English Major Students Research Articles

A Study of the Effects of Narrow Reading on Incidental English Vocabulary Acquisition

The study investigates incidental vocabulary acquisition during English natural reading through empirical research. First-year English major students from a university were selected as participants. They were tasked with reading simplified adaptations of Jane Austen's classic novels after class, divided into Groups A and B (Group A engaged in narrow reading, while Group B engaged in extensive reading). Both groups underwent vocabulary tests before and after the experiment. Through data analysis, this study reveals the impact of narrow reading and extensive reading on vocabulary acquisition when reading English simplified novels, as well as whether there are differences between extensive reading and narrow reading during the reading process. The conclusions of this research have implications for developing effective strategies for extracurricular English reading and fostering complete vocabulary acquisition among students.

Engagement with language in study abroad: accounts from Korean English-major students in the United States

ABSTRACT This study investigates the emergence and nature of engagement with language during short-term study abroad (STSA). Ten teacher-education students from the same sending university in South Korea participated in a 4-week programme hosted by a U.S. university, with emphasis on multiculturalism and English as a medium of classroom instruction. Adopting the framework of engagement with language and a case study method, the current study focuses on three English majors with a professional stake and expert training as focal cases and their responses to focus group interviews and individual interviews, as well as written reflections. The data reveal the participants’ critical reflections on their prior L2 practices and a complex interplay of cognitive (breakdowns of English and its forms and functions), affective (confidence boosting), and social (interactions for learning) engagement with language in relation to what STSA affords as a context and how the participants negotiate and shape that context. The study further uncovers dynamic interactions of the different forms of engagement, such as juxtaposition of cognitive and affective forms and interconnected forms of cognitive, affective, and social engagement. The findings shed new insight into the complex nature of engagement with language during STSA.

A Research on the Use of Articles in Writings of English Major Students in China

The misuse of articles has long been a subject that has attracted the attention of many researchers from the field of pedagogy. Although articles play a significant part in English learning, the related researches in China are not thorough enough. By means of tests and case analysis, this study confirms the existence of the misuse of articles among third-year English major students in China and investigates the most common type of their mistakes. The result shows that the causes of students misuse of English articles can be summarized into these three categories: redundancy, numerical consistency, and confusion. Among them, redundancy is the most common mistake made by all levels of students, while numerical inconsistency is more frequently seen among students from high score group. It is also proved that there is a correlation between recognizing the right articles in tests and using articles correctly in writings, which sets higher requirements for teachers in their article-related class.

Cultivating Multifaceted Writing Abilities in English Major Students: Integrated Practice of Multimedia Scaffolding Instruction and Peer Assessment Mechanism

With the current context of English major education, enhancing the writing abilities of English major students has become a crucial teaching focus. This paper explores a multifaceted approach to cultivating writing abilities, integrating multimedia scaffolding instruction and peer assessment mechanisms. Through multimedia scaffolding instruction, students are able to learn and apply writing strategies in specific contexts, effectively enhancing their writing skills. Simultaneously, the introduction of peer assessment mechanisms aims to foster students critical thinking and self-reflection abilities. Through peer assessment, students can examine their own work from different perspectives, thereby promoting deep learning and understanding. The research findings demonstrate that this integrated practice significantly improves students writing proficiency, enhances their autonomous learning abilities, and fosters a spirit of collaboration. Therefore, this teaching model holds important practical significance and potential for promotion in the cultivation of writing abilities among English major students.

The interplay of mindsets, aptitude, grit, and language achievement: What role does gender play?

AbstractThe study aimed to examine the interrelationships between growth mindset, L2 aptitude, L2 grit, and L2 achievement, while also exploring the moderating role of gender in these interactions. A sample of 236 English-major students participated in the study by completing a language aptitude test and a questionnaire. The results of path analyses indicated that both aptitude and L2 grit similarly and positively predicted L2 achievement. The growth mindset had no direct effect on L2 achievement, whereas its indirect effects reached statistical significance. Moreover, growth mindset and L2 grit were found to be unrelated to L2 aptitude. Although female and male students did not differ significantly in their growth mindset, L2 aptitude, L2 grit, and L2 achievement scores, Multi-Group Path Analyses unveiled subtle gender differences.

