community has given rise to new and challenging educational environments. In Thailand, numerous English programs welcome teachers from different countries, accordingly contributing to the nuances of foreign English teachers' experiences. This study aims to delve into the experiences and challenges faced by Indonesian EFL teachers working in Thailand. In the context of the globalized educational system, the inclusion of Indonesian teachers in this study is essential. Their distinct cultural experiences and challenges not only enhance multicultural understanding but also contribute significantly to the existing literature on teaching English in foreign settings. Utilizing a qualitative research approach, this study conducted multiple semi-structured interviews with two Indonesian EFL teachers employed in both a public elementary school and a private elementary school in Thailand. The findings reveal that teaching English in Thailand has provided them with valuable insights and has been a transformative experience, enhanced their professional growth. The findings also provide comprehensive insights into the unique challenges faced by these teachers, particularly regarding language barriers, cultural adaptation, and professional relationships. This study not only illuminates the challenges encountered by teachers but also underscores the considerable potential for personal and professional growth within the ever-evolving landscape of teaching English oversea.

English instruction experiences of native South African speech-language and/or hearing (SLH) undergraduate students: An exploratory study

This study explored the experience of English as an instruction medium by South African Speech-Language and Hearing (SLH) students whose first language is not English ( African language speakers). A purposive sample of 24 female students for whom English was an additional language were informants (60 9% in the third year of study and 30 1% in second year; 79 2% audiology and 20 8% speech-language pathology enrolled; 41 7% native IsiZulu speaking, 12 5% Afrikaans, 12 5% Sepedi, 12 5% Setswana, and the rest Sesotho, Southern Sotho, and IsiXhosa speaking). The students completed an online survey on their learning and social experiences in a South African SLH training programme. Descriptive and thematic analysis yielded findings to suggest: (i) fear of mockery, humiliation, and of being perceived as inferior; (ii) being overlooked and less valued contributions; (iii) missing the themes of discussions during lectures; and (iv) issues of accent getting in the way of self-confidence and leading to reduced participation overall. These findings suggest that undergraduate students experience English as an additional language to present significant challenges related to feelings of being undervalued which would hamper their academic and clinical training experiences. Our findings underscore the need for proactive and systematic interventions within SLH programmes to create a more inclusive and supportive learning environment for these students.

Research on Optimizing the Interactive Experience of English Learning for Digital Classrooms

Abstract The development of modern information technology is changing traditional classroom teaching facilities and teaching modes, and this paper investigates the experiences of English learners in the digital classroom. After clarifying the composition of the digital classroom, 1,200 English learners were selected for the study, and the questionnaire scale was designed from three aspects, namely, the internal factors of individual English learners, the factors of the external environment of learning, and the interactive experience of English learning. We distributed the questionnaire scales to collect relevant data and then processed the data using statistical methods like independent samples t-test, correlation analysis, partial least squares regression, and descriptive statistics. The results of the study were obtained as follows: the mean values of the students’ interactive experience of English learning oriented to the digital classroom were all in the range of 3.5-4.0, which is in the middle to high level. English learning interactive experience = 3.085 + 0.288 attitudinal characteristics + 0.031 self-efficacy + 0.095 behavioral motivation + 0.588 teacher influence + 0.172 digital classroom environment + digital classroom support technology. English learning interactive experience is related to many factors, and the construction of digital classrooms can be optimized from within students to improve their perception of the English learning interactive experience.

Learner Autonomy and English Proficiency among, Alternative Learning System (ALS) Learners

Learner autonomy is crucial to the success of Alternative Learning System (ALS) programs, particularly in developing English proficiency. Autonomy promotes increased participation, deeper learning, and improved language skills, enhancing proficiency levels. This study emphasizes the importance of considering the diverse characteristics of ALS learners, such as prior learning experiences, age, and motivation, and how these factors influence language skills development within this unique educational setting. Using a descriptive-correlational design, the study analyzed data from 158 ALS Junior High School learners to determine the relationship between autonomy and English proficiency. The results showed a weak positive correlation (r = 0.219, p = 0.006) between autonomy and proficiency, emphasizing the potential impact of autonomy on the outcome of language learning. Sex (p = 0.099) and time out of school (p = 0.408) had no significant impact on autonomy or level of English proficiency. It provides valuable insights into how learner autonomy affects the English language learning experiences of ALS junior high school learners. Future research should deal deeper with specific factors influencing learner autonomy and its relationship with English proficiency to optimize support for diverse learners within the ALS framework.

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.

Queer auf Deutsch

In this report, we retrospectively explore the effects of drama-based pedagogy on classroom environment and LGBTQ+ inclusion in a first-semester collegiate German course. We examined students’ self-reported perceptions of their learning experience in English, as well as gendered language production in German. Our retroactive analysis suggests that pedagogical decisions and activities rooted in drama-based pedagogy contributed to creating a safe and inclusive classroom that encouraged LGBTQ+ students to express parts of their queer identities in the target language.

