English Language Learners Research Articles

Students’ Perception of Using YouTube to Learn English: A Case Study at Van Lang University

The research is set to examine students’ perspectives on using YouTube for English language learning and its impact on their motivation and autonomy in education. A mixed-methods approach was employed, which surveyed 333 English-major students at Van Lang University using a 24-item multiple-choice questionnaire based on the Technology Acceptance Model (TAM). The questionnaire was based on the TAM model, which includes three factors: Perceived Usefulness, Perceived Ease of Use, and Intention of Use. Additionally, semi-structured interviews were conducted with ten students to delve deeper into their individual experiences and perspectives, focusing on the themes of skill development, motivation, and autonomy. Data revealed that students generally find YouTube an effective tool to motivate them to learn English and give them control over their learning. Also, apart from listening, students are found to have their speaking skills enhanced to some extent. This research recommends that English teachers adapt and adjust the use of YouTube for both in-class assignments and homework. Therefore, teachers may encourage their students' motivation and autonomy, eventually resulting in more effective and enjoyable language learning.

Training to Improve English Vocabulary Via Audio-Visual Media For Primary Students of Silo Baru Village Dusun X Asahan District

When it is done appropriately, the transition from traditional classroom instruction to technology-based instruction in English language instruction has a lot of potential advantages. A few crucial aspects of its implementation to consider include selecting appropriate technology and emphasizing vocabulary expansion. There is a great chance that training targeted at increasing students' vocabulary following the use of audio-visuals in English language learning will boost their motivation even more. Participants from Silo Baru Village's coastal primary schools will have the chance to learn more about this technology in particular. It is hoped that by using audio-visual media to enhance vocabulary acquisition, students will become more intrinsically motivated as a result of this training activity. It is thought that since kids are really interested in studying, they would be able to concentrate more on improving their mastery of vocabulary in English. It is important to monitor and evaluate the impact of this training, both in terms of increasing vocabulary and in students' learning motivation. The data and feedback obtained from this activity will be key to assessing the effectiveness of audio-visual technology in improving the English language skills of coastal elementary schools in the new silo village of Asahan Regency.

The usage of Recast Feedback to improve Speaking skills

Feedback is a vital process within English language learning, it performs an important role during error correction to develop language skills, especially one feature of speech which is pronunciation. For this reason, pronunciation is significant for communication and must be understandable, accurate, and clear for effectiveness. Therefore, the objective of the present research is to analyze the use of Feedback Recast in the 10th "A" of General Basic of the Educational Unit "Pensionado Olivo" to improve English pronunciation. This research is non-experimental with a mixed approach, a descriptive modality, and an exploratory level. As a result, it was evidenced that the strategies used in the teaching-learning process of English pronunciation are not well applied. In addition, the methodological process system used in the application of Recast has inconsistencies Therefore, the students do not acquire the necessary competence in pronunciation to achieve an appropriate use of English in communication. Finally, it specifies the correct methodological process that converts the recast into an effective tool to identify and improve pronunciation in the English language.

Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling

ABSTRACT The purpose of this study aimed to investigate the impact of incorporating a scripted collaborative learning strategy into digital storytelling (DST) on the vocabulary acquisition, creativity and writing skills of EFL college students. While DST has been previously utilised in English language education, it faces several challenges. To address these challenges, this study introduced a scripted collaborative strategy designed to enhance the digital storytelling creation process. An experimental comparison between scripted and non-scripted collaborative digital storytelling projects was conducted to assess their effects on students’ creativity and writing skills. The findings revealed that the scripted collaborative DST approach markedly improved students’ vocabulary acquisition, graphic creativity and writing skills compared to the non-scripted collaborative DST group. This research underscores the potential benefits of digital storytelling in advancing English language learning, offering valuable insights into its effective implementation.

