English Language Learning Experience Research Articles

A Study on the Application of Virtual Reality Technology in Engish Language Education Relying on Immersive Learning Environments and Interactive Experience Design

This study delves into the application of virtual reality (VR) technology in the realm of English language education, with a focus on immersive learning environments and interactive experience design. The primary objective is to explore the efficacy of incorporating VR technology to enhance the English language learning experience for students. The research investigates the potential of immersive learning environments provided by VR technology and the impact of interactive experience design on language acquisition. The study aims to contribute valuable insights into how these technological advancements can revolutionize English language education, offering an engaging and effective approach to language learning. Through a thorough examination of the immersive and interactive aspects of VR technology, the research seeks to provide a foundation for the integration of these technologies into English language education practices, ultimately paving the way for more innovative and engaging language learning experiences.

Exploring English language instruction through synchronous virtual meetings in Indonesian EFL context: Pedagogical approaches, opportunities and challenges, and multimedia integration

Despite the increasing adoption of synchronous virtual meetings (SVMs), a notable gap exists in understanding the specific pedagogical approaches favored by educators in Indonesia and the efficacy of student engagement strategies within this context. The study analyzed the strategies used in virtual English language learning meetings in Indonesia, including pedagogical approaches, multimedia integration, and challenges faced. Surveys and interviews were conducted with educators from various institutions in Indonesia using a mixed-method approach with an explanatory sequential design. Findings revealed a diverse range of strategies employed, with direct instruction being the most common approach, followed by flipped classrooms and communicative language teaching. The integration of multimedia resources positively influenced the effectiveness of SVMs, enhancing student engagement and learning outcomes. However, educators faced significant technical issues, student engagement, and assessment complexities. Despite these challenges, SVMs offered opportunities for flexibility, professional development, and global collaboration, enriching the English language learning experience in the Indonesian context. This study highlights the importance of tailored professional development for educators and policymakers to improve their technological integration and pedagogical adaptability.

Demystifying the Indigenous College Students’ Learning of English as Determined by Their Language Learning Motivation

The study aimed to assess the motivation and proficiency of English language learning among indigenous college students at Kapalong College of Agriculture, Sciences and Technology in the Municipality of Kapalong, Davao del Norte. It employed a mixed-method approach using a convergent parallel design. The quantitative phase involved 202 students selected through complete enumeration, while the qualitative phase included 17 participants. Standardized questionnaires were used for the quantitative phase, and researcher-made questionnaires were utilized for the qualitative phase. The findings revealed a high level of motivation for language learning and proficiency in English among the respondents. Furthermore, the study found that language learning motivation significantly influences the English proficiency of indigenous college students. The qualitative analysis identified six themes related to the respondents' experiences in learning English, including enhancing communicative competence, various strategies, challenges encountered, intrinsic and extrinsic motivation, and barriers to learning English. Additionally, five themes emerged from participants' insights on the impact of English language learning motivation on their English proficiency, including external factors, benefits of motivation, aspirations, obstacles to growth and development, and facilitation of growth and development. Integrating quantitative and qualitative data resulted in a convergence of variables and phenomena describing students' English language learning experiences.

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

Student Perceptions of English Courses in The Law Department: A Case Study at Nurul Jadid University

The focus of this study is on how students perceive their prior English-language learning experiences. The study intends to carefully investigate these perceptions in order to provide useful information to university administration and academics. The outcomes are anticipated to act as a basis for well-informed decision-making, helping the institution to raise the standard of English instruction as a whole. This research has the potential to help educators better personalize English learning programs to meet the various requirements and expectations of the students. This study examined the complex web of students' views related to the English learning process using a quantitative descriptive method and survey techniques. The research incorporated a wide range of opinions by polling students enrolled in the Undergraduate Law Study Program at the University of Nurul Jadid who had taken English courses. The third, fifth, and seventh semesters of the law undergraduate study program were the focus of the data collecting, which took place between October 7 and 15, 2023. The findings, revealed in-depth tables, revealed the subtleties of students' perspectives, concentrating on cognitive, affection, and conation aspects inside the English courses of the Nurul Jadid University Law Study Program. Among 21 respondents, 23.8% perceived their understanding as poor, with 33.3% feeling sufficient and another 33.3% considering their understanding good. Only 9.5% felt very good about their grasp of the subject matter, indicating varying levels of comprehension. Regarding affection, 9.5% felt poor, 42.9% felt sufficient, 19.0% felt good, and 28.6% felt very good. Additionally, 9.5% had weak conation, 38.1% had sufficient, and 42.9% had good conation. Identifying factors influencing these aspects is crucial to enhancing student motivation and engagement in English courses.

ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education

English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context. 

Enhancing English Language Acquisition: Strategies for Effective Classroom Implementation

This article explores various strategies aimed at enhancing English language acquisition in classroom settings. Recognizing the importance of effective language instruction, the study delves into innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the significance of creating an immersive linguistic environment that fosters both spoken and written proficiency.
 The research evaluates the impact of incorporating technology as a tool to augment language learning experiences. Utilizing multimedia resources, online platforms, and interactive applications, the study examines how these digital elements can engage students and reinforce language skills. Additionally, the article addresses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression.
 Furthermore, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Group activities, peer interactions, and communicative exercises are explored as means to encourage active participation and enhance language retention. The study also scrutinizes the role of feedback mechanisms in shaping language development, emphasizing timely and constructive feedback as a pivotal element in the learning process.
 In conclusion, this article provides valuable insights into strategies for effective English language acquisition within classroom settings. By blending technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that cater to the diverse needs of students. The findings contribute to the ongoing discourse on optimizing language instruction methods and offer practical implications for educators seeking to enrich the English language learning experience

Online Machine Translation and Language Learning: EFL Learners’ Practices and Beliefs

With the advancement of technology, the quality of the translation generated by online machine translation (OMT) has also improved. The OMT even have become an integral part of English language learning. This present study is conducted to investigate the English as a foreign language (EFL) students’ beliefs and practices towards the use of OMT in English language learning. This qualitative study is conducted using a questionnaire as the data collection instrument. The questionnaire is administered to 22 EFL students at a university in June 2023. The data were analyzed by using frequency and descriptive analysis. The finding shows that OMTs, as believed by the students, are valuable tools in improving students’ English language learning experiences. They believe that OMTs offer many benefits for students in EFL classrooms. However, the frequent use of OMTs can lead to over-reliance, decreasing students’ confidence and self-reliance in learning English. The findings also show that students use the OMTs in EFL classrooms because of the benefits while realizing their potential drawbacks. OMTs have a significant role in EFL classrooms since they can be a valuable learning resource for students. English teachers are expected to harness the good potential of OMTs to improve the quality of English language learning.

Understanding challenges, investment, and strategic language use of postgraduate students in an English-medium university in Kazakhstan

ABSTRACT This qualitative study documents six postgraduate Kazakh students’ challenges, language learning strategies (LLSs), and future vision while studying at a highly selective English medium instruction (EMI) university in Kazakhstan. It also aims to capture the influence of the participants’ past English learning experiences and contextual factors on their LLS deployment. The study found that all participants exhibited greater agency, using a host of appropriate LLSs to complete their master’s programmes successfully. However, the two participants who studied in schools for the gifted encountered fewer challenges than the other participants from mainstream schools after joining the EMI university. The former exercising their agency and their positive previous English language learning experiences enabled them to use diverse voluntary strategies to accomplish both personal and national goals. This study reveals how educational policy and distribution of enabling language learning resources in similar contexts can affect individuals’ LLS choices and use, and their identity improvement.

Learning English for Faith Work: The Australian Experience of Non-Anglophone Catholic Missionaries

ABSTRACT The Catholic Church is the oldest religious institution in the West and the biggest Christian denomination in Australia. Its success is partly due to its sustained efforts to supply missionaries across the globe. While the traditional missionary paradigm involved Europe-born religious workers being sent to colonies, this flow has been reversed in recent years. Increasingly, priests from the Global South are serving in Global North churches. This reversal of mission flows involves shifting from learning peripheral languages to learning center languages. This shift has important, but little understood implications in this context where language learning has moral consequences. This qualitative study examines the English language learning experiences in Australia of missionaries from Asia, Africa, and Latin America, highlighting their language socialization practices, challenges, and ideologies. Findings contribute to theorizing Catholic missionaries as a community of practice whose language learning strategies and views are partly shaped by their religious identity.

