English Language Learners Research Articles

R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals

AbstractProject R.A.I.C.E.S. (Reaching All Individuals and Communities to Establish Success in Language Learning) is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word raíces translates to roots in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in‐service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called academias (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the academias provide preservice and in‐service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.

Intermediate Phase English First Additional Language Teachers’ Use of Technology in Rural Schools of Limpopo

<p style="text-align:justify">Teachers’ access to technology in this day and age could have a positive effect on the teaching and learning of English first additional language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners’ smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively.</p>

Exploring the Impact of Photovoice on Self-Expression in English Language Learning: A Systematic Literature Review

This systematic literature review explores the impact of Photovoice on fostering self-expression among English language learners and identifies the key challenges in implementing this participatory visual methodology within classroom settings. Using the PRISMA method, this review analyzes peer-reviewed studies published between 2019 and 2024. A total of 270 articles were initially identified through databases such as Scopus and Google Scholar, with 9 studies selected for thematic analysis focused on self-expression and the integration challenges of Photovoice in English language learning. The findings demonstrate that Photovoice significantly enhances self-expression in students by enabling them to confidently articulate complex emotions and ideas in English, reducing language anxiety, and promoting deeper engagement. However, obstacles such as limited classroom time, inadequate technological resources, and insufficient teacher training were noted as barriers to its effective implementation. This review addresses a critical gap in the literature by focusing specifically on the role of Photovoice in fostering self-expression in English learners, an area that remains underexplored. The study contributes to educational practice by providing educators with insights into how Photovoice can be integrated into language teaching to enhance self-expression, while also highlighting the practical challenges and offering recommendations for overcoming them to maximize the method’s potential.

Flexible Approach In English Language Learning Curriculum Design: Optimizing Teaching In Merdeka Curriculum

The Merdeka Curriculum implemented in Indonesia aims to create an education system that is more adaptive and responsive to local and global needs. In English language teaching, curriculum flexibility allows teachers to adjust learning materials to students' local contexts, thus encouraging student engagement in the learning process. This study aims to explore the application of flexibility in English curriculum design under the Merdeka Curriculum in five junior high schools in Solok City, West Sumatra. A qualitative approach with a case study method was used, with data collected through in-depth interviews, classroom observations, and student interviews. The results showed that flexibility in the preparation of teaching materials and teaching methods allowed teachers to adjust teaching to local needs. However, teachers faced challenges in balancing local materials with national competency standards and limited resources. This flexibility increased student engagement, although some students struggled without adequate guidance. In conclusion, support in the form of guidance, training, and additional resources are needed to optimize the implementation of curriculum flexibility

The Attitude toward Teacher Digital Media in English Language Teaching

The increasing integration of digital media in education has opened new pathways for enhancing student engagement, particularly in English reading classes. This study aims to explore students' attitudes toward using digital media in reading lessons, focusing on its impact on motivation and accessibility in English language learning. Utilizing a descriptive qualitative approach, this research was conducted in a State Junior High School in Sleman, with data collected from ten students through interviews, observations, and questionnaires. The data were analyzed using thematic analysis to uncover recurring patterns related to student experiences with digital media. The findings reveal that students generally respond positively to digital media, appreciating its flexibility and access to diverse reading resources. Digital media facilitates engaging, interactive learning and enables students to study independently outside the classroom, breaking the limitations of time and space. The study concludes that digital media has significant potential to enhance motivation and foster a more inclusive, accessible learning environment. However, challenges remain regarding digital literacy and consistent technology access. Future research could explore the long-term impact of digital media on reading proficiency and strategies to support broader implementation in under-resourced schools.

ANALYSIS OF THE USE OF THE WORDWALL APPLICATION IN LEARNING ENGLISH USING CHROMEBOOK FOR VOCABULARY

This study aims to explore the subjective experiences, perceptions, and challenges faced by English teachers and students in implementing the WordWall application in their classroom environment, especially when used together with Chromebooks to learn vocabulary. The research method used is qualitative by collecting data through interviews, questionnaires and observation. The results of interviews with teachers showed that WordWall was assessed positively in increasing student engagement and vocabulary understanding, even though several technical challenges such as slow internet connections were encountered. Student questionnaires also yielded positive responses, with the majority of students feeling more engaged and their vocabulary understanding improved after using WordWall. Observation results indicate that WordWall in combination with Chromebooks is effective in creating an interactive learning environment that facilitates student engagement. In conclusion, using WordWall with Chromebooks can be an effective tool in enhancing English language learning in the classroom, by offering students an engaging and interactive learning experience.

