English Language Learners Research Articles

A year of generative AI in English language teaching and learning - A case study

Artificial intelligence (AI) tools are becoming increasingly prevalent in various fields, including foreign language education. Understanding foreign language students’ and teachers’ perceptions, experiences, ideas, and suggestions is crucial for effectively integrating these tools into language learning. To this end, this case study examines the perceptions of 14 English as a Foreign Language instructors and 13 students regarding the integration of ChatGPT in a foreign language school over a year. Data were collected through focus groups and one-to-one interviews and analyzed using reflexive thematic analysis. The findings suggest that generative AI chatbots can enhance language skills, offer diverse learning materials, and foster inclusiveness and equity in foreign language learning. However, concerns were raised about plagiarism and potential negative impacts on students’ cognitive skills.

Motivation and English Language Learning: Students’ Perspectives

This study investigates university students’ motivation for learning English language in the Kurdistan region of Iraq. The region is a foreign language learning context because English language learners almost entirely learn the language inside the classroom and without regular exposure to the English language outside. Besides English language centers, English Department in private universities is one of the most wanted departments in the region. However, we do not know students’ motivation for their choice. Therefore, a questionnaire was administered to 106 students from English department in a private university with the intention to obtain knowledge about their motivation for learning the English language and more specifically whether it is integrative and/or instrumental motivation. The study found that the level of students’ integrative motivation was different from instrumental motivation. This finding can be used by educators and university lecturers to embed motivation constructs in their teaching practices to keep the students motivated throughout their college years and have the desired outcome in the end.

Understanding the developmental well-being of children from refugee backgrounds in British Columbia, Canada: A population-level mixed methods approach

Objectives and ApproachThis study utilized an explanatory sequential mixed methods approach to investigate the developmental well-being of children from refugee backgrounds in British Columbia (BC), Canada. Objective 1 (quantitative) leveraged population-level, government administrative data individually linked to a province-wide, routinely collected, teacher-reported measure of children’s development in kindergarten (the Early Development Instrument; EDI) to examine developmental outcomes across five domains for children identified as first-generation refugees (N=770), first-generation immigrants (N=7875), and non-migrants (N=199,186). In Objective 2 (qualitative), the population-level EDI results were brought to focus groups with BC educators and settlement workers (N=7) who work closely with children from refugee backgrounds to further corroborate, expand, and elaborate on the findings. ResultsA series of multiple linear regression models; adjusted for age, sex, and English Language Learner status showed that first-generation refugee status was significantly predictive of lower EDI scores in the areas of language & cognitive development, communication & generation knowledge, social competence, emotional maturity, and physical health & well-being. Focus group results corroborated the quantitative findings, added critical complexity/context (e.g., impacts of trauma), and identified important policy-oriented levers (e.g., early, accessible assessments and supports). ConclusionsThe study provided an understanding of the population-level developmental well-being of children from refugee backgrounds in BC, framed by rich, contextualized, and actionable knowledge from focus groups. ImplicationsShowcasing the combined breadth and depth of using a mixed methods approach, how we can best support the developmental challenges and build upon the strengths of children from refugee backgrounds will be discussed.

Analysis of Interactive Educational Puzzle Media to Improve Elementary School Students' English Language Skills

This study aims to analyze the effectiveness of interactive edugame puzzle media in improving English language skills of primary school students. The method used is a literature study that reviews various literature and previous research results related to using interactive learning media, especially edugame puzzles, in learning English at the primary school level. The results of the analysis show that interactive edugame puzzle media has significant potential to improve students’ English language skills, especially in the aspects of vocabulary, grammar, and reading comprehension. Factors contributing to this media’s effectiveness include interactive elements, immediate feedback, and fun aspects that increase students’ learning motivation. However, effective implementation requires careful design and support from teachers. This study concludes that interactive edugame puzzle media can be a valuable tool in English language learning in primary schools, with recommendations for further research into optimal design and implementation strategies in different learning contexts.

