English Learning Achievement Research Articles

Study Habits and English Learning Achievement of Left-behind Children in a Selected Rural Primary School: A Correlation Study

In the process of urbanization, a large number of migrant workers have appeared. Such migration often leads to the migration of rural youth to cities, leaving their children to the care of older relatives due to various restrictions. This situation requires social attention to the overall well-being of left-behind children, especially in their education. Lack of parental guidance and support due to long-term separation often leads to unbalanced academic and personal life, leading to problems such as passive participation, disinterest in learning, inattention in class and poor note-taking. This paper aims to explore the influence of learning habits and English learning performance of left-behind children in rural primary schools in Shandong Province. This provides comprehensive support for left-behind children in rural areas and cultivates their ability to learn independently.

Learning Achievement in English of the Students at A Private University in Pathum Thani Province Through the Use of the Padlet Application

Background and Aims: Students who achieve high levels in English are better prepared for both academic success and global engagement. It builds self-assurance and provides access to a wide range of opportunities in various fields. Thus, the objectives of this study were 1) to examine the efficiency of teaching English through the use of the Padlet application the students at a Private university in Pathum Thani province, and 2) to compare the learning achievement in English of the students at a Private university in Pathum Thani Province through the use of the Padlet application. Methodology: The participants in this study were 50 students from a private university in Pathum Thani Province who enrolled in Basic Writing in English in the third semester of the academic year 2023, selected through stratified random sampling and simple random sampling methods. The research instrument consisted of 10 sets of English achievement tests. The data was analyzed by Percentage, Mean, Standard Deviation, and t-test. Results: The results found that 1) the efficiency of teaching English through the use of the Padlet application of the students at a private university in Pathum Thani Province (E1/E2) was 81.82/83.18. 2) The learning achievement in English of the students at a Private university in Pathum Thani province through the use of the Padlet application was significantly higher than before at the 0.01 level. Conclusion: At a private university in Pathum Thani Province, the use of the Padlet application dramatically increased student learning achievement and significantly increased the efficiency of teaching English (E1/E2: 81.82/83.18). This shows a significant improvement in English proficiency after the intervention, proving the usefulness of Padlet.

Research on the relationship between college students’ English learning anxiety and biomechanical factors

English learning has become essential for higher education for students throughout the world, particularly in non-English-speaking nations where fluency in the language is frequently linked to success in the classroom, employment prospects, and international communication. Learning English is an emotional as well as a cognitive endeavor for many students. Anxiety related to language acquisition, including exam anxiety, fear of rejection, and fear of communication, is a common issue that can significantly impact how well students achieve. The goal of this research is to examine the connection among biomechanical characteristics and the anxiety that college students have while learning English. Participating in this study were 326 college students in total. Participants will also complete a structured questionnaire survey on biomechanical factors, as well as supposed muscle tension, posture habits, and physical discomfort throughout English learning sessions. The Foreign Language Classroom Anxiety Scale (FLCAS) is a validated instrument that will be used to measure English learning anxiety levels. The data was analyzed by statistical methods, including Regression analysis and Pearson correlation were utilized to ascertain the association between the English learning anxiety score and biomechanical factors. To evaluate students’ anxiety and biomechanical reactions, an ANOVA will be used. The data was analyzed using SPSS v20 software. The result established the relationship between English learning anxiety and biomechanical factors is necessary for creating more supportive learning environments. Research demonstrates that the relationship between bodily reactions and anxiety, needs to address the mental and physical components of stress, and the significance of developing more effective methods of lowering anxiety, boosting student well-being, and raising academic achievement in English learning. This research suggests the relationship between college students’ English learning anxiety and biomechanical characteristics, adding to a more complete understanding of how physical and psychological aspects impact English language learning outcomes.