AN ANALYSIS OF TEACHING AND LEARNING ENGLISH SECOND LANGUAGE (CASE STUDY ON NONFORMAL EDUCATION INSTITUTION)

This research aims to analyze the English language learning process at nonformal education namely Kumon Citraland Puri Serang. The objectives of this research are 1) to examine how the strategy used by Kumon citraland on teaching English. 2) to investigate what is the media used by Kumon Citraland Puri Serang to teach English. 3) to analyze the material used by Kumon Citraland Puri Serang on teaching English. 4) to analyze how to evaluate students. This study is descriptive qualitative research that used interviews, observation and documentation to collect data. Based on the research results, it shows that Kumon Citraland Puri Serang has its own learning strategy which is different from other courses, where Kumon Citraland uses a placement test to determine the starting point/basic level that will be taught according to the student's abilities. Kumon Citraland Serang also uses several learning media including audio and CD players, text books, practice sheets, the My Kumon application, and Kumon Konek. The material taught at Kumon is very diverse, starting from the lowest level, namely level 7A, to the highest level, namely level O. Each student will move up a level when they have completed the material at one level, namely 200 practice sheets. As evaluation material, Kumon Citralan Puri also provides several summary questions from each level to find out how far students understand the material that has been taught. These questions consist of listening, writing, reading comprehension and speaking skills.

ICT USAGE IN TESL EDUCATION: INSIGHTS AND OBSTACLES FACED BY TEACHER-TRAINEES IN KOTA KINABALU

This study explores the integration of Information and Communication Technology (ICT) in English language learning among TESL teacher-trainees in Kota Kinabalu, Malaysia. Since English is a compulsory subject in Malaysian education, the government has been placing increasing focus on ICT use to improve language learning. In the past two decades, much has changed in policy and practice to create more positive perceptions of ICT as a possible solution; but while these shifts may now make sense on paper, several obstacles remain for making changes effectively simply by introducing yet another new technology. The main objectives are to find out TESL teacher-trainees’ perception towards usage of ICT in classroom and obstacles in using ICT faced by TESL teacher-trainees in classroom. Shortage of technological infrastructure, technology access, and trained teachers on the usage of ICT are some challenges. In addition, different perceptions among teacher-trainees indicate issues such as low self-confidence in ICT usage. This paper uses a mixed-methods approach, using both quantitative questionnaires and qualitative interviews to capture the trainee experience. Using a purposive sample of 88 TESL trainees, primarily practicum participants in Sabah, this study employed a mixed-methods approach with quantitative questionnaires and qualitative semi-structured interviews. Fifteen trainees were selected for interviews to provide in-depth insights. The significant finding concludes a strong and positive correlation between teacher perception towards ICT usage in the classroom. Nevertheless, lack of resources, and training may hinder the effectiveness of the ICT. The knowledge gained will help to direct policy and curriculum development-informed teacher training aimed at increasing the use of ICT in English instruction.

An Analysis of Students' Perspective Toward the Classroom Management of English Teaching-Learning Process at MTs NW Putra Rinjani NW

This study has two objectives. The first objective is To describe the Students' Perspective Toward the Classroom Management of English Teaching-Learning Process at MTs NW Putra Rinjani NW .The second objective is To know what the students Problem in learning English Language. The data collection methods used in this study observation and interview. The data analysis method uses a qualitative descriptive method with the stages of data collection, data reduction, data presentation, and drawing conclusions. The result of the study shows that to handle a big class, the teacher uses the conventional seating arrangement. The teacher uses both English and Indonesian in the teaching and learning process in order that the students understand the lesson. To make the students easy to understand the material, the teacher acts as an informer and monitor in the teaching and learning process. The teacher uses small groups in grouping students. The teacher corrects the students’ spoken and written language by checking students’ pronunciation and writing one by one. The teacher gives feedback to the students individually or in groups. The teacher’s voice is loud in explaining the material. It is aimed to make the students hear the teacher’s voice clearly. The teacher’s pronunciation is correct and clear.

