English Language Course Research Articles

Blended Language Learning Strategies used among Religious School Leavers in an English Language Course

Although much research has been done on university students' language learning strategies in EFL and ESL settings, little has been written and said about 21st-century university students and the strategies they use to improve their second language skills. The importance of English in today's world is undeniable suggesting a need to conduct study on the learning strategies used by today's learners, particularly university students, to improve their English language skills. Therefore, the goal of this study is to discover the learning strategies that a group of undergraduates used to learn the language through a blended learning approach. One-to-one semi-structured interviews, focus group interviews, students' reflective journals and documentation were used to collect data, which were then analyzed thematically using Nvivo12 software. A total of 12 first-year undergraduate students from a public university participated in this study. Three themes emerged from the data analysis which are the categories of Blended Language Learning Strategies (BLLS) namely, in-class strategies, out-of-class strategies and online strategies. The findings revealed that when using a blended learning approach to learn English, participants employed a combination of strategies in both contexts - inside the classroom and online settings. Implications and suggestions are offered for instructors or language practitioners, specifically in tertiary education settings.

Utilizing gamification to promote pro-sustainable behavior among information technology students

AbstractHigher education institutions (HEIs) have made substantial strides towards incorporating sustainability into their curricula. However, the methodology of education for sustainable development (ESD) needs to be more performance-oriented and grounded in practical experience in order to foster behavioral changes towards environmental protection. The objective of this study was to assess the efficacy of a gamification-driven strategy in encouraging students of information technology (IT) to adopt sustainable practices. The data was gathered from the digital records and survey responses of 75 information technology (IT) students as a component of their English language course. The results of the study suggested that the gamified method successfully encouraged students to adopt sustainable practices in their personal lives and future workplaces. The students' viewpoints regarding the accountability of individual employers and citizens for the well-being of our planet underwent a substantial transformation in support of sustainable development. The method described is applicable to various academic fields, including the humanities, sciences, medical studies, and others.

Examining of preparatory and first-year students’ online learning readiness and presence in English language courses

This study aims to investigate university students' readiness and presence towards online teaching in the context of various variables. The study is designed as survey research, one of the quantitative models. The sample of the study consists of 318 preparatory and first-year university students studying at a university in the Eastern Anatolian Region of Turkey. The data were obtained using the "Readiness for Online Learning Scale" and "The Community of Inquiry Model " scale. Descriptive statistics and inferential were used in the analysis of the data. As a result of the study, it was revealed that university students' readiness levels for online learning and their social, cognitive and teaching presence were high. In addition, it was determined that university students' readiness levels and perceptions of presence differ statistically according to age, gender, education level, monthly income of the family and connection device. The implications were discussed in terms of theoretical insights and administration for online learning.

Effectiveness of Using Indonesian Language in the Learning Process at the Lombok Business Academy

This research is motivated by the influence of the Indonesian language in the world of education in delivering the learning process at Lombok Business Academy lectures. The problems in this research are: 1) what is the role of Indonesian language in the world of education? 2) Can using Indonesian language help the learning process in delivering foreign language courses (English) and Financial Management courses? This research aims to examine the use of Indonesian language in learning at the Lombok Business Academy located in North Lombok, West Nusa Tenggara. The research method used is a qualitative research method. The research instrument used by researchers was interviews. Research object 2 (two) Lecturers and research locations at the Lombok Business Academy. The results of the research show that Indonesian language is dominantly used in speech events, because the language of instruction in learning is Indonesian language. In this way, the role in the world of education has a very important influence in the world of education which we should apply as a language of instruction in implementing the learning process for English language courses and Financial Management courses.

Training to Improve English Speaking Skills for Elementary, Junior and Senior High School Students in Tawun Hamlet, West Sekotong Village, Sekotong Sub-district

The growth of tourist attractions in the Sekotong Barat Subdistrict needs a boost in human resources, particularly in English proficiency. As the region experiences ongoing development, evident in the improved infrastructure of special attractions like Gili Nanggu, Gili Sudak, Gili Tangkong, Gili Kedis, Kemos Beach, Elak-Elak Beach, Tawun Pier, and more, it becomes crucial to attract both local and international tourists. Enhancing human resources involves offering English language courses and cultivating a skilled workforce capable of tapping into the village's potential, serving as guides for tourists. It also entails empowering the youth to actively contribute to government initiatives in the tourism sector. The efforts to improve English communication skills, particularly through language courses, align with the UTM Community Service Institute's objectives and have shown positive results in West Sekotong Village, notably within the Tawun Hamlet community, over the course of a six-week service period.

