English Language Learners Research Articles

Analyzing the contribution of WhatsApp in enhancing English writing skills among undergraduate English as a Foreign Language (EFL) learners: A systematic review

Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.

Language Learning Through AI Technology - LLA (Language Learning Apps)

Learning is the soul of life. Every living being learns new things each and every day. Especially Language learning is a vital role from past to present generation. The modern world needs a skilled and more efficient people for handling different situations. Innovation was the only slogan for language experts.AI technology opens new window for those who are aspiring and developing language learning. Sounds and signs are the basic elements for language components. In the past, language learning was purely transmitted through oral method. After the peak of technological advancement teaching and learning perspective completely changed. The modern world drifted for AI technology enhances and redefined. English language learning scenes in new approaches Like Dulingo, Babbel, Memrise etc. If one is interested in enhancing language proficiency these apps really help and make a great difference in the teaching and learning process.

The salient antecedents of boredom in formal English language learning

The salient antecedents of boredom in formal English language learning

English Vocabulary Learning Aid System Using Digital Twin Wasserstein Generative Adversarial Network Optimized With Jelly Fish Optimization Algorithm

ABSTRACT Natural Language Processing (NLP) is a technology that permits computers to recognize human languages. Words are the fundamental unit of analysis in deep-level grammatical and semantic analysis. The main goal of NLP is typically word segmentation. Since the machine learning techniques cannot be directly applied to the practical issue of significant structural disparities between various data modalities in a multi-modal context. In this paper, English Vocabulary Learning Aid System Using Digital Twin Wasserstein Generative Adversarial Network Optimized using Jelly Fish Optimization Algorithm is proposed. The problematic of multiple modal data heterogeneity is handled by the feature extraction of Parameterized Local Maximum Synchro squeezing Transform and extract the features such as Phonetic features, sentence length, word embedding’s, part of speech tags, word frequencies, N-grams. Then, the Digital twin Wasserstein generative adversarial network classifies the English vocabulary to easy words, intermediate words, and difficult words. The performance of the proposed EVLS-DtwinWGAN-NLP approach attains 3.101%, 7.12%, 7.73% higher accuracy, 24.13%, 13.04%, 29.51% lower computation Time and 2.292%, 5.365%, 1.551% higher AUC compared with existing methods like Feature extraction and analysis of natural language processing for deep learning English language (EVLS-BiLSTM-NLP), State of art for semantic analysis of natural language processing (EVLS-SA-NLP) respectively.

Profiling reading strategies used by Grade 10 English First Additional Language learners in two selected high schools in KwaZulu-Natal

In order to address learners’ reading difficulties, several researchers recommend the development of their reading profiles. To this end, South Africa is no exception. Many South African based researchers are of the view that designing and analysing learners’ reading profiles should be seen as a wise move towards fixing South African learners’ reading challenges. The study sought to profile the reading strategies that Grade 10 English First Additional Language (EFAL) learners used more and least frequently. The idea was to make teachers aware of their learners’ strengths and weaknesses with regard to reading. The study was quantitative in nature and a survey design was followed. A reading strategies questionnaire was administered to 60 Grade 10 EFAL learners who were purposively selected from two high schools. The mean and standard deviation (SD) were calculated in order to assess the frequency of strategy used by the Grade 10 EFAL learners. The results indicated that before-reading and during-reading strategies were least frequently used by the learners. Moreover, the results showed that learners appeared to be using after-reading strategies more frequently. Recommendations are made that learners need to be made aware of the wide range of before-reading and after-reading strategies, along with how to use them during the process of reading.Contribution: The contribution of the study resides in the conclusion that teachers’ knowledge on how to develop and monitor learners’ reading profiles has the potential to improve learners’ reading proficiency.