Investigating the Methods of Teaching English as a Foreign Language to Students with Autism Spectrum Disorder

Introduction: Teaching foreign languages, such as English, as an international language, to children with autism spectrum disorder (ASD) has been considered by the researchers of language instruction, language learning, and teachers of children with special needs. The population of children diagnosed with autism is rapidly growing and they must have similar opportunities for enhancing life skills, education, successful interactions, and universal communicative skills. Materials and Methods: This study reviews and discusses the findings of past studies that investigated effective ways and efficient methods for teaching these children English as a foreign language. Results: Although there has been restricted literature throughout the world, the reviewed studies demonstrated improvement of English language learning by suitable strategies and various methods, including pictures representing, humanoid robots, Montessori-oriented methods, applied behavior analysis (ABA), cognitive method, the picture exchange communication system (PECS), well-designed educational environments, mixed methods and strategies, speech therapy, media, total physical response (TPR), and individualized education plan (IEP). Conclusion: This narrative review encourages various interventions and integrated methods for teaching the English language to autistic children, considering their differences from diverse aspects.

English Teachers’ Perception on the Ethno-pedagogy in EFL Teaching in Papua Context

Adapting teaching to the culture of students is one aspect that teachers need to consider. Integrating culture and cultural values ​​in the learning process can be done with ethno-pedagogy-based learning. Based on this statement, this study aims to analyze lecturers' perceptions of ethno-pedagogy in universities' English language learning. The method used in this study is qualitative with descriptive data analysis. The subjects in this study were English Foreign Language (EFL) lecturers at the Universitas Muhammadiyah Sorong. The research instrument was an interview sheet to determine lecturers' perceptions of ethno-pedagogy. The study results obtained several themes regarding ethno-pedagogy, namely learning based on local wisdom values, learning based on ethnic diversity, and learning that presents enjoyable learning and adjusts to the learning experience, learning readiness, learning habits, or cultural conditions of students.

Neurocognitive Approach to Successful Learning and Speaking of English Language among Day Secondary Schools in Nyagatare District, Rwanda

Learning a foreign language, particularly English, poses challenges for Rwandan teenagers already introduced to other science subjects like mathematics, physics, and other different courses of action that have occupied their attention, or, on the other hand, disturbs their mind and hinders their learning spirit. This study aimed to investigate how the neurocognitive underpinnings of brain activation methods and integration multisensory work to activate those teenagers’ brain attention to English language learning and develop speaking skills and enable learners to overcome the neurocognitive challenges like lack of motivation, emotions, stress, and anxiety that hinder English language learning and speaking. This study was built around the multisensory theory and brain-based learning theory. Using a semi-longitudinal approach, data was collected from 40 senior two students to explore difficulties in learning English from one school in Nyagatare district. These were selected purposefully from the population of 340 students. A six-week classroom experiment from April 15 to May 23, 2024, gathered both quantitative and qualitative data on how brain activation methods enable English learning speaking. Single-group experiments and observations were used to collect data. In the experiment, the procedure of pretest-treatment-posttest was implemented. SPSS software was used to analyze the data, with results showing improved post-test scores after targeted interventions. In the pre-test, the mean score ranges between 1 and 2.5 with a standard deviation that swings between 0.405 and 0.802 for all questions, while the mean score in the post-test aligns between 3.5 and 5 with a standard deviation that wheels between 0.267 and 0.813, which significantly indicates high scores after the treatment. Therefore, the study highlights the significant impact of brain activation methods accompanied by multisensory integration as the neurocognitive approach to English language learning and speaking. The research suggests that education stakeholders and policymakers should consider this approach for successful English language learning to avoid overloading teenagers’ brains with heavy programs.

Online Academic Tutoring for English Language Learning: A Case Study of Receptive Skills Development in Ecuadorian Students

This study examines the impact of online academic tutoring on Ecuadorian students of 5°, 6°, and 7° grades of Educación General Básica (EGB) on English receptive skills. Despite English's importance and integration into Ecuador's education system, language acquisition keeps facing some challenges due to resource limitations and diverse linguistic backgrounds. The research involved 52 students and 57 preservice teachers in an exploratory case study. Statistical data showed how digital education along with online academic tutoring contributed to improvements in the receptive skills of a group of English language students as well as let researchers see the most significant gains in 7th graders. Preservice teachers also developed pedagogically but encountered technical challenges. Findings underscore online tutoring's potential to address educational gaps, highlighting the need for greater investment in digital infrastructure and teacher training. Future research should examine the socio-emotional impact of online tutoring on learners' confidence and well-being.