An Investigation into English-Majored Students’ Motivation in Speaking English

Educational psychologists are particularly interested in motivation because of its critical role in student learning. How students can be active in their learning would affect their outcomes during their educational journey. Thus, this study aims to explain types of motivation in language learning and then sheds light on how such motivation pushes and stimulates students in English speaking, concurrently digging deeper into influencing factors on students’ motivation. Findings from the survey questionnaire reveal that the students mainly have extrinsic and intrinsic motivations. This could be explained by the students’ focus on the requirements of jobs and the desire to experience new things. Besides, some factors that influence the students' motivation in English language learning include the learning environment, limited knowledge, and teachers’ pedagogical strategies. The semi-structured interview offers a deeper understanding of the students’ experience about how motivation affects their speaking skills as well as how some factors are suggested for higher motivation. Hence, enhancing English-majored students' proficiency, especially in speaking English fluently, is the final goal of the study. From such a vantage point, some motivational strategies are recommended for English-speaking classes for both majored students and non-majored ones.

Exploring Student’s Perspectives and Practices: Using TikTok in the Context of Sophomore EFL Speaking 4 Learning at Van Lang University

Nowadays, TikTok is one of the most popular online applications. TikTok has recently been a helpful tool in facilitating teaching speaking skills. More researchers are exploring the teaching application of TikTok in speaking classes. This study is designed as mixed-method research that explores VLU second-year English-major students’ perceptions of using TikTok to learn speaking skills. With the help of two research instruments: interviews and questionnaires, the results showed that students agree that TikTok positively impacts speaking skills. Furthermore, TikTok can be implemented in Speaking 4 classes as an additional tool to facilitate students' speaking skills outside the classroom.

Teachers’ Language Use in EFL Classroom Interaction: A Qualitative Study Analysis in Indonesia Settings

This research aims to analyze the classroom language used by a teacher of English department during the learning process. Mastery of a foreign language requires persistent practice and patience among students and teachers. Therefore, languages used in the classroom have a potential to help students produced good communication in the target language. This qualitative study was conducted with 1 male teacher and 22 second grade English major students who were learning writing. Data collection was carried out by observation and interviews both the teacher and 5 sample students and it was analysed with descriptive qualitative techniques. The results showed that the classroom language generally used by the EFL teacher were categorized into several types: instructions, questions, feedback and correction, clasroom management, building rapport, explanations, transitions, and encouragement. While for students, they used language revolved around their interactions within the classroom, both with their peers and teachers. It included phrases and questions that helped them manage their learning experiences, clarify instructions, and participate actively in classroom activities. The results of the analysis are supported by the observation checklists regarding how situations require certain types of language goals. The use of classroom language has different objectives according to the current situation within the scope of learning. The study offers practical recommendations for EFL teachers on how to effectively use different types of language to enhance learning outcomes, such as the strategic use of questions, feedback, and encouragement.

Improving First-Year English-Majored Students’ Speaking Skills through Using Digital Storytelling

This study aims to investigate the effectiveness of digital storytelling on Vietnamese first-year English-majored students' English-speaking learning at a university in Vietnam. In this study, the students were asked to create English-dubbed animated stories with different topics relating to their speaking lessons by using the Movie Adventure application. Methods for data collection were speaking pre-and post-tests, questionnaires, and interviews. The findings revealed that using digital storytelling as a pedagogical tool for practicing English speaking benefited students' speaking ability. The findings also showed that engaging in the content of stories not only encouraged students' motivation but instilled their confidence to speak in English. The results of the given questionnaires and interviews showed that students responded positively to the implementation of digital storytelling, which facilitated learning by allowing learners to interact and collaborate in English. From the results gained, it was concluded that digital storytelling can be used to create a dynamic speaking learning environment that helps students participate actively in their English-speaking lessons during their learning time.

Common syntactic errors in the writing skills of the 3rd year students at Van Lang University

This study aimed to analyze common syntactic errors found in the argumentative essays of third-year English major students at the Faculty of Foreign Languages, Van Lang University, Vietnam. Quantitative and qualitative methods were used to obtain data in this study. The quantitative approach involved counting and calculating the frequency, percentage, and ranking of syntactic errors, while the qualitative method was adopted to explain these errors. The instrument for collecting data was argumentative essays written by 37 third-year English majors enrolling in Writing-5 at Van Lang University. Microsoft Word was used to collect and analyze syntactic errors and sentence structures, while Microsoft Excel was employed to calculate the frequency and rank of these errors and structures. The results found that the five most frequent errors in their essays were at the noun phrase and sentence levels. These errors included run-on sentences, preposition errors, article errors, sentence fragments, and pronoun errors. Through error analysis, it was indicated that the majority of errors made by students were due to the negative transfer from their first language and the literal translation. Based on the findings, language teachers and syllabus designers could use these results as guidance to design appropriate teaching methods and materials.