The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students

This study investigated the relationships between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement among Chinese high school students. A total of 237 10th-grade students in China participated, responding to a 5-point Likert scale questionnaire. Using descriptive and referential statistical analyses, the study found that self-efficacy had a strong correlation with SRL strategies, particularly goal setting and planning. Intrinsic motivation also showed positive, though slightly weaker, correlations with these SRL strategies. Both intrinsic motivation and self-efficacy were closely linked to English language achievement, with self-efficacy demonstrating a stronger relationship. Additionally, SRL strategies such as goal setting, monitoring, and effort regulation were significantly associated with better English learning outcomes, emphasizing their crucial role in academic success. The findings suggest that enhancing intrinsic motivation, self-efficacy, and SRL strategies can substantially improve English language learning. The study recommends educational strategies that focus on these key factors to boost students’ performance and offers suggestions for future research and educational practices.

Research on the Impact of Geographical Environment on English Learning Based on Machine Learning

College English course is an important basic course in colleges and universities. The purpose of this study is to better understand the influence mechanism of geographical environment on English learning and provide scientific basis for formulating targeted English education policies. This study uses the method of machine learning to analyze the collected data and explore the influence of geographical environment on college students' English learning. This study constructs a comprehensive data set including students' English learning achievements, academic background and geographical location, and obtains the results through computer model analysis. The results show that geographical environment has an influence on college English learning, which will lead to differences in students' English learning achievements. This study suggests that geographical factors should be considered when formulating English education policies. This study is of great significance to promoting the development of English education and improving students' learning effect.

The Correlation Between Students Engagement and Students Academic Achievement in Learning English at 11th Grade of MAN 4 Agam

The Correlation Between Students Engagement and Students Academic Achievement in Learning English at 11th Grade of MAN 4 Agam

A Gamified Learning Environment (Moodle) to Enhance English Language Learning at University Level

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students’ perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students’ mere perceptions.

An Empirical Study of Data Mining Technology in English Learning Outcome Prediction

This study employs data mining to construct a predictive model for English learning outcomes, aiming to identify crucial factors affecting student performance and inform teaching enhancements. Through extensive data collection and meticulous preprocessing, a robust predictive model is established. Detailing the theoretical framework and methodologies such as machine learning, data preprocessing, feature selection, and model assessment, the study ensures model accuracy and reliability. Data sourcing and processing steps transform raw data into a model-ready feature set. Model validation reveals high prediction accuracy and generalizability, with key features significantly impacting achievement predictions, deepening insight into learning determinants and guiding targeted teaching strategies. The research concludes with a summary of findings, acknowledging limitations, and suggesting future avenues. This data-driven English learning achievement prediction model offers promising educational applications, enhancing decision-making and personalized learning.

Online Games and Students' Learning Interest On English Learning Achievement

This study aims to test whether there is online game and student interest on English learning achievement in MTs NW Asmaul Husna. The sample was 20 students. This study used two independent variables, namely online games (X1) and student interest (X2), while the dependent variable was learning achievement (Y). The data used in this study was primary data in the form of questionnaires with 20 respondents. This research method uses quantitative. The data analysis technique used in this study was simple regression analysis. The results of this study are known F value of 1.390 <compared to the F-table of 3.59. So, it can be concluded that H0 is accepted and Ha is rejected which means that there is no significant influence between online games (X1) and interest (X2) on student learning achievement (Y)

Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools

ABSTRACT Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data was collected from 913 4th graders with questionnaires and an English test. Results indicated a medium-high level of motivation among the participants, and a high level of self-awareness and social awareness skills but a medium level of self-management and social management skills in terms of SEL. More importantly, structural equation modeling (SEM) analyses confirmed the intricate interplay where the motivational beliefs predicted English learning achievements through the mediation of self-awareness and self-management skills. Our findings also underscore the relatively higher importance of interest and growth mindset than self-efficacy in English learning for young children. Pedagogical implications are discussed.

