English Major Students Research Articles

Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners

Abstract Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students selected via convenience sampling by administering a questionnaire to measure their growth L2 writing mindset, ideal L2 writing self, and L2 writing grit. The International English-Language Testing System (IELTS) academic writing tasks 1 and 2 were used as measures of the learners’ L2 WA. The psychometric properties of the scales were investigated and verified through confirmatory factor analyses. Structural equation modeling (SEM) results revealed that ideal L2 writing self and L2 writing grit directly predicted L2 WA. Additionally, growth L2 writing mindset and ideal L2 writing self predicted L2 WA through the mediation of L2 writing grit. This study highlighted the importance of domain- and skill-specific individual difference factors in L2 WA and the vital necessity of considering them in L2 writing instruction.

The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China

College English major students are taken as the subjects of evaluation, applying learning analysis technology based on learning behaviour data sets and traditional evaluation and comprehensively using the analytic hierarchy process for index weighting and evaluation practice to construct a comprehensive evaluation index system for the core literacy of college English major students. Secondly, this study deeply examines the impact of smart classrooms on the core literacy of college English learners. By applying different regression models, including Ordinary Least Squares (OLS), fixed effects model, and dynamic lagged fixed effects regression, the research results consistently show that the smart English teaching model significantly improves the core literacy of college students. The regression coefficients of all models are between 0.2150 and 0.2818, and they are robust and reliable at a significance level of 1%. In addition, the study explores the role of academic resources as a mediating variable and finds that smart English classrooms improve students' English core literacy by increasing academic resources. Academic resources are confirmed to mediate the positive impact of smart English classrooms on students' English core literacy, producing a mediating effect of 30.78%. Using deep neural networks, this study further explores the complex relationship between core literacy and learning outcomes. Therefore, as an innovative teaching model, the application potential of smart English classrooms in improving students' English core literacy is significant.

A longitudinal study of enjoyment and group-level emotion regulation in online collaborative English language learning

This study investigates the dynamic connection between two emotional constructs, enjoyment and group-level emotion regulation (co- and socially-shared regulation), during one 21-week semester of online collaborative English language learning. The study involved 268 Chinese undergraduate English-major students who completed a series of English writing tasks in 88 online groups of three or four members. During their online collaboration, participants were invited to complete the enjoyment scale and the emotion regulation scale at three separate times at seven-week intervals. When analyzing the data, a latent growth curve (LGC) modeling approach was employed to examine the intercepts and slopes of participants’ scaled responses to questions regarding enjoyment, co-regulation, and socially-shared regulation and to analyze the covariance between them. The findings reveal that participants’ levels of enjoyment and group-level emotion regulation were generally high at the initial stage of their online collaboration and continued to increase toward the end of the semester. Furthermore, an increase in the level of their enjoyment was significantly and positively associated with an increase in the levels of both their co- and socially-shared regulation, with the relationship with socially-shared regulation during online collaborative learning being stronger. These findings will enable language teachers to develop strategies for supporting language learners’ emotion regulation in online contexts.

Implementing Feedforward-based Collaborative Assessment at Higher Education

The study examines the use of feedforward-based collaborative assessment (FbCA) for students majoring in foreign languages at a tertiary institution in Vietnam. A mixed-method research approach was utilized to collect both quantitative and qualitative data from 306 English major students and eight teachers. Research instruments such as questionnaires, reflective diaries, observations, and interviews were employed to assess the perceptions of students and instructors regarding the significance of implementing FbCA, its impact on students' learning engagement and academic achievement, and students' expectations for changes in assessment mechanisms to ensure the effective use of FbCA. The findings highlighted several benefits of FbCA in terms of skill, knowledge, and practice development. This evaluation approach enhanced students' learning motivation and positively contributed to their academic performance. However, the qualitative data also revealed various challenges related to the effective implementation of assessment practices and the maintenance of academic integrity. Based on these findings, recommendations were made for improving teaching, learning, and assessment practices. Keywords: academic performance, collaborative assessment, feedforward assessment, foreign language-majored students, learning motivation

Investigating EFL English-Majored Students’ Perceptions of Interactive Teaching Methods in Language Classes