EXPLORING THE USE OF ARTIFICIAL INTELLIGENCE IN PROMOTING ENGLISH LANGUAGE PRONUNCIATION SKILLS

This research examines the potential of artificial intelligence (AI) in enhancing learners' English pronunciation skills. The participants were 78 English language learners at the elementary and pre-intermediate levels, and 19 experienced English language teachers. The researchers employed a mixed-method approach, integrating both quantitative and qualitative data collection techniques, to comprehensively assess the efficacy of AI-based pronunciation aids and gauge learners' perceptions. During a course of two months, the experimental group used Listnr and Murf AI tools, while the control group adhered to a conventional instruction. The data were taken from pre- and post-test pronunciation scores, questionnaire responses, and interviews with the individuals. The findings of the pre- and post-test indicated that the participants in the experimental group had significant improvements in their pronunciation accuracy. The participants in the study had mostly favorable attitudes towards AI-driven tools, emphasizing their effectiveness in enhancing pronunciation skills, boosting confidence, and promoting engagement. Nevertheless, several obstacles pertaining to the interpretation of feedback and the capture of subtle differences in pronunciation were recognized. This research has shown how AI can potentially be used to teach pronunciation effectively, and it has provided valuable insights for teachers, curriculum developers, and learners.

Роль преподавателей в процессе самостоятельного изучения языка: пример Аддис-Абебского университета науки и технологий

<p>This study investigates the roles of the teachers in promoting autonomous English language learning at Addis Ababa Science and Technology University. Its emphasis was on the roles of facilitator, guide/mentor, and inspirator/supporter and to what extent supporting environment helping to promote autonomous language learning are available and are used effectively. A survey questionnaire was distributed to 313 freshmen engineering students at Addis Ababa Science and Technology University where 24 students participated in FGD. Furthermore, an interview was conducted with four teachers to obtain supplementary data and for triangulation. The quantitative data was analyzed using SPSS and the qualitative data obtained from FGD and interview was analyzed using thematic analysis. The findings indicate that teachers were involved in very limited practices that promote autonomous language learning and used available supporting facilities ineffectively. Offering teachers with professional development programs on how to promote autonomous language learning will help develop learner autonomy.</p>

Afghan EFL Learners’ Perceptions towards Factors Causing Demotivation in Learning English and Strategies to Make Them Motivated

Demotivation is a significant concern for foreign and second language researchers, as it has a direct impact on the academic success of students at various educational levels, including primary, high school, and university. This study aimed to explore the demotivation factors that affect English language learning among EFL students at Jawzjan University, as well as to identify strategies for re-motivating these learners. The study employed a qualitative approach, and an open-ended interview question was conducted to collect data. The findings revealed several demotivating factors that have a negative influence on learners, including a lack of information about the dominance of the English language, insufficient support from teachers and family, economic challenges, an excessive focus on nonprofessional courses, the use of local languages in English classes, and a lack of opportunities to practice English outside the classroom. Based on the findings, the study suggests that English teachers should pay attention to their feedback, incorporate audiovisual materials into their teaching, and consider the students' interests and proficiency levels when selecting teaching materials.

Narratives of Japanese nuclear immigrants in New Zealand: (in)(di)vesting in L2 and identity

ABSTRACT This article reports on a study that investigated the language learning and identity negotiation experiences of Japanese adults, nuclear immigrants, who left Japan and arrived in New Zealand after the 2011 Fukushima nuclear accident. Drawing on theories of investment, capital and communities of practice, the study explores how the nuclear immigrants negotiate their identities as L2 English learners and users within their New Zealand communities, both the L2 community and the L1 Japanese immigrant community infused with its own cultural and political ideologies. The study also asks why and how they invest or divest in English language learning and using practices. Data was collected via biographical narrative interviews from eight participants. Thematic narrative analysis identified themes which were interpreted in relation to dimensions of social activity represented by micro, meso, and macro levels. The findings indicate that the valuing and acceptance of the participants’ pre-existing capital serve as affordances to affirm and expand their identity, while rejection of their competence by sociocultural norms resulted in their withdrawal from the L2 communities, which eventually caused divestment in L2.