Students’ Perspectives on the Use of Teacher Questions to Promote Critical Thinking in EFL Classrooms

In the age of AI, critical thinking skills have proven indispensable for students to achieve a competitive edge and high employability. Theoretically, teacher questions play an important role in fostering this thinking ability during classroom interaction. In reality, nevertheless, classroom questions are predominantly low-cognitive, rarely paying way for any development of critical thinking. In this regard, the purpose of the study is to shed light on how students view the use of questions in developing critical thinking, and their perspectives on useful support to answer high-ordered questions. The study involved seventy English-majored students at Van Lang University. Given the purpose of the study, quantitative research was used to collect data about students’ perspectives through a questionnaire. The results showed that most students held positive attitudes toward using high-ordered questions, and they acknowledged the benefits these questions offer. In terms of suggestions, they highly valued a comfortable learning environment and group discussion as the most useful support.

English-majored Students’ Problems in Listening Comprehension: The Case of a University in Vietnam

The article looks into the difficulties that English-majored students face when it comes to listening comprehension in a Vietnamese university. Listening comprehension, a fundamental skill in language learning, is often challenging for students despite its importance. This study uses a qualitative research approach to investigate the specific challenges that English-majored students have in their listening comprehension abilities. Data is collected using a painstakingly crafted questionnaire instrument, which is targeted to elicit specific comments from participants about their listening comprehension experiences and issues. The findings highlight a variety of barriers to students’ listening comprehension, ranging from language competence levels and exposure to different accents to a lack of realistic listening materials and inefficient tactics. The study emphasizes the necessity of addressing these issues through focused treatments, such as the use of realistic listening materials, more listening practice opportunities, and the teaching of effective listening methods. Teachers can optimize English language training techniques and nurture better language competency among English-majoring students in Vietnamese institutions by addressing the specific needs revealed by the questionnaire instrument.

Learner Agency: Multiple Case Studies of English Speaking Learning of English Majors in China

Objectives This article delves into the ways in which three English major students, each possessing varying levels of proficiency in spoken English―high, moderate, and low―express their agency throughout the process of acquiring spoken language. This exploration encompasses their experiences both within and beyond the classroom, all situated within a broader contextual framework. Methods Qualitative research was conducted during one fall semester from September to December 2023. The researchers observed an English speaking course instructed by a Chinese female teacher. Data were collected through classroom observations, semi-structured interviews, course documents and learners’ artifacts. Data analysis was conducted with three levels of coding (open coding, axial coding, and selective coding) and the credibility was ensured with data triangulation. Results The findings revealed that English major students, when encountering difficulties and challenges, such as pronunciation problems and limited vocabulary etc, exercised different forms of agency to address and overcome obstacles in the process of learning spoken English. Specifically, the agency forms of English major students in spoken English learning is manifested through action engagement, action adjustment, and action resistance. Conclusions The findings and the analysis of the current study revealed that learner agency had a significant role to play in English as a foreign language classroom in a Chinese college context. Based on the thematic data analysis, this study offered some pedagogical implications for educators and teachers both at Chinese universities and beyond.

Key Obstacles in L2 Academic Writing Faced by Saudi English Major Students

Academic writing is a vital skill for university students (Hyland, 2022), but it can be a daunting task to master. It is crucial to understand the specific challenges and, more importantly, the root causes of these challenges in order to overcome them. The main objectives of this mixed methods study are to investigate the challenges of academic writing and to explore the factors that contribute to these challenges. To achieve these objectives, qualitative semi-structured interviews were conducted with four senior-year students in the English department, and a questionnaire was distributed among 33 English-majored students to investigate their general L2 academic writing attitude and whether it has a correlation with the difficulty they encounter with L2 academic writing. The results indicated that students face difficulties in several areas: (1) thinking about thesis, (2) writing introduction and conclusion, (3) writing an error-free sentences, (4) usingtransitional phrases, (5) difficulty regarding writing mechanism. The major reasons behind that are: (A) the assigned lecturer and poor implementation of the technology, (B) the students' educational background, (c) the students' negative attitude toward L2 academic writing. Furthermore, students' responses showed a great welcoming to the technology involvement inside the classroom and that would probably assist in reducing some challenges if it was implemented effectively.

