Situation Of English Learning Research Articles

Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English

This study aims to investigate the attitude of Saudi EFL learners toward learning English as a foreign language, their motivation, and contextual and surrounding factors affecting their attitudes positively or negatively. Out of the population that comprises students studying in levels 1 & and 2 of the graduate programs at Business College, PSAU, 216 EFL learners of Saudi Arabia were selected through a simple random sampling method. A self-designed questionnaire with partial adoption of modified items from existing studies was sent to the students to collect their responses. The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students typically exhibited a high level of positivity toward English as a foreign language, and they demonstrated a high level of instrumental motivation but a lower level of integrative motivation toward English. The use of Spolsky’s (1969) and Gardner’s (1985) Second Language Learning Model and Second Language Acquisition theories respectively revealed that certain educational and social factors (e.g., English learning situation, language teachers, and parents) had an advantageous effect on Saudi EFL learners. In the same way, different social and educational factors, such as peer groups, educational settings, and educational environments, have been found negatively impacting learners' motivation and their desire to speak or learn the language. The study implies that the factors (learning physical environment, teaching material, peer groups) affecting the learners’ attitude negatively should be improved. The study would be beneficial to instructors and students in understanding the elements that impede language acquisition and assist them in attaining outstanding and effective English skills.

A Survey Study on English Vocabulary Learning Strategies by Non-English Major Students at University of Transport and Communication Ho Chi Minh City Campus

The research was conducted based on theoretical frameworks, previous research findings, and the English learning situation of non-English major students at University of Transport and Communication Ho Chi Minh City Campus (UTC HCMC). This study is a combination of qualitative and quantitative approaches. Survey results from over 400 non-majored students at UTC HCM campus from February to May of the year 2023 showed that they are aware of the importance of English communication skills in general and English vocabulary in particular. However, their actual learning practices do not fully reflect this awareness. Furthermore, the experimental study results demonstrated the effectiveness of two proposed methods: (1) vocabulary flashcards and (2) repeated writing of words, both of which are proven to be effective and widely applicable for learners at UTC HCMC.

How to Enhance the Enthusiasm of Vocational College Students for Learning English Under the “Double High” Plan

English courses in vocational colleges are an integral part of higher vocational education and serve the goal of cultivating high-quality skilled talents for production, construction, service, and management. Currently, many vocational college students show low enthusiasm for learning English. This paper analyzes the current situation of English learning among vocational college students and deeply examines how to motivate students’ enthusiasm for English learning in a multi-dimensional and multi-channel way under the “Double High” background.

Strategies for Enhancing English Learning Ability among Secondary Vocational School Students Based on the 5E Instructional Model

In order to effectively improve the communication skills and cross-cultural language perception of secondary school students in English and to promote their overall development. This paper analyses the current background of the era of vocational education, the curriculum standards of secondary English, the current situation of English learning for secondary students, proposes the 5E Instructional Model, specifically explains the five aspects of the 5E instructional model: engagement, exploration, explanation, elaboration and evaluation, discusses the application of the 5E Instructional Model in English learning, improves teaching methods, optimises the teaching structure and enhances the core literacy of English learning ability.

College English teaching integrating mental health education on alleviating students’ mental disorders

BackgroundMental health education is an essential part of China’s current education industry. Its main task is to provide psychological education to students through scientific means, effectively improve their psychological quality, and thereby enhance their comprehensive abilities. In college English teaching, English education is also significant teaching content. Therefore, this study aims to integrate mental health education into college English teaching to improve students’ psychological barriers.Subjects and MethodsThe study takes a class of students from a particular university as an example, combining English teaching with mental health education, and the experimental period is one semester. After the experiment, the student’s English learning situation was evaluated based on their exam scores, and the experimental data was analyzed using the software SPSS23.0.ResultsThe experimental results show that the English teaching method integrating mental health education has a good effect on improving students’ psychological barriers. According to the final English exam results, 53% of students in the class have achieved varying degrees of improvement in English grades. At the same time, the questionnaire survey results show that psychological barriers have been alleviated, and their psychological quality has been improved.ConclusionsThe English teaching method that integrates mental health education has a good effect on alleviating students’ psychological barriers. At the same time, the interest in English education among students has been enhanced, improving English grades.