Integrating Malay Local Wisdom in English Learning: Students’ Perception at State Junior High School 1 in Tanjung Pura Regency of North Sumatera Province

Integrating local wisdom into the English learning process is essential to preserve cultural identity and promote a more meaningful and relevant learning experience for students. This study aimed to explore students' perceptions on the importance of integrating local wisdom of the Malay community in English language learning. A qualitative approach was applied, which involved a survey of 27. The results showed that most students believe that the integration of local wisdom of the Malay community in English language learning is important. They recognized the potential benefits, including increased cultural understanding, better language learning motivation, and development of 21st century skills. However, the students also identified some challenges, such as the limited availability of learning resources that integrate the local wisdom of the Malay community and the need for better teacher training in this area. The findings of this study indicated that students were generally open to the integration of Malay local wisdom in English language learning, but there needs to be a more systematic and comprehensive effort to address the identified challenges. Implications for curriculum development, teacher professional development, and learning resource design to integrate local wisdom of the Malay community in English textbooks.

Exploring Cognitive Skills and Academic Outcomes of Poverty-Affected English Language Learners in Indian Primary Schools

This study investigates the cognitive performance of primary school children in India who are English Language Learners (ELL) and live in poverty. Cognitive performance was assessed using the Das-Naglieri Cognitive Assessment System (CAS2 was not constructed). There is a scarcity of studies on participants who are both ELL and live in poverty, and many such children are often found to be intellectually deficient. This study examines the performance in PASS measures (Planning, Attention, Simultaneous, Successive) and their correlation with academic achievement, particularly in reading and mathematics. We assessed the performance of 80 primary school students residing in slum areas (mean age: 9.8 years), matched in age and grade with 70 regular school students from areas outside the slum (mean age: 9.11 years). It was hypothesized that ELL regular school students would exhibit average Das-Naglieri CAS scores as per established American norms.

Empowering English Language Learners: Harnessing AI for Enhanced ESL Education

This paper looks into how studying English as a second language (ESL) might be made easier and more enjoyable by using artificial intelligence (AI). We look at cutting-edge tools like chatbots and smart apps that help kids learn at their own pace. There are challenges to be addressed, though, such making sure that these resources are equal and accessible to all. We also go over how AI can assess your English skills and give you instant feedback so you can get better. We'll also look at how virtual reality and artificial intelligence (AI) can be used to simulate an English-speaking nation while teaching. It's similar like setting out on a language adventure without ever leaving your chamber! Lastly, we offer a sneak peek at potential future developments for AI in ESL, such as utilizing ever-more cutting-edge technology to impart English in ever-more creative ways. Everyone stands to gain from more efficient, interesting, and customized AI-based English language instruction.

Adapting to Diversity: Leveraging AI for ESL Learning Enhancement

Recent years have seen tremendous advancements in artificial intelligence, which is now pervasive in many aspects of society. Its ability to emulate human intelligence sets it apart. Artificial Intelligence is being explored more and more in the field of education as a possible aid to enhance language acquisition, particularly in the development of students' communication skills. Artificial Intelligence possesses the capability to deliver dynamic, adaptable, and personalized learning experiences that are suited to individual student needs and interests. The purpose of this research is to identify each student's preferred method of learning and adapt the language-learning process to meet their needs. This suggests that each student can focus on the areas in which they require the most assistance and work at their own pace while studying. The important part that social interactions, group projects, and cognitive development play. According to this viewpoint, less skilled students participate in cooperative learning activities with more skilled people, such as teachers or, in modern environments, computer programs. In addition, the enormous volumes of data that AI can analyse and draw conclusions from can be utilized to address the varied language and cultural backgrounds of students. It also shows how important it is to adapt lessons to meet the different needs of English language learners. Overall, these results show how important it is to change the way we teach to fit the needs of different groups of people and to use new technologies like AI to make learning more specific and help students do better in ESL classes.

Learning while Walking the Streets of Rayong: Combining Linguistic Landscape and Language Awareness through Action Research with Children

This paper presents the outcomes of an action research study that implemented a linguistic landscape (LL) unit as an English language learning activity at the secondary school level in Rayong, Thailand. The theoretical framework employed in this study draws upon Lefebvre’s (1991) conceptualization of space, adapted for pedagogical purposes as explained by Malinowski (2015). The study places particular emphasis on cultivating students' awareness of the LL in their neighborhood throughout a six-week instructional session. The instructional activities were designed to investigate the potential of LL in enhancing English language acquisition and promoting cultural sensitivity. Data collection involved the utilization of questionnaires and on-site observations. Two main conclusions may be drawn from the action research project's findings. First of all, the students showed signs of a greater sense of familiarity with their neighborhood, which suggests that they are more aware of the LL around them and that they understand LL to be a useful instrument for language learning. Secondly, the students identified a discrepancy between the LL of Rayong and the city’s vibrant economic activity as well as its diverse ethnic and linguistic composition, suggesting that the existing LL does not adequately reflect these dynamic facets of the city.