Sovereignty, Territoriality, and Private International Law in Classical Muslim International Law

Abstract Scholars in recent years have shown interest in challenging the historical origins of international law and its normative claims to universality. This Article challenges the prevailing conceptions of Islamic international law (al-siyar), first set out in English-language scholarship by Majid Khadduri, as primarily an ad-hoc response to the failed aspiration of a universal Muslim commonwealth. It shows that Islamic international law, in its classical phase (eighth–thirteenth centuries), as first formulated by Iraqi, and later, Central Asian, scholars (who together later came to be known as Ḥanafīs), understood all legal order as being rooted in sovereignty and territoriality, with shared religion a secondary concern. This theory of legal order arose out of an understanding of political order as emerging from a natural and universal condition of war that is incidental to the individual’s natural sovereignty. I trace the genealogy of this conception to the founding moment of the Muslim commonwealth and describe its manifestation in classical Ḥanafī solutions to a series of cases in “private international law.”

From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill

Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the learners’ language skills could have been expansive. Responding to these gaps, researchers chose ChatGPT, an AI-powered chatbot capable of generating natural and coherent texts, as a potential tool to foster positive emotions and interactions between Iranian English language teachers ( n = 12) and learners ( n = 48) in the L2 writing context. We operationalized ChatGPT in a three-phased writing instruction protocol (CGWIP): (1) a planning phase, where teachers used ChatGPT to brainstorm ideas and generate outlines for each session; (2) an instruction phase, where teachers used ChatGPT to engage the learners in writing process, analyse and reflect on their drafts, and (3) an assessment phase, where teachers used ChatGPT to simulate IELTS writing exam and provided detailed and constructive feedback to the learners. We further tested the effectiveness of CGWIP on teachers’ self-efficacy and learners’ writing skills before and after a 10-week instruction program. The Independent Samples t-test results showed that CGWIP significantly enhanced teachers’ self-efficacy compared to the control group. Also, the results of One Way ANCOVA revealed that CGWIP significantly improved learners’ writing skills and that these effects persisted over time. The study implied that the protocol can nurture teachers’ efficiency by helping them in various aspects of L2 writing instruction, including brainstorming, revising, providing feedback, and assessment, which in turn, improves learners’ writing skills.

Application of Frbf Network Autonomous Learning Algorithm Based on Intrinsic Motivation in English Network Teaching

An autonomous learning algorithm based on intrinsic motivation represents a cutting-edge approach to network teaching in English education. By harnessing intrinsic motivation, this algorithm empowers learners to autonomously engage with English language materials and activities, driven by their innate curiosity and desire for mastery. Through a combination of personalized learning pathways, adaptive feedback mechanisms, and gamified elements, the algorithm fosters a sense of ownership and agency in learners, leading to more effective and enjoyable learning experiences. Learners are encouraged to explore, experiment, and persist in their learning journey, guided by their intrinsic drive to understand and communicate in English. This paper introduces an innovative application of the FRBF network autonomous learning algorithm, grounded in intrinsic motivation principles, in the domain of English network teaching, further enhanced by the LogRegression Federated Radial Basic Function (LogR-FRBF). This approach leverages intrinsic motivation to foster autonomous learning behaviors among students, encouraging active engagement and exploration in English language acquisition. The LogR-FRBF model facilitates personalized learning pathways by integrating federated learning techniques with radial basic functions, enabling adaptive and context-aware recommendations tailored to individual learner needs and preferences. Through simulated experiments and empirical validations, the efficacy of the proposed framework is assessed, with promising results. The LogR-FRBF autonomous learning algorithm demonstrates superior performance in English network teaching, achieving higher levels of learner engagement, proficiency, and satisfaction compared to traditional methods. The LogR-FRBF autonomous learning algorithm demonstrated remarkable performance, achieving an average proficiency improvement of 25% among students compared to conventional teaching methods. Moreover, learner engagement levels increased by 30%, indicating heightened interest and participation in English language learning activities. Additionally, satisfaction surveys revealed a significant positive impact, with 90% of students expressing higher levels of satisfaction with the LogR-FRBF-enhanced autonomous learning experience. The LogR-FRBF autonomous learning algorithm demonstrated remarkable performance, achieving an average proficiency improvement of 25% among students compared to conventional teaching methods. Moreover, learner engagement levels increased by 30%, indicating heightened interest and participation in English language learning activities. Additionally, satisfaction surveys revealed a significant positive impact, with 90% of students expressing higher levels of satisfaction with the LogR-FRBF-enhanced autonomous learning experience.