Role of Artificial Intelligence in Facilitating English Language Learning for Non-Native Speakers

Role of Artificial Intelligence in Facilitating English Language Learning for Non-Native Speakers

Effects Of Bilingualism On Emotional Intelligence & Cognition Of Pakistani ESL Learners

This study draws a comparison between emotional intelligence & cognitive abilities of bilingual and monolingual English Language Learners in Pakistan. The sample was young learners having monolingual and bilingual/multilingual background. The model highlighted three perspectives of cognition and IQ in bilingual children, i.e. social, psychological and societal. The model deals with the idea that bilingualism is greatly affected by the socio-cultural phenomena and the way society values a language. The emotional intelligence portion[1] of our questionnaire is based on Kids’ Empathetic Development Scale. It assesses cognitive and behavioral components of empathy in children. Moreover, the ability model is used for emotional intelligence. This model has four different abilities which are interrelated such as the ability to perceive emotions, reasoning with emotions, understanding and managing emotions. Children’s emotional development is also assessed using parental responses to the Strength and Difficulties Questionnaire (SDQ), which screens for children’s antisocial behavior, hyperactivity (inattention), emotional symptoms, and peer relationship problems. Inductive approach thematic analysis was done to analyse data (Braun & Clarke, 2021). The results imply that bilingual children have higher IQ and EQ as compared to monolingual English Language Learners.

The English-language learning difficulties of older migrants in New Zealand: A life course perspective

ABSTRACT Older migrants are often later-life language learners by necessity. While the bulk of extant research on older language learners focuses on those who elect language learning as a constructive leisure pursuit, for older migrants with low proficiency in the dominant host country language, progress in language learning is a key factor that contributes to their independence, social inclusion, and well-being. Drawing on the life-course perspective, this article examines the language-learning difficulties (LLDs) of older Chinese migrants in New Zealand who have attended English courses, and who need basic communicative language ability in their daily lives. We identified three main life-course related factors that contribute to their language-learning difficulties and detract from their commitment to formal learning. These LLDs result from perceived shortcomings in individuals’ prior educational background, factors related to individuals’ current circumstances that impact their sense of agency, and unsatisfactory current formal learning experiences. We offer recommendations aimed at improving formal learning opportunities for this learner group.

ENGLISH VOCABULARY RETENTION ON MOVIE SERIES WITH L1 AND ENGLISH SUBTITLES: THE ROLE OF VOCABULARY LEVEL AND FREQUENCY

Regardless of its significance for language learning, the effect of a movie subtitle on vocabulary retention was rarely investigated. This study aimed to compare the impact of the subtitles in the first language (L1, Indonesian) and English as the target language on the learners’ vocabulary retention after watching seven episodes of a movie series. Sixty pre-service English teachers were divided into L1 and English subtitle groups to watch all episodes of the series in three non-consecutive days with a randomly pre-determined subtitle. They completed a vocabulary test before the experiment, immediately after the experiment, and one week after the experiment. The tests comprise words from the 2nd to 11th 1,000 level appearing at least five times across all episodes. The data were analyzed using inferential statistical analysis. The results show that vocabulary improvement was significant in both groups without any differences between groups. Still, the English subtitle group outperformed L1 subtitle counterparts for vocabulary between the 2nd and 9th 1,000 level and vocabulary appearing between five and ten times. These results suggest that movie series with both L1 and English subtitles can be used to expose students to English vocabulary, but a target language subtitle was superior for vocabulary retention. Therefore, English language learners are suggested to watch captioned English movies for maximum impact on vocabulary acquisition.

A Review of Research on Foreign Language Enjoyment in Second Language Learning

Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analysis to investigate the influence of FLE on second language acquisition. The findings indicate that the degree of FLE experienced by different research subjects varies and that these emotions are correlated with foreign language anxiety. Finally, this study demonstrates How positive emotions affect the acquisition of foreign language proficiency and performance. The primary focus of the study is the influence of FLE on students' SLA abilities. This is a significant area of research that offers valuable insights for educators seeking to create positive learning environments in the English classroom.

Cross-Dialectal Influences on English Language Learning among Bangladeshi EFL Learners

The phrase "Cross Linguistics," also known as "Translanguaging" in a broader sense, serves as the basis for this research’s core point of discussion. It is needless to describe the importance of the English language in Bangladesh, where it has gained the status of a second official language. The paper intends to unfold every possible kind of influence on Bangladeshi English Language Learners having different dialects while learning it as a Foreign Language. Researchers have surveyed around 45 tertiary-level language learners from some prominent universities in Bangladesh. Both qualitative and quantitative data collection methods have been followed, along with tools like interviews and surveys, on the selected samples for this research. The outcome of this research endeavor is expected to provide us with a clear focus on both the positive and negative effects of using cross-dialectal forms by English Language Learners.