One Student’s English Language Learning Experience: The Story of a Non-English Major College Student in Indonesia

English plays an indispensable role in fostering academic, personal, and professional quality. In Indonesia, introducing English to students from elementary, secondary, and tertiary levels of education is highly demanding. Unfortunately, probing the non-major English student's learning experiences remains under-researched. Therefore, this study is aimed at scrutinising the English language learning experience of a non-English major college student in Indonesia. John (pseudonym), a talented and outstanding student from the non-English major of a state university in Tasikmalaya, West Java, was recruited as the investigative participant. The data were garnered through semi-structured interviews and analysed using Narrative Analysis (NA) (Labov & Waletsky, 1967). The findings reveal that supporting environment, learning motivation, and styles have become the most influential aspects for him to learn English. With this in mind, encouraging John to acquire Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) enables him to communicate in English successfully. Further, this study suggests that English is not only taught for classroom-oriented activities but also for real-life communicative purposes.  Keywords: Language Learning Experience; Narrative Inquiry; Non-major English Student

English Language Learning Experiences of Differently Abled Learners: A Multiple Case Study

English Language Learning Experiences of Differently Abled Learners: A Multiple Case Study

Evaluation of English Language Learning (ELL) Websites using Automated Evaluation Tool

English Language Learning (ELL) websites provide excellent opportunities for language learning. In order to provide interactive, fun learning experiences, many teachers opt to use ELL websites and end up facing problems regarding the websites’ accessibility and usability. Websites’ quality is a key factor for users’ acceptance and satisfaction. The proliferation of a variety of free and unique website testing tools has made it possible to quickly assess the quality of websites. This quantitative study aims at evaluating 5 free ELL websites in terms of Search Engine Optimization (SEO), performance, usability, social aspects and links using an automated evaluation tool i.e., SEOptimer. All in all, none of the 5 websites evaluated scored the overall grade A+ which indicates a critical need to improve the 5 aspects evaluated in order to increase their quality. This study contributes to the improvement of selected free ELL websites. Besides, it substantially advances the online learning trend in Malaysia by accentuating the potential free ELL websites to be explored and utilised by teachers to provide authentic English language learning experiences. Above all, the 5 aspects evaluated by SEOptimer form a comprehensive guide which will be useful for the curriculum developer and Ministry of Education to develop personalised online resources and websites for Malaysian primary students in ensuring quality education for all.

Motivation in English Language Learning: Case Studies Students of English Depatment of Sisingamangaraja XII Tapanuli University

This research investigates the motivation of students studying English at the Department of English, Sisingamangaraja XII Tapanuli University. Motivation plays a crucial role in language learning, influencing learners' engagement, persistence, and overall success in acquiring a second language. The study employs a qualitative approach, utilizing case studies to delve into the unique experiences and perspectives of individual students. The research employs qualitative research methods, including interviews, observations, and document analysis, to gather rich and in-depth data from a selected group of students. Findings from the case studies of knowledge on language learning motivation and provide practical implications for educators, curriculum developers, and policymakers aiming to enhance the English language learning experience for students in similar contexts. Understanding the intricate dynamics of motivation is essential for fostering a positive and conducive learning environment that promotes language proficiency and academic success.

The Role of Assistive Technology in the English Language Learning Experience of Blind and Visually Impaired Students in Pakistan: A Qualitative Study

This qualitative study addresses the role of assistive technology in the English language learning experiences of blind and visually impaired students. Underpinned by the interpretivist theory, in-depth, semi-structured interviews were conducted with ten blind and visually impaired students studying at IIU and NUML universities in Islamabad. All the students were given a chance to give a detailed account regarding the role of assistive technology in their English language learning experiences. The study revealed that the BVI students who made effective use of assistive technology proved more successful English language learners as compared with those who made less use of it. They had better access to study material, and were more successful in completing and submitting their tasks and assignments to their sighted teachers for their perusal with little assistance from sighted individuals. Assistive technology made the BVI learners independent, self-reliant and self-assured. Although very effective, yet assistive technology could not resolve all the problems confronted by blind and visually impaired students.