초등학생 방과 후 학교 영어교육 참여자 특성이 교육 목표에 미치는 영향 연구

This study aims to empirically examine the impact of after-school English education on elementary school students' self-concept, emotional intelligence, and self-expression concerning the objectives of after-school education. The analysis revealed that the self-concept and emotional intelligence of elementary students participating in after-school English education programs had a meaningful impact on the actual after-school education goals. Students with high self-concept and emotional intelligence were more successful in achieving English education goals through enhanced self-expression abilities. These findings indicate that psychological factors should be considered when designing after-school English education programs to boost students’motivation and achievement in learning English. The study demonstrates that self-concept and emotional intelligence can help achieve educational goals through the mediating effect of self-expression, indicating the importance of developing more in-depth educational strategies in the educational field. This study analyzes the effects of after-school English education on elementary school students in China. As the research was conducted within a specific educational environment in China, there are limitations in generalizing the results to other regions or educational contexts.

The Impact of the Jigsaw Cooperative Learning Model on Discipline and English Learning Achievement in SMPN Students

The purpose of this study was to determine the students' overall Learning Discipline and English Language Learning Outcomes. The role of Language Learning teachers in using the jigsaw type cooperative learning model shows the importance of real context according to the situation in the environment by the students themselves in identifying problems in learning so that the concepts received by students are more meaningful. This research is in the form of a quantitative experiment with the research subjects of Jember Junior High School students. The data in this study are quantitative data obtained from tests of students' knowledge and understanding through questionnaire tests. The results of the percentage of success of this study showed: (1) the effect of the jigsaw type cooperative learning model on improving student learning discipline was 79.0%, (2) the effect of the jigsaw type cooperative learning model on improving student learning outcomes was 81.9%, and (3) the effect of the jigsaw type cooperative learning model on improving student learning discipline and student learning outcomes together was 89.3%. This means that the application of the jigsaw type cooperative learning model in improving students' learning discipline and cognitive learning outcomes has a significant effect

Correlation Between Emotional Intelligence and Students’ Achievement in Learning English

Correlation Between Emotional Intelligence and Students’ Achievement in Learning English

The Correlation Betweent Students Motivationand Their Achievement Score in Learning English at 11th grade of Ashhabul Yamin Islamic Boarding School

Most of the problems that arise indicate lack of motivation of grade 1 students of the Ashhabul Yamin Islamic boarding school.For example, most students are not interested in learning English, less motivational words from the teacher.Many students do not complete their homework at home and also many students think English is a difficult subject because they don't have anyone to support them directly including their classmates. This study aims to determine whether there is a relationship between student motivation and student academic achievement in learning English. This research is a correlational research. Total population is 44 students, the sample is 26 students. Researchers used purposive sampling on determine the sample in this study. To collect data, researchers use questionnaire and documentation. To analyze the data collected, researchers useSpearman's Rating Correlation Coefficient (and to test the hypothesis,the researcher uses the t-test formula and consults the results into the t-table with = 0.05. The finding of the research revealed that the coefficient of correlation ( was -0.115. It means, there is no correlation between extrinsic motivation and students’ academic achievement in studying English. In the other words, based on hypothesis testing, the t- score was -0.114 whereas t-table on = 0,05 was 0.404. It means, the tscore was smaller than the t-table. Hence, Ha rejected and Ho accepted, which stated that there is no significant correlation between students motivation and students’ achievement in studying English.

The Effect of Second Language Anxiety on English Learning Achievement of International Second Language Learners: A Quantitative Study Based on International Chinese Students in University Sains Malaysia

The Effect of Second Language Anxiety on English Learning Achievement of International Second Language Learners: A Quantitative Study Based on International Chinese Students in University Sains Malaysia

Students Reading Achievement Based on Their Intelligence Quotient (IQ): A Case Study

This research was conducted to determine the factors that caused some students to have high IQ but low English reading achievement and vice versa. The research aimed to find out what factors caused students to have high intellectual intelligence but low reading achievement and vice versa. This type of research was a qualitative method with a case study research design. Participants in this research were grade VIII students at SMPN 4 Bukittinggi, and using purposive sampling techniques, the researchers selected 9 participants for this research. The instruments used in this research were interviews and observations checklist of students. The results of the analysis showed that there were two factors that caused students to have high IQ but low English reading achievement and vice versa. This could be seen from the results of interviews and observation checklists with students, namely internal factors are physiological, intelligence, talents, interests, student activity during the learning process, and also external factors, namely the role of parents, teachers, learning media, infrastructure, curriculum, school time, and mass media. It can be concluded that the factors causing students to have high IQ but low achievement in learning English and vice versa were internal and external factors, and were also supported by aspects of student activity in the English learning process.