This study investigates the perceptions of EFL English-major students at Nam Can Tho University regarding interactive teaching methods. Interactive methods, which include activities such as group work, discussions, role-playing, and peer feedback, are increasingly adopted in language education to enhance student engagement and learning outcomes. Grounded in Communicative Language Teaching (CLT) and sociocultural theory, the study explores both the benefits and challenges associated with these methods. A 20-item questionnaire, adapted from existing literature, was administered to 70 students to gather data on their experiences. The findings reveal that students recognize significant benefits of interactive methods, including increased motivation, improved language skills, and practical application of English. However, challenges such as difficulties in transitioning from traditional methods, staying focused due to distractions, managing group activities, addressing cultural influences, and ensuring equal participation were also identified. The study highlights the need for targeted support and professional development for educators, effective classroom management strategies, and culturally responsive teaching practices to enhance the effectiveness of interactive teaching methods. These insights contribute to the ongoing discourse on interactive teaching and offer practical recommendations for improving language instruction in EFL contexts.

Investigating EFL English-Majored Students’ Perceptions towards the Use of Technology in Language Teaching

This study investigates EFL English-majored students’ opinions of technology use in language learning at Nam Can Tho University, with an emphasis on both benefits and problems. The study uses a questionnaire survey with 85 participants to evaluate how technology affects students’ engagement, motivation, and overall learning experience. The findings show that students see major benefits from technology, such as increased engagement through multimedia materials, tailored learning experiences via applications, and access to real language input through online tools. Furthermore, students love the opportunity to communicate in real time with native speakers, which improves their language abilities and confidence. In contrast, the research cites a number of hurdles, including difficulty in integrating technology with the curriculum, technical concerns, possible diversions, and the need for more training and support. These findings emphasize the necessity of resolving these issues in order to maximize the usefulness of technology in language instruction, and they offer practical recommendations for educators and legislators.

The Effect of Using Error Analysis as a Remedial Teaching Strategy on English Major Students’ Productive Skills

The objective of this study was to examine the impact of employing Error Analysis as a remedial teaching method on the productive skills of English Major Students. The study included thirty-six students enrolled in the Department of English Language and Literature at Al-Isra University during the first semester of the academic year 2022/2023. The study participants were initially divided into two sections: section A, comprising thirty students who registered for the Syntax Course, which was assigned as the experimental group. The material was taught using Error Analysis as a remedial teaching method. Section B comprised sixteen students who enrolled in the Applied Linguistics Course. The control group was chosen and instructed using conventional teaching methods. A pre/post-test was administered to evaluate the impact of utilizing error analysis as a remedial teaching method on enhancing the productive skills of English as a Foreign Language (EFL) students. Both groups of students took a pre-test to determine their equivalence prior to commencing the experiment. Following a duration of eight weeks, the identical test was administered to both groups as a post-test in order to evaluate their progress in the Productive skills. The statistical analysis employed included measures, standard deviation, T-test, One-way ANOVA, and Scheffe. The study's findings demonstrated that implementing Error Analysis as a method of Remedial Teaching had a notable impact on enhancing students' Productive skills. The findings also demonstrated a clear advantage for the experimental group. This could be attributed to the impact of employing Error Analysis as a method of Remedial Teaching. Consequently, a set of recommendations was given at the conclusion of the study to promote the use of Error Analysis as a strategy for Remedial Teaching in order to enhance the development of productive skills in English Major students.

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

Communication Apprehension and Coping Strategies of the English Language Learners: Basis for Interactive Activities Enrichment

Communication apprehension is an uneasiness experienced by all individuals, especially when speaking. Meanwhile, coping strategies are approaches people use in dealing with anxiety. This study determined the level of communication apprehension and coping strategies of the BSED-English major students of the College of Education (CED), Jose Rizal Memorial State University-Tampilisan Campus. The researchers used the descriptive survey method utilizing the survey-questionnaire checklists. The first instrument was adopted from McCroskey's (1981) cited in Diane (2015) Personal Report of Communication Apprehension 24 (PRCA-24). The other one is the validated researchers-made survey statements comprising 30-item statements categorized as strategies for overcoming communication apprehension in group discussions, meetings, interpersonal conversation, and public speaking, with a Cronbach's alpha value of >0.70. The researchers also adopted McCroskey and Richmond's coding and scoring system, weighted mean, and frequency count. Results show that most of the English major students in JRMSU-TC have a moderate level of communication apprehension. Further, there is a difference in the level of communication apprehension when grouped according to group discussion, meetings, interpersonal communication, and public speaking, as well as in the overall weighted mean. Therefore, there is a difference in the level of communication apprehension of the BSED English major students when grouped according to year level. In terms of coping strategies, students used the following strategies: accepting cultural differences, paying attention when talking to others and considering their cultural views, thoroughly preparing before the speech, and thinking of intrinsic and extrinsic motivation as a reward. In this connection, there are proposed interactive activities that may help overcome the students' communication apprehension.