Echoing the English Language Experiences of Multilingual Students in Formal and Informal Settings

The present study aims to investigate the factors that influenced the English language learning/acquisition of nine multilingual university students who majored in English. Using Sim’s (2006) categories of English language learning factors, the participants narrated their formal and informal English language experiences through a summative diary and informal interview. In general, the results show the same set of key categories that are found in previous studies. These are motivation, beliefs, autonomy, anxiety, language learning strategies, and instructional materials, activities, and facilities.  However, the collection of specific narrations paints a different picture of the English language learning experiences of these multilingual participants. Based on the results, recommendations are given to enhance the teaching and learning of English in multilingual and multicultural settings and in the context of the present educational landscape.

Development research on an AI English learning support system to facilitate learner-generated-context-based learning

For decades, AI applications in education (AIEd) have shown how AI can contribute to education. However, a challenge remains: how AIEd, guided by educational knowledge, can be made to meet specific needs in education, specifically in supporting learners’ autonomous learning. To address this challenge, we demonstrate the process of developing an AI-applied system that can assist learners in studying autonomously. Guided by a Learner-Generated Context (LGC) framework and development research methodology (Richey and Klein in J Comput High Educ 16(2):23–38, https://doi.org/10.1007/BF02961473, 2005), we define a form of learning called “LGC-based learning,” setting specific study objectives in the design, development, and testing of an AI-based system that can facilitate Korean students’ LGC-based English language learning experience. The new system is developed based on three design principles derived from the literature review. We then recruit three Korean secondary-school students with different educational backgrounds and illustrate and analyze their English learning experiences using the system. Following this analysis, we discuss how the AI-based system facilitates LGC-based learning and further issues to be considered for future research.

Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea

With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom English language learning experiences of three Uzbek students in South Korea. Drawing upon the conceptual framework of translanguaging and agency, data were collected from various sources. I found that the actions taken by these students to learn English depended on their interlocutors, practical and academic purposes, and language ideologies embedded in contexts, which in turn influenced learners’ agency and translanguaging practices. More specifically, the findings show the students exercised agency over their choice of linguistic and non-linguistic resources in order to expand their linguistic repertoires on their own accord. These findings provide implications for EFL research and pedagogy, particularly within the context of the transition from monolingual to multilingual.

Heutagogical Approach in Online English Pronunciation Learning: Student Awareness Survey

English language learners have difficulties in English in pronouncing fricative consonants, voiced and voiceless TH, plosive consonants and vowel sounds. Serious speech mistakes can lead to miscommunication since poor pronunciation abilities make it difficult for other people to hear what you are saying. Additionally, students may miss their lecturers' direct explanations of proper pronunciation when taking online English lessons with inconsistent Internet access. Proper pronunciation can help students participate in conversations, form connections, and improve graduates' employability abilities. Furthermore, pronunciation skills are learnt independently at higher education institutions. Before designing a web-based tool for self-directed learning of English pronunciation, the designers must get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). This survey is a preliminary survey towards the development of a heutagogical English pronunciation application. An online questionnaire was disseminated to 424 respondents from various higher education institutions in Malaysia.  In this survey, firstly we aimed to get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). The survey consisted of demographic data of respondents, standardized test of English language proficiency, self-evaluation of English language proficiency and English language learning experiences during COVID-19. The findings suggested that although language learners have developed their self-directed learning skills, they still need to improve these skills in learning the language using ODL. Learners consider themselves as having average English language proficiency. They were responsible for improving their pronunciation skills and needed assistant tools to improve their pronunciation skills. It is recommended that an application that uses a heutagogical approach such as Speech-to-Text and Text-to Speech need to be developed.

EXPLORING THE VALUE OF PEER FEEDBACK IN AN ESL WRITING CLASS

The study of peer feedback in enhancing learning has been evident in the literature. Notably, its value has left marked improvement in language learning. Although there have been critics about its significance, it undeniably has significant traces in learning. This study looked into the practice of peer feedback implemented during a writing course program that took four weeks to complete. The study aimed to explore learners' perceptions about the practice and the challenges they faced while engaging in peer feedback practices. The study adopted a qualitative approach in which data were obtained from 10 participants' reflective writings collected at the completion of the writing programme. The results indicated that learners found they had a positive experience with the practice because the feedback from peers complemented feedback received from the teacher. Furthermore, the practice provided more opportunities for class interaction between peers, thus making English class more meaningful. However, setbacks like time constraints and students' acceptance of peer comments are challenges that need to be addressed in the future. Nevertheless, peer feedback in ESL classrooms, particularly in writing class, is worth considering in enhancing English language learning experience.