Kahoot! in a flipped classroom: A case study at Junior High School in Samarinda

The study explores the integration of Kahoot! within a flipped classroom approach at Junior High School in Samarinda, focusing on its impact on student involvement, motivation, and educational achievements in English language learning. The research employs a qualitative case study design involving first-grade students. Data collection methods include pre- and post-implementation surveys, semi-structured interviews, and observation. Thematic analysis analyzes the data, revealing insights into students’ experiences and perceptions. The study aims to contribute to both theoretical understanding and practical application of Kahoot! in language learning within a flipped classroom context. This study examines how Junior High School Samarinda uses Kahoot! in flipped classrooms, with an emphasis on how it affects student motivation, engagement, and academic performance when learning English. Data was gathered via surveys, interviews, and observations using a qualitative case study approach with students in first-grade students. The results showed that Kahoot! greatly raises student achievement and motivation, and average scores show a strong desire to use it. Although there are some technical difficulties and a learning curve, Kahoot! creates an engaging and dynamic learning environment that improves comprehension and retention of the content. The present study highlights the potential of Kahoot! to enhance academic results and suggests further investigation into creative pedagogical approaches that incorporate technology, like Kahoot!, to augment student involvement and the efficacy of instruction.

Spelling Bees for Improving Students' Pronunciation Skills

Correct pronunciation is a crucial aspect of learning English that is often challenging for many students. Traditional methods of teaching pronunciation usually need to be more interesting and exciting for students, so a more innovative and interactive approach is required. This research aims to determine the effectiveness of the Spelling Bee in improving students' speaking pronunciation. This quantitative method uses quasi-experimental research applied to ninth-grade junior high school students. This research uses an experimental group and a control group. The experimental group consisted of 22 students of 10 men and 12 women, while the control group consisted of 22 students of 13 men and 9 women. In collecting data, pretest and posttest were used to determine the improvement in students' speaking pronunciation. The data analysis technique uses inferential statistical analysis. The research results show that the Spelling Bee can be an effective strategy in helping EFL students improve their pronunciation skills. This research implies that research contributes to improving the quality of English language teaching and learning and the development of professionalism of teaching staff in the language field.

EFL Students’ Perceptions of Factors Affecting Learner Autonomy in English Language Learning

The concept of learner autonomy has attracted much attention and is proven to be an important contributor to the success of English language learning. To examine EFL students’ perceptions of factors affecting their autonomous learning, this study used the quantitative research method. The data were collected through a 48-item questionnaire. Two hundred third- and fourth-year EFL students at a private university in the Mekong Delta of Vietnam were invited to participate in this study. The results showed that learner autonomy was influenced by three main factors, including psychological aspects, cognitive ability, and metacognitive ability, at a high level.

Learn English With Artificial Intelligence (Sosialisasi Pemanfaatan Teknologi Kecerdasan Buatan (AI) dalam Belajar Bahasa Inggris)

The community service activity "Learn English With Artificial Intelligence" at Islamic Village Vocational School, led by lecturers from the Informatics Engineering Study Program, Faculty of Engineering, Muhammadiyah University of Tangerang (UMT), aims to integrate artificial intelligence (AI) technology in English language learning. This activity succeeded in increasing understanding of the concept of AI and its benefits in education, motivating students to study English more intensely, and increasing the effectiveness of learning through AI applications such as Duolingo and Grammarly. provide regular training for teachers, encourage collaboration between schools, and conduct further research to measure the long-term impact of using AI in education. Thus, the success of this activity is not only in achieving the set educational goals, but also in expanding the boundaries of innovation in ways of learning English and the potential for further development in the increasingly connected and digital context of modern education. supporting education at the Islamic Village Vocational School.

Pengembangan Pembelajaran Bahasa Inggris di Madrasah Jamiyatut Tholibin Desa Soket Dajah Bangkalan Madura

This article discusses the English language learning development program at Madrasah Jamiyatut Tholibin, Soket Dajah Village, Bangkalan, Madura. This program was motivated by the low English language skills of students in the area, which were caused by limited educational facilities, lack of teaching resources, and ineffective teaching methods. This program aims to improve students' English skills through a more interactive and contextual approach, which is relevant to their daily lives. In addition, this program also involves training for teachers to improve their competence in teaching English, including the use of media and technology as learning aids. The results of this program showed a significant increase in students' English skills, both in terms of comprehension and communication skills. In addition, this program also succeeded in increasing students' learning motivation and developing teachers' capacity in teaching English. Thus, this program is expected to be a model for the development of English language learning in other rural areas in Indonesia.