Factors Contributing to English Fluency Paucities among Secondary Level Students: Perspective Dinajpur Education Board, Bangladesh

This study examines the factors contributing to English fluency paucity among secondary-level students in the Dinajpur Education Board, Bangladesh. Despite the prominence of English as a global language, students in this region face significant challenges in achieving fluency. The research identified key factors such as inadequate teaching methods, lack of exposure to English outside the classroom, limited access to English learning materials, socio-economic barriers, and insufficient emphasis on speaking and listening skills in the curriculum. Data was collected through surveys, interviews, and classroom observations, involving both students and teachers. The findings suggest that while students possess a basic understanding of English grammar and vocabulary, their ability to use the language in conversational settings remains limited. Furthermore, socio-cultural attitudes towards English and insufficient teacher training also play a role in hindering fluency development. The study recommends improvements in curriculum design, teacher professional development, and the promotion of interactive English language learning environments. Addressing these challenges could significantly enhance students’ fluency and better prepare them for academic and professional opportunities.

Exploring the Genre of International Online Communication to Map the Stages and Phases in the Participants’ Analytical Exposition Texts

In the current digital age, an online messaging platform called the International Virtual Exchange (IVE) Program is widely utilized in the English language learning process. The participants of the IVE Program are learners from non-native English-speaking countries with different cultural contexts, so they may have different realizations of genre structures. Most studies employing genre analysis only covered the genre stages without analyzing their phases. Therefore, this study aims to explore the stages and phases of the participants’ Analytical Exposition texts in the IVE 2021 Program, as one of the micro-genre texts on the international online communication with the topic Lessons from the Pandemic. The results showed that the participants of the IVE 2021 Program, who come from six different countries, had different stages and phases of the genre because the schematic structure could change based on the type and number of arguments/issues described in the text. This research can be used as a reference for participants of international online communication, especially in the IVE Program, so that they can implement complete and holistic stages and phases of the genre in their communication texts to minimize misunderstandings from other participants.

HAS GENERAL ENGLISH KNOWLEDGE OF SERBIAN FRESHMEN STUDENTS PREPARED THEM FOR AN ESP COURSE – A PILOT STUDY

This study delves into the language knowledge of incoming freshmen students at two Serbian faculties, the Department of Criminal Investigation of the University of Criminal Investigation and Police Studies and the Faculty of Mining and Geology at the University of Belgrade. The aim of the pilot study was to assess their prior English language proficiency before beginning English for Specific Purposes (ESP) courses. Recognizing the challenges of teaching ESP in large, multi-level groups, the study sought to gather initial data on the distribution of Common European Framework of Reference (CEFR) levels within the student sample. A questionnaire was administered, gathering demographic details on English language learning experiences, alongside a Face2Face Written Placement Test to assess proficiency levels from A1 to C1. The study, conducted during the 2022/2023 academic year, involved 152 voluntary participants from two faculties. The findings offer valuable insights into the dynamics of language education and their impact on English for Specific Purposes (ESP) courses. The results reveal that while a significant portion of students is expected to have a B level of English proficiency upon completing secondary school, the actual language proficiency among students varies widely. ESP courses face the challenge of accommodating students with varying language skills, as this demands tailored language support and instructional strategies to bridge the proficiency gap effectively.

The Changes in the English Language under the Influence of the Internet

Less than half a century has passed since the emergence of the Internet as a full-fledged phenomenon. However, the fact of its influence on the life of all mankind is undeniable. The advent of the Internet and the resulting plethora of social media has undoubtedly led to an exponential growth of new types of writing: blogs, tweets, Facebook posts and LinkedIn profiles, to name a few. But given that English is the most widely spoken language on the Internet, how has it changed the English language? This article looks at the impact of the internet on English language learning and the language itself in general.