CONCEPT-BASED INSTRUCTION: A THREE-STAGE TEACHING STRATEGY FOR THE ENGLISH-SPEAKING CLASS

A mastery of English-speaking skills is a necessary ability for language learners. However, it is found that there is a treatment of oversimplifying talk found in the English learning materials, such as English textbooks, which creates a situation for the learners to fail in placing and applying the right expressions for a wider interaction in the real-life situation. It is vital for teachers to implement a teaching strategy to initiate an innovative English learning situation. Hence, this research suggests for the implementation of Concept-Based Instruction involving three stages, the orientation stage, execution stage, and control stage, within the English-speaking class. In specific, this research intends to (1) examine the implementation of CBI strategy to improve the speaking performance of language learners, and (2) identify the language learners’ perceptions towards the implementation of CBI strategy. The methods used in this paper were quantitative and qualitative designs involving the records of learners’ speaking performance as well as the researcher’s written notes. The results of the research reported that the CBI strategy can be considered a significant method to assist learners in obtaining the courage and confidence to actively engage in English-speaking activity.

Digital Fun Book for Teaching English to Children at TPQ Nurunnahdloh Malang

This community service was proposed with the aim of improving foreign language skills, especially at TPQ Nurunnahdloh Madyopuro Village, Kedungkandang District, Malang City. They will receive innovative teaching techniques so that the English learning situation is more enjoyable because students are actively involved in learning. For example is that student’s do not just sit and take notes, but they use gestures and use digital books that are interactive and interesting for children, namely the Digital English Funbook. In addition, students will think and act faster in learning because the material taught by the teacher will be made interesting through Digital fun books. The method used in the training later is the provision of material and practice. The intended provision of material is that the service team provides material to TPQ children regarding English learning materials.

The Use of ICT In English Learning: Students’ Perceptions and Expectations


 
 
 
 
 Since the technology development educators should consider this to be a value for educational purposes. This study attempts to investigate the students’ perceptions and students’ expectations on the use of ICT in English learning. The writer sees a need to carry out this study as it provides a platform to discover pedagogical implications that would benefit the Y-generation in terms of using ICTs as media in their English learning. The respondents of this research comprise 20-second year students completing their bachelor’s degree in English literature faculty, The State Institute for Islamic Studies (IAIN) Sultan Thaha Syaifuddin Jambi, Sumatra, Indonesia. The students’ perceptions and students’ expectations were measured through a questionnaire. The questionnaire aims to find out about college students’ perception and expectations of computer technology use in English learning. There are three parts of questionnaire; Part one found present English learning and teaching situation in their institute and divided into computer facilities in their institutes, present their English learning situation, and students use of ICT in their daily life. Part two found students’ perceptions of the use of ICT in English learning, and Part three found students’ expectations of the use of ICT in English learning. The findings showed that respondents agree that ICT is useful for English learning especially for the item ‘computer can serve as tools for learning purposes’. And respondents generally agree to the statements which lead to the point that ICT can be expected to help respondents’ in English learning especially for the item ‘I need teachers/experienced people to teach me how to use online learning resources’, ‘I hope computers can be used to provide more interactive activities for students’, and ‘I hope the use of ICT will help me to learn English more efficiently’. The results of this study may be beneficial to EFL educators in incorporating ICT into their teaching repertoire.
 