여가활동에 기반한 대학생들의 학습 경험에 관한 현상학적 연구

This study begins with the assumption that effects of English learning using learners’ leisure activities will be maximized by transforming them into active English learners. This study aims to enable college students to experience English learning based on leisure activities and to identify the essential meaning of the experience using phenomenological research methods. The participants were 9 students majoring in Health and Welfare at J University in Chungnam. Data were collected through in-depth interviews and the collected data were analyzed by Colaizzi’s phenomenological method. As a result of the research, 18 significant statements and 7 themes including 5 positive and 2 negative aspects were categorized. Findings were as follows. Positive aspects were ‘background knowledge’, ‘clear sense of goal’, ‘autonomy’, ‘change in affective attitude’. and ‘exposure to colloquial expressions’. Negative ones were the two ‘difficulty in selecting materials’ and ‘limitations as English learning materials’. The result suggests that it is necessary to explore various ways to utilize media as a teaching strategy preferred by MZ learners as an English learning experience based on leisure activities.

초등학생 영어 글쓰기에 나타난 어휘 사용 양상 분석

This study aims to analyze the English writings of Korean elementary school students and assess their English vocabulary usage. In order to collect their writings, 226 fourth-grade students and 199 sixth-grade students across three different elementary schools in Korea were selected as participants. A total of 413 self-introductions written by students in English were compiled and analyzed using several corpus analysis programs. The comparative analysis of the students’ English writings revealed that the students who participated in this study had varying English learning experiences. In addition, the statistical results of the analysis showed that the discrepancy of the students’ learning experiences can affect their ability to use English vocabulary in writing. However, the students used the same words in their English writing at a high rate. Considering the accordance rate with the basic vocabulary usage of the English curriculum, students with lower writing levels had a tendency to use basic words compared to those with higher writing levels. The results of this study suggest that vocabulary usage and writing competency can be affected by the students’ educational experiences and socio-economic status, as well as their individual abilities. Furthermore, directions for improving vocabulary education within English curriculum are also discussed

“Tik Tok” Application Impact in English Learning Experience on Motivation and Learning Student Achievement

<p>This research aims to find out how the experience of learning English affects students' motivation and learning achievement. This research is descriptive research with a qualitative approach. The data source in this research is the students of SMAS Muhammadiyah 01 Medan whose address is Jalan Utama No. 170, Matsum II City, Medan Area District, Medan City, North Sumatra. The results of this research are that the results of data analysis show that using Tiktok can significantly increase student motivation and learning achievement. Although not all students use Tiktok as a learning medium, they only use Tiktok as entertainment. The average result of the percentage that Tiktok can have a good impact on students' English language skills is 86.7%, where this percentage was obtained from students who felt a good impact from Tiktok. Students think that Tiktok has a good impact on their English language skills. This means that pronunciation, vocabulary, tenses, speaking, reading and writing skills in learning English are increasing and Tiktok can have a good influence as social media if it is applied well by students.</p>

ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education

English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context.

Enhancing English Language Acquisition: Strategies for Effective Classroom Implementation

This article explores various strategies aimed at enhancing English language acquisition in classroom settings. Recognizing the importance of effective language instruction, the study delves into innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the significance of creating an immersive linguistic environment that fosters both spoken and written proficiency.
 The research evaluates the impact of incorporating technology as a tool to augment language learning experiences. Utilizing multimedia resources, online platforms, and interactive applications, the study examines how these digital elements can engage students and reinforce language skills. Additionally, the article addresses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression.
 Furthermore, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Group activities, peer interactions, and communicative exercises are explored as means to encourage active participation and enhance language retention. The study also scrutinizes the role of feedback mechanisms in shaping language development, emphasizing timely and constructive feedback as a pivotal element in the learning process.
 In conclusion, this article provides valuable insights into strategies for effective English language acquisition within classroom settings. By blending technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that cater to the diverse needs of students. The findings contribute to the ongoing discourse on optimizing language instruction methods and offer practical implications for educators seeking to enrich the English language learning experience

Diploma Research Approbation in Internet Resources Integration Into Teaching English