The local‐international trend of Intercultural Communication through world Englishes and translanguaging

AbstractThis study investigates how world Englishes (WE) and translanguaging may be combined to enhance intercultural competence in Intercultural Communication. First, this paper reviews WE contributions to Intercultural Communication and explores the potential of translanguaging in facilitating intercultural competence in Intercultural Communication. Second, semi‐structured interviews were conducted to explore the perceptions and practices of WE, translanguaging, and intercultural competence in Intercultural Communication among Chinese university students with the aim to investigate how their experiences of WE and translanguaging enhance intercultural competence in Intercultural Communication within both local and global contexts. The findings revealed the possibility of integrating WE and translanguaging into the promotion of intercultural competence in Intercultural Communication. Such an integration of WE and translanguaging through the intercultural dimensions in English language learning can help enhance linguistic and cultural diversity, and equip individuals with the skills to effectively navigate the multilingual and multicultural world in response to diverse communicative needs.

Facilitating Students' Cognitive Engagement in Online Asynchronous Discussion Within a Remote English Foreign Language Learning Environment

This study examined the cognitive presence of students in an asynchronous online discussion in the Second Language Acquisition (SLA) course. The course combined synchronous meetings through Zoom sessions to support student participation in asynchronous discussions. The study involved a cohort of 36 participants from the two remote extended campuses of Pattimura University in Maluku. Through content analysis, two key aspects were examined: (1) student participation rates, and (2) the extent of students’ cognitive presence within the discussions. The content analysis findings revealed that although each student made a minimum of two contributions per topic during online asynchronous discussions, they exhibited a moderately high level of cognition, incorporating problem recognition, exploration, integration, and solution, not only in individual messages but also in the overall exchange of information within the discussion thread. These findings suggest that a combination of synchronous meetings through Zoom sessions, tailored prompts, feedback, and social interactions enhances students' active engagement and utilization of cognitive skills in online asynchronous discussions. Keywords: online asynchronous discussion, English foreign language learning, cognitive presence

More Bilingual Programs, No Matter What

Since 2011, the New York City (NYC) Department of Education (DOE) has engaged in a campaign to increase the number of bilingual programs it offers. This case presents the experiences of a principal who was asked by her superintendent to open a new Dual Language program. Having been a principal for only 1 year, and with little expertise about English Language Learner compliance and instruction, the principal engaged in a learning process that illuminated significant complexities not just about bilingual education policy, but also about the DOE’s bureaucracy, policy implementation in NYC, and the ambiguity of the principalship.

Breaking Barriers: Research and Development of Infinity Vocabulary Game App to Improve English Vocabulary of Fifth Graders

Learning English at the primary school level holds significant relevance in preparing students to face global challenges in the future. Appropriate technology can support English language Learning, allowing students to experience maximum development. This research elaborates on developing and utilizing the Infinity Vocabulary Game App, which is tailored to meet the needs and enhance the English vocabulary of grade 5 students in Tangerang. The study utilized the ADDIE model, which covered analysis, design, development, implementation, and evaluation, along with a quantitative experimental approach. A pretest-posttest design was applied involving 66 participants of grade 5 students from SDN Sewan Kebon, divided into an experimental group (28 students), a control group (28 students), and a small-scale test group (10 students). Data collection tools, including observations, interviews, rubrics, questionnaires, and the Infinity game application, have been validated by experts. The N-Gain test showed a high effectiveness score of 0.72. The Mann-Whitney test revealed significant differences in average scores between the experimental and control groups. The research indicated that the Infinity game application was efficient and significantly improved students' English vocabulary. Furthermore, the students experienced high satisfaction and motivation when using the Infinity game application.