Investigation into the effectiveness of using Problem-Based Learning in Teaching Communication Skills in English to Engineering Students

In the trend of innovating university teaching methods in the direction of student-centered learning, the Problem-Based Learning (PBL) method is being studied and applied in higher education institutions in many countries. The article proposes the application of a problem-based teaching approach to teaching English communication skills to engineering students. The study included 45 undergraduate students, 42 males and 3 female, majoring in Engineering and Technology of Fast-tracked program and enrolled in an EFL course at University of Engineering and Technology, Vietnam National University. With a combination of qualitative and quantitative methods, the research has shown the effect of the application of problem-based learning in teaching communication skills in English to engineering students, and shows students' positive attitude towards these activities in their learning. Besides, the research has also found out the main difficulties of students when they implemented group works to solve problems. It came to the conclusion that problem-based learning is an ideal teaching method since it enables engineering students not only to improve significantly their oral and written communication skills but also to apply the content knowledge in their major in the English language course. It is hoped that this study can provide researchers and teachers with useful implication for using English as a medium of instruction in sciences related subjects.
 

THE EFFECT OF GREEK TRADITIONAL DANCES, SONGS, AND GAME-BASED ACTIVITIES ON ANXIETY AND ENGLISH LEARNING AT SCHOOL IN STUDENTS WITH INTELLECTUAL DISABILITY

The present study aimed to examine the effects of a program with teaching means Greek traditional dances, songs, and game-based activities on anxiety and English learning at school in students with intellectual disability (ID). The research involved 20 students with ID, who attended a Special Needs Vocational High School and were randomly divided into an intervention group (n=10) that was taught the English language with Greek traditional dances, songs, and game-based activities, and a control group (n=10) who participated in the standard English language course, for once a week for 45-minutes, for 12 weeks. Before and after the 12 weeks, the State-Trait Anxiety Inventory (Spielberger et al., 1970) was used to assess anxiety and specially designed cognitive tests to assess English learning. Before the beginning of the program, there was no difference between the two groups concerning the studied variables. However, after the program, the two groups showed significant differences in all variables (p<0.01-<0.001). More specifically, after the intervention program there was a significant decrease (z=-2.157, p<0.05) in anxiety and a very significant improvement of the students with ID in the cognitive tests for the lessons taught (p<0.01). For the control group, anxiety remained unchanged, while all cognitive test scores in the English language slightly improved except for the significant improvement in the unit prepositions (p<0.05). However, intervention group scores were significantly higher on all cognitive tests in the English language (p<0.01-<0.001). In conclusion, the positive effect of Greek traditional dances, songs, and game-based activities on anxiety and English language learning by students with ID is evident.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0509/a.php" alt="Hit counter" /></p>

Evaluation of Class-10 English Textbooks: Case Study Based on NCF 2023

Textbook evaluation, an interesting area in the field of applied linguistics, has a wide scope for research. The purpose of this research paper is to state the aims and objectives stated in NCF 2023(National Curriculum Framework) concerning the English language course textbook, to list out the current challenges faced in schools as stated in NCF 2023, to explain how a textbook can be evaluated, and to evaluate textbooks based on the principles of NCF 2023. Both qualitative and quantitative studies have been conducted to assess whether the learning outcomes and goals are achieved or not. For this purpose, I have chosen Class-10 English textbooks across two different boards, one from the CBSE board (The B.V.B school) and the other from the Tamil Nadu State Board (Bharathi Vidhya Bhavan Matriculation Higher Secondary school). Evaluation has been done by collecting information from teachers and students of both the schools in the during-use and post-use stages to get feedback on how well the books work in practice, and how effectively the aims are achieved.