Uncovering the Common Linguistic Errors in Student Journalists’ Unedited News Articles: A Comprehensive Analysis

English language learners encounter difficulties in mastering grammar and vocabulary, which can significantly influence their writing skills. This study analyzes the most common writing errors and their linguistic classification in student journalists’ unedited articles; it also utilizes a qualitative-descriptive design and Corder’s Error Analysis Model for data analysis. Ten selected unedited news articles written by student journalists were examined. Findings revealed that the student writers have common linguistic errors: mechanical, morpho-syntactic, and lexico-semantic. The findings imply that student journalists are not exempted from committing linguistic errors that may affect information decoding despite being trained and exposed to writing activities. The findings have broader implications as student journalists may serve as representatives of English language learners in their institution or community. Schools may develop remedial programs to provide ample practice opportunities using interactive, technology-based tools for grammar and vocabulary. English teachers may create instructional materials and develop community extension and outreach programs to address grammatical learning gaps.

Language and Science: The Importance of English Language Learning for Students of the Physics Education Study Program

English language learning is fundamental in students' physics education since it provides access to worldwide scientific literature, facilitates international collaboration, and allows for effective communication among scientists. This literature study emphasizes integrating English learning within the physics curriculum. By building bridges between language and science, students of physics education study programs can improve communication skills and share knowledge effectively at the international level. Through innovative approaches to learning, students can enhance their language skills and develop an in-depth understanding of physics concepts, preparing them for success in the academic and professional world.

The Ability of Students in the Hospitality Accommodation Program at Vocational High School to Write Paragraphs Wsing English Terms in the Food and Beverage Service Subject

Purpose of the study: This research aims to determine the ability of class XI students of Vocational High School 4 in Jambi City hotel accommodation skills program in writing paragraphs using English terms contained in the Food and Beverage Service subject.
 Methodology: The population in this study were class XI students of the Hospitality Accommodation Skills Program at Vocational High School 4 in Jambi City, a sample of 34 class X1 students in hotel accommodation 2 as respondents. The data collection technique uses the test method. The data obtained were analyzed using quantitative descriptive analysis formulas with mean, median, mode.
 Main Findings: The results showed that the majority of students demonstrated adequate abilities in expressing ideas and concepts related to food and beverage service in English. However, there are still some students who face difficulties in applying competence and appropriate grammar in this specific context. Therefore, there is a need for a more focused and interactive learning approach to improve students' writing skills in this subject.
 Novelty/Originality of this study: The research makes a significant contribution to the understanding of the challenges and potential in English language learning in the hospitality sector. It is hoped that the results of this research will not only provide a deeper understanding of students' abilities in using English, but also highlight effective learning strategies in improving students' language skills in contexts relevant to the hospitality industry.

Neoliberal, trouble-free worlds for an aspirational middle-class in Chinese EFL publications: A multimodal critical discourse analysis

For most English language learning engagements in expanding circle countries, textbooks play a key role in defining a syllabus and corralling students toward some measure of completion in a course of study. While scholars have shown how English is broadly seen as a prestigious skill, connected with upward socio-economic mobility, less work has been done on the discourses and ideologies carried by the textbooks, even though this is a billion-dollar-a-year industry with titles selling in the millions. Research clearly raises the need for further investigations of the discourses and world views that they carry as they appear in different territories. In this paper, using Multimodal Critical Discourse Analysis, we analyze a corpus of texts books produced domestically within China. In China, English language learning has become a fundamental part of the aspirations of the emerging middle classes, who also tend to consume Western-style products and increasingly take on more individualistic Western-style values. Analysis shows that these textbooks carry language learning activities which combine a gloss of signifiers of more local, cultural ideas embedded in a privileged world inhabited by an aspirational, international middle-class.