A STUDY ON THE PERCEPTIONS AND PRACTICES OF ENGLISH-MAJOR STUDENTS ON AFFRICATE AND NASAL SOUNDS AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

This study investigates the pronunciation challenges faced by first-year English major students at the School of Foreign Languages, Can Tho University, Vietnam, specifically focusing on affricate sounds (/dʒ/ and /tʃ/) and nasal sounds (/n/, /m/, and /ŋ/). Utilizing pronunciation recordings analyzed through the Elsa Speak Application, the research involved 31 proficient EFL students. They provided insights into their difficulties with 20 selected English words from their learning materials that included these phonetic elements. The findings reveal widespread mispronunciations, with many students struggling significantly with both affricate and nasal sounds. Based on the data, the study presents targeted recommendations for EFL students, teachers, and curriculum developers to enhance pronunciation instruction and address these specific challenges. This research contributes to understanding the phonetic obstacles faced by EFL learners and emphasizes the need for improved teaching strategies that focus on sound production. By identifying specific difficulties and offering actionable solutions, the study aims to facilitate better pronunciation outcomes for students, ultimately enhancing their overall language proficiency, particularly in listening and speaking English effectively.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0723/a.php" alt="Hit counter" /></p>

Socio-Affective Principle of Language Learning vis-a-vis Speaking Proficiency of English Major Students

This study aimed to evaluate the extent of awareness of socio-affective principles of language learning and the speaking proficiency level of English major students of Central Bicol State University of Agriculture – Sipocot. This descriptive-correlational research utilized survey questionnaires and the impromptu and extemporaneous speeches to gather the data from the respondents. Results showed that respondents were highly aware about the socio-affective domain of language learning (overall mean of 3.32); proficient along extemporaneous speech (19.52 total average); and proficient along impromptu speech (20.88 total average). Moreover, there is no significant difference in the extent of awareness of the respondents across year level about the socio-affective domain of language learning (0.966 F-value and 0.388 p-value); and there is a significant difference in the speaking proficiency across year level (5.783 F-value and 0.006 p-value). Lastly, it was revealed that there is a significant relationship between the extent of awareness of the respondents about the socio-affective domain of language learning and their speaking proficiency level (r-value of 0.329 and a p-value of 0.017). The researchers recommended that continuous language exposure must still be given importance. Additionally, the active participation of the learners, language teachers, and the school community is pivotal in the language learning of the learners. Multifarious activities inside of the school such as English organization, theatre and debate club, workshops, and school broadcasting club are also recommended.

<span><strong>Vietnamese English-major students’ views and practices on English pronunciation</strong></span>

English pronunciation competence is important in learning English as a foreign language. The present study aimed to provide insights into English-major students’ views and practices for this competence. To its end, the study investigated (1) relevant values of English pronunciation competence perceived by English-major students, (2) specific pronunciation errors they attend to for improvement, and (3) practices they undertake to improve this competence. For data collection, an interview survey was conducted among 16 students majoring in English from a university in Vietnam. The results reveal that all students endorsed the valued English pronunciation competence for their confidence in English communication and learning success as an English major in college. They also cited their common pronunciation errors (which stemmed from phonological discrepancies between English and Vietnamese and other relevant causes) and self-initiated practices for improvement; however, only a few students had developed effective self-improvement strategies. Accordingly, pedagogical implications are addressed and further studies are recommended to advance our understanding in this regard.

Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes

Abstract The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students’ perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (n = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the Leaderful Classroom Practices framework. Furthermore, students’ ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students’ autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (n = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings.

Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach

Recent research on the multifaceted nature of student engagement indicating that students engaged with peer feedback dynamically, varying with the interaction of individuals and the environment, while neglecting the impact of engagement with peer feedback on L2 learners’ writing development. Grounded in sociocultural theory, this longitudinal case study aimed to investigate the roles of dialogic peer feedback as a mediating tool for promoting L2 writing development. Four first-year English major students participated in eight tutorials over 16 weeks in a university in China. Data were collected from peer feedback dialogue, pre- and post-mediation drafts, retrospective verbal reports, self-reflection, and focus groups through microgenesis. The findings revealed that dialogic peer feedback enhanced student engagement from various dimensions. Engaging in dialogic peer feedback facilitated the diagnosis of writing problems and appropriate mediation through interaction. Mediation rather than correction in dialogic peer feedback was critical in assisting learners in achieving L2 writing goals.