 
 

A MOOC-Based Hybrid Teaching Model of College English

In the era of intelligence, Internet + technology is widely used in various fields, and English Teaching in the education industry of colleges and universities gradually tends to be an online and offline mixed teaching mode. However, under the MOOC model, the feedback of College Students’ English learning and the recognition of their knowledge level has become new difficulties. Aiming at the feedback of students’ learning situation under the mixed mode of College English teaching, this paper uses the optimized Bayesian knowledge tracking model (BKTM) to predict students’ English learning situation and introduces students’ learning behavior and forgetting behavior to optimize parameters. Finally, a performance verification experiment is carried out by analyzing the students’ answer performance in College English mixed teaching. The results show that the prediction errors of the four knowledge points of 60 students in the two classes are all about 7%, and the maximum error is 11%. Experiments show that the model has high accuracy and stable performance in predicting the probability of mastering knowledge points.

Exploration on the Mode of College English Language Teaching under the Background of Informatization

Due to the rapid growth of information technology (IT), the network has already penetrated into all fields of social life. In this situation, the traditional English language teaching (ELT) can no longer meet the needs of the times. It is an urgent task for ELT in universities to effectively integrate network resources and integrate IT into ELT. Based on this, this article explores and innovates the ELT mode in universities under the background of informationization. This article analyzes the positive influence of information background on university ELT. This article probes into the English learning situation in universities under the condition of informationization; It also puts forward some ideas on the construction of university ELT mode in the information age. Information-based teaching in English classroom can create a good learning atmosphere and communication environment for students, and arouse their initiative to participate in the classroom. In order to promote the sustainable growth of college information-based ELT.

The Development, Dilemma and Countermeasures of College English Teaching Under the Influence of "Internet +"

The development, dilemma and countermeasures of college English teaching under the influence of "Internet +" is studied in this research. We believe that in order to stimulate students to think seriously, actively participate in classroom teaching activities, and activate the classroom atmosphere, teachers must carefully select task topics, organize teaching materials, design teaching situations with potential communicative value, and carry out teaching activities wittily and flexibly. The teachers should be good at providing students with the appropriate content for their actual English learning situation and guide them to use the Internet learning resources to learn, namely, the combination with the Internet. The Internet+ concept is combined for the analysis, and the details are discussed.

Construction and Application of College English Blended Teaching System Based on Multidata Fusion

With the rapid development of educational information technology, “online and offline” hybrid teaching has become the main trend of foreign language teaching reform in colleges and universities. The blended teaching mode integrates the traditional teaching mode with modern educational technology and reconstructs the traditional college English teaching mode in the aspects of teaching object, teaching content, teaching method, teaching environment, and teaching evaluation. Based on the multisource data such as students’ learning situation, learning duration, and academic performance, this paper builds a student English learning analysis system that realizes the integration of multisource data, completes the unified processing and analysis of multisource data, and then displays it through the interface. The system helps English teachers to guide students in different degrees according to the students’ English learning situation and academic performance, so that English teachers have a clearer and more comprehensive understanding of students’ learning and living conditions and timely guide students with incorrect learning attitudes, so as to avoid students’ detours.

English Teaching Quality Monitoring and Multidimensional Analysis Based on the Internet of Things and Deep Learning Model.