Development of Special Assignments for Online Group Learning

The research purpose is to develop and evaluate the effectiveness of special vocabulary and grammar tasks for groups learning English online. The sample consisted of 100 students from Middle Eastern University in Jordan. The scholar used an experimental method and methods of observation, description, comparison and testing to investigate the problem. The results showed that online English learning based on special practical assignments and involving lexical and grammar tasks can improve the level of student’s language knowledge and their conversational skills. The resulting value confirmed the statistically significant difference between the test results and improvements in the experimental group. The research found that the experimental group showed better speaking skills compared to the control group. It is recommended to integrate similar practical tasks into educational curricula to foster quality education and the development of conversational skills among students studying the English language in an online environment. This approach has proved to be advantageous for instructors of professionally oriented English language courses, equipping them with an effective tool to enhance the quality of instruction and facilitate the linguistic aptitude growth of their students. Such a pedagogical format fosters active participation and collaboration among students, potentially contributing to a more profound and well-rounded language acquisition process.

Digital Catalysts in Linguistic Didactics

This paper examines the effectiveness of innovative digital technologies in linguodidactics using the example of the WeTalk online school. The research is based on various scientific studies and our own practice. In this study, the authors use a mixed-methods approach to study the transformational performance of digital technology-based linguodidactics and its impact on language learning outcomes. Qualitative analysis of interviews with English language course teachers reveals the universal and transformative potential of digital tools, while quantitative analysis of student surveys and performance data provides empirical evidence of increased language proficiency. The results highlight the key role of digital innovation in promoting personalized learning, overcoming language barriers and developing intercultural competence. The discussion addresses the possibilities and limitations of digital technologies in language education, advocating ongoing professional development and partnerships to harness the full potential of technology in shaping effective language learning.

Investigating EFL Students' Engagement in Online English Classes at Taif University

Student engagement is a significant factor that has been linked to academic success. In Saudi Arabia, curriculum development has been undertaken to improve English as a foreign language (EFL) course; however, EFL students still face difficulties engaging together, especially in online classes. The study aims to (1) investigate students' engagement in online courses and (2) provide online students' perspectives on the value of the student engagement strategies for enhancing learning. The Student Course Engagement Questionnaire (SCEQ) and the Online Engagement Strategies Questionnaire (OESQ) were used as reliable measurements; a survey was conducted with 197 EFL students studying Online English language courses. The results reveal a high level of engagement among EFL female and male students and some engagement strategies that were rated most important based on students' perceptions. The study will help generate recommendations to improve EFL practices and develop online EFL classes.

Exploring essential soft skills for maximizing employability of english graduates in Bangladesh

Soft skills, absolute knowledge, various skills, positive attitudes, values, beliefs, and habit are vital for graduates' professional, social, and personal success. Many graduate and postgraduate students struggle to adapt their learning to their daily lives and work. Thus, Bangladeshi graduates face substantial unemployment. Knowing and practicing soft skills during school helps them meet workplace needs. Therefore, soft skills training must be included in the curriculum to help students use soft skills gleaned from English literature in real life. This study assesses the soft skills needed for employment by English graduates of tertiary colleges affiliated with Bangladesh's National University (NU). The study reviewed national and international government documents, published and unpublished studies, online resources, and researchers' experiences and observations. The outcomes were categorized thematically to determine the most essential soft skills for English graduates' employability. Finally, drawing from lessons learned from national and international perspectives, some policy gaps have been explored in Bangladesh, and some policy suggestions have been made to implement soft skills training in the curriculum of English language and literature courses at NU-affiliated colleges. The findings suggest studying instructional methodologies, classroom management, question sets, teacher preparation, assessment systems, soft skills instruction, mentorship, and counseling. After reviewing the literature, the researcher finds that English graduates need 49 sub-skills in twelve soft skills: Communications, interpersonal, self-management, people management, collaboration, emotional intelligence, time management, problem-solving, decision-making, critical thinking, leadership, and creativity. Upon evaluating the literature, the study found that while soft skills can be improved in the English curriculum, the instruction for implementation is unclear.