How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning

Despite evidence indicating the importance of self-regulated learning (SRL) for academic achievement and lifelong learning, there remains a lack of understanding regarding how teachers can effectively support their students in enacting SRL with e-learning tools/resources (SRL e-learning). The purpose of this study is to investigate how teachers can support English as a second/foreign language (ESL/EFL) learners’ SRL e-learning. The participants were 1473 seventh (n = 714, 48.5%, 12–15 years old) and eighth (n = 759, 51.5%, 12–16 years old) grade students in China. The proposed framework of teacher support included five dimensions, namely, SRL strategy instruction, resource support (linking SRL and e-learning practices), capacity support (scaffolding students’ e-learning experience), emotional support (communication of expectations and encouragement), and creating a constructivist learning environment. According to the Multivariate Analyses of Variance (MANOVAs), high, average, and low achievers reported different levels of SRL e-learning, suggesting that SRL e-learning contributes to English learning achievement. The structural equation modeling (SEM) results revealed that teacher support for SRL e-learning plays a crucial role in students’ SRL e-learning in ESL/EFL.

The Relationship Between Foreign Language Classroom Anxiety, Motivation and their Predictive Effects on Chinese University Students’ English Learning Achievement

The Relationship Between Foreign Language Classroom Anxiety, Motivation and their Predictive Effects on Chinese University Students’ English Learning Achievement

Professional development of english foreign language teachers in Indonesia: non-english educational background

The paper reports on the results of a study aiming to analyze the teachers’ perception of their professionalism in teaching English as non-English education graduates as well as the challenges that are faced by the teachers. The data were collected from observation and interview with two English teachers of the Senior High School in Subang, West Java, Indonesia. The data were analyzed by a qualitative method through three steps: reduction, display and conclusion. From the interview result, two teachers have similar perceptions of professionalism in teaching. They believed that professional development can be improved by joining some events and programs in an effort of developing their pedagogical competence such as seminars, workshops, short courses or teacher training related to teaching in order to develop their knowledge of teaching methods. Meanwhile, the observation results show that both teachers have not applied all practical professional development activities in their classrooms, such as the implementation of lesson study is not achieved well and the teachers are not familiar with self-reflection. The result highlighted from two teachers’ perceptions of being professional that they are consciously confident that professionalism is undeniable for the sake of students’ achievement in learning English by having various of professional development courses or trainings. In conclusion, the researcher assumed that their teaching English professionalism could be developed as long as they have taught English skills which can be reinforced by some experiences in teaching English, applying pedagogical knowledge and attending teacher’s programs that can improve their competence in teaching.

The Relationship Between School Principal Leadership Management And Curriculum Development on Students' English Learning Achievement at Sunan Gunungjati Senior High School Tulungagung

This research to analyze the relationship between the principal's leadership management on student achievement, the relationship between curriculum development on student learning achievement, and the joint relationship between the principal's leadership management and curriculum development on student learning achievement at Sunan Gunungjati Senior High School Tulungagung . The research method uses a quantitative approach with a population of 55 teachers. Data collection techniques using a questionnaire with a Likert scale were used to provide flexibility in respondent responses. Multiple linear regression analysis technique. The research results showed that there was a positive and significant relationship between principal management and student achievement (R=0.70, p < 0.05). Likewise, curriculum development has a positive and significant relationship with student achievement (R=0.75, p < 0.05). When the two variables were entered together into the regression model, it was confirmed that the combination of principal leadership management and curriculum development made a significant contribution to student achievement (R Square=0.64, p < 0.05). The conclusion of this research shows that efforts to improve principal management and curriculum development can have a significant positive impact on student achievement at Sunan Gunungjati Senior High School Tulungagung . Recommendations for increased investment and attention to principal training and curriculum development are expected to improve the quality of education and student achievement