With the development of the times, English as the universal language in the world has been highly valued by the society and schools, and English skills have become a basic skill in the society. The school is actively developing, and in the process of reform and development, the monitoring of teaching quality is essential. Teaching quality is a complex and vague concept. The establishment of a teaching quality monitoring system helps to ensure the quality of personnel training and improve the level of education and teaching, and the quality of classroom teaching is the core content of education quality. Teaching quality monitoring is the management process of various measures and actions taken to ensure the continuous improvement of students' learning quality and to achieve certain quality standards by systematically supervising and controlling various factors affecting the teaching quality in the teaching process. The research results of the article show that (1) under the traditional teaching mode, the average grades of the three groups were 74, 72, 67, 62, and 62, respectively. The score of the oral test module is relatively low, the highest score is only 63 points, the overall score shows a low level, the academic achievement is hovering on the edge of passing, and the students' English learning situation is poor. Under the new classroom quality monitoring mode, the average scores of the three groups were 96, 92, 90, 86, and 84, respectively. Compared with the ordinary teaching mode, the scores of the five detection modules were greatly improved, and the average score of the listening module was improved. The teaching contents include 22 listening modules, 20 reading modules, 23 cloze modules, 24 translation modules, and 22 speaking modules. Overall, students' English learning level has been greatly improved. (2) Generally speaking, the overall reliability coefficient of the sample data with full English teaching content is mostly kept in the range of 0.70–0.95, and only a few parts show a low situation, which also shows the overall situation of the diversity of teaching content. The overall reliability coefficient of the sample data of good teaching methods shows a relatively high situation, the reliability coefficient of the improvement of learning interest can reach 0.93, the reliability coefficient of the understanding of the learning content can reach the highest 0.96, the problem analysis ability can reach the highest 0.97, and the innovation ability can reach 0.96. The improved reliability coefficient can reach up to 0.98, which shows the authenticity and validity of the experimental data. (3) The detection result of the new classroom quality monitoring teaching mode is the highest among several models, the accuracy rate can reach 96.42%, the recall rate can reach 97.21%, and the F1 value can reach 97.46%, indicating that the new classroom quality monitoring teaching mode is effective. Teaching performance is the highest. According to the ROC curve values of the four models, we can also conclude that the ROC value of the new classroom quality monitoring teaching has been maintained at 0.98 without major twists and turns. Whether it is in the test set or the training set, the detection results of the new classroom quality monitoring are still the highest, the accuracy rate can reach 94.42%, the recall rate can reach 94.78%, and the F1 value can reach 94.49%. After the training set runs, except the performance of the traditional teaching mode increases, the performance of the other 3 models decreases.

A study on the application of current affairs in college English blended teaching from the perspective of ideological and political education

Ideological education is an important part of higher education. From the perspective of curriculum ideology and politics, this paper introduces the English teaching resources of current affairs materials as ideological and political elements into the blended teaching of college English, studies the English learning situation of college students in the blended teaching of college English integrated with current affairs, and further systematically and purposefully excavates the important value of current affairs as ideological and political elements in the blended teaching of college English. Through the reform of the overall teaching idea design of the course and the improvement of teaching methods in classroom teaching, a more reasonable and effective blended teaching design of college English is explored.

STUDENTS' PERCEPTION OF LEARNING MANAGEMENT SYSTEM (LMS) UTILIZED IN ONLINE ENGLISH LEARNING SITUATION DURING COVID-19 PANDEMIC

This research is aimed to figure out the students' perceptions of Learning Management Systems (LMS) that they utilized in Online English Learning Situation During Covid-19 Pandemic. Nowadays, many teachers have changed their face-to-face learning to full online learning as the impact of coronavirus outbreak. This situation creates new model of learning in which Learning Managements System or LMS becomes one of platform that are used by both teachers and students to support learning. The various LMS such as Google Classroom, Edmodo, Schoology, Moodle, and etc. are gained interest and popular in education context including English Language Learning (ELL) and Teaching (ELT). Hence, the writer tries to expose the valuable insight from the students' perception towards those LMS by conducting a quantitative study within survey design and instruments. This research involved 125 respondents mainly from Jabodetabek area. After the data has been collected, the writer analyzed it by using Ms. Excel 2010. The result showed a positive sight from the students. They seemed enjoy using LMS, since it facilitates students in learning English with easy features to submit assignment, quiz, feedback, and communication forum.