EFFECT OF QUIZLET USE ON UKRAINIAN SERVICE MEMBERS’ ENGLISH VOCABULARY ACQUISITION

The article focused on exploring the effect of the use of Quizlet on Ukrainian service members’ English vocabulary acquisition and their perceptions of its utilisation in the educational process. A mixed-method research design combining quantitative and qualitative approaches was employed in this experimental study, which consisted of 3 stages. The data for the analysis were collected through 3 survey questionnaires and 2 tests. The obtained results reported a beneficial effect of Quizlet integration into the English language course on the service members’ English vocabulary mastery. The participants demonstrated high learning outcomes and significant English vocabulary acquisition progress after systematic and continued Quizlet utilisation in and out of class. Ukrainian service members positively responded to Quizlet implementation during the course and supported its further integration into the programme. The participants viewed Quizlet as an effective learning tool and highly valued its practical use. They praised Quizlet's simplicity, convenience, mobility, and time-saving abilities but underestimated its motivating and entertaining potential. Under the current conditions of the increased demand for English-speaking personnel, this study can contribute to the development of practice guidelines for the incorporation of Quizlet and other vocabulary-building mobile applications into the English language courses for military professionals at higher military educational institutions.

Practicum Students Views on Distance Learning via TV Broadcast for Secondary Schools

Due to the outbreak of COVID-19 in late 2019 and early 2020 across the world, many countries turned to distance education platforms. By the beginning of March, 2020 Turkey also started TV classes for almost 18 million students of primary and secondary schools. This study aims to explore the extent to which pre-service English teachers auditing a distance English language course for secondary school students considered that the distance courses had achieved the course objectives, and perceived advantages and disadvantages in distance courses. The participants in the study were 60 pre-service teachers who attended a practicum study for the first five weeks of the 2019-2020 academic year spring semester. Since the classes in primary, secondary, and tertiary education were taught online for the rest of the spring semester, the practicum students were assigned to watch English classes taught on free TV channels which were also broadcast on the internet to let the students watch again at their own pace. The data were collected through three open-ended interview questions. Thematic analysis was used to analyze the transcribed data. The results indicate that, although teachers on the course agreed that TV courses were not able to achieve the course objectives, they mentioned advantageous and disadvantageous aspects of distance learning via TV broadcast and offered ways to improve it.

Developing speaking skills by means of authentic video materials in “Practical English language course”

Developing speaking skills by means of authentic video materials in “Practical English language course”

How to Integrate Sustainable Development in English Lessons: Reflections from Teachers, Students and Academicians

This qualitative descriptive study as one small part of a big project sought to examine the opinions and recommendations of different stakeholders (i.e. students, teachers and academicians) as to the basic characteristics of a middle school English language course integrating sustainable development content. Three different interview schedules for each group of participants were developed by the researchers to elicit participants’ ideas about a sustainable development-oriented English course to be developed. Qualitative data were analyzed by means of content analysis and the main components of a course, that is, course aims, course content, learning-teaching experiences and course evaluation practices were utilized as themes to analyze the data. The results from this analysis indicated that the participants from each of these different stakeholder groups all appeared to appreciate and support the education for sustainable development. Their recommendations often pertained to course content that would include real-life videos and materials centering on the reallife issues already put forth by the 17 Sustainable Development Goals of the United Nations’ 2030 Agenda for Sustainable Development. The utilization of technology and collaborative activities were recommended by all participants as an important dimension of teaching-learning experiences of this course. All stakeholders also emphasized the dominance or popularity of ecological dimension of sustainable development framework within their current experiences pointing out the lack or insufficiency in terms of including the economic and social dimensions of sustainable development for the teaching of English. Teachers and academicians mentioned some psychological conditions like students’ developing ecophobia and losing hope for future and they warned that these should be seriously taken into consideration in the course design process. Several constraints were also reported by teachers and students against the optimal utilization of foreign language teaching irrespective of the integration of sustainable development content.

A PRELIMINARY STUDY ON NEW UNDERGRADUATES’ EXPERIENCE OF UNDERTAKING ONLINE ASSESSMENTS FOR ENGLISH POST COVID-19 PANDEMIC

This initial study set out to investigate university freshmen’s feedback on their online assessment experience using the university’s learning management system in their English Language course which was conducted online. The objectives of this study were to investigate a) the learners’ perception on their overall online assessment experience for a language course using the university’s LMS, b) the learners’ experience in completing a writing assessment and c) the learners’ experience in completing a listening assessment. This basic mix-method study investigated 27 English Language learners of a public university in Malaysia attending Level 1 English proficiency course. A questionnaire containing 17 items using 5-points Likert-type scale was administered to measure their general online experience and their writing and listening assessment experience using the university LMS. This was followed by a round semi-structured interviews to probe further reasons behind their perception and experience. The study found that the freshmen expressed positive perception towards their overall online language assessment experience. They also indicated positive feedback for their experience in taking online writing and listening assessments Through the interviews the students highlighted that they are able to familiarize themselves and adapt faster by drawing on their previous experience during online learning at home during Covid-19 pandemic for their high school studies. They learnt to be patient and not panicky whenever there is any technical glitch which they had faced quite a lot during the pandemic. This shows that the students have developed certain level of literacy and digital education competency.