Chance vs. Chants

This study was designed to determine if there is a difference between English Language Learner (ELL) production of /s/ in words such as prince and prints, as it appeared that ELLs were pronouncing “prince” for the former, but “print” for the latter. Study subjects completed a dictation task using a paragraph with many words ending in /s/. The results were that final /s/ in words such as prince was produced in 94.1% of the required contexts, while /s/ in words like prints was produced in 64.9% of the required contexts. The structural difference between pairs such as prince and prints is that prince has no internal morphological structure, while prints consists of print + s. The different production rates for final /s/ suggest that ELLs are processing the words differently, and are apparently unconsciously aware of the morphological difference between pairs such prince and prints. Contrary to expectations, this morphological awareness leads to incorrect responses. The discussion shows that issues such as salience, sonority, and L1 transfer cannot account for the data obtained in the study. In the paper suggestions are presented for raising morphological awareness to a more conscious level, thereby potentially aiding acquisition.

The Effect of Teaching Strategies on English Language Learning in Libya

This study examines the impact of teaching strategies on English language learning in Libya, focusing on the challenges Libyan teachers face in secondary schools. The research investigates the effectiveness of different teaching methods and explores innovative strategies, including interactive technologies, in the classroom. The primary aim is to assess how these strategies influence student engagement, language proficiency, and overall learning outcomes. A mixed-method approach was employed, incorporating a quantitative analysis of survey data from ten high school English instructors in Hoon. The results indicate that educators frequently employ supportive techniques, including offering comments and encouraging task completion. The study reveals substantial deficiencies in self-assessment and contemporary evaluation techniques, suggesting a dependence on conventional pedagogical methods. The absence of modern methodologies, such as student reflection and peer assessment, may restrict students' active engagement and impede their linguistic advancement. This research paper also identifies differences in teaching practices based on teacher demographics, including gender and years of experience. More experienced teachers were found to employ a broader range of strategies, suggesting the need for mentorship and professional development for newer educators. The study emphasizes integrating technology-enhanced tools and reflective assessment techniques to foster a more effective and engaging learning environment. The conclusions drawn from this research paper recommend that targeted professional development programs be implemented to support teachers in adopting more reflective and modern teaching methods. These programs should focus on enhancing teachers' skills in self-assessment techniques, peer evaluation, and technology integration in the classroom. By doing so, English language instruction in Libya can be significantly improved, contributing to better student outcomes and excellent English proficiency. Overall, the study underscores the need for a dynamic and adaptable approach to teaching English, where traditional methods are supplemented by innovative strategies that actively engage students and equip them with the necessary skills to succeed in a globalized world.

The Effect of Game-Based Learning on Improving the Basic English Speaking and Listening Ability of Children Aged 5-6 at Golden Cradle Kindergarten in High-Tech Zone of Nanchang, Jiangxi

Background and Aims: English language proficiency is increasingly becoming a vital skill in today's globalized world. As countries strive to enhance their competitiveness on the international stage, the ability to communicate effectively in English has become a critical aspect of education, particularly during early childhood development. Early exposure to English language learning has been shown to yield significant benefits, leading to increased linguistic abilities and intercultural understanding. Consequently, the implementation of effective language learning strategies during early childhood education becomes paramount. The purposes of this study were: 1) to compare the basic English listening ability of children aged 5–6 after using game-based learning activities to that before learning, 2) to compare the basic English-speaking ability of children aged 5–6 after using the game-based learning activities with that before learning. And 3) to study the children’s interest in the game-based learning activities. Methodology: The study, conducted at Golden Cradle Kindergarten in Nanchang City, evaluated the impact of a game-based teaching method on the English listening and speaking skills of 35 children aged 5-6 over one month. Initial and final assessments recorded in Excel showed significant improvements in both skills and increased learning interest. The data analysis includes percentages, means, standard deviation, and paired t-tests. Results: Results showed that the English listening ability of students was significantly higher than before they learned, indicating that the game teaching method can improve the English listening ability of children aged 5–6 years old, students had English-speaking ability was significantly higher than before they learned, indicating that the game teaching method can improve the English-speaking ability of 5–6-year-old children and the learning interest of students was significantly higher than before they learned. Conclude: Children between the ages of five and six have demonstrated a significant improvement in their English listening skills after using the game teaching method; their ability was significantly better than before. Additionally, it improves their ability to speak English, with a discernible increase observed following the application of the game-based learning approach. Additionally, this approach makes the kids more engaged and motivated than they were before by piquing their curiosity in learning.