Applying Peer Feedback To Enhance High School EFL Students' Writing Skills In State High School 1 Rejotangan Tulungagung

Writing is the most challenging skill in English language learning. Researchers at SMKN 1 Rejotangan observed that most students struggled with writing in English. To address this, they implemented the peer feedback method to enhance students' writing skills. The study aimed to investigate the effectiveness of peer feedback in improving students’ writing abilities. Using a convergent mixed-method design, the research involved 31 students from class XI AKC 2. Instruments included pre-tests, post-tests for quantitative data, and interviews for qualitative data. Quantitative analysis was conducted using a t-test with SPSS 27, and qualitative data were analyzed thematically. Results showed significant improvement in students' writing skills after using peer feedback, as indicated by a significance value of 0.00 < 0.05. Interviews with five selected participants also revealed positive responses. Hence, the peer feedback method positively impacted the writing abilities of class XI AKC 2 students at SMKN 1 Rejotangan.

EFL Students’ Perceptions towards the Use of ICT in English Language Learning

In the modern educational landscape, Information and Communication Technology (ICT) has become a key tool in the field of education, especially for English language learning. Therefore incorporating ICT into English learning is gradually becoming popular among EFL students to hone their English language learning. This study aims to investigate the EFL students’ perceptions of the use of ICT in English language learning at a private university in the Mekong Delta of Vietnam. The research design is based on a sequential explanatory mixed methods design, including quantitative data through direct surveys using questionnaires and qualitative data through interviews. Quantitative data was collected through a questionnaire consisting of 22 closed-ended questions with 180 respondents. The findings indicated that the participants had positive attitudes toward the use of ICT in their English language learning.

Enhancing English Learning for Elementary Students Through Children's Songs

Learning and teaching activities occur almost every day in the classroom between teachers and students. In this context, the process is usually thought of as the teacher delivering material to students while the students listen to the teacher's explanation. Learning in the classroom can occur if an interaction or synergy is created from various factors that support the teaching and learning process such as the presence of teachers, students, curriculum, teaching methods or techniques, teaching media and others. In this case, a learning activity is carried out to achieve learning objectives. This study aims to investigate the effectiveness of using children's songs as a method of learning English in elementary schools. The research method used is qualitative research with a literature study approach. The research results show that the use of children's songs in English learning in elementary schools can increase students' motivation, strengthen their language skills, and facilitate enjoyable learning. Children's songs help students internalize English vocabulary, grammar and intonation more effectively. These findings provide important insights for the development of English language learning strategies that focus on students' active involvement. It is hoped that the results of this research can become a basis for developing a more innovative and student-oriented English language learning approach in elementary schools.

ESL Instructional Practices and Teacher Preparation: A Mixed Methods Study at a Chinese International High School

This mixed methods study investigates ESL instructional practices at Shenzhen Experimental High School, a Chinese international secondary institution. The findings will provide data-driven insights into optimal teaching methods for Chinese adolescent ELLs. This holds significant implications for enhancing teacher preparation and professional development programs in international schools striving to meet the needs of diverse linguistic learners at Shenzhen Experimental to identify areas for improved professional development tailored to this context. The goal is informing data-driven reforms to enhance outcomes for the schools adolescent English language learners (ELLs). This research also provides an important foundation and model for future inquiries illuminating the multidimensional competencies that enable ESL teachers to create inclusive, linguistically responsive learning environments.

Mastery Through Frequency: Embracing New Techniques and Strategies for Comprehensive Understanding in the Education Field

Previous observations in the English language learning domain revealed that traditional techniques to memorize vocabulary were insufficient for enhancing students’ vocabulary proficiency. This issue leads to an exploration of substitute learning strategies. This study aimed to determine the effectiveness of integrating English songs into language learning to enhance students’ vocabulary mastery.This study used a quantitative research methodology. The study involved 54 students divided into an experimental group and a control group, with 40 students ultimately participating. The control group adhered to the conventional learning procedure and denoted with variable Y, while the experimental group was exposed to English Songs and denoted with variable X. The mastery of vocabulary was assessed in relation to exposure to English songs. The study’s findings demonstrated a significant improvement in vocabulary mastery among the experimental group, with an average score of 82.25, compared to the control group score, which was 63.25. Statistical analysis confirmed the effectiveness of the intervention, with a p-value of 0.000, which is well below the threshold alpha level of 0.05. The incorporation of English songs into the vocabulary learning process not only significantly improved students’ vocabulary mastery but also raised their interest and engagement levels. This study supports the use of musical component as a beneficial teaching aid in language instruction as well as pleasurable learning experiences.