Exploring the Efficacy, Attitude, and Challenges of Experiencing the Current EdTech Trends in English Language Learning

This study investigated the usefulness and effectiveness of incorporating and engaging technology in second language learning and the problems encountered by students utilizing modern educational technology tools at Majmaah University. The study used a mixed-methods approach. To assess the preparedness and eagerness of EFL learners to utilize current educational technology (EdTech) in their language learning and to examine the attitudes of EFL learners towards various Ed Tech tools, a Likert questionnaire consisting of seven points, ranging from very frequent to never, is disseminated to students at various academic levels. To determine the attitudes of EFL learners, a questionnaire was prepared, ranging from exceptional to very poor. Furthermore, the research identifies the obstacles faced by EFL students. 75 students from various academic disciplines completed the questionnaire, while a semi-structured interview was conducted with seven students to get their genuine and sincere opinions and ideas. The study primarily examined the implications of technological advances on English as a Foreign Language (EFL) learners. Consequently, it was found that EFL learners were entering a new era of digital learning and were undoubtedly benefiting from it, as long as it was not utilized for nonsensical goals. It is essential, however, to tailor the use of Ed Tech tools to the unique learning goals and the level of competence of the learners. Although the study was done on a limited premise, however, the Ed Tech pedagogical implications could be generalized to all EFL learners.

Exploring the Potential Challenges Faced by Sudanese EFL Learners in Acquiring English Language Speaking Skills at the Tertiary Educational Level

This study aims to investigate the challenges that might face Sudanese EFL learners in acquiring the English language as a means of communication and to emphasize the importance of speaking skills in the English language, in Sudanese English language learners at the postsecondary level. To achieve its objectives, the study adopted the descriptive-analytical method, in which a questionnaire was used to address the research inquiries and goals. A total of 100 employed students participated in responding to the questionnaire. As per the study’s findings, students’ confidence in using speaking skills is very weak; they also lack the motivation to practice speaking skills since they were taught by Grammar Translation Approach which ignores speaking skills, moreover most lecturers prefer to avoid classroom interaction which leads to non-smart fluent EFL learners. This study suggests EFL teachers to consolidate the use communicative activities in a variety of ways which help leaners to play a crucial role in using English inside the classroom.

Improving SMAN 1 Pangkalan Kuras Students’ Reading Comprehension of Narrative Text Bypeer Assisted Learning Strategy (PALS)

This action research aimed to improve reading comprehension among second-grade students at SMAN 1 Pangkalan Kuras by implementing the Peer-Assisted Learning Strategy (PALS). The study combined professional development with experimental classroom research. Each cycle involved planning, action, observation, and reflection. Data were collected through tests, observation, field notes, and interviews. Quantitative analysis of test scores showed improvements in reading comprehension. Qualitative analysis of observation and interview data highlighted increased student engagement and motivation. The findings from classroom action research conducted at SMAN 1 Pangkalan Kuras demonstrate the effectiveness of implementing the Peer Assisted Learning Strategy (PALS) in enhancing senior high school students' reading comprehension skills. Through PALS, students engaged actively in collaborative learning, which led to deeper understanding of texts and increased motivation to participate in learning activities. The study revealed significant improvements in student participation and academic achievement in narrative comprehension, highlighting the potential of PALS to enhance English language learning outcomes in high school settings.