Unpacking the Roles of Reading-to-Write and Writing-Only Approaches: A Comparative Case Study of Thai Undergraduate Students

This comparative case study explores the roles of reading-to-write and writing-only approaches on students’ L2 writing skills. Six third-year English major students from a Thai university, with diverse proficiency levels, participated in the study. Data from students’ writing samples, semi-structured interviews, and observations were analyzed through quantitative and qualitative methods. The two approaches contributed differently to enhancing students’ English writing skills. The writing-only approach significantly improved grammatical accuracy, while the reading-to-write approach fostered the use of more complex grammar structures, particularly in argumentative writing. In terms of coherence and cohesion, both approaches proved equally productive. Language proficiency, learning styles, task demands, essay types, topic familiarity, and time limitations also impacted the utilization of each approach. These insights suggest a blended approach to teaching writing at the university level, integrating both reading and writing elements. However, the findings also underscore the importance of explicit instruction in grammar and reading to support students in developing robust writing skills.

Utilizing Films in EFL Classroom for Learning Speaking: A Study at English Major

Nowadays, speaking skills can be learned through various techniques and resources. One of them is watching films. Watching films using English subtitles is one of the best ways to present authentic content because it combines audio and visuals This research purposed to know how are English major students’ perceptions towards watching English films to develop speaking skills. The participants were 30 students in the sixth semester of the English Education Department in IAIN Kediri. For data collection, a questionnaire consisting of ten questions was employed to gather information about the respondents' background, perceptions regarding watching English films, and their level of agreement with respect to English films. The descriptive method is utilized because the data analysis is presented in a descriptive manner. According to the percentage of the finding, there are (75,8%) of students chose the option Agree, while there is (0%) of students chose the option Strongly Disagree in all the items. The survey shows the highest answer from respondents is “agree” about their perceptions towards watching English films to develop speaking skills. Based on the results of respondents’ perceptions, researchers can conclude that English film has good perceptions and has good influences in developing students’ speaking skills.

Generative Artificial Intelligence and ChatGPT in Language Learning: EFL Students' Perceptions of Technology Acceptance

The study conducted in the centre of Vietnam in 2023 aims to explore English-majored students’ perceptions towards the application of ChatGPT in developing students’ English language. The research was grounded on the Technology Acceptance Model developed by Davis (1998) and further revised by Shoufan (2023). The quantitative approach was selected for the study with the questionnaire as the instrument. 369 English-majored students who have experienced using ChatGPT in language learning were selected for the study. The findings reveal that although students found it easy to use ChatGPT as well as perceived it as a useful tool for their language learning, they had neutral opinions on its usefulness. Furthermore, students had a high level of attitudes towards the use of ChatGPT in language learning while the negative attitudes towards it were found to be at a low level. While genders were recognised not to have impacts on students’ perceptions, class levels had significant effects on those of students It is highly recommended that teaching strategies, careful monitoring, and a balance between the use of ChatGPT and human interaction should be under consideration for an effective adoption of ChatGPT in language learning and teaching.

A Study of the Usage of English Mobile Tools by College Students of English Majors

A Study of the Usage of English Mobile Tools by College Students of English Majors

Developing more-than-human sustain-abilities in the ecocritical classroom

This article discusses and elaborates on the insights gained from the teaching of a course in Environment, Literature and Culture at a university in the north of Thailand. The course was designed as an invitation to English major students to develop sustain-abilities (vulner-abilities, attend-abilities, and response-abilities). In an effort to overcome the anthropocentrism of traditional humanistic ecocritical pedagogies, both the course and this case study have been framed by posthumanist ontology and educational theory. From this standpoint, curriculum and pedagogy constitute a relational, open-ended, more-than-human entanglement of agencies, practices, discourses, matters, and encounters assembled in the process of teaching and learning. The dialogical and situated invitations of this course contributed to assemble a literacy situation that seemed to foster in students an embodied, affective, experienced, relational sense of becoming-together with nonhuman others. While it is unclear whether the participation in the course will continue to motivate their collective and individual actions beyond this literacy situation, the encounters and relations between these students and the many nonhumans assembled in the ecocritical classroom constitute by themselves bewildering learning experiences.

The Effect of Using Listening Strategy Instruction on English Major Students' EFL Listening Comprehension Performance

The Effect of Using Listening Strategy Instruction on English Major Students' EFL Listening Comprehension Performance