Effectiveness of Blended Learning Programs/Models in English Instruction in Saudi Universities: A Systematic Review of Literature

This systematic review of literature examines the effectiveness of blended learning programs in the instruction of the English language in Saudi universities. The aim of this review is to critically analyse current studies on the efficacy of BL programs in teaching English language courses in Saudi universities. The review draws attention to impact of blended learning models on English education in Saudi universities and offers insight on how to enhance the use of these models in English language instruction at the tertiary level. Seven research databases were searched, generating 132 studies. Studies published before 2010, not written in English, non-peer reviewed, non-journal, not evidence-based, without abstracts, non-BL focused, and not focused on English learning or university education were excluded, leaving 56 full articles which were then coded based on the data type they presented. The coding model employed was inductively formulated based on a preliminary review of the articles selected together with the most frequent groupings and hence no specific theoretical model guided the process. For each respective coding group, the number of articles that showed BL models were more effective in teaching English courses in Saudi universities was added to the number of articles that showed the approach led to better English language outcomes. The total number of the articles whose findings did not precisely indicate the effectiveness of BL was also obtained. Results show a significant proportion of the studies suggested BL programs positively affected English language learning in Saudi universities. This is evidenced by significant improvements in language skills and the general course learning outcomes.

Elevating Employability: Analysing English Curriculum for Military Aviation Officers

Adequate English communication is vital for professional success, particularly in the aviation industry. As universities strive to enhance graduate employability, it is imperative to equip future employees with the necessary linguistic abilities to navigate the challenges and achieve organizational objectives within the workforce. One critical avenue for achieving this objective is the meticulous design of English language syllabi. The primary aim of this research, conducted in Malaysia, is to investigate feedback from aviation military officers former students of a defence university, regarding the existing English language curriculum and to identify their specific requirements for these courses. The study addresses two key questions: 1) Feedback on the existing English courses for military aviation officers, and 2) The English language requirements of military aviation officers. Semi-structured interviews were conducted with eight military aviation officers nationwide using a qualitative research method. These interviews were conducted online due to pandemic-related restrictions, with each participant interviewed individually. The study’s main findings emphasize the significant role of English language proficiency in the aviation profession. Participants highlighted the critical need for improved curriculum designs, focusing on accent and jargon mastery. These insights underscore the urgency of refining the current English language courses to better address the specific language requirements of military aviation officers, thereby promoting their sustainable employment. In conclusion, this research provides valuable recommendations for curriculum enhancement and analyses future research in English language instruction. Emphasizing the critical role of English language skills in the aviation industry contributes to creating more effective and tailored English classrooms in the aviation sector and beyond. This study ultimately advances the broader goal of enhancing graduate employability in aviation.

Are University Students Willing to Communicate in English Language Courses?

Abstract From a pedagogical-psychological point of view, communication in teaching occurs between a teacher and a student or between students themselves. It contributes to the activation of internal mental processes, not only in participating individuals, but it benefits the entire class as a whole. Moreover, in the teaching of a foreign language, communication is not only the means of communication, but it also becomes the content of the lesson. Students verify their knowledge and improve their speaking skills through the meaningful use of the foreign language. The willingness to communicate construct answers the question of why some people are more inclined to share their thoughts, knowledge, and opinions verbally more than others. In the presented research, I investigated students’ willingness to communicate in English language courses on a sample of university students (n = 350) using a quantitative questionnaire survey. The overall results indicate that students are generally willing to communicate in English language classes, i.e. the overall reported level of willingness to communicate among students was high, and the results of individual speech skills did not indicate significant differences. However, a closer look at individual speaking skills shows that students report a higher willingness to communicate for items that describe receptive speaking skills.