Research on blended teaching of English interpretation in vocational colleges under the background of informatization

With the development of educational informationization, the traditional English teaching model is faced with severe challenges in cultivating students' English communicative ability. In developing educational system, the traditional English teaching model has serious obstacles in developing the communication skills of pupils. The present paper analyses the current situation of English learning in vocational colleges for exploring the intent and application of the Blended English learning approach, to combine traditional classroom learning with online teaching, and to improve the quality of English learning in vocational colleges effectively. The way individuals get information has dramatically changed with the advent of the information era. It also has the wave of higher education information, with the continuously innovative methods of teaching and teaching content. Recently, researchers are concerned about the integration of information technology organically into education system for supporting learning experiences and for encouraging the refinement of new abilities. It is the need of the day to be focused on the education technology. The undertaken study aims at elaborating the significance of Blended teaching English in the present era. There are currently only a few courses using the blended teaching approach. With the continual update of teaching concepts and the latest technology, the focus of forthcoming research is expected to be on the individual development of the blended teaching mode.

An Empirical Analysis of College Students’ English Learning under the Background of “Internet ”

In order to understand the English learning situation of Chinese college students in the context of Internet +, college students as our survey subjects are used to collect data by stratified classification and cluster random sampling. So we collected the needs of college students in the online education market for online English education and teaching. We strive to have a more in-depth understanding of the problems that contemporary college students have in English learning, as well as their opinions and suggestions on English learning apps. Only in this way can we develop a software development path and distribution strategy that is more suitable for the public to learn English and provide guidance and data support.

Factors that Influence College-Level English Language Learning: A Structural Equation Perspective

The development of Internet technology has made it difficult for the traditional English teaching model of college students to meet the latest requirements. It is therefore necessary to explore the factors that influence college student English learning and to provide scientific support that will promote efficient English teaching. This paper collects data related to five aspects of the English learning situation of college students, specifically learning attitude, environment, input, motivation and status. It then constructs a structural equation model of college student English learning behavior. It distributes questionnaires to freshmen and sophomores at Hohai University’s Changzhou Campus and draws on data obtained from 326 questionnaires (386 were distributed). It combines the model's path system and constructs eight hypotheses (H1-H8) that are found to significantly influence the five aspects. The results show that learning attitude and input exert significant positive effects on learning. The paper concludes that educators who teach English to college students should focus on active learning, as this will drive improvements in the effect of English teaching.

Effects of communicative activity types for speaking skills and strategic Korean use on interaction for learning English.

In English learning situations, communicative activities can promote effective English learning while facilitating interaction for learning English with emphasis on meaning. In these communicative activities, strategic Korean use can solve communication problems and support interaction for learning English while lowering the cognitive load of using English. In this respect, this study investigated the effects of communicative activity types for speaking skills and strategic Korean use on interaction in elementary English learning situations. For this study, open and closed communicative activities were designed, and in each type of activities, the effects of the English-only condition and the strategic Korean use condition on interaction were analyzed. Twenty sixth graders in an elementary school participated in the communicative activities. Their utterances were recorded and analyzed in terms of the amount of interaction, the level of vocabulary, interest and confidence in English use. The main findings of this study are as follows: closed activities can promote interaction that uses limited expressions accurately and can increase confidence in English use. On the other hand, open activities can facilitate interaction that uses a variety of expressions fluently and can increase interest in English use. In open activities, strategic Korean use can increase confidence in English use too.

Communication and Affective Variables Influencing Omani EFL Learners’ Willingness to Communicate

This study examined Omani EFL learners’ perceptions toward their willingness to communicate (WTC) in English. To this end, 204 students majoring in English language at a private university in Oman were assigned a questionnaire adapted from McCroskey’s (1992) WTC scale to determine possible effects of communication and affective variables on their WTC in English. After assessing the normality distribution of the data and the reliabilities of the scales, descriptive analyses were used to characterize the participants’ WTC. Also, repeated measures ANOVA analyses were conducted to measure the effect of different interlocutor types and the context type on the participants’ WTC. Overall, the results showed that the Omani students had fairly low WTC in English. Their WTC significantly varied based on the interlocutor types and the context types. It was also found that the participants had moderate motivation to learn EFL and positive attitudes toward English learning situations and the L1 community.