Enhancing English Language Proficiency through Online Games: Younger Learners from Marrakech as a Case Study

In this globalized and digitally transformed era, English language proficiency has become a crucial skill, serving as a gateway to international communication, educational opportunities and career advancement. This study explores the connection between online games and English language acquisition, specifically in the Moroccan context. It also highlights how the integration of technology and interactive gaming methodologies has shaped language learning. Various online games and platforms, such as Minecraft, Among Us, Fortnite, Roblox, and many more online interactive games, are considered within the broader context of this study. These games are presented as interactive mediums where learners can immerse themselves in authentic English language environments, interact with players worldwide, and practice language skills meaningfully. The research is supported by a case study conducted within the Moroccan context, precisely in Marrakech, aiming to test the effectiveness of interactive gaming for English language learning. The case study involves young Moroccans who actively engage with various interactive games, demonstrating how such experiences influence English language proficiency. Using a mixed-method approach, this study underscores the potential of online interactive games to enhance English language proficiency among young Moroccan learners. It advocates for the adoption of innovative pedagogical methods that incorporate interactive gaming experiences to promote digital literacy, linguistic proficiency, and intercultural competence. This research offers valuable insights and practical recommendations for language educators and learners striving to enhance language proficiency in this rapidly evolving world.

The Effectiveness, Benefits and Challenges of the Implementation of Flipped Classroom in English Teaching and Learning: A Systematic Review

The aim of doing this systematic review is to fill up the gap on the benefits, challenges, and impacts of flipped classrooms in English language instruction and learning. The research incorporates data from 36 empirical studies that were published between 2017 and 2023. Examining peer-reviewed literature from databases including Web of Science, ERIC, and Scholar Google, the review's content analysis shows the finding are: Flipped classrooms have a positive impact on (1) student learning outcomes, which increased students’ academic achievement; (2) students’ motivation to learn and classroom engagement; (3) enhances social interaction skills and independent learning through group activities. The challenges include that: (1) Some students lack motivation; therefore, they skip watching lectures and materials on video outside of the classroom; (2) there are Issues related to technology, include unreliable internet connections and insufficient technical assistance and so on will set back the outcome. Despite the potential of the flipped classroom model to promote the effectiveness of English language learning, in order to fully realize this potential, improved technological infrastructure, professional development opportunities for teachers, and the cultivation of students' self-directed learning skills are required to address the pedagogical and technological obstacles that arise during implementation. Future studies should concentrate on standardized assessment techniques, cross-cultural and educational environment comparisons, and long-term learning results.

The Impact of Native Language on English Pronunciation among TESL Undergraduates

In today's globalized world, being fluent in English, including speaking and pronunciation, is crucial, it is frequently a need for academic and professional success in addition to being a great asset. As an English Language teacher, clarity in pronunciation is the utmost importance. However, a lot of the TESL undergraduate students faced trouble in pronouncing English words properly. The influence of the first language (L1) is a profound reason of the inaccuracies in pronouncing English words among undergraduates. This research examines the relationship between the native language and English pronunciation among TESL. This study, conducted through interviews with seven participants, explores the impact of cultural factors, cognates, phonological, and intonation patterns on pronunciation. Thematic analysis reveals the nuanced influences of the participants' native languages on their English articulation. Additionally, the research investigates strategies for improving pronunciation, including individualized plans and peer learning. This research explored both positive and negative aspects of language transfer among participants from diverse linguistic backgrounds. The findings revealed nuanced insights into the impact of native languages on English pronunciation. The findings contributed valuable insights to the understanding of language transfer effects and offer practical recommendations for enhancing English language teaching and learning in TESL programs. Beyond educational implications, this study sheds light on linguistic diversity and has the potential to influence language policies in Malaysia.

Use of Artificial Intelligence in Education: English Language Teachers’ Identity Negotiation in Higher Education

The crucial question regarding English language teaching (ELT) and learning is: does overuse of AI or other technology become an attack on the educational process in disguise? This study intends to explain the excessive use of AI in education and its upcoming negative aspects on ELT teachers' identity and students' creativity. The researchers used qualitative phenomenology to investigate how ELT teachers perceived AI's impact on their leadership roles within the educational setting. As part of the research design, semi-structured interviews were conducted with sixteen ELT teachers and students from different districts in Punjab to obtain rich and detailed descriptions of their experiences and points of view using a purposive sampling technique. Under research question no.1 (Why does it seem that AI can be dangerous for ELT teachers' identity in the future?), this study finds that AI can be hazardous for ELT teachers' identity because it has shifted teachers' roles from knowledge providers to facilitators only. In light of the second research question (what is the influence of AI on students' self-motivation for creativity?), the significant finding is that AI negatively impacts students' thinking abilities, and their creative skills diminish gradually. The study suggests that educational institutions must take drastic measures to address teachers' apprehensions, misperceptions, and identity issues and clarify their roles and responsibilities in AI-driven educational scenarios where they may continue promoting creativity in the students under their charge.