Analysis of the Principal Factors that Affect the English Language Learning Process of 8th-Grade Students

A descriptive study was developed to analyze the principal factors that affect the English language learning process focused on the Speaking ability. The methods used were Analysis and Synthesis, Hermeneutics, Descriptive Statistics, and Inductive-Deductive, through the application of tests, questionnaires, and an  observation guide  to the  8th grade-students and their teacher of English at Muisne High School in Esmeraldas province, in 2023. The principal results were that the  Sociocultural factors present in these students were Affectivity, Motivation, Linguistics and Familiar ones . The teacher's pedagogical strategies were reduced to apply the Cooperative Learning Method and the use of flashcards as a  material aid. The  8th-grade students' age range corresponds to adolescence human developmental stage (i.e. individuals normally experience biological and psychological changes that can affect their learning process, including low self-esteem and lack of motivation). On the other hand, their learning styles revealed their interest in communicative aspects, which coincided with some authors mentioned in the report. The study concluded that Sociocultural factors, pedagogical strategies, and students' characteristics and learning styles all play a crucial role in the Teaching-learning process of the English language. Teachers must adapt their teaching methods and materials to enhance the needs of their students, considering their differences and backgrounds. Additionally, teachers must consider the ethical aspect of teaching and build positive relationships with their students to ensure a successful learning environment.

EXPLORING THE POTENTIAL OF TIKTOK AS A SUPPLEMENTARY TOOL FOR ENGLISH LANGUAGE LEARNING AMONG STUDENTS

The use of social media as a profound educational platform holds great potential in augmenting students’ mastery of the English language, thereby facilitating substantial advancements in their linguistic competence. The introduction of TikTok has led to its rapid acceptance and preference among youth as a favoured social media platform. To explore the potential of TikTok as a supplementary tool for English as a Second Language (ESL) learning, a set of questionnaires was distributed to 150 students from various courses at Universiti Teknologi MARA (UiTM), Shah Alam Campus. The results revealed that there was a strong preference for utilising the platform in language learning as it fosters a sense of comfort and effective learning, allowing students to enhance their English language skills and establish familiarity with the language. Thus, the findings of this study demonstrate the considerable potential of TikTok as a supplementary tool for English language learning among university students. However, further research is required to explore the pedagogical implications of integrating TikTok as a tool in language learning curricula.

English Language Learners’ Perception and Motivation Towards Exam Format: A Qualitative Study

The objective of this study is to explore the perceptions of students at the English department at Ibn Tofail University towards exam format, and the motivation behind their preferences. In order to achieve these objectives, a qualitative methodology was employed. The subjects of this study are sixteen undergraduate students currently enrolled at the English department at ITU, and three students who recently graduated from the same university. An open-ended questionnaire is used to glean the necessary information, and to allow the subjects to freely express their opinions and attitudes with minimal influence. The collected data is analyzed using thematic analysis. Findings show that ITU’s EFL students believe that MCQ exams cannot properly assess writing skills, or competency in certain courses. The MCQ exam preference is mainly motivated by the practicality of the format, while the written format preference is mainly motivated by the fact that it encourages deep learning, enables higher cognitive levels of thinking, and improves writing skills.

The Influence of Family Education on Primary School Students’ English Speaking

English, as a globally prevalent language for communication, holds significance in various spheres of life. Language acquisition, contingent on the linguistic milieu, especially in the sociocultural context, is profoundly influenced by familial factors. Both domestic and international studies have underscored the considerable impact of family background on students' English language acquisition. This paper aims to delve into the influence of family background on English language acquisition, with a specific focus on three pivotal aspects: family circumstances, parental cultural competence, and the home environment. This examination aims to provide readers with a comprehensive insight into the pivotal role that family background plays in shaping linguistic proficiency. Research findings underscore that family circumstances, encompassing socioeconomic status and access to educational resources, exert a significant influence on English language acquisition. Furthermore, parental cultural competence, which encompasses their educational attainment and exposure to the English language and culture, assumes a crucial role in this process. In addition, the familial atmosphere, inclusive of parental involvement, encouragement, and support, significantly impacts children's motivation and attitude toward English language learning. To optimize language acquisition, it is imperative for families to acknowledge the importance of their background and actively engage in efficacious educational practices. Recommendations encompass creating an English-rich environment within the home, exposing children to diverse English learning resources, nurturing a positive disposition toward learning, and encouraging regular English practice and communication.