Effects of computer-mediated collaborative writing tasks on Chinese EFL learners’ writing development: a focus on group size

ABSTRACT Despite support in previous studies for computer-mediated collaborative writing (CMCW) in L2 writing instruction, only a few studies have examined whether CMCW tasks can lead to individual writing development. Even less is known about the potential influence of group size on individual writing gains following CMCW. This study aims to investigate the effects of group size in the design of computer-mediated collaborative writing (CMCW) tasks on English as a foreign language learners’ overall writing performance, as well as on measures of writing complexity, accuracy, and fluency (CAF). A pre-test - post-test quasi-experimental research design was used with 56 second-year English major students from a Chinese university. Over eight weeks, the participants completed three out-of-class CMCW tasks either in pairs (n = 28) or in groups of four (n = 28). The effects of the CMCW tasks and group size were examined using gain scores on overall writing performance and CAF from timed argumentative pre- and post-test writing tasks. The results revealed the beneficial effects of CMCW tasks on improving students’ overall writing performance, accuracy, and fluency. It also indicated that students working in groups of four significantly outperformed those working in pairs on writing accuracy. Implications for CMCW tasks in the EFL context are discussed.

The Impacts of Computer-Assisted Translation Tools on Learning Autonomy of Students in English Translation Courses

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities: Empirical Analysis Based on Structural Equation Modeling

With the continuous advancement of education informatization, Technological Pedagogical Content Knowledge (TPACK), as a new theoretical framework, provides a novel method for measuring teachers’ informatization teaching ability. This study takes normal students of English majors from three ethnic universities as the research object, collects relevant data through questionnaires, and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure. The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling, the results show that the one-dimensional core knowledge of technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) have a positive effect on the two-dimensional interaction knowledge of technological content knowledge (TCK) and pedagogical content knowledge (PCK); furthermore, TCK and PCK have a positive effect on TPACK; and TK, CK, and PK indirectly affect TPACK through TCK and PCK. On this basis, suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.

Using Social Media among English Major Students at Hebron University, Palestine

With the increasing integration of social media into educational settings, understanding its role in the lives of students has become essential. This study explores the usage patterns and perceptions of social media among English major students at Hebron University. The study has been analysed for the second semester of 2023/2024 academic year with a sample of 100 students, 74 are females and 26 are males. They are between 18 and 22. The researchers designed a questionnaire via Google Forms. Participants were given the questionnaire electronically through WhatsApp and email. Quantitative analysis techniques were used to analyse responses. SPSS program. The study suggested some recommendations that can be used at the university. The results of this research highlight the correlation between social media use and the univerity and personal lives of English major students at Hebron University.

Google Translate: The Impact of its Usefulness on English-Majored Students’ Acceptance in Essay Writing in the Vietnamese Context

Google Translate: The Impact of its Usefulness on English-Majored Students’ Acceptance in Essay Writing in the Vietnamese Context

Exploration on the use of learning strategies in writing for English major students

Purpose: This study delves into the intricacies of writing learning strategies and systematically assesses their use. Design/ Methodology/ Approach: Certainly! Here’s the proofread version of your text: By using quantitative methods, which include systematic questionnaires and CET-6 tests (CET stands for “College English Test,” a standardized English proficiency exam in China), this study collected a large amount of data to gain an in-depth understanding of the overall use of writing learning strategies. The study also examined the use of these strategies in colleges and universities at different levels, as well as the differences in strategy use by learners of different genders. Finding: The study reveals that English major students utilize cognitive, metacognitive, and social-affective strategies to enhance their writing skills, with metacognitive strategies like planning and self-monitoring being particularly effective. However, challenges such as time management, motivation, and lack of guidance hinder effective implementation. Conclusion: Significant differences were found in the use of metacognitive strategies among Chinese students, indicating their infrequent use in English writing. These findings suggest the need for targeted interventions to improve strategy application. Implications: This study aims to provide a more in-depth and empirical understanding of writing education and to offer a strong basis for educational practice and policy-making. It seeks to offer practical writing teaching suggestions for educators to promote students' all-around development in writing.