Aim of the present research is to share the experience in organizing diploma paper approbation procedure as an important part of professional training of future English teachers in Akhmet Baitursynov Regional University, Pedagogical Institute after Umyrzak Sultangazin (Kazakhstan). Objectives of the research include brief description of the professional training process in the mentioned above higher educational institution with the focus on future English teachers training; presentation of the diploma paper main idea and contents; sharing the experience of approbation organization process. Main methods used in the present research include scientific analysis and synthesis, description, discussion, lesson modelling, observation, questionnaire. Results of the research include the future English teacher professional competence development and practical experience of applying the Internet resources to English teaching that led to the enhancement of educational process and growth of basic foreign language skills of the approbation participants. Conclusions that were made on the basis of the research show how organization of approbation contributed to the professional skill development of the future English teacher as well as how the integration of Internet resources influenced the educational process with both positive and negative effects it produced. Materials of the research are original and were obtained during the professional training of a future English teacher who graduated in June 2023 from the above-mentioned university and after successful passing of the National Teachers Professional Testing took a teaching job in Kazakhstan. Further research is intended to implement the findings of the present stage in the English teachers pre-service professional training with subsequent presentation of the obtained results in professional journals and conferences.

The Distribution of Manner and Frequency Adverbs in Child Heritage Speakers of Spanish

We investigate the acquisition of adverb placement in Spanish among school-age child heritage speakers of Spanish born and raised in the US by Mexican parents. We examine frequency and manner adverbs with negative and positive polarity and the potential role of cross-linguistic influence, dominance, and experience in the path and rate of development. Fourteen child heritage speakers of Spanish born and raised in the US and twenty-five Spanish monolingual children from Mexico completed an elicited production task. Results showed that the heritage children produced significantly fewer verb-raising structures compared to the monolingual children, leading to a higher proportion of pre-verbal adverb use and adverb-final use. The heritage children treated manner and frequency adverbs with negative and positive polarity significantly differently. We also found a strong correlation between dominance and experience in the probability of producing specific adverbial positions. In other words, common adverbial positions in English were more likely to be produced with higher dominance and experience in English; likewise, Spanish adverbial positions were more likely to be used with higher dominance and experience in Spanish. We argue for differential outcomes in child heritage grammar due to differences in the path and rate of language development as well as the role of dominance and experience in child heritage language acquisition.

A Study of English Teaching Differences Between China and The United States

According to the existing literature, the analysis of the teaching content, teaching method and assessment model in China and the United States has the same trend: Scholars generally believe that compared with the English language teaching system in China, the methods of English language education in the United States are more diverse, the educational goals are more realistic to life, and the evaluation criteria are more comprehensive. The factors cause this difference is worth investigating. This paper evaluates the applicability of these views in today's world through a questionnaire survey. Specifically, this paper attempts to assess whether the similarities and differences that scholars have found between the English language teaching systems in China and the United States still exist today or whether the development trends between the English language teaching systems of the two countries are trending in the same direction today. The study surveyed Chinese students in the U.S. - a target group with dual English learning experiences in China and the U.S. The results of the paper show that the effectiveness and applicability of the English teaching systems of the two countries need to be discussed in the cultural environment of the two countries, and there is no one-sided argument that either system is better.

Anthropogenic Geomorphological Mapping of The Central Sector of João Pessoa Metropolitan Region, Brazil

This work consists of the application of a new geomorphological mapping methodology with a focus on anthropogenic landforms. The study area is the central sector of the metropolitan region of Joao Pessoa, where densely urbanized areas and rural areas are found, but with high human intervention. The geomorphological mapping methodology proposed in this work was developed from Brazilian, English, and Italian experiences and included extensive field trips. The result was quite satisfactory where the final map represents from the present geological foundation (morphostructure) to the current anthropogenic landforms. A broad and integrated legend representing all mapped taxa was also proposed. The geomorphological map produced, in addition to being a synthesis of the geomorphological research carried out, is an important tool for urban and environmental planning.

English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

AbstractReading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader’s native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English.

Study of Grammar Structure in Thesis Abstracts of Nursing Students of Stikes Ngudia Husada Madura

This study discusses the analysis of grammar structure in thesis abstracts of nursing program students at the Ngudia Husada Madura Student of Health Sciences (STIKES). The main objective of this study was to understand the dominant pattern of grammatical errors and provide implications for students’ ability to write thesis abstracts. The research method involved collecting thesis abstracts from students and conducting an in-depth analysis of the grammatical structures used. The results revealed that tense-related errors were the most dominant pattern, indicating difficulty in choosing the appropriate tense to present the research results. In addition, complexity in sentence construction was found, which can hinder the understanding of the core message of the research. Errors in the use of subjects and predicates, which affect the logical flow of abstract writing, were also found. The four keywords that emerged from this study were grammar structure analysis, thesis abstracts, nursing students, and STIKES Ngudia Husada Madura. These findings have important implications for abstract writing in nursing theses. Learning strategies that focus on choosing the correct tense, constructing clear sentences, and understanding the subject and predicate must be implemented. In addition, it is necessary to consider factors such as students' previous level of English fluency and educational experience. The integration of English into the nursing curriculum is crucial for improving nursing students' language skills